Youth Sense of Belonging final.pdf
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1) The document summarizes research on building community and sense of belonging for youth. It discusses how connectedness to families, schools, and communities leads to better health outcomes and less risky behaviors for adolescents. 2) Positive youth development programs that provide a supportive environment for youth have shown small benefits for academic achievement and psychological adjustment compared to programs focused solely on activities. 3) Community interventions like parenting programs that encourage collaboration and mutual support between community members have been associated with positive outcomes for families and youth.
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Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Identifying Community Priorities
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
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Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Identifying Community Priorities
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
The Urgent Need for School-based Primary Prevention Programs
The prevalence of American youth who engage in antisocial and health-damaging behaviors is unacceptably high. 24% of American 10 to 17 year olds engage in multiple, interrelated social and health risk behaviors, such as delinquency and substance use. An additional 26% experiment with some risk behaviors. Such widespread involvement jeopardizes the development of young people who participate in such activities, and often negatively affects their peers, family members, and community.
Societal changes-such as dramatic alterations in family structures and stability, reduced amounts of support and guidance for young people by responsible adults, and changing demographics resulting in larger numbers of economically disadvantaged children entering school-increase the likelihood that children will behave in antisocial ways, both in and out of school. These problems are especially pronounced for young urban adolescents. Urban young people encounter a diverse array of health-damaging environmental stressors while growing up in economically disadvantaged communities. In addition, rapid bodily changes, cognitive maturation, and increased social pressures can profoundly influence, and in some instances, disrupt the psychological functioning of young adolescents. Furthermore, the transition from self-contained elementary-school classrooms to the less structured middle-school culture often introduces new problems and concerns to compound those connected with growing up.
Difficult societal conditions and the high prevalence of problem behavior among our young people have prompted numerous calls for school-based, primary prevention efforts to address young adolescents’ social and health needs. Clearly, the educational system offers the most efficient and systematic means available to enhance the positive development of large numbers of young people. In spite of a growing consensus regarding the urgent need for school-based primary prevention programs, there is less agreement about what constitutes the most appropriate prevention strategies or the extent to which such prevention programs have been effective.
To improve the quality of future school-based preventive interventions, researchers must evaluate well-conceptualized programs that are implemented with fidelity. Program conceptualization involves explicitly articulating the intermediate and distal outcomes a program intends to achieve, the intervention methods that will accomplish these objectives, and the models of behavioral change that guide the development of intervention strategies and practices. However, regardless of how well-conceptualized a program is, its potential for positive impact is lessened when program implementers have inadequate resources or time for effective program delivery; are poorly trained or supervised.
Source: https://ebookschoice.com/the-urgent-need-for-school-based-primary-prevention-programs/
From Portland To You
Highlights from research presented at the 2008 Summer Institute on Youth Mentoring held at Portland State University.
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...
ABSTRACT Introduction: Adolescence is the period of rapid changes in physical and mental state. Rapid storm of physiological changes brigs a great deal of stress and adjustment difficulties. It represents one of the critical transitions in the life span with a wide range of adjustment and mental health problems. The present study is aimed to assess the impact of Mentor’s Strategic Communication on adjustment problems among adolescents. Methodology: A quasi experimental non-equivalent control group design was chosen to assess the impact of Mentor’s Strategic Communication by using Self developed Adjustment Inventory among 60 adolescents (30 each experimental and control group) with mild and moderate adjustment problems at selected schools, Kerala. The Samples were selected based on simple random sampling. Appropriate descriptive & inferential statistics was applied to compute the results. Results: Finding reveals that out of 30 students, 70% reported moderate adjustment problems while 30% were in mild adjustment issues in experimental group. There was a significant difference for adjustment problems among experimental and control group after Mentor’s strategic communication (p<0.001). Further, number of siblings (p<0.032) and education status of father (p<0.008) found significant association to adjustment problems among schools going adolescents. Conclusion: The results of the study revealed that majority of adolescents face adjustment problems and Mentor’s strategic communication had significant impact on improvement in adjustment problems. A planned and timely infusion of mentorship strategy may help them to deal with their day to day adjustment problems and help them to focus in studies in a better way. Keywords: Adolescence, Adjustment problems, coping, stress, behavioural problems
Received 27 March 2021 Revised 6 August 2021 Accepted 1.docx
Received: 27 March 2021 | Revised: 6 August 2021 | Accepted: 10 August 2021
DOI: 10.1111/hex.13357
S P E C I A L I S S U E PA P E R
Examining community mental health providers' delivery of
structured weight loss intervention to youth with serious
emotional disturbance: An application of the theory
of planned behaviour
Thomas L. Wykes PhD, Staff Psychologist | Andrea S. Worth MS, Graduate Student |
Kathryn A. Richardson MS, Graduate Student |
Tonja Woods PharmD, Clinical Associate Professor |
Morgan Longstreth MS, Graduate Student | Christine L. McKibbin PhD, Professor
Department of Psychology, University of
Wyoming, Laramie, Wyoming, USA
Correspondence
Christine L. McKibbin, Department of
Psychology, University of Wyoming, 3415,
1000 E. University Ave, Laramie, WY 82071,
USA.
