Residential education as an alternative for promoting psychosocial and behavioral outcomes among high-risk young Macanese males

2018 ◽  
Vol 88 ◽  
pp. 514-520
Author(s):  
Xue Weng ◽  
Wing Hong Chui ◽  
Tae Yeun Kim
Keyword(s):  
High Risk ◽  
Behavioral Outcomes ◽  
Residential Education

scholarly journals Gender-Specific Mental and Behavioral Outcomes among Physically Abused High-Risk Seventh-Grade Youths

2009 ◽  
Vol 124 (2) ◽  
pp. 234-245 ◽  
Author(s):  
Joseph E. Logan ◽  
Rebecca T. Leeb ◽  
Lawrence E. Barker
Keyword(s):  
High Risk ◽  
Behavioral Outcomes ◽  
Seventh Grade ◽  
Physically Abused ◽  
Gender Specific

Common Concepts of Successful Prevention Programs

1992 ◽  
Author(s):  
Joy G. Dryfoos
Keyword(s):  
Substance Abuse ◽  
High Risk ◽  
Teen Pregnancy ◽  
School Achievement ◽  
Behavioral Outcomes ◽  
Family Intervention ◽  
Smoking Prevention ◽  
Unprotected Sexual Intercourse ◽  
School Based ◽  
High Risk Children

The review of four major fields—prevention of delinquency, substance abuse, teen pregnancy, and school failure (in Chapters 9 to 12)—yielded about 100 different programs that appear to have potential for changing behavioral outcomes. Most of the selected programs reported evaluation data that showed improvements in social behavior or school achievement or reductions in substance abuse or unprotected sexual intercourse. However, 20 of the programs were included as examples of new interventions based on proven theories of behavioral change but with incomplete evaluations. These programs represent a cross-section of thousands of efforts to change the lives of children and youth in all parts of the country. In each chapter, the programs were loosely categorized by type. Among all the models discussed, about 10 percent fell into the category of early child or family intervention, 60 percent were school-based interventions, and 30 percent community-based or multiagency programs. Among the school-based programs, one-third involved specialized curricula, one-third provided nonacademic services in schools, and one-third dealt with school organization or were alternative schools. As we will see, the successful programs share a number of common elements, more than might be expected given the extensive differences in size, complexity, goals, and level of documentation. Among the program models are those directed at very small groups of selected high-risk children and those directed at an entire school or community. Some of the programs had a single purpose (smoking prevention), while others had multiple goals (dropout and pregnancy prevention). Some were offered at one site, while others were multisite. The criterion of primary prevention was loosely applied; some of the most successful models combined identification and counseling or teaching of potential high-risk children with treatment of those who already had the problem. The evaluation of some of the programs accepted here as models was admittedly less than ideal, demonstrating only short-term effects with imperfect control groups. However, for other models, the evaluation meets scientific standards. More than half of the evaluations were carried out by the “designers” of the programs, typically testing their own curricula in schools.

scholarly journals Implementing a peer advocate mental health program: a descriptive pilot study for Ohio youth (Preprint)

2020 ◽  
Author(s):  
Tashuna Albritton ◽  
Kelsey Lynett Ford ◽  
Kira Elsbernd ◽  
Melodie Santodomingo ◽  
Ivan Juzang ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Support ◽  
High Risk ◽  
Peer Support ◽  
Self Efficacy ◽  
Health Program ◽  
Behavioral Outcomes ◽  
Mental Health Program ◽  
User Engagement ◽  
High Risk Youth

BACKGROUND In the United States, millions of adolescents report poor mental health, where one in five teenagers consider suicide. Reducing stigma and fostering peer support remain critical for positive mental health interventions and programs. Increasingly, digital mental health tools have emerged with great promise, leveraging social networks. Despite the potential, limited understanding of such comprehensive programs and their implementation exist. OBJECTIVE The objective of this study investigates a piloted digital mental health training program (Be Present) for youth, specifically describing the impact on youth behavioral outcomes, user engagement, and identifying high-risk youth in the early phases on prevention METHODS Eligibility included Ohio residents (14-22y) to be enrolled as either a “Friend” or a “Peer Advocate”. From May – June 2019, participants completed the Advocate Training course, taking pre-post surveys. Single-arm descriptive analyses measured youth outcomes (self-efficacy, intentions, behaviors, social support, knowledge, and sources of strength), engagement, and assess risk based on survey responses. RESULTS A total of 65 adolescents participated, with 54 completing both pre-post surveys. The majority of participants included non-Hispanic White females. Findings illustrated a significant increase in self-report of referrals for mental health services as well as in perceptions that youth had of experiencing social support, however no significant differences were found for measures self-efficacy, knowledge, and sources of strength between pre-post surveys. Roughly two-thirds of the participants completed all of the Advocate training modules, observing a gradual decline in engagement. Most respondents who received escalated high-risk response messages identified as female. CONCLUSIONS The pilot presented promise for implementing a digital mental health program focused on peer support, specifically observing reported youth behavioral outcomes, user engagement, and identifying high-risk youth. Various limitations exist given the small nonrepresentative sample and lack of control group. All findings should be considered preliminary to a larger trial and underscore the feasibility of delivering online training programs to bolster adolescent mental health. Such formative evaluation proved critical for future implementation and research, offering opportunity for substantial improvements for real world digital mental health programs.

A Community Based High Risk Register for Hearing Loss

1982 ◽  
Vol 47 (4) ◽  
pp. 373-375 ◽  
Author(s):  
James L. Fitch ◽  
Thomas F. Williams ◽  
Josephine E. Etienne
Keyword(s):  
Hearing Loss ◽  
System Identification ◽  
High Risk ◽  
Language Learning ◽  
Education Program ◽  
Communication System ◽  
Auditory Signal ◽  
Early Age ◽  
Community Based ◽  
Children With Hearing Loss

The critical need to identify children with hearing loss and provide treatment at the earliest possible age has become increasingly apparent in recent years (Northern & Downs, 1978). Reduction of the auditory signal during the critical language-learning period can severely limit the child's potential for developing a complete, effective communication system. Identification and treatment of children having handicapping conditions at an early age has gained impetus through the Handicapped Children's Early Education Program (HCEEP) projects funded by the Bureau of Education for the Handicapped (BEH).

A Community Based High Risk Register for Hearing Loss

1983 ◽  
Vol 48 (1) ◽  
pp. 110-110
Keyword(s):  
Hearing Loss ◽  
High Risk ◽  
Community Based

For the November 1982 JSHD article, "A Community Based High Risk Register for Hearing Loss," the author would like to acknowledge three additional individuals who made valuable contributions to the study. They are Marie Carrier, Gene Lyon, and Bobbie Robertson.

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