Impact of a school-based AIDS prevention program on young adolescents' self-efficacy skills

1995 ◽  
Vol 10 (3) ◽  
pp. 329-344 ◽  
Author(s):  
Kyle Weeks ◽  
Susan R. Levy ◽  
Chenggang Zhu ◽  
Cydne Perhats ◽  
Arden Handler ◽  
...  
Keyword(s):  
Prevention Program ◽  
Self Efficacy ◽  
Aids Prevention ◽  
Young Adolescents ◽  
School Based

Effects of Peer Education on the Peer Educators in a School-Based HIV Prevention Program: Where Should Peer Education Research Go from Here?

2002 ◽  
Vol 29 (4) ◽  
pp. 411-423 ◽  
Author(s):  
Angela Ebreo ◽  
Sonja Feist-Price ◽  
Youmasu Siewe ◽  
Rick S. Zimmerman
Keyword(s):  
Education Research ◽  
Hiv Prevention ◽  
Risk Reduction ◽  
Prevention Program ◽  
Peer Education ◽  
Aids Prevention ◽  
Prevention Programs ◽  
Future Research ◽  
Peer Educators ◽  
School Based

Although many HIV/AIDS prevention programs for adolescents have used peer educators to deliver risk reduction information, fewresearchers have evaluated the effects of participation in educational activities on the peer educators themselves. The present study compares several outcomes experienced by peer educators involved in a school-based HIV prevention program with those of their classmates to determine areas in which involvement in the curriculum had an effect on peer educators. Analyses revealed few differences between peer educators that could be attributed to the implementation of the intervention. The findings are discussed in terms of their implications for prevention programs targeting adolescent populations, and suggestions are made concerning the importance of future research on the selection, training, and integration of peer educators into school-based programs.

scholarly journals Changes in self-efficacy in Japanese school-age children with and without high autistic traits after the Universal Unified Prevention Program: a single-group pilot study

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Takuya Oka ◽  
Shin-ichi Ishikawa ◽  
Aya Saito ◽  
Kazushi Maruo ◽  
Andrew Stickley ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Pilot Study ◽  
Prevention Program ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Autistic Traits ◽  
General Mental Health ◽  
Universal Program ◽  
School Based

Abstract Background Research has shown the efficacy of school-based programs for mental health problems in children. However, few studies have focused on the strengths of children, such as resilience, which is essential in preventing mental health problems. Moreover, no research has investigated the effect of a universal school-based program on children with increased autistic traits in mainstream classes. We examined the changes in children's self-efficacy, social skills, and general mental health after the implementation of a newly developed universal program, the Universal Unified Prevention Program for Diverse Disorders (Up2-D2), and whether similar changes occurred in children with and without higher autistic traits. Methods To assess possible changes associated with the program, questionnaires were collected from 396 children (207 boys and 189 girls) aged 9–12 years old before (T1), immediately after (T2), and three months after (T3) the implementation of the program. Results Results from a linear mixed-effects model showed a significant increase in children's self-efficacy at T2 (adjusted difference 0.49, 95% CI 0.03–0.94; p < 0.05) and T3 (0.78, 95% CI 0.32–1.23; p < 0.001). There were also significant positive changes in social skills and general mental health. Similar changes were observed in children with high autistic traits. Autistic traits at T1 did not contribute to the degree of change in self-efficacy. Conclusions Our pilot study suggests that a universal program has the potential to promote positive attitudes and mental health in both at-risk and not-at-risk children.

Measuring Implementation of a School-Based Violence Prevention Program

2014 ◽  
Vol 222 (1) ◽  
pp. 49-57 ◽  
Author(s):  
Marie-Therese Schultes ◽  
Elisabeth Stefanek ◽  
Rens van de Schoot ◽  
Dagmar Strohmeier ◽  
Christiane Spiel
Keyword(s):  
Violence Prevention ◽  
Program Implementation ◽  
Prevention Program ◽  
Self Efficacy ◽  
School Teacher ◽  
Evaluation Studies ◽  
Implementation Fidelity ◽  
School Based ◽  
Participant Responsiveness ◽  
Violence Prevention Program

When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation – fidelity and participant responsiveness – jointly influence proximal outcomes of the school-based violence prevention program ViSC. The program was implemented in 20 schools across Austria. Trainers conducted in-school teacher trainings with varying implementation fidelity to the program schedule. In a two-wave evaluation study, 370 teachers provided data about their participant responsiveness and the program’s proximal outcomes. The latter comprised their self-efficacy to stop violence among students and their behavior in bullying situations. Multilevel analyses showed that teachers’ self-efficacy was significantly more enhanced in schools where the ViSC program had been implemented with high fidelity. Furthermore, only teachers with high participant responsiveness significantly changed their behavior in bullying situations. Implications for program developers and suggestions for further research on implementation are discussed.

