Prevention Science

Children comprise the largest proportion of the population in sub-Saharan Africa. Of these, millions are orphaned. Orphanhood increases the likelihood of growing up in poverty, dropping out of school, and becoming infected with HIV. Therefore, programs aimed at securing a healthy developmental trajectory for these orphaned children are desperately needed. We conducted a two-arm cluster-randomized controlled trial to evaluate the effectiveness of a family-level economic strengthening intervention with regard to school attendance, school grades, and self-esteem in AIDS-orphaned adolescents aged 12-16 years from 10 public rural primary schools in southern Uganda. Children were randomly assigned to receive usual care (counseling, school uniforms, school lunch, notebooks, and textbooks), "bolstered" with mentorship from a near-peer (control condition, n = 167), or to receive bolstered usual care plus a family-level economic strengthening intervention in the form of a matched Child Savings Account (Suubi-Maka treatment arm, n = 179). The two groups did not differ at baseline, but 24 months later, children in the Suubi-Maka treatment arm reported significantly better educational outcomes, lower levels of hopelessness, and higher levels of self-concept compared to participants in the control condition. Our study contributes to the ongoing debate on how to address the developmental impacts of the increasing numbers of orphaned and vulnerable children and adolescents in sub-Saharan Africa, especially those affected by HIV/AIDS. Our findings indicate that innovative family-level economic strengthening programs, over and above bolstered usual care that includes psychosocial interventions for young people, may have positive developmental impacts related to education, health, and psychosocial functioning.

PRE SCHOOL EDUCATİON PROBLEMS AND SCHOOL LİTERATURE SCREENİNG MAİN LİNES -2 by English Teacher Sefa Sezer
PRE SCHOOL EDUCATİON PROBLEMS AND SCHOOL LİTERATURE SCREENİNG MAİN LİNES - 2 İNÖNÜ UNİVERSİTY / FIRAT UNİVERSİTY / ARDAHAN UNİVERSİTY / SİİRT UNİVERSİTY SEFA SEZER / ENGLİSH TEACHER

2 <<1-) Investigation of Teachers' Views on the Determination of the Problems of Pre- School Education The aim of this research is to develop suggestions by identifying the problems of preschool education, program, audit, legislation and personal rights, physical environment, management and managers, classroom management, personnel, financing, parents, selfrealization and renewal in Siirt province. In the study, a questionnaire form was developed by the researchers in order to learn the opinions of pre-school teachers about the problems of pre-school education in Siirt. The sample of the study consisted of 180 pre-school education teachers working in the public and private pre-primary education institutions affiliated to the Ministry of National Education and the Social Services and Child Protection Institution in Siirt province and districts. The application was conducted between April and May in the spring semester of the academic year.

3 respectively, with 77.8% of the parents, the Physical Environment with 71.7% and the 2nd with the Program with 65.6%. The problems that the teachers did not see as No Significant were Management and Managers and Class Management with 2.8%, Spreading with 2.2% and 2nd with Finance was ranked as 2nd with 1.7%. Teachers stated the Child Recognition Techniques with 36.5% as the subject of the In-Service training they wanted to attend in the 1st place. Key words: Preschool education, problems of pre-school education, quality in preschool education

4 <<2-) Teachers' Views on the Problems of Pre-School Education (Mehmet KÖK, Adnan KÜÇÜKOĞLU, Mehmet Nur TUĞLUK, Sinan KOÇYİĞİT Pre-school period is one of the most important and most critical development stages of life. In this study, the main problems of pre-school education are examined by the teachers who work in these institutions. Key words: Preschool education, problems of pre-school education, quality in pre-school education

5 FINDINGS AND COMMENTS Personal Findings: Findings related to the personal characteristics of the teachers included in the research are listed below. A total of 198 subjects (96.46%) were female and 7 (3.53%) were male. According to seniority; Seventies were 1 (7 years), 7 (15.1%) and 17 (12.1%), and 15 (4%). These numbers indicate that most of the teachers are in the first years of their profession as seniority. 104 (52.4%) teachers were employed and 94 (47.5%) teachers were assigned as master instructors or contracted according to the assignment of preschool teachers. Pre-school education institutions need to be valued as preferred institutions, to understand why they exist and to know what they serve. The way society looks at preschool education institutions affects the efficiency of preschool education institutions. In the written opinions of the teachers about the problems of pre-school education, the problems they emphasize can be listed as the purpose, structure, process and climate of the pre-school organizations.

