Declining negative consequences related to alcohol misuse among students exposed to a social norms marketing intervention on a college campus

OBJECTIVE: The authors examined whether alcohol-related negative consequences decreased among students exposed to an intervention. PARTICIPANTS: Beginning in 1999, approximately 2,500 randomly selected undergraduates from a 4-year US university annually participated in a Web-based survey over 6 years. METHODS: The educational intervention used social norms initiatives. Main outcome measures included recall of intervention, estimated blood alcohol content (eBAC) when drinking, and 10 negative consequences from alcohol within the past year. RESULTS: First-year students recalling exposure had lower odds of negative consequences (odds ratio [OR] = 0.78, 95% confidence interval [CI] = 0.64-0.95) and of having an eBAC higher than .08 (OR = 0.76, 95% CI = 0.62-0.92). Over the 6 study years, the odds among all participants of experiencing (a) none of 10 alcohol consequences nearly doubled (OR = 2.13, 95% CI = 1.82-2.49) and (b) multiple consequences decreased by more than half (OR = 0.43, 95% CI = 0.36-0.50). CONCLUSIONS: These findings have important implications for US colleges and universities engaged in the reduction of harm associated with alcohol misuse.     

Using social support levels to predict sexual identity development among college students who identify as a sexual minority

This study examined the impact of five domains of social support (a campus group for individuals who identify as a sexual minority, family, friends, significant others, and faith communities) on eight aspects of sexual minority identity development (identity uncertainty, internalized homonegativity, identity affirmation, acceptance concerns, identity superiority, concealment motivation, identity centrality, and difficulty in the identity development process). Support from a sexuality-specific campus group was the strongest predictor, followed by support from family members. Supports from friends and significant others had no significant impact on any aspect of sexual minority identity development, while faith community support was not correlated with identity development. Identifying as lesbian, bisexual, or as another sexual minority compared to identifying as gay also impacted sexual minority identity development.     

Using formative research to conceptualize and develop a marketing plan for student health services

Conceptualization and development of a health services awareness campaign at the University of Kentucky followed the steps in a communication process called formative research. Preproduction surveys and subsequent testing of possible initiatives led to creation of a popular video featuring the university mascot that is being used in new-student orientation.     

Holistic wellness as a means to developing a lifestyle approach to health behavior among college students

OBJECTIVE: The authors examined the influence of a holistic model of wellness on activity level among obese and sedentary college students. PARTICIPANTS: They recruited 41 participants for an 11-week program. METHODS: Participants were required to record daily walking totals and complete 5 bimonthly classes where principles of holistic wellness were discussed. Pre- and posttest values of activity level (walking activity, cardiovascular training, general activity, and resistance training) and pre- and posttest knowledge and self-efficacy related to principles of holistic wellness. Participants also completed a 1-month followup. RESULTS: Participants who completed the program reported increases in general exercise activity, resistance training, and walking behavior, as well as self-efficacy and knowledge concerning principles of holistic wellness. The authors also observed decreases in participants' body fat and body mass. CONCLUSIONS: Relevance to adherence of exercise behavior and a lifestyle approach to health are discussed. Future directions and limitations are highlighted.     

Results of a social norm intervention to prevent binge drinking among first-year residential college students

The effects of a primary prevention social norm intervention on binge drinking among 1st-year residential college students were examined. Six hundred thirty-four students attending a medium-sized public university in the South were randomly assigned to receive a two-phase social norm intervention or the standard campus psychoeducational prevention program. At posttest, no differences were found between intervention and control group students on any of the alcohol use and alcohol-use risk factor measures. Significant subgroup differences were found by stage of initiating binge drinking behaviors, for frequency of alcohol use, F(3, 507) = 3.69, p = .01; quantity of alcohol use, F(3, 507) = 2.51, p = .05; and social norms, F(3, 505) = 2.53, p = .05. These findings suggest the need for tailoring social norm binge drinking interventions to students' stage of initiating heavy drinking and carefully monitoring for potential negative, as well as positive, effects of norm-based prevention messages.     

An evaluation of a social norms marketing project for tobacco prevention with middle, high, and college students; use of funds from the Tobacco Master Settlement (Virginia)

The Anti-Tobacco Media Blitz (ATMB), a social-norms marketing program, was utilized for tobacco prevention with middle and high school students. University students assisted middle and high school students with the implementation of this campaign, which included a variety of media. Students worked in teams to design, develop, and evaluate tobacco-free messages through posters, radio, television, and peer-led activities. Evaluation of the campaign was constant and included assessment of message retention and demonstration of positive behaviors. This article discusses the procedures of this project, the five-step social norms marketing model, with emphasis on the student-centered evaluation and results.     

