Pub Date : 2020-11-01DOI: 10.1177/2632077020975140
J. Annesi
This study aimed to assess changes in learned self-regulatory skills and barriers self-efficacy associated with theory-based behavioral weight-loss treatments with different curricular emphases, and to evaluate mechanisms of short- and long-term changes in exercise and eating behaviors via self-regulatory skills usage to inform theory and improve lagging intervention effects. Women with obesity volunteered and were randomly allocated into 1-year community-based behavioral weight-loss treatments with either a high (n = 37) or moderate (n = 41) focus on building self-regulatory skills to overcome lifestyle barriers. They were periodically assessed on measures of exercise- and eating-related self-regulatory skill usage, exercise- and eating-related barriers self-efficacy, exercise outputs, fruit/vegetable intake, and body composition. Reductions in weight and waist circumference, increases in exercise- and eating-related self-regulation and barriers self-efficacy, and increases in exercise and fruit/vegetable intake were each significant overall, and significantly greater in the group with a high self-regulatory skills-building focus. Change in barriers self-efficacy significantly mediated relationships between self-regulation change and changes in exercise outputs and fruit/vegetable intake from both baseline–Month 6 and baseline–Month 12. Change in barriers self-efficacy also significantly mediated relationships between change in self-regulation for eating from baseline–Month 3 and long-term changes in self-regulation for eating. Findings supported tenets of social cognitive, self-efficacy, and self-regulation theories: and indicated the importance of emphasizing, and facilitating a high amount of instruction and rehearsal time for self-regulatory skills development within behavioral weight-loss treatments. The ability to nurture self-efficacy through overcoming lifestyle barriers was also indicated.
{"title":"Relationships Between Learned Self-Regulatory Skills and Changes in Weight-Loss Behaviors: Mediation by Barriers Self-Efficacy","authors":"J. Annesi","doi":"10.1177/2632077020975140","DOIUrl":"https://doi.org/10.1177/2632077020975140","url":null,"abstract":"This study aimed to assess changes in learned self-regulatory skills and barriers self-efficacy associated with theory-based behavioral weight-loss treatments with different curricular emphases, and to evaluate mechanisms of short- and long-term changes in exercise and eating behaviors via self-regulatory skills usage to inform theory and improve lagging intervention effects. Women with obesity volunteered and were randomly allocated into 1-year community-based behavioral weight-loss treatments with either a high (n = 37) or moderate (n = 41) focus on building self-regulatory skills to overcome lifestyle barriers. They were periodically assessed on measures of exercise- and eating-related self-regulatory skill usage, exercise- and eating-related barriers self-efficacy, exercise outputs, fruit/vegetable intake, and body composition. Reductions in weight and waist circumference, increases in exercise- and eating-related self-regulation and barriers self-efficacy, and increases in exercise and fruit/vegetable intake were each significant overall, and significantly greater in the group with a high self-regulatory skills-building focus. Change in barriers self-efficacy significantly mediated relationships between self-regulation change and changes in exercise outputs and fruit/vegetable intake from both baseline–Month 6 and baseline–Month 12. Change in barriers self-efficacy also significantly mediated relationships between change in self-regulation for eating from baseline–Month 3 and long-term changes in self-regulation for eating. Findings supported tenets of social cognitive, self-efficacy, and self-regulation theories: and indicated the importance of emphasizing, and facilitating a high amount of instruction and rehearsal time for self-regulatory skills development within behavioral weight-loss treatments. The ability to nurture self-efficacy through overcoming lifestyle barriers was also indicated.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"49 1","pages":"264 - 287"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83796972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/2632077020970875
Jeni A. Stolow, C. Kendall, Francisco Marto Leal Pinheiro, Mariana Campos da Rocha Feitosa, Kelly Alves de Almeida Furtado, Adriano Ferreira Martins, Mayara Paz Albino dos Santos, Ana Ecilda Lima Ellery, L. Dias, Ivana Cristina de Holanda Barreto, L. Moses, Arachu Castro, Christopher Dunn, L. Kerr
As a response to the rise in microcephaly cases in 2015, Brazilian health authorities recommended a number of Zika virus (ZIKV) prevention behaviors. This study explores the contrast between the Brazilian health authorities’ health promotion response to the epidemic and the context in which the epidemic unfolded. Rapid Anthropological Assessment was used to assess how women in Fortaleza, Brazil, perceive ZIKV, ZIKV prevention recommendations, and the feasibility of adhering to these recommendations. Semi-structured interviews, informational interviews, and observations were used. The ZIKV recommendations and prevention did not represent best practices in health communication and promotion and failed to achieve their goals. Prevention recommendations were delivered without actionable steps and without considering cultural, socioeconomic, or environmental contexts. It is imperative to take advantage of this interepidemic period to apply best practices in health communication, education, and promotion to ensure populations at risk have adequate awareness, information, and resources to prevent infection.