Email: [email protected]
Present address
Thomas L. Wykes, Veterans Affairs Cheyenne
Healthcare System, 2360 E. Pershing
BlvdCheyenne, WY 82001, USA.
Funding information
No funding was received to undertake this
study.
Abstract
Background: Rates of overweight and obesity are disproportionately high among youth
with serious emotional disturbance (SED). Little is known about community mental health
providers' delivery of weight loss interventions to this vulnerable population.
Objective: This study examined attitudinal predictors of their providers' intentions to
deliver weight loss interventions to youth with SED using the theory of planned
behaviour.
Design: This study used a cross‐sectional, single‐time‐point design to examine the re-
lationship of the theory of planned behaviour constructs with behavioural intention.
Setting and Participants: Community mental health providers (n = 101) serving youth
with SED in the United States completed online clinical practice and theory of
planned behaviour surveys.
Main Variables Studied: We examined the relationship of direct attitude constructs
(i.e., attitude towards the behaviour, social norms and perceived behavioural con-
trol), role beliefs and moral norms with behavioural intention. Analyses included a
confirmatory factor analysis and two‐step linear regression.
Results: The structure of the model and the reliability of the questionnaire were
supported. Direct attitude constructs, role beliefs and moral norms predicted
behavioural intention to deliver weight loss interventions.
Discussion: While there is debate about the usefulness of the theory of planned
behaviour, our results showed that traditional and newer attitudinal constructs ap-
pear to influence provider intentions to deliver weight loss interventions to youth
with SED. Findings suggest preliminary strategies to increase provider intentions.
Health Expectations. 2022;25:2056–2064.2056 | wileyonlinelibrary.com/journal/hex
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium,
provided the original work is properly cite.
Effect of Active Ageing Program in Improving Geriatric Depression Score in Co...
Depression is a common mental disorder that presents with depressed mood, loss of interest, pleasure, feeling of guilt or low self worth, disturbed sleep/appetite, low energy and poor concentration.
According to WHO, these problems can become chronic or recurrent and lead to substantial impairment in an individual’s ability to take care of his/her everyday responsibilities.
Community based mental health studies have revealed that the point prevalence of depressive disorders amongst the geriatric population in India varies between 13-25%.
According to WHO remaining active means maintaining one’s physical , social and mental potential throughout the entire lifecycle, allowing the involvement of elderly in social, economic, cultural, spiritual and civic activities.
Assignment Content1. Top of FormProfessional dispositions ha.docx
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
Pick one of the following terms for your research Morals, prin.docx
Pick one of the following terms for your research: Morals, principles, values, corporate social responsibility, or ethical culture.
Journal Article Analysis
Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relate to the concept. Your submission must include the following information in the following format:
DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.
Any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment.
