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ObjectiveIncreased medication misuse over the last two decades has prompted extensive discussion about the lack of evidence-based and evidence-informed prevention education programs targeting the topic. As older adults are high utilizers of medications, this is an important population to reach with such educational programming. This study was designed to assess the change in knowledge and behavioral intentions of older adult participants after attending an educational session focused on safe medication use utilizing the Generation Rx Older Adult Toolkit (GROAT) resources.MethodsThe Generation Rx team at The Ohio State University College of Pharmacy (OSU COP) partnered with The Ohio State University Extension offices (OSU Extension) across the state of Ohio to provide GROAT educational programming in their communities. OSU Extension Educators were trained via the standardized virtual training program, Generation Rx Ambassadors. Program participants were surveyed immediately before and after the educational events. Pre- and post-survey data was then analyzed to assess knowledge gain and behavioral intentions about safe medication practices, as well as program perception and program satisfaction.ResultsProgramming occurred between May 2022 and September 2022. In total, OSU Extension Educators collectively engaged 843 individuals in a prevention education program utilizing the GROAT materials. After excluding participants under 50 years of age, there were 297 pre surveys and 245 post surveys included in the data analysis. Knowledge gains from pre- to post-survey showed a significant increase in correct responses in seven of the eight questions asked regarding safe medication practices. All five questions evaluating behavioral intentions demonstrated positive results after the programming (p

Sports settings have been identified as important locations for the prevention of violence against women, with numerous prevention initiatives currently running in many sports internationally. However, little is known about how those involved in sporting organisations, who are often tasked with delivering such initiatives, conceptualise the prevention of violence against women. This research draws on a survey of people who were invited to participate if they had professional experience in the development or delivery of violence prevention programs in their sporting organisation. We found that a cohort of participants had a limited understanding of primary prevention and how it applies to the prevention of violence against women through sport. Broadly, they were not aware of the difference between primary, secondary and tertiary prevention techniques. These findings suggest that there is a need for better education of those working in sporting organisations about the nature of primary prevention of violence against women as well as deeper consideration of the complex nature of doing violence prevention work through sport. [ABSTRACT FROM AUTHOR]

Objective: This study examined three dimensions of parental engagement in Child Sexual Abuse (CSA) prevention education (knowledge, attitudes and practices) to determine whether increased knowledge and attitudes favouring CSA education led to increases in parental behaviours while controlling for multiple factors. Design: A random, digitally selected sample of 508 Hong Kong parents with at least one child in primary school answered a 47-question telephone survey designed by social workers and educators at a local community agency. Method: Parental knowledge and attitudes were measured by scales, scored from 5 to 25 each. Three variables measured parental practices: sex-related topics discussed with the referenced child, CSA-prevention learning methods and a weighted score of CSA-prevention discussions. Univariate tests and multivariate analysis of covariance (MANCOVA) were used to analyse the data. Results: A two-way MANCOVA indicated that attitudes were significantly associated with all the parental practices measured, while knowledge was correlated only with the covered sex-related topics. Parental gender and child gender revealed statistically significant differences in the results. Conclusion: To encourage parental engagement in CSA prevention, educators can empower parents to take on the roles of supporters, planners, implementers and collaborators to deliver sexual health education. Praxis-oriented topics such as 'how to talk to children' in a standardised CSA curriculum may improve parental participation and increase their motivation to become peer trainers. [ABSTRACT FROM AUTHOR]

Preventing child sex trafficking remains an urgent concern for public health and criminal justice professionals. Using crime script analysis, this study identified a typology of child sex traffickers (CSTs). Data for this study were drawn from 78 child sex trafficking cases involving 54 CSTs and 48 victims of commercial sexual exploitation of children (CSEC) investigated by the Child Protective Investigation Unit in a predominately rural and suburban county. Using a decision tree model, we identified subtypes of child sex traffickers (CSTs) and explored patterns and variation in the victim recruitment tactics used by these subtypes during three phases of the victim recruitment crime script – find, groom, and exploit. Seven types of CSTs emerged from the cases: Peer/Acquaintance, Organized Crime, Family Abuser, Romantic Coercive Conman, "Mate Crime" Predator, Opportunistic, and Cyber traffickers. Both shared and unique tactics were identified such as social media and peer recruitment to find victims, promises, and gifts to groom victims, and threats and violence to ensnare victims. Based upon the study findings, we recommend specific prevention strategies and education themes related to the various at-risk situational scenarios and documented tactics used by CSTs at each phase of victim recruitment. [ABSTRACT FROM AUTHOR]

