Background
Young adult Twitter users are exposed to and often participate in tweets that promote risky behaviors, such as blunt use. Blunts are hollowed out cigars or cigarillos that are filled with marijuana.
Objectives
The current study was designed to determine the use patterns and characteristics of African American, Hispanic and White young adult Twitter users who reported past month blunt use.
Methods
Young adults (N = 753, 74% male) who reported past month blunt use were recruited via Twitter to participate in a brief anonymous online survey about their blunt use.
Results
Findings revealed that African American young adults initiated blunt smoking at an earlier age (14.8 years), reported more days of blunt smoking in the past month (23.2 days) and smoked more blunts in the past month (27.2 blunts) than their Hispanic (16.5 years, 19.7 days, and 15.4 blunts) and White (18.1 years, 15.8 days, and 22.2 blunts) counterparts, p < .01. African American young adults were more likely than their White counterparts to report physical craving as an obstacle to quitting blunt smoking. Several racial/ethnic differences were also found on attitudes about blunt use and reasons for initiating and continuing to smoke blunts.
Conclusions
Findings suggest that blunt use patterns and attitudes about blunt use vary by race/ethnicity. Understanding racial/ethnic differences in blunt use patterns and characteristics offers opportunities to tailor future interventions and enhance outcomes among African American, Hispanic and White young adults.
Ensuring a psychologically and physically safe learning environment for students and staff is necessary for students to learn and grow and for teachers to teach. However, for Black students and other marginalized students, the school environment is often physically and emotionally unsafe and they are targeted by anti-Black policies and practices, ultimately producing inequitable outcomes. As such, school safety must be reexamined and reconceptualized to promote a safe, secure, and welcoming environment for Black students. In this article, we will discuss the school-based experiences of Black students in American schools with a particular focus on Black students’ physical and emotional safety. Furthermore, implications and recommendations for establishing safe, affirming, and culturally relevant educational spaces for Black students are provided.
Group contingencies describe interventions in which a reward is delivered to a group of individuals based on meeting a predetermined target level of performance. Group contingencies have repeatedly been found to be effective in modifying student behavior. Not only are group contingences effective, but they also have several logistical advantages over individual contingencies. Namely, the delivery of a common consequence to a group of individuals increases efficiency, the use of peers as change agents increases positive peer pressure for appropriate behavior, group contingencies are flexible, and they allow access to a variety of reinforcers. Three different types of group contingencies are described. Finally, specific examples of group contingencies are provided. This includes the Good Behavior Game, Positive Peer Reporting, and Mystery Motivator.
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