Social Science & Medicine 58 (2004) 1367–1384
Effective/efficient mental health programs for school-age
children: a synthesis of reviews
Gina Browne
a,b,
*, Amiram Gafni
a,b,c
, Jacqueline Roberts
a,b
, Carolyn Byrne
a
,
Basanti Majumdar
a,d
a
System-Linked Research Unit (SLRU), School of Nursing, McMaster University, Hamilton, Ont., Canada
b
Department of Clinical Epidemiology and Biostatistics (CE&B), McMaster University, Hamilton, Ont., Canada
c
Centre for Health Economics & Policy Analysis, McMaster University, Hamilton, Ont., Canada
d
Primary Health Care for Women of KwaZulu-Natal, South Africa
Abstract
The prevalence of mental health problems, some of which seem to be occurring among younger cohorts, leads
researchers and policy-makers to search for practical solutions to reduce the burden of suffering on children and their
families, and the costs to society both immediate and long term. Numerous programs are in place to reduce or alleviate
problem behaviour or disorders and/or assist positive youth development. Evaluated results are dispersed throughout
the literature. To assess findings and determine common elements of effective children’s services, a literature search was
undertaken for evidence-based evaluations of non-clinical programs for school-age children. Prescriptive comments aim
to inform service-providers, policy-makers and families about best pra ...
How Youth Get Engaged Grounded-Theory Research on Motivationa.docx
How Youth Get Engaged: Grounded-Theory Research on Motivational
Development in Organized Youth Programs
Nickki Pearce Dawes
University of Massachusetts, Boston
Reed Larson
University of Illinois at Urbana–Champaign
For youth to benefit from many of the developmental opportunities provided by organized programs, they
need to not only attend but become psychologically engaged in program activities. This research was
aimed at formulating empirically based grounded theory on the processes through which this engagement
develops. Longitudinal interviews were conducted with 100 ethnically diverse youth (ages 14 –21) in 10
urban and rural arts and leadership programs. Qualitative analysis focused on narrative accounts from the
44 youth who reported experiencing a positive turning point in their motivation or engagement. For 38
of these youth, this change process involved forming a personal connection. Similar to processes
suggested by self-determination theory (Ryan & Deci, 2000), forming a personal connection involved
youth’s progressive integration of personal goals with the goals of program activities. Youth reported
developing a connection to 3 personal goals that linked the self with the activity: learning for the future,
developing competence, and pursuing a purpose. The role of purpose for many youth suggests that
motivational change can be driven by goals that transcend self-needs. These findings suggest that youth
need not enter programs intrinsically engaged—motivation can be fostered—and that programs should be
creative in helping youth explore ways to form authentic connections to program activities.
Keywords: organized youth programs, psychological engagement, motivation
Organized youth programs, including community programs and
school-based extracurricular activities, are contexts that can pro-
vide important developmental benefits for adolescents (Benson,
Scales, Hamilton, & Sesma, 2006; Durlak, Weissberg, & Pachan,
2010; Mahoney, Vandell, Simpkins, & Zarrett, 2009; Zarrett et al.,
2009). America’s youth programs are second only to public
schools in the number of young people they reach: 82% of 12- to
17-year-olds participate in one or more organized program (Child
Adolescent Health Measurement Initiative, 2007). Therefore, they
have the potential to contribute to the development of many young
people. Research also suggests that the relation between program
participation and positive outcomes may be particularly strong for
youth from economically disadvantaged backgrounds (Mahoney et
al., 2009; Marsh, 1992; Pedersen & Seidman, 2005). In order for
youth to obtain most of these developmental benefits, however,
they need to not only join programs but become psychologically
engaged in the programs’ activities. By psychologically engaged,
we mean being motivated to a degree that their attention is ab-
sorbed in the tasks and challenges in an activity (e.g., in creating
an effective work of art, learning a software program, providing
ef ...
Evidence Based Practice and Policy ReportsA Structured Pee.docx
Evidence Based Practice and Policy Reports
A Structured Peer-Mentoring Method for
Physical Activity Behavior Change Among
Adolescents
Laureen H. Smith, PhD, RN1, and Rick L. Petosa, PhD2
Abstract
Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated
60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic
and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contri-
bution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and
tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained
high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health
Guidelines to Promote Healthy Eating and Physical Activity. Through structured peer mentoring, adolescents are provided con-
sistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy
to sustain a lifetime of physical activity behavior.
