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Bader B, Coenen M, Hummel J, Schoenweger P, Voss S, Jung-Sievers C. Evaluation of community-based health promotion interventions in children and adolescents in high-income countries: a scoping review on strategies and methods used. BMC Public Health 2023; 23:845. [PMID: 37165313 PMCID: PMC10170055 DOI: 10.1186/s12889-023-15691-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 04/16/2023] [Indexed: 05/12/2023] Open
Abstract
BACKGROUND In recent decades, community-based interventions have been increasingly adopted in the field of health promotion and prevention. While their evaluation is relevant for health researchers, stakeholders and practitioners, conducting these evaluations is also challenging and there are no existing standards yet. The objective of this review is to scope peer-reviewed scientific publications on evaluation approaches used for community-based health promotion interventions. A special focus lies on children and adolescents' prevention. METHODS A scoping review of the scientific literature was conducted by searching three bibliographic databases (Medline, EMBASE, PsycINFO). The search strategy encompassed search terms based on the PCC (Population, Concept, Context) scheme. Out of 6,402 identified hits, 44 articles were included in this review. RESULTS Out of the 44 articles eligible for this scoping review, the majority reported on studies conducted in the USA (n = 28), the UK (n = 6), Canada (n = 4) and Australia (n = 2). One study each was reported from Belgium, Denmark, Germany and Scotland, respectively. The included studies described interventions that mostly focused on obesity prevention, healthy nutrition promotion or well-being of children and adolescents. Nineteen articles included more than one evaluation design (e.g., process or outcome evaluation). Therefore, in total we identified 65 study designs within the scope of this review. Outcome evaluations often included randomized controlled trials (RCTs; 34.2%) or specific forms of RCTs (cluster RCTs; 9.8%) or quasi-experimental designs (26.8%). Process evaluation was mainly used in cohort (54.2%) and cross-sectional studies (33.3%). Only few articles used established evaluation frameworks or research concepts as a basis for the evaluation. CONCLUSION Few studies presented comprehensive evaluation study protocols or approaches with different study designs in one paper. Therefore, holistic evaluation approaches were difficult to retrieve from the classical publication formats. However, these publications would be helpful to further guide public health evaluators, contribute to methodological discussions and to inform stakeholders in research and practice to make decisions based on evaluation results.
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Affiliation(s)
- Bettina Bader
- Institute for Medical Information Processing, Biometry, and Epidemiology - IBE, Chair of Public Health and Health Services Research, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - Michaela Coenen
- Institute for Medical Information Processing, Biometry, and Epidemiology - IBE, Chair of Public Health and Health Services Research, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - Julia Hummel
- Institute for Medical Information Processing, Biometry, and Epidemiology - IBE, Chair of Public Health and Health Services Research, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - Petra Schoenweger
- Institute for Medical Information Processing, Biometry, and Epidemiology - IBE, Chair of Public Health and Health Services Research, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - Stephan Voss
- Institute for Medical Information Processing, Biometry, and Epidemiology - IBE, Chair of Public Health and Health Services Research, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - Caroline Jung-Sievers
- Institute for Medical Information Processing, Biometry, and Epidemiology - IBE, Chair of Public Health and Health Services Research, LMU Munich, Munich, Germany.
- Pettenkofer School of Public Health, Munich, Germany.
