Immunization documentation practices and vaccine-preventable disease surveillance capacity among institutions of higher education in Indiana

Objective: Complete and accurate documentation of immunization records and surveillance of disease transmission are critical to the public health response to outbreaks of communicable disease in institutions of higher education (IHEs). This study aims to describe immunization documentation practices and disease surveillance capacity among IHEs in Indiana in order to inform public health action. Methods: IHEs in Indiana were identified and included in the study if they offered on-campus housing and had a dedicated student health center. Phone surveys were administered in September 2015 to each institution, inquiring about current immunization documentation policies and practices, disease surveillance capacity, and use of statewide electronic reporting systems. Additionally, IHE websites were searched to identify immunization documentation requirements for matriculating students. Results: Surveys were completed for 33 of 38 eligible IHEs. Twenty-three (70%) IHEs reported that student immunization records are entered into an accessible electronic system or database. Matriculating student immunization requirements were identified for 32 institutions. Of these, 22 (69%) required a physician-signed proof of immunization. No IHEs reported documenting historical immunizations in the statewide electronic immunization system and three IHEs (9%) reported utilizing the state electronic disease surveillance program. Conclusions: Immunization documentation practices vary among IHEs in Indiana and use of statewide immunization and disease reporting systems is minimal. Robust utilization of immunization and disease surveillance systems has been shown to improve public health response to communicable disease outbreaks. Improving mutual understanding of policy and practice between health departments and IHEs could improve the ability to respond to public health challenges.     

The efficacy of educational movies on AIDS knowledge and attitudes among college students

University students from five classes were randomly assigned to seeing either a movie on AIDS or a movie on first aid. Six weeks later, both groups of students filled out a questionnaire measuring their knowledge of AIDS, attitudes toward AIDS, and attitudes toward homosexuals. In general, the differences between the two groups on the knowledge and attitudes measures were slight. In particular, there was little effect on social attitudes. The showing of one educational movie on AIDS (particularly the movie that was used in this experiment) appears to be insufficient to educate students on this issue.     

Asian images portrayed in the websites of US higher education institutions

Using a purposive sample of 265 US colleges and universities, the analysis identified 378 Asian models from 8,319 human models. Results showed Asian students to be under-represented on the web compared to their proportion in the student body, whereas African Americans were proportionately represented. Instead of stereotypical portrayals, Asians appeared neutral in terms of power positions.     

Comparison of the educational deficiencies of delinquent and nondelinquent students

This article assesses the differences in educational deficiencies between a statewide sample of delinquent students and a matched sample of nondelinquent students. Employing a research design that controls for a series of relevant individual and school variables, the study's findings document that delinquent students are characterized by a series of disproportionate educational deficiencies as compared to their nondelinquent student counterparts. Delinquent students were found to attain lower grade point averages, have poorer school attendance records, be retained more often in the same grade, and receive more school disciplinary actions. The article concludes that these documented educational deficiencies may play an integral role in the process of delinquency and, therefore, pose a number of public policy implications in relation to the prevention and treatment of delinquency.     

Hearing the voices of disabled students in higher education

Since the return of the Labour government to power in the UK in 1997 issues of social inclusion have risen up the political and statutory agenda within higher education (HE). This study reports the findings of disabled students lived experiences and views of transition from induction through to employability within one HE institution. The study examined the perspectives of disabled students via a questionnaire and face‐to‐face interviews. It found that there was still much work to be done in levelling HE experiences for disabled students and identified five key issues that should be addressed in order to enable access and entitlement to HE. These are pre‐course induction support, commitment by HE institutions to facilitating barrier free curricula, consultation with disabled students, institutional commitment to develop support services and embedding of personal development planning.     

