bluuebunny/crossref_metadata_2025 huggingface dataset:
Research on Disseminating and Implementing Health Education Programs in Schools
Authors: Basch Charles E.
Published: October 2009

Numerous school health education programs have been developed. No matter how effective a given program may be, however, its impact will be determined by the extent to which it actually is disseminated and maintained in classrooms. The dissemination of a program involves purposeful efforts by agencies usually outside the school to implement the program in many different schools, while program implementation involves efforts by those within a given school to effectively use the program in its classrooms. This paper has been prepared to review concepts, strategies, and methods used to study dissemination and implementation; to specify the functions of dissemination and implementation research; and to describe general approaches and specific procedures to evaluate the effectiveness of dissemination and implementation activities. As we develop more and better school health education interventions, the need for research that will allow us to efficiently transport these interventions to classrooms throughout the nation becomes increasingly important.
Integrating Cardiovascular Health Education with an English Curriculum in a Secondary School
Authors: Holcomb J. David , Nelson Jo , Carbonari Joseph , Ingersoll Ralph W. , Chamberlain Robert M. , Luce Wilbur M. , Weinberg Armin D.
Published: October 2009

ABSTRACT*

The purpose of this study was to assess the impact on cognitive and attitude retention of a cardiovascular (CV) health education unit that was integrated within high school English classes. The integrated program was an extension of previous research on the Cardiovascular School Health Curriculum that was developed by the National Heart and Blood Vessel Research and Demonstration Center, Baylor College of Medicine.

The results of this study supported the hypotheses that CV health education can be successfully integrated within the English curriculum of secondary schools. This joint effort between health education and a liberal art assisted students in retaining important facts related to CV disease and in maintaining more positive attitudes toward their abilities to control their CV risks.
Smoking Behavior and the Tobacco Crop
Authors: Wilson Richard W. , Higgins C. Wayne
Published: October 2009

The purpose of the study was to measure the influence of the physical and economic presence of the tobacco crop on the smoking behavior and related attitudes of adolescents in tobacco raising regions. A stratified random sample of all grades five‐12 from the schools in four Kentucky counties yielded a sample size of 1,322 students. A variable called Tobacco Crop Intensity (TCI), based on pounds of tobacco sold per population and land area, was defined. It was determined that the counties were polarized on this variable; two counties have a much more significant crop. Students from the pairs of counties were surveyed and compared. Results indicate that young people living in the counties with high intensity tobacco production or whose parents grow tobacco were twice as likely to smoke cigarettes; some of their attitudes and beliefs indicate a greater predisposition to cigarette smoking. Implications for government agricultural and educational policy are discussed.
Weight Control in Adolescent Girls: A Comparison of the Effectiveness of Three Approaches to Follow‐up
Authors: DeWolfe Judith A. , Jack Elizabeth
Published: October 2009

ABSTRACT*

The purpose of the project was to compare the effectiveness of three different types of follow‐up of a weight control program in assisting adolescent girls to achieve and maintain ideal body weight. During the initial phase of the weight control program, subjects attended two sessions of approximately one hour each for eight weeks. One session each week included theory and practice of physical exercise. The other session was devoted to behavioral control of eating and diet therapy. After eight weeks, 18 subjects were divided randomly into three groups for follow‐up: Group 1 — monthly measurements and reinforcement of behavioral, diet, and exercise components of the weight control program; Group 2 — monthly measurements; and Group 3 — annual measurements. Fifteen subjects completed the 12‐month follow‐up program. Mean weight loss during follow‐up of Group 1 was 3.65 kg, Group 2 was 1.90 kg, while Group 3 had a mean weight gain of 3.44 kg. The results suggest that regular follow‐up may be a critical element in successful weight control programs for adolescent girls.
Meeting the Needs of the Teen‐age Pregnant Student: An In‐school Program That Works
Authors: McAfee Marion L. , Geesey Marjorie R.
Published: October 2009

The drop‐out rate for pregnant students in the York (Pennsylvania) City School District is dramatically lower than the national average because the district recognized the need for meeting the unique problems of the pregnant student. In York, as in the rest of the nation, teen‐age pregnancy was on the increase. Administrators of the district realized that a separately housed alternative education program would be too costly. In January 1979, the authors designed and implemented an in‐school program called “Changing Roles.” Five years later, that program has become an important factor in keeping the majority of pregnant students in school, at the same time, providing the girls the special information they need. In the 1982‐83 school year, only 9.5% of the pregnant students dropped out of York City schools. This rate is far below the national drop‐out rate of 80% to 90%.
A New Approach to Health Education Inservice Training
Authors: Lawrenz Frances
Published: October 2009

