Journal of Prevention & Intervention in the Community最新文献

{"title":"Putting theory into practice: Designing a justice-oriented engaged learning module to foster global citizenship skills among students.","authors":"Amber Deirdre Liva Mers, Manon Gerber, Sarju Sing Rai","doi":"10.1080/10852352.2026.2737535","DOIUrl":"10.1080/10852352.2026.2737535","url":null,"abstract":"<p><p>While service-learning is widely recognized within engaged education, it is frequently criticized for insufficient attention to justice and advocacy. This study presents the design and implementation of a justice-oriented, community-engaged global health module, exploring how student participation in advocacy fosters civic and global citizenship competencies. It addresses three research questions: (1) to what extent participation results in the development of civic and global citizenship competencies; (2) how students describe the processes through which these competencies develop; and (3) what conditions enable effective integration of a justice-oriented approach in community-engaged education. A two-year qualitative study was conducted using focus group discussions and reflective student essays. Findings indicated positive changes in students' civic and global citizenship competencies; however, these developments were not linear. The combination of classroom-based activities and community-engaged projects fostered awareness of health issues, reflexivity, and advocacy. Finally, conditions such as partner involvement, student background, and teachers' roles shaped students' learning experiences.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-15"},"PeriodicalIF":1.5,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of resistance to equity in public safety policy: The role of social dominance orientation.","authors":"Ericka Mingo, Judah Viola, Titilayo Ogunbambi, Jaimelee Behrendt-Mihalski, Lauretta Ekanem Omale, Amanda Lanigan, Kanyshai Saiakbaeva","doi":"10.1080/10852352.2026.2718721","DOIUrl":"https://doi.org/10.1080/10852352.2026.2718721","url":null,"abstract":"<p><p>In 2021, the Illinois Safety, Accountability, Fairness and Equity-Today Act (SAFE-T Act), a comprehensive legislation aimed at improving police accountability and promoting fairness in the criminal justice system, was utilized in the current study. The study analyzed data from representative statewide surveys (N=589) to examine what demographics and other variables influence perceptions of public safety reform policies aimed at equity. Results indicate that the majority of Illinois residents (over 70%) endorse measures that seek to enhance individual rights and police accountability. While much research has focused on marginalized communities disproportionately affected by inequities in the criminal legal system, less is known about the populations most resistant to reform. This paper takes an underexplored approach in community psychology, by examining the factors that predict opposition to equity-focused public safety policies such as the SAFE-T Act. A group of individuals who expressed resistance to the increase in equitable policy measures tended to be older, to identify as white, male, less educated, conservative, to reside in suburban and rural regions, and other commonalities. The Social Dominance Orientation (SDO) theory offers a promising framework for understanding this resistant group. Social Dominance Orientation Theory asserts that the combination of supremacist cultural ideologies, and out-group prejudice, result in behaviors aimed at the maintenance of social group hierarchy. While a direct measure of SDO was not included in this study, SDO indicators were evident within the resister group across multiple demographics. These SDO indicators were able to predict the SDO aligned outcome of resistance to equity in public safety policy.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-21"},"PeriodicalIF":1.5,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Flourishing immigrant youth, families, and educators: a multi-methods pilot study of a school-based program for immigrant rights.","authors":"Germán A Cadenas, Raquel Sosa, Lorena Tule-Romain, Viridiana Carrizales, Pablo Arenas Gallo, Claudia M Castillo-Lavergne","doi":"10.1080/10852352.2026.2713232","DOIUrl":"https://doi.org/10.1080/10852352.2026.2713232","url":null,"abstract":"<p><p>This multi-method pilot study assessed three versions of a school-based program that reflects advocacy in service-learning pedagogy by centering on education for immigrant rights in three states. A total of 137 participants were surveyed post-program about their empowerment with legal rights information, psychological well-being, and open-ended prompts regarding their program experiences. Associations and the moderation effects of program groups were probed in SPSS Process Macro. Consensual Qualitative Research Modified was used to analyze qualitative data. Results indicated high levels of empowerment and well-being. The moderation model explained 23.5% of the variance, with a moderately strong overall association (.13) between empowerment and well-being.Interaction and conditional effects revealed a direct link between empowerment and well-being for youth. CQR-M yielded six core ideas suggesting that all groups benefited from receiving empowering information and learning in an environment of gratitude for immigrants. Findings are relevant for interventions and practices for immigrant communities to flourish.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-17"},"PeriodicalIF":1.5,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148664580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gauging mentoring program readiness for youth participatory action research through a practitioner resource and feedback session.","authors":"Amy J Anderson, Lidia Y Monjaras-Gaytan, Wendy de Los Reyes","doi":"10.1080/10852352.2026.2700153","DOIUrl":"https://doi.org/10.1080/10852352.2026.2700153","url":null,"abstract":"<p><p>Youth participatory action research (YPAR) is underutilized in youth mentoring programs. Understanding program readiness and support needed for YPAR can inform technical assistance efforts to integrate YPAR into mentoring organizations. The current paper presents findings from feedback sessions conducted with mentoring practitioners to understand their perceived usage and challenges to YPAR, and what support is needed. A publicly available resource synthesizing YPAR evidence for a practitioner audience was used to initiate the feedback sessions. Eight mentoring community members participated in a virtual feedback session. Thematic analysis of author field notes from the discussion sessions were used to construct three themes: (1) <i>spectrum of program readiness for integrating YPAR</i>, (2) <i>challenges with buy-in for YPAR among program stakeholders</i>, and (3) <i>practitioners want 'how-to' resources with clear examples</i>. Findings from this study have implications for informing the development of technical assistance for YPAR within mentoring programs.