15,845 results on '"PREVENTION"'
Search Results
2. School Nurses' Experiences and Roles in Promoting and Administering the HPV Vaccine: A Systematic Review Using the Socioecological Framework
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Kimberly McNally, Amira Roess, Ali Weinstein, Lisa Lindley, and Robin Wallin
- Abstract
Understanding the school nurse's experience in human papillomavirus (HPV) vaccine promotion can reduce vaccine disparities. HPV vaccination is critical to cancer prevention. Despite the importance of the school nurse in vaccine promotion, there is a lack of understanding. This article aims to examine the knowledge, attitude, experience, and role of school nurses related to HPV vaccination and promotion in school settings. A systematic search for school nurses and their experiences related to HPV vaccination was conducted. A thematic synthesis was undertaken using the socioecological model. This review highlights the complexity of HPV vaccine promotion in schools over time. Multilevel factors impact nursing practice. Nurses have good vaccine knowledge and positive attitudes. Poor workflow processes, competing demands, and vaccine communication challenge school nurses. The themes that were synthesized informed the LEADS model. With the support of school nurses, reaching the goal of eliminating cervical cancer as a public health problem is possible.
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- 2024
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3. Noticing Education Campaigns or Public Health Messages about Vaping among Youth in the United States, Canada and England from 2018 to 2022
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Katherine East, Eve Taylor, Erikas Simonavicius, Matilda Nottage, Jessica L. Reid, Robin Burkhalter, Leonie Brose, Olivia A. Wackowski, Alex C. Liber, Ann McNeill, and David Hammond
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Public health campaigns have the potential to correct vaping misperceptions. However, campaigns highlighting vaping harms to youth may increase misperceptions that vaping is equally/more harmful than smoking. Vaping campaigns have been implemented in the United States and Canada since 2018 and in England since 2017 but with differing focus: youth vaping prevention (United States/Canada) and smoking cessation (England). We therefore examined country differences and trends in noticing vaping campaigns among youth and, using 2022 data only, perceived valence of campaigns and associations with harm perceptions. Seven repeated cross-sectional surveys of 16-19 year-olds in United States, Canada and England (2018-2022, n = 92 339). Over half of youth reported noticing vaping campaigns, and noticing increased from August 2018 to February 2020 (United States: 55.2% to 74.6%, AOR = 1.21, 95% CI = 1.18-1.24; Canada: 52.6% to 64.5%, AOR = 1.13, 1.11-1.16; England: 48.0% to 53.0%, AOR = 1.05, 1.02-1.08) before decreasing (Canada) or plateauing (England/United States) to August 2022. Increases were most pronounced in the United States, then Canada. Noticing was most common on websites/social media, school and television/radio. In 2022 only, most campaigns were perceived to negatively portray vaping and this was associated with accurately perceiving vaping as less harmful than smoking among youth who exclusively vaped (AOR = 1.46, 1.09-1.97). Consistent with implementation of youth vaping prevention campaigns in the United States and Canada, most youth reported noticing vaping campaigns/messages, and most were perceived to negatively portray vaping.
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- 2024
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4. Associations between School-Wide Practices and School-Wide Bullying: Advancing the Cross-Country Understanding of Teachers' Perspectives from the U.S. and China
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Chunyan Yang, Quennie Dong, Ella Rho, and Zhaojun Teng
- Abstract
To understand the role of different school-wide practices in school-wide bullying prevention in the global context, this present study was guided by the social-ecological framework to examine cross-country similarities and differences in the association between three forms of school-wide practices (i.e., punitive, positive, and social and emotional learning [SEL] practices) and school-wide bullying between United States (n = 1,833) and Chinese (n = 1,627) teachers from middle and high schools. Measurement invariance tests confirmed that the associations between the three forms of school-wide practices and school-wide bullying were comparable across the two countries. Results of multilevel analyses suggested that more frequent positive practices at the between-school level were associated with increased school-wide bullying in the United States but decreased school-wide bullying in the Chinese. Also, more frequent punitive practices at the within-school level were associated with increased school-wide bullying in both the U.S. and Chinese samples, and this positive association between punitive practices and school-wide bullying was significantly stronger in the Chinese sample than in the U.S. sample. More frequent punitive practices at the between-school level were also associated with increased school-wide bullying in the U.S. sample, but not in the Chinese sample. Moreover, the frequent SEL practices at the within-school level were significantly associated with decreased school-wide bullying in the United States, but not in China; the frequent SEL practices at the between-school level were associated with decreased school-wide bullying in the United States but increased school-wide bullying in China. Implications for school-wide practices in bullying prevention and intervention with sociocultural considerations were discussed.
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- 2024
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5. States' Growing Commitment to Preventing Young Children's Expulsion from Early Care and Education Programs: Results of a 50-State Policy Survey
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National Center for Children in Poverty, BUILD Initiative, McCann, Carey, Smith, Sheila, Nguyen, Uyen, and Granja, Maribel R.
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This report examines features of states' expulsion and suspension prevention policies, based on survey responses and interviews with selected states. The results point to the widespread efforts states are making to develop and implement expulsion prevention policies. Features of policies are varied, and include supports for programs (e.g., professional development, early childhood mental health consultation), requirements for data collection, and changes in program standards and work conditions. Many policies have explicit goals for reducing disparities in exclusionary practices related to race and disability. Promising approaches in five states are highlighted. The brief makes several recommendations for designing expulsion and suspension policies with features that can help ensure strong implementation that significantly reduces exclusionary practices and the racial disparities found in these practices.
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- 2021
6. Contract Cheating in Canada: Exploring Legislative Options
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University of Calgary (Canada), Adlington, Alicia, and Eaton, Sarah Elaine
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Purpose: The purpose of this report is to provide background information to develop deeper awareness about contract cheating in Canada and generate conversations about possible legislative approaches to address this growing problem. Methods: A qualitative legal analysis of legislation from the UK, Ireland, New Zealand, Australia, and US (17 states) was conducted. In addition, a synthesis of current research relating to legal aspects of contract cheating is provided. Results: There is inconsistency in how various jurisdictions have approached legislation intended to address contract cheating. Although some legislation was enacted in several US states in the 1970s, there has been increased activity in recent years to pass legislation in Australia, New Zealand, Ireland, and most recently, the UK. A failed attempt in Ontario, Canada to enact legislation in 1972 is also discussed. Implications: Legislation against contract cheating may have limitations, but is nevertheless a useful way to combat commercial academic cheating enterprises that compromise the integrity of credentials awarded by institutions. Recommendations for institutions, scholars, and policy makers are offered.