6 <<3-) Turkish Education Association Publications Status and Problems of Preschool Education in Turkey (Prof. Dr. S. Çetin Özoğlu, Dr. Ethem Levent, Cavit Gürsoy, Cahide Cizre, Özgör Demirel) The seventh of the Annual Scientific Education Meetings organized by the Science Council of the Ministry of Education was established on November 1983, which was founded by the (Turkish Education Council), which was founded upon the opening speeches of Ulu 1983der. In addition, current and important education subject, School Education and Problems are examined. The education of Preschool Children for many years has been left to family and special applications. Today, this practice is inadequate and the preschool period should be included in formal public education practices. It is the most important and critical period of human development. Personality acquisition and development begin and form in pre-school period.

7 This period can be the most lively and the most problematic period. In recent years, the Ministry of National Education has decided to insist on the dissemination of pre-school education services and has initiated applications. pre-school education as the subject of the Seventh Annual Scientific Education meeting. Education and Problems were selected. On the first day of our Seventh Annual Scientific Education Meeting, a pre-school presentation was presented. Istanbul University Faculty of Letters Department of Educational Sciences who presented the presentation Doc. Dr. Ayla Oktay explained pre-school education concepts and practices and gave information about the practices in our country and the world. It was emphasized that preschool education should not be a teaching practice. On the same day, the relationship between Preschool Education and Basic Education has an important place in the implementation of Preschool Education in our school. Dr. Füsun Akarsu presented a paper. The most important aspect of pre-school education is the cooperation of the family of Boğaziçi University Faculty of Education.

8 Dr. Prof. Dr. Güzver Yıldıran presented his paper titled Ar Collaboration Between Parents and the Environment in Preschool Education Çevre and made explanations. The first day of the meeting was completed with a panel discussion on the importance of creative activities in pre-school education. In the panel, creativity and creativity, creativity and printed publications, creativity and painting, television, radio and game concepts and topics are discussed in detail in this period. Key words: Pre-school education, problems of pre-school education, quality in pre-school education

Although substantial research has provided support for the association between parental practices and adolescent gambling, less is known about the role of adolescent attitudes in this relationship. The primary purpose of this study was to test an integrative model linking perceived parental knowledge (children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s perceptions of their parents&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; knowledge of their whereabouts and companions) with adolescent gambling while evaluating the mediating effects of adolescents&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; own gambling approval, risk perception of gambling, and descriptive norms on gambling shared with friends. The data were drawn from the ESPAD® Italia 2012 (European School Survey Project on Alcohol and Other Drugs) study, which is based on a nationally representative sample of Italian adolescent students aged 15-19. The analysis was carried out on a subsample of 19,573 subjects (average age 17.11, 54 % girls). Self-completed questionnaires were administered in the classroom setting. The results revealed that adolescents who perceived higher levels of parental knowledge were more likely to disapprove of gambling and show higher awareness of its harmfulness, which were in turn negatively related to gambling frequency. They were also less likely to perceive their friends as gamblers, which was also negatively related to gambling frequency. These findings suggest that gambling prevention efforts should consider perceived parental knowledge and gambling-oriented attitudes (self-approval, risk perception, and descriptive norms) as factors that may buffer adolescent gambling behavior in various situations.

Crack/cocaine and engagement in risky sexual behavior represent important contributors to the escalation of the HIV infection among women. Several lines of research have emphasized the role of social factors in women&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s vulnerability for such practices and stressed the importance of understanding such factors to better inform prevention efforts and improve their effectiveness and efficiency. However, few studies have attempted to pinpoint specific social/contextual factors particularly relevant to high-risk populations such as female crack/cocaine users. Extensive previous research has related the experience of social rejection to a variety of negative outcomes including, but not limited to, various forms of psychopathology, self-defeating, and self-harm behavior. Motivated by this research, the current study explored the role of laboratory-induced social rejection in moderating the relationship between gender and risky sexual behavior among a sample of crack/cocaine users (n = 211) at high risk for HIV. The results showed that among women, but not among men, experiencing social rejection was significantly associated with a greater number of sexual partners. Further, experiencing social rejection was not related to the frequency of condom use. Implications for future research, prevention, and treatment are discussed.

