Communicating HIV/AIDS Through African American Churches in North Carolina: Implications and Recommendations for HIV/AIDS Faith-Based Programs

This study explores HIV/AIDS communication strategies among church leaders at predominately African American churches in a metropolitan city and surrounding areas in North Carolina. The church leaders contacted for the study are members of an interfaith-based HIV/AIDS program. The researchers used semi-standardized interviews to explore how church leaders address HIV/AIDS in the church. The findings indicate that the seven church leaders who participated in the study use a variety of communication channels to disseminate HIV/AIDS information for congregants and their surrounding communities, which include both interpersonal and mass media.     

Affective Commitment to Congregations

This study identified four multidimensional factors that significantly influence affective commitment of church members to their congregations. The sample (N = 382) consisted of members of three congregations: Unitarian Universalist (UU), United Methodist (UMC), and Evangelical Free Church (EFC). Stepwise multiple regression—with affective commitment to the congregation treated as the dependent variable—revealed that committed members in all three congregations valued their churches as sources of spiritual experiences, but they wanted these experiences delivered to them efficiently. The importance attached to programs and services offered by their congregations appeared as a significant factor in only one congregation (UMC). Suggestions for additional research are offered.     

The Role of a State‐Level Prevention Support System in Promoting High‐Quality Implementation and Sustainability of Evidence‐Based Programs

Although numerous evidence‐based programs (EBPs) have been proven effective in research trials and are being widely promoted through federal, state, and philanthropic dollars, few have been “scaled up” in a manner likely to have a measurable impact on today's critical social problems. The Interactive Systems Framework for Dissemination and Implementation (ISF) explicates three systems that are critical in addressing the barriers that prevent these programs from having their intended public health impact. In this article we describe the relevance of these systems in a real‐world context with a specific focus on the Prevention Support System (PSS). We expand on the ISF model by presenting funders and policy‐makers as active and engaged stakeholders, and demonstrate how a state‐level PSS has used empirical evidence to inform general and program‐specific capacity‐building and support interactions among researchers, funders, and practitioners in Pennsylvania. By embracing this expanded ISF framework as a conceptual model for the wide‐scale dissemination and support of EBPs, and recognizing the need for a distinct state‐level PSS, Pennsylvania has created an infrastructure to effectively address the primary barriers to moving from lists of EBPs to achieving population‐level public health improvement. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

The Protective Role of Teacher Preference for At‐Risk Children's Social Status

Aggressive behaviors have been associated with social costs (e.g., rejection) and benefits (e.g., popularity) in previous studies. The current study sought to examine the moderating effect of teacher preference on the association between distinct forms of aggressive behavior (i.e., physical aggression and relational aggression) and social status (i.e., rejection and popularity), and to explore whether these associations differed for boys and girls. Fourth and fifth grade students (N = 193) completed peer nomination procedures to assess rejection and aggressive behavior and teachers provided self‐reports of their preferences for their students. Findings indicated that relationally aggressive girls were more likely to be popular with their peers when their teachers also liked them. In addition, both relationally and physically aggressive girls were less likely to be rejected by their peers when their teachers liked them. Although physical aggression was most strongly associated with rejection among boys whose teachers liked them, relational aggression predicted popularity among boys whose teachers disliked them. Results suggest that teacher preferences may be a particularly important factor contributing to both physically and relationally aggressive children's social status (e.g., rejection and popularity), especially for girls. Aggr. Behav. 38:481‐493, 2012. © 2012 Wiley Periodicals, Inc.     

Linguistic correlates of social anxiety disorder

The goal of this study was to examine the linguistic correlates of social anxiety disorder (SAD). Twenty-four individuals with SAD (8 of them with a generalised subtype) and 21 non-anxious controls were asked to give speeches in front of an audience. The transcribed speeches were examined for the frequency of negations, I-statements, we-statements, negative emotion words, and positive emotion words. During their speech, individuals with either SAD subtype used positive emotion words more often than controls. No significant differences were observed in the other linguistic categories. These results are discussed in the context of evolutionary and cognitive perspectives of SAD.     

