Learning from Communities: Overcoming Difficulties in Dissemination of Prevention and Promotion Efforts

The model of prevention science advocated by the Institute of Medicine (P. J. Mrazek & R. J. Haggerty, 1994) has not lead to widespread adoption of prevention and promotion programs for four reasons. The model of dissemination of programs to communities fails to consider community and organizational capacity to implement programs, ignores the need for congruence in values between programs and host sites, displays a pro-innovation bias that undervalues indigenous practices, and assumes a simplistic model of how community organizations adopt innovations. To address these faults, researchers should locate, study, and help disseminate successful indigenous programs that fit community capacity and values. In addition, they should build on theoretical models of how locally developed programs work to make existing programs and polices more effective.     

The accuracy of automated and clinical detection of brain damage and lateralization in neuropsychology

The validity of both computer programs and clinical judgment in neuropsychology for determining the existence and lateralization of brain damage is reviewed. Computerized interpretation in neuropsychology, after a propitious beginning, was largely abandoned due to severe criticism, essentially based on only three studies. Only one of these studies compared clinical judgment with computer programs. A thorough examination of the literature located many more studies assessing the accuracy of computer programs, clinical judgment, and discriminant analysis. When reviewed, these studies found that the computer programs, especially the Neuropsychological Key, were quite accurate though not as accurate as clinical judgment. Computer programs and especially the Lateralization Index are potentially as accurate as expert clinical judgment. The rationale related to computer programs is also discussed. This includes the implications of impairment, criterion adequacy, and methods used in designing the neuropsychological Key and the Lateralization Index. Since computer programs are completely reliable across studies, they can be used to examine the differences between sample populations and criterion accuracy. Factors contributing to reduced accuracy in both clinical judgment and computer programs are also explicated.     

A meta‐analysis of home visiting programs: Moderators of improvements in maternal behavior

A meta‐analysis of home visiting programs for at‐risk families (K = 35, N = 6,453) examined differences in the effects of programs on maternal behavior. On average, programs with more frequent visitation had higher success rates. The frequency of home visits explained significant variance of effect sizes among studies in the United States, with two visits per month predicting a small, substantive effect. Intensive programs or programs with at least three visits per month were more than twice as effective as were less intensive programs. Home visiting programs using nurses or mental health professionals as providers were not significantly more effective than were programs using paraprofessionals. In general, programs showed a positive effect on maternal behavior, but programs with frequent home visits were more successful.     

Health Programming for Clergy: An Overview of Protestant Programs in the United States

The health of clergy is important, and clergy may find health programming tailored to them more effective. Little is known about existing clergy health programs. We contacted Protestant denominational headquarters and searched academic databases and the Internet. We identified 56 clergy health programs and categorized them into prevention and personal enrichment; counseling; marriage and family enrichment; peer support; congregational health; congregational effectiveness; denominational enrichment; insurance/strategic pension plans; and referral-based programs. Only 13 of the programs engaged in outcomes evaluation. Using the Socioecological Framework, we found that many programs support individual-level and institutional-level changes, but few programs support congregational-level changes. Outcome evaluation strategies and a central repository for information on clergy health programs are needed.     

Changing Trends in Doctoral Training Programs in Psychology: A Comparative Analysis of Research-Oriented Versus Professional-Applied Programs

Data from the National Research Council's 1995 study of doctoral programs provide a basis for the comparison of research-oriented Ph.D. programs in psychology and Ph.D. programs of professional-applied schools. The latter present a profile of faculty resources, attributes, and activities that differs sharply from that found in the research-oriented programs, and in Ph.D. programs in the other behavioral and social sciences. The difference in profiles suggests that the professional programs conduct Ph.D. training that departs from the training ordinarily regarded as necessary for the award of that degree.     

Theory of Change Projects in MFT Programs

Taibbi (1996) suggests that therapists who have clear ideas of their personal models of therapy will be better therapists. This study attempted to learn more about how marriage and family therapy (MFT) programs use theory of change projects to assist students' development of their personal models. Questionnaires were sent to MFT master's, doctoral, and post-degree programs accredited by the Commission on Accreditation for Marriage and Family Therapy. Nearly 60% of responding programs indicated that they do include theory of change projects in their programs. Data were analyzed for similarities and differences in both the contents and processes of the projects.     

Adolescent Health Care Training in Predoctoral Psychology Internship Programs: A Model of Interdisciplinary Training Needs in Health Care

This needs assessment of predoctoral psychology programs in a large southeastern state reveals that although many programs include adolescent health issues and often involve the psychiatry discipline in their curricula, many trainees do not have exposure to medicine, nutrition, or nursing disciplines. Opportunities for greater interdisciplinary adolescent health care training exist in psychology training programs in this southeastern state. Integrating such training into psychology programs may enhance psychology's ability to function as a vital component of adolescent health care teams within academic medical centers across the country.     