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- 2021
7. Relevance of the Mass Media in Prevention, Education and Contextual Management of COVID-19
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Reynosa Navarro, Enaidy, Guerra-Ayala, Margit Julia, Casimiro-Urcos, Walther Hernán, Vélez-Jiménez, Dolores, Casimiro-Urcos, Nora Consuelo, Salazar-Montoya, Erick Oswaldo, Casimiro-Urcos, Javier Francisco, and Callejas Torres, Juan Carlos
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The purpose of this research was to determine the relevance of the media in the prevention, education and contextual management of COVID-19. Methodology: descriptive non-experimental transectional research. An international survey validated by experts was applied, surveying 1082 people during a month. The countries with the highest participation were Peru, Colombia, Mexico, the United States and Russia. The data was processed using SPSS version 25. 64.7% of the respondents affirmed that the means were decisive in preventing the pandemic; 59.1% recognized the importance of the media for awareness and prevention of the pandemic, and 64% valued the importance of the media for the contextual management of the pandemic; demonstrating a significant relationship between the variables. Contributions: the need for strategic, prudent, ethical and socially responsible communication that benefits citizens in a pandemic situation is highlighted.
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- 2021
8. Health Education Concepts in School Biology Textbooks in the United States and Singapore
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Aldossari, Ali Tar
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This study investigates the inclusion of health education concepts in biology textbooks in the United States of America and Singapore. It employs a content analysis methodology to examine biology textbooks, considering the theme as a unit and dividing health concepts into four main fields. The findings for both countries indicate that the field of "diseases and epidemics" occurred most frequently, followed by "disease prevention and treatment," then "environment." Finally, "food and nutrition" occurred least frequently. The overall scores for the textbooks of these two countries, with regard to the inclusion of health concepts, reveal a significant difference in favour of the USA. Based on these findings, the researcher recommends that school textbooks should increase their coverage of health concepts, especially in the fields of the "environment" and "food and nutrition," in order to provide students with more accurate, reliable health information and experiences that are consistent with current needs.
- Published
- 2021
9. School-Based Abuse Prevention Programs for Children: A Scoping Review
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Nyberg, Amanda, Ferm, Ulrika, and Bornman, Juan
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Child abuse can have serious long-term physical, psychological, behavioural, societal and economic consequences. The aim of this scoping review was to map the literature on abuse prevention programs conducted at schools for pre-teenage children. The review outlines the specific components and methods of the programs, the measurements used and the results obtained. The review included 4135 children, 1841 parents, 16 teachers and two school counsellors. A scoping review of published articles was conducted following the Joanna Briggs methodology. PubMed, PSYCInfo, ERIC, The Cochrane Library and CINAHL were searched for articles published between 1989 and 2018. The search yielded 2042 publications of which nine met the inclusion criteria. Eight of the publications reported positive results. One publication reported mixed results in terms of the safety skills and knowledge of the participating children. There were several similarities between the programs regarding key components and methods of delivery. None of the articles included children with disabilities, even though they are particularly vulnerable of becoming victims of abuse.
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- 2023
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10. A Systematic Review on Cyberbullying Interventions and Preventions
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Özgür, Hasan
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This study provides the results of the systematic review of the effectiveness of programs/software developed to intervene and prevent in cyberbullying. In the study, the studies published before June 2020, where the effects of programs/software developed for the intervention and prevention in cyberbullying were examined systematically. Of the approximately 2400 studies accessed through online databases, 28 studies that met the criteria of this study were systematically examined. The findings of the study revealed that there were 24 different programs/software from nine different countries for the purpose of intervening and preventing in cyberbullying and that the studies examined had different session frequency, duration, and theoretical background. It was observed that the researchers systematically examined adopt technological and non-technological strategies in the intervention and prevention of cyberbullying while some programs/software use both strategies together. It is determined that while some of the programs/software in the studies examined are intended to prevent cyberbullying, others are intended to interfere in cyberbullying, and some other programs/software are intended to do both. Consequently, this systematic review fills an important gap in the cyberbullying literature and points out that programs/software can be effective in intervening and/or preventing cyberbullying. However, it is thought that it will be useful to examine which components are effective and to what extent they are effective in intervening and/or preventing cyberbullying in future studies.
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- 2020
11. Dear Colleague: The Weaponization of Title IX
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National Association of Scholars (NAS) and Manning, Teresa R.
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Controversy surrounding sex discrimination and sexual misconduct in higher education has existed now for over 50 years. Title IX is the federal law banning sex discrimination in schools receiving federal funds. This Report examines the evolving understanding of sex discrimination in higher education over the years, as well as the mechanisms that developed to find and punish it with Title IX. This Report starts with the background of Title IX--why it was enacted and how it was first implemented--and then shares findings from six campus visits and surveys made during the 2019-2020 academic year. It presents conversations with Title IX administrators and staff as well as with students, and it analyzes current university policies and practices to see what Title IX means in operation. Research for this Report was carried out at the very same time that the Trump Education Department's Office for Civil Rights ("OCR") began to review and revise federal Title IX policy. The Report therefore describes this initiative and the new Title IX regulations promulgated by Education Secretary Elisabeth DeVos, as well as subsequent court challenges to them. The Report ends with a discussion of findings and recommendations for the future.
- Published
- 2020
12. Five Dimensions of School-Based Counseling Practice: Factor Analysis Identification Using the International Survey of School Counselors' Activities
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Carey, John C., Fan, Kui Yuan, He, Lijuan, and Jin, Yuan Ying
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This article describes a factor analytic study designed to identify the underlying dimensions of school-based counseling practice that will be useful in describing cross-national differences in school-based counseling practice and in enabling comparative research on school-based counseling policy and effectiveness. Practicing school-based counselors (N = 2913) from 10 countries (China, Costa Rica, India, Kenya, South Korea, Malta, Nigeria, Turkey, the United States, and Venezuela) used the International Survey of School-Based Counseling Activities (ISSCA) to rate the centrality of 40 activities to the role of a school-based counselor. Factor analysis determined that five dimensions adequately described the school-based counselor role: Counseling Services; Advocacy and Systemic Improvement; Prevention Programs; Administrator Role; and Educational and Career Planning. Analysis of Bartlett Factor Score averages revealed that each country demonstrates a unique profile which reflects that country's dominant mode of practice. This lead article describes these dimensions and the cross-national differences on these dimensions. Subsequent articles in this special issue describe country-specific results and explain factors that affect practice within each country.
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- 2020
13. School-Based Counseling in the United States: Mode of Practice and International Comparisons Related to Five Dimensions of Practice
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Carey, John C.