Wolves in sheep’s clothing: How and when hypothetical questions influence behavior

How and when does responding to hypothetical questions shape future judgment and behavior? We identify knowledge accessibility as an implicit process through which hypothetical questions influence individuals, and examine moderators of accessibility that determine when these effects obtain. In an initial study, we show that hypothetical questions increase the accessibility of the specific positive or negative knowledge referenced by the question. In five subsequent studies, we manipulate factors known to enhance (consistency, elaboration) and attenuate (awareness, delay) accessibility, and show that these factors moderate the influence of hypothetical questions on individuals’ voting choices, legal decision-making, and consumption behavior.     

Making decisions about now and later: Development of future-oriented self-control

This study explored factors underlying preschoolers’ ability to make future-oriented choices. In a delay-of-gratification choice task, quantity and visibility of the reward was systematically varied. Participants included 90 typically developing children aged 2–4 years. Children made more choices to delay gratification as the quantity of the reward increased from 1 to 4 stickers, but covering the reward did not have an effect. The study extends previous findings on delay of gratification choice tasks in suggesting a developmental pattern beginning with an early appearing “hot” motivational system. Having children think about the present self versus the future self presumably activates a second “cool” representational system. Age differences in the development of this system and its integration with the motivational system may be at the heart of the “U” shaped function observed in the present work, one in which simpler abilities underlying self-control develop in parallel and integrate to produce more complex behaviour. The study thus contributes to our understanding of the development of future-oriented self-control, a milestone central to socialization and the definition of the self.     

Somatoform Disorder: Treatment Utilization and Cost by Mental Health Professions

Administrative data from Cigna for 149 somatoform cases were analyzed to determine the cost, number of sessions, dropout rates, and recidivism rates. Comparisons on these outcomes were made between medical doctors, psychologists, master’s nurses, master’s social workers, marriage and family therapists, and professional counselors. Recidivism rates and number of sessions are higher than for other mental health problems. There were no significant difference in total cost by profession, but did indicate a significant difference in cost per session for MDs. Analyses indicate that masters and doctoral level providers produced the same drop out and recidivism rates.     

Iona College Community Centered Family Health History Project: Lessons Learned from Student Focus Groups

The Community Centered Family Health History project was initiated to create accessible family health history tools produced by and for the community. The project goal was to promote increased community engagement in health education by encouraging conversations among family members that would translate knowledge of family health history into healthy lifestyle choices. As one of seven community partners, Iona College participated in customizing and beta-testing the Does It Run in the Family? toolkit. Twenty-nine college students were engaged to recruit three relatives related by blood to provide feedback on the utility of the toolkit. The toolkit consists of two booklets—“A Guide to Family Health History” and “A Guide to Understanding Genetics and Health”—explaining the importance of knowing and talking about health within the family as well as basics about how conditions are passed down through generations. Twenty-two of the twenty-nine students participated in focus groups to discuss their reactions to participation in the project. Students in the focus group reported that the study participants—students and their family members—found the toolkit to be user friendly and the experience a valuable one that prompted many to take positive steps toward good health.     

Fuzzy sets to describe driver behavior in the dilemma zone of high-speed signalized intersections

The Type II dilemma zone describes a segment of road on the approach to a signalized intersection where, if occupied by a motorist presented with the circular yellow indication, is likely to result in a motorist having difficulty deciding to stop at the stop line or proceed through the intersection. This phenomenon results in increased frequency of three failure conditions: rear-end collision at the stop line (excessive deceleration rates), the more severe right-angle crashes in the intersections, and left-turn head-on collisions (both resulting from incorrect estimates of clearance time). A more effective boundary definition for Type II dilemma zones could contribute to the safe design of signalized intersections. The prevailing approaches to dilemma zone delineation include the consideration of the vehicle’s travel time to the stop line or the driver’s likelihood of stopping at a particular distance from the stop line. The imprecision of the driver’s perception of speed and distance suggest that fuzzy logic may contribute to the identification of the Type II dilemma zone boundaries. A fuzzy logic (FL) model was constructed and validated from driver’s empirically observed behavior at high-speed signalized intersections. The research resulted in an increased understanding of the phenomenon which, when applied to the timing of signals and the placement of vehicle detection, can improve the overall safety of signalized intersections.