Journal of Prevention & Intervention in the Community最新文献_第3页

From book bans to affirmative action: DARVO as a political tool against Critical Race Theory. 从图书禁令到平权行动：DARVO 作为反对批判种族理论的政治工具。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-09-05 DOI: 10.1080/10852352.2024.2398898

Mika Handelman

{"title":"From book bans to affirmative action: DARVO as a political tool against Critical Race Theory.","authors":"Mika Handelman","doi":"10.1080/10852352.2024.2398898","DOIUrl":"https://doi.org/10.1080/10852352.2024.2398898","url":null,"abstract":"During the most recent wave of anti-racism movements in the U.S., Critical Race Theory has gained attention as a key mechanism to identify, deconstruct, and challenge dominant white American ideologies and their associated institutional practices. Given that Critical Race Theory threatens to unmask and destabilize centralized white racialized power in the United States, dominant white cultural and institutional backlash to attack, suppress, and invalidate anti-racist ideologies and practices has reached new levels. This article proposes that the American conservative right-wing uses a core rhetorical strategy known as Institutional DARVO to undermine anti-racism movements and Critical Race Theory. Institutional DARVO is a systems-level extension of DARVO (Deny, Attack, Reverse Victim and Offender) which identifies three specific patterns of abuse seen in intimate partner violence. This article will provide an analysis of the document issued by former President Donald J. Trump on September 22, 2020, \"Executive Order on Combating Race and Sex Stereotyping,\" to illustrate the governmental-political use of Institutional DARVO in the backlash against Critical Race Theory. This Executive Order has influenced conservative political ideas and rhetoric that has fueled the growing surge of book bans, anti-DEI governmental practices and policies, anti-education legislation, and the recent supreme court decision to declare affirmative action unlawful. Identifying these core patterns and strategies used by primarily white conservative groups and institutions to challenge anti-racist movements is critically important in addressing both the realities and false narratives around race and inequity in the United States, as these narratives are impacting our current social, political, legal, and educational culture, practices, and policies.","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"1-21"},"PeriodicalIF":0.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142134148","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}

引用次数: 0

Building a Future for School-Based Menstruation Health and Hygiene (MHH): Evaluating Implementation of a Menstrual Hygiene Management (MHM) Policy in Chicago Public Schools. 开创校本月经健康与卫生（MHH）的未来：评估芝加哥公立学校月经卫生管理（MHM）政策的实施情况。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-04-01 Epub Date: 2024-07-22 DOI: 10.1080/10852352.2024.2379082

Serena Shah, Julia Shenkman, Thalia Chicojay, Janet Kamiri-Ong, Marisa DiPaolo, Tarrah DeClemente, Emily Fishman, Penelope Phillips-Howard, Leah C Neubauer

{"title":"Building a Future for School-Based Menstruation Health and Hygiene (MHH): Evaluating Implementation of a Menstrual Hygiene Management (MHM) Policy in Chicago Public Schools.","authors":"Serena Shah, Julia Shenkman, Thalia Chicojay, Janet Kamiri-Ong, Marisa DiPaolo, Tarrah DeClemente, Emily Fishman, Penelope Phillips-Howard, Leah C Neubauer","doi":"10.1080/10852352.2024.2379082","DOIUrl":"10.1080/10852352.2024.2379082","url":null,"abstract":"Menstrual health and hygiene (MHH) inequities disproportionately impact communities who are marginalized. In 2018, Illinois passed the Learn with Dignity Act (LWDA) requiring schools to provide menstrual products in bathrooms, yet little is known about its impacts. This evaluation examined LWDA implementation across Chicago Public Schools (CPS) and identified barriers, facilitators, and lessons to inform future MHH policy implementations. A qualitative study was conducted by thematically analyzing interviews with CPS staff (n = 36) from October 2020 - September 2021 in partnership with CPS Office of Student Health and Wellness (OSHW). Staff reported inadequate LWDA and MHH education and inconsistent menstrual product availability. Structural, systemic, and cultural implementation barriers hindered student access to products and created inequities based on age, gender, and income. Staff investment and student education were implementation facilitators. Staff awareness of policy implementation protocol, student MHH education, and addressing access inequities are key factors for consideration in future policy implementations. Through the WSCC model, these findings demonstrated the importance of strengthening MHH policies and policy implementation to promote student health, well-being, and educational opportunities.","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"353-374"},"PeriodicalIF":0.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141735268","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}