Methamphetamine use is associated with numerous adverse physical and mental health outcomes. This study investigated the prevalence and distribution of lifetime methamphetamine use (MU) as well as the association between methamphetamine use and engagement in sexual risk behaviors among a nationally representative sample of U.S. high school students. A secondary analysis of the 2003 Youth Risk Behavior Survey (n = 15,240) was carried out. Weighted descriptive and logistic regression analyses were conducted to determine the prevalence of MU by socio-demographic characteristics and the association between drug use and sexual risk behaviors. Prevalence of having used methamphetamine &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt; or =1 times (lifetime methamphetamine use) (7.6%; 95%CI +/- 1.0) was comparable to lifetime cocaine use but over double the rate of lifetime heroin use. Males reported slightly higher MU than females (8.3%+/-1.4 vs. 6.8%+/-1.0). MU was more than twice as high for white (8.1%+/-1.1) and Hispanic (8.2%+/-2.2) students compared to black students (3.1%+/-1.0). MU was associated with approximately 2 to 11 times the likelihood of engaging in one of the six sexual risk behaviors examined. Heavy methamphetamine users were &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;4 times more likely to report having had sexual intercourse before age 13, sex with multiple partners, and having been/gotten someone pregnant compared to those who used methamphetamine 1-2 times. Findings indicate that a substantial number of U.S. youth have used methamphetamine, that white and Hispanic high school students may be at higher risk for methamphetamine use, and that methamphetamine users may be at higher risk for engaging in sexual risk behaviors.

This study presents an analysis of mediation of the effects of the Family Bereavement Program (FBP) to improve mental health outcomes of girls at 11 months following program participation. The FBP was designed based on a theory that program-induced change in multiple child and family level mediators would lead to reductions in children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s mental health problems. Mediational models were tested using a three wave and a two wave longitudinal design. Using a three wave longitudinal design, FBP effects on three variables at T2 (increased positive parenting, decreased negative events, and decreased inhibition of emotional expression) were found to mediate the effects of the FBP on mental health problems at 11-month follow-up. Using a two-wave longitudinal design, support was found for FBP effects on three additional variables at 11-month follow-up (increased positive coping, decreased negative thoughts about stressors, and decreased unknown control beliefs) to mediate program effects to reduce mental health problems at 11-month follow-up. The discussion focuses on theoretical explanations for the mediational effects and on implications for identifying &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;core components&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; of the FBP that are responsible for its effects to reduce mental health problems of girls.

Considerable evidence indicates that variability in implementation of prevention programs is related to the outcomes achieved by these programs. However, while implementation has been conceptualized as a multidimensional construct, few studies examine more than a single dimension, and no theoretical framework exists to guide research on the effects of implementation. We seek to address this need by proposing a theoretical model of the relations between the dimensions of implementation and outcomes of prevention programs that can serve to guide future implementation research. In this article, we focus on four dimensions of implementation, which we conceptualize as behaviors of program facilitators (fidelity, quality of delivery, and adaptation) and behaviors of participants (responsiveness) and present the evidence supporting these as predictors of program outcomes. We then propose a theoretical model by which facilitator and participant dimensions of implementation influence participant outcomes. Finally, we provide recommendations and directions for future implementation research.

A key challenge of community-based prevention programs is engaging families in the context of services settings involving children and families. The Family Check-Up (FCU) program is designed to engage families in parenting support appropriate to their level of need by use of assessment-enhanced motivational interviewing. This study involved families screened for risk who were seeking services at women, infant, and children&#39;s offices in three geographical regions (N = 731). Families in the randomized intervention group (N = 367) were offered the FCU yearly, from age 2 through 10. The results of multivariate modeling indicated that caregivers reporting high levels of perceived caregiving stress (i.e., depression, low parenting satisfaction, daily hassles) participated at a higher rate in two critical components (feedback and follow-up support interventions) of the FCU program over the 8-year trial period than caregivers reporting lesser degrees of stress. The implications of these...

Considerable evidence indicates that variability in implementation of prevention programs is related to the outcomes achieved by these programs. However, while implementation has been conceptualized as a multidimensional construct, few studies examine more than a single dimension, and no theoretical framework exists to guide research on the effects of implementation. We seek to address this need by proposing a theoretical model of the relations between the dimensions of implementation and outcomes of prevention programs that can serve to guide future implementation research. In this article, we focus on four dimensions of implementation, which we conceptualize as behaviors of program facilitators (fidelity, quality of delivery, and adaptation) and behaviors of participants (responsiveness) and present the evidence supporting these as predictors of program outcomes. We then propose a theoretical model by which facilitator and participant dimensions of implementation influence participant outcomes. Finally, we provide recommendations and directions for future implementation research.