Usability and Feasibility of a School-Based Digital Framework for Bullying Prevention.

Professional Quality of Life and Intention to Stay Among Perinatal Registered Nurses During the COVID-19 Pandemic

Cyberbullying Resources for Youth and Their Families

163. Associations Between In-person and Electronic Bullying Victimization and Missing School Because of Safety Concerns Among U.S. High School Students

Background:Evidence-informed practices (EIPs) are imperative to increase school safetyfor lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ)students and their peers. Recently, the Expert Recommendations forImplementing Change (ERIC), a taxonomy of discrete implementation strategiesused in health care settings, was adapted for schools. The SchoolImplementation Strategies, Translating the ERIC Resources (SISTER) resultedin 75 discrete implementation strategies. In this article, we examine whichSISTER strategies were used to implement six EIPs to reduce suicidalityamong LGBTQ high school students. We applied the dynamic adaptation process(DAP), a phased, data-driven implementation planning process, that accountsfor adaptation while encouraging fidelity to the core elements of EIPs.Methods:Qualitative data derived from 36 semi-structured interviews and 16 focusgroups conducted with school professionals during the first of a 3-yeareffort to implement EIPs in 19 high schools. We undertook iterativecomparative analysis of these data, mapping codes to the relevant domains inthe SISTER. We then synthesized the findings by creating a descriptivematrix of the SISTER implementation strategies employed by schools.Results:We found that 20 SISTER strategies were encouraged under the DAP, nine ofwhich were amplified by school personnel. Nine additional SISTER strategiesnot specifically built into the DAP were implemented independently by schoolpersonnel, given the freedom the DAP provided, resulting in a total of 29SISTER strategies.Conclusion:This study offers insight into how schools select and elaborateimplementation strategies. The DAP fosters freedom to expand beyondstudy-supported strategies. Qualitative data illuminate motives for strategydiversification, such as improving EIP fit. Qualitative methods allow for anin-depth illustration of the strategies that school personnel enacted intheir efforts to implement the EIPs. We discuss the utility of the DAP insupporting EIP implementation to reduce disparities for LGBTQ students.Plain language abstract:Implementation science is, in part, concerned with implementation strategies,which are actions made to bridge implementation gaps betweenevidence-informed practices and the contexts in which practices are to beused. Implementation experts compiled a list of strategies for promoting theuse of new practices in school settings. The authors of this article examinewhich implementation strategies in this list were promoted by the researchteam and which were employed independently by school personnel. Our resultsillustrate how school personnel applied strategies based on the conditionsand needs of their individual schools. These results will contribute toknowledge about implementation strategies and improve readiness by buildingin strategies implementation teams will use. The authors conductedinterviews and focus groups with school personnel involved in implementingsix evidence-informed practices for reducing suicidality and other negativeoutcomes for lesbian, gay, bisexual, transgender, and queer or questioning(LGBTQ) high school students. Findings are from the end of the first year ofimplementation and provide a glimpse into how and why certain implementationstrategies were employed by school personnel to facilitate adoption of thepractices. Findings describe how they applied these strategies incommunities where LGBTQ people were marginalized and where anti-LGBTQ stigmainfluenced policies and resulted in barriers to implementation. This articlecontributes to efforts to identify and tailor implementation strategies thatcan encourage the use of evidence-informed practices to improve thewell-being of LGBTQ youth and other health disparity populations.

Bullying in schools contributes to peer conflict, disruptive behavior, internalized victimization, and many other deleterious outcomes for students. This study examined the integration of a schoolwide bullying prevention intervention in a pre/post design comparing grade level aggregated data for elementary, middle, and high school across two timepoints. Results demonstrate that differences in response to bullying prevention occur across the two time points for each grade level. The greatest positive change was found for middle school students, indicating that bullying prevention could most effectively be delivered in middle school. Lack of significant changes may indicate that interventions may require more than one year, that the baseline scores were too high to detect significant change, or measures were not sensitive enough to detect change.