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Gomez-Baya D, Salinas-Perez JA, Sanchez-Lopez A, Paino-Quesada S, Mendoza-Berjano R. The Role of Developmental Assets in Gender Differences in Anxiety in Spanish Youth. Front Psychiatry 2022; 13:810326. [PMID: 35546952 PMCID: PMC9081569 DOI: 10.3389/fpsyt.2022.810326] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Accepted: 03/21/2022] [Indexed: 01/04/2023] Open
Abstract
Anxiety disorders are the most prevalent psychological disorders during emerging adulthood. Some consistent gender differences have been reported in anxiety with women suffering more anxiety than men, which has detrimental consequences in most life spheres in the youth and later life stages. The understanding of the development of anxiety in emerging adulthood requires a developmental perspective. The Developmental Assets Theory was postulated to describe the individual and the contextual resources which may foster positive youth development and mental health. The present study aims to analyze to what extent the gender differences in anxiety may be partly explained by gender differences in developmental assets. For this purpose, a cross-sectional study was conducted in which a sample of 1,044 youths (75.5% women; age range = 18-28; M age = 20.47, SD = 3.08) enrolled in 11 universities from different regions in Spain filled in self-report measures of developmental assets and anxiety symptoms. The participants completed an online survey with the scales, Developmental Assets Profile developed by the Search Institute (1) and Generalized Anxiety Disorder-7 (GAD-7) (2). The results showed more anxiety in the female subsample (at both the symptoms and clinical levels). Some gender differences in developmental assets were also observed. A partial mediation model, based on regression analyses, indicated that gender differences in anxiety were partly explained by gender differences in developmental assets. Thus, higher anxiety in the women was partly due to lower scores in positive identity and higher scores in positive values. These results suggested the need to design programs to prevent anxiety with specific measures for women youth to nurture positive identity and promote strengths and coping skills that allow them to get the benefits of well-being derived from positive values, thus, preventing worry and stress overload, which may lead to anxiety.
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Affiliation(s)
- Diego Gomez-Baya
- Department of Social, Developmental and Educational Psychology, Universidad de Huelva, Huelva, Spain
| | - Jose A Salinas-Perez
- Department of Quantitative Methods, Universidad Loyola Andalucía, Seville, Spain
| | - Alvaro Sanchez-Lopez
- Department of Personality, Evaluation and Psychological Treatment, Universidad Complutense de Madrid, Madrid, Spain
| | - Susana Paino-Quesada
- Department of Clinical and Experimental Psychology, Universidad de Huelva, Huelva, Spain
| | - Ramon Mendoza-Berjano
- Department of Social, Developmental and Educational Psychology, Universidad de Huelva, Huelva, Spain
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Chinn V, Neely E, Shultz S, Kruger R, Hughes R, Thunders M. Empowering Women in the Face of Body Ideals: A Scoping Review of Health Promotion Programs. HEALTH EDUCATION & BEHAVIOR 2021; 49:534-547. [PMID: 34628972 DOI: 10.1177/10901981211050571] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Achieving women's health equity and empowerment is a global priority. In a Western context, women are often disempowered by the value society places on body size, shape or weight, which can create a barrier to health. Health promotion programs can exacerbate women's preoccupations with their bodies by focusing outcomes toward achieving an "ideal" body size. Women's health promotion activities should be empowering if the desired outcomes are to improve their health and well-being long-term. This review sought to identify key elements from health promotion programs that aimed to empower women. A search was conducted in PubMed, MEDLINE, Web of Science, Scopus, CINAHL complete, and Academic Search Premiere databases. The search yielded 27 articles that collectively reported on 10 different programs. Through thematic synthesis, each article was analyzed for (1) key program features employed to empower women and (2) how such programs evaluated women's health. Seven themes resulted, of which five describe key empowering features (active participation, social support, sustainable change, holistic health perspective, strength-based approach) and two evaluation characteristics (assessment across multiple health domains and a mixed-method design). The findings from this review can assist health promoters to design and improve initiatives that aim to empower women.