引用次数: 0

Equity in education for migrant and racialized students in Southern Spain: From multilevel analysis to participatory recommendations. 西班牙南部移民和种族化学生的教育公平：从多层次分析到参与式建议。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-04-01 Epub Date: 2024-09-26 DOI: 10.1080/10852352.2024.2408504

Rocío Garrido, Aloe Cubero, Glenda Dimuro

引用次数: 0

"The Things We Carry": Interventions against the cumulative effects of racism in K-12 education. "我们携带的东西"：针对 K-12 教育中种族主义累积效应的干预措施。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-04-01 Epub Date: 2024-03-18 DOI: 10.1080/10852352.2024.2323885

Sam King-Shaw, Natalie King-Shaw, Melanie Sonsteng-Person, Dominique Mikell Montgomery, Alexia Oduro

引用次数: 0

Introduction to the special issue, Building a Future for Education Equity Interventions. 特刊《为教育公平干预措施开创未来》导言。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-04-01 Epub Date: 2024-09-26 DOI: 10.1080/10852352.2024.2406694

Dawn X Henderson

引用次数: 0

"I would be so proud of you guys and myself:" Exploring guided play learning interactions among Black caregivers and their children within a Black history home learning intervention during the COVID-19 pandemic. "我会为你们和我自己感到骄傲："在 COVID-19 大流行期间的黑人历史家庭学习干预中，探索黑人照顾者及其子女之间的指导性游戏学习互动。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-04-01 Epub Date: 2024-07-17 DOI: 10.1080/10852352.2024.2377866

Lauren Mims, Addison Duane, Jenna MacNulty, LaKenya Johnson, Qunishia Carter, Heather Bishop, Erika Bocknek

{"title":"\"I would be so proud of you guys and myself:\" Exploring guided play learning interactions among Black caregivers and their children within a Black history home learning intervention during the COVID-19 pandemic.","authors":"Lauren Mims, Addison Duane, Jenna MacNulty, LaKenya Johnson, Qunishia Carter, Heather Bishop, Erika Bocknek","doi":"10.1080/10852352.2024.2377866","DOIUrl":"10.1080/10852352.2024.2377866","url":null,"abstract":"Existing literature on Black caregiver's interactions with their children has overwhelmingly focused on parenting deficits and interventions designed to \"fix\" Black families. In utilizing the BlackCreate framework (2023), this study explores how Black caregivers intentionally crafted learning spaces for their children within the context of a six month intervention. Brilliant Joy in a Box was a six-month intervention developed in partnership with a Black woman entrepreneur that delivered caregiver-child Black history home learning boxes to families during the COVID-19 pandemic with the goal of addressing the impacts of persistent historical educational inequities for Black youth, the disproportionate impact of the pandemic Black families, and requests from community members seeking additional programming during the winter months. In the current study, we analyzed videos of 77 families interacting during a guided play activity. We found that the learning spaces created by Black families focused on four subject matters and their domains: literacy, scientific curiosity, math, and identity. We also found that Black caregivers organically utilized guided play to promote joyful interaction and learning. Findings underscore the importance of educators and school staff learning from families in order to reimagine learning and design community based interventions.","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"300-327"},"PeriodicalIF":0.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141628062","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}

引用次数: 0

TRANSFORMing theory to practice: Developing and implementing an anti-racist, community-based racial stress and trauma group intervention for BIPOC youth. 将理论转化为实践：为 BIPOC 青年制定和实施反种族主义、基于社区的种族压力和创伤小组干预措施。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-04-01 Epub Date: 2024-10-10 DOI: 10.1080/10852352.2024.2408503