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This study used the five dimensions of practice identified by Carey, Fan, He, and Jin (2020) to describe the preferred mode of practice of US school-based counselors and compare this mode of practice with nine other countries. A total of 380 US school counselors completed the International Survey of School Counselor Activities-United States. Mean item ratings and mean BART scores were used for both descriptions and comparisons. US counselors indicated that Counseling Services; Advocacy and Systemic Improvement; Prevention Programs; and, Educational and Career Planning were all important aspects of their role. In comparison to international counterparts, US counselors placed greater emphasis on Advocacy and Systemic Improvement and Prevention Programs. Results confirmed previous scholarship suggesting that counselors in the US have a very broad role. Any reformulation of this role would benefit from comparative international research on the strengths and limitations of different modes of practice.
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- 2020
14. A Scoping Review of School-Based Prevention Programs for Indigenous Students
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Smith, Lora Henderson, Hernandez, Belinda E., Joshua, Kate, Gill, Dustina, and Bottiani, Jessika H.
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Indigenous communities demonstrate immense cultural strengths despite being impacted by mental health and academic disparities due to ongoing systemic racism and historical trauma. Given that schools are a context in which indigenous youths' needs have potential to be met through preventive intervention, this scoping review explores and summarizes the cultural relevance of school-based prevention interventions that have been implemented with students from indigenous backgrounds. We included articles published between January 2010 and February 2021 that included descriptive, outcome, and/or program development data on school-based prevention programs used with indigenous students in the USA and Canada. The initial search yielded 2131 articles for review, and ultimately 35 articles describing 27 interventions were included in the final sample. The majority of the programs (n = 20) were focused on substance use prevention or sexual and reproductive health and targeted adolescents in middle and high school; only five programs focused on mental health, social-emotional learning, and academics. All interventions were culturally consonant, but the program development process differed: 11 interventions were culturally grounded (i.e., developed based on values and beliefs of a specific cultural group) with one being community initiated (i.e., grassroots development), and 17 were culturally adapted (i.e., the tailoring of an existing intervention for a specific cultural group). We describe each intervention and its cultural components and provide commentary on how school-based prevention and social-emotional learning interventions can promote academic success for indigenous students in the USA and Canada. [For the corresponding grantee submission, see ED624651.]
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- 2022
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15. A Population Approach to Parenting Support and Prevention: The Triple P System
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Prinz, Ronald J.
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Adverse parenting practices, including child maltreatment, interfere with children's adjustment and life outcomes. In this article, Ronald Prinz describes the Triple P--Positive Parenting Program, designed to improve parenting population-wide. Prinz offers four main reasons to take a population approach. First, official records grossly underestimate the extent of problematic parenting. Second, communities need to normalize involvement in parenting support programs rather than singling out or stigmatizing parents. Third, a population approach could have many benefits, such as preventing behavioral and emotional problems in early childhood, encouraging greater school readiness, and reducing the risk of problems during adolescence. Fourth, compared to strategies that target a narrow segment of parents and children, a population approach may create a climate of positive social contagion for positive parenting. Triple P--a multitiered system of programs with varying intensity levels, delivery formats, and specialized variants--aims to increase the number of parents who have the knowledge, skills, and confidence to raise their children well; to decrease the number of children who develop behavioral and emotional problems; and to reduce the number of children maltreated by their parents. Prinz outlines the origins and guiding principles of Triple P, describes the program model, and explains the conceptual framework for the multitiered approach to prevention. He then summarizes the evidence for this approach, emphasizing population studies that have tested the full Triple P system. He also discusses such critical issues as implementation and quality assurance, benefits versus costs, and significant obstacles to adopting a population strategy for parenting support.
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- 2019
16. Health Behaviors during the COVID-19 Epidemic: Perspectives from Studying International Coping and Compliance
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King, Elizabeth J., Rozek, Laura, Lin, Ann Chih, Hicken, Allen, Jones, Pauline, Aleksandrova, Ekaterina, Meylakhs, Peter, Nambunmee, Kowit, and Tardif, Twila
- Abstract
Control of the COVID-19 pandemic requires significant changes in people's health behaviors. We offer this multidisciplinary perspective on the extent of compliance with social distancing recommendations and on coping with these measures around the globe in the first months of the pandemic. We present descriptive data from our survey of 17,650 respondents across 18 countries and territories in June 2020. The majority of respondents worried about contracting the virus. Nearly all engaged in at least some preventive behaviors, particularly handwashing, mask wearing, and avoiding social events. Most reported that it would be difficult to continue these behaviors for more than a few months, and about half reported feeling more anxious since the start of the pandemic. Commonly reported coping behaviors included news consumption, watching television, and sleeping. Our cross-national study highlights areas for developing and implementing health behavior interventions in the global fight to stop the spread of COVID-19.
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- 2022
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17. Evaluating the Signs of Suicide Program: Middle School Students at Risk and Staff Acceptability
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Clark, Kelly N., Strissel, Daniel, Malecki, Christine K., Ogg, Julia, Demaray, Michelle K., and Eldridge, Morgan A.
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Students at risk of suicide can be identified effectively through school-based prevention programs such as Signs of Suicide (SOS), which incorporate both psychoeducation and screening components. Prior research has focused on high school students; however, there is limited research in middle schools, and even less is known of school staff's responsiveness to these programs. The current study evaluated the implementation of SOS with students at two U.S. middle schools (N = 2,537; 49% female) and through a treatment evaluation survey completed by school implementation staff (N = 26; 89% female). Nearly 20% of students emerged as at risk for suicide; risk was significantly higher among females, sixth graders, students with lower socioeconomic status, and students eligible for special education or accommodation plans. Most staff rated SOS as an acceptable program, and qualitative feedback regarding strengths and barriers is described. These findings advance practical knowledge for effectively implementing school-based suicide prevention programs and may guide school psychologists in advocating for and implementing such interventions.
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- 2022
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18. Contract Cheating: To Legislate or Not to Legislate -- Is That the Question?
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Awdry, Rebecca, Dawson, Phillip, and Sutherland-Smith, Wendy
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Increasing pressure is being placed on governments and legislators in different countries to take action against assignment outsourcing in higher education. Global discussions focus on prohibiting commercial outsourcing providers, such as contract cheating services. Despite evidence to suggest that outsourcing behaviours by students are increasing, and the number/reach of companies is increasing, little research has been undertaken to explore whether legislation will deter or prevent students from engaging in these dishonest behaviours. We investigated the issue of legality with higher education students, asking about their peers and their own assignment outsourcing behaviours, whether they believed such companies were already illegal, or whether they thought they should be illegal. Using quantitative analysis, responses from 7126 international participants were considered. We found that some students outsourced their assignments whether they thought it was illegal or not. Further, the majority of respondents argued that students should be impacted by any legislation, as well as the companies that provide outsourced work. The study presents evidence which should be considered in determining whether any law may have an effect to reduce assignment outsourcing behaviours in higher education students.
