Health insurance literacy: A mixed methods study of college students

Objective: This study examines the health insurance literacy, or the ability to use health insurance effectively, of college students. Participants: A total of 455 students from a large, public university completed an online questionnaire in November 2016. Methods: A questionnaire examined students’ knowledge of commonly encountered health insurance terms and ability to apply that knowledge to determine cost-sharing in a clinical setting. Results: The majority of students were able to correctly identify the most commonly encountered terms, but could not identify terms related to plan types and options. Eighty-eight percent of students could not determine their cost-sharing for two presented scenarios. Approximately half of the students indicated they had been confused about their health insurance plan, with one-quarter of students stopping or delaying medical care due to confusion. Conclusions: Outreach and education for students should target specific deficits in knowledge such as those identified in this study.     

Win–win urban ecology: near-home fishing promotes diversity of Odonata

Urban Ecosystems - It is generally thought that increased human activity or infrastructure automatically translates to decreased wildlife activity or abundance. We surveyed dragonflies and...     

Effects of demography and urbanization on stress and body condition in urban white-tailed deer

Urban Ecosystems - White-tailed deer (Odocoileus virginianus) are becoming increasingly common in urban environments. How they respond to potential changes (i.e. increased human interactions,...     

Interkulturelles Coaching – eine komplexe,systemische Herausforderung

Intercultural coaching takes place in the highly complex reality of a globalized world. The coachee is an individual acting in the situational context of his assignment and his corporate culture. He has been socialized in his own culture, but is communicating and interacting with people who have been socialized in different cultures. In order to identify and solve problems, all three aspects (person, situation, culture) have to be considered. Some aspects may have more influence than others may, but they combine in a closely interwoven system. The authors outline the theoretical background of intercultural coaching and illustrate the process with case studies.     

Democratizing the Refugee Regime Complex

This article considers how civil society organizations (CSOs) may be understood in relation to the global refugee regime complex. It describes how several leading scholars have conceptualized refugee/internally displaced person (IDP) governance and explores how the neoliberal cognitive frame is impeding the possibility of democratic agency among IDPs/refugees. It argues that CSOs can play essential roles in encouraging democratization of the refugee regime complex by working to reshape their prevailing frame or orientation. Civil society organizations can also work to foster critical reflexivity among the parties that govern refugees and within that population as well. As an example of one such effort, the article employs Fraser’s (Scales of justice: reimagining political space in a globalizing world. Columbia University Press, New York, 2010) democratization framework in a brief case analysis of the Sarvodaya Shramadana Deshodaya initiative in Sri Lanka that has sought to enable IDPs in that nation to embrace critical reflexivity to reimagine themselves as governing agents who can redefine state and international organization-based definitions of refugee protection. Overall, the analysis suggests that civil society organizations can act successfully and intentionally to open democratic spaces in which refugees/IDPs may find possibilities to exercise their innate agential possibility.     

DNA COLLECTION IN A RANDOMIZED SOCIAL SCIENCE STUDY OF COLLEGE PEER EFFECTS

We describe the DNA collection processes of an initial pilot and full study, which is designed to investigate joint peer and genetic effects on health behaviors and attitudes in a college campus setting. In the main study, 2664 (79.5%) students completed a Web survey and 2080 (78.7% of the survey completers after adjusting for the ineligible) provided a saliva DNA sample. The response rate for completing both the survey and the DNA portion of the study is 62.5%. Our DNA yields are of high quality. Overall, our experiences and results demonstrate that genetic data can be successfully collected as a part of traditional social science survey research projects. To aid others in doing so, we provide extensive details of our data collection experiences and offer recommendations to future researchers seeking to do or evaluate similar work.     

Understanding and Measuring LGBTQ Pathways to Health: A Scoping Review of Strengths-Based Health Promotion Approaches in LGBTQ Health Research

Health research traditionally has focused on the health risks and deficits of lesbian, gay, bisexual, transgender, and queer (LGBTQ) populations, obscuring the determinants that can promote health across the life course. Recognizing, appropriately measuring, and rendering visible these determinants of health is paramount to informing appropriate and engaging health policies, services, and systems for LGBTQ populations. The overarching purpose of this article is to provide an overview of the findings of a scoping review aimed at exploring strengths-based health promotion approaches to understanding and measuring LGBTQ health. Specifically, this scoping review examined peer-reviewed, published academic literature to determine (a) existing methodological frameworks for studying LGBTQ health from a strengths-based health promotion approach, and (b) suggestions for future methodological approaches for studying LGBTQ health from a strengths-based health promotion approach. The findings of this scoping review will be used to inform the development of a study aimed at assessing the health of and improving pathways to health services among LGBTQ populations in Nova Scotia, Canada.     

Maternal Household Decision-Making Autonomy and Adolescent Education in Honduras

Maternal decision-making autonomy has been linked to positive outcomes for children’s health and well-being early in life in low- and middle-income countries throughout the world. However, there is a dearth of research examining if and how maternal autonomy continues to influence children’s outcomes into adolescence and whether it impacts other domains of children’s lives beyond health, such as their education. The goal of this study was to determine whether high maternal decision-making was associated with school enrollment for secondary school-aged youth in Honduras. Further, we aimed to assess whether the relationships between maternal autonomy and school enrollment varied by adolescents’ environmental contexts and individual characteristics such as gender. Our analytical sample included 6579 adolescents ages 12–16 living with their mothers from the Honduran Demographic and Health Survey (DHS) 2011–2012. We used stepwise logistic regression models to investigate the association between maternal household decision-making autonomy and adolescents’ school enrollment. Our findings suggest that adolescents, especially girls, benefit from their mothers’ high decision-making autonomy. Findings suggest that maternal decision-making autonomy promotes adolescents’ school enrollment above and beyond other maternal, household, and regional influences.     

“I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario

Student success is facilitated by strong bonds between families and schools, including a shared sense of purpose and mutual trust. However, for Indigenous peoples these relationships are often broken, undermined by the legacy of residential schooling and assimilative educational practices. Drawing on interviews with 50 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non‐Indigenous parents and educators, this paper examines the ways in which issues of class and race shape interactions between teachers and Indigenous parents. The interviews reveal that legacies of racial discrimination against Indigenous peoples in schooling affect family/school relations among middle‐class (MC) and lower‐class (LC) parents in different ways. MC parents intensify relations with the school while, in comparison, LC parents tend to disengage as a consequence of their negative schooling experiences. Les relations étroites entre les familles et les écoles, et notamment leurs buts communs et leur confiance partagée, facilitent la réussite des étudiants. Toutefois, au sein des populations autochtones, ces liens sont pour la plupart rompus en raison des conséquences des pensionnats scolaires et des pratiques éducatives d'assimilation. Cette étude s'appuie sur des entretiens avec 50 parents et éducateurs issus de populations autochtones (principalement celles d'Haudenosaunee, d'Anishinaabe et de Métis) et non autochtones pour étudier la manière dont les questions de classe et de race affectent les interactions entre les enseignants et les parents issus de populations autochtones. Ces entretiens montrent que le passé discriminatoire des écoles envers les peuples autochtones a eu des répercussions différentes sur les relations famille/école, selon qu'il s'agisse de parents issus de la classe moyenne ou de parents issus d'un milieu pauvre. Les parents issus de la classe moyenne ont renforcé leurs liens avec l’école alors que les parents des classes inférieures tendent à se désengager du fait de leur expérience scolaire négative.