Won-Fong K Lau Johnson, Farzana T Saleem, Elizabeth A Sanders, Audra K Langley

{"title":"TRANSFORMing theory to practice: Developing and implementing an anti-racist, community-based racial stress and trauma group intervention for BIPOC youth.","authors":"Won-Fong K Lau Johnson, Farzana T Saleem, Elizabeth A Sanders, Audra K Langley","doi":"10.1080/10852352.2024.2408503","DOIUrl":"10.1080/10852352.2024.2408503","url":null,"abstract":"Evidence-informed trauma interventions developed specifically by and for Black, Indigenous, and People of Color (BIPOC) that address racial, historical, and intergenerational trauma are sparse, particularly for youth. To meet this need, the current study developed and piloted a new intervention - Trauma and Racism Addressed by Navigating Systemic Forms of Oppression using Resistance Methods (TRANSFORM) - using a and community-engaged research-to-practice approach. Across two phases, we documented the community-participatory development of TRANSFORM and analyzed preliminarily quantitative data collected in a pilot study with N = 19 BIPOC youth. Phase 1 reports on the process and lessons learned from the community centered co-development. The phase 2 pilot study results revealed statistically significant pretest-to-posttest reductions in racial discrimination stress as well as trauma-related symptoms interfering with daily functioning for youth. Implications for community-based approaches to disrupting and healing racial stress and trauma within and across youth-serving systems are discussed.","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"272-299"},"PeriodicalIF":0.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477385","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}

引用次数: 0

Education as oppression. 教育即压迫。

IF 0.9

Journal of Prevention & Intervention in the Community Pub Date : 2024-04-01 Epub Date: 2024-10-08 DOI: 10.1080/10852352.2024.2410585

John C Hayvon

{"title":"Education as oppression.","authors":"John C Hayvon","doi":"10.1080/10852352.2024.2410585","DOIUrl":"10.1080/10852352.2024.2410585","url":null,"abstract":"In assessing leverage points to promote educational equality, this paper examines Freire's concept of education as oppression to highlight the potential of reclaiming resources currently dedicated to oppressive education. Harel Ben-Shahar's concepts of education as a positional good as well as the potential lack of instrumental value in contributing to students' social, health, relational, and other holistic aspects of wellbeing are mobilized to disentangle varying forms of education. Practitioner experience with students living with disabilities in a postcolonial global south establishes the foundational context to consider how education has capacity to challenge the following: economic domination; restraint on traditional Indigenous knowledge; limited basic livelihood; and media stereotypes on effort committed by the marginalized-yet often chooses not to. Disentangling what precisely constitutes education as oppression emerges as a challenging task, since Freire's conceptualization of conformity is often required of students if they wish to meet essential survival needs. Lisu case studies in rural agricultural economies, traditional ecological knowledge, and postcolonial curriculum demonstrate that education as oppression can emerge naturally with or without intent, and that education mobilized to gatekeep social resources or justify the inequitable distribution of life opportunities can reinforce existing systematic inequalities. Notably, resources and opportunities in disadvantaged communities can already be stratified by preexisting racist; sexist; ableist; classist; or colonial discrimination, and suggest that the intersection between education and basic survival of students should not be viewed as too tangential or basic for future policy discourse. Four forms of education as oppression are preliminarily considered, toward supporting future discourse on eliminating inadvertent oppressive impacts via funded pedagogy.","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"226-253"},"PeriodicalIF":0.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394156","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}

引用次数: 0

College focused rapid rehousing: Deploying an existing community model to address homelessness on campus. 以大学为重点的快速安置：利用现有社区模式解决校园无家可归问题。

IF 1.1

Journal of Prevention & Intervention in the Community Pub Date : 2024-01-01 Epub Date: 2024-02-16 DOI: 10.1080/10852352.2024.2315369