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- 2022
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19. International Students and Academic Misconduct: Considering Culture, Community, and Context
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Parnther, Ceceilia
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International students experience unique challenges that place them at risk for academic misconduct violations, including language, academic expectations, cultural differences, academic preparedness, and policy understanding. Academic misconduct issues can significantly risk student success, leaving international students especially susceptible to the academic, financial, and social consequences of an academic misconduct violation. This overview of research on academic misconduct and international students describes trends in research for those countries identified as receivers and suppliers of international students, the role of culture in academic misconduct research, and considerations for future research and practice. The resulting summary offers considerations for researchers, institutions, and educators to actively respond to these students' needs in culturally meaningful ways. Three decades of research provides a global context to international students' academic challenges and how stakeholders have and continue to use these findings to further research and support students wherever they may learn.
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- 2022
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20. A Scoping Review of School-Based Prevention Programs for Indigenous Students
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Henderson, Lora J., Hernandez, Belinda E., Joshua, Kate, Gill, Dustina, and Bottiani, Jessika H.
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Indigenous communities demonstrate immense cultural strengths despite being impacted by mental health and academic disparities due to ongoing systemic racism and historical trauma. Given that schools are a context in which indigenous youths' needs have potential to be met through preventive intervention, this scoping review explores and summarizes the cultural relevance of school-based prevention interventions that have been implemented with students from indigenous backgrounds. We included articles published between January 2010 and February 2020 that included descriptive, outcome, and/or program development data on school based prevention programs used with indigenous students in the United States and Canada. The initial search yielded 2,131 articles for review, and ultimately 35 articles describing 27 interventions were included in the final sample. The majority of the programs (n = 20) were focused on substance use prevention or sexual and reproductive health and targeted adolescents in middle and high school; only five programs focused on mental health, social-emotional learning, and academics. All interventions were culturally consonant, but the program development process differed: 11 interventions were culturally grounded (i.e., developed based on values and beliefs of a specific cultural group) with one being community initiated (i.e., grassroots development), and 17 were culturally adapted (i.e., the tailoring of an existing intervention for a specific cultural group). We describe each intervention and its cultural components and provide commentary on how school-based prevention and social-emotional learning interventions can promote academic success for indigenous students in the United States and Canada. [This paper will be published in "Educational Psychology Review."]
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- 2022
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21. Achieving the Sustainable Development Goals through the Power of Play
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Buchbinder, Dina
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As we work to educate our children in effective ways, supporting their efforts to make a positive difference reaps benefits for both students and society.
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- 2022
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22. Therapeutic Crisis Intervention in Schools (TCI-S): An International Exploration of a Therapeutic Framework to Reduce Critical Incidents and Improve Teacher and Student Emotional Competence in Schools
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Rodgers, Stella and Hassan, Sharinaz
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Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to improve staff and student emotional competence in schools. The application of the TCI-S framework to reduce critical incidents within the United States and the United Kingdom school systems are demonstrated through upskilling school staff in social-emotional and co-regulation skills. It is suggested that TCI-S has the potential to support students with behavioural and emotional challenges and increase staff competency to implement trauma-informed practices that ultimately will reduce critical incidents.
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- 2021
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23. Seven School-Related Disasters: Lessons for Policymakers and School Personnel
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Stough, Laura M., Kang, Donghyun, and Lee, Sungyoon
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Students are highly dependent on the emergency planning and evacuation decisions made by policymakers and school personnel when disasters occur. The purpose of this study was to examine selected cases of school-related disasters, highlighting how factors of the school context intersected with natural hazards and subsequently affected schoolchildren. Purposeful maximal sampling was used to select school-related disaster cases for their geographical diversity, different instructional contexts, and types of initiating hazards. Among these, seven cases with broad considerations pertaining to educational policy and safe school environments were selected. A within-case analysis was conducted of each case, followed by a cross-case thematic analysis. Six overarching factors were found in the thematic synthesis of the findings. First, school safety practices apply anytime children are under the supervision of school personnel, making knowledge of emergency procedures across multiple types of school settings essential. Second, elements that place schoolchildren at risk also place school personnel at risk. Third, teachers and school administrators need to be well-trained and knowledgeable enough to make independent decisions in emergency situations. Fourth, children must know emergency procedures so they may take independent action, given teachers are also at-risk during disasters. Fifth, most school disasters can be prevented through safe school construction. Finally, it is the responsibility of policymakers to ensure schools are safe learning environments for children. By participating in and advocating for a culture of preparedness, educational policymakers can better protect schoolchildren, as well as school personnel, in disaster situations.
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- 2018
24. Ideal Standards for Policy on Student Self-Harm: What Research and Practice Tells Us
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Matthews, Emily L., Townsend, Michelle L., Gray, Annaleise S., and Grenyer, Brin F. S.
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School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm. This paper critically reviews policies published in English targeted for schools or education settings on effective early identification and intervention for children and adolescent self-harm. A grey literature search was conducted using "Start Page" web search engine with a documentary analysis approach applied to review polices that met criteria. The review identified 16 policies that aim to help school and education staff to identify and respond to student self-harm. The key themes include identification and risk assessment, intervention, roles and responsibilities, as well as addressing issues surrounding evidence-based psychological education and intervention. An evidence-informed policy that addresses multiple aspects of responding to and reducing student self-harm may be a vital foundation of a school's response to this growing public health issue. This paper outlines key points that will help inform the development of evidence-informed guidelines for schools to respond to student self-harm and presents an exemplar policy framework for use by schools.
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- 2021
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25. The Counter-Terrorist Campus: Securitisation Theory and University Securitisation -- Three Models
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Gearon, Liam
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With intensified threats to global security from international terrorism, universities have become a focus for security concerns and marked as locus of special interest for the monitoring of extremism and counter-terrorism efforts by intelligence agencies worldwide. Drawing on initiatives in the United Kingdom and United States, I re-frame three -- covert, overt and covert-overt -- intersections of education, security and intelligence studies as a theoretical milieu by which to understand such counter-terrorism efforts. Against the backdrop of new legislative guidance for universities in an era of global terrorism and counter-terrorism efforts by security and intelligence agencies and their Governments, and through a review of Open-Source security/intelligence concerning universities in the United Kingdom and the United States, I show how this interstitial (covert, overt and covert-overt) complexity can be further understood by the overarching relationship between securitisation theory and university securitisation. An emergent securitised concept of university life is important because de facto it will potentially effect radical change upon the nature and purposes of the university itself. A current-day situation replete with anxiety and uncertainty, the article frames not only a sharply contested and still unfolding political agenda for universities but a challenge to the very nature and purposes of the university in the face of a potentially existential threat. Terrorism and counterterrorism, as manifest today, may well thus be altering the aims and purposes of the university in ways we as yet do not fully know or understand. This article advances that knowledge and understanding through a theoretical conceptualisation: the counter-terrorist campus.