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Affiliation(s)
- Victoria Chinn
- Massey University, Wellington, New Zealand.,Victoria University of Wellington, Wellington, New Zealand
| | - Eva Neely
- Victoria University of Wellington, Wellington, New Zealand
| | - Sarah Shultz
- Seattle University, Seattle, WA, USA.,Massey University, Albany, New Zealand
| | | | - Roger Hughes
- University of Tasmania, Hobart, Tasmania, Australia
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Dyrstad SM, Kvalø SE, Alstveit M, Skage I. Physically active academic lessons: acceptance, barriers and facilitators for implementation. BMC Public Health 2018; 18:322. [PMID: 29510699 PMCID: PMC5839008 DOI: 10.1186/s12889-018-5205-3] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2017] [Accepted: 02/22/2018] [Indexed: 01/17/2023] Open
Abstract
BACKGROUND To improve health and academic learning in schoolchildren, the Active School programme in Stavanger, Norway has introduced physically active academic lessons. This is a teaching method combining physical activity with academic content. The purpose of this paper was to evaluate the response to the physically active lessons and identify facilitators and barriers for implementation of such an intervention. METHODS Five school leaders (principals or vice-principals), 13 teachers and 30 children from the five intervention schools were interviewed about their experiences with the 10-month intervention, which consisted of weekly minimum 2 × 45 minutes of physically active academic lessons, and the factors affecting its implementation. All interviews were transcribed and analysed using the qualitative data analysis program NVivo 10 (QSR international, London, UK). In addition, weekly teacher's intervention delivery logs were collected and analysed. RESULTS On average, the physically active academic lessons in 18 of the 34 weeks (53%) were reported in the teacher logs. The number of delivered physically active academic lessons covered 73% of the schools' planned activity. Physically active lessons were well received among school leaders, teachers and children. The main facilitators for implementation of the physically active lessons were active leadership and teacher support, high self-efficacy regarding mastering the intervention, ease of organizing physically active lessons, inclusion of physically active lessons into the lesson curricula, and children's positive reception of the intervention. The main barriers were unclear expectations, lack of knowledge and time to plan the physiclly active lessons, and the length of the physically active lessons (15-20 min lessons were preferred over the 45 min lessons). CONCLUSION Physically active academic lessons were considered an appropriate pedagogical method for creating positive variation, and were highly appreciated among both teachers and children. Both the principal and the teachers should be actively involved the implementation, which could be strengthened by including physical activity into the school's strategy. Barriers for implementing physically active lessons in schools could be lowered by increasing implementation clarity and introducing the teachers to high quality and easily organized lessons. TRIAL REGISTRATION Clinicaltrail.gov ID identifier: NCT03436355 . Retrospectively registered: 16th of Feb, 2018.
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Affiliation(s)
- Sindre M Dyrstad
- Department of Education and Sport Science, University of Stavanger, 4036, Stavanger, Norway.
| | - Silje E Kvalø
- Department of Education and Sport Science, University of Stavanger, 4036, Stavanger, Norway
| | | | - Ingrid Skage
- Department of Education and Sport Science, University of Stavanger, 4036, Stavanger, Norway.,Department of Physio-and Occupational Therapy, Municipality of Stavanger, 4068, Stavanger, Norway
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Curran T, Wexler L. School-Based Positive Youth Development: A Systematic Review of the Literature. THE JOURNAL OF SCHOOL HEALTH 2017; 87:71-80. [PMID: 27917486 DOI: 10.1111/josh.12467] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2015] [Revised: 05/02/2016] [Accepted: 09/07/2016] [Indexed: 05/26/2023]
Abstract
BACKGROUND The values, perspectives, and behavior patterns that begin in adolescence can continue throughout one's life. Because of these lifetime effects, much research has focused on adolescent risk and prevention, but a new body of knowledge investigates protective factors and strengths. Positive youth development (PYD) increases internal and external assets during adolescence and is often based within communities. This review, however, focuses on school-based PYD interventions because these institutions are the largest youth-serving institutions in the country. METHODS This review considered 711 PYD school-based programs found using 4 databases. We included articles published after 2000, and did not review those reporting on regular school curriculum or activities. RESULTS The 24 remaining articles describe PYD programs that fall under 3 general categories: curriculum-based, leadership development, and student-based mentorship programs. CONCLUSIONS Evaluations indicate that programs increase intrapsychic measures of well-being in youth as well as social confidence and healthy behaviors. However, it is important to not only include "at-risk" persons in programming, because a mixed group of young people encourages a more positive peer-to-peer climate. In addition, peer mentorship activities should be actively facilitated by an adult supervisor to ensure positive communication and trust between the mentor and mentee.