The role of educational institutions in the clientization of immigrants: The Swedish case

European nations are multicultural societies. Multiculturalism is more a part of these countries' intellectual debates, however, than part of their policies and practices. The public and governmental sectors of Europe still remain monocultural. Monoculturalism, which entails the cultural hegemony of the ‘white majority’ of European societies over ‘other’ cultural groups, is a part of the systematic reproduction of an established social order. Formal education is an important means of reproduction of the monocultural order. European monoculturalism is based on an ethnocentrism that has a long tradition in the Western worldview and is institutionalized in its political, judicial, educational and bureaucratic systems. Western monoculturalism has become increasingly problematic in the face of growing multiculturalism in Europe and jeopardizes the existing social order. The integration of diverse immigrant groups into the host societies is not compatible with the reproduction of Western cultural hegemony, a hegemony through which the policy of integration is simply reduced to a political goal that limits immigrants' action to that of adjusting themselves to objective norms and rules. Monoculturally educated groups, who are supposed to help immigrants become integrated into such societies, paradoxically construct obstacles to their integration.     

Importance of tobacco cessation services at higher education public institutions in Texas

While rates of tobacco use on university campuses rose over the past decade, little is known about what institutions are doing to address this rising concern. Health center directors at public institutions of higher education across the state of Texas were surveyed (n = 42) regarding the perceived importance of smoking cessation, prevalence of interventions on their campuses, and perceived success of intervening efforts. While most health center directors regarded smoking cessation as important, over half of the directors indicated that their sites did not offer tobacco cessation services of any kind. Furthermore, of those offering smoking cessation, most believed that their smoking cessation programs were only somewhat or not at all effective. Findings revealed that there is a noticeable gap between perceived importance and actual implementation of smoking cessation programs within university-based health centers. Recommendations include implementing innovative cessation methods, such as those that are Web-based and highly accessible to students.     

Prevention efforts underlying decreases in binge drinking at institutions of higher education

Analyses of 94 Fund for the Improvement of Post-Secondary Education (FIPSE)-sponsored drug-prevention programs and their outcomes used the Core Survey to identify 34 institutions where college students' binge drinking increased (M = 5.44%) and 60 institutions where it decreased (M = -4.59%) during 2 years of program operation. The authors used an inductively derived taxonomy of prevention program elements, student variables, student substance use, use-related variables, and institutional variables to compare the 2 groups of institutions. Only prevention program elements discriminated between groups. Factor analysis of discriminating elements identified 8 prevention factors that improved base-rate prediction of institutional decrease in binge drinking by 28.1%. Factor synthesis yielded a 3-construct binge-drinking prevention model based on student participation and involvement strategies, educational and informational processes, and campus regulatory and physical change efforts. This model improved base-rate prediction of decreased binge drinking by 33.2%.     

Class, authenticity and the transition to higher education for mature students

The stated UK Government policy on Higher Education is to attract increasing numbers of non‐traditional applicants to Higher Education. Mature students are positioned as key within this policy initiative. However, the statistics suggest that recent policy changes have made it more rather than less difficult for non‐traditional students to attend university. This paper explores some of the sociological and psychological processes which make working‐class transitions to higher education problematic by focusing on the narratives of 23 mature students attending an inner London Further Education college. It is argued that class, although mediated by gender and ethnicity, always counts in the transition process. Also, within the working‐classes there are different class fractions with differing priorities in relation to risk, challenge and fitting in. These solidarist and individualist fractions within the working‐classes result in differing priorities, attitudes and actions in relation to the higher education choice process.     

Perceived parental approval of drinking and its impact on problem drinking behaviors among first-year college students

There is a paucity of research investigating the impact that parents may have on college drinking. In this study, the authors investigated the relationship between students' perceptions of parent approval of drinking and problem drinking occurrence. They conducted a Web-based survey of 265 first-year students living on campus during their second semester. The authors used logistic regression to examine the relationship between students' perceptions of their mothers' and fathers' attitudes toward their drinking, their mothers' and fathers' drinking habits, and problem drinking since they had begun college. Sixty-nine percent of respondents reported experiencing at least 1 drinking problem. Over one third of students perceived that their parents would approve of them drinking occasionally. Students perceiving more parental approval for their drinking were more likely to report at least 1 drinking problem. Student perceptions of parental approval of drinking warrant further investigation as a potentially mutable correlate of problem drinking.     

