Universal School-based Prevention Research Articles

Suicide Prevention in Patients with Severe Mental Disorders

Until 2016, only few interventions were supposed to work in suicide prevention: restriction of access to lethal means, school-based universal prevention, treatment of depression and ensuring chain of care. Then, despite the multiplication of the therapeutic strategies for psychiatric disorders during the last decades, the incidence of suicide has not substantially decreased. Among several hypotheses, we proposed that suicidal depression is a specific form of depression, less responsive to antidepressants, carrying a high suicide risk, which deserves specific interventions. During the last decade, few controlled studies have been performed in at risk patients with short term reduction of the risk of suicide as a main objective, and the interest for old drugs such as lithium and clozapine remains. Recent data allow to propose that a new era is coming with evidence-based strategies of suicide prevention that should lead to change the way we deal with suicidal patients. Importantly, most efforts to develop interventions have moved to a perspective that suicide- specific treatments are necessary in addition to interventions for primary psychiatric disorders. By formulating the hypothesis that suicidal patients present a dysregulated response to social adversity based on specific brain areas associated with psychological pain, relying to opioidergic, immune and glutamatergic systems. Last, due to the difficult management of suicidal patients, innovative psychosocial interventions should be implemented for patients in suicidal crises and including safety planning, coordination of care, brief contact using phone calls. We have probably more solutions than ever to prevent suicide.DisclosureNo significant relationships.

Economic evidence of preventive interventions for anxiety disorders in children and adolescents – a systematic review

IntroductionAnxiety disorders are common in children and youth. Also, in prevention, be it universal, selective or indicated, economic evaluation supports decision-making in the allocation of scarce resources.ObjectivesThis review identified and summarised the existing evidence of economic evaluations for the prevention of anxiety disorders in children and adolescents.MethodsA systematic search was conducted on the EBSCO, Scopus, Web of Science, ProQuest, Cochrane and PubMed databases. We included studies that focused on children and adolescents under 18 years of age, aimed to prevent anxiety disorders, and presented an incremental analysis of costs and effectiveness. A registered checklist was used that assessed the quality of the included articles.ResultsThe search yielded 1,697 articles. Five articles were included in this review. Three were RCT-based and two were model-based studies. Out of five included interventions, one was a universal school-based intervention, two selective interventions and two indicated interventions. Universal school-based prevention of anxiety was not cost-effective compared to usual teaching. Selective parent training and indicative child- and parent-focused CBT prevention were likely cost-effective compared to usual care or doing nothing.ConclusionsParent education and cognitive behaviour therapy interventions can be cautiously interpreted as being a cost-effective way of preventing anxiety in children and adolescents. However, the evidence is weak related to cost-effectiveness as there are only a few studies, with relatively small sample sizes and short follow-ups.DisclosureNo significant relationships.

4 Steps To My Future (4STMF): protocol for a universal school-based pilot and feasibility study of a CBT-based psychoeducational intervention to support psychological well-being amongst young adolescents in the Western Cape, South Africa.

BackgroundMental health problems often emerge during middle childhood and adolescence. In South Africa, and in the context of high rates of poverty, violence, and adversity, many children are at a considerable risk for developing mental health problems. Access to and costs of mental health services preclude treatment for most. There is evidence that universal school-based prevention programmes are effective in well-resourced settings. However, little is known about the feasibility and acceptability of such programmes in low- and middle-income countries (LMICs), including South Africa.MethodsThis is a feasibility pilot study of 4 Steps To My Future (4STMF), a Cognitive Behaviour Therapy (CBT) school-based programme for young adolescents in the Western Cape, South Africa. This eight-session intervention will be delivered to children in grade 5 (aged 10–13 years approximately) attending two public government-run schools in the Western Cape, South Africa. We aim to enrol approximately 224 children in grade 5. We will randomise which school receives the intervention first and the other will be a delayed intervention group. We will train individuals with a post-graduate degree in psychology to facilitate the programme. We will collect demographic data on participants as well as data on primary (feasibility measures) and secondary outcomes (mental health and well-being measures). We will collect data at baseline, post-intervention, and at 1-month follow-up.DiscussionThis pilot study will provide data on the acceptability and feasibility of delivering a universal school-based prevention programme in South African schools. The study will provide preliminary data to inform the design of a full-scale randomised controlled trial (RCT) of a universal school-based mental health programme aimed at preventing mental health problems.Trial registrationThis trial is registered with the Pan African Clinical Trial Registry (https://pactr.samrc.ac.za/TrialDisplay.aspx?TrialID=10881) database, with unique identification number for the registry: PACTR202004803366609. Registered on 24 April 2020.

