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Aims: This paper describes the development and pilot-testing of The Family Health History Training Program for Health Educators (FHHTP). Although in recent years professional organizations have urged the health promotion workforce to adopt genomics-related competencies, training opportunities designed specifically for health educators (HEs) remain scarce. Designed by a team of HEs, the FHHTP aims at preparing HEs in the state of Texas, USA, to use a family health history as a genomic health promotion tool. Methods: In this report, we describe (a) the program's empirical and theoretical grounding, (b) its components, and (c) pilot-testing of the 2 main components (Web-based and workshop trainings). The FHHTP addresses the training needs expressed by HEs and anchors itself in a theoretical model previously tested with 1,607 US-based HEs. The model draws from Social Cognitive Theory, the Theory of Planned Behavior, and Diffusion of Innovations theory. The program comprises 6 elements; the Web-based training and the training workshops are the focus of this paper. Results: Pilot data indicate participants' knowledge and intention improved significantly (p < 0.05) at post-test and remained significantly higher at the 3-month follow-up. Attitudes, self-efficacy, behavior, knowledge/awareness, and intention also exhibited improvement in scores over time. Conclusion: We conclude, therefore, that the FHHTP can contribute significantly to the adoption of genomic competencies by Texas HEs. This report describes how the first-of-its-kind genomics training for HEs in the USA - FHHTP - was developed and pilot-tested with HEs in Texas. © 2013 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

OBJECTIVE: To report the challenges and lessons learned while conducting a nationwide Web-based survey of US health educators. METHODS: We developed a Web-based survey, entitled Health Promotion and Genetics/Genomics Survey, to assess health educators' likelihood to adopt genomic competencies into health promotion; 1924 health educators responded (adjusted response rate = 23.1%). RESULTS: This study addresses challenges identified in the electronic surveying process: population identification, sampling, instrument design, survey implementation, and data preparation/analysis. Strategies for dealing with these challenges are proposed. CONCLUSIONS: This practical example contributes to the further development and refinement of guidelines and best practices for Web-based surveying of US health educators. [ABSTRACT FROM AUTHOR]

Objective: To describe and illustrate missing data mechanisms (MCAR, MAR, NMAR) and missing data techniques (MDTs) and offer recommended best practices for addressing missingness. Method: We simulated data sets and employed ad hoc MDTs (deletion techniques, mean substitution) and sophisticated MDTs (full information maximum likelihood, Bayesian estimation, multiple imputation) in linear regression analyses. Results: MCAR data yielded unbiased parameter estimates across all MDTs, but loss of power with deletion methods. NMAR results were biased towards larger values and greater significance. Under MAR the sophisticated MDTs returned estimates closer to their original values. Conclusion: State-of-theart, readily available MDTs outperform ad hoc techniques. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To introduce the state of the art of structural equation modeling (SEM). METHOD: This primer is organized in a manner allowing readers to review any one of 5 freestanding sections. RESULTS: SEM maintains several advantages over regression and other multivariate techniques. Through a 2-step modeling process, SEM strengthens research by allowing for the specification of complex, theory-driven models that can be tested with empirical data. Although use of SEM alone is not a magic solution, new software developments provide users with unparalleled flexibility for improving research. CONCLUSION: SEM must be thrust into the daily vocabulary and routine practice of health behavior researchers. [ABSTRACT FROM AUTHOR]

The authors reviewed the content, methods, and overall quality of 21 curricula used in abstinence-only-until-marriage programs. Only materials designed for use in middle school grades (fifth to eighth) or with middle schoolaged audiences (9-13 years of age), which presented the abstinence message in at least 40% of their content, were included. A rating instrument adapted from 2 sets of education guidelines structured the assessment of each curriculum. Four experienced teachers rated each curriculum. Curricula exhibited considerable variability in overall quality ratings. While on average, materials scored a 3.33 on a 1-to-5 scale (1 = Unacceptable; 5 = Excellent), 12 curricula received summative scores above the average, with 4 scoring 4.0 or higher. Eight curricula, however, received a below-average rating. While abstinence materials vary considerably in terms of overall quality, the values and world views underlying this sample of curricula were clear and consistent: those who develop abstinence education curricula value nonsexual antecedents of sexual behavior such as skills (goal setting, decision making, and assertiveness), ideals (fidelity, friendships), and psychological factors such as self-esteem. [ABSTRACT FROM AUTHOR]

