Teen Dating Violence,Sexual Harassment,and Bullying Among Middle School Youth: Examining Measurement Invariance by Gender

This study investigated measurement invariance by gender among commonly used teen dating violence (TDV), sexual harassment, and bullying measures. Data were collected from one cohort of seventh‐grade middle school students (N = 754) from four schools. Using structural equation modeling, exploratory and confirmatory factor analyses assessed measurement models and tested measurement invariance by gender for aggression measures. Analyses invoked baseline data only. Physical and psychological TDV perpetration measures achieved strict measurement invariance, while bullying perpetration demonstrated partial strict invariance. Electronic TDV and sexual harassment perpetration achieved metric/scalar invariance. Study findings lend validation to prior and future studies using these measures with similar populations. Future research should increase attention to measurement development, refinement, and testing among study measures.     

中学共青团工作运行机制研究

中学共青团工作是共青团工作的重要内容之一,也是中学德育的重要组成部分。中学共青团工作运行机制要根据中学生的成长发展规律、中学教育的中心任务、共青团工作的最终职责来设计。建立科学化的中学共青团工作运行体系、差异化的中学共青团工作运行内容、多元化的中学共青团运行评价指标对中学共青团工作有极大的促进作用。     

The Prevention of School Violence

Abstract

This paper highlights theproblems of school violenceand delinquency among youth in our society. It presents research involving regression analysis of data available at the county level for the state of Illinois. A cross-sectional design is utilized for the 102 counties of that state. Results indicate that school violence isimpacted by demographics, i.e, the number of African Americans and whites, while controlling for the youth population. However, school violence is primarily affected by the level of domestic violence and the level of hate crimes in the respective counties. Evidence suggests this to be the primary focus of preven-tion.     

An Assessment of Independent Living Needs Among Emancipating Foster Youth

This study used a mixed methods approach to assess the independent living services needs of emancipating foster youth in Lucas County (Toledo), Ohio. It included (a) an examination of administrative client data from the Lucas County Department of Children Services (LCCS) Independent Living Program; (b) focus groups with current and former foster youth; and, (c) a self-administered survey of public and private agency transitional and independent living service providers. Both the focus group participants and the service providers identified what they perceived to be the needs of emancipating foster youth. Focus group members also displayed a lack of awareness of existing independent living resources in the community, and limited interest in post-emancipation support services. The results were used to generate ten recommendations for LCCS, community service providers, and philanthropic funders.     

Incongruent Teen Pregnancy Attitudes,Coparenting Conflict,and Support Among Mexican‐Origin Adolescent Mothers

The current longitudinal study examined whether differences between Mexican‐origin adolescent mothers and their mother figures (N = 204 dyads) in attitudes on the status attained through teen pregnancy were associated with conflict in their coparenting relationship and whether coparenting conflict was associated with adolescent mothers' perceptions of social support. Findings revealed that when adolescents held more positive attitudes than their mother figures about the status gained through teen pregnancy, they tended to report greater coparenting conflict with their mother figures. Furthermore, greater coparenting conflict was significantly associated with decreases in adolescents' perceptions of social support (i.e., emotional, instrumental, companion support) 1 year later. Findings underscore the importance of incongruent attitudes and the quality of coparenting relationships between adolescent mothers and their mother figures in relation to support processes. Findings are discussed with respect to understanding Mexican‐origin adolescent mothers' social support in the context of family subsystem attitudes and interactions.     

Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure

This investigation examined the effects of social support from teachers on the school engagement of middle and high school Latino students identified as being at risk of school failure. Regression analyses indicated that social support from teachers is an important factor in affective and behavioral aspects of school engagement. Specifically, teachers exerted an important effect on school engagement, beyond the effect of parental support. This paper discusses the implications of these findings for developing more effective dropout-prevention interventions for Latino students.     

Multi-Systemic Influences on the Family Functioning of Teens Attending Pregnancy Prevention Programs

This exploratory study used Bronfenbrenner's (1979) multi-systemic framework to determine the factors predicting scores on the McMaster Family Assessment Device (FAD) with a sample of low SES and culturally diverse (White non-Hispanic, African-American, and Hispanic) teenagers attending both primary and secondary pregnancy prevention programs. Factors studied at the individual (micro) level involved the adolescent's pregnancy status; at the level of the immediate social environment (meso), family structure was assessed, and SES and race were studied as broader social environment influences (macro). Overall, scores on the FAD were high, indicating unhealthy functioning according to teen self-reports. Support was indicated for the Bronfenbrenner model with all three systems levels exerting an influence on family functioning. Adolescents who had grown up in homes without their parents seemed most at risk for perceptions of poor family functioning although racial differences were found. Overall, minority teens rated their families as higher functioning. Pregnancy and parenting as a teenager also appeared to put a strain on family functioning. Implications for service delivery are discussed.     