Objective: Increased medication misuse over the last two decades has prompted extensive discussion about the lack of evidence-based and evidence-informed prevention education programs targeting the topic. As older adults are high utilizers of medications, this is an important population to reach with such educational programming. This study was designed to assess the change in knowledge and behavioral intentions of older adult participants after attending an educational session focused on safe medication use utilizing the Generation Rx Older Adult Toolkit (GROAT) resources., Methods: The Generation Rx team at The Ohio State University College of Pharmacy (OSU COP) partnered with The Ohio State University Extension offices (OSU Extension) across the state of Ohio to provide GROAT educational programming in their communities. OSU Extension Educators were trained via the standardized virtual training program, Generation Rx Ambassadors . Program participants were surveyed immediately before and after the educational events. Pre- and post-survey data was then analyzed to assess knowledge gain and behavioral intentions about safe medication practices, as well as program perception and program satisfaction., Results: Programming occurred between May 2022 and September 2022. In total, OSU Extension Educators collectively engaged 843 individuals in a prevention education program utilizing the GROAT materials. After excluding participants under 50 years of age, there were 297 pre surveys and 245 post surveys included in the data analysis. Knowledge gains from pre- to post-survey showed a significant increase in correct responses in seven of the eight questions asked regarding safe medication practices. All five questions evaluating behavioral intentions demonstrated positive results after the programming ( p  < 0.001). Participants' perceptions and program satisfaction were also favorable., Conclusion: This study found through pre- and post-survey results that the Generation Rx Older Adult Toolkit programming delivered by Generation Rx trained OSU Extension Educators significantly increased older adult participants' knowledge and favorably impacted behavioral intentions around safe medication use practices., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Emptage, Lovatt, Sloan, Li, Downing and Summers.)

Youth with intellectual and developmental disabilities (IDD) are at significantly higher risk of experiencing multiple types of interpersonal victimization across their lifespan compared to their peers without IDD. Despite the extensive literature on efficacy of prevention education programs for children without IDD, very little is known about comparable programs for children with IDD. In this scoping review, we synthesized the literature on existing programs for children with IDD. We identified thirteen programs which we critically assessed against established best practice criteria for prevention and special education and evaluation. The current literature on prevention education programs for children with IDD exhibits significant limitations, such as weak research designs and poor measurement of outcomes., 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.

Background: It is estimated that 70% of all deaths each year in the United States are due to chronic conditions. Cardiovascular disease (CVD), a chronic condition, is the leading cause of death in ethnic and racial minority males. It has been identified as the second most common cause of death in persons with HIV. By the year 2030, it is estimated that 78% of persons with HIV will be diagnosed with CVD. Objective: We propose the first technology-based virtual environment intervention to address behavioral, modifiable risk factors associated with cardiovascular and metabolic comorbidities in sexual-minority men of color with HIV. Methods: This study will be guided using social cognitive theory and the Technology Acceptance Model. A sequential, mixed method, waitlist controlled randomized control feasibility trial will be conducted. Aim 1 is to qualitatively explore perceptions of cardiovascular risk in 15 participants. Aim 2 is to conduct a waitlist controlled comparison to test if a virtual environment is feasible and acceptable for CVD prevention, based on web-based, self-assessed, behavioral, and psychosocial outcomes in 80 sexual-minority men of color with HIV. Results: The study was approved by the New York University Institutional Review Board in 2019, University of Texas Health Science Center at Houston in 2020, and by the Yale University Institutional Review Board in February 2022. As of April 2022, aim 1 data collection is 87% completed. We expect to complete data collection for aim 1 by April 30, 2022. Recruitment for aim 2 will begin mid-May 2022. Conclusions: This study will be the first online virtual environment intervention for CVD prevention in sexual-minority men of color with HIV. We anticipate that the intervention will be beneficial for CVD prevention education and building peer social supports, resulting in change or modification over time in risk behaviors for CVD. [ABSTRACT FROM AUTHOR]

Purpose: The present study aimed to examine the substance use prevention education involvement in different social settings among adolescents receiving public assistance-cash or food voucher-for low household income (heretofore, "PA program enrollees") and preventive effects of each prevention educational setting on current substance use.Methods: Using data from a nationally-representative sample of PA program enrollees from the 2002-2017 National Survey on Drug Use and Health, we estimated the prevalence of substance use prevention education involvement in home, school, and neighborhood settings and the associations between involvement in each educational setting and current alcohol/illicit drug use.Results: Compared to nonenrollees, PA program enrollees reported significantly lower rates of involvement in all prevention education settings, including parent-child conversations (54.6% vs. 60.1%) and neighborhood prevention resources (71.3% vs. 79.3%). All educational setting were associated with lower odds of current substance use, with the largest effects found for parent-child conversations (AOR = 0.821 [P < .001] for alcohol use; AOR = 0.817 [P < .001] for illicit drug use).Conclusions: To reduce the elevated risk of illicit drug use among PA program enrollees, special attention needs to be paid to promote parent-child conversation about substance use and increase access to prevention education in regular classes and preventive messages outside schools. [ABSTRACT FROM AUTHOR]