Inservice training to promote health education is important and, for it to be truly effective, teachers must be intimately involved from the beginning. This article describes the operation of the Portal School Program at Arizona State University which is one method for promoting health education in elementary schools. The program is easy to implement and has been shown to be effective. The program uses a three‐phase approach of development, dissemination, and review. It provides for the development of teacher designed health education materials, promotes the use of these materials in the classroom, and provides a mechanism for their review and refinement.
Competencies of Florida School Health Educators
Authors: Sutherland Mary , Fasko Daniel
Published: October 2009

This study examined and compared the importance of specific competencies for bachelor's level and master's level school health educators in Florida. A survey instrument utilizing a five‐point scale was administered to 69 respondents to ascertain the importance of 135 competencies in the areas of administration, evaluation, general health knowledge, and communication. Results of the analysis of data indicate that bachelor's level health educators require competencies necessary for the direct delivery of health instruction, while master's level health educators need to possess specific competencies in administration and evaluation.
Identifying the Educational Implications of Chronic Illness in School Children
Authors: Thies Kathleen M.
Published: October 2009

ABSTRACT: Children and adolescents with chronic illness such as asthma, diabetes, and cancer are at the intersection of the health and education systems. At school, their health needs may be attended to by a school nurse, while their educational needs may be overlooked. This article helps school personnel become more proactive in identifying the educational implications of chronic illness in school children. The confusing array of terms used to refer to this population by health professionals and educators are clarified, and estimates of the size of the population are provided. The potential impact of some common disease processes, treatments, and medications are reviewed, as are the risks of chronic absenteeism. Suggestions for how school and health professionals can identify and work with this group of children are offered.
School Violence, Substance Use, and Availability of Illegal Drugs On School Property Among US High School Students
Authors: Lowry Richard , Cohen Lisa R. , Modzeleski William , Kann Laura , Collins Janet L. , Kolbe Lloyd J.
Published: October 2009

ABSTRACT: To determine if school violence is associated with substance use and availability of illegal drugs at school, this study examined data from the 1995 Youth Risk Behavior Survey, a nationally representative sample of10,904 high school students. Adjusted odds ratios were calculated to describe the associations of tobacco, alcohol, and marijuana use (on and off school property), and availability of illegal drugs at school with five indicators of school violence ‐ weapon‐carrying, physical fighting, having property stolen or damaged, being threatened or injured, and being absent from school because of feeling unsafe. School violence indicators increased with the number of substances used and the location of use (on school property vs. off school property). School violence was associated with availability of illegal drugs at school, even among students who did not use substances. These findings suggest a need for coordinated violence and substance use prevention programs for youth in school and community settings.
School‐related Stress and Psychosomatic Symptoms Among School Adolescents
Authors: Natvig Gerd Karin , Albrektsen Grethe , Anderssen Norman , Qvarnstrøm Ulla
Published: October 2009

ABSTRACT: Associations between psychosomatic symptoms and school‐induced stress, and personal and social resources were analyzed among 862 Norwegian adolescents ages 13–15 years participating in the WHO project, “Health Promoting Schools.” Stress‐related factors were represented by the average of scores of 3–12 items. Both in combined and separate analyses of each psychosomatic symptom, increasing school distress, the most direct measure of stress experience, was associated with increased risk. A similar relationship was found with school alienation, though not significant for all symptoms. Social support from the teacher decreased the risk among girls, whereas social support from other pupils reduced the risk among both genders, but in particular among boys. No consistent associations were seen between psychosomatic complaints and general or school‐related self‐efficacy or decision control. In some analyses, however, these factors seemed to modify the association with school distress or school alienation.
Predictors of Sixth Graders Engaging in Sexual Intercourse
Authors: Robinson K. Lynne , Teiljohann Susan K. , Price James H.
Published: October 2009

ABSTRACT: Researchers explored factors related to sixth graders' sexual behavior. First, level of sexual behavior and sexual behavior intentions were examined. Second, health‐related risk behaviors and constructs from Social Support and Social Cognitive theories were analyzed based on race and gender to determine their predictive value for sixth graders engaging in sexual intercourse. Findings Indicated that very few sixth graders engaged in sexual intercourse or in high‐risk behaviors such as smoking. Of the risk factors examined, smoking was the highest predictor of engaging in sexual intercourse for all categories of race and gender. Of the constructs. Efficacy Expectations consistently predicted engaging in sexual intercourse for all race and gender categories.
A Community Pediatric Prevention Partnership: Linking Schools, Providers, and Tertiary Care Services
Authors: Farrior Kim Crickmore , Engelke Martha Keehner , Collins Catherine Shoup , Cox Carol Gordon
Published: October 2009

ABSTRACT: Integrated school health services traditionally have been provided through the local board of education or health department. However, increased competitiveness in the health care arena has challenged providers to find innovative models to deliver health services to school‐aged children. This article describes a partnership among a hospital, a university, private providers, and a local school system and health department to provide school health services. Noteworthy aspects of the project include the organizational structure and funding of the program, implementation of a case management model, and a focus on documenting outcomes. This program has been successful in building local alliances to provide health care services to school children. Implications for other school systems struggling to fund health services for school‐aged children are discussed.
The Minnesota DARE PLUS Project: Creating Community Partnerships to Prevent Drug Use and Violence
Authors: Perry Cheryl L. , Komro Kelli A. , Veblen‐Mortenson Sara , Bosma Linda , Munson Karen , Stigler Melissa , Lytle Leslie A. , Forster Jean L. , Welles Seth L.
Published: October 2009

