Changing attitudes about self-injury prevention management: lessons learned

In the behavioral health environment, nurses often use continuous staff monitoring and, at times, physical restraints, to manage the severity of patients' self-injury. Both options put staff in control, are the most restrictive in nature, and can be financially draining on the hospital's budget. This can result in negative reactions by both patients and staff. It is important to develop a program that will empower patients to control their behavior and allow staff to be aware of their perceptions and attitudes toward patients who self-injure. This article describes the leadership initiative that drove the development, training, and implementation of a self-injury prevention project and the lessons learned by staff.     

Disseminating science-based prevention: lessons learned from CSAP's CAPTs

A wide variety of prevention approaches that reduce substance use and associated problems have been developed and tested. But successes have been limited in promoting the use of these scientific advances by the policy makers, practitioners, and concerned citizens. The Center for Substance Abuse Prevention's six regional Centers for the Application of Prevention Technologies (CSAP's CAPTs) are a major mechanism by which CSAP brings research to practice. This article synthesizes the issues that the CAPTs have faced, the solutions they have developed, and conclusions concerning the work that still needs to be done to increase the application of science-based approaches to prevention. These discussions highlight the particular importance of addressing issues related to the larger systems in which prevention programs and strategies operate.     

The prevalence of evidence-based substance use prevention curricula in the nation's elementary schools

Current guidelines for school-based substance use prevention suggest that prevention efforts should begin in elementary grades, before students begin using substances. Previous research suggests, however, that the use of evidence-based curricula in these grades may be low. Using a 2005 survey of public school districts in the United States that include elementary grades (n = 1563), we assessed the prevalence of elementary curricula use, particularly those designated as evidence-based. We found that although 72% of districts administer a substance use prevention curriculum to their elementary students, only about 35% are using one that is evidence-based and only about 14% are using an evidence-based curriculum more so than any other prevention curriculum. We present prevalence estimates for specific evidence-based curricula and conclude by discussing possible reasons for and implications of our findings.     

Project Northland in Croatia: results and lessons learned

As part of an international public health partnership formed in 2001 we assessed the impact of Project Northland in Croatia--an adolescent alcohol school-based prevention intervention implemented in Split--on students. The curriculum was implemented in 13 randomly selected schools with another 13 schools serving as controls. The evaluation included quantitative and qualitative methods, using pre/post-tests to compare intervention and controls and follow-up focus groups with parents and teachers. Quantitative data showed the intervention was more successful in changing attitudes in the first two years, but had less impact on older students. Qualitative data suggest benefits from the program overall. Given the intervention was successful in the earlier grades it should be initiated earlier to have a greater impact. Challenges and lessons learned are offered.     

Three high school after-school initiatives: lessons learned

Alarmed by the large numbers of high school-age youth who are disengaged at school and leaving high school without a diploma or the important skills for the workplace, policymakers and youth advocates are beginning to see high school after-school as the new frontier in after-school programming. Although older youth represent a sizable percentage of American students, they garner only a small fraction of the federal, state, and local investments for after-school programs. This chapter reviews the insights and lessons learned from three after-school initiatives that have shown success in attracting high school students to their programs and engaging them in meaningful activities to support their success in school and transition to early adulthood: the After School Safety and Education for Teens, After School Matters, and the After-School Corporation. Emerging from these pioneering efforts are some promising practices and program models that can guide the development of future after-school programs, but not without the help of policymakers and funders, both public and private.     

Multicultural supervision: lessons learned about an ongoing struggle

This article examines the experiences of seven diverse therapists in a supervision course as they wrestled with the real-world application of multicultural supervision. Existing literature on multicultural supervision does not address the difficulties that arise in addressing multicultural issues in the context of the supervision relationship. The experiences of six supervisory candidates and one mentoring supervisor in addressing multicultural issues in supervision are explored. Guidelines for conversations regarding multicultural issues are provided.     