- Published
- 2017
26. Do the Write Thing Violence Prevention Program: The Case of a Middle School on the U.S.-Mexican Border
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Peterson, Sarah E. and Tinajero, Josefina V.
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This mixed methods case study focuses on one school's experiences with Do the Write Thing (DtWT) Challenge, a national violence prevention program for middle schools. Using the theory of planned behavior as a theoretical framework, we examined program impact and learning activities. Students in participating schools demonstrated significantly more positive attitudes toward behaviors to reduce violence and intentions to enact these behaviors than those in nonparticipating schools. Teachers reported that the program had a positive impact on both students and teachers. Classroom discussions about personal experiences with violence were rated as the most helpful activity and predicted several positive outcomes. Teachers used creative learning activities tied to state standards and reported improved relationships with students due to sharing personal experiences. Results offer important implications for program design and continuing research.
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- 2021
27. Guns, School Shooters, and School Safety: What We Know and Directions for Change
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Flannery, Daniel J., Fox, James Alan, Wallace, Lacey, Mulvey, Edward, and Modzeleski, William
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We summarize current data and understanding about the prevalence of gun violence at schools and risk of rampage school shootings. Following that comes a discussion of gun availability among youth and strategies and practices in the United States and abroad that have been implemented to limit access to firearms for minors. Next, we review the current evidence for arming school teachers, a strategy that could also increase the number of firearms in schools. We then focus on three specific strategies that schools have implemented to reduce school shootings and improve school safety: (a) addressing the role of mental health in school shootings and violence perpetration; (b) implementing multidisciplinary threat assessment protocols; and (c) target hardening and utilizing school resource officers. Based on available evidence, a public health approach to addressing firearm violence in schools is the most effective way to prevent school shootings, even if these effects are indirect through improvements in student social competence and positive school climate. Finally, we offer some recommendations for future practice, policy and research.
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- 2021
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28. Mortality, Predictors and Causes among People with Intellectual Disabilities: A Systematic Narrative Review Supplemented by Machine Learning
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Tyrer, Freya, Kiani, Reza, and Rutherford, Mark J.
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Background: There is a need to systematically compare and contrast mortality predictors and disparities in people with intellectual disabilities (ID) for global prevention strategy development. Method: Bibliographic databases and grey literature were searched using systematic review methodology and the machine learning tool "Abstrackr." Results: Fifty-four relevant articles and reports published from 2010 to 2019 were identified. Nearly all (n = 53) were from high-income countries. Mortality disparities were apparent and consistent across countries and publication years, with no evidence of a decrease over time. People with ID can still expect to live 12-23 years less than the general population and are particularly vulnerable to deaths from respiratory infections and epilepsy. Conclusions: Both population and individual-level approaches to prevention are indicated to tackle the continuing mortality disparities in people with ID, including consideration of reasonable adjustments in general population efforts to reduce health inequalities.
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- 2021
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29. Empowering Youth to Prevent Suicide. Policy Update. Vol. 28, No. 6
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National Association of State Boards of Education (NASBE), Blanco, Megan, and Wilcox, Holly
- Abstract
Emergency room (ER) visits for 12- to 17-year-olds suspected of attempting suicide increased 31 percent during the pandemic, according to the U.S. Centers for Disease Control and Prevention (CDC). This trend was especially pronounced for girls, whose ER visits after suspected attempts were 50.6 percent higher in the winter of 2021 than during the same period in 2019. Several states are using the federal Coronavirus Aid, Relief, and Economic Security Act and the Elementary and Secondary School Emergency Relief Fund to address the mental health impacts of the pandemic. And many state boards of education were already addressing youth suicide prevention through a range of strategies. To increase the impact of state and local strategies, state leaders may also consider policies directed at equipping students to help peers struggling with suicidal thoughts. Students also need to know when and how to seek help when they themselves are struggling or in crisis. [For the 2020 NASBE report, "Developing Policy to Prevent Youth Suicide," see ED605771.]
- Published
- 2021
30. 2014 Summary of Advances in Autism Spectrum Disorder Research
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US Department of Health and Human Services, Interagency Autism Coordinating Committee and National Institute of Mental Health (NIMH) (DHHS/NIH), Office of Autism Research Coordination (OARC)
- Abstract
Each year, the Interagency Autism Coordinating Committee (IACC) releases its annual list of scientific advances that represent significant progress in the field. The 20 studies selected have given new insight into the underlying biology of autism spectrum disorder (ASD) and potential risk factors, tested approaches for improving early screening and diagnosis, and evaluated caregiver- and parent-mediated intervention strategies. The advances also examine the economic impacts of ASD, issues related to education and employment for adults with ASD, and ASD prevalence. The "2014 Summary of Advances" provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles nominated by the members. Articles are grouped according to the topics represented by the questions of the "IACC Strategic Plan for ASD Research": (1) When Should I Be Concerned? (2) How Can I Understand What Is Happening? (3) What Caused This to Happen and Can It Be Prevented? (4) Which Treatments and Interventions Will Help? (5) Where Can I Turn for Services? (6) What Does the Future Hold, Particularly for Adults? and (7) What Other Infrastructure and Surveillance Needs Must Be Met? Citations for the articles selected for the "Summary of Advances," as well as a complete listing of those nominated, are included at the end of the document. [For the 2013 Summary, see ED562024.]
- Published
- 2016
31. Correlation of Concepts 'Extremism' and 'Terrorism' in Countering the Financing of Terrorism and Extremism
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Baisagatova, Diana B., Kemelbekov, Saken T., Smagulova, Diana A., and Kozhamberdiyeva, Aigul S.
- Abstract
The main threats to world order are terrorist and extremist activities. On the world stage, countries unite into a coalition with the aim to increase the efficiency of the fight against terrorism. At the local level, the terrorist threat is fought by the security services. In order to prevent global human victims, which may arise as a result of terrorist attacks, the government is taking a number of normative legal acts, which prevent the activities of militants. The main problem that arises in the preparation of the law is the lack of a clear understanding of what the "terrorism" and "extremism" are. Therefore, in this paper, a complete analysis of these terms will be made on the basis of normative legal acts of some countries such as the USA, Russia, Kazakhstan, and scientists specialized in the subject. Research of the terms "extremism" and "terrorism" has shown that these concepts are different, but at the same time interconnected. This relationship is expressed in the fact that terrorism is a continuation of extremism, its next step. The disengagement of these concepts will allow the legislator to create more specific laws, that will cover the entire field of criminal activities.
