SOVA: Design of a Stakeholder Informed Social Media Website for Depressed Adolescents and Their Parents

Two moderated social media websites were designed for increasing likelihood for mental health treatment engagement for depressed adolescents (sova.pitt.edu) and for parents (wisesova.pitt.edu). This article describes iterative stakeholder interviews conducted with adolescents, young adults, parents, advocates, and clinicians and use of human computer interaction techniques to inform major design changes which: (a) underscored the role of online interaction to provide emotional support and information, (b) importance of anonymity, (c) desire to share positive media, and (d) need for frequent moderation. Future studies will examine acceptability and effectiveness of revised websites in helping depressed adolescents and their parents engage with treatment.     

A Critical Appraisal of the 1998 Meta-Analytic Review of Child Sexual Abuse Outcomes Reported by Rind,Tromovitch, and Bauserman

SUMMARY

The goal of this article is to present a methodological critique of the 1998 meta-analysis of child sexual abuse outcomes by Rind, Tromovitch, and Bauserman. Seven major concerns are addressed. Rind et al.'s view is, at best, extremely limited. By restricting a supposedly broad meta-analysis to only some of the population in question, the conclusions they drew regarding this complex topic, primarily that adult-child sex is not necessarily harmful, are invalid.     

Youth Organizing,Identity-Support,and Youth Development Agencies as Avenues for Involvement

SUMMARY

What are the differences in outcomes among youth organizing and other efforts to involve young people at the community level?

This paper examines differences in developmental outcomes among youth organizing, identity-support, and traditional youth development agencies, with the finding that there are significant differences in outcomes such as civic activism and identity development. It reports that youth organizing agencies show higher levels of youth leadership, decision making, and community involvement in comparison with other agencies, and concludes that deliberate approaches to staffing and decision-making can influence youth outcomes.     

Alcohol Problems,Marriage, and Treatment: Developing a Theoretical Timeline

SUMMARY

While research findings over the past twenty years have consistently supported the efficacy of couples work with people experiencing alcohol related problems, in the field of practice in Ireland there is little evidence of the development of interventions based on a couples/marital perspective. This paper examines the place of marital work in the alcohol field through a review of the literature from 1950s to the present in order to discover the limitations in theory and research that might explain the reluctance of practitioners to adopt this method of intervention.     

Early Intervention into Addictive and Mental Health Disorders

No abstract available for this article.     

Looking Inside the “Black Box”

Abstract

The continued devolution of social welfare systems and services in the U.S. resultsin high stakes program evaluations in the field of family support and early intervention. Programs are expected to utilize evidence-based interventions and to demonstrate effectiveness. A look at implementation helps to differentiate between theories that do not work and programs that are not effective. Methods for identifying program implementation are needed. In a 17-site program evaluation, the author and her colleagues developed a methodology for measuring implementation and demonstrated the effects of differential implementation in understanding program outcomes.     

The paradoxical role of social class background in the educational and labour market outcomes of the children of immigrants in the UK

Despite predominantly lower social class origins, the second generation of established immigrant groups in the UK are now attaining high levels of education. However, they continue to experience poorer labour market outcomes than the majority population. These worse outcomes are often attributed in part to their disadvantaged origins, which do not, by contrast, appear to constrain their educational success. This paper engages with this paradox. We discuss potential mechanisms for second-generation educational success and how far we might expect these to be replicated in labour market outcomes. We substantiate our discussion with new empirical analysis. Drawing on a unique longitudinal study of England and Wales spanning 40 years and encompassing one per cent of the population, we present evidence on the educational and labour market outcomes of the second generation of four groups of immigrants and the white British majority, controlling for multiple measures of social origins. We demonstrate that second-generation men and women's educational advantage is only partially reflected in the labour market. We reflect on the implications of our findings for future research.     

Using recurrent time-to-event models with multinomial outcomes to generate toxicity profiles

Most clinical studies, which investigate the impact of therapy simultaneously, record the frequency of adverse events in order to monitor safety of the intervention. Study reports typically summarise adverse event data by tabulating the frequencies of the worst grade experienced but provide no details of the temporal profiles of specific types of adverse events. Such 'toxicity profiles' are potentially important tools in disease management and in the assessment of newer therapies including targeted treatments and immunotherapy where different types of toxicity may be more common at various times during long-term drug exposure. Toxicity profiles of commonly experienced adverse events occurring due to exposure to long-term treatment could assist in evaluating the costs of the health care benefits of therapy. We show how to generate toxicity profiles using an adaptation of the ordinal time-to-event model comprising of a two-step process, involving estimation of the multinomial response probabilities using multinomial logistic regression and combining these with recurrent time to event hazard estimates to produce cumulative event probabilities for each of the multinomial adverse event response categories. Such a model permits the simultaneous assessment of the risk of events over time and provides cumulative risk probabilities for each type of adverse event response. The method can be applied more generally by using different models to estimate outcome/response probabilities. The method is illustrated by developing toxicity profiles for three distinct types of adverse events associated with two treatment regimens for patients with advanced breast cancer.     

Theory of change models deepen online learning evaluation

Massive Open Online Courses (MOOCs) have gained traction as resources for professional development. This article presents the method that we used to evaluate a professional development MOOC for postdoctoral trainees that was created by a university consortium in the US. Most approaches to evaluating MOOCs focus on analysis of participation, outcomes from course assignments, self-reported learning outcomes, course completion and user pathways through the online content or clickstream data. Few published evaluations describe in detail how learning happens within online courses and the anticipated medium and longer term cognitive and behavioral outcomes on participants. This work aims to guide those who are designing, implementing and evaluating MOOCs through applying theories of change to focus evaluation on the process of learning. This approach can be used as a complement to traditional approaches for evaluating MOOCs. We described how we worked with the MOOC team building the content to develop a theory of change for each module (or lesson) within the MOOC and used the theory of change to guide evaluation of short and medium term participant cognitive, affective and attitudinal, and behavioral outcomes. Finally, we share lessons learned and suggestions for implementing theories of change in both the design and evaluation phases of MOOC development.     

The Influence of Parent Expectations and Parent-Child Relationships on Mental Health in Asian American and White American Families

Previous studies have suggested that Asian parents’ high academic expectations can lead to negative mental health outcomes among Asian American youth. We explore this hypothesis by analyzing data collected in an affluent, suburban high school with a large Asian American population. We examine the relationships between parent expectations, students’ relationships with their parents, and mental health outcomes among Asian American (predominantly Indian American and Chinese American) and white youth. We find that the quality of parent-child relationships is associated with mental health outcomes and that the association between parent expectations and mental health outcomes is insignificant after controlling for these relationships. We discuss significant differences by race and gender. The findings presented expand our understanding of the influence of Asian parents. They suggest that focusing on improving parent-child relationships, as opposed to altering parents’ expectations, might lead to improved mental health outcomes for Asian American youth, particularly for those in affluent communities.