{"title":"Women’s Perceptions of Zika Virus Prevention Recommendations in Fortaleza, Brazil","authors":"Jeni A. Stolow, C. Kendall, Francisco Marto Leal Pinheiro, Mariana Campos da Rocha Feitosa, Kelly Alves de Almeida Furtado, Adriano Ferreira Martins, Mayara Paz Albino dos Santos, Ana Ecilda Lima Ellery, L. Dias, Ivana Cristina de Holanda Barreto, L. Moses, Arachu Castro, Christopher Dunn, L. Kerr","doi":"10.1177/2632077020970875","DOIUrl":"https://doi.org/10.1177/2632077020970875","url":null,"abstract":"As a response to the rise in microcephaly cases in 2015, Brazilian health authorities recommended a number of Zika virus (ZIKV) prevention behaviors. This study explores the contrast between the Brazilian health authorities’ health promotion response to the epidemic and the context in which the epidemic unfolded. Rapid Anthropological Assessment was used to assess how women in Fortaleza, Brazil, perceive ZIKV, ZIKV prevention recommendations, and the feasibility of adhering to these recommendations. Semi-structured interviews, informational interviews, and observations were used. The ZIKV recommendations and prevention did not represent best practices in health communication and promotion and failed to achieve their goals. Prevention recommendations were delivered without actionable steps and without considering cultural, socioeconomic, or environmental contexts. It is imperative to take advantage of this interepidemic period to apply best practices in health communication, education, and promotion to ensure populations at risk have adequate awareness, information, and resources to prevent infection.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"61 1","pages":"288 - 314"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86889687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/2632077020968737
Isaac Prilleltensky, Adam McMahon, Nicholas D. Myers, Ora Prilleltensky, Samantha Dietz, M. Scarpa, Seungmin Lee, K. Pfeiffer, André G. Bateman, Ahnalee M. Brincks
Fun For Wellness (FFW) is an online behavioral intervention developed to promote well-being by enhancing the self-efficacy of participants. The objective of this study was to evaluate the effectiveness of FFW to promote health in adults with obesity in the United States in a relatively uncontrolled setting. The study design was a large-scale, prospective, double-blind, parallel group randomized controlled trial. Data collection occurred at three time points: baseline, 30 days, and 60 days after baseline. There was evidence for a positive direct effect of FFW on physical health status ( β ^ = 1.33, p = .005, d = 0.24) at 60 days after baseline. In addition, there was evidence of a positive indirect effect of FFW on mental health status at 60 days after baseline through psychological well-being self-efficacy ( β ^ = 0.44, [0.05, 0.94]).
快乐健康(FFW)是一种通过提高参与者的自我效能感来促进健康的在线行为干预。本研究的目的是评估FFW在美国一个相对不受控制的环境中促进成年肥胖患者健康的有效性。本研究设计为大规模、前瞻性、双盲、平行组随机对照试验。数据收集发生在三个时间点:基线、基线后30天和基线后60天。有证据表明，在基线后60天，FFW对身体健康状况有积极的直接影响(β ^ = 1.33, p = 0.005, d = 0.24)。此外，有证据表明，通过心理健康自我效能感，FFW对基线后60天的心理健康状况有积极的间接影响(β ^ = 0.44，[0.05, 0.94])。
{"title":"An Exploration of the Effectiveness of the Fun For Wellness Online Intervention to Promote Health in Adults With Obesity: A Randomized Controlled Trial","authors":"Isaac Prilleltensky, Adam McMahon, Nicholas D. Myers, Ora Prilleltensky, Samantha Dietz, M. Scarpa, Seungmin Lee, K. Pfeiffer, André G. Bateman, Ahnalee M. Brincks","doi":"10.1177/2632077020968737","DOIUrl":"https://doi.org/10.1177/2632077020968737","url":null,"abstract":"Fun For Wellness (FFW) is an online behavioral intervention developed to promote well-being by enhancing the self-efficacy of participants. The objective of this study was to evaluate the effectiveness of FFW to promote health in adults with obesity in the United States in a relatively uncontrolled setting. The study design was a large-scale, prospective, double-blind, parallel group randomized controlled trial. Data collection occurred at three time points: baseline, 30 days, and 60 days after baseline. There was evidence for a positive direct effect of FFW on physical health status ( β ^ = 1.33, p = .005, d = 0.24) at 60 days after baseline. In addition, there was evidence of a positive indirect effect of FFW on mental health status at 60 days after baseline through psychological well-being self-efficacy ( β ^ = 0.44, [0.05, 0.94]).","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"70 1","pages":"212 - 239"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76215326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.1177/2632077020965568
M. Kenny, Brenda Tsai
In this article, we discuss the integration of prevention science and vocational psychology for person- and system-focused prevention with a critical social justice agenda. More specifically, we focus on career development education as a potentially transformative primary prevention activity for increasing youth access to decent work and lives of well-being. We consider this as a critical agenda for two reasons. First, there are continued declines in the availability of decent work on a global level. In addition, youth who are marginalized by society are particularly vulnerable in competing for access to such dwindling opportunities and in thriving in communities and workplaces characterized by oppressive policies and practices. Building upon previous work in prevention and vocational psychology from a social justice perspective, we suggest that the psychology of working theory (PWT) can serve as a conceptual framework for developing and evaluating person- and system-focused preventive interventions that will address marginalization and seek to prepare all youth for an uncertain and shifting work future.