The Effects of Middle School Weight Climate on Youth With Higher Body Weight

This study examines whether social‐emotional difficulties associated with higher body weight vary across schools as a function of the school's weight climate. Weight climate, characterized by weight‐policing, was assessed indirectly by examining how strongly self‐reported weight predicts victim reputation within 26 ethnically diverse middle schools. Social‐emotional indicators included self‐reported loneliness, school belonging, and self‐esteem. In schools with stronger weight‐policing at seventh grade, loneliness was intensified by eighth grade among both girls (n = 2,101) and boys (n = 1,985) with higher weight. Similar effects were found for low self‐esteem among girls. Additionally, boys—regardless of their weight—reported lower sense of belonging in schools with stronger weight‐policing. The study offers a new method to estimate school weight climate, and the findings provide insights for interventions.     

A Longitudinal Analysis of Adolescent Substance Use and School Motivation Among African American Youth

Cross‐sectional research has shown a link between adolescent substance use and educational motivation. The purpose of the current study was to examine this link in a longitudinal sample of African American youth. The study examined the interrelationships between alcohol and both marijuana use and school motivation over the high school years and their effect on graduation in 681 African American adolescents (50.8% female). School motivation was shown to relate to subsequent alcohol use throughout high school and marijuana use early in high school. School motivation did not affect graduation status, but alcohol and marijuana use were related to a lower likelihood of graduating from high school. Some gender differences and differences among those who had tried alcohol or marijuana at the first wave as opposed to those who had not tried each substance were found. The findings support a systems model where school experiences can affect substance use, which, in turn, can affect the completion of high school.     

Evaluation of the public health achievements made by projects supported by a federal contract mechanism at the Centers for Disease Control and Prevention (CDC), USA

In 2012, the Centers for Disease Control and Prevention (CDC) established the Achieving Public Health Impact through Research (APHIR) contract mechanism. APHIR provides CDC’s Centers, Institute, and Offices (CIOs) a mechanism that supports multiyear, high impact public health research. Awarded projects supported research on a wide range of topics (e.g., cancer surveillance, HIV education programs, development of biological assays, and evaluation of traumatic brain injury prevention programs) and achieved diverse outcomes (e.g., contribution to the body of knowledge in their field, changes in practice and health service delivery, and capacity building). This article describes how existing impact frameworks and a variety of methods and tools (key informant interviews, online survey, bibliometric analysis, Altmetric and document reviews) were used to identify the outcomes achieved by awarded projects. The approach discussed in this paper can be used to evaluate projects that involve a diversity of activities and outcomes.     

Sense of School Coherence, Perceptions of Danger at School, and Teacher Support Among Youth at Risk of School Failure

Using a sample of middle and high school students who had been identified by school personnel as at risk of school failure, this investigation examines two competing models about the effects of students' perceptions of danger at school and teacher support on their sense of school coherence. From the compensatory model, it is assumed that risk and protective factors combine additively to influence outcomes. From the immunity model, it is assumed that protective factors buffer or moderate the negative effects of risk factors on outcomes. Support is found for the compensatory or additive model, with perceptions of school danger negatively influencing students' sense of school coherence and teacher support positively influencing variation in the criterion variable. Implications for theory, practice, and further research are discussed.     

Replication of an Intensive Educational Intervention for Youth Pregnancy and STI Prevention: The GIG

The article reports the results of two years of program replication to determine the effectiveness of an innovative intervention which is one component of a program aimed at the prevention of pregnancy and sexually transmitted infection (STI). The GIG is a 6 h intervention which presents prevention information in an entertainment venue employing non-conventional and youth culture oriented educational activities. Statistically significant improvement in knowledge and attitudes with regard to pregnancy and STI was found in both replication samples, demonstrating consistency in the effectiveness of the intervention. Item by item analyses of measure items offer information regarding specific knowledge and attitudes. Implications for further implementation of the intervention and broader applications are offered. STI has replaced STD in medical parlance.     

Prevention of preK-12 School Employee Sexual Misconduct and Abuse

ABSTRACT

The abuse of preK-12 students by school personnel is a pervasive, understudied topic that has behavioral, psychological and monetary consequences for victims, their families, and their communities. This special issue is the second of a two-part series and focuses on studies of school employee sexual misconduct prevention training programs and prevention issues and frameworks. This compilation of articles presents evidence that effective training can lead to improved awareness and behavior changes, concerns about policy implementation that may contribute to continued prevalence, and presents strategies and guidelines for prevention. These articles provide considerations for prevention including training, loopholes, and frameworks.     

Examining the Impact of Changes in Maternal Employment on High School Completion Among Low-Income Youth

The passage of the Personal Responsibility and Work Opportunity Reconciliation Act and decisions about its re-authorization have resurrected interest in the impact of maternal employment on child outcomes in poor families. The emerging evidence suggests that employment stability among former welfare recipients is a key factor in making successful transitions from welfare to work. This investigation explores how changes in maternal employment in poor families relate to high school completion among at risk youths. Our findings show that a substantial number of mothers experience unstable employment patterns. This instability is positively correlated with dropout among adolescents. The paper concludes with policy implications for the next phase of welfare reform.     