ABSTRACT: The research community has criticized Drug Abuse Resistance Education (D.A.R.E.) because the extant literature indicates a lack of evidence that the elementary school program prevents drug use. Yet D.A.R.E. continues to be the most widely implemented drug use prevention program in the United States and has considerable community support. To date, the junior high D.A.R.E. program has not been evaluated. The Minnesota DARE PLUS Project is a randomized trial of 24 schools and communities. During 1999–2001, students in eight schools will receive the junior high D.A.R.E. curriculum in 7th grade; eight schools also will receive the curriculum as well as additional parent involvement, peer leadership, and community components in the 7th and 8th grades; and eight schools will serve as controls. This article describes the background and conceptualization, the curriculum and additional intervention components, and the evaluation methods of the DARE PLUS Project.
Longitudinal Tracking and Retention in a School‐Based Study on Adolescent Smoking: Costs, Variables, and Smoking Status
Authors: Mills Catherine A. , Pederson Linda L. , Koval John J. , Gushue Sharon M. , Aubut Jo‐Anne L.
Published: October 2009

ABSTRACT: Methods used to track a cohort of Grade 6 students through Grades 8 and 11, and costs involved for survey completion in school and by mail for ever and never smokers from the original group are detailed. At baseline, 1,598 students in Scarborough, Canada, completed a questionnaire on smoking, drinking, and health, and again in Grade 8 (N=1,543/1,598) and Grade 11 (N=1,454/1,598). In Grades 8 and 11, tracking and administering the questionnaire was more costly per participant when the survey was administered by mail than in school. Average completion costs were highest for Grade 11 students who used tobacco at baseline ($52.44). Students categorized as ever smokers in Grade 6 were harder to locate at each phase of testing, which suggests that this group should be identified at baseline so that closer tracking procedures may be employed between data collection points.
Primary Prevention: Educational Approaches to Enhance Social and Emotional Learning
Authors: Elias Maurice J. , Weissberg Roger P.
Published: October 2009

ABSTRACT: The 1995publication of Goleman's Emotional Intelligence triggered a revolution in mental health promotion. Goleman's examination of Gardner's work on multiple intelligences and current brain research, and review of successful programs that promoted emotional health, revealed a common objective among those working to prevent specific problem behaviors: producing knowledgeable, responsible, nonviolent, and caring individuals. Advances in research and field experiences confirm that school‐based programs that promote social and emotional learning (SEL) in children can be powerful in accomplishing these goals. This article reviews the work of the Collaborative to Advance Social and Emotional Learning (CASEL), its guidelines for promoting mental health in children and youth based on SEL, key principles, and examples of exemplary programs.
Overcoming Challenges in Outcome Evaluations of School Mental Health Programs
Authors: Nabors Laura A. , Weist Mark D. , Reynolds Matthew W.
Published: October 2009

ABSTRACT: Significant growth and improvement of school mental health programs has occurred in recent years. However, evaluation of outcomes for children receiving these services is needed to provide accountability data and ensure the sustainability of these programs. When designing studies, evaluators must overcome several challenges that may threaten the validity of their conclusions. In this paper, threats or challenges to the internal and external validity of results from evaluation studies are reviewed. Suggestions are provided for overcoming these challenges, in order to encourage future evaluation activities in this developing field and to document the impact of services for youth and their families.
Sun Protection is Fun! A Skin Cancer Prevention Program for Preschools
Authors: Tripp Mary K. , Herrmann Nancy B. , Parcel Guy S. , Chamberlain Robert M. , Gritz Ellen R.
Published: October 2009

ABSTRACT: Children and their caregivers are prime candidates for intervention to curb the rising incidence of skin cancer in the United States. Preschools provide a unique opportunity to influence the sun protection practices of parents and teachers on behalf of young children. Sun Protection is Fun!, a comprehensive skin cancer prevention program developed by The University of Texas M. D. Anderson Cancer Center in collaboration with The University of Texas‐Houston Health Science Center School of Public Health, was introduced to preschools in the greater Houston area. The program's intervention methods are grounded in Social Cognitive Theory and emphasize symbolic modeling, vicarious learning, enactive mastery experiences, and persuasion. Program components include a curriculum and teacher's guide, videos, newsletters, handbooks, staff development, group meetings designed to encourage schoolwide changes to support the program, and sunscreen. The intervention map, including objectives for program development, implementation, and evaluation, is discussed.
Analysis of a Bi‐State, Multi‐District, School‐Based Hepatitis B Immunization Program
Authors: Wilson Thad , Harman Sandy
Published: October 2009