{"title":"Person- and System-Focused Prevention in Preparing Youth to Navigate an Uncertain Work Future","authors":"M. Kenny, Brenda Tsai","doi":"10.1177/2632077020965568","DOIUrl":"https://doi.org/10.1177/2632077020965568","url":null,"abstract":"In this article, we discuss the integration of prevention science and vocational psychology for person- and system-focused prevention with a critical social justice agenda. More specifically, we focus on career development education as a potentially transformative primary prevention activity for increasing youth access to decent work and lives of well-being. We consider this as a critical agenda for two reasons. First, there are continued declines in the availability of decent work on a global level. In addition, youth who are marginalized by society are particularly vulnerable in competing for access to such dwindling opportunities and in thriving in communities and workplaces characterized by oppressive policies and practices. Building upon previous work in prevention and vocational psychology from a social justice perspective, we suggest that the psychology of working theory (PWT) can serve as a conceptual framework for developing and evaluating person- and system-focused preventive interventions that will address marginalization and seek to prepare all youth for an uncertain and shifting work future.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"427 1","pages":"155 - 182"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78136155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1177/2632077020937690
Elizabeth M. Vera
The next wave of prevention specialists must pay increased attention to the direct and indirect effects of the environment on a variety of health and educational outcomes. As a result, it is critical that environment-focused interventions (including those that target systems/organizations, policy, and natural ecologies) play a more predominant role in a future prevention agenda. Recommendations are made for conceptualizing and evaluating the success of such efforts. Suggestions are also made for the types of training that future prevention professionals will need to be effective at environment-focused and systems-level prevention efforts. Examples of interventions aimed at meeting the needs of underserved populations are offered.
{"title":"A Prevention Agenda for 2020 and Beyond: Why Environmental Interventions Matter Now More Than Ever","authors":"Elizabeth M. Vera","doi":"10.1177/2632077020937690","DOIUrl":"https://doi.org/10.1177/2632077020937690","url":null,"abstract":"The next wave of prevention specialists must pay increased attention to the direct and indirect effects of the environment on a variety of health and educational outcomes. As a result, it is critical that environment-focused interventions (including those that target systems/organizations, policy, and natural ecologies) play a more predominant role in a future prevention agenda. Recommendations are made for conceptualizing and evaluating the success of such efforts. Suggestions are also made for the types of training that future prevention professionals will need to be effective at environment-focused and systems-level prevention efforts. Examples of interventions aimed at meeting the needs of underserved populations are offered.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"92 1","pages":"5 - 33"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90540867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1177/2632077020948786
K. Herman, W. Reinke, A. Thompson
The article describes a prevention science approach to impacting population health. We use activities of the Missouri Prevention Science Institute that address youth mental health concerns with a public health approach to illustrate the approach. In particular, we focus on several lessons that may be relevant for advancing the success of prevention and health promotion scholars in addressing major societal problems: connecting small ideas to big solutions, matching intervention targets with goals, developing reliable and systemic monitoring data streams, ensuring data and prevention efforts account for cultural context, and helping people/systems change.
{"title":"Prevention Science as a Platform for Solving Major Societal Problems and Improving Population Health","authors":"K. Herman, W. Reinke, A. Thompson","doi":"10.1177/2632077020948786","DOIUrl":"https://doi.org/10.1177/2632077020948786","url":null,"abstract":"The article describes a prevention science approach to impacting population health. We use activities of the Missouri Prevention Science Institute that address youth mental health concerns with a public health approach to illustrate the approach. In particular, we focus on several lessons that may be relevant for advancing the success of prevention and health promotion scholars in addressing major societal problems: connecting small ideas to big solutions, matching intervention targets with goals, developing reliable and systemic monitoring data streams, ensuring data and prevention efforts account for cultural context, and helping people/systems change.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"64 1","pages":"131 - 151"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83242371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1177/2632077020946419
J. Westefeld
The concept of social justice has assumed major significance in the human service professions, as suicide rates have increased. However, social justice remains a difficult concept to define. This article explores definitions of social justice, as well as the intersection of social justice and suicide prevention. A review of suicide prevention programs is presented, including both systemic prevention programs and individual prevention strategies. This evolves into a discussion concerning why suicide prevention is in fact a very significant social justice issue. Finally, implications for mental health professionals, including counseling psychologists, the profession that originated this journal, are examined, and suggestions for future issues of focus related to the intersection of suicide prevention and social justice are presented. To take a social justice approach to suicide prevention, it is suggested that an interdisciplinary structure be utilized to maximize political action.
