Journal of Prevention & Intervention in the Community最新文献

{"title":"Equity in education for migrant and racialized students in Southern Spain: From multilevel analysis to participatory recommendations.","authors":"Rocío Garrido, Aloe Cubero, Glenda Dimuro","doi":"10.1080/10852352.2024.2408504","DOIUrl":"10.1080/10852352.2024.2408504","url":null,"abstract":"<p><p>This paper aims to analyze equity in education policies and practices in Southern Spain that ensure cultural competence in services and the inclusion of migrant and racialized students. Our model for defining and analyzing equity in education was adapted from the Migrant Integration Policy Index (MIPEX) and includes five dimensions: (E1) equity in mission/goal, (E2) equity in access, (E3) quality/sensitivity of services, (E4) equity in participation, and (E5) development of partnerships and opportunities. Through transformative mixed methods (i.e., documental analysis of 13 policies, 15 interviews with professionals, one focus group with mothers of Afro-descendant students), the results showed that equity was 100% present in the mission/goal of the Andalusian education system, although there were gaps in its practical implementation, especially in participation and quality/responsiveness. These results were discussed and recommendations for improving equity in education policies and practices are proposed participatively.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"328-352"},"PeriodicalIF":0.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142356106","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":"\"The Things We Carry\": Interventions against the cumulative effects of racism in K-12 education.","authors":"Sam King-Shaw, Natalie King-Shaw, Melanie Sonsteng-Person, Dominique Mikell Montgomery, Alexia Oduro","doi":"10.1080/10852352.2024.2323885","DOIUrl":"10.1080/10852352.2024.2323885","url":null,"abstract":"<p><p>Anti-Black racism in K-12 education settings has long-term impacts on Black students, including negative academic and mental health outcomes. Limited interventions following experiences of racism shape Black students' expectations of K-12 education, accumulating over time into institutional distrust and these mental health outcomes. As such, it is necessary to understand how Black students experience racism within K-12 settings to better inform interventions that can be implemented at the school level. To that end, this study employed the participatory action research (PAR) method of photovoice to understand the impacts of racism in educational settings among 5 Black women undergraduate students. Results highlight the cumulative effects of racism on identity development and early coping. Implications inform future interventions to address the cumulative effects of anti-Black racism in K-12 education.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"254-271"},"PeriodicalIF":0.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140159257","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":"Introduction to the special issue, Building a Future for Education Equity Interventions.","authors":"Dawn X Henderson","doi":"10.1080/10852352.2024.2406694","DOIUrl":"10.1080/10852352.2024.2406694","url":null,"abstract":"<p><p>In this Special Issue of the Journal of Prevention and Intervention in the Community, <i>Building a Future for Education Equity Interventions</i>, we acknowledge how research more often privileges those who write about it versus those who participate in it. The researchers in this special issue identify as women, people from diverse racial and ethnic backgrounds, and international scholars. This special issue shares the work of several authors who provide conceptual and empirical findings demonstrating ways to protect young people's dignity and those communities marginalized by race, ethnicity, gender, and ability.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"219-225"},"PeriodicalIF":0.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142356107","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":"\"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":"<p><p>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.</p>","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}

{"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":"<p><p>Evidence-informed trauma interventions developed specifically <i>by</i> and <i>for</i> 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 - <i>Trauma and Racism Addressed by Navigating Systemic Forms of Oppression using Resistance Methods</i> (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 <i>N</i> = 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.</p>","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}

{"title":"Education as oppression.","authors":"John C Hayvon","doi":"10.1080/10852352.2024.2410585","DOIUrl":"10.1080/10852352.2024.2410585","url":null,"abstract":"<p><p>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.</p>","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}

{"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":"<p><p>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 <i>College-Focused Rapid Rehousing</i> 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 (<i>n</i> = 141), administrative records (<i>n</i> = 368), and focus groups conducted with staff across eight campuses (<i>n</i> = 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.</p>","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}

