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The aim of this study was to replicate and extend results of a previous trial that investigated the effectiveness of 2 peer-led eating disorders prevention interventions in reducing eating disorder risk factors in undergraduate women (C. B. Becker, L. M. Smith, & A. C. Ciao, 2006). To extend findings from the previous study by allowing for investigation of differential response, the authors randomly assigned a larger sample of both higher and lower risk sorority members (N ϭ 188; age M ϭ 18.64 years, range ϭ 18 -21; 20% minority) to either a cognitive dissonance (CD) or a media advocacy (MA) intervention under naturalistic conditions. Interventions were delivered by trained sorority peer leaders and consisted of two 2-hr group sessions. Participants completed questionnaires that assessed eating disorder risk factors at pretreatment, posttreatment, 7-week follow-up, and 8-month follow-up. Results indicate that both interventions reduced thin-ideal internalization, body dissatisfaction, dietary restraint, and bulimic pathology at 8 months, although higher and lower risk participants responded somewhat differently. Both CD and MA generally appeared effective for higher risk participants; only CD, however, appeared to benefit lower risk participants. Results further support the viability of using peer leaders in dissonance-based prevention.

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Objective Building Family Foundations (BFF), an interactive multimedia (1M) training curriculum for child welfare workers, and its use with baccalaureate social work students is described. Students’ attitudes toward technology and multimedia, instructional efficacy, and knowledge acquisition were examined. Method Social work students viewed selected units from BFF and completed pretests and posttests using the BFF Competency Rating Scale (CRS), the Child Welfare Knowledge Assessment (CWKA), and the Technology Rating Scale, adapted for use with multimedia. To provide a control group, items from a unit the students did not view were included in the BFF CRS and the CWKA. Results Significant differences between the pretest and posttest means were found. Users increased knowledge, developed a sense of competence in the subject area, and became more comfortable with the use of technology. Conclusion The results indicate that IM is an effective means of providing baccalaureate social work education.