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Objectives. Little is known about the use of social media as a tool for health communication. We used a mixed-methods design to examine communication about childhood obesity on Twitter. Methods. NodeXL was used to collect tweets sent in June 2013 containing the hashtag #childhoodobesity. Tweets were coded for content; tweeters were classified by sector and health focus. Data were also collected on the network of follower connections among the tweeters. We used descriptive statistics and exponential random graph modeling to examine tweet content, characteristics of tweeters, and the composition and structure of the network of connections facilitating communication among tweeters. Results. We collected 1110 tweets originating from 576 unique Twitter users. More individuals (65.6%) than organizations (32.9%) tweeted. More tweets focused on individual behavior than environment or policy. Few government and educational tweeters were in the network, but they were more likely than private individuals to be followed by others. Conclusions. There is an opportunity to better disseminate evidence-based information to a broad audience through Twitter by increasing the presence of credible sources in the #childhoodobesity conversation and focusing the content of tweets on scientific evidence.

This cross-sectional study examined the links between body appreciation, contraceptive use, and sexual health outcomes. Body appreciation has been shown to influence contraceptive use in homogenous samples of women. However, a common problem in body image literature is a lack of racial and ethnic diversity with regard to sample; this study was able to take steps toward overcoming that limitation. A sample of 499 women aged 18–56 ( M  = 26.24; SD = 6.15) was recruited via Reddit.com—White (29.3%, n  = 120), Asian (19%, n  = 78), Black (17.3%, n  = 73), multiracial (13.9%, n  = 57), and Latina (13.9%, n  = 57). Covariates included race/ethnicity, body size as measured by body mass index, relationship status, age, sexual orientation, and education level. Results indicated that higher levels of body appreciation were related to a higher likelihood of using non-barrier contraception. Regarding the covariates, race, relationship status, age, and education were related to non-barrier contraceptive use and age was related to dual contraceptive use. Further exploration is needed to determine how body appreciation may affect contraceptive use and sexual health outcomes and how these differ by race/ethnicity.

The review will focus on the effectiveness of school-based \"self-management\" (SM) interventions--a widely-used cognitive behavioral intervention to address disruptive and challenging behaviors in school settings. Though SM interventions are referred by many names (e.g., self-control, effortful control, self-regulation), SM is defined as a set of strategies that students are trained in to assess, monitor, and evaluate their own behavioral performance (Briesch & Chafouleas, 2009; Cole, Marder, & McCann, 2000; Fantuzzo, Polite, Cook, & Quinn, 1988; Maggin, Briesch, & Chafouleas, 2013; Rothbart & Rueda, 2005; Shapiro & Cole, 1994; Shapiro, Durnan, Post, & Skibitsky-Levinson, 2002). More specifically, Fantuzzo and colleagues (1988) suggest a SM intervention includes one or a combination the following elements: (1) self-selecting a target behavior; (2) self-defining the target behavior; (3) self-determining a performance goal; (4) self-identifying reinforcers; (5) self-prompting a reflection of behavior; (6) self-observing a target behavior; (7) self-recording the observations; (8) self-charting the observations; (9) self-appraising performance; (10) self-administering primary reinforcers; and (11) self-administering secondary reinforcers. The purpose of the review is to inform practice and policy by evaluating the effectiveness of SM interventions designed to reduce challenging classroom behaviors. The following research questions guide this study: (1) How effective are SM interventions at reducing challenging classroom behavior/increasing positive and pro-social classroom behavior?; and (2) What does the existing body of literature tell us regarding the state of research on SM interventions?