Keywords
exercise, mentoring, obesity, best practices/practice guidelines, health education, school nursing
Despite national guidelines for regular physical activity,
most adolescents are not physically active (Centers for Dis-
ease Control and Prevention [CDC], 2011). Current guide-
lines and scientific evidence for best practices to prevent
obesity and obesity comorbidities such as heart disease, can-
cers, and diabetes recommend at least 60 min of moderate to
vigorous daily physical activity (CDC, 2011; Institute of
Medicine, 2012). A review of 50 studies focused on youth
concluded that regular physical activity improves academic
achievement, academic behavior, and cognitive skills
including concentration and memory (CDC, 2010). Despite
these health and academic benefits, recent data suggest that
only 27% of high school students reported 60 min of daily
physical activity every day during the past week, while 14%
reported no physical activity in the past week, and less than
half (48%) of high school students attend any physical edu-
cation classes in the average week (CDC, 2010, 2013).
These data indicate that most adolescents are not meeting
the recommended daily physical activity guidelines. With
one in three school-aged youth currently overweight or
obese (Ogden, Carroll, Kit, & Flegal, 2014), obesity preven-
tion through improving physical activity is a top priority
(American Academy of Pediatrics, 2006; U.S. Department
of Health and Human Services [USDHHS], 2008).
Schools serve an estimated 60 million youth and provide
a critical setting to build the foundation of skills needed to
help youth meet the current physical activity guidelines
(U.S. Department of Education, National Cen.
Promote children's social emotional and behavioral health
Promoting children's social emotional and behavioral health is one of the essential target.
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The Urgent Need for School-based Primary Prevention Programs
The prevalence of American youth who engage in antisocial and health-damaging behaviors is unacceptably high. 24% of American 10 to 17 year olds engage in multiple, interrelated social and health risk behaviors, such as delinquency and substance use. An additional 26% experiment with some risk behaviors. Such widespread involvement jeopardizes the development of young people who participate in such activities, and often negatively affects their peers, family members, and community.
Societal changes-such as dramatic alterations in family structures and stability, reduced amounts of support and guidance for young people by responsible adults, and changing demographics resulting in larger numbers of economically disadvantaged children entering school-increase the likelihood that children will behave in antisocial ways, both in and out of school. These problems are especially pronounced for young urban adolescents. Urban young people encounter a diverse array of health-damaging environmental stressors while growing up in economically disadvantaged communities. In addition, rapid bodily changes, cognitive maturation, and increased social pressures can profoundly influence, and in some instances, disrupt the psychological functioning of young adolescents. Furthermore, the transition from self-contained elementary-school classrooms to the less structured middle-school culture often introduces new problems and concerns to compound those connected with growing up.
Difficult societal conditions and the high prevalence of problem behavior among our young people have prompted numerous calls for school-based, primary prevention efforts to address young adolescents’ social and health needs. Clearly, the educational system offers the most efficient and systematic means available to enhance the positive development of large numbers of young people. In spite of a growing consensus regarding the urgent need for school-based primary prevention programs, there is less agreement about what constitutes the most appropriate prevention strategies or the extent to which such prevention programs have been effective.
To improve the quality of future school-based preventive interventions, researchers must evaluate well-conceptualized programs that are implemented with fidelity. Program conceptualization involves explicitly articulating the intermediate and distal outcomes a program intends to achieve, the intervention methods that will accomplish these objectives, and the models of behavioral change that guide the development of intervention strategies and practices. However, regardless of how well-conceptualized a program is, its potential for positive impact is lessened when program implementers have inadequate resources or time for effective program delivery; are poorly trained or supervised.
Source: https://ebookschoice.com/the-urgent-need-for-school-based-primary-prevention-programs/
From Portland To You
Highlights from research presented at the 2008 Summer Institute on Youth Mentoring held at Portland State University.
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...