BackgroundTechnology-enabled services (TESs), which integrate human service and digital components, are popular strategies to increase the reach and impact of mental health interventions, but large-scale implementation of TESs has lagged behind their potential.ObjectiveThis study applied a mixed qualitative and quantitative approach to gather input from multiple key user groups (students and educators) and to understand the factors that support successful implementation (implementation determinants) and implementation outcomes of a TES for universal screening, ongoing monitoring, and support for suicide risk management in the school setting.MethodsA total of 111 students in the 9th to 12th grade completed measures regarding implementation outcomes (acceptability, feasibility, and appropriateness) via an open-ended survey. A total of 9 school personnel (school-based mental health clinicians, nurses, and administrators) completed laboratory-based usability testing of a dashboard tracking the suicide risk of students, quantitative measures, and qualitative interviews to understand key implementation outcomes and determinants. School personnel were presented with a series of scenarios and common tasks focused on the basic features and functions of the dashboard. Directed content analysis based on the Consolidated Framework for Implementation Research was used to extract multilevel determinants (ie, the barriers or facilitators at the levels of the outer setting, inner setting, individuals, intervention, and implementation process) related to positive implementation outcomes of the TES.ResultsOverarching themes related to implementation determinants and outcomes suggest that both student and school personnel users view TESs for suicide prevention as moderately feasible and acceptable based on the Acceptability of Intervention Measure and Feasibility of Intervention Measure and as needing improvements in usability based on the System Usability Scale. Qualitative results suggest that students and school personnel view passive data collection based on social media data as a relative advantage to the current system; however, the findings indicate that the TES and the school setting need to address issues of privacy, integration into existing workflows and communication patterns, and options for individualization for student-centered care.ConclusionsInnovative suicide prevention strategies that rely on passive data collection in the school context are a promising and appealing idea. Usability testing identified key issues for revision to facilitate widespread implementation.

Is weight-related bullying addressed in school-based anti-bullying programs?

The purpose of the article is to inform high school students and teachers about the problem of preventing bullying and implementing anti-bullying measures at schools in Ukraine. Methodology. Theoretical research methods were used in the article: systematization; comparison of issues related to bullying prevention; comparison of different author’ views regarding the implementation of anti-bullying measures; and analysis and generalization of scientific, educational, methodological, psychological, and pedagogical resources with the aim of systematizing approaches to bullying prevention. Results. In order to deepen high school students’ knowledge of anti-bullying skills, we developed and offered two lessons for students. They are “Normative and legal documents on the prevention of bullying and responsibility for it”, “Foreign experience in preventing bullying”, as well as two workshops for teachers, they are “Guidance to teachers on the implementation of anti-bullying measures in Ukraine”, “Tips for teachers on bullying prevention according to the national programs”‎. We believe they will contribute to bullying prevention in Ukraine. Conclusions. Conclusions regarding the effective bullying prevention in Ukrainian schools indicate the need for comprehensive, systematic work. The most effective are programs that cover all aspects of school life from creating a friendly and supportive environment to raising awareness among students, teachers, and parents about the bullying problem. It is important to involve students in the process of bullying prevention through their participation, communication, and creation of student councils that help in conflict resolution. Building interaction and empathy skills among students helps to reduce the level of aggression and bullying. Systematic training for teachers about bullying prevention, as well as the inclusion of bullying topics in school programs, contribute to the development of a safe educational environment in schools. In order to prevent bullying effectively, it is important that students collaborate actively with teachers, parents, and local communities, ensuring that bullying is prevented and countered both inside and outside schools.

To report a pilot trial protocol for testing the effectiveness of the Support for New Mums smartphone application in a cohort of first-time mothers. A pilot/feasibility randomized controlled trial using a two-group pre-test and repeated post-test design. This protocol follows the Standard Protocol Items: Recommendations for Intervention Trials (SPIRIT) guidelines. The Intervention group will receive access to the smartphone application for 6weeks post birth. Both Intervention and control groups will receive standardized institutional postnatal care services. Trial funding was gained from respective grant sponsors in May and November 2016. The Support for New Mums smartphone application could be a novel method for addressing the gap in provision of postpartum care services providing psychoeducation and improving maternal parental self-efficacy for Australian childbearing women. Australian New Zealand Clinical Trials Registry ACTRN12618001580268.

Objective: In this qualitative study, we sought to assess 3 topics of interest: (1) current status of vaping and school-based prevention; (2) school personnel’s perceptions of vaping; and (3) challenges in implementing school-based vaping prevention programs. Methods: We conducted 5 focus groups using a semi-structured interview guide during October through December 2019. School personnel (eg, principals, teachers [N = 32]) from 30 middle and high schools were recruited across diverse regions in Nebraska. Results: Eight themes arose from the thematic analysis in 3 topic areas. School personnel attributed student vaping to easy access, low perception of harm, addiction, and proliferation of stealthy products for concealed use. Whereas schools showed strong support for addressing youth vaping on school grounds, few schools had adopted a comprehensive e-cigarette prevention and cessation program. The top challenges to current school-based vaping prevention programs include lack of time, knowledge, and coordinated efforts. Participants also recognized the significance of parental engagement in the prevention effort. Conclusions: There is a considerable variation in school policies and actions to address youth vaping. An evidence based youth vaping program that involves schools, parents, students, and communities needs to be developed and disseminated in school settings.

Considering the prevalence of heterogeneous variances and unequal sample sizes appeared in the educational and psychological research, the present study develops a modified single-stage one-way ANOVA by employing Hill's normalizing transformation. The proposed test statistic for the single-stage ANOVA is approximately a chi-square distribution, which makes the critical values are easy to obtain. A simulation and a numerical example for the single-stage ANOVA are also presented to demonstrate the properties of the new technique. It is found that the proposed test statistic is relatively closed to the nominal level under various simulated configurations of sample size, standard deviation ratio, and number of groups. Moreover, the proposed method outperforms other competitors with respect to the empirical power. A numerical example is also demonstrated to enhance the application of the new technique and a SAS program is available at http:\\www.css.ncku.edu.tw/Edu/luh/index.