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- 2016
32. Psychological and Pedagogical Conditions for the Prevention of Deviant Behavior among Adolescents
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Vist, Natalya V.
- Abstract
This article focuses on such a highly relevant subject as the prevention and correction of deviant behavior in the adolescent environment. The study revealed the main vectors for the development of the modern science of deviant behavior, identified the main causes of deviations and carried out a comparative analysis of the work on the prevention of deviant behavior in the CIS countries and abroad. This paper proved that the key factor in the prevention and correction of deviant behavior should be, firstly, the family as the primary and the most important institution of identity formation, and secondly, the pedagogically controlled environment of educational institutions serving as a condition for socialization and personal development for children and adolescents.
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- 2016
33. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
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- 2016
34. Perspectives of Rape-Prevention Educators on the Role of Consent in Sexual Violence Prevention
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Beres, Melanie
- Abstract
Sexual consent education is increasingly used as an educational tool for sexual violence prevention. Yet very little research exists on the effectiveness of consent education to reduce rates of sexual violence. Prior to understanding the effectiveness of any prevention programme, it is essential to understand the mechanisms through which the approach will prevent incidents of sexual violence. For instance, some programmes address perpetrating behaviour while others focus on increasing bystander behaviour. The mechanisms behind consent education may appear on the surface to be very clear. If everyone knows how to ask for and communicate consent, and everyone then does so, there would be no sexual violence. However, if this were the case, then consent education would only prevent sexual violence that was caused by people who were naïve to the communication of consent. To develop a better understanding of the mechanisms through which consent education could work, I interviewed educators involved in designing and delivering consent programming. Their perceptions of the potential for consent education to create change are complex. Educators simultaneously see transformative potential in consent education while maintaining scepticism about the possibility of consent education to change perpetrating behaviour.
- Published
- 2020
- Full Text
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35. A Systematic Evaluation of Restorative Justice Practices: School Violence Prevention and Response
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Katic, Barbara, Alba, Laura A., and Johnson, Austin H.
- Abstract
Despite its increasing recognition and use in U.S. schools, a limited amount of research has evaluated the effect of restorative justice (RJ) for school violence prevention and response. To date, there is no standardized method for RJ implementation. Therefore, this systematic literature review investigates peer-reviewed studies on the application of RJ practices in K-12 school settings. Ten articles were included in the review. Results of the review indicate a high degree of variability regarding the implementation and evaluation of RJ practices in schools. However, the majority of studies reported positive outcomes, including improved social relationships and reductions in office discipline referrals. The utility of RJ as a school violence prevention and intervention approach are discussed, along with future research directions.
- Published
- 2020
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36. International Perspectives on HIV/AIDS in Schools: A Call to Action for School Psychologists and Educators
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Chenneville, Tiffany, Davis, Andrew S., and Chittooran, Mary M.
- Abstract
Rates of pediatric human immunodeficiency virus (HIV) as well as mortality and morbidity related to HIV and Acquired Immune Deficiency Syndrome (AIDS) depend, in part, on the resources available in the child's country. HIV prevention and intervention efforts also are influenced by cultural factors. The purpose of this article is to summarize key findings from this special issue on international perspectives of HIV/AIDS in schools with a focus on neuropsychological and psychoeducational implications. After providing a brief summary of each article, we outline a call to action for school psychologists and educators.
- Published
- 2020
- Full Text
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37. Children's Advocacy Centers. In Focus. NCJ 254817
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US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP) and Ryan, Liz
- Abstract
For young people to learn, grow, and thrive, they must first be safe. In fiscal year 2020, approximately 618,000 children in the United States experienced abuse and neglect, and 1,750 died as a result. The effects of child abuse, which can include failure in school, depression, substance use, or involvement in the justice system, can be mitigated if children receive timely, trauma-informed services. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) supports the work and expansion of children's advocacy centers nationwide. In 2021 alone, the 939 centers served more than 386,000 children--treating victims and investigating and prosecuting cases of child abuse--and trained nearly 2.9 million people on how to prevent child abuse.
- Published
- 2022
38. What Is Wrong with Grade Inflation (If Anything)?
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Finefter-Rosenbluh, Ilana and Levinson, Meira
- Abstract
Grade inflation is a global phenomenon that has garnered widespread condemnation among educators, researchers, and the public. Yet, few have deliberated over the ethics of grading, let alone the ethics of grade inflation. The purpose of this paper is to map out and examine the ethics of grade inflation. By way of beginning, we clarify why grade inflation is a problem of practical ethics embedded in contemporary social practice. Then, we illuminate three different aspects of grade inflation--longitudinal, compressed, and comparative--and explore the ethical dilemmas that each one raises. We demonstrate how these three aspects may be seen as corresponding to three different victims of grade inflation--individuals, institutions, and society--and hence also to three potential agents of harm--teachers, schools, and educational systems. Next, we reflect upon various compelling reasons that these agents inflate grades, whether from an ethic of care, fiduciary responsibility, or simple self-preservation. Subsequently, we consider a variety of means of combatting grade inflation, and invite more educators and philosophers to delve into the complex practical ethics of grade inflation.
- Published
- 2015
39. A Comparative Examination of the Family-Based Early Intervention Programs Developed in Turkey and in the USA in the Last Decade
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Yazici, Dila, Akgül, Esra, and Akman, Berrin
- Abstract
Starting to be implemented as of the 1960s, early intervention programs are frequently employed at the present time. Researchers develop and implement early intervention programs in various subjects and areas. These programs may be family-based, school-based, community-based, or a combination of them. This study aimed at comparing the early intervention programs developed in the USA and in Turkey in the last decade in terms of duration, implementers, participants, implementation process, assessment tools, and effects.
- Published
- 2015
40. States Address Concerns about Concussions in Youth Sports
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Education Commission of the States and Kreck, Carol
- Abstract
Education Commission of the States (ECS) reviewed legislation in the 50 states to see how state leaders are responding to concerns about concussions in youth sports. This report reviews state responses to concussion concerns, and provides examples of provisions put in place by California, Connecticut, and Texas. Three emerging innovations are suggested for consideration in policy or guidelines (steps that go beyond symptom-driven diagnosis, which has proven to be an inexact science) that can shape the future of state legislation regarding concussions in youth sports: (1) baseline testing--a preseason exam conducted by a trained health care professional assessing an athlete's balance, brain function, and signs of concussion symptoms; (2) blood test--a test measuring the brain protein S100B that leaks into the blood stream following a brain injury; and (3) an iPad app for use during a game following an athlete taking a hard hit--the iPad's gyroscope and accelerometer detect balance problems. This report also discusses current work being done to address the prevention of concussions, as well as the need for future research and continued work in terms of policy implementation and education regarding concussions.