ABSTRACT: A descriptive correlational research design assessed factors influencing participation and completion rates, and to determine vaccine administration costs, in a school‐based Hepatitis B vaccination program. Of 18,046 students in public and private schools in the metropolitan Kansas City, Mo., area, 12,986 (73.4%) participated with approximately 75% of these students completing the vaccine series. Larger schools reported decreased participation and completion rates. Both rates were highest in schools providing educational interventions. Schools with a large population of commercially insured students reported low participation rates (65%), but high completion rates (85%). Schools with a high number of Medicaid‐eligible students had high participation rates (97%), but low completion rates (67%). The vaccine cost $5.06 per dose to administer.
Meeting the Preteen Vaccine Law: A Pilot Program in Urban Middle Schools
Authors: Boyer‐Chuanroong Lynda , Deaver Paul
Published: October 2009

ABSTRACT: California, the most populous state in the nation, is one of many states that implemented vaccination requirements for preteens. While kindergarten requirements are well‐established and accepted by parents, implementation of preteen vaccination requirements requires inter‐ and intra‐institutional adjustments, educational and public relations efforts, and an augmentation of vaccination delivery systems. This article describes a pilot program in two middle schools in an urban school district and offers planning strategies and practical tools to assist school nurses and health providers to implement preteen requirements.
Utilizing the SIECUS Guidelines to Asses Sexuality Education in One State: Content Scope and Importance
Authors: Moore Michele Johnson , Rienzo Barbara A.
Published: October 2009

ABSTRACT: Comprehensive sexuality education programs, advocated as the most effective means of promoting sexual health for youth, include a broad range of sexuality topics taught throughout the school years as a part of comprehensive health education. Programs must include not only the negative consequences of sexual behavior, but content that cultivates a positive view of sexuality as well. This study assessed the scope of sexuality education topics taught, using the SIECUS Guidelines for Comprehensive Sexuality Education: Kindergarten ‐ 12th Grade, and rated importance of these topics, by public high school teachers within a state that mandates sexuality education. The majority of the 261 teachers responding to the survey reported they taught most of the topics recommended by the Guidelines. They also rated most Guidelines' topics as “important” to teach. However, numerous teachers omitted topics crucial to comprehensive sexuality education. The relationship between teacher ratings of importance and what was taught, and implications for future research are discussed.
Strategies to Maximize Retention of a Sample of Young Adolescents in a Longitudinal Evaluation of Healthy & Alive!
Authors: Simkin Linda S. , Hirsch Lesley , Radosh Alice , Middlestadt Susan E. , Kaiser Javaid , Santelli John S.
Published: October 2009

ABSTRACT: The authors implemented strategies to maximize cohort retention to avert loss of statistical power and minimize bias in a longitudinal evaluation of a middle school HIV/STD prevention intervention. A retention rate of 80% of the baseline sample (n = 2,975) at six months and 73% at 18 months was achieved despite high reported rates of student mobility and a major system reorganization in one urban district. The strategies increased retention but did not eliminate differences in demographic characteristics and behaviors between the groups of retained and lost students. Results confirm the need to implement retention strategies early and to maintain them throughout data collection. Information from a tracking data base can be used to prioritize students for follow‐up to reduce bias from sample loss.
An Approach to Teaching for Critical Thinking in Health Education
Authors: Broadbear James T. , Keyser Bette B.
Published: October 2009

ABSTRACT: Teaching for critical thinking represents a vital and emerging priority in school health education. A variety of conceptions of critical thinking and approaches to teaching for critical thinking exist in the literature. This paper explores the relevance of Richard Paul's concept of critical thinking to health education. Paul's work on critical thinking has been widely disseminated and features three inter‐related components called the elements of reasoning, intellectual standards, and intellectual traits. Each component appears highly relevant to health education. Paul's approach is also based on natural rather than technical language which improves its utility in learning. Unanswered questions about the approach concern the degree to which the thinking skills and traits can be transferred to health instruction and the lack of evaluation research demonstrating its efficacy. Further inquiry into the applicability and efficacy of the approach is needed.
Medication Administration Practices of School Nurses
Authors: McCarthy Ann Marie , Kelly Michael W. , Reed David
Published: October 2009

ABSTRACT: This study assessed the medication administration practices of school nurses. From a random sample of 1,000 members of the National Association of School Nurses, 649 (64.9%) completed the survey developed for the study. These school nurses report that during a typical day, 5.6% of children receive medication in school, with 3.3% receiving medications for ADHD. Almost all the school nurses follow written guidelines for administering medication. Potential problems were identified in documenting side effects of medications, storage of medications, student self‐administration practices, and appropriate authorization of nonprescription drug use. Most nurses (75.6%) delegate medication administration to unlicensed assistive personnel (UAP), with secretaries (66.2%) the most common UAP. Discomfort with delegation and confusion over state nurse practice laws were noted. Errors in administering medications were reported by 48.5% of the school nurses, with missed dose (79.7%) the most common error. Factors identified as contributing to errors included use of UAP and responsibility for large numbers of students.
Relationship Between Cigarette, Smokeless Tobacco, and Cigar Use, and Other Health Risk Behaviors Among U.S. High School Students
Authors: Everett Sherry A. , Malarcher Ann M. , Sharp Donald J. , Husten Corinne G. , Giovino Gary A.
Published: October 2009