Impact of a School-Based AIDS Prevention Program on Risk and Protective Behavior for Newly Sexually Active Students

1995 ◽  
Vol 65 (4) ◽  
pp. 145-151 ◽  
Author(s):  
Susan R. Levy ◽  
Cydne Perhats ◽  
Kyle Weeks ◽  
Arden S. Handler ◽  
Chenggang Zhu ◽  
...  
Keyword(s):  
Prevention Program ◽  
Aids Prevention ◽  
Sexually Active ◽  
Protective Behavior ◽  
School Based

scholarly journals Developing the universal unified prevention program for diverse disorders for school-aged children

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Shin-ichi Ishikawa ◽  
Kohei Kishida ◽  
Takuya Oka ◽  
Aya Saito ◽  
Sakie Shimotsu ◽  
...  
Keyword(s):  
Prevention Program ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Childhood And Adolescence ◽  
Classroom Teachers ◽  
Preliminary Evaluation ◽  
Universal Prevention ◽  
User Centered Design ◽  
Social Burden ◽  
School Based

Abstract Background Psychological problems during childhood and adolescence are highly prevalent, frequently comorbid, and incur severe social burden. A school-based universal prevention approach is one avenue to address these issues. Objective The first aim of this study was the development of a novel, transdiagnostic cognitive-behavioral universal prevention program: The Universal Unified Prevention Program for Diverse Disorders (Up2-D2). The second aim of this study was to examine the acceptability and fidelity of the Up2-D2. Methods Classroom teachers who attended a 1-day workshop implemented the Up2-D2 independently as a part of their regular curricula. To assess the acceptability of the Up2-D2, 213 children (111 boys and 102 girls) aged 9–12 years completed questionnaires about their enjoyment, comprehension, attainment, applicability, and self-efficacy after completing Lessons 1–12. For fidelity, research assistants independently evaluated audio files that were randomly selected and assigned (27.3%). Results Our preliminary evaluation revealed the program was highly enjoyable, clear, and applicable for students. In addition, self-efficacy demonstrated a trend of gradually increasing over the 12 sessions. The total fidelity observed in the two schools was sufficient (76.2%), given the length of the teacher training. Conclusions The results of this study supported the theory that the Up2-D2 could be feasible in real-world school settings when classroom teachers implement the program. We discussed current research and practical issues of using universal prevention to address mental health problems in school, based on implementation science for user-centered design.

scholarly journals Changes in Self-Efficacy in Japanese School-Age Children With and Without High Autistic Traits after the Universal Unified Prevention Program: A Single-Group Pilot Study

2021 ◽  
Author(s):  
Takuya Oka ◽  
Shin-ichi Ishikawa ◽  
Toshiki Shioiri ◽  
Kazushi Maruo ◽  
Andrew Stickley ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Pilot Study ◽  
Prevention Program ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Autistic Traits ◽  
General Mental Health ◽  
Universal Program ◽  
School Based

Abstract Background: Research has shown the efficacy of school-based programs for mental health problems in children. However, few studies have focused on the strengths of children, such as resilience, which is essential in preventing mental health problems. Moreover, no research has investigated the effect of a universal school-based program on children with increased autistic traits in mainstream classes. We examined the changes in children's self-efficacy, social skills, and general mental health after the implementation of a newly developed universal program, the Universal Unified Prevention Program for Diverse Disorders (Up2‐D2), and whether similar changes occurred in children with and without higher autistic traits. Methods: To assess possible changes associated with the program, questionnaires were collected from 396 children (207 boys and 189 girls) aged 9-12 years old before (T1), immediately after (T2), and three months after (T3) the implementation of the program. Results: Results from a linear mixed-effects model showed a significant increase in children's self-efficacy at T2 (adjusted difference 0.49, 95% CI 0.03 to 0.94; p < 0.05) and T3 (0.78, 95% CI 0.32 to 1.23; p < 0.001). There were also significant positive changes in social skills and general mental health. Similar changes were observed in children with high autistic traits. Autistic traits at T1 did not contribute to the degree of change in self-efficacy. Conclusions: Our pilot study suggests that a universal program has the potential to promote positive attitudes and mental health in both at-risk and not-at-risk children.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

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