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Affiliation(s)
- Tess Curran
- Department of Public Health, University of Massachusetts, Amherst, 715 North Pleasant Street, Amherst, MA 01003
| | - Lisa Wexler
- Department of Public Health, University of Massachusetts, Amherst, 715 North Pleasant Street, Amherst, MA 01003
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Holt NL, Neely KC, Slater LG, Camiré M, Côté J, Fraser-Thomas J, MacDonald D, Strachan L, Tamminen KA. A grounded theory of positive youth development through sport based on results from a qualitative meta-study. INTERNATIONAL REVIEW OF SPORT AND EXERCISE PSYCHOLOGY 2017; 10:1-49. [PMID: 27695511 PMCID: PMC5020349 DOI: 10.1080/1750984x.2016.1180704] [Citation(s) in RCA: 113] [Impact Index Per Article: 16.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2015] [Accepted: 04/15/2016] [Indexed: 05/16/2023]
Abstract
The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of 'named' methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.
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Affiliation(s)
- Nicholas L. Holt
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada
- Katherine A. Tamminen
| | - Kacey C. Neely
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Linda G. Slater
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Martin Camiré
- Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
| | - Jean Côté
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | | | - Dany MacDonald
- Faculty of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada
| | - Leisha Strachan
- Faculty of Kinesiology and Recreation Management, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Katherine A. Tamminen
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
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Hergenrather KC, Emmanuel D, Durant S, Rhodes SD. Enhancing HIV Prevention Among Young Men Who Have Sex With Men: A Systematic Review of HIV Behavioral Interventions for Young Gay and Bisexual Men. AIDS EDUCATION AND PREVENTION : OFFICIAL PUBLICATION OF THE INTERNATIONAL SOCIETY FOR AIDS EDUCATION 2016; 28:252-71. [PMID: 27244193 DOI: 10.1521/aeap.2016.28.3.252] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Men who have sex with men (MSM) represent 64.0% of people living with HIV (PLWH) over the age of 13 years. Young men who have sex with men (YMSM) are particularly affected by HIV/AIDS; the rate of HIV infection for YMSM between the ages of 13 and 24 represents 72.0% of new infections among youth. To understand the current state of the science meant to prevent HIV for YMSM, we reviewed studies of HIV behavioral prevention interventions for YMSM. Five literature databases were searched, from their inception through October 2015, using key words associated with HIV prevention intervention evaluation studies for YMSM. The review criteria included behavioral HIV/AIDS prevention interventions, articles published in English-language peer-reviewed journals, YMSM between 13 and 24 years of age, and longitudinal repeated measures design. A total of 15 YMSM behavioral HIV prevention intervention studies were identified that met inclusion criteria and reported statistically significant findings. Common outcomes included unprotected sexual intercourse, HIV/AIDS risk behavior, condom use, HIV testing, safer sex attitude, and HIV prevention communication. Participant age, representation of Black/African American YMSM, application of theoretical and model underpinnings, congruence of assessment measures used, follow-up assessment times, and application of process evaluation were inconsistent across studies. To advance HIV prevention intervention research for YMSM, future studies should be theory-based, identify common constructs, utilize standard measures, include process evaluation, and evaluate sustained change over standard periods of time. HIV prevention interventions should incorporate the needs of the diverse, well-educated, web-connected millennial generation and differentiate between adolescent YMSM (13 to 18 years of age) and young adulthood YMSM (19 to 24 years of age). Because Black/African American YMSM represent more than 50% of new HIV infections, future HIV prevention intervention studies should prioritize these young men.
