Journal of Primary Prevention最新文献

{"title":"Social Media Use, School Connectedness, and Academic Performance Among Adolescents.","authors":"Hugues Sampasa-Kanyinga,&nbsp;Jean-Philippe Chaput,&nbsp;Hayley A Hamilton","doi":"10.1007/s10935-019-00543-6","DOIUrl":"https://doi.org/10.1007/s10935-019-00543-6","url":null,"abstract":"<p><p>We examined the associations between social media use (SMU) and school connectedness and academic performance among middle and high school students, and tested whether age, gender, and school type (i.e., middle school vs. high school) moderated these relationships. We obtained study data from the 2013 cycle of the Ontario Student Drug Use and Health Survey, a representative province-wide cross-sectional survey of students in grades 7 through 12 (N = 10,076). We performed multiple linear regression analyses to examine the nature of the association between SMU and both school connectedness and academic performance. Because school type was a significant moderator of the relationships between social media use and school connectedness, all subsequent analyses were stratified by school type. After adjusting for age, gender, ethnicity, subjective socioeconomic status and substance use, results showed that SMU of 2 h or less per day was positively associated with high levels of school connectedness in high school students (β = 0.402; 95% CI 0.199, 0.605). However, an SMU of more than 2 h per day was negatively associated with school connectedness in middle school students (β = - 0.393; 95% CI - 0.649, - 0.137) and with academic performance in both middle school (β = - 0.153; 95% CI - 0.299, - 0.006) and high school (β = - 0.203; 95% CI - 0.323, - 0.083) students. Results further indicated that the relationship between SMU and school connectedness in high school students significantly varied by age, with stronger associations in older students. Gender was not a significant moderator of the observed relationships. In conclusion, heavy SMU is negatively associated with school connectedness and academic performance among middle and high school students. These results suggest that adolescents should limit their SMU to no more than 2 h per day.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 2","pages":"189-211"},"PeriodicalIF":1.7,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-019-00543-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36992128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linking Sleep to Externalizing Behavioral Difficulties: A Longitudinal Psychometric Survey in a Cohort of Italian School-Age Children.","authors":"Pietro Muratori,&nbsp;Danilo Menicucci,&nbsp;Elisa Lai,&nbsp;Floriana Battaglia,&nbsp;Lucio Bontempelli,&nbsp;Natasha Chericoni,&nbsp;Angelo Gemignani","doi":"10.1007/s10935-019-00547-2","DOIUrl":"https://doi.org/10.1007/s10935-019-00547-2","url":null,"abstract":"<p><p>We examined the longitudinal relationship between sleep problems and behavioral problems at primary school in Italian children. We recruited a school-based sample of 227 children (age range 6-10 years) in schools located in Pisa (Italy). Parents completed the Sleep Disturbance Scale for Children (SDSC), and teachers completed the Strengths and Difficulties Questionnaire (SDQ) to evaluate children's behavioral difficulties. We used a two-step robust regression approach to identify which aspects of sleep problems might affect children's behavior at school. After removing socio-demographic effects, results indicated an association between an increase in sleep problems and the worsening of inattentive and hyperactive behavioral problems at school 1 year later. This association was particularly robust in children whose sleep problems had gotten worse over the year. We found no associations between child sleep problems and conduct problems in school settings. Schools may be a suitable arena in which to identify and prevent the development of severe externalizing behaviors through screening procedures and intervention for children's sleep problems.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 2","pages":"231-241"},"PeriodicalIF":1.7,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-019-00547-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37049612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A School-Based Program to Promote Well-Being in Preadolescents: Results From a Cluster Quasi-Experimental Controlled Study.","authors":"Elias Allara,&nbsp;Franca Beccaria,&nbsp;Roberta Molinar,&nbsp;Laura Marinaro,&nbsp;Antonella Ermacora,&nbsp;Alessandro Coppo,&nbsp;Fabrizio Faggiano","doi":"10.1007/s10935-018-0530-y","DOIUrl":"https://doi.org/10.1007/s10935-018-0530-y","url":null,"abstract":"<p><p>Diario della Salute [My Health Diary] is a school-based program designed to enhance the subjective well-being and health of 12- to 13-year-old students. We hypothesized that providing students with the social and emotional skills to fulfill their potential and deal with common developmental tasks of adolescence (e.g., onset of puberty, identity development, increased responsibilities and academic demands) would result in improved well-being and health. The program comprises