Primary care providers (PCPs) are believed to be the professionals who, in the near future, will be responsible for incorporating genomic medicine (GM) into primary care. Given the dearth of empirical data describing PCPs' beliefs about GM and the relationship between beliefs and the incorporation of GM into practice, this study assessed whether (and to what extent) PCPs' perceptions of GM as an innovation influence their likelihood of adopting this innovation into primary care. The study utilized diffusion of innovations theory as a framework. A state-wide representative sample of PCPs practicing in Texas responded to a mailed survey. The survey measured PCPs' perceptions of five characteristics of GM as an innovation. Findings suggest that among the five characteristics examined GM's relative advantage, compatibility with current practice, its complexity, and observability were the strongest predictors of likelihood to adopt GM tasks into primary care practice. [ABSTRACT FROM AUTHOR]

This study examined how program directors, instructors, and participant youth from a sample of federally funded abstinence-only-until-marriage education programs in Texas define the term 'abstinence' and its object (from what one abstains). A sample of eight programs, from the 32 federally funded programs in the state (funded in fiscal year 2000-2001), were selected for indepth case studies. Interviews were conducted with 29 program staff (10 directors and 19 instructors). Six focus group sessions were held with youth participating in the programs. Interview and focus group transcripts were analyzed qualitatively, with salient themes being coded and counted. Results are presented in terms of frequency of mention of each theme/code. Most respondents (80% of program directors, 89% of instructors, 83% of focus groups) provided definitions of abstinence containing both positive and negative elements. Positive-patterned definitions emphasized specific attitudes and behaviors that must be internalized by youth (Internal Management; Values/Attitudes Incorporation; Abstinence as an Option; Investment in the Future). Negative definitions stressed restraint and avoidance, and focused on the objects of abstinence (Sexual/Vaginal Intercourse; Oral Sex; Anal Sex; Pre-Coital Behaviors; Behaviors with Purpose of Sexual Arousal; Non-Sexual Behaviors). Each element was mentioned by at least 26% of program staff and in at least 17% of youth focus groups. Results indicated substantial variability in how the term 'abstinence' is defined. Such variability has implications for development of abstinence education programs, as well as for implementation of valid, equitable, and useful evaluations. [ABSTRACT FROM AUTHOR]

The convergence of sexuality messages with a computerized medium (specifically, the Internet) represents an unprecedented phenomenon with, as of yet, unknown outcomes. Despite the Internet's widespread use, little is known about users' behaviors and attitudes when searching for sexually explicit materials online. This study examined specific behaviors and outcome expectations and expectancies (or attitudes) of a sample of 506 undergraduate students at a public university in Texas. Data were collected through a self-administered questionnaire, designed and pretested by the authors. Main results revealed that most students in the sample were infrequent and relatively new users of the Internet. Forty-three percent (43.5%) of students had sometime accessed sexually explicit materials through the Internet, but the practice was not very common. Only 2.9% said they accessed these materials "frequently." Male students were significantly more likely to have accessed the Internet for viewing sexually explicit materials and to claim curiosity about sex as their motivation for this behavior. Women were significantly more likely to have experienced sexual harassment while online. In terms of attitudes, this sample did not appear to value highly or exhibit strong beliefs about the potential outcomes associated with accessing the Internet for sexually explicit materials. Competing explanations as well as the limitations of this study are discussed. [ABSTRACT FROM AUTHOR]