The best strategy for preventing the spread of sexually transmitted infections (STIs) is by educating the young. It is considered effective to provide such education by the age of 15–16 years (at the beginning of high school age), ideally before teenagers become sexually active. This guideline describes the framework and discusses the educational points for standard educational slides created by the Japanese Society for Sexually Transmitted Infections and the Japan Society of Adolescentology. A discussion of sexuality is also a discussion of human life, and the prevention of STIs is an important part of sex education. The Japanese Society for Sexually Transmitted Infections has a certification system for doctors and experts, and considers prevention education to be one of its key programs. In this revised version additional slides which are more easy to understand for junior high school students are shown. [ABSTRACT FROM AUTHOR]

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Primary prevention initiatives specifically designed for youth are an important strategy to combat the opioid crisis in the United States. The developmental period of adolescence is critical for impacting lifetime patterns of opioid misuse. Providing youth with relevant information to guide decisions around initiation of drug use may reduce the most serious opioid related harms. Prevention interventions have primarily been developed by experts in the field, with little emphasis on addressing the desires of youth. This study is a content analysis of opioid related questions posed by youth to substance use experts during the National Institute on Drug Abuse's Chat Day program. Findings indicate youth could benefit from definitional information about opioids, the relative risk of opioid use, and the development and outcomes of dependence. Implications for addressing youth curiosity about the use of opioids and youth exposure to opioid use and related harms are discussed within conceptual categories for prevention curricula. [ABSTRACT FROM AUTHOR]

Communication skill deficits are thought to contribute to teen dating violence (TDV), parallel to the inclusion of these throughout prevention curricula. Communication research among adolescents is highly underdeveloped, although a preliminary study utilizing Gottman's marital communication conceptualization found that a majority of negative communication behaviors predictive of marital distress were also associated with relationship aggression among primarily White college students. Our aim was to replicate this study with diverse samples of adolescents (50.3% Latino, 23.5% Black; M age = 16.06). Urban high school youth, pregnant and parenting youth in residential foster care, and youth in urban after-school programs self-reported on their use of maladaptive and adaptive communication behaviors, relationship quality (i.e., satisfaction, commitment), and emotional, physical, sexual, relational, and threatening dating violence. Across samples, maladaptive communication and particularly flooding (i.e., the tendency to become overwhelmed, leave the argument) and the four horsemen (i.e., a cascading and negative communication sequence) were associated with higher likelihood of multiple types of TDV. Relationship quality was associated with decreased likelihood for TDV among high school and after-school youth samples, but with increased likelihood among youth in foster care. Results indicate that youth utilize a wide range of both adaptive and maladaptive communication behaviors, and that similar maladaptive patterns predictive of relationship distress in young adulthood and in marriage are also associated with distress in adolescents' dating relationships. Equipping youth with adaptive communication skills as part of a comprehensive approach to reducing TDV and enhancing healthy relationships is meaningful for diverse adolescents. Further research is warranted concerning youth's perceptions of relationship quality and risk of TDV. [ABSTRACT FROM AUTHOR]

Evaluation studies often use stand-alone and summative assessment strategies to examine the impacts of Social and Emotional Learning (SEL) and Gender-based Violence (GBV) prevention education programs. However, implementation research is yet to offer an integrative framework that can be used to investigate the implementation drivers that lead to the uptake of programs that pursue SEL and GBV prevention agendas. We address this gap in research by presenting a framework developed to investigate factors affecting the implementation of the Resilience, Rights and Respectful Relationships program, an SEL and GBV prevention education program developed for primary and secondary schools in the state of Victoria, Australia. Drawing upon and advancing a conceptual framework for implementation fidelity proposed by Carroll and colleagues we discuss the iterative process designed to investigate the individual, school and system level factors within the wider political and ideological setting(s) of the program that impact on its implementation. Within this iterative process, we highlight the need to focus on ‘the ecology of relations’ that exists between various implementation elements, and their possible mediating impact on program delivery, uptake and outcomes.