five standardized interactive lessons concerning common psychosocial and health issues in adolescence, and two narrative booklets addressed to both students and their parents. We evaluated the effectiveness of the program in terms of the students' subjective well-being, aggressive behavior, and health behavior. Using a quasi-experimental study design, schools in the intervention group implemented the full program and those in the comparison group received their regular curriculum. We administered measures of the study's objectives both before and after program implementation. Statistical analyses accounted for within-school clustering, potential socioeconomic and demographic confounding, and pre-implementation levels of these measures. We sampled 62 schools and allocated 2630 students to either an intervention or comparison group. Sociodemographic characteristics and baseline outcomes were balanced across study groups. Unexpectedly, respondents in the intervention group had 0.38 greater mean adjusted score of the WHO/Europe Health Behaviour in School-Aged Children Symptom Checklist instrument than respondents in the comparison group, indicating a reduction in subjective well-being. We did not observe any program effects on aggressive and health behaviors. The apparent reduction in subjective well-being reflected by an increased perception of psychosomatic complaints is suggestive of either increased emotional competence or, potentially, iatrogenic program effects. While greater emotional competence is positively associated with well-being over the course of life, the program in its present form should not be disseminated due to the possibility of adverse unintended effects.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 2","pages":"151-170"},"PeriodicalIF":1.7,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-018-0530-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36792928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preventing Adolescent Substance Use: A Content Analysis of Peer Processes Targeted Within Universal School-Based Programs.","authors":"Angela K Henneberger, Scott D Gest, Kathleen M Zadzora","doi":"10.1007/s10935-019-00544-5","DOIUrl":"10.1007/s10935-019-00544-5","url":null,"abstract":"<p><p>Universal school-based substance use prevention programs are widely disseminated and often include a focus on peer relationships. Network theory and social network analysis (SNA) have emerged as useful theoretical and methodological frameworks for examining the role of peer relationships in prevention and intervention research. We used content analysis to systematically code the peer processes targeted by three universal school based prevention programs. We found that programs focused on peer socialization more than peer selection, and programs focused about evenly on descriptive and injunctive norms. Programs varied in their focus on positive and negative peer processes and behaviors, but most references to peer processes focused on positive processes and negative behaviors. The focus on peer processes at the dyadic, subgroup, and network levels varied across the three programs, with the heaviest focus on network level processes. When peer processes were targeted, it was rare that lessons focused on peer processes for an extended (> 50%) amount of the lesson content. However, when peer processes were a focus, discussion and reflection were commonly encouraged. These patterns are considered in the context of non-intervention research on adolescent peer relations, which highlights the importance of peer selection and dyad-level processes, and the existence of positive peer processes that promote adolescent development. In doing so, we provide a framework that can be used to (1) examine the extent to which a particular program focuses on the different peer processes, and (2) inform systematic experimental studies of the extent to which particular peer processes are malleable in response to intervention efforts.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 2","pages":"213-230"},"PeriodicalIF":1.7,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8436646/pdf/nihms-1736449.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37173670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing and Exploring the Limits of Traditional Notions of Fidelity and Adaptation in Implementation of Preventive Interventions.","authors":"Cara C Lewis,&nbsp;Aaron R Lyon,&nbsp;Sacha A McBain,&nbsp;Sara J Landes","doi":"10.1007/s10935-019-00539-2","DOIUrl":"https://doi.org/10.1007/s10935-019-00539-2","url":null,"abstract":"<p><p>This commentary reflects on key challenges raised across the articles of this special issue, notably the tension between fidelity and adaptation, the importance of articulating core components and principles of evidence-based programs, the need for pragmatic measures, and the challenges associated with articulating and testing mechanisms of implementation strategies. These challenges are amplified in the context of prevention research where task shifting, or revising professional roles, is especially common. Synergies with work emerging from the Society for Implementation Research Collaboration are highlighted throughout.