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Employers face many dilemmas in effectively implementing work–life flexibility to support employees' personal lives. A key issue is that some employees hold jobs with limited opportunities for work–life flexibility, making them susceptible to burnout; yet most employers believe they can do little to mitigate this dynamic. Furthermore, even when employees hold jobs with greater access to work–life flexibility, some do not take advantage of their flexibility to more fully engage in work and/or home roles. These issues are further exacerbated when supervisors are unsure of their role in supporting work–life flexibility. We identify work–life supportive context as a key factor that provides solutions to these dilemmas. Drawing on job demands resources theory, we posit that, when organizations provide work–life supportive training to supervisors, it promotes a work–life supportive context (i.e., signaling that the organization is supportive of employees' managing their work–life interface), which mitigates burnout for those with limited work–life flexibility and promotes engagement in work and home roles for those with greater work–life flexibility. Results from a year‐long randomized field experiment suggest that, in contexts with trained supervisors and lower employee control over work schedules and boundaries (i.e., lower work–life flexibility), emotional exhaustion is reduced. In contexts with trained supervisors and higher employee control over work boundaries (i.e., higher work–life flexibility), family engagement increases. Surprisingly, irrespective of job access to work‐life flexibility, supervisor participation in work–life support training did not enhance employee work engagement. Implications of our findings for fostering work–life supportive contexts are considered. [ABSTRACT FROM AUTHOR]

Background: Teen pregnancy prevention in the United States has traditionally focused on the development, testing, and subsequent implementation of a set of evidence-based programs (EBPs), recommended nationally. However, these existing EBPs often do not prioritize the most at-risk or vulnerable populations. Methods: The Innovative Teen Pregnancy Prevention Programs (iTP3) project was funded to facilitate the development of new, innovative programs to reach disparate populations. Through a mixed methods design, iTP3 evaluated the process and resulting innovative programs from five iterative cohorts of funded organizations, referred to as Innovators. iTP3 utilized both a traditional funding model with more traditional methods of capacity building assistance, but transitioned over time to a design-focused funding model in which organizations and individuals developed innovative programs through an intensive human centered design process. Results: Evaluation results showed that the resulting portfolio of programs had differences in the types of programs resulting from the differing funding models. Notable differences among programs from the two funding models include program length, along with personnel, time, and resources needed to develop and manage. Conclusion: Both traditional and design funding models led to innovative programs, with notable differences in the development process and resulting programs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to address the barrier to care experienced by LGBTQIA+ populations by binary language for gender, sexual orientation and relationship status. Design/methodology/approach: The authors review the research that shows linguistic barriers are a significant obstacle to healthcare for LGBTQIA+ communities. The authors describe both a process and revisions for addressing language bias in psychiatric intake/research research materials as well as quantify its impact in an adult psychotherapy clinic in a public hospital. Findings: Patients self-identified their gender, sexual orientation and relationship status in a variety of ways when not presented with binaries and/or pre-established response choices. In addition, the non-response rate to questions decreased and the authors received positive qualitative feedback. The authors also present the revisions to the intake/research materials. Practical implications: Other healthcare settings/clinicians can revise language in order to remove significant barriers to treatment and in doing so, be welcoming, non-pathologizing and empowering for LGBTQIA+ consumers of mental health services (as well as for non-LGBTQIA+ consumers who are in non-traditional relationships). Social implications: This work is one step in improving healthcare and the healthcare experience for LGBTQIA+ communities and for those in non-traditional relationships. Originality/value: This work is set in a public safety-net hospital providing care for underserved and diverse populations. This paper describes the process of revising psychiatric materials to be more inclusive of the range of self-identity are: gender, sexual orientation and relationship status. [ABSTRACT FROM AUTHOR]

Over the past 20 years, teenage birth rates in the United States have declined substantially but continue to persist among certain populations. During this time period, a series of rigorously tested teen pregnancy prevention (TPP) programs were developed, and a number of evidence-based interventions (EBIs) emerged. In April 2017, researchers reviewed EBIs in TPP and examined each program's socioecological levels of intervention, measurements approaches, and other ecological aspects. Findings indicate that the majority of TPP EBIs are aimed at the individual and/or interpersonal level of intervention. Furthermore, the programs were evaluated using the individual as the unit of analysis, regardless of what level the EBI targets. These findings represent serious gaps, specifically a lack of system-, environmental-, and policy-level EBIs. Future TP approaches should target multiple levels of social ecology, ensure measurements appropriately capture changes within these levels, and shift to a focus on a longer term population health improvement. [ABSTRACT FROM AUTHOR]