Using social norms theory to explain perceptions and sexual health behaviors of undergraduate college students: an exploratory study

The authors and associates conducted a social norms-based intervention targeting high-risk sexual behaviors among undergraduate students at 4 college campuses. Social norms theory predicts that widely held misperceptions may encourage risky behavior in a misguided attempt to conform to perceived norms and that information correcting these misperceptions will lead to a decrease in such behaviors. Students overestimated their peers' levels of sexual activity, numbers of partners, incidence of sexually transmitted infections, and rates of unintended pregnancies, but underestimated rates of condom use. Rates of HIV test taking, however, were accurately estimated. Although some components of sexual risk behaviors lend themselves well to social norms-based interventions, others, specifically inconsistent condom use and avoiding HIV tests, do not. Although no changes in reported beliefs or practices were apparent at the end of a 9-month intervention period, longer or modified interventions may be needed to make a fair assessment of the efficacy of this approach.     

Sensory language (SDM) to foster empathy in social work students

Assessment and management of emotional situations are generally discussed in academic studies in the field of social work through verbal interventions, while the art of developing awareness to nonverbal feelings has yet to see widespread use. Sensory experience based on nonverbal communication and body language can highlight complex feelings and problems that the social worker confronts. The aim of this study was to examine the effect of an intervention of sensory body language using a modified Sherborne Developmental Movement (SDM) model, in a course for social work students. The course’s multidimensional process involved cognitive and affective components of understanding and identifying thoughts, feelings, and emotional states of others. The intervention combined art activity and focusing to foster empathy among social work students in the group setting. Twenty social work students attending college in the north of Israel participated in the course, writing reflective diaries throughout the course, which were collected and analyzed. The findings suggest that sensory language and movement through the group experience enhanced social work students’ empathy and their awareness of its importance for practice. Learning to be empathic through nonverbal communication also challenged perceived barriers to empathy such as cultural and language differences.     

Using a capabilities approach to understand poverty and social exclusion of psychiatric survivors

The purpose of this project is to better understand poverty and social exclusion of psychiatric survivors using a capabilities approach to social justice as part of a larger mixed-methods longitudinal study (N=380) in Ontario, Canada. Using thematic coding, four themes emerged: poverty, ‘You just try to survive’; stigma, ‘People treat you like trash’; belonging, ‘You feel like you don’t belong’; and shared concern and advocacy, ‘Everyone deserves housing’. This analysis provides a deeper understanding of poverty and other social determinants of experiences of psychiatric survivors, including the synergism of poverty and social exclusion.     

Factors associated with college students’ willingness and readiness to act in a food allergic emergency (WilRAFAE)

Abstract

Objective: Food allergies are on the rise in the U.S. Factors associated with willingness and readiness to act in a food allergic emergency on a college campus are currently unknown. Participants: College students in one Catholic college enrolled during spring of 2017. Methods: A previously piloted survey was distributed by e-mail. Results: Four hundred seventy-four individuals responded. All readiness components correlated, and all willingness components correlated with each other. Age, having children, college major had statistically significant correlations with readiness and willingness to act. Readiness was highly predictive of willingness to act in an FAE. Thirty-five percent of variability in willingness to act was explained by age, being health professions students, desire to be trained, social desirability, and readiness. Students in nonhealth related majors expressed high willingness, but low readiness. Conclusion: A pool of willing, trained to act individuals should be considered on college campuses including availability of unassigned epinephrine auto-injector.     

Using Balanced Scorecard (BSC) approach to improve ergonomics programs

The purpose of this paper is to propose foundations for a theory of using the Balanced Scorecard (BSC) methodology to improve the strategic view of ergonomics inside the organizations. This approach may help to promote a better understanding of investing on an ergonomic program to obtain good results in quality and production, as well as health maintenance. It is explained the basics of balanced scorecard, and how ergonomists could use this to work with strategic enterprises demand. Implications of this viewpoint for the development of a new methodology for ergonomics strategy views are offered.     

Engaging for a social licence to operate (SLO)

Organizations - in free and relatively free market economies - depend on permission to operate being granted by stakeholders. This often-tacit permission functions as a social licence and reflects an organization’s ability to engage with its stakeholders to identify and respond to their demands and expectations. Research suggests the generation of a social licence to operate (SLO) and its reputational benefits depends on the quality of organization-stakeholder relationships, but limited attention to how this occurs has been given in the public relations literature. This paper explores two organizational approaches to building SLO – pro-self and pro-social – and considers the role of public relations and engagement in achieving, maintaining, and repairing SLO.     

Conditionally Independent Dyads (CID) network models: A latent variable approach to statistical social network analysis

Latent variable network models that accommodate edge correlations implicitly, by assuming an underlying latent factor, are increasing in popularity. Although, these models are examples of what is a growing body of research, much of the research is focused on proposing new models or extending others. There has been very little work on unifying the models in a single framework. In this paper, we present a complete framework that organizes existing latent variable network models within an integrative generalized additive model. Our framework is called Conditionally Independent Dyad (CID) models, and includes existing network models that assume dyad (or edge) independence conditional on latent variables and other components in the model. We further discuss practical aspects of model fitting such as posterior parameter estimation via MCMC, identifiability of parameters, approaches to handle missing data and model selection via cross-validation, for the proposed additive CID models. Finally, by presenting several data examples, we illustrate the utility of the proposed framework and provide advice on selecting components for building new CID models.     