Context-driven gero-infusion: lessons learned from a curriculum development institute cohort

This article describes and compares the successes and challenges experienced by three social work programs in the United States working to infuse geriatric competencies into foundation Master of Social Work (MSW) courses, including field education. Adhering to the Planned Change Model each project utilized a range of approaches and strategies that emerged in each setting’s unique organizational and community context. This article examines and analyzes three context-driven accounts of curricular infusion for gerontological social work and lessons learned in this effort to establish gerontology as part of the implicit curriculum in social work programs in universities diverse in mission, size, programming priorities, and student population. Given the experiences of these programs, following the Planned Change Model, maintaining the context as being central to the process, anticipating common challenges, and preparing to engage strategies to overcome challenges are offered as recommendations for successful infusion and sustainment of the efforts.     

State of the science on prevention of elder abuse and lessons learned from child abuse and domestic violence prevention: Toward a conceptual framework for research

ABSTRACT

The goal of this review is to discuss the state of the science in elder abuse prevention. Findings from evidence-based programs to reduce elder abuse are discussed, drawing from findings and insights from evidence-based programs for child maltreatment and domestic/intimate partner violence. A conceptual measurement model for the study of elder abuse is presented and linked to possible measures of risk factors and outcomes. Advances in neuroscience in child maltreatment and novel measurement strategies for outcome assessment are presented.     

Teaching economics across cultures: challenges and lessons learned in Tajikistan and Kyrgyzstan

Nine years of experience teaching economics in the Tajikistan and Kyrgyzstan provides knowledge on the nuances and challenges of teaching economics across cultures. Particular categories and difficulties are presented with some examples of how to address them. Conclusions and findings are used to form general guiding principles for teaching economics in the increasingly diverse US classroom. The principles offered in the paper are valuable to English speakers providing economic teaching and training in post-Soviet nations and, more broadly, to anyone teaching economics across cultures. Finally, suggestions based these principles are offered to encourage all professors of economics to carefully consider language, illustrations, diversity of views regarding economics and the multi-cultural nature of university classrooms to better relate to students and be more effective teachers.     

Exploring challenges and lessons learned in cross-cultural environmental education research

The field of environmental education (EE) has been criticized for scarcity of research findings that can be used to compare the approaches and outcomes of various interventions and contexts. This is particularly problematic for EE programs that are implemented across multi-cultural settings because very little academic attention has been devoted to cross-cultural EE research methods. Intending to address this gap, we set out to develop and pilot a pre/post survey in Costa Rica that could help us investigate the impacts of a bird-focused curriculum on Latin American children’s knowledge, attitudes, behavioral intentions, and behaviors toward birds and the natural world. This article describes the challenges encountered and subsequent adaptations made throughout our ongoing, iterative survey development process, in order to appropriately address language, sociocultural context, audience, and research-to-practice tensions. We present key lessons learned, including the importance of having strong local partners, the need to create a realistic research timetable that accounts for unique challenges involved in undertaking cross-cultural EE research, and the limitations of quantitative methods in this sort of research.     

The fifth Holocaust Dialogue Interactive Group session: lessons to be learned

This article describes the fifth Holocaust Dialogue Group meeting between descendants of both victims and perpetrators. This process began in 1994 and has continued into 1999. It is held in conjunction with the annual International Association of Family Therapy Conference. Those in attendance report that this process has facilitated their catharsis regarding long-repressed issues and feelings of shame and guilt, enabled them to ask probing questions of relatives, and contributed to a profoundly desired healing. Repetitive themes that have emerged in the sessions are highlighted.     

Globalisation and gender training for the media: challenges and lessons learned

This article discusses the experiences of the author in developing gender training for media professionals. The media has been known to be a key institutional player in holding governments and other institutions accountable for adhering to the democratic ideals of transparency, accountability, and good governance. Likewise, this article discusses the experience of Inter Press Service (IPS), a global information and communication service that aims to report more competently on gender issues. During the implementation of the IPS, several steps were taken: 1) examination of gender roles and responsibilities; 2) creation of gender-responsive editorial and employment policies towards better practices; 3) provision of training and seminars. In the same manner, there have been several challenges faced by media during gender training: the need to understand the basics, and the move from awareness-raising to provision of professional tools. To conclude, several lessons were learned during the course of its implementation: 1) the significance of policy as the initial step in mainstreaming; 2) training as the key to change; 3) the difficulty of practicing what has been learned; 4) monitoring; and 5) the importance of new partnerships.     

