Characteristics of Children Who Experience Positive or Negative Reactions to a Sexual Abuse Prevention Program

ABSTRACT

This study evaluated a sexual abuse prevention program to identify characteristics of children who benefited from the program or became afraid of unwanted touch. Utilizing a pre- and post-test design, 542 2nd-6th graders completed measures including abuse-related knowledge, locus of control, and anxiety. Knowledge increased; age, lower anxiety, and an internal locus of control were positively associated with higher scores after participating in the program. Prior exposure to the program resulted in higher knowledge scores. Further analyses identified those characteristics associated with children reporting that they benefited from the program or became more afraid after participating in the program. Such findings will enable parents and school personnel to take preventive measures to minimize negative impact and maximize learning.     

The Child Labor Amendment in the Social Studies Class

As part of a geography-based minority recruiting program (MRP), teachers were asked to serve as mentors for teams of high school students interested in both postsecondary education and geography as a major discipline or career path. The goal was to determine whether teacher participation in MRP programs was an effective tool to mentor underrepresented populations in geography. One component of the program evaluation examined the impact of teacher participation in a MRP by analyzing participating teachers’ classroom strategies and students’ performance in the school year following the summer program. Teachers were surveyed and participated in follow-up interviews during the school year following their participation in the MRP to determine the effects of the program's professional development components. The research hoped to reveal: (a) the participant-teachers’ function and role as mentors for students and the changes of participant-teachers’ behaviors, and (b) how any changes in their classrooms have affected their students’ understanding of geography. Data collection, reduction and analysis followed a grounded-theory approach to qualitative research. The research confirmed that participants leave professional development with an increased enthusiasm for and a better understanding of geography that they shared with their colleagues and students. Furthermore, teachers reported overcoming campus and district barriers in order to implement strategies and technologies provided during the MRP. More promising findings validate the prevailing thought that the positive energy of the MRP continues to reach into the classrooms in the following years. By understanding the impacts of professional development on participating teachers, the discipline may better recruit and retain high-achieving minority students.     

An evaluation of the nutrition education and training program : Findings from Nebraska

This paper summarizes methods and findings from a classical randomized experiment used to evaluate the Nutrition Education and Training (NET) Program that was developed and implemented in Nebraska. The evaluation focused on assessing how well the program was implemented and the impact it had on children's nutrition-related knowledge, attitudes, preferences, and habits. Data were collected from over 2,300 children in 96 classrooms distributed across grades 1–6 in 20 schools spanning the state of Nebraska. The 20 participating schools were selected from 98 volunteers and were assigned to treatment or control status using a modified random assignment procedure that resulted in equivalent pretest means on outcome measures. Pretest data and two waves of posttest data were collected. The evaluation found strong positive effects in all grades on several measures of nutrition knowledge, positive effects on reported food preference and willingness to select new foods in the school lunch line in grades 1–3, positive effects on willingness to taste previously rejected foods in grades 4–6, and no consistent effects on food attitudes, reported food habits, or plate waste.     

Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders andSchool Behaviors

Abstract

The rapid growth of the elderly population coupled with research demonstrating the existence of ageist stereotypes even among very young children have led to the rise of intergenerational programs. Very limited research has been conducted, however, to demonstrate the effectiveness of these programs in producing attitudinal change or other beneficial outcomes for at-risk children. This study examined the impact of an intergenerational program on children's attitudes toward elders and on their school-based behaviors. Eighty-one 4th grade children enrolled in an inner-city school participated in the study. Forty-one children, with matched seniors partners, engaged in activities based on the 4th grade core curriculum within an outdoor classroom environment, while the remaining 40 children participated in usual core curriculum activities. At the conclusion of the program those children who participated in the program had significantly more positive attitudes towards the elderly and significantly better school behavioral grades than did non-participating students. Impli-     

Confronting Islamophobia in education 1

The Religion and Diversity Education program of the Tanenbaum Center for Interreligious Understanding includes innovative training for elementary and high school educators on addressing religious pluralism in school. This paper highlights the program and its curricula which confront Islamophobia by teaching students concrete skills for living in a pluralistic society.     

Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders and School Behaviors

Abstract

The rapid growth of the elderly population coupled with research demonstrating the existence of ageist stereotypes even among very young children have led to the rise of intergenerational programs. Very limited research has been conducted, however, to demonstrate the effectiveness of these programs in producing attitudinal change or other beneficial outcomes for at-risk children. This study examined the impact of an intergenerational program on children's attitudes toward elders and on their school-based behaviors. Eighty-one 4th grade children enrolled in an inner-city school participated in the study. Forty-one children, with matched seniors partners, engaged in activities based on the 4th grade core curriculum within an outdoor classroom environment while the remaining 40 children participated in usual core curriculum activities. At the conclusion of the program those children who participated in the program had significantly more positive attitudes towards the elderly and significantly better school behavioral grades than did non-participating students. Implications and recommendations for intergenerational programming are discussed.     

Evaluation of the In Touch training program for the management of alcohol and other drug use issues in schools

In Touch is a professional training program designed to develop staff skills and support structures so as to enable schools to manage alcohol and other drug (AOD) matters in a coordinated manner that maximizes beneficial outcomes for at-risk students, while at the same time maintaining school discipline and community relationships. This study is an evaluation of the impact of the program on alcohol and other drug (AOD) related knowledge, attitudes and activity of participating school staff, and on AOD management practice in their schools. Data from 53 intervention participants and 21 controls were compared at pre- and post-intervention. These data indicated a 46% increase in AOD knowledge among those who participated in In Touch training. Attitudes favorable to integrated, supportive management of AOD issues also increased significantly in this group, as did desirable practice. However, change in school practice was limited. Significantly more schools whose staff participated in In Touch training had a written drug policy at post-intervention, but schools' usual responses to AOD-related incidents were substantially the same. These findings indicate that professional training on the management of AOD matters can change the understanding and practice of individual staff, but if school structures and practice are to be substantially influenced, a broader program is required.     

Effectiveness of mentorship program among underprivileged children in Hong Kong

Mentorship program has been widely used to reach out to disadvantaged children. Its impact was not only shown to have a preventive value as in the lowering of anti-social behavior, but also seen in the promotion of cognitive and psychosocial outcomes. Nevertheless, empirical study of the effectiveness of mentorship programs in the Chinese population is still underexplored. A quasi-experimental study, comparing 75 underprivileged children (aged from 7 to 12) participating in one-year community-based mentorship program with a comparison group, demonstrate that the program brings significant impact to the children's academic pursuit (hope in learning English, English competence, academic and English result). While the study appears to suggest that merely participating in the program is not adequate to enhance hope, self-esteem and self-efficacy, quality mentoring relationship is shown to be predictive of these psychosocial outcome and building up extended adult-adolescent relationship between the pairs. The importance of quality mentoring relationship in mentoring research is further supported.     

Evaluation of two school‐based HIV prevention interventions in the border city of Tijuana,Mexico

This research project examined the individual and combined effectiveness of an HIV prevention workshop and a free condom distribution program in four high schools in Tijuana, Mexico. Adolescents (N = 320) completed baseline measures on sexual practices and theoretical correlates and participated in a two‐part study. In Study I, students were randomly assigned to an HIV prevention workshop or a control condition, with a 3‐month follow‐up assessment. Results indicate three significant workshop benefits regarding HIV transmission by altering sexual initiation, access to condoms, and traditional beliefs regarding condoms. In Study 2, we set up a condom distribution program at two of the participating schools, and students completed a 6‐month follow‐up assessment. Results indicate that exposure to the workshop followed by access to the condom distribution program yielded two beneficial results for reducing HIV transmission: moderating sexual initiation and increasing condom acquisition. Access to the condom distribution program alone had no effects on behavioral and psy‐chosocial correlates of HFV transmission. We discuss implications of these results.     

Religiosity,Sexual Behavior,and Contraceptive Use of College Females

Abstract

A multidimensional religiosity scale and a sexual behavior and contraceptive use inventory was completed by 231 female college students. Respondents were classified into groups according to sexual behavior and contraceptive use. The three sexual behavior groups were: females not participating in intercourse during the preceding calendar year; females participating in intercourse with one partner only during the preceding calendar year; and females participating in intercourse with more than one partner during the preceding calendar year. The three contraceptive use groups were: females who had used intercourse-independent methods at last intercourse; females who had used intercourse-dependent methods at last intercourse; and females who had not used a contraceptive or had relied on a relatively ineffective method at last intercourse. Results of two separate analyses indicate that: (1) a set of religiosity items was able to significantly (p © .001) discriminate among the three sexual behavior groups, and (2) a second set of religiosity items was able to significantly (p © .001) discriminate among the three contraceptive use groups. Thus, it seems that females differing in sexual behavior and contraceptive use can be distinguished on the basis of religiosity.     