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-11"},"PeriodicalIF":1.5,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quantifying SMART goals in a peer-led mental health recovery program: The roles of setting, time, and mentorship.","authors":"Zachary H Ellis, Christopher B Keys, Christina I Carr, Patricia Johnstone, Rachel L Evans, Bonnie L Hassan, Thane A Dykstra","doi":"10.1080/10852352.2026.2676383","DOIUrl":"https://doi.org/10.1080/10852352.2026.2676383","url":null,"abstract":"<p><p>Peer recovery counseling (PRC) programs increasingly incorporate structured goal-setting frameworks, such as SMART, yet the fidelity of goals produced in real-world mental health crisis settings remains under explored. This study evaluated 128 counseling sessions from 20 clients across two PRC programs using the SMART-GEM framework to assess goal quality. Nonparametric analyses indicated that goal fidelity scores significantly improved over time. A series of multilevel models (MLMs) confirmed that 27.4% of variance in fidelity scores was attributable to differences between clients. Session timing emerged as the strongest predictor. Session timing accounted for the majority of between-client variance, suggesting that sustained engagement drives goal quality. Staff identity also emerged as a modest but statistically significant predictor. In contrast, neither program site nor delivery modality predicted SMART goal quality. Implications include the need for targeted staff development and the integration of retention-focused interventions to optimize SMART goal use in recovery services.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-12"},"PeriodicalIF":1.5,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contextual protective factors for adverse childhood experiences (ACEs): potential avenues for intervention.","authors":"Melissa L Whitson, Robyn K Moran, Kelsey Ann McDonnell","doi":"10.1080/10852352.2026.2668141","DOIUrl":"https://doi.org/10.1080/10852352.2026.2668141","url":null,"abstract":"<p><p>Adverse Childhood Experiences (ACEs) are both prevalent and harmful throughout the lifespan. More recently, researchers have begun to explore the potential mitigating or moderating effects of protective factors, mainly by examining Benevolent Childhood Experiences (BCEs). However, the protective factors explored have largely focused on positive experiences in childhood or aspects of the individual or their family that might buffer ACEs, ignoring the larger contextual settings in which individuals develop over time. This study examined if contextual protective factors such as sense of community and perceived adequacy of resources contribute to college students' (n=523) anxiety and depression symptoms over and above the impact of ACEs and BCEs. Results revealed that ACEs were negatively related to BCEs, sense of community, and perceived adequacy of resources, while positively related to anxiety and depression symptoms. Hierarchical regression analyses found that both ACEs and BCEs predicted anxiety and depression symptoms, and when sense of community and perceived adequacy of resources were added to the model, it explained more of the variance and perceived adequacy of resources was a significant predictor over and above ACEs and BCEs. The results imply that adequate access to resources should be considered when designing interventions for adults with a history of ACEs.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-12"},"PeriodicalIF":1.5,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147942798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender modality, internalized stigma, and mental health of sexual and gender diverse youth.","authors":"Esther Burson, Cassandra J Lerch, Eric K Layland, Crow Santiago, Ryan J Watson","doi":"10.1080/10852352.2026.2668125","DOIUrl":"10.1080/10852352.2026.2668125","url":null,"abstract":"<p><p>Sexual and gender diverse youth (SGDY) experience disproportionately high levels of depression and anxiety, which are particularly elevated among gender minority youth compared to their cisgender counterparts. Internalized stigma has been documented to predict elevated levels of depression and anxiety among SGDY. It remains unclear, however, whether internalized stigma is particularly influential for youth who are both sexual and gender minority, as compared to their cisgender sexual minority peers. The current study explores the interaction between internalized stigma and gender modality on mental health among sexual minority youth. Using cross-sectional survey data from N = 17,259 US American youth aged 13-18 (M_age = 15.79, SD_age = 1.48), we found that gender modality and internalized stigma were both significantly associated with mental health, but there was no significant moderation between the two, despite adequate power to detect one. As such, internalized stigma may be similarly harmful for gender minority and cisgender sexual minority youth. Sensitivity analyses among gender minority youth revealed a significant interaction between internalized stigma and binary gender identity, suggesting internalized stigma plays a unique role for nonbinary youth as compared to binary trans youth. Implications for prevention and intervention are explored.