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 1","pages":"137-141"},"PeriodicalIF":1.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-019-00539-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36888663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redesigning Implementation Measurement for Monitoring and Quality Improvement in Community Delivery Settings.","authors":"Cady Berkel,&nbsp;Carlos G Gallo,&nbsp;Irwin N Sandler,&nbsp;Anne M Mauricio,&nbsp;Justin D Smith,&nbsp;C Hendricks Brown","doi":"10.1007/s10935-018-00534-z","DOIUrl":"https://doi.org/10.1007/s10935-018-00534-z","url":null,"abstract":"<p><p>The field of prevention has established the potential to promote child adjustment across a wide array of outcomes. However, when evidence-based prevention programs have been delivered at scale in community settings, declines in implementation and outcomes have resulted. Maintaining high quality implementation is a critical challenge for the field. We describe steps towards the development of a practical system to monitor and support the high-quality implementation of evidence-based prevention programs in community settings. Research on the implementation of an evidence-based parenting program for divorcing families called the \"New Beginnings Program\" serves as an illustration of the promise of such a system. As a first step, we describe a multidimensional theoretical model of implementation that links aspects of program delivery with improvements in participant outcomes. We then describe research on the measurement of each of these implementation dimensions and test their relations to intended program outcomes. As a third step, we develop approaches to the assessment of these implementation constructs that are feasible to use in community settings and to establish their reliability and validity. We focus on the application of machine learning algorithms and web-based data collection systems to assess implementation and provide support for high quality delivery and positive outcomes. Examples are presented to demonstrate that valid and reliable measures can be collected using these methods. Finally, we envision how these measures can be used to develop an unobtrusive system to monitor implementation and provide feedback and support in real time to maintain high quality implementation and program outcomes.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 1","pages":"111-127"},"PeriodicalIF":1.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-018-00534-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36864483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to the Special Issue: Measurement and Monitoring Systems and Frameworks for Assessing Implementation and Adaptation of Prevention Programs.","authors":"Brian K Bumbarger,&nbsp;Suzanne E U Kerns","doi":"10.1007/s10935-019-00537-4","DOIUrl":"https://doi.org/10.1007/s10935-019-00537-4","url":null,"abstract":"<p><p></p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 1","pages":"1-4"},"PeriodicalIF":1.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-019-00537-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36922376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Three Critical Elements for Real-Time Monitoring of Implementation and Adaptation of Prevention Programs.","authors":"Melissa E DeRosier","doi":"10.1007/s10935-019-00538-3","DOIUrl":"https://doi.org/10.1007/s10935-019-00538-3","url":null,"abstract":"<p><p>We are at a place in history where the prevention science literature has established a cadre of evidence-based programs and practices (EBPPs) that have been proven, under controlled efficacy and effectiveness trials, to significantly improve the well-being of those served. Research in implementation science has also repeatedly demonstrated the importance of fidelity for realizing the benefits of these EBPPs when applied in real-world contexts. However, as a field, while we have ever-increasing evidence of 'what' systems and supports are needed to take EBPPs to scale, we continue to struggle with 'how' to successfully bring them to scale with quality in real-world service settings. The articles in this special issue of The Journal of Primary Prevention (JPP) further our understanding of the dimensions that need to be considered when scaling EBPPs and help inform what a scalable implementation support system would entail. The following commentary discusses implications for such a system and presents an example of using technology to support scaling up EBPPs while maintaining program fidelity and quality.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 1","pages":"129-135"},"PeriodicalIF":1.