Associations Between Physical Activity and Health-Related Factors in a National Sample of College Students

Abstract

Objective: To examine associations between meeting the current moderate to vigorous physical activity (MVPA) recommendation and health-related factors in a national sample of college students. Participants: Participants (N = 67,861) completed the National College Health Assessment II during the Fall 2008/Spring 2009 academic year. Methods: Hierarchical binary logistic regression was used to examine the contribution of 19 variables in explaining whether or not participants met the MVPA recommendation. Results: Meeting the MVPA recommendation was associated with several protective factors among college students, including adequate daily fruit and vegetable consumption, positive perception of general health, healthy body mass index, consistent seatbelt use, not smoking cigarettes, less perceived depression, and adequate sleep. In addition, meeting the MVPA recommendation was also significantly associated with a few risky behaviors including binge drinking, physical fighting, and multiple sexual partners. Conclusions: College student PA interventions should consider also addressing fruit/vegetable consumption and binge drinking.     

Varicella immunization requirements for US colleges: 2014–2015 academic year

ABSTRACT

Objective: To obtain information on varicella prematriculation requirements in US colleges for undergraduate students during the 2014–2015 academic year. Participants: Health care professionals and member schools of the American College Health Association (ACHA). Methods: An electronic survey was sent to ACHA members regarding school characteristics and whether schools had policies in place requiring that students show proof of 2 doses of varicella vaccination for school attendance. Results: Only 27% (101/370) of schools had a varicella prematriculation requirement for undergraduate students. Only 68% of schools always enforced this requirement. Private schools, 4-year schools, northeastern schools, those with <5,000 students, and schools located in a state with a 2-dose varicella vaccine mandate were significantly more likely to have a varicella prematriculation requirement. Conclusions: A small proportion of US colleges have a varicella prematriculation requirement for varicella immunity. College vaccination requirements are an important tool for controlling varicella in these settings.     

“Consent is Good,Joyous, Sexy”: A banner campaign to market consent to college students

ABSTRACT

Objective: This study assessed the recall of, reaction to, and understanding of a brief campus banner campaign promoting consent in sexual relationships, and determined whether campaign exposure was associated with subsequent engagement in activities related to sexual assault education, awareness, and prevention. Participants: A stratified random sample of 1,200 undergraduates was recruited during fall of 2010; 628 (52.3%) participated. Methods: To account for history and maturation, an experimental research design was employed with an online survey. Results: Direct and indirect campaign exposure was associated with increased action. Students expressed primarily positive reactions to and appeared to understand the consent message. The campaign appealed to and was associated with increased activity among a wide range of students with one exception: a negative effect was observed for business students. Conclusions: Colorful banners with pithy, upbeat messages hold promise for engaging undergraduates in conversations and proactive activities related to sexual assault prevention.     

Work(ing) out

The recent marketing of new genetic tests for popular genealogy is one significant interface between the science of new genetics and public culture in the West. These new commodities offer to situate individuals within global patterns of human genetic diversity, locate genetic origins and sort out true biological relatedness from practised kinship. Taking two cases of recent attempts to popularize genetic tests in popular genealogy, this paper considers how ideas of gender, reproduction, nation, ‘race’ and relatedness are being shaped by and deployed within their discourses of genetic kinship. In these efforts to geneticize genealogy, the idiom of kinship and the gendering of narratives of reproduction and descent are used to make these tests meaningful and to distance them from ideas of ‘race’ and ethnicity. Discourses of family relatedness provide a grammar for translating the complexities of new genetics into public culture. At the same time, geneticized genealogy produces new versions of genetic kinship, in the form of Y-chromosome genetic brotherhood, Mitochondrial DNA clan membership and global genetic kinship. Yet, notions of genetic kinship also provide cultural resources for the making of personal and collective identities in a myriad of ways and with diverse implications for the politics of ‘race’ and national belonging.     

Families Created by Donor Insemination: Father–Child Relationships at Age 7

This study examined the psychological well‐being of fathers and father–child relationships in families with a 7‐year‐old child conceived by donor insemination. Twenty‐four donor insemination families and comparison groups of 25 egg donation and 32 unassisted‐conception families were assessed using a standardized interview and questionnaires administered to the father, and father–child dyads participated in an observational assessment of father–child interaction. On the basis of perspectives from Parental Investment Theory and stress‐related models, it was expected that donor insemination fathers would show raised levels of psychological problems and a poorer quality of parenting and have more conflictual relationships with their children than genetically related fathers in egg donation and unassisted‐conception families. These hypotheses were not supported by the findings. Instead, it seems that commitment to parenthood may be more important than genetic relatedness for positive father–child relationships.     

Teaching the History of Colonization in the Postsecondary Classroom

ABSTRACT

This study explores the ways Indigenous social workers experience and learn about colonization and provides suggestions for educators who are tasked with teaching that material. Nine First Nations and Métis social workers in British Columbia were interviewed. Data collection and analysis took place using the research praxis métissage as a theoretical framework and involved semistructured interviews. Thematic analysis revealed three themes: colonization as an unnamed lived experience; colonization as academic, cognitive knowledge; and colonization as a personal and professional reality.     

Assessing Performance Consequences of Changes in Educational Policy: Toward Systematic Experimentation

This paper argues that schools of social work should determine the empirical consequences of risk-taking changes in educational policy. A commitment to systematic experimentation rather than random innovation is urged in order to promote effective curriculum designs, establish an empirical basis for educational policy decisions, and provide quasi-theories about educational policy change. CSWE is seen as a potential coordinator and repository of data about the effects of changes in educational policy. Furthermore, most schools have the resources to carry out significant studies. With these commitments, we can make policy changes that are predictive of desired outcomes.     

Book Review

The prevalence of suicide suggests social workers will encounter clients at risk for suicide, but research shows social workers receive little to no training on suicide and suicide prevention and feel unprepared to work effectively with clients at risk. Baseline results from a randomized intervention study of the Question, Persuade, and Refer suicide prevention gatekeeper training with 73 advanced master’s of social work student interns show suicide knowledge was average, attitudes about suicide prevention were generally neutral, and use of suicide prevention practice skills was low. These results indicate an opportunity for enhancing student outcomes through training and inform social work education regarding necessary preparation for student interns and new graduates to identify and respond effectively to client suicide risk.     

The Experiential Community Assessment Project: Integrating Social Work Practice Skills

Although most social work students are primarily interested in micro practice, the Council on Social Work Education mandates teaching macro practice. The challenge of incorporating meaningful and relevant community assignments within practice courses is noted in the literature (Koerin, Reeves, & Rosenblum, 2000 Koerin, B. B., Reeves, J. and Rosenblum, A. 2000. Macro-learning opportunities: What is really happening out there in field?. Journal of Baccalaureate Social Work, 6(1): 109–121.  [Google Scholar]). This article discusses the Experiential Community Assessment Project (ECAP) that integrates social work practice skills through interviewing a community leader, attending a community meeting, and using publicly available data to assess at risk neighborhoods. Grounded in experiential learning theory, a series of reflection papers are used to help students process what they are learning. A capstone poster presentation is required at the end. Suggestions and recommendations are made for using or adapting this project within other social work curricula.