Older women around the globe are generally depicted as asexual beings, which may impact patient-provider discussions about sex. We examined data on 703 aging women in the United States to compare factors associated with women perceiving sex as important and women discussing sex with their physicians since turning 50. While 65.1% of participants perceived sex to be important, only 23.8% discussed sex with their providers since turning 50. Factors related to discussing sex included age, education, having a chronic condition, and consuming alcohol. Provider training and tools about sexual health communication could help launch those discussions about sex and increase advocacy for older women's sexual health. [ABSTRACT FROM AUTHOR]

This study describes the personal characteristics and child rearing attitudes of unmarried, Hispanic teenage mothers and compares their risk for negative parenting attributes associated with child maltreatment. Data were analyzed from 111 participants enrolled in an in-home case management initiative. The Adult Adolescent Parenting Inventory-2 (AAPI-2) was used to assess parenting-related risk on five constructs. Responses for each construct were converted to standardized 'sten' scores ranging from 1 to 10. Paired t-tests were utilized to examine mean differences between AAPI-2 construct sten scores, and Pearson's r correlation coefficients were calculated to examine the strength and direction of construct relationships. Most AAPI-2 constructs were positively inter-correlated. Participants reported highest risk scores for Use of Corporal Punishment, Inappropriate Expectations of Children, and Oppressing Children's Power and Independence. Findings indicate the need for parenting education programs to offset child maltreatment risk among Hispanic teenage mothers. [ABSTRACT FROM AUTHOR]

Objectives: To examine college students' support for HPV vaccination mandates for school-aged youth and examine perceptions and behavioral factors associated with vaccine mandate support for both boys and girls. Methods: Data were collected from 1322 college students by an Internet-delivered questionnaire. Bivariate analyses and logistic regression were performed. Results: Relative to those who did not support HPV vaccination mandates for school-aged boys and girls, females (p = .038), non-white participants (p = .001), those who generally supported HPV vaccination mandates (p < .01), and those who had had sexual intercourse (p = .005) were significantly more likely to support HPV mandates for both sexes. Conclusions: Identifying those who support HPV vaccination mandates is important for increasing vaccine uptake and reducing HPV-related cancers. [ABSTRACT FROM AUTHOR]

Authors examined self-efficacy to motivate abstinent behavior (among youth) in a sample of instructors teaching abstinence-onlyuntil- marriage education in Texas (N = 104). Sixty-one percent of the sample had been trained/certified to teach abstinence education. Instructors (mostly female and White) were more confident motivating students to maintain abstinent behavior than motivating change from sexual activity to abstinence (t = 9.354, df = 97). Regression modeling revealed "age" and "beliefs that abstinence education is theory-based" as significant predictors of confidence to motivate both abstinence maintenance and change. Additionally, ethnicity [being non-white (ß = -.234, p = .030)] significantly predicted confidence to motivate behavior change. doi:10.1300/ J455v02n03_05 [ABSTRACT FROM PUBLISHER]

ABSTRACT: 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 school-aged 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. (J Sch Health. 2005;75(3):90-98). [ABSTRACT FROM AUTHOR]

This article focuses on the impact of hospice care programs on U.S. hospitals, based on a study. The purpose of this study was to evaluate what characteristics distinguish hospitals with a hospice program from hospitals without such a program. Data on hospitals and related hospice programs were examined for the year 2001. Data were obtained and analyzed from the American Hospital Association annual survey, the Area Resource File, and the U.S. Centers for Medicare and Medicaid Services Minimum Data Set. The study explores aspects of organizations with and without hospice programs in terms of health care market characteristics, facility size, the relative efficiency of providers, and overall institutional profitability. From a policy perspective, greater support of hospice programs may, suggestively, be warranted because of the quantitative data in this study that directly links implementation of a hospice program to improved hospital performance. Findings of this study indicate that implementing a hospice program has the greatest potential benefit in larger hospitals with high occupancy rates and located near a growing elderly population.

An introduction is presented in which the authors discuss the supplemental issue of the journal which examines the replication typology and guidelines for adolescent pregnancy prevention programs in America, as well as the U.S. Department of Health and Human Services' Office of Adolescent Health.

Focuses on the People United to Enrich Neighborhood Through Education (PUENTE), a Los Angeles, California-based organization which aims to assist the underprivileged deal with poverty and lack of education. Mission of the PUENTE learning center; Background history on the nonsectarian program of PUENTE started in 1986; Funding sources for the nonprofit organization; Features of the learning center.

