Universities play an integral role in training teachers in the areas of understanding and preparedness to deal with child abuse and neglect while at the same time advocating for the ‘rights of the child’. Unfortunately pre-service teachers are at risk of being ill-prepared to meet their mandated and teaching responsibilities if their course content is not approached strategically. While numerous studies have investigated teachers' understandings of child abuse and the barriers in detecting and reporting this abuse, this research investigates pre-service teachers' understandings of child abuse and their preparedness to deal with the signs, symptoms and disclosures of child abuse. This paper reports on findings concerning pre-service teachers ‘views of their professional role in child protection and their recommendations for content to be included in their undergraduate degrees in teacher education.

Sexual history was documented in 45.9% of charts. Menarche, menses frequency, menses duration, flow quantity, and dysmenorrhea were rarely documented, regardless of patient age or medical complexity. Providers were more likely to document menses if the patient's chief complaint was abdominal pain (41.7%, p<0.05). Mental health complaints were associated with an increase in sexual history documentation (62.9%, p<0.001) and a non-significant decrease in menses documentation (25.8%, p¼0.08). The general pediatric service had higher rates of documenting menses (36.2%, p¼0.05) and sexual histories (51.9%, p¼0.01) compared to other services. Admissions in which gynecology was consulted were also more likely to contain menses documentation (73.3%, p¼0.01) in the admission history.

Socioeconomic status is a strong predictor of normative development and well-being in young people. It is well-known that growing up in a socioeconomically disadvantaged context may lead to negative outcomes, both in childhood and in adulthood. Early intervention and prevention programmes are crucial for building resilience and improving health, well-being and equity. Bounce Forward is a school-based prevention programme implemented in Blackpool, a town in the United Kingdom facing multiple challenges. It was part of a whole town resilience approach and nascent global social movement known as the “Resilience Revolution.” Between 2017 and 2019, the programme was delivered in all Year 5 classes at every primary school in Blackpool (nschool = 36), reaching out to 3,134 students (ages 9–10; 50.4% male). The programme aimed to increase resilience in young people by building knowledge and skills about mental health and resilience through 10 sessions. In the current study, we longitudinally examined a range of protective factors, which are relevant to young people's resilience, as well as their mental health outcomes at three time points: before they participated in Bounce Forward, at the end of the programme, and 3–5 months later, when they started Year 6. The current sample included 441 Year 5 students (54.2% male) from 11 primary schools in Blackpool. Nineteen teaching staff also participated in the study and provided qualitative data regarding the impact of the programme on their students. Results showed improvement in some areas of young people's resilience after taking part in Bounce Forward. We also identified gender differences in several protective factors, indicating that boys may need further support. Teaching staff highlighted improvements in various areas; and also observed that their students have been using the strategies that they learnt from the programme. Altogether, findings suggested that young people benefitted from Bounce Forward. The programme is sustainable, offering a free to download teacher resource pack that allows schools to self-deliver it.

INTRODUCTION: A growing number of comics are being published on health-related topics. Comics use narrative communication. Translation of lived experiences into stories can be powerfully illustrated through comics. METHODS: The intrauterine device (IUD) comic was developed with theoretical concepts of health belief model and social cognitive theory. We tested the validity of the comic with women’s health experts. With IRB approval, the content of the comic was pilot tested among patients with a cross sectional survey. In addition to demographic information, questions in the survey had patients rate the comic on a scale of 1-5 (5= most favorable) about different aspects of the cartoon. RESULTS: 30 women who underwent an IUD insertion at student health center (mean age 24) evaluated the comic. The comic was ‘really liked’ by women (mean score 4.66). The content of the comic scored high (>4.5/5) when evaluated by patients for color, images, overall look, layout, ease of understanding the material, clarity of words and satisfaction with information. Participants strongly agreed (>4.4/5) that the comic was successful in providing information about the types of IUDs, its effectiveness, mechanism of action, risks and benefits in addition to the placement details. They strongly believed that seeing this comic prior to IUD insertion would be helpful. CONCLUSION: Given the growing popularity of comics for health education, comics for contraception education have promising future to become sustainable educational tool. We are disseminating these comics as booklets, webpages and mobile applications. A quasi-experimental study is being conducted to evaluate its effect on IUD knowledge.