{"title":"Suicide Prevention: An Issue of Social Justice","authors":"J. Westefeld","doi":"10.1177/2632077020946419","DOIUrl":"https://doi.org/10.1177/2632077020946419","url":null,"abstract":"The concept of social justice has assumed major significance in the human service professions, as suicide rates have increased. However, social justice remains a difficult concept to define. This article explores definitions of social justice, as well as the intersection of social justice and suicide prevention. A review of suicide prevention programs is presented, including both systemic prevention programs and individual prevention strategies. This evolves into a discussion concerning why suicide prevention is in fact a very significant social justice issue. Finally, implications for mental health professionals, including counseling psychologists, the profession that originated this journal, are examined, and suggestions for future issues of focus related to the intersection of suicide prevention and social justice are presented. To take a social justice approach to suicide prevention, it is suggested that an interdisciplinary structure be utilized to maximize political action.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"39 1","pages":"58 - 79"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81305372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1177/2632077020943845
Reuben Faloughi, K. Herman
Finding ways to support colleges in reducing the frequency of discrimination experiences is imperative to improve the health of the nation and reduce health disparities. The current study evaluated the effectiveness of an intergroup dialogue (IGD)-based diversity and social justice course offered to undergraduate students at a large, midwestern university. Students enrolled in the course completed pre- and postcourse evaluation survey measures of critical consciousness, appreciation for diversity, preference for inequality, and week-to-week ratings of openness, connectedness, and participation in the course. Results suggest the course intervention had positive effects on students’ critical consciousness and appreciation of diversity scores. In addition, latent profile and transition analyses indicated students were significantly more likely to stay or move into adaptive versus less adaptive patterns of engagement (i.e., self-rated participation, openness, and connectedness). Findings are discussed in relationship to IGD theory and practice and implications for future research and implementation of IGD-based coursework.
{"title":"Examining the Effects of an Intergroup-Based Diversity and Social Justice Course on Students’ Multicultural Competencies and Engagement","authors":"Reuben Faloughi, K. Herman","doi":"10.1177/2632077020943845","DOIUrl":"https://doi.org/10.1177/2632077020943845","url":null,"abstract":"Finding ways to support colleges in reducing the frequency of discrimination experiences is imperative to improve the health of the nation and reduce health disparities. The current study evaluated the effectiveness of an intergroup dialogue (IGD)-based diversity and social justice course offered to undergraduate students at a large, midwestern university. Students enrolled in the course completed pre- and postcourse evaluation survey measures of critical consciousness, appreciation for diversity, preference for inequality, and week-to-week ratings of openness, connectedness, and participation in the course. Results suggest the course intervention had positive effects on students’ critical consciousness and appreciation of diversity scores. In addition, latent profile and transition analyses indicated students were significantly more likely to stay or move into adaptive versus less adaptive patterns of engagement (i.e., self-rated participation, openness, and connectedness). Findings are discussed in relationship to IGD theory and practice and implications for future research and implementation of IGD-based coursework.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"16 1","pages":"104 - 130"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80992768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01Epub Date: 2020-07-26DOI: 10.1177/2632077020942959
Aida Midgett, Diana M Doumas, Claudia Peralta, Laura Bond, Brian Flay
The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program ("stealing the show," "turning it over," "accompanying others," and "coaching compassion," [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community (N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming.
{"title":"Impact of a Brief, Bystander Bullying Prevention Program on Depressive Symptoms and Passive Suicidal Ideation: A Program Evaluation Model for School Personnel.","authors":"Aida Midgett, Diana M Doumas, Claudia Peralta, Laura Bond, Brian Flay","doi":"10.1177/2632077020942959","DOIUrl":"10.1177/2632077020942959","url":null,"abstract":"<p><p>The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program (\"stealing the show,\" \"turning it over,\" \"accompanying others,\" and \"coaching compassion,\" [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community (<i>N</i> = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming.</p>","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"1 1","pages":"80-103"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7968865/pdf/nihms-1623835.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25504206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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