ABSTRACT: This study examined relationships between tobacco use and use of other substances, intentional injury risk behaviors, and sexual risk behaviors among US high school students. Data about tobacco use and other health risk behaviors were analyzed from the 1997 national Youth Risk Behavior Survey implemented by the Centers for Disease Control and Prevention. One‐fourth of students (24%) reported current use of a single tobacco product (ie, cigarettes, smokeless tobacco, or cigars during the 30 days preceding the survey), and 19.5% reported currently using more than one tobacco product. Generally, students who reported current tobacco use also reported engaging in other substance use, intentional injury risk behaviors, and sexual risk behaviors. For many risk behaviors, these results were especially pronounced among students who reported using two or all three tobacco products. Programs designed to prevent tobacco use should consider that such use often occurs concomitantly with other health risk behaviors.
Evaluation of School‐Based HIV Prevention Education Programs in New Jersey
Authors: Lohrmann David K. , Blake Susan , Collins Tom , Windsor Richard , Parrillo Anthony V.
Published: October 2009

ABSTRACT: This paper presents results from a process evaluation conducted by the New Jersey Department of Education (NJDOE). Representative samples of middle and high school superintendents, principals, lead health teachers, and HIV teachers provided information assessing whether local district policy content was consistent with the state's policy code, the dynamics of local policy development, and school district staff perceptions and practices regarding HIV education policies. NJDOE also was interested in determining: ifinservice training was accessible to teachers assigned to provide HIV education; the scope and impact of HIV inservice programs; and the training needs of staff assigned to teach the HIV curriculum. Finally, NJDOE was interested in determining: local curricula scope, sequence, and approach; the extent to which local curricula were skills‐based; and local expectations for instructional outcomes. As a result of the evaluation, program staff identified areas needing remediation and planned for program improvement in new areas.
Multidisciplinary Teaming to Promote Effective Management of Type 1 Diabetes for Adolescents
Authors: Strawhacker MaryAnn Tapper
Published: October 2009

ABSTRACT: Intensive diabetes therapy can reduce the long‐term microvascular complications of Type 1 diabetes and improve glucose control. Managing the demands of intensive therapy however, often poses a burden on adolescents and their families. Through multidisciplinary teaming, the school health office can facilitate active participation in treatment, coordinate services, and maximize use of community resources. This paper presents a general overview of intensive diabetes therapy, psychosocial implications of chronic illness in adolescence, effects of chronic illness on the family, and behavior change strategies to improve adherence with disease management guidelines.
The Relationship of Adolescent Perceptions of Peer Norms and Parent Involvement to Cigarette and Alcohol Use
Authors: Olds R. Scott , Thombs Dennis L.
Published: October 2009

ABSTRACT: This investigation assessed the relative influence of peer norms and parental involvement on adolescent cigarette and alcohol use. An anonymous questionnaire was administered to 2,017 seventh‐ to 12th‐grade students in two Ohio public school districts. Cigarette and alcohol use rates in the sample were comparable to those found in national probability surveys. Results indicated that the relative balance of peer‐parent influences did not differ across grade level. At all grade levels, perceived peer norms had substantially greater correlations with cigarette and alcohol use than did measures of perceived parental involvement. The findings are interpreted from an efficiency perspective. Optimal use of prevention resources suggest that programming for seventh‐ to 12th‐graders should focus on shaping the perceptions of peer smoking and drinking practices rather than on parent interventions. Social norms marketing or other forms of normative education should be tested in this population.
Principal and Teacher Reports of Strategies to Enforce Anti‐Tobacco Policies in Florida Middle and High Schools
Authors: Tubman Jonathan G. , Vento Rita Soza
Published: October 2009

ABSTRACT: This study describes anti‐tobacco policies implemented by middle and high schools in Florida. All schools had in place formal anti‐tobacco policies but implementation of those policies was more rigorous at the middle school level. Principals and tobacco use prevention education teachers reported the formal and informal strategies used to enforce their school's anti‐tobacco policies. Punitive enforcement strategies were more commonly reported than nonpunitive strategies. Enforcement strategies were significantly associated with several features of school settings including number of supports for teachers' efforts, teachers' perceptions of program success, and training opportunities for teachers. Middle school staff reported using significantly more enforcement strategies than high school staff, and their strategies were more likely to be associated with school context variables. Implications of these findings for the maintenance of anti‐tobacco programs in secondary schools are discussed.
The Role of Academic Discipline and Gender in High School Teachers' AIDS‐Related Knowledge and Attitudes
Authors: Dawson Lori J. , Chunis Michelle L. , Smith Danielle M. , Carboni Anthony A.
Published: October 2009