Be a winner: Arkansas' approach to involving law enforcement officers in drug education

This paper describes a project which is a joint venture of the Northwest Arkansas Police Institute and the Program in Health Sciences at the University of Arkansas. Funded by the U.S. Department of Education under the Drug Free Schools and Communities Act, the focus of the project has been the development of an innovative drug education program which brings uniformed law enforcement officers into the elementary school classroom. The officers lead an eight week instructional program at the fifth or sixth grade levels using our Be A Winner curriculum.     

“Yes,I Can”: Testing an Intervention to Increase Middle School Students’ College and Career Self‐Efficacy

Middle school is the appropriate time for students to begin exploring careers and improving self‐efficacy; however, empirically supported career and college readiness interventions for U.S. middle school students are limited. Examining the effect of an intervention that combined a virtual experience and a local college visit on middle school students (99 girls, 74 boys), the authors found that participating students had higher levels of college and career self‐efficacy than did nonparticipating students. The study shows that a workshop of the online Florida CHOICES program coupled with a campus visit increased middle school student career and college self‐efficacy. Future research should include longitudinal studies and use of diverse populations to improve generalizability of study results.     

Humor Your Way to Good Health

ABSTRACT

Although humor has been used in many ways, humor practices have not been fully conceptualized or utilized as a means to impact major concerns on a societal level. In this intergenerational model demonstration, humor practices were re-conceptualized and used as an effective vehicle for communicating messages to impact a societal issue, overweight and obesity among children. This objective was operationalized through an intergenerational project of the Legacy Leadership Institute on Humor Communication and Health (LLIHCH). Legacy Leaders were trained to use humor practices to convey messages about healthy eating and physical activity to children. They participated in interactive instruction on key topics (nutrition, humor practices, intergenerational relationships, children and schools, leadership, and instructional methods. Legacy Leaders used this training to conduct the Humor Your Way to Good Health program in two public elementary schools. Assessments indicate the children benefit significantly from the Humor Your Way to Good Health intergenerational program in terms of the knowledge acquired and its application to making choices that support healthy behaviors. The unique humor approach captures the attention and imagination of children. The intergenerational approach unites children and adults in a joint quest for healthier lifestyles. Together, they are addressing the epidemic of overweight and obesity among children.     

A Tobit Regression Analysis of the Covariation Between Middle School Students' Perceived School Climate and Behavioral Problems

This study uses an ecological framework to examine how adolescents' perceptions of school climate in 6th grade covary with the probability and frequency of their engagement in problem behaviors in 7th and 8th grades. Tobit analysis was used to address the issue of having a highly skewed outcome variable with many zeros and yet account for censoring. The 677 participating students from 8 schools were followed from 6th through 8th grade. The proportions of students reporting a positive school climate perception decreased over the middle school years for both genders, while the level of problem behavior engagement increased. The findings suggested that students who perceived higher levels of school discipline and order or more positive student–teacher relationships were associated with lower probability and frequency of subsequent behavioral problems.     

Assessment of Teen Pregnancy Prevention Interventions Among Middle School Youth

The purpose of this study was to examine outcomes for students enrolled in two teen pregnancy prevention programs: the Youth Asset Development Program (YADP); and the Postponing Sexual Involvement Program (PSIP) and identify possible areas for program refinement. The study design consisted of two sets of comparisons: (a) sixth-grade students who completed the PSIP versus the control school; and (b) the YMCA Success Centers where the YADP was introduced versus the control school. Two hundred thirty-seven students were selected to participate in the study. Students who participated in the prevention programs had significantly (p < .05) higher academic achievement, participation in school related activities, and enjoyed school much more than students from the control school. However, no statistically significant differences were found between program participants and the control group when they were compared on personal orientation and judgments about teenage parenthood. Implications for program modification and program effectiveness are discussed.     