School-based screening instruments have traditionally focused on assessing within-child factors, such as a student’s academic, social, emotional, behavioral, or physical development. This emphasis in school-based screening may be a missed opportunity to assess and ameliorate contextual factors (i.e., social determinants of health) influencing child development. In this scoping review, we aim to describe the current landscape of screening for social determinants of health (SDOH) in school settings. Following established practices for scoping reviews, we searched PsycInfo, ERIC, and CINAHL Plus in December 2022 for articles describing the development or use of an SDOH measure in a school setting. From each eligible article, two coders independently extracted (1) study characteristics, (2) measure characteristics, (3) available psychometric or usability information, and (4) reported outcomes of measure implementation. Descriptive and content analyses were used to examine data. We identified six articles describing the development or use of SDOH measures in elementary, high school, or university settings. These articles yielded six unique SDOH measures, intended for either adolescent or young adult self-report, caregiver proxy-report, or both. Measures included 6–25 SDOH items, with additional items assessing demographics, health behaviors, or mental health (e.g., depression). Reported outcomes included increased referrals to services and implementation of school-based supports to reduce social risk (e.g., school food pantry). We discuss next steps for research evaluating the feasibility and social consequences of school-based SDOH screening.

This study aims to propose differentiated human rights education strategies for students and teachers in elementary, middle, high, and special schools in State J by analyzing their respective needs. A survey based on 11 variables derived from the regional human rights ordinance was administered using a 5-point Likert scale. Responses were collected from 669 teachers and 2,654 students. The data were analyzed using SPSS 29.0, employing paired t-tests, Borich needs assessment, and the Locus for Focus model to identify priority areas. The findings revealed that students expressed high needs in variables such as respect for cultural diversity, prohibition of discrimination, maintenance of order within the school, and prevention of school violence. In the Locus for Focus model, "prevention of bullying and violence" and "respect for students’ opinions" were located in the high-priority (HH) quadrant. An integrated analysis combining Borich weights and quadrant weights of the Locus for Focus model showed that the top priorities for students were "prohibition of discrimination" and "education for school violence prevention." For teachers, the priority needs identified were "teacher authority" and "prevention of bullying and violence." These results appear to reflect teachers' concerns about restoring their rights amidst discussions on the revision of the Teacher Rights Protection Act and the potential repeal of the Student Rights Ordinance. No common priorities were found between students and teachers. Therefore, human rights education should be designed with differentiated content and methods that reflect the specific characteristics and needs of each target group.

While parenthood norms are associated with satisfaction and a lead of good and fulfilling life, there are still an increasing number of individuals choosing not to have children. This study explored the experiences of childfree millennial individuals and examines the factors that influence their decision not to have children. Voluntary childlessness or “child-free” individuals face a substantial amount of stigma from society. The study explored how these individuals respond to stigmatizing toward the decision to remain child-free. To uncover these insights, the study employed both quantitative and qualitative data to gain a comprehensive understanding of this phenomenon. A total of fifty (50) respondents from Lucena City, Sariaya, and Candelaria, Quezon in the Philippines participated in the survey and ten (10) randomly selected individuals were interviewed to enrich the findings with personal experiences. Quantitative data were analyzed using Weighted Mean, Analysis of Variance (ANOVA), and Factor Analysis, while qualitative responses were thematically analyzed to uncover deeper emotional and social meanings behind their decision making. This study not only sheds light on the multifaceted reasons behind the decision to remain child-free but also emphasizes the need for a more inclusive conversation, awareness, and community programs that respect life path diversity. By addressing these findings, this research can help guide real-world actions by encouraging schools, communities, and mental health professionals to offer better support for people who choose to remain child-free to reduce judgment and stigma surrounding this decision.

This study investigates the correlation between teachers’ efforts to prevent bullying and their perceptions of school climate. The quantitative data were collected from 82 teachers (76.8%females, respondents’ mean age = 44.91 years [ SD = 9.91]) from 13 Norwegian schools running the Olweus Bully Prevention Program (OBPP). Descriptive analysis of the teachers’ efforts within OBPP at the school, classroom, and individual levels, and simple linear as well as multiple regression analyses were applied. The current study revealed that teachers acted differently within OBPP at the school, classroom, and individual levels, and that their perceptions of school climate differed. A significant positive correlation was found between the teachers’ efforts within OBPP at the all-level variable and the general school climate variable. Implications for the teachers’ efforts to prevent school bullying through OBPP and the significance of the study results for the whole school community are discussed, and limitations of the current study are pointed out.