Adolescents represent the fastest growing segment of HIV+ individuals in the United States. Therefore, high school teachers should be both knowledgeable of and comfortable with issues related to HIV/AIDS. This study examined high school teachers' AIDS‐related knowledge and attitudes. One hundred forty‐one high school teachers from nine central Massachusetts high schools participated. Participants completed the “HIV/AIDS Knowledge and Attitudes Scales for Teachers,” as well as questions regarding their teaching experience and academic disciplines. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. Significant differences were found based on academic discipline, with allied health teachers scoring significantly higher on the knowledge scale than teachers in any other discipline. Specific examples are discussed, as is the need for increased teacher training and comprehensive AIDS education.
Effects of an Urban High School‐Based Child Care Center on Self‐Selected Adolescent Parents and Their Children
Authors: Williams Elizabeth Gillis , Sadler Lois S.
Published: October 2009

ABSTRACT: This study examined the effects of an urban high school‐based child care center on parenting teens and their children enrolled during 1995‐1998. Retrospective record review of 52 low‐income, urban adolescent parents enrolled at the Celotto Child Care Center (CCCC) during the period of study was conducted from the CCCC and the high school records. Mean age of the student parents was 17 years (s.d. = 1.3) and mean grade level was 11.2 (s.d. = l). Most parents were female (98%) and African American (62%). Children enrolled at CCCC had a mean age of 10 months (s.d. = 10.8). Students using the services of CCCC showed improvement in overall grade point averages, and 100% were educationally successful as defined by promotion to the next grade or graduating from high school. None of the students experienced a repeat childbirth during the period of CCCC enrollment. Ninety percent of children were up‐to‐date with pediatric health visits and immunizations. These results lend strong support to the importance of extending child care and social support services to teen parents, and for the implementation of high school‐based child care centers as alternative sites for these critically important services. (J Sch Health. 2001;71(2):47–52)
Support for School‐Based Reproductive Health Services Among South Carolina Voters
Authors: Lindley Lisa L. , Reininger Belinda M. , Saunders Ruth P.
Published: October 2009

ABSTRACT: In 1997 a statewide random digit‐dialed telephone survey of 534 South Carolina registered voters was conducted to determine level of support for school‐based reproductive health services. Results indicated most voters supported services in secondary schools that would provide students with information and counseling about contraceptive methods and refer students to community‐based agencies for abstinence education and counseling. Voters were less supportive of reproductive health services that would diagnose or treat sexually transmitted diseases, test for pregnancy, refer students to community‐based agencies for contraceptives, or make contraceptives available to students at school. Significant associations in support for school‐based reproductive health services were reported based on income, personal beliefs, intentions, and outcome expectations regarding sexuality education and contraceptive availability. These data reinforce the need for school‐aged youth in South Carolina to have access to reproductive health services within their communities, outside of the school setting. (J Sch Health. 2001;71(2):66‐72)
Attitudes Toward Smoking and Family‐Based Health Promotion Among Rural Mothers and Other Primary Caregivers Who Smoke
Authors: Tilson Elizabeth C. , McBride Colleen M. , Albright Jennifer B. , Sargent James D.
Published: October 2009

ABSTRACT: The family milieu provides a potential context for integrating smoking cessation and prevention activities to complement school‐based efforts. In this study, surveys were mailed to caregivers of elementary school children to assess demographics, smoking characteristics and attitudes, and receptivity to and preferred format for health promotion programs. Fifty‐three percent (n=276) of 501 caregivers responded. Among smokers, most did not want their children to smoke, and they wanted to quit themselves; 91% considered it important to involve their children in their smoking cessation attempts; and 70% expressed willingness to participate in health promotion for the entire family. Written materials either mailed home or brought home from school were the preferred program formats. These findings suggest the feasibility of a program in which adults and children work together at home on smoking cessation and prevention activities that might increase the effectiveness of school‐based smoking prevention messages.
Legislation, Policy, and Tobacco Use Among Youth: Implications for Health Care Providers
Authors: Stevens Kathleen R. , Barron A. Marie , Ledbetter Carol A. , Foarde Katie M. , Menard Shirley W.
Published: October 2009

ABSTRACT: This paper addresses implications of recent tobacco legislation, policy, and tobacco use among youth in the context of health care policy and services. Tobacco use prevalence and definitions and diagnoses of nicotine addiction and dependence are described. Assessment of smoking prevalence in Texas provides a case study of the problem and potential solutions for tobacco use among youth. The case study highlights specific implications to be considered when providing health care focused on prevention and risk reduction for youth. The paper concludes with implications and critical Internet resources for health care providers engaging in youth tobacco control. (J Sch Health. 2001;71(3):89‐95)
Safety Makes Sense: A Program to Prevent Unintentional Injuries in New York City Public Schools
Authors: Eichel Joanne De Simone , Goldman Leslie
Published: October 2009