ABSTRACT Introduction: Adolescence is the period of rapid changes in physical and mental state. Rapid storm of physiological changes brigs a great deal of stress and adjustment difficulties. It represents one of the critical transitions in the life span with a wide range of adjustment and mental health problems. The present study is aimed to assess the impact of Mentor’s Strategic Communication on adjustment problems among adolescents. Methodology: A quasi experimental non-equivalent control group design was chosen to assess the impact of Mentor’s Strategic Communication by using Self developed Adjustment Inventory among 60 adolescents (30 each experimental and control group) with mild and moderate adjustment problems at selected schools, Kerala. The Samples were selected based on simple random sampling. Appropriate descriptive & inferential statistics was applied to compute the results. Results: Finding reveals that out of 30 students, 70% reported moderate adjustment problems while 30% were in mild adjustment issues in experimental group. There was a significant difference for adjustment problems among experimental and control group after Mentor’s strategic communication (p<0.001). Further, number of siblings (p<0.032) and education status of father (p<0.008) found significant association to adjustment problems among schools going adolescents. Conclusion: The results of the study revealed that majority of adolescents face adjustment problems and Mentor’s strategic communication had significant impact on improvement in adjustment problems. A planned and timely infusion of mentorship strategy may help them to deal with their day to day adjustment problems and help them to focus in studies in a better way. Keywords: Adolescence, Adjustment problems, coping, stress, behavioural problems
Received 27 March 2021 Revised 6 August 2021 Accepted 1.docx
Received: 27 March 2021 | Revised: 6 August 2021 | Accepted: 10 August 2021
DOI: 10.1111/hex.13357
S P E C I A L I S S U E PA P E R
Examining community mental health providers' delivery of
structured weight loss intervention to youth with serious
emotional disturbance: An application of the theory
of planned behaviour
Thomas L. Wykes PhD, Staff Psychologist | Andrea S. Worth MS, Graduate Student |
Kathryn A. Richardson MS, Graduate Student |
Tonja Woods PharmD, Clinical Associate Professor |
Morgan Longstreth MS, Graduate Student | Christine L. McKibbin PhD, Professor
Department of Psychology, University of
Wyoming, Laramie, Wyoming, USA
Correspondence
Christine L. McKibbin, Department of
Psychology, University of Wyoming, 3415,
1000 E. University Ave, Laramie, WY 82071,
USA.
Email: [email protected]
Present address
Thomas L. Wykes, Veterans Affairs Cheyenne
Healthcare System, 2360 E. Pershing
BlvdCheyenne, WY 82001, USA.
Funding information
No funding was received to undertake this
study.
Abstract
Background: Rates of overweight and obesity are disproportionately high among youth
with serious emotional disturbance (SED). Little is known about community mental health
providers' delivery of weight loss interventions to this vulnerable population.
Objective: This study examined attitudinal predictors of their providers' intentions to
deliver weight loss interventions to youth with SED using the theory of planned
behaviour.
Design: This study used a cross‐sectional, single‐time‐point design to examine the re-
lationship of the theory of planned behaviour constructs with behavioural intention.
Setting and Participants: Community mental health providers (n = 101) serving youth
with SED in the United States completed online clinical practice and theory of
planned behaviour surveys.
Main Variables Studied: We examined the relationship of direct attitude constructs
(i.e., attitude towards the behaviour, social norms and perceived behavioural con-
trol), role beliefs and moral norms with behavioural intention. Analyses included a
confirmatory factor analysis and two‐step linear regression.
Results: The structure of the model and the reliability of the questionnaire were
supported. Direct attitude constructs, role beliefs and moral norms predicted
behavioural intention to deliver weight loss interventions.
Discussion: While there is debate about the usefulness of the theory of planned
behaviour, our results showed that traditional and newer attitudinal constructs ap-
pear to influence provider intentions to deliver weight loss interventions to youth
with SED. Findings suggest preliminary strategies to increase provider intentions.
Health Expectations. 2022;25:2056–2064.2056 | wileyonlinelibrary.com/journal/hex
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium,
provided the original work is properly cite.
Effect of Active Ageing Program in Improving Geriatric Depression Score in Co...
Depression is a common mental disorder that presents with depressed mood, loss of interest, pleasure, feeling of guilt or low self worth, disturbed sleep/appetite, low energy and poor concentration.
According to WHO, these problems can become chronic or recurrent and lead to substantial impairment in an individual’s ability to take care of his/her everyday responsibilities.
Community based mental health studies have revealed that the point prevalence of depressive disorders amongst the geriatric population in India varies between 13-25%.
According to WHO remaining active means maintaining one’s physical , social and mental potential throughout the entire lifecycle, allowing the involvement of elderly in social, economic, cultural, spiritual and civic activities.
Assignment Content1. Top of FormProfessional dispositions ha.docx
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
Pick one of the following terms for your research Morals, prin.docx
Pick one of the following terms for your research: Morals, principles, values, corporate social responsibility, or ethical culture.