The Cool Kids as a School-Based Universal Prevention and Early Intervention Program for Anxiety: Results of a Pilot Study.

The efficacy of the Cool Kids program has been consistently demonstrated both within Australia and internationally, but limited data are available on the use of Cool Kids as a universal program. The purpose of the study is to evaluate Cool Kids as a universal program for preventing childhood anxiety in the school context. There were 73 Italian children (35 boys and 36 girls, ages 10–13 years) attending the last year of primary school and the first year of middle school who participated in an active intervention based on a school adaptation of the Cool Kids protocol. Results of t-test analyses highlighted a downward trend of anxiety symptoms, especially in total anxiety, somatic anxiety, generalized anxiety, separation anxiety, social anxiety and school phobia at post-treatment assessed by children. Even the score of depression symptoms, measured as a second outcome measure, decreased after the treatment. This study contributes to the evidence base for the Cool Kids program as a universal program for preventing childhood anxiety in the school context. Although these preliminary results show some promise, their replication in future research is necessary given current study limitations.

Effectiveness of a School-Based Universal Prevention Program for Enhancing Autonomous Self-Esteem: Utilizing an Implicit Association Test as an Assessment Tool

Effectiveness of a School-Based Universal Prevention Program for Enhancing Autonomous Self-Esteem: Utilizing an Implicit Association Test as an Assessment Tool

A mixed methods investigation of implementation determinants for a school-based universal prevention intervention.

Effective implementation of evidence-based prevention interventions in schools is vital to reducing the burden of drug use and its consequences. Universal prevention interventions often fail to achieve desired public health outcomes due to poor implementation. One central reason for suboptimal implementation is the limited fit between the intervention and the setting. Research is needed to increase our understanding of how intervention characteristics and context influence intervention implementation in schools to design implementation strategies that will address barriers and improve public health impact. Using a convergent mixed methods design we examined qualitative and quantitative data on implementation determinants for an evidence-based health curriculum, the Michigan Model for HealthTM (MMH) from the perspective of health teachers delivering the curriculum in high schools across the state. We examined data strands independently and integrated them by investigating data alignment, expansion, and divergence. We identified three mixed methods domains: (1) Acceptability, (2) intervention-context fit, and (3) adaptability. We found alignment across data strands as teachers reporting low acceptability also reported low fidelity. The fit between student needs and the curriculum predicted fidelity (expansion). Teachers mentioned instances of poor intervention-context fit (discordance), including when meeting the needs of trauma-exposed youth and keeping updated on youth drug use trends. Teachers reported high adaptability (concordance) but also instances when adaptation was challenging (discordance). This investigation advances implementation research by deepening our understanding of implementation determinants for an evidence-based universal prevention intervention in schools. This will support designing effective implementation strategies to address barriers and advance the public health impact of interventions that address important risk and protective factors for all youth. (1) What is Already Known About the Topic? While many evidence-based interventions (EBIs) exist to address key health issues among youth including substance use and mental health, few of these interventions are effectively implemented in community settings, such as schools. Notable multilevel barriers exist to implement universal prevention in schools. Researchers identify that misalignment between the intervention and the context is a key reason why many implementation efforts do not achieve desired outcomes. (2) What Does This Paper Add? This paper combines the strengths of qualitative and quantitative research methods to identify and understand challenges to intervention-context fit for a comprehensive health curriculum, the Michigan Model for HealthTM (MMH) which is widely adopted throughout Michigan, from the perspective of end users. This paper also utilizes the consolidated framework for implementation research and implementation outcomes framework to guide our understanding of implementing complex interventions and key barriers to implementation in schools. This research provides a foundation to design effective strategies that will balance curriculum fidelity and adaptation to achieve public health objectives. (3) What are the Implications for Practice, Research, or Policy? We need implementation strategies that guide flexibility and fidelity in EBI delivery in schools. While overall teachers felt the curriculum was adaptable and met student needs, they also mentioned specific instances when they would benefit from additional implementation support, such as making adaptations to meet the needs of trauma-exposed youth and keeping up-to-date with emerging drugs. Implementation strategies designed to address these challenges can improve fidelity and ultimately student well-being.

