How Do People with Late Bedtimes use Social Media?

Background: The use of social media before bedtime usually results in late bedtimes, which is a prevalent cause of insufficient sleep among the general population of most countries. However, it is still unclear how people with late bedtimes use social media, which is crucial for adopting targeted behavior interventions to prevent insufficient sleep. Methods: In this study, we randomly selected 100000 users from Sina Weibo and collected all their posting through web crawling. The posting time was proposed as a proxy to identify nights on which a user stays up late. A text classifier and topic model were developed to identify the emotional states and themes of their posts. We also analyzed their posting/reposting activity, time-use patterns, and geographical distribution. Results: Our analyses show that habitually late sleepers express fewer emotions and use social media more for entertainment and getting information. People who rarely stay up late feel worse when staying up late, and they use social media more for emotional expression. People with late bedtimes mainly live in developed areas and use smartphones more when staying up late. Conclusion: This study depicts the online behavior of people with late bedtimes, which helps understand them and thereby adopt appropriately targeted interventions to avoid insufficient sleep.

PBIS in Schools

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

Health Behaviors During the COVID-19 Epidemic: Perspectives From Studying International Coping and Compliance

Control of the COVID-19 pandemic requires significant changes in people’s health behaviors. We offer this multidisciplinary perspective on the extent of compliance with social distancing recommendations and on coping with these measures around the globe in the first months of the pandemic. We present descriptive data from our survey of 17,650 respondents across 18 countries and territories in June 2020. The majority of respondents worried about contracting the virus. Nearly all engaged in at least some preventive behaviors, particularly handwashing, mask wearing, and avoiding social events. Most reported that it would be difficult to continue these behaviors for more than a few months, and about half reported feeling more anxious since the start of the pandemic. Commonly reported coping behaviors included news consumption, watching television, and sleeping. Our cross-national study highlights areas for developing and implementing health behavior interventions in the global fight to stop the spread of COVID-19.

The role of COVID-19 fears and related behaviors in understanding daily adolescent health behaviors during the pandemic

We examined the prospective associations of COVID-19 fears and behavior, and daily physical activity and dysregulated eating. Adolescents ( N = 31) aged 11–17 completed selected subscales of the Fear of Illness and Virus Evaluation and completed a 7-day health behavior diary. Greater fear of contamination was associated with lower daily physical activity. In contrast, greater COVID-19 precautionary behavior was associated with greater daily physical activity. COVID-19 fears and precautionary behaviors have differential associations with health promoting behavior engagement. Future studies should explore the mechanisms underlying these links to guide adaptation of health behavior interventions for this unique cohort.

Self-management Behavior Interventions for Type 2 Diabetes Mellitus: A Review

BACKGROUND: Diabetes mellitus is chronic diseases with serious complications and reduces the quality of life of patients. Evidence based strategies to enhance diabetes self-management may prevent complications and enhance the quality of life for patients is needed. AIM: This study to summarize the types of intervention strategies used to enhance diabetes self-management behaviors in adult individuals type 2 diabetes mellitus (T2DM). METHOD: This study was used Literature review randomized controlled trials study. PubMed, Scopus, Web of Science, and Cochrane Library data base were used. Jadad scale checklist was used to evaluate quality appraisal included in the study. RESULTS: Twenty-six randomized controlled trials studies were included in this review. Overall, quality of the studies was high-quality. Varied interventions included studies at different countries were found to enhance diabetes self-management behaviors in T2DM patients. In addition, almost type interventions were reported a significant enhancement diabetes self-management behaviors especially in adults with type 2 diabetes patients. CONCLUSION: Varied self-management behavior interventions in diabetes mellitus. This review suggested for investigate best intervention to enhance diabetes self-management behaviors in different cultural for best outcomes.

Theoretical Considerations for Communication Campaigns to Address Vaccine Hesitancy

Vaccine hesitancy, declared one of the top-10 public health threats in 2019, has become a high priority for public health professionals. Health communication campaigns have the potential to be an effective component of health behavior interventions, including those to promote vaccination. There is limited research examining the effects of theory-based health communications campaigns focused on vaccine hesitancy. Communication campaigns that use stage-matched theoretical constructs as the basis for messages are more likely to be successful in encouraging vaccine uptake by organizing behavioral intent to vaccinate along each stage and identifying which theoretical constructs are most relevant to where individuals are in the behavior change process. This article focuses on the underlying factors affecting adult decisions to get vaccinated and proposes a model through which to segment populations and determine appropriate theory-based communication campaigns to address vaccine hesitancy.

Hidden in Plain Sight: The Silent Voices of America’s Third-Class Citizens

When compared to their peers, African American students fare poorly in the following three areas: attendance, student achievement, and disciplinary sanctions (Davis & Jordan, 1994; Fenning & Rose, 2007; Ford & Moore, 2013). California schools have committed to closing the achievement gap by making efforts to eliminate exclusionary practices hindering student access to socially relevant pedagogy; however, an examination of indicators of student success for young Black girls is needed to ascertain the effectiveness of PBIS (Positive Behavior Interventions and Supports) policies and practices (Robinett, 2012). Black girls are impacted socially and academically by the absence of disciplinary practices designed to bridge the achievement gap for all students, the failure of teachers to pedagogically connect with struggling populations, and the existing educator biases indicating a failure to socially connect with disenfranchised populations (Bradshaw et al., 2009). The deficiencies amongst educators have left young Black girls hidden in plain sight. This study seeks to determine if and how Positive Behavioral Interventions and Supports (PBIS) affects Black girls.

Does SWPBIS Increase Teachers’ Collective Efficacy? Evidence From a Quasi-experiment

Teachers’ collective efficacy is predictive of students’ success. School-Wide Positive Behavior Interventions and Supports implementation requires the whole team to set itself common goals regarding behavior management. The main purpose of this study was to investigate the medium-term effects of a SWPBIS intervention on teachers’ collective efficacy. Nine schools and 139 teachers and staff members (n intervention = 74, n control = 65) took part in the study. The study shows that SWPBIS implementation has a positive effect on teachers’ collective efficacy both for primary and secondary schools at post-test 1 (ES = +0.80) and 2 (ES = +0.71). Differences are observed at baseline and at posttests according to the educational level. The link between subscales of a school climate instrument and teachers’ collective efficacy is also investigated. The “structure for learning” subscale explains the greatest variance in collective efficacy.