{"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":"<p><p><i>Building Resilience through Intervention, Direct Guidance, and Empowerment</i> (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 (<i>n</i> = 9 and <i>n</i> = 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.</p>","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}

{"title":"Community narratives on rural homelessness: Tales of terror and tales of compassion.","authors":"Kristen Gleason, Jennifer Martin, Elizabeth Bernier","doi":"10.1080/10852352.2024.2315367","DOIUrl":"10.1080/10852352.2024.2315367","url":null,"abstract":"<p><p>Homelessness is often assumed to be mostly confined to urban spaces, leaving experiences of homelessness in rural contexts largely unexamined. The present study aims to understand the discursive context, or public understanding, of homelessness in rural communities. We examined community narratives related to the idea of \"homelessness\" in rural spaces. Semi-structured qualitative interviews were conducted with 70 key stakeholders from four rural communities in the U.S. State of Maine. Participants were asked to give their impressions related to homelessness in their community. We conducted a systematic qualitative analysis of these interviews and our analysis was grounded in a critical discourse analysis perspective. Using Rappaport's framework for understanding helpful and harmful community narratives, we identified three community narratives that harm by stereotyping or erasing homelessness in rural communities: <i>Not Here, That One Guy</i>, and <i>Mainly Outsiders</i>. We also examined counter-narratives that worked against each of the three primary narratives: <i>It Looks Different, It's More Hidden,</i> and <i>Local Struggle and Lack of Resources</i>. The counter-narratives tell a different, more compassionate, story of homelessness in rural spaces. Our main goal was to analyze the \"work\" that each of these narratives were doing in terms of constructing different understandings of \"rural homelessness.\" The implications for policy and practice are discussed.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"143-172"},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139973953","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":"Participatory community action research in homeless shelters: Outcomes for shelter residents and service-learning research assistants.","authors":"Roger N Reeb, Greg Elvers, Charles A Hunt, Tia N Turner, Thomas N Ballas, Christine N Farmer, Katey Gibbins, Zachary S Glendening, Rebecca Kinsey, Bernadette D Latuch, Chelsey N Parker, Nyssa L Snow-Hill, Jennifer L Zicka, David Bohardt, Robert Andrews","doi":"10.1080/10852352.2024.2317671","DOIUrl":"10.1080/10852352.2024.2317671","url":null,"abstract":"<p><p>The article reports empirical outcomes of an ongoing transdisciplinary participatory community action research project that implements behavioral activation in homeless shelters. The overall goal of this Project is twofold: (1) to improve psychosocial functioning of shelter residents and enhance their opportunities to overcome homelessness; and (2) to enhance civic development of service-learning students who assist in Project implementation. Two studies are reported, representing these goals. Study 1 found that residents of a men's shelter (n = 892), women's shelter (n = 433), and transitional housing (n = 40) perceived behavioral activation sessions as immediately beneficial (i.e., important, meaningful, worthy of repeating, and enjoyable), and over the course of shelter stay, they perceived behavioral activation as contributing to their hope, empowerment/self-sufficiency, quality of life, purpose/meaning in life, wellbeing, social support, shelter social climate, and relationships with staff. Quantitative findings are supported by qualitative data (comments by residents on forms). Study 2, which replicates and extends past research on civic-development in service-learning students, used a new quasi-experimental design to compare service-learning students (n = 41) in an interdisciplinary course on homelessness versus non-service-learning students (n = 16) in a psychology course. Service-learning students showed pre- to post-semester improvements in community service self-efficacy, decreases in stigmatizing attitudes, and increases in awareness of privilege and oppression, but students not engaged in service-learning did not show these civic-related changes. These quantitative results are supported by qualitative data (written reflections by students). Results and implications are discussed within the context of the concept of psychopolitical validity.</p>","PeriodicalId":46123,"journal":{"name":"Journal of Prevention & Intervention in the Community","volume":" ","pages":"173-197"},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140111827","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}