Understanding key implementation determinants for a school-based universal prevention intervention: a qualitative study.

This study examined how teachers discuss various factors as impacting their ability to execute with fidelity the Michigan Model for Health (MMH), an evidence-based health universal prevention curriculum widely adopted throughout Michigan. Researchers have found a robust relationship between fidelity and participant outcomes, including in schools. While previous studies have identified barriers that inhibit fidelity, few have focused on identifying key barriers and deepening our understanding of how these factors influence intervention fidelity. We conducted a thematic analysis using the reflexive thematic approach to identify key barriers and facilitators and deepen our understanding of how these factors influence MMH implementation. Guided by the Consolidated Framework for Implementation Research (CFIR) and the Implementation Outcomes Framework, we conducted semistructured interviews with 23 high school health teachers across Michigan. Teachers identified intervention characteristics (e.g., design quality, packaging, and program adaptability), student needs (e.g., trauma exposure, substances), and the fit between the intervention and the context as factors that contributed to acceptability. They also discussed the curriculum and its alignment with their teaching style and/or experiences as contributing to fidelity. Teachers shared how they would often go "off protocol" to improve intervention-context fit and meet students' needs. Our results identified acceptability, a perceptual implementation outcome, as demonstrating an important role in shaping the relationship between CFIR factors and fidelity. Results provide guidance for systematically designing implementation strategies that address key barriers to improve acceptability, enhance fidelity, and ultimately achieve desired public health objectives.

POLICY OF PREVENTIVE WORK WITH JUVENILE DRUG USERS IN THE USA

This article deals with the problem of preventive work with young drug users. This is one of the most important problems in the world, including the USA. Substance misuse can put individual users and others among them at risk of harm. Early substance misuse and substance use disorders are associated with a variety of negative results, including deteriorating relationships, poor school performance, loss of employment, diminished mental health and increases in sickness and death. It is therefore critical to prevent the full spectrum of substance misuse problems in addition to treating those with substance use disorders. The aim of the study is to reveal the peculiarities of preventive work with young drug users in USA. Theoretical research methods have been used in this study: analysis of scientific sources, systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem. The results of investigation give possibility to state that preventing or reducing early substance use initiation, substance misuse and the harms related to misuse requires the implementation of the effective programs and policies that address substance misuse across the lifespan. The effective prevention programs exist in the USA, and if implemented well, they can markedly reduce substance misuse and related threats to the health of population. There are three main categories of prevention interventions: universal, selected and indicated. Universal interventions are aimed at all members of a given population; selective interventions are aimed at a subgroup determined to be at high risk for substance; indicated interventions are targeted to individuals who are already using substance but have not developed a substance use disorder. It is recommended to provide a mix of universal, selective and indicated preventive intervention. Different programs are used for different categories of population. The program «Family Partnership» is focused on children younger than age 5. «The Good Behavior Game» and «Classroom-Centered Intervention» is an universal elementary school-based prevention program. For adolescents aged 10 to 18 programs «Life Skills Training» and «Towards No Drug Abuse» are used. There are also family-based programs («Strengthening Family», «For Parents and Youth»), program for College Students («Brief Alcohol Screening»), Internet-based program («I hear what you are saying») and many others. drug; juvenile; youth; preventive work; rehabilitation; programs of prevention; USA.

Differential Impact of a Universal Prevention Program on Academic Self-Efficacy: the Moderating Role of Baseline Self-Control

Self-control (SC) plays a critical role in development across the life course; poor SC is a common antecedent of outcomes with high public health and societal burden including lower educational and occupational attainment, problem substance use, depression, obesity, and antisocial behavior. Further, SC is associated with academic self-efficacy and academic success; therefore, optimizing SC in early childhood could have long-term health and educational implications. However, it remains unknown whether the impact of early childhood prevention programs varies by baseline levels of SC, and whether better SC in early childhood leads to better self-efficacy in adolescence. This study leverages a sample of predominately low-/middle-income Black participants (n = 678) who were part of a randomized universal preventive trial in first grade (1993-1995). Teacher-reported SC was measured at baseline. Utilizing a three-step latent transition analysis, transitions between SC classes and academic self-efficacy trajectories were explored. Intervention status was explored as a predictor of the transition. Results suggest that teacher-rated SC in early childhood predicts academic self-efficacy up to 11 years later. Moderation analyses suggest that there are individual differences in prevention program effectiveness by baseline behavioral regulation skills. Implications for school-based universal prevention programming having an impact on low risk children and methods for exploring moderation within a prevention context are discussed.