Arturo Baiocchi, Susanna Curry, Rashida Crutchfield, Jessica Wolin, Jennifer Wilking, Susan Roll

{"title":"College focused rapid rehousing: Deploying an existing community model to address homelessness on campus.","authors":"Arturo Baiocchi, Susanna Curry, Rashida Crutchfield, Jessica Wolin, Jennifer Wilking, Susan Roll","doi":"10.1080/10852352.2024.2315369","DOIUrl":"10.1080/10852352.2024.2315369","url":null,"abstract":"Research indicates that financial and housing insecurity challenges are widespread on most college campuses throughout the U.S. However, there is wide variability in how campuses address these challenges. This study reports on a three-year implementation of the College-Focused Rapid Rehousing pilot; an initiative in California by which universities commissioned community providers to assist students in need via a modified Rapid Rehousing (RRH) intervention. RRH is a widely implemented intervention that combines move-in assistance, short-term rental subsidies, and ongoing case management, to help individuals quickly transition into stable housing. The mixed-methods evaluation included analyses of online surveys (n = 141), administrative records (n = 368), and focus groups conducted with staff across eight campuses (n = 35). Survey findings indicate that CFRR programs assisted a diverse group of students with similar histories of housing insecurity. Quantitative analyses also show that most participants experienced the intervention as designed, though with some inconsistencies in how quickly some were assisted. Qualitative findings highlight contextual factors that affected the consistency of the intervention, including tight rental markets and philosophical disagreements among administrators about the intervention's scope. Despite study limitations, findings provide insights into the applicability of the RRH model on campus settings and directions for future research.","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"122-142"},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139742293","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}

引用次数: 0

Building Resilience through Intervention, Direct Guidance, and Empowerment (BRIDGE): A demonstration project to assist youth aging out of foster care in Poland. 通过干预、直接指导和赋权培养复原力（BRIDGE）：在波兰开展的帮助青少年脱离寄养家庭的示范项目。

IF 1.1

Journal of Prevention & Intervention in the Community Pub Date : 2024-01-01 Epub Date: 2024-02-22 DOI: 10.1080/10852352.2024.2317662

Paul A Toro, Tia N Turner, Małgorzata E Szarzyńska

{"title":"Building Resilience through Intervention, Direct Guidance, and Empowerment (BRIDGE): A demonstration project to assist youth aging out of foster care in Poland.","authors":"Paul A Toro, Tia N Turner, Małgorzata E Szarzyńska","doi":"10.1080/10852352.2024.2317662","DOIUrl":"10.1080/10852352.2024.2317662","url":null,"abstract":"Building Resilience through Intervention, Direct Guidance, and Empowerment (BRIDGE) is an innovative program designed to prevent homelessness and other negative outcomes among youth aging out of foster care. BRIDGE was pilot-tested on youth aging out of two orphanages in a city in southern Poland in 2009-2012. Youth were recruited at age 17, before aging out at age 18. Quasi-experimental methods were used to evaluate program outcomes among nine BRIDGE clients compared to two matched groups (n = 9 and n = 18) of youth who had recently aged out of orphanages in the same Polish region. Consistent with Hypothesis 1, results of chi-square tests showed that, over an 18-month follow-up period, BRIDGE clients experienced superior housing outcomes relative to both matched groups. Consistent with Hypothesis 2, the results of a between-subjects ANOVA showed that BRIDGE clients received significantly greater income relative to the matched groups. Within-subjects effects of BRIDGE from baseline across 6-, 12-, and 18-month follow-ups were examined with repeated-measures ANOVAs. Consistent with Hypotheses 3-5, results showed that across time BRIDGE clients experienced a general increase in income and decrease in psychological distress (i.e., total distress, obsessive-compulsiveness, interpersonal sensitivity, and paranoia). The study's findings support the further development of BRIDGE and similar programs.","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"11-34"},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139933505","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}

引用次数: 0