Journal Article Analysis
Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relate to the concept. Your submission must include the following information in the following format:
DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.
Any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment.
Social Science & Medicine 58 (2004) 1367–1384
Effective/efficient mental health programs for school-age
children: a synthesis of reviews
Gina Browne
a,b,
*, Amiram Gafni
a,b,c
, Jacqueline Roberts
a,b
, Carolyn Byrne
a
,
Basanti Majumdar
a,d
a
System-Linked Research Unit (SLRU), School of Nursing, McMaster University, Hamilton, Ont., Canada
b
Department of Clinical Epidemiology and Biostatistics (CE&B), McMaster University, Hamilton, Ont., Canada
c
Centre for Health Economics & Policy Analysis, McMaster University, Hamilton, Ont., Canada
d
Primary Health Care for Women of KwaZulu-Natal, South Africa
Abstract
The prevalence of mental health problems, some of which seem to be occurring among younger cohorts, leads
researchers and policy-makers to search for practical solutions to reduce the burden of suffering on children and their
families, and the costs to society both immediate and long term. Numerous programs are in place to reduce or alleviate
problem behaviour or disorders and/or assist positive youth development. Evaluated results are dispersed throughout
the literature. To assess findings and determine common elements of effective children’s services, a literature search was
undertaken for evidence-based evaluations of non-clinical programs for school-age children. Prescriptive comments aim
to inform service-providers, policy-makers and families about best pra ...
How Youth Get Engaged Grounded-Theory Research on Motivationa.docx
How Youth Get Engaged: Grounded-Theory Research on Motivational
Development in Organized Youth Programs
Nickki Pearce Dawes
University of Massachusetts, Boston
Reed Larson
University of Illinois at Urbana–Champaign
For youth to benefit from many of the developmental opportunities provided by organized programs, they
need to not only attend but become psychologically engaged in program activities. This research was
aimed at formulating empirically based grounded theory on the processes through which this engagement
develops. Longitudinal interviews were conducted with 100 ethnically diverse youth (ages 14 –21) in 10
urban and rural arts and leadership programs. Qualitative analysis focused on narrative accounts from the
44 youth who reported experiencing a positive turning point in their motivation or engagement. For 38
of these youth, this change process involved forming a personal connection. Similar to processes
suggested by self-determination theory (Ryan & Deci, 2000), forming a personal connection involved
youth’s progressive integration of personal goals with the goals of program activities. Youth reported
developing a connection to 3 personal goals that linked the self with the activity: learning for the future,
developing competence, and pursuing a purpose. The role of purpose for many youth suggests that
motivational change can be driven by goals that transcend self-needs. These findings suggest that youth
need not enter programs intrinsically engaged—motivation can be fostered—and that programs should be
creative in helping youth explore ways to form authentic connections to program activities.
Keywords: organized youth programs, psychological engagement, motivation
Organized youth programs, including community programs and
school-based extracurricular activities, are contexts that can pro-
vide important developmental benefits for adolescents (Benson,
Scales, Hamilton, & Sesma, 2006; Durlak, Weissberg, & Pachan,
2010; Mahoney, Vandell, Simpkins, & Zarrett, 2009; Zarrett et al.,
2009). America’s youth programs are second only to public
schools in the number of young people they reach: 82% of 12- to
17-year-olds participate in one or more organized program (Child
Adolescent Health Measurement Initiative, 2007). Therefore, they
have the potential to contribute to the development of many young
people. Research also suggests that the relation between program
participation and positive outcomes may be particularly strong for
youth from economically disadvantaged backgrounds (Mahoney et
al., 2009; Marsh, 1992; Pedersen & Seidman, 2005). In order for
youth to obtain most of these developmental benefits, however,
they need to not only join programs but become psychologically
engaged in the programs’ activities. By psychologically engaged,
we mean being motivated to a degree that their attention is ab-
sorbed in the tasks and challenges in an activity (e.g., in creating
an effective work of art, learning a software program, providing
ef ...
