Creating Nurturing Environments: A Science-Based Framework for Promoting Child Health and Development Within High-Poverty Neighborhoods

Living in poverty and living in areas of concentrated poverty pose multiple risks for child development and for overall health and wellbeing. Poverty is a major risk factor for several mental, emotional, and behavioral disorders, as well as for other developmental challenges and physical health problems. In this paper, the Promise Neighborhoods Research Consortium describes a science-based framework for the promotion of child health and development within distressed high-poverty neighborhoods. We lay out a model of child and adolescent developmental outcomes and integrate knowledge of potent and malleable influences to define a comprehensive intervention framework to bring about a significant increase in the proportion of young people in high-poverty neighborhoods who will develop successfully. Based on a synthesis of research from diverse fields, we designed the Creating Nurturing Environments framework to guide community-wide efforts to improve child outcomes and reduce health and educational inequalities.     

Connotative Interpretations of Sexuality-Related Terms

In this study we examined the connotative interpretations of selected sexuality-related terms by a cohort of university undergraduate students (n=567). Forty-two sexuality-relevant constructs were rated on thirty 7-point semantic differential scales. Means of the scale sum scores for men and women were compared using t tests. Among women the most favorably rated constructs were orgasm, vaginal sex, sexual intercourse, virginity, masturbation, oral sex, pro-choice, pregnancy, erection, and heterosexual. The most negatively evaluated terms were date rape, sexual abuse, rape, sexual assault, HPV, and HIV/AIDS. For men, the most favorably rated constructs were sexual monogamy, virginity, orgasm, vaginal sex, and heterosexual. The most negatively evaluated terms were rape, HPV, date rape, and sexual abuse. There were statistically significant gender differences in the evaluation of 12 terms (p<.05). The evaluations assigned to 30 possible attributes suggest that some sexuality-related terms elicit strong visceral responses from university students. A discussion of the psychological and emotional impact of sexuality-related terms (i.e., connotative meanings) may be warranted whenever dictionary definitions (i.e., denotative meanings) are presented to students, other groups of learners, and persons in health care and other settings. Moreover, a practitioner's use of language may elicit connotatively different responses for women and men.     

The effects of overlearning and distributed practise on the retention of mathematics knowledge

In two experiments, 216 college students learned to solve one kind of mathematics problem before completing one of various practise schedules. In Experiment 1, students either massed 10 problems in a single session or distributed these 10 problems across two sessions separated by 1 week. The benefit of distributed practise was nil among students who were tested 1 week later but extremely large among students tested 4 weeks later. In Experiment 2, students completed three or nine practise problems in one session. The additional six problems constituted a strategy known as overlearning, but this extra effort had no effect on test scores 1 or 4 weeks later. Thus, long‐term retention was boosted by distributed practise and unaffected by overlearning. Unfortunately, most mathematics textbooks rely on a format that emphasises overlearning and minimises distributed practise. An easily adopted alternative format is advocated. Copyright © 2006 John Wiley & Sons, Ltd.     

Is Television a Health and Safety Hazard? A Cross‐Sectional Analysis of At‐Risk Behavior on Primetime Television1

Twenty‐four top‐rated primetime television shows were observed weekly during 1997 and 1998 (242 episodes). The study examined behaviors of vehicle occupants; violence and risky sex; and use of drugs, alcohol, and tobacco. Findings were compared to studies conducted in the mid‐1980s and 1994. Characters in vehicles were unrestrained 74% of the time in 1998, compared to 73% and 78% in 1994 and 1986, respectively. Violence, risky sex, and substance use were shown in 47%, 29%, and 55%, respectively, of 30‐min intervals observed in 1998. Similar data were recorded in 1994, with some negligible improvements. Results indicated that risky behaviors were rarely followed by punishing consequences, and irresponsible behaviors were modeled on primetime television. The relevance to social modeling and public health is discussed.     

A simple Gauss-Newton procedure for covariance structure analysis with high-level computer languages

An implementation of the Gauss-Newton algorithm for the analysis of covariance structures that is specifically adapted for high-level computer languages is reviewed. With this procedure one need only describe the structural form of the population covariance matrix, and provide a sample covariance matrix and initial values for the parameters. The gradient and approximate Hessian, which vary from model to model, are computed numerically. Using this approach, the entire method can be operationalized in a comparatively small program. A large class of models can be estimated, including many that utilize functional relationships among the parameters that are not possible in most available computer programs. Some examples are provided to illustrate how the algorithm can be used.We are grateful to M. W. Browne and S. H. C. du Toit for many invaluable discussions about these computing ideas. Thanks also to Scott Chaiken for providing the data in the first example. They were collected as part of the U.S. Air Force's Learning Ability Measurement Project (LAMP), sponsored by the Air Force Office of Scientific Research (AFOSR) and the Human Resource Directorate of the Armstrong Laboratory (AL/HRM).     

A Review of Occupation-Based Life Skills Interventions for Adults with Neurodevelopmental Disorders

Adults with neurodevelopmental disorders are at a higher risk for poverty, unemployment, and difficulties in relationships. Instrumental activities of daily living deficits often go unaddressed and minimal research has explored interventions to address them. The purpose of this study was to synthesize findings about occupation-based life skills interventions for adults with neurodevelopmental disorders. Ten articles met inclusion criteria and the American Occupational Therapy Association level of evidence and quality ratings were identified. Results indicate that occupation-based life skills interventions effectively address limitations experienced by adults with neurodevelopmental disorders but the overall quantity and quality of evidence-based interventions are lacking.     

Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs

Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed regarding their perceptions of one of three programs. Emerging themes fell into three major categories: teaching experiences, program use, and technology. Findings focused on the need for programs to engage students in actual reading, to move instruction beyond a decoding focus, to provide books that match student interests, and to increase motivation to read.     

Randomized controlled trial evaluating the effectiveness of a web-based stress management program among community college students

Background and Objectives: This study evaluated the effectiveness of a web-based stress management program among community college students that focused on increasing perceived control over stressful events. Design: Students (N = 257) were randomly assigned to a Present Control Intervention or a Stress-information only comparison group. Methods: Primary outcomes were perceived stress and stress symptoms; secondary outcomes were depression and anxiety. Self-report measures were completed online at preintervention, postintervention, and three-week follow-up. Intervention effects were estimated using linear mixed models. Seventy-five percent of the sample (n = 194) completed the pretest and comprised the intent-to-treat sample. Results: Participants in the intervention group reported significant increases in present control, and significant decreases in all four primary and secondary outcome measures from baseline to postintervention and follow-up. Within-group effect sizes were small to medium at postintervention (mean d = –.34) and follow-up (mean d = –.49). The mean between-group effect size on the four outcome measures was d = .35 at postintervention but d = .12 at follow-up, due to unexpected decreases in distress in the comparison group. Conclusions: Our online program is a cost-effective mental health program for college students. Limitations and future direction are discussed.