Prevalence and correlates of self-injury among university students

OBJECTIVE: The authors' purpose in this research was to establish estimates of the prevalence and correlates of nonsuicidal self-injury among university students. PARTICIPANTS: The authors recruited participants (N = 2,843) from a random sample of 5,021 undergraduate and graduate students attending a large midwestern public university. METHODS: Using an Internet-based survey, the authors measured the prevalence of self-injury and potential risk factors, including depression, anxiety, eating disorders, suicidal thoughts, and negative health behaviors. RESULTS: Seven percent of students reported any self-injury over the previous 4 weeks. Factors associated with a significantly higher likelihood (p <.05) of self-injury included cigarette smoking, concurrent depressive and anxiety disorders, and for men, growing up in a family of low socioeconomic status and having symptoms of eating disorders. Only 26% of those who reported self-injury received mental health therapy or medication in the previous year. CONCLUSIONS: Students who harm themselves experience high anxiety and distress, yet are unlikely to seek help.     

Gambling behaviors among high school students in the Quebec area

A sample of 1,612 adolescents from nine different high schools in the region of Québec city completed a questionnaire developed by Lesieur and Klein (1987) concerning their gambling behavior. Seventy-six percent had gambled once in their lifetime, 65% placed a bet in the last year and 24% gambled at least once a week. Of those who had gambled, 5.6% wanted to stop playing but reported they were unable to do so, while 1.7% were considered to be pathological gamblers. Practical and social implications of these results are discussed.The authors wish to thank Valerie Lorenz and Henry Lesieur for their helpful comments.     

Auditory status and experiences of abuse among college students

Studies that explore experiences of abuse among deaf or hard of hearing college students are sparse and usually focus on lifetime experiences rather than the college years. A random sample of more than 1,000 college students at a campus in Upstate New York provided the data for this study. An institute for the deaf or hard of hearing was one of the colleges at the university and provided a unique opportunity to explore experiences among this demographic. Victimization rates and experiences by auditory status--deaf and hard of hearing or hearing--were examined. Binomial regression analyses were employed and findings indicated a significant association with being deaf or hard of hearing and physical and psychological abuse at the hands of a partner. Implications for policy and future research are discussed.     

Prevalence of gambling among Minnesota public school students in 1992 and 1995

The purposes of this study were to examine the prevalence of gambling among youth, compare rates of gambling between 1992 and 1995, and determine what levels of gambling frequency may be considered common and uncommon. The two samples included 122,700 Minnesota public school students in the 6th, 9th, and 12th grades in 1992; and 75,900 9th and 12th grade students in 1995. Students were administered the Minnesota Student Survey, a 126-item, anonymous, self-administered, paper-and-pencil questionnaire that inquires about multiple content domains, including gambling behaviors. The same questionnaire, with minor revisions to the gambling items, was administered in both 1992 and 1995 to students in their classrooms by the Minnesota Department of Education. There were slight decreases in overall gambling rates from 1992 to 1995. The majority of students gambled at least once during the past year. However, most did not play any game on a weekly/daily rate and did not report any problems associated with their gambling. Gender, grade, and race effects were found for gambling frequency. Boys gambled more often than girls, and 9th and 12th grade students gambled more often than 6th grade students. Asian American and White students reported lower rates of gambling frequency than Mexican/Latin American, African American, and American Indian students. From a statistical standpoint (i.e., beyond the 97.7 percentile), it may be considered in the uncommon range for girls to play two or more games at a weekly/daily rate, and for boys to play four or more games at a weekly/daily rate. Variables associated with gambling frequency included antisocial behavior, gender, and alcohol use frequency. Although the finding that gambling did not increase from 1992 to 1995 is encouraging, this is the first generation of youth to be exposed to widespread accessability to gambling venues and gambling advertising and it will be important to continue monitoring the prevalence of youth gambling.