Canada is currently unknown. This study presents the first nationally representative Canadian data on prevalence and correlates of ADV victimization and perpetration. Methods: This study analyzed data from the 2017/2018 Health-Behavior in School-Aged Children (HBSC) dataset. Youth from all 10 provinces and two territories participated. The analysis sample includes 3,711 participants (mean age ¼ 15.35) in grades 9 and 10 who reported dating experience in the past 12 months. Youth were asked to report on physical, psychological and cyber ADV victimization and perpetration. To explore correlates of ADV, we included grade in school; gender (male, female or non-binary); race/ethnicity; family structure; immigration status; family affluence; food insecurity; and body mass index. Results: We found that over one in three Canadian youth who had dated experienced and/or used ADV in the past 12 months. Specifically, past 12-month ADV victimization prevalence was 11.8% (95% CI: 10.4, 13.0) for physical aggression; 27.8% (25.8, 30.0) for psychological aggression; and 17.5% (15.8, 19.0) for cyber aggression, while perpetration prevalence was 7.3% (6.2, 9.0) for physical aggression; 9.3% (8.0, 11.0) for psychological aggression; and 7.8% (6.7, 9.0) for cyber aggression. Both victimization and perpetration were highest among non-binary youth (as compared to cisgender males and females). Overall, use and experience of ADV was greatest among youth experiencing social marginalization (e.g., poverty). Conclusions: ADV impacts a substantial minority of Canadian youth, and is a serious health problem. ADV prevention programs that focus on root causes of violence (e.g., poverty) are needed.
Clinical students were more favorable toward receiving gifts than were preclinical students, yet there was no difference in their knowledge of the industry. Increased formal and informal education about the pharmaceutical industry is necessary during the clinical years.
There has been an increase in school mental health research aimed at producing generalizable knowledge to address longstanding science-to-practice gaps to increase children's access to evidence-based mental health services. Successful dissemination and implementation are both important pieces to address science-to-practice gaps, but there is conceptual and semantic imprecision that creates confusion regarding where dissemination ends and implementation begins, as well as an imbalanced focus in research on implementation relative to dissemination. In this paper, we provide an enhanced operational definition of dissemination; offer a conceptual model that outlines elements of effective dissemination that can produce changes in awareness, knowledge, perceptions, and motivation across different stakeholder groups; and delineate guiding principles that can inform dissemination science and practice. The overarching goal of this paper is to stimulate future research that aims to advance dissemination science and practice in school mental health.
Core to the goal of scientific exploration is the opportunity to guide future decision-making. Yet, elected officials often miss opportunities to use science in their policymaking. This work reports on an experiment with the US Congress—evaluating the effects of a randomized, dual-population (i.e., researchers and congressional offices) outreach model for supporting legislative use of research evidence regarding child and family policy issues. In this experiment, we found that congressional offices randomized to the intervention reported greater value of research for understanding issues than the control group following implementation. More research use was also observed in legislation introduced by the intervention group. Further, we found that researchers randomized to the intervention advanced their own policy knowledge and engagement as well as reported benefits for their research following implementation.
Promoting positive parental engagement (e.g., reading to the child, practicing nursery rhymes with the child, playing with the child) is beneficial for children. Previous research has largely been limited to only maternal reports and relatively affluent families. The current study longitudinally investigated spillover between positive experiences in the mother–father relationship and positive parental engagement using an ethnically and economically diverse sample of parents. Using data from the Fragile Families and Child Wellbeing Study (N = 3,780 mother–father dyads)—and guided by family systems theory—we tested a series of path analysis models. Positive relationship experiences predicted positive parental engagement over time (from child’s birth–5 years of age) for both mothers and fathers. Furthermore, strength of associations between positive relationship experiences and positive parental engagement largely did not differ based on family structure, poverty, or race. These findings highlight the importance of investigating the mother–father relationship using a family systems framework to better understand positive parental engagement.
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