Women constitute the vast majority of victims of gender-based violence, a reality that needs to be denounced and confronted with all available tools-including education. Given this, this study set out to socialize the actions of the Intergenerational Law and Transversality extension project, aimed at preventing violence against women in the domestic environment, in which the Digital Technologies of Information and Communication enabled extension workers to meet with community members during periods of Covid-19 social restriction. To achieve the objective, the interaction of Extension workers from a higher education institution located in Florianopolis produced and shared resources (booklets, podcasts, videos, etc.) and conducted online conversations with community members. The quantitative results (1,634 shares, 681 views, 992 likes, and 38 participations in the conversation circle) demonstrate that information and knowledge via digital media are able to reach people in their homes, contributing to clarify the forms of violence and reinforce the channels for denunciation, so that the cycle of violence can be broken. [ABSTRACT FROM AUTHOR]

This study examined parental perspectives on educating children about child sexual abuse (CSA) and personal safety. Twenty-four focus groups consisting of 144 parents or guardians (89% female) of children between the ages of 3 and 11 years were conducted in four areas of the U.S. (Northeast, Southeast, Mid-West, West). Parents were recruited through schools and community agencies. Participants viewed the family videos from the Second Step Child Protection Unit and then discussed their perspectives on parenting and sexual abuse prevention. The conversations were audio-recorded, transcribed, and analyzed qualitatively using a thematic approach. A major theme was that parents encountered barriers and challenges in their efforts to protect children and educate them about CSA. These included ambiguous safety messages for children; denial that their child could be at risk; personal discomfort with the topic; fear of ruining their child's innocence; and limitations imposed by gender role stereotypes. Additional challenges emerged from a sub-sample of groups from low-resourced communities. Many of these parents described challenges in overcoming intergenerational abuse and the culture of silence that surrounds it; fear of reporting CSA due to mistrust of authorities; and lack of options for safe child care. Results suggest that prevention programming should be tailored to the communities in which it will be presented, with attention given to reducing ambiguities in messaging and improving access to resources in low-resourced communities. Findings are interpreted within the framework of Protection Motivation Theory. Highlights: Talking with children about sexual abuse is often challenging for parents. Ambiguities in prevention messaging make it difficult for parents to provide children with clear guidance. Gender role stereotypes and personal discomfort pose significant barriers to talking about sexual abuse. Parents from low-resourced communities face unique barriers to protecting their children from sexual abuse. Understanding cultural context is critical to sexual abuse prevention efforts. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effectiveness of the training given to raise awareness of child sexual abuse among students at a Turkish University. For this study, a quasi-experimental method, the single group pretest posttest model, was used. The data were collected using a questionnaire that was distributed to students in the Department of Child Development before and after relevant training. The study sample consisted of 87 participants. In this study, increased awareness was indicted by the participants' understanding of good and bad touching following the instruction. In addition, the attitudes of the participants regarding the use of correct anatomical names when teaching about the genitals and their knowledge of the special regions of the body increased (p <.05). The findings of the study showed that the "awareness training" was an effective program for increasing sensitivity regarding the prevention of sexual abuse. Consequently, it is recommended that lessons on child abuse should be included in the university educational curriculum, and that programs promoting sensitivity to this issue should be promoted. It is also recommended that similar studies, with larger samples, should be carried out in the fields of educational science and health science. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the role of technology in the dating and sexual experiences of pregnant and parenting adolescent girls placed in residential foster care. Interviews with program staff (N = 12; 50% Hispanic) and focus groups with adolescent foster youth (N = 13; 46% Hispanic) were conducted to understand how technologies (e.g., cell phone, texting, and social media) influence youth's dating lives, including how youth navigate conflict with a dating partner in technology spaces and their experiences with cyber abuse. Both staff and youth emphasized technology as providing an outlet from the home and forum through which to meet, interact, and sustain intimate relationships, the latter including the father of (a) child(ren). Youth creatively collaborated to access technology and became involved in each other's relationships. Staff and youth discussed divergent risk contexts, staff emphasizing the risks posed to children (e.g., taken on online dates) and youth discussing online sexual solicitations, conflict with the child(ren)'s father in public and peer-involved online spaces, and cyber abuse. Helping professionals should be trained on the centrality of technology to youth dating and provide dating health education that includes attention to technology mediums. [ABSTRACT FROM AUTHOR]

This study explored teachers' reactions to implementing a Pre-K-Grade 5 school-based child sexual abuse prevention education program. Fifty-seven classroom teachers and two school counselors attended one of nine focus groups conducted after the implementation of the Committee for Children's Second Step Child Protection Unit. Teachers discussed their feelings about teaching the unit before and after implementation, their students' reactions to the lessons, and parental feedback. Initially, teachers were anxious and apprehensive about teaching the six-lesson curriculum but found the experience to be positive and rewarding. Students engaged enthusiastically with the lessons, and parental pushback was minimal. Challenges and recommendations for implementing teacher-led personal safety education are discussed. [ABSTRACT FROM AUTHOR]

