No abstract

Moral injury (MI) may occur in the context of committing transgressions (i.e., self‐directed MI reactions), witnessing transgressions, or being the victims of others’ transgressions (i.e., other‐directed MI reactions) that violate an individual's moral principles. Veterans with MI may experience impaired social well‐being (SWB). Studies on MI and veterans’ SWB have focused almost exclusively on social support and used cross‐sectional data. The present study used growth curve analyses to examine the associations between self‐ and other‐directed MI reactions and veterans’ levels of social support, social functioning, social activities, and social satisfaction over the first 18 to 21 months of their transition to civilian life (N = 9,566). The results demonstrated declines in all SWB outcomes, with self‐ and other‐directed MI reactions having differential effects. Higher versus lower levels of other‐directed MI reactions were related to lower baseline scores on all SWB outcomes, βs = −.06 to −.20, and steeper declines over time in social functioning, β = −.09, and social satisfaction, β = −.10. Higher versus lower levels of self‐directed MI reactions were related to lower baseline levels of social functioning, β = −.07, but higher baseline levels of social activity, β = .04. Higher versus lower levels of self‐directed MI reactions were related to a steeper decline in social activity over time, β = −.10. These findings present a more nuanced picture than that depicted by current MI theoretical frameworks and support further research to uncover moderators of the associations between self‐ and other‐directed MI reactions and SWB outcomes.

This research brief summarizes and highlights presentations on moral injury related to theory, measurement, and applications. The overall was to identify current gaps and propose next steps to advance the science of moral injury.

Purpose Employing brief, low-intensity, face-to-face parenting programs can result in improvements in parenting and child behavior; however, their usefulness is often limited by low participation rates. Online technologies are increasingly presented as a panacea for promoting program reach in a cost-effective way. The extant literature, however, provides limited guidance on issues around the implementation of online parenting programs. Grow is a universal, health-promoting parenting program that targets families with 5–10 year olds and was developed for face-to-face delivery and then adapted for a web-based format. The purpose of this paper is to present implementation results from feasibility proof of concept studies of Grow Face-to-Face and Grow Online and explores issues regarding mode of delivery and parent participation. Design/methodology/approach Data were gathered from participants using attendance records, end-of-module/session surveys and semi-structured, in-depth interviews, and were examined using descriptive statistics and inductive thematic analysis. Findings Findings suggest that, compared to the online implementation, recruitment was more difficult for the face-to-face implementation. Conversely, retention in the online program was poorer than in the face-to-face program. Participants from both programs self-reported high levels of engagement and satisfaction. Parents who completed Grow Online expressed a desire for more interpersonal interactions, which suggests a possible need for hybrid programs that combine online technologies with traditional face-to-face modes of delivery. Originality/value These findings challenge the idea that the internet can fully address barriers to parenting program participation by showing that while parents may sign up more readily for an online program, they may struggle to complete all modules. This is problematic as program dosage can influence parent and child outcomes.

Program evaluation has become increasingly important, and information on program performance often drives funding decisions. Technology use and integration can help ease the burdens associated with program evaluation by reducing the resources needed (e.g., time, money, staff) and increasing evaluation efficiency. This paper reviews how program evaluators, across disciplines, can apply internet and mobile technologies to key aspects of program evaluation, which consist of participant registration, participant tracking and retention, process evaluation (e.g., fidelity, assignment completion), and outcome evaluation (e.g., behavior change, knowledge gain). In addition, the paper focuses on the ease of use, relative cost, and fit with populations. An examination on how these tools can be integrated to enhance data collection and program evaluation is discussed. Important limitations of and considerations for technology integration, including the level of technical skill, cost needed to integrate various technologies, data management strategies, and ethical considerations, are highlighted. Lastly, a case study of technology use in an evaluation conducted by the Clearinghouse for Military Family Readiness at Penn State is presented and illustrates how technology integration can enhance program evaluation.