ABSTRACT: Estimates suggesting that 10% to 25% of unintentional injuries to school‐aged children occur in and around American schools are alarming. Information from the National Health Information Survey indicates as many as 3.7 million children are injured in schools annually. To address these concerns, The New York Academy of Medicine and the Board of Education of the City of New York in 1998 launched Safety Makes Sense, a multidimensional school‐based, injury prevention initiative. The Safety Makes Sense program integrates unintentional injury prevention into comprehensive school health education in elementary and middle school classrooms and is implemented by interdisciplinary teams within a coordinated school health program. The multifaceted program also integrates safety and music education, and includes development of a handbook for teachers and staff, student booklets, staff development training workshops, and evaluation.
Factors Associated with Student Participation in a School‐Based Hepatitis B Immunization Program
Authors: Goldstein Susan T. , Cassidy William M. , Hodgson Wesley , Mahoney Francis J.
Published: October 2009

ABSTRACT: This study examined the relationship between participation in a school‐based hepatitis B immunization program and teacher attitudes toward school‐based health care and student socioeconomic factors. A survey addressing teachers' attitudes was administered to all teachers participating in the program. Information regarding student participation in school lunch programs and scores on national standardized tests were collected. Of the 4,874 fifth‐grade students targeted for the program, 3,483 (72%) consented to be vaccinated and 3,232 (93% of 3,483) received all three doses of vaccine. Socioeconomic factors were the most important predictors of student participation in this school‐based immunization program. Participation was significantly lower among students in schools with a high proportion of students receiving free or reduced‐price school lunch and with low test scores. The only teacher factor associated with student participation was whether the teacher had returned the questionnaire. Strategies to increase immunization coverage in school‐based programs should target children of low socioeconomic status.
Impact of a School‐Based Health Center on Emergency Department Use by Elementary School Students
Authors: Young Thomas L. , D'angelo Sandra L. , Davis James
Published: October 2009

ABSTRACT: While school‐based health centers (SBHC) improve student access to health services, it remains unclear if use of the centers can reduce hospital emergency department visits. This study evaluated the impact of an elementary school SBHC on emergency department visits by children enrolled in the center. Major reasons for visits included trauma (32%), otitis media (15%), upper respiratory infections (9%), and gastroenteritis (6%). Implementation of an elementary SBHC resulted in a significant decrease (p < 0.03) in non‐urgent emergency department visits. No difference existed in urgent emergency department visits. Medicaid‐insured children were more likely to use the emergency department than privately insured or uninsured children. Reducing emergency department visits can decrease medical costs and support the cost effectiveness of SBHCs.
Coverage of Adolescent Substance Use Prevention in State Frameworks for Health Education
Authors: Wyrick David , Wyrick Cheryl Haworth , Bibeau Daniel L. , Fearnow‐Kenney Melodie
Published: October 2009

ABSTRACT: Ten secondary health education state curriculum frameworks were reviewed for their inclusion of 12 mediators commonly used to prevent adolescent substance use. Specific aims of the investigation were: a) to identify the extent to which the 12 mediators were found in each framework; and b) to identify those frameworks that included Alcohol, Tobacco, and Other Drugs (ATOD) sections and determine to what extent the 12 mediators were found in those sections. A panel of three researchers independently reviewed each framework. Beliefs about consequences, decision‐making skills, and stress management skills were identified most often while commitment, lifestyle incongruence, and normative beliefs were identified least often. Among states that included ATOD sections, beliefs about consequences and resistance skills were the most commonly identified mediators. Commitment, goal setting, and normative beliefs were not identified in any ATOD sections. Research in prevention and implications for health education are discussed.
A YRBS Survey of Youth Risk Behaviors at Alternative High Schools and Mainstream High Schools in Hong Kong
Authors: Lee Albert , Tsang Clement K. K. , Lee Shiu‐hung , To Cho‐yee
Published: October 2009

In Hong Kong, prevocational schools serve as an alternative to mainstream schools to provide education with more emphasis on practical and technical subjects. In this paper, health‐risk behaviors of prevocational school (PVS) students were identified, and comparisons of health‐risk behaviors with or without adjusting the demographic factors from prevocational schools and mainstream schools were made. The PVS students were at higher risk for most categories of health‐risk behaviors such as unintentional and intentional injuries, smoking, alcohol drinking, glue sniffing, inadequate physical activity, insufficient consumption of fresh fruits and vegetables, and early sexual activity with multiple partners. Female students of PVS reported higher prevalence of emotional problems and substance abuse. Findings suggest that the school environment is an influential factor on the lifestyle behavior of students. Comprehensive health education and intervention programs are needed for youth in Hong Kong prevocational schools.
Primary Grade Teachers' Knowledge and Perceptions of Head Lice
Authors: Kirchofer Gregg M. , Price James H. , Telljohann Susan K.
Published: October 2009