The Risk Factors of Sexual Behavior Among Middle School Students in South Korea

Understanding sexual intercourse among adolescents is an important public health issue. To establish the risk factors of coitus among youth, we use 11th Korea Youth Risk Behaviour Web-based Survey data. Participants were completed a questionnaire on sexual behaviour, alcohol consumption, smoking, mental health, physical activity, weight management, health equity, and others. Among boys, coitus experience was higher in boys-only schools than in mixed-sex schools; conversely, in girls, coitus experience was higher in mixed-sex schools than in girls-only schools. High economic status, having step-parents, consuming alcohol or tobacco, low sex education, and low happiness scores were associated with coitus in boys, while the factors in girls were consuming alcohol or tobacco, low body mass index, low happiness score, and low academic performance. Boys with high economic status should be regarded as high risk, and mental health appears important for sexual health in both boys and girls.     

Subsequent Fertility Among Teen Mothers: Longitudinal Analyses of Recent National Data

A sample of high school age mothers was followed from 1988 to 1994 in order to examine factors associated with having a second teen birth or a closely spaced second birth. The study incorporates a life‐course perspective. Factors associated with postponing a subsequent birth include characteristics measured prior to the first birth, at the time of the first birth, and after the first birth. Analyses suggest that a combination of young teen mothers staying in school, living at home with their parents, and (among older teen mothers) being engaged in educational or work activities might help reduce the risk of a second untimely birth. Those teenage mothers who were able to complete their high school diploma, or even their GED, were less likely to have a second teen birth.     

A Critical Examination of an Urban-Based Youth Empowerment Strategy: The Teen Empowerment Program

ABSTRACT

Youths from marginalized and disenfranchised communities can be empowered to advocate for social justice through civic engagement and sociopolitical action. Examining youth empowerment programs, using critical social theory, builds upon our understanding of sociopolitical systems and oppression and provides a lens to examine mechanisms of change while applying theory to practice. Jennings, Parra-Medina, Messias, and McLoughlin (2006 Jennings, L. B., Parra-Medina, D. M., Messias, D. K. H. and McLoughlin, K. 2006. Toward a critical social theory of youth empowerment. Journal of Community Practice, 14: 31–55. [Taylor & Francis Online] , [Google Scholar]) have identified six dimensions of critical youth empowerment programs, which provide a framework for examining youth empowerment programs. This article presents the Teen Empowerment program, as implemented with high-risk youths in urban communities, and examines it along these six dimensions and provides a model for how to critically examine youth empowerment programs using this framework.     

Career Adaptability,Resilience, and Life Satisfaction Among Italian and Belgian Middle School Students

Youth need help with planning their future, developing positive life trajectories, and coping with socioeconomic conditions. Using a life design approach, we analyzed the relationship between career adaptability, resilience, and life satisfaction among Belgian (N = 158) and Italian (N = 158) middle school students. We hypothesized that career adaptability, directly and indirectly via resilience, would predict life satisfaction. Furthermore, we predicted that the conceptual model would be comparable between countries. Each participant completed self-report measures to assess career adaptability, resilience, and life satisfaction. The results obtained using a two-step approach to structural equation modeling suggest that career adaptability is directly and indirectly, through resilience, related to students' life satisfaction in both Italian and Belgian students. These results have important implications for supporting middle school students in their life design process.     

Youth Program Quality Survey: Youth Assessment of Program Quality

The Youth Program Quality survey, a 24-item survey of youth participant perceptions of program quality, based on program elements identified by the National Research Council (NRC) and Institute of Medicine, was developed and piloted with 614 younger teens (ages 10–13 years) and 486 older teens (ages 14–17 years) who attended 4-H camps and conferences. Evidence is presented for content and construct validity. In addition, the overall instrument demonstrated high reliability, as measured by Cronbach's alpha, generally ranging from .70 to .96, and moderate subscale reliability of .60 or higher on four factors in the younger sample (α=.60 or higher on four factors in the older sample). Results are discussed in terms of goodness of fit to the National Research Council model, the significance of youth voice in assessment of program quality, developmental differences in perceptions of quality, and programming design. Recommendations are offered for practice, research, and policy.     

Narrative review of strategies by organizations for building evaluation capacity

Program evaluation is an important source of information to assist organizations to make “evidence-informed” decisions about program planning and development. The objectives of this study were to identify evaluated strategies used by organizations and program developers to build the program evaluation capacity of their workforce, and to describe success factors and lessons learned. Common elements for successful evaluation capacity building (ECB) include: a tailored strategy based on needs assessment, an organizational commitment to evaluation and ECB, experiential learning, training with a practical element, and some form of ongoing technical support within the workplace. ECB is a relatively new field of endeavor, and, while existing studies in ECB are characterized by lower levels of evidence, they suggest the most successful approaches to ECB are likely to be multifaceted. To build the level of evidence in this field, more rigorous study designs need to be implemented in the future.