Using the Experience Sampling Method to Study Sexual Risk Behavior among Men Who Have Sex With Men (MSM)

Toward the goal of advancing understanding of rates of HIV transmission among men who have sex with men (MSM) populations, this article provides preliminary data on the use of the experience sampling method (ESM) in a sample of 165 MSM. Participants completed 6 weeks of experience sampling in two 3-week measurement bursts with a 3-week rest interval. Criterion validity of the random and retrospective daily assessments was supported by expected within-person correlations between sexual risk behavior and sexual arousal. Participants reported some sexual activity with a male partner on 18.62% of the days, condomless anal sex (CAS) on 6.52% of days, and not using condoms on 66.56% of days they had anal sex. Over half of the variability in CAS was at the within-person level, which suggests the significance of time varying contextual factors. Finally, CAS reports were relatively stable across the study, suggesting a lack of reactivity to the self-monitoring.     

A study exploring factors of decision to text while walking among college students based on Theory of Planned Behavior (TPB)

ABSTRACT

Objective: This study attempted to identify critical predictors of intention to both send and read texts while walking based on Theory of Planned Behavior in order to provide resources for practitioners and campaign designers to inform college students of the perils of texting while walking and dissuade them from such a risky behavior. Participants: Three hundred twenty-nine college students were recruited from a large public university in the Southwest in September 2014. Methods: This study used a cross-sectional survey design. Results: Subjective norm (sending: B = .17, p = .02; reading: B = .17, p = .04), personal norms (sending: B = ?.32, p = .001, reading: B = ?.35, p = .001), and self-efficacy (sending: B = ?.27, p = .001; reading: B = ?.24, p = .001) were significant predictors of intention to both send and read text messages while walking. Conclusions: For students who have greater intention of texting while walking, persuasive communication should utilize normative influence and self-efficacy to discourage texting while walking.     

A partnership forged: BSW students and service learning at a historically Black college and university (HBCU) serving urban communities

ABSTRACT

Historically Black colleges and universities (HBCUs) have a long-standing history of engaging the African-American community. In most instances, these institutions are located in predominantly African-American communities. This article intends to offer a discussion of a pedagogical approach used at an HBCU, located in a large mid-Atlantic city. The purpose of this macro-assignment was an effort designed to prepare BSW students for macro-practice with communities through participation in service-learning projects that involved community engagement with urban communities. Outcomes reflect that students have a vested interest in working with underserved communities, which exemplifies the School of Social Work’s mission; said mission is to fully prepare urban social work leaders who are committed to the alleviation of human suffering, social justice, and the improvement of the quality of life for diverse urban populations.     

Applications of a Capability approach to disability and the International Classification of Functioning, Disability and Health (ICF) in social work practice

As disability rates increase more social workers will require greater preparation to practice effectively with individuals with disabilities. The Capability approach and the International Classification of Functioning, Disability and Health provide helpful tools for social worker training. The capability approach emphasizes the need to assess what individuals are able to do in their real-life environments (capabilities) rather than capacity or functional status. The ICF provides helpful disability-related terminology and an actual classification to assist social workers to develop appropriate interventions that facilitate capability development among individuals with disabilities. Using the capability framework with the ICF will contribute to improved understanding of disability among social work students and practitioners.     

Tapping your way to success: using Emotional Freedom Techniques (EFT) to reduce anxiety and improve communication skills in social work students

By the nature of their professional training and practice placements, social work students are prone to situations provoking the onset of anxiety. A programme of academic and placement support, termed the ‘Skills Lab’, provides help and support for students to develop their communication skills and prepare for their practice placements and transition into professional social work practice. Skills Lab evaluations indicated a high level of appreciation, linked with a strong sense of apprehension and anxiety, which some students report has negatively affected their performance. To address student anxiety, a pilot study using Emotional Freedom Techniques (EFT) was developed. EFT is an intervention, which may potentially be effective in reducing academic anxiety and enhancing public speaking. This mixed-methods pilot study measured participants’ (n = 45) subjective distress and anxiety before and after using EFT. Subjective distress/anxiety was invoked through a 15-min assignment lecture. Twelve of the 45 students also participated in one-one interviews to elaborate on their experiences of EFT. Quantitative findings indicated participants reported significantly less subjective distress and anxiety after using EFT. Qualitative findings indicated three themes whereby participants found EFT calming, relaxing and helpful; considered the transferability of EFT in other settings; and proposed some of the mechanisms of EFT’s action.