Objective: To address the gap in knowledge about HIV risk reduction materials that target older adults. This review offered a comprehensive and rigorous examination of HIV risk reduction education materials that targeted older adults in the United States, assessing the gap in their coverage and content. Method: A cross-sectional review of both print and Internet sources from state departments of public health, state and area agencies on aging, and web resources that targeted older populations was performed. Results: Of 29 health departments and 13 state and area agencies on aging that responded to the request, there were 9 HIV education materials identified that targeted older people. Of those materials, only 2 addressed the majority of aging-specific recommendations made from a previous study that described important HIV risk reduction information. Discussion: Recommendations are made about dissemination ideas to increase awareness and utilization of HIV educational materials. [ABSTRACT FROM AUTHOR]

Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses survey and focus group data collected from ninety-two schools in three African countries (Tanzania, Zambia, and Eswatini). Students found the program contributed to improved peer relationships and identified the five most useful components as learning about gender equality and human rights, learning how to obtain help for those affected by violence, understanding and communicating about their emotions, strategies to avoid joining in with bullying and harassment, and understanding the effects of gender-based violence.

Currently, 22 states legally require or urge schools to include teen dating violence (TDV) awareness education; yet, little research has examined how school districts are interpreting and implementing these policies. In a state that mandates such education for parents and children, and within a large urban city serving primary Hispanic youth, the present article assessed the types of TDV awareness education being provided in public schools, including the accessibility of this information. Specifically, we contacted independent school districts (ISDs; N = 10, serving over 15,000 youth) directly to assess whether and which TDV education programs were being implemented. We also assessed whether awareness education was being disseminated via school websites in the form of a policy on TDV, as well as whether additional information pertaining to TDV (e.g., resources, programs) was available. Results are discussed, highlighting the need for use of evidence-based programming, awareness accessibility, and culturally appropriate materials for Hispanic parents and youth. [ABSTRACT FROM AUTHOR]

Introduction: Osteoporosis prevention is heavily reliant on education programs, which are most effective when tailored to their intended audience. Most osteoporosis prevention education is designed for older adults, making application of these programs to younger adults difficult. Designing programs for young adults requires understanding the information-seeking practices of young adults, so that knowledge about osteoporosis can be effectively translated. Methods: Individual interviews were conducted with 60 men and women--multiethnic, Canadian young adults--to explore both the sources and types of information they search for when seeking information on nutrition or bone health. Results: The results of this study raised themes related to the sources participants use, to their interests and to ways of engaging young adults. Prevention programs should make use of traditional sources, such as peers, family members and medical professionals, as well as emerging technologies, such as social media. Choice of sources was related to the perceived authority of and trust associated with the source. Messaging should relate to young adult interests, such as fitness and food--topics on which young adults are already seeking information--rather than being embedded within specific osteoporosis awareness materials. Engaging young adults means using relatable messages that are short and encourage small changes. Small gender-based differences were found in the information-seeking interests of participants. Differences related to age were not examined. Conclusion: Creating short, action-oriented messages that are designed to encourage small changes in behaviour and are packaged with information that young adults are actively seeking is more likely to result in active engagement in prevention behaviours. [ABSTRACT FROM AUTHOR]

Objective: To identify the relationship between perceptions of Ca and vitamin D consumption and actual intakes to inform the design of osteoporosis prevention education.Design: An FFQ was used to approximate usual monthly Ca and vitamin D intakes among a group of young Canadians. Qualitative interviews and a food card pile sort activity explored individuals' perceptions of nutrient intakes. The FFQ was used to assess nutrient adequacy for individual participants and the qualitative interviews and pile sort were analysed using thematic content analysis.Setting: Hamilton, Canada.Subjects: Sixty participants aged 17-30 years, representing varying levels of educational attainment.Results: Seventy-eight per cent of young adults who consumed inadequate vitamin D perceived their intake as adequate, compared with 57 % for Ca. Thematic analysis revealed three major themes that contributed to young adults' understandings of intake: belief their diet was correct, absence of symptoms and confusion over nutrient sources.Conclusions: The majority of participants perceived themselves as consuming adequate amounts of Ca and vitamin D, when they were actually consuming inadequate amounts according to FFQ findings. These perceptions were related to low engagement in prevention activities. Prevention education must motivate young adults to question the adequacy of their micronutrient intakes and design tailored programmes that are geared to a young adult audience. [ABSTRACT FROM AUTHOR]