Journal of prevention and health promotion最新文献_第9页

Prevention Science as a Platform for Solving Major Societal Problems and Improving Population Health 预防科学:解决重大社会问题和提高人口健康水平的平台

Journal of prevention and health promotion Pub Date : 2020-07-01 DOI: 10.1177/2632077020948786

K. Herman, W. Reinke, A. Thompson

引用次数: 2

Suicide Prevention: An Issue of Social Justice 自杀预防:一个社会正义的问题

Journal of prevention and health promotion Pub Date : 2020-07-01 DOI: 10.1177/2632077020946419

J. Westefeld

引用次数: 3

Impact of a Brief, Bystander Bullying Prevention Program on Depressive Symptoms and Passive Suicidal Ideation: A Program Evaluation Model for School Personnel. 简短的旁观者欺凌预防计划对抑郁症状和被动自杀意念的影响：针对学校工作人员的项目评估模型。

Journal of prevention and health promotion Pub Date : 2020-07-01 Epub Date: 2020-07-26 DOI: 10.1177/2632077020942959

Aida Midgett, Diana M Doumas, Claudia Peralta, Laura Bond, Brian Flay

{"title":"Impact of a Brief, Bystander Bullying Prevention Program on Depressive Symptoms and Passive Suicidal Ideation: A Program Evaluation Model for School Personnel.","authors":"Aida Midgett, Diana M Doumas, Claudia Peralta, Laura Bond, Brian Flay","doi":"10.1177/2632077020942959","DOIUrl":"10.1177/2632077020942959","url":null,"abstract":"The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program (\"stealing the show,\" \"turning it over,\" \"accompanying others,\" and \"coaching compassion,\" [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community (N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"1 1","pages":"80-103"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7968865/pdf/nihms-1623835.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25504206","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}

引用次数: 0

Examining the Effects of an Intergroup-Based Diversity and Social Justice Course on Students’ Multicultural Competencies and Engagement 考察基于群体间的多样性和社会正义课程对学生多元文化能力和参与的影响

Journal of prevention and health promotion Pub Date : 2020-07-01 DOI: 10.1177/2632077020943845

Reuben Faloughi, K. Herman

{"title":"Examining the Effects of an Intergroup-Based Diversity and Social Justice Course on Students’ Multicultural Competencies and Engagement","authors":"Reuben Faloughi, K. Herman","doi":"10.1177/2632077020943845","DOIUrl":"https://doi.org/10.1177/2632077020943845","url":null,"abstract":"Finding ways to support colleges in reducing the frequency of discrimination experiences is imperative to improve the health of the nation and reduce health disparities. The current study evaluated the effectiveness of an intergroup dialogue (IGD)-based diversity and social justice course offered to undergraduate students at a large, midwestern university. Students enrolled in the course completed pre- and postcourse evaluation survey measures of critical consciousness, appreciation for diversity, preference for inequality, and week-to-week ratings of openness, connectedness, and participation in the course. Results suggest the course intervention had positive effects on students’ critical consciousness and appreciation of diversity scores. In addition, latent profile and transition analyses indicated students were significantly more likely to stay or move into adaptive versus less adaptive patterns of engagement (i.e., self-rated participation, openness, and connectedness). Findings are discussed in relationship to IGD theory and practice and implications for future research and implementation of IGD-based coursework.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"16 1","pages":"104 - 130"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80992768","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: 1