Evidence Based Practice and Policy ReportsA Structured Pee.docx
Evidence Based Practice and Policy Reports
A Structured Peer-Mentoring Method for
Physical Activity Behavior Change Among
Adolescents
Laureen H. Smith, PhD, RN1, and Rick L. Petosa, PhD2
Abstract
Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated
60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic
and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contri-
bution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and
tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained
high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health
Guidelines to Promote Healthy Eating and Physical Activity. Through structured peer mentoring, adolescents are provided con-
sistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy
to sustain a lifetime of physical activity behavior.
Keywords
exercise, mentoring, obesity, best practices/practice guidelines, health education, school nursing
Despite national guidelines for regular physical activity,
most adolescents are not physically active (Centers for Dis-
ease Control and Prevention [CDC], 2011). Current guide-
lines and scientific evidence for best practices to prevent
obesity and obesity comorbidities such as heart disease, can-
cers, and diabetes recommend at least 60 min of moderate to
vigorous daily physical activity (CDC, 2011; Institute of
Medicine, 2012). A review of 50 studies focused on youth
concluded that regular physical activity improves academic
achievement, academic behavior, and cognitive skills
including concentration and memory (CDC, 2010). Despite
these health and academic benefits, recent data suggest that
only 27% of high school students reported 60 min of daily
physical activity every day during the past week, while 14%
reported no physical activity in the past week, and less than
half (48%) of high school students attend any physical edu-
cation classes in the average week (CDC, 2010, 2013).
These data indicate that most adolescents are not meeting
the recommended daily physical activity guidelines. With
one in three school-aged youth currently overweight or
obese (Ogden, Carroll, Kit, & Flegal, 2014), obesity preven-
tion through improving physical activity is a top priority
(American Academy of Pediatrics, 2006; U.S. Department
of Health and Human Services [USDHHS], 2008).
Schools serve an estimated 60 million youth and provide
a critical setting to build the foundation of skills needed to
help youth meet the current physical activity guidelines
(U.S. Department of Education, National Cen.
Promote children's social emotional and behavioral health
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The Urgent Need for School-based Primary Prevention Programs
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Received 27 March 2021 Revised 6 August 2021 Accepted 1.docx
Received 27 March 2021 Revised 6 August 2021 Accepted 1.docx
Effect of Active Ageing Program in Improving Geriatric Depression Score in Co...
Effect of Active Ageing Program in Improving Geriatric Depression Score in Co...
Assignment Content1. Top of FormProfessional dispositions ha.docx
Assignment Content1. Top of FormProfessional dispositions ha.docx
Pick one of the following terms for your research Morals, prin.docx
Pick one of the following terms for your research Morals, prin.docx
How Youth Get Engaged Grounded-Theory Research on Motivationa.docx
How Youth Get Engaged Grounded-Theory Research on Motivationa.docx
Evidence Based Practice and Policy ReportsA Structured Pee.docx
Evidence Based Practice and Policy ReportsA Structured Pee.docx
Promote children's social emotional and behavioral health
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Youth Sense of Belonging final.pdf
- 1. Building Community & Sense of Belonging for Youth Research Brief Prepared at the Request of NYS Counties Compiled by: Elizabeth Day Cornell University and University of Oregon Connectedness is defined as a sense of being cared for, supported, belonging, and closeness with others that comes from protective and sustained relationships within families, schools, and communities.1 Adolescents who reported feeling connected were as much as 66% less likely to experience health risk behaviors related to sexual health, substance use, and violence and to have better mental health in adulthood than less connected peers.2 In a study of over 2,000 teens in Australia, results indicated that global connectedness (i.e., connectedness across the domains of family, school, peers, and neighborhood) was positively linked to well-being. The strength of this association decreased over time, highlighting the importance of continuous efforts to build connectedness. 