The Evaluation of Boost Camp: A Universal School-Based Prevention Program Targeting Adolescent Emotion Regulation Skills

The Evaluation of Boost Camp: A Universal School-Based Prevention Program Targeting Adolescent Emotion Regulation Skills

Review: Economic evidence of preventive interventions for anxiety disorders in children and adolescents - a systematic review.

Anxiety disorders are common in children and youth. Also, in prevention, be it universal, selective or indicated, economic evaluation supports decision-making in the allocation of scarce resources. This review identified and summarised the existing evidence of economic evaluations for the prevention of anxiety disorders in children and adolescents. A systematic search was conducted on the EBSCO, Scopus, Web of Science, ProQuest, Cochrane and PubMed databases. We included studies that focused on children and adolescents under 18 years of age, aimed to prevent anxiety disorders and presented an incremental analysis of costs and effectiveness. A registered checklist was used that assessed the quality of the included articles. The search yielded 1697 articles. Five articles were included in this review. Three were RCT-based, and two were model-based studies. Out of five included interventions, one was a universal school-based intervention, two selective interventions and two indicated interventions. Universal school-based prevention of anxiety was not cost-effective compared with usual teaching. Selective parent training and indicative child- and parent-focused CBT prevention were likely cost-effective compared with usual care or doing nothing. Parenteducation and cognitive behaviour therapy interventions can be cautiously interpreted as being a cost-effective way of preventing anxiety in children and adolescents. However, the evidence is weakly related to cost-effectiveness as there are only a few studies, with relatively small sample sizes and short follow-ups.

Genetic propensity for risky behavior and depression and risk of lifetime suicide attempt among urban African Americans in adolescence and young adulthood.

Suicide attempts (SA) among African Americans have increased at a greater rate than any other racial/ethnic group. Research in European ancestry populations has indicated that SA are genetically influenced; however, less is known about the genetic contributors that underpin SA among African Americans. We examined whether genetic propensity for depression and risky behaviors (assessed via polygenic risk scores; PRS) independently and jointly are associated with SA among urban, African Americans and whether sex differences exist in these relations. Participants (N=1,157, 45.0% male) were originally recruited as part of two first grade universal school-based prevention trials. Participants reported in adolescence and young adulthood on whether they ever attempted suicide in their life. Depression and risky behaviors PRS were created based on large-scale genome-wide association studies conducted by Howard et al. (2019) and Karlson Línner et al. (2019), respectively. There was a significant interaction between the risky behavior PRS and depression PRS such that the combination of high risky behavior polygenic risk and low/moderate polygenic risk for depression was associated with greater risk for lifetime SA among the whole sample and African American males specifically. In addition, the risky behavior PRS was significantly positively associated with lifetime SA among African American males. These findings provide preliminary evidence regarding the importance of examining risky behavior and depression polygenic risk in relation to SA among African Americans, though replication of our findings in other African American samples is needed.

Profiles of Passive and Active Suicidal Ideation and Attempts Among Secondary School Students in Australia: A Cross-Sectional Analysis

Introduction Suicide is a leading cause of death among young people (aged 15–24 years), and as such, identifying targets for early intervention is essential to reducing this risk. Using baseline data from a school-based universal suicide prevention trial, we investigate factors associated with different types of suicidal ideation in secondary school students with implications for youth suicide preventive efforts. Methods A self-report questionnaire was administered to students aged 13–16 years (Year 9) before program delivery in four regions across New South Wales, Australia (N = 556). Multinomial logistic regression was used to identify correlates of suicidal ideation type (passive vs. active). Results Approximately half the total sample reported recent suicidal ideation (51.6% in the previous two weeks), which included almost one-third reporting active suicidal ideation (32.2% seriously considered suicide or made plans). Participants that were significantly more likely to report active suicidal ideation compared to passive suicidal ideation identified as female (OR = 1.91, 95% CI = 1.02–3.59), Indigenous (OR = 0.21, 95% CI = 0.05–0.80), as sexual minorities (OR = 0.36, 95% CI = 0.13–0.97), and had greater depression severity (OR = 1.11, 95% CI = 1.04–1.19). Conclusions Suicidal thoughts are prevalent among young people. Universal and indicated preventive interventions that address depression, as well as bullying and discrimination of minority groups would benefit all young people, particularly those more vulnerable to severe suicidal ideation and suicide attempts. Highlights Active suicidal ideation (SI) was reported by 32.2% of our student sample aged 13–16 years. Active SI is linked to sex (female), Indigeneity status, sexual minority status, and greater depression severity. Improved bullying and discrimination policy within schools, and well-being programs targeting depression and promoting help-seeking, would benefit youth.

