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Designing a Community Translanguaging Space Within a Family Literacy Project
This article features a multilingual family literacy project to enhance family engagement in children's literacy development. First, the authors expand the emerging framework of translanguaging beyond the individual competency toward a collaborative practice across family/community members and diverse sign systems. Then, the authors describe how a multilingual family literacy project created a community translanguaging space that maximized leveraging of family funds of knowledge: collective community semiotic repertoires. Participating families (parents, children, and extended family/community members) collectively built larger communicative repertoires by connecting across individual linguistic, multimodal, and cultural capacities and experiences to create each unique family storybook. Finally, the authors provide suggestions on designing and implementing community-based family literacy projects.
Journal Article
A Systematic Review and Meta-analysis of School-Based Preventive Interventions Targeting E-Cigarette Use Among Adolescents
This study aimed to examine the efficacy of school-based e-cigarette preventive interventions via a systematic review and meta-analysis. We searched Medline, Embase, PsycINFO, Scopus, CINAHL, Cochrane, and clinical trial registries for studies published between January 2000 and June 2023 using keywords for e-cigarettes, adolescents, and school. Of 1566 double-screened records, 11 met the criteria of targeting adolescents, evaluating an e-cigarette preventive intervention, being conducted in a secondary school, using a randomized controlled trial (RCT), cluster RCT, or quasi-experimental design, and comparing an intervention to a control. Pre-specified data pertaining to the study design, outcomes, and quality were extracted by one reviewer and confirmed by a second, and where necessary, a third reviewer. Meta-analyses found no evidence that school-based interventions prevented e-cigarette use at the longest follow-up, which ranged between 6 and 36 months post-intervention (OR = 0.43, 95% CI = 0.16, 1.12; p = 0.09). However, subgroup analyses identified significant effects at post-test and when studies with < 12-month follow-up were omitted. No effect was found for tobacco use at the longest follow-up (OR = 1.01, 95% CI = 0.65, 1.59, p = 0.95); however, reductions in past 30-day tobacco use (OR = 0.59, 95% CI = 0.39, 0.89, p = 0.01) which encompassed e-cigarettes in some studies were identified. Narrative synthesis supported these mixed results and found some school-based interventions prevented or reduced e-cigarette and/or tobacco use; however, some increased use. School-based interventions were also associated with improved knowledge (SMD = − 0.38, 95% CI = − 0.68, − 0.08, p = 0.01), intentions (SMD = − 0.15, 95% CI = − 0.22, − 0.07, p = 0.0001), and attitudes (SMD = − 0.14, 95% CI = − 0.22, − 0.06; p = 0.0007) in the short term. Overall, the quality of evidence was low-to-moderate. School-based interventions hold the potential for addressing e-cigarette use, however, can have null or iatrogenic effects. More high-quality research is needed to develop efficacious interventions, and schools must be supported to adopt evidence-based programs. This is the first systematic review and meta-analysis to examine the efficacy of school-based preventive interventions for e-cigarette use. It provides crucial new knowledge about the efficacy of such interventions in preventing e-cigarette use and improving other outcomes (e.g., tobacco use, knowledge, intentions, attitudes, and mental health) among adolescents and the key characteristics associated with efficacious interventions. Our findings have important practical implications, highlighting future research directions for the development and evaluation of e-cigarette preventive interventions, along with the need to provide support to schools to help them identify and adopt evidence-based programs.
Journal Article
Integrated STEM: Focus on Informal Education and Community Collaboration through Engineering
This article showcases STEM as an interdisciplinary field in which the disciplines strengthen and support each other (not as separate science, technology, engineering, and mathematics disciplines). The authors focus on an open-ended, complex problem—water quality—as the primary teaching and learning task. The participants, middle school female students (aged 9–15 years), interacted in an informal educational setting (i.e., Girl Scouts) on a research project investigating river quality following the river’s restoration. The community, including Girl Scout participants, leaders, parents, university faculty, graduate students, and others, utilized an action research (AR) approach when interacting with the participants. Methods such as observational field notes, focus groups, and collected artifacts were commonly employed. The authors describe the history of STEM and AR leading to authentic science research projects through eight engineering skills/practices (incorporating science, technology, and mathematics) and showcase participant interactions, implementation, and community engagement in the STEM water quality river project. Findings indicate that informal engineering based projects can serve as opportunities for participants to connect with integrated STEM. Implications include the need for engaging participants in informal authentic science to support traditional school STEM learning and encouraging community engagement in integrated STEM to support traditional K-12 classroom instruction.
Journal Article
The Design and Impact of a Clinic-Based Community Program on Food Insecurity, Healthy Eating Behaviors, and Mood
Food insecurity is a national issue that disproportionately impacts Louisiana citizens, contributing to the state’s poor health outcomes. We know that the Supplemental Nutrition Assistance Program (SNAP) and food pantries improve access to food, but we have limited data on what interventions improve food insecurity. The Geaux Get Healthy Clinical Program at Our Lady of the Lake (GGHOLOL) is a clinic-based community program that leverages community partnerships and a clinical setting to provide education and access to resources for individuals with food insecurity. This prospective study examines the impact of GGHOLOL on food insecurity as a pre-post survey evaluation over a two-year period. A total of 57 research participants with food insecurity completed the program. Mean food security scores improved at completion of GGHOLOL, and these scores further improved 6 months after enrollment. Furthermore, participants demonstrated sustainable improvements in healthy eating, cooking, and shopping behaviors. Lastly, participants improved their overall depression scores at the completion of the program with sustainable improvement at 6 months. With the improvement in GGHOLOL on food insecurity and nutrition behaviors, GGHOLOL may serve as a model for other programs addressing food insecurity in the future.
Journal Article
Power lines : connecting with teens in urban communities through media literacy
\"The book provides strategic and practical approaches towards building relationships and making a space for teens to engage and learn media literacy skills\"-- Provided by publisher.
Book
The knowledge, barriers and opportunities to improve nutrition and physical activity amongst young people attending an Australian youth mental health service: a mixed-methods study
Background
Mental illnesses are the leading cause of disability in young people, and lifestyle interventions in young people at risk of mental illness remain a priority. Opportunities to improve nutrition and physical activity among young people through youth mental health services remain unclear. This study aimed to determine the knowledge and behaviors towards nutrition and physical activity, the barriers and enablers to improving behaviors, and the preferred providers and sources of information for nutrition and physical activity among a sample of young people attending a youth mental health service.
Methods
A mixed-method study was conducted in regional Tasmania, Australia in a sample of young people (15–25 years) attending a youth mental health service (
headspace
). A quantitative survey (
n
= 48) determined young people’s nutrition and physical activity knowledge, behaviors, barriers and enablers to achieving recommendations, and their preferred providers and sources of information. Structured interviews and a focus group further explored these concepts (
n
= 8), including the role of the mental health service as a provider of this support.
Results
The majority of participants did not meet national recommendations for nutrition and physical activity, despite possessing a high level of knowledge regarding their importance for mental health. Improving mental health was a common enabling factor for participants choosing to alter diet and physical activity habits, but also the leading barrier for participating in physical activity. Young people wanted to receive information from reputable health providers, ideally through social media sources.
headspace
was seen as an important potential provider of this information.
Conclusions
Our results indicate that there is a clear need to improve diet and physical activity habits to enhance mental and physical health outcomes in this at-risk group, and youth mental health services could provide further interventions to support their clients. Specialized staff (e.g. dietitians and exercise physiologists) may provide additional benefits alongside existing mental health care support.
Journal Article