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Affiliation(s)
- Kenneth C Hergenrather
- Department of Counseling/Human and Organizational Studies, Graduate School of Education and Human Development, George Washington University, Washington, D.C
| | - Diona Emmanuel
- Department of Counseling/Human and Organizational Studies, Graduate School of Education and Human Development, George Washington University, Washington, D.C
| | - Sarah Durant
- Department of Counseling/Human and Organizational Studies, Graduate School of Education and Human Development, George Washington University, Washington, D.C
| | - Scott D Rhodes
- Department of Social Sciences and Health Policy, Division of Public Health Sciences, Wake Forest School of Medicine, Winston-Salem, North Carolina
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Ullrich-French S, Cole AN, Montgomery AK. Evaluation development for a physical activity positive youth development program for girls. EVALUATION AND PROGRAM PLANNING 2016; 55:67-76. [PMID: 26741783 DOI: 10.1016/j.evalprogplan.2015.12.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2015] [Revised: 11/05/2015] [Accepted: 12/10/2015] [Indexed: 06/05/2023]
Abstract
Girls on the Run (GOTR) is an after school program for girls in third through fifth grade which utilizes a physical activity based positive youth development curriculum that culminates with completing a 5K run. Unfortunately, there is little empirical data documenting GOTR participant changes that align with the curriculum and describe the evaluation process. Therefore, this study presents an evaluation of GOTR consisting of three main processes: curriculum content analysis and stakeholder focus groups (N=11) to identify key outcomes of the program; community-based participatory research to collaborate with program personnel to further identify important outcomes; and the design and pilot testing of an instrument (N=104) for assessing changes in the theoretically grounded outcomes over time. Findings demonstrated a positive collaborative process that led to important information to be used for an impact evaluation of Girls on the Run and for future evaluation development efforts for physical activity based positive youth development.
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Affiliation(s)
| | - Amy N Cole
- Washington State University, United States
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Thomas RL, Chiarelli-Helminiak CM, Ferraj B, Barrette K. Building relationships and facilitating immigrant community integration: An evaluation of a Cultural Navigator Program. EVALUATION AND PROGRAM PLANNING 2016; 55:77-84. [PMID: 26748262 DOI: 10.1016/j.evalprogplan.2015.11.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2015] [Revised: 11/02/2015] [Accepted: 11/17/2015] [Indexed: 06/05/2023]
Abstract
Despite the long history of immigration in the United States, communities around the country struggle to integrate newcomers into the economic, cultural, and political spheres of society. Utilizing results from the program evaluation of one public library's Cultural Navigator Program, the authors illustrate how communities and public institutions can promote integration and relationship-building between newly arrived immigrants and long-time residents. Existing social networks within receiving communities, conceptualized in this article as social capital, were leveraged to build capacity among newly arrived immigrants and foster inclusivity and integration at the community level. As a place of intervention, public libraries are suggested as a safe and shared space where community integration can be fostered. Insights derived from the evaluation inform a discussion on engaging approaches to immigrant integration. Lessons learned and recommendations for program evaluators and administrators are provided.
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Affiliation(s)
- Rebecca L Thomas
- School of Social Work, University of Connecticut, United States.
| | | | - Brunilda Ferraj
- Senior Public Policy Specialist, Connecticut Community Providers Association, Rocky Hill, CT, United States
| | - Kyle Barrette
- Research Consultant, United Nations Development Program, New York, NY, United States
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Dinkel DM, Huberty J, Beets MW. Qualitative evaluation of GoGirlGo! Insights from staff on using a curriculum within after-school programs to improve physical activity. Health Promot Pract 2014; 16:184-92. [PMID: 25326435 DOI: 10.1177/1524839914555571] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND After-school programs (ASPs) are a promising opportunity for increasing girls' physical activity (PA). Few curricula are targeted specifically for the needs of girls, and the effectiveness of most of these curricula is unknown. One curriculum that is specifically designed to facilitate PA in girls in the ASP setting but has not been formally evaluated is GoGirlGo! (GGG). The purpose of the qualitative assessment was to explore staff's overall satisfaction with GGG and to identify best practices for implementation. METHOD A qualitative case study consisting of semistructured interviews with staff (n = 21) was conducted. Data were analyzed using the process of immersion/crystallization. RESULTS A majority of participants reported being satisfied with GGG. Best practices for implementation included having site directors schedule time and space for GGG and adapting GGG to fit the needs of the girls. Suggested improvements included increasing the intensity of the PA offered, adding visuals (e.g., videos), and providing interactive staff training. DISCUSSION This qualitative exploration of GGG provided several suggested modifications for GGG. These modifications may strengthen GGG and other girl-focused ASP programs to improve girls' ability to obtain recommended levels of PA in ASPs.
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