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-019-00538-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36922377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Qualitative Comparative Analysis: A Mixed-Method Tool for Complex Implementation Questions.","authors":"Laura G Hill,&nbsp;Brittany Rhoades Cooper,&nbsp;Louise A Parker","doi":"10.1007/s10935-019-00536-5","DOIUrl":"https://doi.org/10.1007/s10935-019-00536-5","url":null,"abstract":"<p><p>The translation and scale-up of evidence-based programs require new methods to guide implementation decisions across varying contexts. As programs are translated to real-world settings, variability is introduced. Some program components may have minor roles to play in producing positive outcomes, and some may have major roles, but only if adapted to meet different contextual demands. While some sources of variability are likely to improve program outcomes, we currently lack methods that allow us to determine the critical components or combinations of components that serve as causal pathways to a desired outcome and then to advise practitioners accordingly. In this paper, we introduce a promising tool for this purpose and illustrate its use in a translational research context. Qualitative Comparative Analysis (QCA) is often used to examine causality in situations that have complex, multiply-determined outcomes. The basic premise of QCA is that different sets of causal conditions, or causal pathways, may lead to a single outcome (the principle of equifinality). We applied QCA to a selection of the highest- and lowest-performing programs from a multi-year two-state dissemination of The Strengthening Families Program for Parents and Adolescents 10-14 to determine which components or combinations of components at the implementation, program delivery, and participant levels produced desired participant outcomes. In particular, we examined which components were necessary (i.e., in the absence of these factors, the outcome didnot occur), and which were sufficient (i.e., in the presence of these factors, the outcome always occurred). Results demonstrated that certain conditions were necessary for program success. In addition, given those necessary conditions, there were two sets of conditions sufficient to produce success, regardless of the presence or absence of any of the others. QCA, not previously used in prevention science research, helps to illuminate causal pathways, leading to concrete, evidence-based implementation decisions that facilitate generalization and scale-up.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 1","pages":"69-87"},"PeriodicalIF":1.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-019-00536-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36887452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Reported Engagement in a Drug Prevention Program: Individual and Classroom Effects on Proximal and Behavioral Outcomes.","authors":"William B Hansen,&nbsp;Charles B Fleming,&nbsp;Lawrence M Scheier","doi":"10.1007/s10935-018-00532-1","DOIUrl":"10.1007/s10935-018-00532-1","url":null,"abstract":"<p><p>Numerous studies emphasize the role of student engagement in academic learning and performance. Less known is whether engagement plays a role in drug prevention program outcomes. We examined a self-report measure of engagement as part of the All Stars Core drug prevention program evaluation, assessing its impact on target risk mechanisms and behavioral outcomes. Students completed pretests just prior to and posttests just after completing the intervention. Surveys assessed demographics, proximal intervening measures (i.e., commitments to avoid substance use and antisocial behavior, perceived lifestyle incongruence with substance use and antisocial behavior, normative beliefs about substance use and antisocial behavior, and parental attentiveness), and distal outcome measures of alcohol, cigarette use, and antisocial behaviors. A brief 6-item posttest measure including items tapping the students' perspective on the quality of teaching the program material and their level of engagement with the program was internally consistent (α = .79). Multi-level analyses positing engagement effects at both the classroom- and individual-level indicated that classroom average engagement was significantly associated with all the targeted risk mechanisms, and outcomes of antisocial behavior and alcohol use, controlling for pretest measures and classroom size. Individual student engagement relative to classroom peers was significantly associated with all posttest target risk mechanisms and behavioral outcomes. The current findings suggest that students should routinely provide assessments of engagement and perceived quality of teaching, which would improve our understanding of how prevention programs work. Teachers can improve engagement by paying attention to students when they speak in class, making the program enjoyable to participants, encouraging students to share opinions, stimulating attentiveness, being well prepared to deliver the intervention, and helping students think broadly about implications of drug prevention as it affects their lives. This type of support will ultimately engage students in ways that will enhance the likelihood that these programs will have their desired effects.</p>","PeriodicalId":47644,"journal":{"name":"Journal of Primary Prevention","volume":"40 1","pages":"5-34"},"PeriodicalIF":1.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10935-018-00532-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36843446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}