Surveying a Chicago public housing development: methodological challenges and lessons learned

During the winter and spring of 2003, the Survey Research Laboratory conducted a survey of residents of the Ida Wells and Madden Park housing developments on Chicago's near-south side. This article reviews existing research findings on using indigenous interviewers and reports the findings about the benefits and challenges of using residents as interviewers versus drawing from a regular pool of interviewers. Specifically, the authors talk about the challenges faced in using indigenous interviewers and then look at some data quality indicators among these two groups of interviewers, including cooperation rates, item nonresponse, and differences in responses to sensitive questions.     

An E-learning outreach program for public schools: Findings and lessons learned based on a pilot program in Makati City and Cabuyao City,Laguna, Philippines

The E-Learning Outreach Program (ELOP) is a multisectoral, collaborative, and commitment-driven action research that focuses on providing relevant and useful computer and Internet literacy short courses for public elementary students. This study presents the critical action plans of setting up a pilot e-Learning station in Hen. Pio del Pilar Elementary School in Makati City and in Pulo Elementary School in Cabuyao City, Laguna, Philippines. The school’s computer laboratory was converted to an E-Learning station with additional devices and technical support from De La Salle University (DLSU). The study aims to account for a process-based heuristic approach in laying down the different phases of the program, specifically to: (1) coordinate and orient parents, pupils, teachers and school administrators, (2) set-up an e-Learning environment (3) design and write course modules (4) assess learning skills and experience of pupils, and (5) evaluate the program based on research team’s observation and results of the focus group discussion (FGD) with teachers and student-participants. In Pulo Elementary School, a pretest and posttests were conducted with results showing that the program has improved participants’ e-Learning knowledge and skills except for advance skills in hardware utilization. The participants also showed a strong positive attitude towards the ELOP.     

Coalitions on mental health and aging: lessons learned for policy and practice

Elders with mental health needs have been poorly served. Private and government agencies have given this issue a low priority, which is reflected in service delivery and funding. Coalitions have developed in states around the country and have engaged in a variety of tasks, including training techniques and collaborative efforts to advocate successfully for appropriate services. While accomplishments vary, the coalitions should continue their work, and others should organize in order to reach the goal of having accessible and appropriate elder mental health services.     

Violence prevention in the schools: Implications for occupational therapy

The prevalence of violence in the United States has begun to take its toll on the youth in schools. As children spend the majority of their waking hours in school, it is there that programs to prevent violence should be implemented. Various factors compiled from the literature including traits of children "at risk", lack of adult supervision, and architectural barriers, are identified as contributing to on-campus crime. Skills training for educators, school officials, parents, and children, in addition to reduction of architectural barriers, are discussed as methods to promote awareness and prevention. Implications for occupational therapy practitioners are discussed.     

Unexpected barriers in return to work: lessons learned from injured worker peer support groups

Some workers who are injured at work have unexpectedly prolonged absences from work. Experiences of workers who constitute a disproportionate cost to the return-to-work system and the systemic and compliance-related barriers they encounter during the process of returning to work are reported. A qualitative interview based study was conducted with 37 members of three injured worker peer support groups in a Canadian province. Four dimensions of peer support were identified: worker experience of being misunderstood by system providers, need for advocates, social support, help with procedural complexities of the workers' compensation, and health care systems. Peer support constitutes a partial return-to-work solution for workers with injuries, but injured workers encounter an uneven playing field. Injured worker peer support group needs and activities show us that sensitivity to structural and social issues may lead to better return-to-work outcomes.