Active Parental Consent for a School‐Based Community Violence Screening: Comparing Distribution Methods

Stein, Bradley D.; Jaycox, Lisa H.; Langley, Audra K.; Kataoka, Sheryl H.; Wilkins, Windy S.; Wong, Marleen

doi:10.1111/j.1746-1561.2007.00180.x

Cited by 23 publications

(23 citation statements)

References 38 publications

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“…Further, parent and student survey response rates were low (approximately 30%). While this is not unusual when active parental consent is required for research conducted in schools (as in this study) [66, 67], the low response rates may have led to nonresponse bias. This might have resulted in an overestimate of rates of active transport to school, though this bias is likely to be similar at baseline and followup.…”

Section: Discussionmentioning

confidence: 96%

A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness

Crawford

Garrard

2013

Journal of Environmental and Public Health

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This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N = 889) and followup (N = 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts.

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Section: Discussionmentioning

confidence: 96%

A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness

Crawford

Garrard

2013

Journal of Environmental and Public Health

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“…However, this rate was typical of other school-based studies of urban youth. 50,51 Generalizability might also be limited because the participants who remained in the cohort (e.g., English-speaking only, lived with both parents, reported making grades of A and B, less likely to have had a boyfriend or girlfriend) might be at lower risk for engaging in dating violence than students who did not remain in the cohort. Fourth, although we used multilevel modeling to adjust the regression estimates and standard errors for ICC among students within the same school, a larger number of schools would be preferable and would produce more accurate estimates of the variance components in the model.…”

Section: Discussionmentioning

confidence: 99%

Effects of the It’s Your Game . . . Keep It Real Program on Dating Violence in Ethnic-Minority Middle School Youths: A Group Randomized Trial

Peskin

Markham²,

Shegog³

et al. 2014

Am J Public Health

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Objectives We examined whether It’s Your Game…Keep It Real (IYG) reduced dating violence among ethnic-minority middle school youths, a population at high risk for dating violence. Methods We analyzed data from 766 predominantly ethnic-minority students from 10 middle schools in southeast Texas in 2004 for a group randomized trial of IYG. We estimated logistic regression models, and the primary outcome was emotional and physical dating violence perpetration and victimization by ninth grade. Results Control students had significantly higher odds of physical dating violence victimization (adjusted odds ratio [AOR] = 1.52; 95% confidence interval [CI] = 1.20, 1.92), emotional dating violence victimization (AOR = 1.74; 95% CI = 1.36, 2.24), and emotional dating violence perpetration (AOR = 1.58; 95% CI = 1.11, 2.26) than did intervention students. The odds of physical dating violence perpetration were not significantly different between the 2 groups. Program effects varied by gender and race/ethnicity. Conclusions IYG significantly reduced 3 of 4 dating violence outcomes among ethnic-minority middle school youths. Although further study is warranted to determine if IYG should be widely disseminated to prevent dating violence, it is one of only a handful of school-based programs that are effective in reducing adolescent dating violence behavior.

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“…It should be noted that this recruitment rate is consistent with that of other school-based research studies (e.g., Blom-Hoffman et al, 2009). For example, Stein and colleagues (2007) assessed rates of active parental consent in research assessing exposure to violence and PTSD among Latino and African American school children. Their results suggest that only 46.4% of distributed consent forms resulted in parental consent whereas 23% resulted in active refusal (Stein et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…For example, Stein and colleagues (2007) assessed rates of active parental consent in research assessing exposure to violence and PTSD among Latino and African American school children. Their results suggest that only 46.4% of distributed consent forms resulted in parental consent whereas 23% resulted in active refusal (Stein et al, 2007). The authors reasoned that the sensitive nature of the questions and parental concerns about having their children respond to questions about violence exposure contribute to lower recruitment rates.…”

Section: Discussionmentioning

confidence: 99%

Behavioral Inhibition and Risk for Posttraumatic Stress Symptoms in Latino Children Exposed to Violence

Gudiño

2013

J Abnorm Child Psychol

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Latino children in urban contexts marked by poverty are at high risk of being exposed to violence and developing posttraumatic stress disorder (PTSD). Nonetheless, there is great variability in individual responses to violence exposure. This study examines risk for developing re-experiencing, avoidance, and arousal symptoms of PTSD as a function of individual differences in behavioral inhibition and exposure to community violence. Participants were 148 Latino students (M age =11.43 years, SD=.69; 55% girls) living in an area marked by poverty and crime. Children completed self-report measures of behavioral inhibition and posttraumatic stress symptoms during a baseline assessment. During a follow-up interview 6 months later, children completed self-report measures of exposure to community violence since the baseline assessment and posttraumatic stress symptoms. Structural equation models revealed that behavioral inhibition at baseline was positively associated with PTSD avoidance and arousal symptoms at follow-up, after controlling for symptoms at baseline. Furthermore, behavioral inhibition moderated the association between violence exposure and symptoms such that violence was more strongly associated with the development of PTSD avoidance symptoms as behavioral inhibition increased. Results suggest that individual differences in behavioral inhibition contribute to risk for specific PTSD symptoms and are important for understanding variation in responses to trauma exposure. By examining diathesis-stress models within a disorder, we may be better able to elucidate the etiology of a disorder and translate this improved understanding into personalized intervention approaches that maximize effectiveness.

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Active Parental Consent for a School‐Based Community Violence Screening: Comparing Distribution Methods

Cited by 23 publications

References 38 publications

A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness

A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness

Effects of the It’s Your Game . . . Keep It Real Program on Dating Violence in Ethnic-Minority Middle School Youths: A Group Randomized Trial

Behavioral Inhibition and Risk for Posttraumatic Stress Symptoms in Latino Children Exposed to Violence

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