A Comparison of Three Methods of Teaching Skin Self-Examinations

Skin self-examinations are essential for the early identification and treatment of skin cancers. However, little is known about the most effective methods for teaching skin cancer detection and skin self-examination. This study compared three skin cancer education methods that are commonly used in the primary care setting: viewing a videotape, reading brochures, and one-on-one instruction from a nurse practitioner. One hundred forty-three young adults were randomly assigned to one of the four conditions (educational intervention or wait list) and completed measures of skin cancer knowledge, ability to visually discriminate cancerous versus noncancerous skin growths, and behavioral ability to perform a skin self-examination immediately (Time 1) and 3 weeks (Time 2) after the educational intervention. Results showed that participants across all educational interventions had significantly higher skin cancer knowledge compared to those in the wait-list control group, and these knowledge scores were maintained for 3 weeks. Participants in the brochure condition scored significantly higher than participants in all other conditions on an observational measure of skin self-examination. Demographic variables, such as gender and ethnicity, were not found to be related to performance on any of the dependent measures. These findings provide preliminary evidence that knowledge of skin cancer may be enhanced through a variety of educational techniques and that written materials (e.g., brochures) may represent the minimal intervention level necessary for teaching adults how to perform thorough skin self-examinations.     

Early sexual experiences among pregnant and parenting adolescents.

One hundred sixty-six pregnant or parenting adolescent females completed a survey regarding early sexual experiences (wanted and unwanted), family dysfunction and violence, and health-risky behaviors occurring prior to age 18. Fifty-three percent had at least one unwanted sexual experience. Younger age at first unwanted sexual experience was associated with younger age at first wanted sexual experience. Adolescent females with an unwanted sexual experience, as compared to those without, were more likely to be victims of physical violence, to have run away, to be substance abusers, and to have family members with drug or alcohol problems. Four factors explained 39% of the variance in age at first pregnancy: presence of a family member with a drinking problem, age first got hit with a belt or other object by a family member, age first got drunk, and age at first wanted sexual experience. It was concluded that the prevention of teenage pregnancy entails a multifaceted approach that addresses family life, early sexual experiences, and health-risky behaviors.     

The pediatric emotional distress scale: a brief screening measure for young children exposed to traumatic events

Introduced the Pediatric Emotional Distress Scale (PEDS), which was developed to quickly assess behaviors identified in empirical and theoretical literature as significantly elevated in children after experiencing traumatic events. The 21-item parent-report rating scale includes 17 general behavior items and 4 trauma-specific items. Factor analyses on the 17 items, with 475 two- to ten-year-olds (traumatic event exposure and nontraumatic event exposure), yielded 3 reliable factors labeled Anxious/Withdrawn, Fearful, and Acting Out. Factor and total scores were shown to have good internal consistency, and both test-retest and interrater reliability were at acceptable levels. Discriminant analyses demonstrated the PEDS could distinguish traumatic event exposure and nonexposure groups, although maternal education should be a significant consideration in interpretation. Future research with diverse populations who have documented trauma is needed to enhance the utility of the full PEDS scale.     

Predicting Intentions to Use Condoms: A Meta-Analysis and Comparison of the Theories of Reasoned Action and Planned Behavior1

A meta-analysis was conducted on 23 psychosocial predictors of intentions to use condoms. Data from 67 independent samples were included in the review. Findings demonstrated that demographic, sexual experience, and personality variables had small average correlations with intentions. Knowledge about HIV/AIDS and perceptions of the threat of disease were also weakly related to decisions about using condoms. Attitudes and subjective norms from the theory of reasoned action, on the other hand, demonstrated medium to strong effect sizes. Two components of social influence not specified by the theory of reasoned action also received support. Evidence suggested that perceived behavioral control from the theory of planned behavior was a reliable predictor of behavioral intentions and explained variance over and above the effects of attitudes and subjective norms.     

Book reviews

Classical Probability in the Enlightenment. LORRAINE DASTON, 1988. Princeton, Princeton University Press. xviii + 423 pp., US$19.95 (paperback). ISBN 0–691–08497–1, 0–691–00644‐X (paperback)

Following Form and Function: a Philosophical Archaeology of Life Science. STEPHEN T. ASMA, 1996. Evanston, IL, Northwestern University Press. xiii + 232 pp., price not available

Concepts and Methods in Evolutionary Biology. ROBERT N. BRANDON, 1996. Cambridge, Cambridge University Press. xiv+221 pp., $US59.95 (hardback), $Can 27.50 (paperback). ISBN 0–521–49545–9 (hardback), 0–521–49888–0 (paperback)

The Completeness of Scientific Theories: on the Derivation of Empirical Indicators within a Theoretical Framework: the Case of Physical Geometry. The University of Western Ontario Series in Philosophy of Science, Volume 53. MARTIN CARRIER, 1994. Dordrecht, Kluwer. xviii + 248 pp., price not available. ISBN 0–7923–24757 (hardback)

The Philosophy and History of Molecular Biology: New Perspectives. Boston Studies in the Philosophy of Science, Volume 183. SAHOTRA SARKAR (Ed.), 1996. Dordrecht, Kluwer. 264 pp., $US127. ISBN 0–7923–3947–9

Awareness: What it is, What it does. CHRIS NUNN, 1996. London and New York, Routledge. price not available. ISBN 0–415–13227–4