Evidence-Based Parental Involvement Programs in the United States of America and Korea

Offering a family involvement program is a typical approach for helping students with or at-risk for emotional and behavioral disorders and other behaviors of concern. The present paper examines evidence-based parental involvement programs in the United States and Korea. Several differences exist between programs in the two countries including evaluation, collaboration, the support of the government and related institutions, differences in perception of administrators, and the professional staff. The authors suggested several recommendations including considering the requirements of guidance for developing effective programs, designing ways to evaluate programs, encouraging collaboration, preparing qualified professional staff, and developing culturally appropriate programs for children and youth with special needs.     

The academic elite in marketing: linkages among top-ranked graduate programs

The 10 top-ranked graduate programs in marketing, based on a national survey of deans and top administrators, were linked to one another by these programs hiring one another's graduates. Approximately one-half of the faculty members in these 10 programs had graduated from one of these same 10 programs. It is suggested that this linkage helps these programs to maintain and enhance their prestige.     

Faith is Confidence: The Implication of Psychosocial Components in Faith-Based Educational Programs on Expressive Communication Skills of Adult Learners

Faith-based programs for adult learners have environmental factors that differentiate them from non-faith based programs, but explicit empirical studies evaluating the impact of the psychosocial factors have been lacking in the literature. This study comparatively examines the achievement level of expressive communication skills as measured through writing in general education development (GED) program participants who were adult learners in faith-based and non-faith based programs. The article will discuss the context of faith from the literature, impact of psychosocial environmental factors, and provide implications for curriculum design for faith-based academic programs while addressing the research question of whether faith-based GED programs have an impact on the achievement of expressive communication levels of students compared to non-faith-based GED programs.     

A National Survey of AIDS Training in Counselor Education Programs

A review of the literature suggests that counseling professionals may not be receiving substantive training related to AIDS. In this article, all U.S. counselor education programs were surveyed to determine the extent of such training. The responding programs (N = 243) identified AIDS as a high priority for inclusion in curricular programming, yet nearly 40% of the responding programs did not include any AIDS training in their curricula. Implications for counselor education and the counseling profession are discussed, and suggestions are made for including AIDS-related training in programs.     

Prevalence of suicide programs in schools and roadblocks to implementation

We surveyed all school districts in Washington State for information on the prevalence of suicide programs and on major roadblocks to implementing programs. With 163 districts responding (62%), we found that the majority did not have suicide programs or policies and procedures. The largest perceived roadblock was insufficient staff and the greatest perceived need was more information. Although establishing policies and procedures is considered by many as a necessary first step to establishing suicide programs, we did not find schools choosing this option as often as others. This raises questions as to what are effective ways to have schools start suicide programs. We analyzed the data by school district size and by the title of the staff member making the report. We discuss the implications of these findings as well as the need for further efforts to develop appropriate programs for schools.     

Textbooks in Accredited Marriage and Family Therapy Programs

Although choices of required textbooks are important decisions in developing a course curriculum, faculty in marriage and family therapy training programs have few convenient resources to guide curriculum development. This article presents results of a survey of textbook selections of accredited marriage and family therapy programs within a regional affiliate of AAMFT. The five programs surveyed listed 108 different titles used in their curriculum. Only 12 texts were used by two programs, and only one text was used by more than two programs. This article presents the textbook selections by the six curricular areas of COAMFTE accreditation standards. The wide variety of textbooks used by programs leads us to conclude that no consensus exists about what textbooks best represent the core knowledge of marriage and family therapy. The body of knowledge taught in accredited marriage and family training programs reflects a distinct and autonomous body of knowledge.     

The Appropriate Use and Misuse of Social Media in MFT Training Programs: Problems and Prevention

Directors of accredited marriage and family therapy programs were surveyed to determine what problems they had experienced resulting from student, faculty, and client misuse of social media. Approximately 40 % of the programs had encountered a problem resulting from student misuse of social media. The directors were also asked what efforts were made by their program and university to promote the appropriate use of social media, with programs assuming primary responsibility for addressing this issue. The study also assessed attitudes among directors regarding how to handle potential issues that may arise in training programs regarding the use of social media. Implications for training programs are provided.     