Introduction: Adolescent access to quality healthcare is key to prevention and early intervention for health risk behaviors. This paper provides a healthcare provider perspective on barriers and facilitators to youth accessing care., Methods: Five focus groups were conducted from November to December 2020 with providers from a variety of healthcare settings. Participants were asked to describe their respective adolescent patient populations, adolescent-specific health concerns, and organizational accommodations specific for youth services. Transcripts were analyzed using Inductive Thematic Analysis and themes were grouped using a social-ecological framework., Results: At an individual level, providers noted that an adolescent's knowledge and ability to navigate services varied greatly across settings. Providers identified provider trust and parent/guardian support as key interpersonal factors that support adolescents' access to services. Organizational factors included bureaucratic barriers and the clinic's reputation among youth. Community factors centered on mistrust within healthcare systems and stigmatization of seeking certain types of services. Participants also described how state-level policies influence parent/guardian consent requirements, which can limit adolescents' access to care., Conclusion: Adolescent access to and utilization of healthcare in the United States is a complex problem requiring systems-level change. Healthcare organizations and providers have the opportunity and capacity to positively influence adolescents' healthcare access and experiences, however a lack of standardized, clinic-level priorities and guidelines can limit adolescent-centered care., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Access to healthcare for adolescents is often overlooked in the United States due to federal and state-sponsored insurance programs such as Medicaid and the Children's Health Insurance Program. While these types of programs provide some relief, the issue of healthcare access goes beyond insurance coverage and includes an array of ecological factors that hinder youths from receiving services. The purpose of this scoping review was to identify social-ecological barriers to adolescents' healthcare access and utilization in the United States. We followed the PRISMA and scoping review methodological framework to conduct a comprehensive literature search in eight electronic databases for peer-reviewed articles published between 2010 and 2020. An inductive content analysis was performed to thematize the categories identified in the data extraction based on the Social-Ecological Model (SEM). Fifty studies were identified. Barriers across the five SEM levels emerged as primary themes within the literature, including intrapersonal-limited knowledge of and poor previous experiences with healthcare services, interpersonal-cultural and linguistic barriers, organizational-structural barriers in healthcare systems, community-social stigma, and policy-inadequate insurance coverage. Healthcare access for adolescents is a systems-level problem requiring a multifaceted approach that considers complex and adaptive behaviors.

The current study developed the 60-item Multidimensional Psychological Flexibility Inventory (MPFI)-a scale assessing the 12 dimensions of the Hexaflex model. We created an exhaustive pool of 554 items including 22 of the most widely used measures from the acceptance and commitment therapy and mindfulness literatures. Exploratory and confirmatory factor analyses were used in combination with item response theory and responsiveness to change analyses in 3,040 online respondents across three studies ( N Study 1 = 372; N Study 2 = 2,150; N Study 3 = 518) to create the MPFI. Associations between the MPFI subscales and an array of existing measures supported its convergent and discriminant validities. The MPFI offers acceptance and commitment therapy researchers new tools for elaborating treatment effects.

Background: Teaching sexuality education to support young people's sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the overwhelming public support for sexuality education instruction. In support of the implementation of the National Sexuality Education Standards, the current effort focuses on better preparing teachers to deliver sexuality education., Methods: An expert panel was convened by the Future of Sex Education Initiative to develop teacher-preparation standards for sexuality education. Their task was to develop standards and indicators that addressed the unique elements intrinsic to sexuality education instruction., Results: Seven standards and associated indicators were developed that address professional disposition, diversity and equity, content knowledge, legal and professional ethics, planning, implementation, and assessment., Conclusions: The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards., (© 2014, American School Health Association.)

The worldwide burden of diseases, environmental threats, and injuries help establish the global context and need for credentialing in health education and promotion. To ensure effective practice by certified or credentialed individuals, it is critical that the global health education and promotion workforce identify, agree on, and establish core competencies grounded in knowledge, skills, and abilities to strengthen the global capacity to improve the practice of health education at the entry and advanced levels. Dialog regarding the development of Domains of Core Competency for global capacity in health promotion has occurred. One unique process for granting certification was how a U.S. certifying organization used an Experience Documentation Opportunity to validate advanced-level professional competency. In this article, a one-time, 6-month opportunity in certifying advanced-level health education specialists is documented, and the implications of these results on the Domains of Core Competency are discussed. The authors provide valuable insight for health education professionals worldwide on establishing a process for quality assurance and accountability and alignment with the current global competency discussion. The Experience Documentation Opportunity process also may be useful in international efforts to establish certification based on core competencies.