This study examined primary grade teachers' knowledge of head lice, perceived self‐efficacy in dealing with head lice, and preferred resources of additional information on head lice. Survey data from a three‐wave mailing (M=292; 60%) found that teachers needed more knowledge regarding head lice and were significantly more knowledgeable as teaching experience increased. A plurality (46%) had high efficacy expectations scores regarding their ability to control the spread of head lice. Most (71%) primary teachers reported they received most of their head lice information from school nurses. Most (63%) said they would like more information on how to prevent head lice infestation, and they wanted the information in the form of videotapes (68%) and brochures (51%). Only 23% provided yearly instruction regarding head lice.
A Comparison of Menstrual Changes Expected by Pre‐Menarcheal Adolescents and Changes Actually Experienced by Post‐Menarcheal Adolescents in Mexico
Authors: Marván Ma. Luisa , Vacio Angeles , Espinosa‐Hernandez Graciela
Published: October 2009

This survey explored para‐menstrual changes that Mexican pre‐menarcheal girls expect to experience and para‐menstrual changes actually experienced by post‐menarcheal girls. The survey included 95 pre‐menarcheal girls who reported what they expected to experience in the para‐menstruum, and their answers were compared with para‐menstrual changes reported by 98 post‐menarcheal girls. There were more post‐menarcheal than pre‐menarcheal girls who reported negative physical changes, while more pre‐menarcheal girls expected to experience negative changes related to cognitive‐emotional expressions. Regarding positive para‐menstrual changes, despite the fact that hardly any of the girls named them, more post‐menarcheal girls reported positive changes than pre‐menarcheal girls who expected the changes. The dominant menstrual discourse concerning menstruation focused on para‐menstrual negative changes, which can lead pre‐menarcheal girls to anticipate their periods with fear and to overlook positive changes that may occur in the para‐menstruum.
Developing a Strategic Plan for School Health Services in Massachusetts
Authors: Sheetz Anne H.
Published: October 2009

ABSTRACT: School health service programs underwent rapid changes to meet the health needs of today's students. These needs stem largely from: a) increased number of students with special health care needs attending school, b) increased stress and time pressure on families, c) rapid restructuring of the health care system serving children, and d) recognition that schools provide opportunities to identify students with health risks. This paper describes seven components of a statewide Massachusetts plan to develop school health services by: a) setting standards, b) reviewing and revising statutes and regulations, c) promoting credentialing of school health personnel, d) providing continuing education on subjects pertinent to school health, e) exploring reimbursement systems and new funding sources, including funds from the tobacco settlement, f) exploring new models of care, and g) implementing data systems. The plan focuses on developing school nurse‐managed school health services within a public health model.
Efficacy of Training and Fidelity of Implementation of the Life Skills Training Program
Authors: Hahn Ellen J. , Noland Melody Powers , Rayens Mary Kay , Christie Dawn Myers
Published: October 2009

ABSTRACT: This study assessed the effectiveness of a model for diffusing the Life Skills Training (LST) Program into middle schools, examined implementation fidelity, and explored factors associated with involvement in training and program implementation. A convenience sample of master trainers (n = 44) and teachers (n = 45) from 16 Kentucky counties participated. Teachers were observed for content and process fidelity, and trainers and teachers completed questionnaires to assess factors related to training and program implementation. More than one‐fourth (27%) of master trainers conducted training sessions, and 60% of teachers taught the curriculum. While implementation fidelity was relatively high, teachers were less likely to use the more innovative elements of the program. Trainers and teachers who conducted training andlor taught the LST Program were more enthusiastic toward the program than those who did nothing beyond being trained.
Increasing Self‐Esteem and School Connectedness Through a Multidimensional Mentoring Program
Authors: King Keith A. , Vidourek Rebecca A. , Davis Beth , McClellan Warren
Published: October 2009

ABSTRACT: High levels of self‐esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior. This paper reports findings from year one of the Healthy Kids Mentoring Program, a multidisciplinary mentoring program for fourth‐grade students in a Midwestern public school. In October 2000, 28 fourth‐grade students were admitted into the program, based on findings from a 55–item survey distributed to all fourth‐grade students (N = 283) regarding overall self‐esteem, school, peer, and family connectedness and involvement in risky behavior. The program, which ran from January 2000 to May 2000, consisted of four components: 1) relationship building, 2) self‐esteem enhancement, 3) goal setting, 4) academic assistance. Pretest‐Posttest data showed significant improvements at posttest in mentored students' self‐esteem levels and positive connections to school, peers, and family. Mentored students also were significantly less likely to be depressed or involved in bullying and fighting at posttest than at pretest. Compared to nonmentored students, mentored students reported significantly higher school and family connectedness scores at posttest. Recommendations for effective mentoring program design are offered.