Supporting systemic social and emotional learning with a schoolwide implementation model

A strong body of research indicates that evidence-based programs designed to promote social and emotional learning (SEL) can lead to positive developmental outcomes for children and youth. Although these evidence-based programs have demonstrated benefits for students, it is also well-established that programs must be implemented with quality and sustained to maximize positive outcomes. To support schools in implementing SEL that is integrated into all aspects of a school community, the CASEL School Guide implementation model was developed to guide school leadership teams in establishing a vision; selecting, implementing, and sustaining evidence-based programs; and integrating SEL schoolwide. The School Guide model is based on CASEL’s School Theory of Action which includes planning, implementing, and monitoring schoolwide SEL. This paper describes findings about the feasibility and degree of implementation of this model as carried out by 14 school leadership teams who were supported by SEL coaches. The participating schools implemented an evidence-based SEL program as the foundation of their efforts to promote schoolwide SEL. Findings demonstrate the feasibility of implementing this model in urban schools that primarily serve students of color, as all teams successfully carried out the implementation model and demonstrated increased levels of capacity related to supporting schoolwide SEL.     

Say Yes First: follow up of a five-year rural drug prevention program

Say Yes First--To Rural Youth and Family Alcohol/Drug Prevention (SYF) was a 5-year, federally-funded U.S.D.H.H.S. Center for Substance Abuse Prevention (CSAP) project that involved 859 children in the class of the year 2000. The children in four rural school districts were followed from Grade 4 to Grade 8 from 1991 to 1996. Initial results in a previous publication showed significant lower drug usage in this cohort than comparison students. A follow-up of 120 SYF participants and 136 comparison students in high schools using the National Youth Survey (Follow Up Questionnaire) indicated lower usage of alcohol, tobacco and other drugs for the program students and lower lifetime prevalence of marijuana use for program vs. comparison students. SYF students had higher course grades, lower school absenteeism, more positive attitudes toward school, less trouble in school and less negative self-appraisal. Program students also reported greater participation in sports, more family communication and fewer disagreements or arguments with their parents.     

What happens during and after school: Conditions faced by working parents living in poverty and their school-aged children

Past research has not looked directly at how parental working conditions are affecting the lives of school-age children living in or near poverty. This study examines the effects that the working conditions faced by low-income parents have on the care their school-age children receive and on parental involvement in their children's education and development. In-depth, semistructured interviews were conducted with 74 families with school-age children, including 44 families living at or below 150% of the federal poverty level and 30 families living above 150% of poverty. Teachers at every public afterschool program in the city were interviewed. One out of two low-income working parents faced barriers to becoming involved in their children's education. Two out of five faced barriers to participating in school meetings, school trips, or school events. Many parents had difficulty finding any time to spend with their children, let alone time to assist them with their schoolwork. The difficulties they faced are described in detail. Implications for educational and labor policy are discussed.     

How Does High School Extracurricular Participation Predict Bachelor’s Degree Attainment? It is Complicated

This study answered novel questions about the connection between high school extracurricular dosage (number of activities and participation duration) and the attainment of a bachelor’s degree. Using data from the Common Application and the National Student Clearinghouse (N = 311,308), we found that greater extracurricular participation positively predicted bachelor’s degree attainment. However, among students who ultimately earned a bachelor’s degree, participating in more than a moderate number of high school activities (3 or 4) predicted decreasing odds of earning a bachelor’s degree on time (within 4 years). This effect intensified as participation duration increased, such that students who participated in the greatest number of high school activities for the most years were the most likely to delay college graduation.     

Understanding Leadership Development in African American Youth

Abstract

This exploratory study assesses factors related to leadership development for African American adolescents participating in a community service program designed to develop young African American leaders (N = 345). Psychometric characteristics of self-reported levels of leadership are explored to determine similarities and differences between gender groups. A multivariate analysis of socioeconomic factors, levels of self-esteem, school grades, and social activities as predictors of leadership development produced mixed findings. The results suggest that higher levels of global and academic self-esteem are related to leadership characteristics in female respondents, but not males. On the other hand, the impact of program participation on leadership was only significant in the area of personal relationship skills as a form of leadership for males. Findings from this investigation point out the need for research on leadership development dynamics among African American children and adolescents.