Organizational variables needed for effective execution of population planning programmes in Pakistan

Although the organizational and administrative aspects of family planning and population programs are basic to their ultimate success, they have been little studied. Some of the organizational variables necessary to effective implementation of population planning programs in Pakistan are outlined. These variables are of 2 types: 1) intraorganizational; and 2) interorganizational. Field workers must have an adequate idea of the role they should play and an adequacy for such a role. Care should be taken in the selection of field workers. They should be assigned to areas where their clients will have socioeconomic backgrounds similar to their own. Family planning field workers should have regular opportunities to communicate with other types of field workers in other programs. Both vertical and horizontal communication among family planning workers is important. The success of family planning programs will ultimately depend on the effecting of social changes and larger changes in social values. In other words, family planning programs should occur in the larger context of development programs. Interdepartmental communication among various agencies involved with family planning and population is necessary.     

Engagement in After-School Programs as a Predictor of Social Competence and Academic Performance

Using the experience sampling method, this study examined two questions related to outcomes associated with after‐school programming. First, does the quality of experience in after‐school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after‐school programs during 1 week in the fall and spring of the 2001–2002 academic year. Engagement during after‐school hours partially mediated the relationship between participation in after‐school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after‐school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after‐school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.     

Critical issues in the prevention of violence-related behavior in youth

Violence prevention programs with varying degrees of scientific support have proliferated in the United States and elsewhere. This paper previewed a broad range of programs involving youth, families, or systems that aimed to prevent or reduce violence-related behavior. The purpose of the review was to address critical issues concerning (1) target level of programming, (2) theory-driven versus problem-driven conceptualization, (3) cultural considerations, (4) developmental considerations, (5) intervention fidelity, and (6) outcome and impact assessment. Conclusions about these issues address tendencies and trends across programs.     

The future of genetics in public health

During the 1980s, we have witnessed an erosion in federal and state funding for the coordination of genetic services in state health departments. As this decade begins, the federal budget for the support of the national genetics program is less than half of the total available in 1980. In addition, priorities in state maternal and child health programs have changed, and genetic services have often received lower rankings aside of programs to improve prenatal care and to address problems such as teenage pregnancy. Clearly we are at a critical point for the future of genetics programs in the public health arena. Fortunately, despite the problems with funding and priority setting, important coalitions have been built during the past decade and continued advances in medical genetics have made it difficult for public health officials to ignore the potential impact of genetic services. Council of Regional Networks for Genetic Services (CORN) and the regional genetic services networks have provided opportunities for interaction and coordination between genetic services providers and public health officials that had not been available to any significant extent. The full potential of these coalitions has yet to be realized, but efforts in data collection, development of national guidelines and standards, and information sharing and networking have already had an influence on state genetic services programs. Continuing research on the genetics of chronic diseases and the influence of discoveries in molecular genetics will undoubtedly broaden the current scope of state public health programs in genetics, which all too often have been limited to newborn screening and administration of grants for genetic services. The regional and national genetic services programs should be strengthened and appropriate training programs should be developed in Schools of Public Health to provide the expertise and leadership that will be needed to guide the future of genetics in public health.     

Outcomes of teen parenting programs in New Mexico

Although teen pregnancy rates in the U.S. have recently declined, the need for programs for pregnant and parenting teens remains. This report presents information from 53 programs that served pregnant and parenting teens in New Mexico between 1997 and 2000. Data on 3,194 teens, including their characteristics, the services they received, and several key outcomes, are examined. These data indicate that the programs were successful in promoting educational attainment as well as gains in employment. Prevalence of late prenatal care and low birth weight babies was lower than statewide averages, and the rate of repeat pregnancy was lower than that reported by many other programs. How these programs achieved these results is discussed.     

Adolescent suicide prevention: Gender differences in students' perceptions of the acceptability and intrusiveness of school-based screening programs

Suicidal behavior is a significant problem among adolescents in the United States. Three types of school-based suicide prevention programs have been proposed to address this problem including curriculum programs, staff in-service training, and school-wide screening. The relative acceptability of these three programs among older adolescents was examined. The sample included 662 freshmen (496 females, 161 males) enrolled in a large private university. Respondents rated the degree to which they considered adolescent suicide to be a significant problem, and the acceptability, intrusiveness, and time demands of the three suicide prevention programs. A majority (85.9%) of the sample agreed that adolescent suicide was a significant problem. Significant gender differences were observed in relation to the acceptability ratings of the school-based suicide programs. Female participants rated the curriculum-based program and staff in-service training as more acceptable than male participants. In addition, female participants rated the curriculum-based program as significantly less intrusive and less time demanding than male participants. Implications of these findings for implementation of suicide prevention programs and for future research are discussed.