3 Youth Development Programs Positive youth development (PYD) programs have the potential to support adolescents across a range of outcomes. The key characteristic that makes these programs effective seems to be the atmosphere they provide for youth.4 In a 2017 systematic review of 24 studies involving over 23,000 youth, findings showed small benefits for academic achievement and psychological adjustment, but no significant link between participation and sexual risk behaviors or problem behaviors.5 In other words, PYD seems to benefit youth, but more research is needed to be certain. Additional considerations when choosing programs for your county:6 YOUTH CONNECTEDNESS PROMISING APPROACHES 66% less likely to experience health risk behaviors “The atmosphere – providing youth with a supportive and empowering environment – rather than the opportunities provided by program activities, differentiates successful youth programs.” Ensure continuous collaboration with the variety of individuals and groups that make up the local community Select programs that are interactive, hands-on, or perceived as fun by youth Incorporate parental support or links to the community's culture into programs Define clear staff roles and communicate throughout program delivery
- 2. Neighborhood Interventions In a 2022 review of 28 community interventions for families, authors described program mechanisms associated with positive outcomes: 1 Parents getting to know each other during programs 5 Professionals give supportive response regarding questions or group discussions 2 Parents learning from mutual exchange of parenting experiences 6 Parents give input for the content of the interventions (i.e. co-production) 3 Parents attending frequent meetings (between 4 and 13 sessions of ≈ 2hrs) 7 Professionals collaborate with parents in close relationships and with flexibility 4 Local organizations and professionals implement program principles in a proactive and flexible manner 8 Community members may not have confidence in their skills; institutional support over time increases efficacy Below is a list of programs that have been rated by trusted evidence clearinghouses, which compile available effectiveness data for individual programs. These programs have all been rated as having a positive impact based on high-quality evidence according to the Results First Clearinghouse Database.7 Adolescent Community Reinforcement Approach: a program for youth 13-18 with the overall goals of reducing substance use and dependence, increasing social stability, improving health, and improving life satisfaction. https://www.chestnut.org/ebtx/treatments-and- research/treatments/a-cra/ Communities that Care: a planning and implementation system that helps community stakeholders come together to address adolescent behavior problems such as violence, delinquency, substance abuse, teen pregnancy, and dropping out of school. https://depts.washington.edu/sdrg/programs/center-for-communities-that-care/ Cross-age Peer Mentoring: a category of programs that connect an older youth with a younger child or adolescent. Examples of these programs: IGNITE, Link Crew, YESS Friends for Youth: this program creates and sustains community-based, long-term, one-to- one relationships between trusted adult volunteer mentors and youth who lack a positive adult relationship. https://www.friendsforyouth.org/ Strong African American Families: a preventive intervention for African American teens living in rural communities and entering high school. https://cfr.uga.edu/saaf-programs/ EXAMPLE PROGRAMS
- 3. FUNDING & SUPPORT This brief was completed as part of a project funded by the William T. Grant Foundation and is a joint effort of Cornell Project 2Gen, housed in the Bronfenbrenner Center for Translational Research at Cornell University, and the HEDCO Institute for Evidence-Based Educational Practice at the University of Oregon. For more information, please contact Elizabeth Day at ead225@cornell.edu. METHODS Findings presented in this brief come from a literature review of academic peer-reviewed studies, as well as a review of research and findings from non-partisan think tanks, foundations, and organizations. Given the rapid nature of this search, other relevant studies may exist. In addition, please note that we did not use formal statistical methods for summarizing results and exploring reasons for differences in findings across studies. REFERENCES 1 Blum, R. W., Lai, J., Martinez, M., & Jessee, C. (2022). Adolescent connectedness: cornerstone for health and wellbeing. bmj, 379. 2 Steiner, R. J., Sheremenko, G., Lesesne, C., Dittus, P. J., Sieving, R. E., & Ethier, K. A. (2019). Adolescent connectedness and adult health outcomes. Pediatrics, 144(1). 3 Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well‐being in adolescence over time?. Journal of Research on Adolescence, 22(2), 235-251. 4 Roth, J. L., & Brooks-Gunn, J. (2003). Youth development programs: Risk, prevention and policy. Journal of Adolescent Health, 32(3), 170-182. 5 Ciocanel, O., Power, K., Eriksen, A., & Gillings, K. (2017). Effectiveness of positive youth development interventions: A meta-analysis of randomized controlled trials. Journal of Youth and Adolescence, 46, 483-504. 6 Lapalme, J., Bisset, S., & Potvin, L. (2014). Role of context in evaluating neighbourhood interventions promoting positive youth development: a narrative systematic review. International Journal of Public Health, 59, 31-42. 7 https://www.pewtrusts.org/en/projects/archived-projects/results-first-initiative