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-13"},"PeriodicalIF":1.5,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147870013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the use of participatory system dynamics group model building for expanding systems thinking capacity among community-based stakeholders.","authors":"Michael K Lemke, Rhoda Ojo, Kyrah K Brown, Mercy Obasanya, Saeideh Fallah-Fini, David W Lounsbury, Tiffany Kindratt, Thanayi Lambert, Deneen Robinson","doi":"10.1080/10852352.2026.2668123","DOIUrl":"10.1080/10852352.2026.2668123","url":null,"abstract":"<p><p>Community-based participatory research (CBPR) methodologies align closely with the field of community psychology. System dynamics group model building (SD GMB) represents a CBPR-grounded approach that is centered on collaborating with stakeholders to develop a shared understanding of the dynamic complexity of a community problem, represented as a system dynamics (SD) model, and identifying potential solutions. Much is still unknown regarding the value of SD GMB for improving systems thinking capacity among community stakeholders. Therefore, this study evaluates systems thinking capacity among 32 stakeholders who participated in SD GMB workshops from two recent studies. Stakeholders completed a baseline survey before the first SD GMB workshop session and a final evaluation survey following the last session. This survey included a validated systems thinking scale (Dolansky et al., 2020) and a \"systems thinking knowledge quiz\" (only administered during the baseline survey) developed by the research team to assess stakeholder knowledge of key concepts. Among all stakeholders, the average systems thinking quiz score was nearly 45%, and knowledge quiz scores were higher among stakeholders who were older in age, had lived experience, were in healthcare provider or academic researcher/data professional roles, represented the nonprofit or grassroots sectors, reported prior experience with SD GMB, or did not attend the pre-session orientation. Overall, stakeholders' pretest scores and post-test scores did not demonstrate a statistically significant difference; however, increases in systems thinking mean scores were observed among stakeholders who were younger in age, had lived experience, were in community-based nonprofit staff roles, represented nonprofit or grassroots organizations, did not have prior SD GMB experience, or did not attend orientation. These findings underscore the importance of adopting a more differentiated and context-sensitive approach to evaluating SD GMB interventions. Future research should further explore how participatory modeling fosters systems thinking capacity across different stakeholder groups.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-11"},"PeriodicalIF":1.5,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236390/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147876018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric validation of the Self-Efficacy for Advocacy Scale: Assessment across ecological domains and social justice issues.","authors":"Tia N Turner, Roger N Reeb","doi":"10.1080/10852352.2026.2669311","DOIUrl":"https://doi.org/10.1080/10852352.2026.2669311","url":null,"abstract":"<p><p>We present the new <i>Self-Efficacy for Advocacy Scale</i> (SEAS), which addresses a critical gap in the literature by providing an assessment of self-efficacy (confidence) for a variety of different advocacy behaviors across multiple ecological domains and diverse social justice issues. The SEAS is designed to serve as an outcome measure, mediator, and moderator within diverse community-based research and practice, such as participatory community action research, service-learning pedagogy (especially critical service-learning), and other advocacy-related experiential learning. After reviewing the major theoretical and pedagogical frameworks guiding our research, we report evidence of psychometric validation for the SEAS. Through four studies with undergraduate research participants, we provide evidence of internal consistency, convergent validity, discriminant validity, sensitivity to intervention effects, and criterion-related validity for the SEAS. In a fifth study, we used a hybrid of empirical and rational psychometric approaches to create a sample SEAS short-form, while also providing psychometric validation (internal consistency, convergent validity, discriminant validity) for it. We discuss limitations of our research thus far (e.g., need for more cross-validation research), delineate specific recommendations for future research, and discuss implications for practitioners.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-28"},"PeriodicalIF":1.5,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transforming Youth justice through professional and leadership development: A process evaluation.","authors":"Eva Ott Hill, Robyn K Moran","doi":"10.1080/10852352.2026.2662768","DOIUrl":"https://doi.org/10.1080/10852352.2026.2662768","url":null,"abstract":"<p><p>Since the beginning of the 21st century, the juvenile justice system has undergone massive reform efforts. In Connecticut, the Juvenile Justice Policy and Oversight Committee (JJPOC) has situated the state as a leader in juvenile justice reform. As reform continues, strong and educated leadership is needed to successfully implement system-wide reforms. The present study evaluated a nine-month professional and leadership development program designed for mid-level managers working at youth-serving organizations in Connecticut. The program was first implemented in 2015, shortly after the establishment of the JJPOC in 2014, to build the capacity of current and aspiring justice reformers. The program has since successfully graduated 141 professionals educated in areas such as brain development, results-based accountability, and juvenile justice policy. Guided by selected dimensions of the RE-AIM framework, this evaluation aimed to evaluate outcomes of the program's implementation process. Reach was evaluated by determining what populations the program engages, implementation was evaluated by determining what relevant topics participants are educated on, and effectiveness was evaluated by determining if participants exhibit capacity to identify issues and implement interventions during training. A content analysis of program records was completed for each RE-AIM dimension among the nine cohorts. Analysis revealed that the program reaches the desired population, implements relevant topics with fidelity and considers adaptations as state reforms progress, and effectively trains participants to exhibit capacity for youth justice reform. Implementation strategy recommendations include reinstituting prior session topics, yearly curriculum review, targeted recruitment for certain participant groups, and systematic program recordkeeping.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-15"},"PeriodicalIF":1.5,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}