- Published
- 2014
41. Does School Climate Mean the Same Thing in the United States as in Mexico? A Focus on Measurement Invariance
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Shukla, Kathan D., Waasdorp, Tracy E., Lindstrom Johnson, Sarah, Orozco Solis, Mercedes Gabriela, Nguyen, Amanda J., Rodríguez, Cecilia Colunga, and Bradshaw, Catherine P.
- Abstract
School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States (n = 15,099) and Mexico (n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.
- Published
- 2019
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42. Violent and Sexual Victimization among American and Canadian College Students: Who Is More at Risk and Are the Risk Factors Invariant?
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Daigle, Leah E., Johnston, Tricia, Azimi, Andia, and Felix, Shanna N.
- Abstract
The victimization of college students is well documented. Comparative research on the extent of victimization and the risk factors for it is less prevalent. Although some cultural similarities exist, it is possible that American and Canadian college students differ in their experience of victimization. These differences have not been fully explored. To do so, we use data from the American College Health Association's National College Health Assessment II, which assesses health and risk behaviors of college students. In 2013, this survey was also administered to Canadian college students. We find that Canadian college students have higher risks of both violent and sexual victimization, likely due to their higher levels of several risk factors. In addition, key differences in the risk factors for violent and sexual victimization emerged. These findings have implications for the development and implementation of risk reduction and prevention programs on college campuses.
- Published
- 2019
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43. Powerful Lessons from Cuban Medical Education Programs: Fostering the Social Contract in Athletic Training Programs
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Peer, Kimberly S. and Jacoby, Chelsea L.
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Context: The Cuban medical education and health care systems provide powerful lessons to athletic training educators, clinicians, and researchers to guide educational reform initiatives and professional growth. Objective: The purpose of this paper is to provide a brief overview of the Cuban medical education system to create parallels for comparison and growth strategies to implement within athletic training in the United States. Background: Cubans have experienced tremendous limitations in resources for decades yet have substantive success in medical education and health care programs. As a guiding practice, Cubans focus on whole-patient care and have established far-reaching research networks to help substantiate their work. Synthesis: Cuban medical education programs emphasize prevention, whole-patient care, and public health in a unique approach that reflects disablement models recently promoted in athletic training in the United States. Comprehensive access and data collection provide meaningful information for quality improvement of education and health care processes. Active community engagement, education, and interventions are tailored to meet the biopsychosocial needs of individuals and communities. Results: Cuban medical education and health care systems provide valuable lessons for athletic training programs to consider in light of current educational reform initiatives. Strong collaborations and rich integration of disablement models in educational programs and clinical practice may provide meaningful outcomes for athletic training programs. Educational reform should be considered an opportunity to expand the athletic training profession by embracing the evolving role of the athletic trainer in the competitive health care arena. Recommendation(s): Through careful consideration of Cuban medical education and health care initiatives, athletic training programs can better meet the contract with society as health care professionals by integrating the Accreditation Council for Graduate Medical Education's core competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice now promoted in the Commission on Accreditation of Athletic Training Education's "2020 Standards for Accreditation of Professional Athletic Training Programs." Conclusion(s): Educational and health care outcomes drive change. Quality improvement efforts transcend both education and health care. Athletic training can learn valuable lessons from the Cubans about innovation, preventative medicine, patient-centered community outreach, underserved populations, research initiatives, and globalization. Not unlike Cuba, athletic training has a unique opportunity to embrace the challenges associated with change to create a better future for athletic training students and professionals.
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- 2019
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44. Behavioral and Subjective Health Changes in US and Mexico Border Residing Participants in Two Promotora-Led Chronic Disease Preventive Interventions
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Carvajal, S. C., Huang, S., Bell, M. L., Denman, C., Guernsey de Zapien, J., Cornejo, E., Chang, J., Staten, L. K., and Rosales, C.
- Abstract
Chronic diseases are the primary health burden among Mexican-origin populations and health promotion efforts have not been able to change negative population trends. This research presents behavioral and subjective health impacts of two related community health worker (CHW) interventions conducted in the US-Mexico border region. "Pasos Adelante" (United States) and "Meta Salud" (Mexico) are 12-13 week CHW-led preventive interventions implemented with Mexico-origin adults. Curricula include active learning modules to promote healthy dietary changes and increasing physical activity; they also incorporate strategies to promote social support, empowerment and group exercise components responsive to their communities. Questionnaire data at baseline (N = 347 for "Pasos"; 171 for "Meta Salud"), program completion and 3-month follow-up were analyzed. Results showed statistically significant improvements in multiple reported dietary, physical activity and subjective health indicators. Furthermore, at follow-up across both cohorts there were =10% improvements in participants' meeting recommended physical activity guidelines, consumption of whole milk, days of poor mental health and self-rated health. While this study identifies some robust health improvements and contributes to the evidence base for these interventions current dissemination, the lack of change observed for some targeted behaviors (e.g. time sitting) suggests they may have stronger overall impacts with curricula refinement.
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- 2018
- Full Text
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45. Developing Policy to Prevent Youth Suicide. Policy Update. Vol. 21, No. 3
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National Association of State Boards of Education (NASBE) and Blanco, Megan
- Abstract
Between 2007 and 2017, the suicide rate among young people ages 10-24 increased by 56 percent, making it the second leading cause of death in the United States for this age group. State boards of education must ensure that students have the supports, environments, and education necessary to thrive. To lay the foundation, these policymakers can collaborate on a model suicide prevention policy. U.S. students face persistent pressures to juggle academics, social dynamics, and multiple responsibilities in addition to dealing with cyberbullying, social media, safety, and the availability of drugs and alcohol. As a result, many students may develop debilitating health conditions--anxiety, depression, sleep loss, substance use, and eating disorders--which can escalate to suicide ideation and attempts. This update examines suicide prevention policies in the United States. It also has questions and resources so state boards can help address youth suicide in their states.
- Published
- 2020
46. The Teachers' Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education
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Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen, Rolfe, Ben, and Pozzebon, Kay
- Abstract
In response to the diverse number of child sexual abuse (CSA) prevention programs currently implemented in school contexts, this paper examines key considerations for selecting such initiatives and the multiplicity of understandings required to inform facilitation of contextually relevant prevention curriculum. First, the paper examines concerns about the lack of explicit professional development for educators concerning child protection, and the need to develop understandings about prevention program best practices within pre-service and in-service training. Second, drawing on a systematic review of literature, the paper identifies five key considerations to inform teachers' selection and facilitation of CSA prevention curriculum in school contexts. Third, the paper advances calls by Wurtele (2009) and presents CSA prevention "best practices" overview and "model programs" list for professionals such as teachers. (Contains 1 table.)