Responsible Behavior with Younger Children: Examining the Feasibility of a Classroom-Based Program to Prevent Child Sexual Abuse Perpetration by Adolescents

ABSTRACT Child sexual abuse (CSA) is a preventable public health problem typically addressed with either after-the-fact interventions or prevention programs focused on teaching children to protect themselves and report abuse. Such responses do little to prevent CSA victimization, leading to calls for prevention efforts targeting individuals most at risk of perpetrating CSA. These individuals include young adolescents, who are prone to making mistakes and bad decisions when it comes to their sexual behaviors. To begin to address this call to action, we developed Responsible Behavior with Younger Children (RBYC), a universal school-based prevention program to provide sixth and seventh grade students (and their parents and educators) with the knowledge, skills, and tools to prevent engaging younger children in sexual behaviors. School-based CSA prevention interventions are often met with feasibility and acceptability concerns including that (a) people at risk of offending are impervious to prevention efforts, (b) schools do not have the resources to take on additional programs, and (c) the content is too sensitive for educators, parents, and students. The goal of this article is to describe how the RBYC program was developed to address these concerns. We also summarize data on the feasibility of the RBYC program obtained from focus groups with educators, parents, and students during the development of the program and interviews with educators after a pilot randomized controlled trial (RCT). Feedback received during program development and after the pilot RCT suggests that RBYC is relevant, salient, palatable, and feasible for implementation in middle schools.

Resilience Factors, the School-Based Universal Prevention Program "Unplugged" and Healthy Behavior among Early Adolescents

The paper investigates the role of the internal asset (IA), perceived external resources (PER) of resilience, and the school-based universal prevention program known as ‘Unplugged’ in explaining persistent healthy behavior among early adolescence. A sample of 425 adolescents was collected in a repeated measure design study with a baseline (T1) and a six-month follow-up (T2) after the Unplugged implementation. Persistent healthy behavior was assessed by a change in the cumulative index of substance use created by combining alcohol use and cigarette smoking in the past 30 days and their change between T1 and T2. Four categories were created: non-users, permanent users, new users and ex-users. A multinominal logistic regression revealed that non-users were more likely to show higher self-esteem when compared to permanent users. Females had a higher probability of being non-users than either being permanent users or new users. Moreover, Unplugged intervention increased the probability of being a non-user rather than a new user. Regarding PER of resilience, non-users were more likely to have higher home support, prosocial peers, and school connectedness compared to permanent users. Non-users were also more likely to have higher levels of prosocial peers compared to new users. In summary, higher self-esteem, home support, prosocial peers and school connectedness are associated with persistent healthy behavior. To maintain this persistent healthy behavior, the school-based universal prevention program Unplugged has been effective; thus internal assets and external resources of resilience, and prevention program Unplugged, play an important role in the absence of alcohol or cigarette use in early teenage years.

A pilot investigation of universal school-based prevention programs for anxiety and depression symptomology in children: A randomized controlled trial.

The current study aimed to provide a preliminary evaluation of two universal school-based prevention programs, Emotion Regulation (ER) and Behavioral Activation (BA), by increasing resilience to manage excessive worry, a transdiagnostic feature across anxiety and depression. Primary school children (N = 295; 52.5% female; 8-13 years) from five Australian schools were cluster randomized to an ER, BA or usual class control condition. Outcome measures included resilience, worry, anxiety, and depression symptomology; ER and BA were measured as potential mediators. Participants completed measures at pre- and postprogram, and at 6-month follow-up. Children in the BA condition showed increased resilience at 6 months. Expressive suppression mediated the effects of both programs on worry. The current study aimed to provide a preliminary evaluation of two universal school-based prevention programs, ER and BA, by increasing resilience to manage excessive worry, a transdiagnostic feature across anxiety and depression.