- Published
- 2012
47. Rocking the Cradle: Ensuring the Rights of Parents with Disabilities and Their Children
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National Council on Disability
- Abstract
Despite a dark history marked by the eugenics movement, increasing numbers of people with disabilities are choosing to become parents. Recent research reveals that more than 4 million parents--6 percent of American mothers and fathers--are disabled. This number will unquestionably increase as more people with disabilities exercise a broader range of lifestyle options as a result of social integration, civil rights, and new adaptive technologies. Likewise, there has been a dramatic increase in the number of veterans who are returning from war with service-connected disabilities, some of whom may already be parents and others who will enter parenthood after acquiring their disability. The National Council on Disability (NCD) undertook this groundbreaking study to advance understanding and promote the rights of parents with disabilities and their children. This report provides a comprehensive review of the barriers and facilitators people with diverse disabilities--including intellectual and developmental disabilities, psychiatric disabilities, sensory disabilities, and physical disabilities--experience when they are exercising their fundamental right to create and maintain families. This report also describes the persistent, systemic, and pervasive discrimination against parents with disabilities. It analyzes how U.S. disability law and policy apply to parents with disabilities within the child welfare and family law systems, and the disparate treatment of parents with disabilities and their children. Examination of the impediments prospective parents with disabilities encounter when adopting or accessing assisted reproductive technologies provides further examples of the need for comprehensive protection of these rights. This report sets forth suggested action to ensure the rights of parents with disabilities and their children. Whether such action is taken at the state or federal level--as an amendment or a new law--the need for action could not be more timely or clear. Appended are: (1) Interviews; (2) State-by-State Analysis of Dependency Statutes and Their Inclusion of Disability; (3) Model Legislation (State or Federal); and (4) Proposed ADA Amendment. (Contains 1329 endnotes.)
- Published
- 2012
48. Morbidity and Mortality Weekly Report. Volume 61, Number 31
- Author
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Centers for Disease Control and Prevention (DHHS/PHS) and Moolenaar, Ronald L.
- Abstract
The "Morbidity and Mortality Weekly Report" ("MMWR") Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly "MMWR" are provisional, based on weekly reports to CDC by state health departments. This issue of "Morbidity and Mortality Weekly Report" includes the following reports: (1) Current Tobacco Use Among Middle and High School Students--United States, 2011 (Rene A. Arrazola, Shanta R. Dube, and Martha Engstrom); (2) Interim Guidance for Clinicians Considering the Use of Preexposure Prophylaxis for the Prevention of HIV Infection in Heterosexually Active Adults (DK Smith, Michael C. Thigpen, Steven R. Nesheim, Margaret A. Lampe, Lynn A. Paxton, Taraz Samandari, Amy Lansky, Jonathan Mermin, and Kevin Fenton); (3) Update to CDC's "Sexually Transmitted Diseases Treatment Guidelines," 2010: Oral Cephalosporins No Longer a Recommended Treatment for Gonococcal Infections (Carlos del Rio, Geraldine Hall, King Holmes, Edward W. Hook, Robert D. Kirkcaldy, Kimberly A. Workowski, Sarah Kidd, Hillard S. Weinstock, John R. Papp, David Trees, Thomas A. Peterman, and Gail Bolan); and (4) Vital Signs: Walking Among Adults--United States, 2005 and 2010 (David Berrigan, Dianna D. Carroll, Janet E. Fulton, Deborah A. Galuska, David R. Brown, Joan M. Dorn, Brian Armour, and Prabasaj Paul). Announcements and QuickStats are also included. Individual reports contain figures, tables and references.
- Published
- 2012
49. Morbidity and Mortality Weekly Report. Volume 61, Number 17
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Centers for Disease Control and Prevention (DHHS/PHS) and Moolenaar, Ronald L.
- Abstract
The "Morbidity and Mortality Weekly Report" ("MMWR") Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly "MMWR" are provisional, based on weekly reports to CDC by state health departments. This issue of "Morbidity and Mortality Weekly Report" includes the following reports: (1) Sexual Experience and Contraceptive Use Among Female Teens--United States, 1995, 2002, and 2006-2010 (Crystal Pirtle Tyler, Lee Warner, Joan Marie Kraft, Alison Spitz, Lorrie Gavin, Violanda Grigorescu, Carla White, and Wanda Barfield); (2) Imported Human Rabies in a U.S. Army Soldier--New York, 2011 (Waleed Javaid, Ioana G. Amzuta, Amritpal Nat, Troy Johnson, Donna Grant, Robert J. Rudd, Bryan Cherry, Alexandra Newman, Debra Blog, Rodney Willoughby, Charlene Fix, Steven Baty, Michael Cooper, Kathryn Ellis, Derron A. Alves, Steven Cersovsky, Charles E. Rupprecht, Angela M. Maxted, and Emily W. Lankau); (3) Comparison of Meningococcal Disease Surveillance Systems--United States, 2005-2008 (Amanda C. Cohn, Jessica MacNeil, Thomas A. Clark, and Sara Tartof); (4) Identification of "Vibrio cholerae" Serogroup O1, Serotype Inaba, Biotype El Tor Strain--Haiti, March 2012; and (5) Multistate Outbreak of Postprocedural Fungal Endophthalmitis Associated with a Single Compounding Pharmacy--United States, March-April 2012 (Suber Huang, Pravin Dugel, George Williams, Moon Kim, Clara Tyson, Laurene Mascola, Kavita K. Trivedi, Julie Duran, Shannon Millay, Stephanie Black, Judith Conway, Susanne Straif-Bourgeois, Rick Sowadsky, Ellen H. Lee, Tom Torok, Benjamin Sun, Shawn Lockhart, Julie Harris, Benjamin J. Park, Rachel Smith, Christina Mikosz, Raymund Dantes, and Yoran Grant). Announcements and QuickStats are also included. Individual reports contain figures, tables and references.
- Published
- 2012
50. Comparison of Elementary Social Studies Curricula of Turkey and the United States on Values Education
- Author
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Merey, Zihni, Kus, Zafer, and Karatekin, Kadir
- Abstract
The purpose of this study is to compare the social studies teaching curricula of Turkey and the United States in terms of values education. The study is a model case study that relies upon one of the qualitative research methods. The data come from the elementary social studies curricula of both countries through the documents analysis method. The results of the study demonstrate that the social studies' curriculum of Turkey has more emphasis on individual and social values such as sensitivity, responsibility, solidarity, science, philanthropy, and patriotism, etc. On the other hand, the social studies curricula of the United States lays more emphasis on individual and social values such as sensitivity, science, responsibility, solidarity, and respect for individual rights, as well as democratic values such as diversity (difference), public good, and prevention of conflict. (Contains 1 footnote.)
- Published
- 2012
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