ユニバーサル学校予防教育「自己信頼心(自信)の育成」プログラムの効果 : 児童用紙筆版セルフ・エスティーム潜在連合テストを用いた教育効果の検討

ユニバーサル学校予防教育「自己信頼心(自信)の育成」プログラムの効果 : 児童用紙筆版セルフ・エスティーム潜在連合テストを用いた教育効果の検討

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

BackgroundPsychological 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.ObjectiveThe 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.MethodsClassroom 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%).ResultsOur 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.ConclusionsThe 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.

Treating eating disorders in the real world — MaiStep: A skill-based universal prevention for schools

Eating disorders are difficult to treat and often associated with morbidity and mortality. Universal prevention approaches are increasingly focusing on enhancing skills, but few eating disorder programs are available for under-15-year-olds. This study aimed to develop and examine a school-based universal prevention program (‘MaiStep’) for adolescent boys and girls.A three-arm randomized controlled trial with baseline, post-intervention and 12-month follow-up was conducted with 1654 adolescents (M = 13.35, SD 0.76). ‘MaiStep’ was delivered by psychologists in the first intervention group (IG1) and teachers in the second intervention group (IG2), and compared to an active control group (ACG). Primary outcomes were eating disorder-related risk factors measured with scales of the Eating Disorder Inventory-2 (e.g. ‘drive for thinness’, ‘interoceptive awareness’), cognitions and affect related to the body (Body Shape Questionnaire, BSQ-8), and behaviors (Body Image Avoidance Questionnaire, BIAQ). The total sample (N1) was divided into a healthy subsample (N2) and a sample fulfilling DSM-5 criteria for a subthreshold eating disorder (N3) measured with the self-report Structured Inventory for Anorexic and Bulimic Syndromes (SIAB-S).Significant improvements in ‘interoceptive awareness’ (EDI-2) and lower BIAQ scores emerged in N1 at post-intervention and at 12-month follow-up (F(4; 3038) = 3.068, p = .016, ηpart2 = 0.004 and F(4; 2900) = 2.993, p = .018, ηpart2 = 0.004) and in N2 at post-intervention and at 12-month follow-up (F(4; 2812) = 3.147, p = .014, ηpart2 = 0.004 and F(4; 2684) = 3.674, p = .005, ηpart2 = 0.005). The healthy subsample N2 additionally showed significantly lower scores on ‘drive for thinness’ (EDI-2) and on the BSQ-8c at post-intervention (F(2; 1446) = 3.091, p = .046, ηpart2 = 0.004 and F(2; 1453) = 3.505, p = .030, ηpart2 = 0.005) but not at 12-month follow-up. No significant results emerged for N3.The positive findings of improved ‘interoceptive awareness’ (EDI-2) and reduced body image avoidance (BIAQ) indicate that broad disseminated universal prevention under the age of 15 is possible.Trial registration MaiStep is registered at the German Clinical Trials Register (DRKS00005050).

Associations between an educational attainment polygenic score with educational attainment in an African American sample.

Polygenic propensity for educational attainment has been associated with higher education attendance, academic achievement and criminal offending in predominantly European samples; however, less is known about whether this polygenic propensity is associated with these outcomes among African Americans. Using an educational attainment polygenic score (EA PGS), the present study examined whether this score was associated with post-secondary education, academic achievement and criminal offending in an urban, African American sample. Three cohorts of participants (N = 1050; 43.9% male) were initially recruited for an elementary school-based universal prevention trial in a Mid-Atlantic city and followed into young adulthood. Standardized tests of reading and math achievement were administered in first grade. At age 20, participants reported on their level of education attained, and records of incarceration were obtained from Maryland's Criminal Justice Information System. In young adulthood, DNA was collected and extracted from blood or buccal swabs and genotyped. An EA PGS was created using results from a large-scale genome-wide association study on educational attainment. A higher EA PGS was associated with a greater log odds of post-secondary education. The EA PGS was not associated with reading achievement, although a significant relationship was found with math achievement in the third cohort. These findings contribute to the dearth of molecular genetics work conducted in African American samples and highlight that polygenic propensity for educational attainment is associated with higher education attendance.