<p> Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers&rsquo; knowledge, ability, and confidence level caring for students with food allergies. Bandura&rsquo;s social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.</p>

<p> The purpose of this qualitative multiple case study was to explore women&rsquo;s perceptions of provider influence in shaping their beliefs about protection against sexually transmitted diseases during provider-patient consultations. Women indicate they prefer to discuss sexual health issues with providers, yet research was not available to fully understand provider influence on women&rsquo;s beliefs regarding sexually transmitted diseases. Telephone interviews were conducted with a purposive sample of 12 adult women in Baton Rouge, Louisiana. Data collected from these interviews and analyzed for emerging themes using NVivo 10 software revealed how women perceived providers&rsquo; discussions and the dissemination of STD related information. Findings also revealed how women believed healthcare providers might present sexual health information to motivate changes in risky sexual behaviors. The three major themes emerging from the analyses of the data collected were providers did not initiate discussions about preventing STDs, no information was received about preventing STDs during consultations, and visuals could motivate changes in risky sexual behaviors. Recommendations based on the study&rsquo;s findings involved identifying opportunities to leverage staff members in healthcare providers&rsquo; settings, illuminate cues to action, develop STD awareness programs specifically for women, and to conduct future research.</p>

<p> The purpose of this study was 1) to examine the significance of a patient&rsquo;s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one&rsquo;s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one&rsquo;s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale and the Vanderbilt Pain Management Inventory, 81 individuals&rsquo; descriptive statistics were analyzed. Self-directed learning was found to positively influence an individual&rsquo;s ability to be an active patient. The moderated demographic characteristics of age, ethnicity, education level, and gender did not have a direct relationship between selfdirected learning readiness and active/passive coping groups.</p>

<p> In the United States, the patient population has substantially grown more ethnically diverse. Many of these patients present with ailments, such as heart disease, diabetes, and stroke, at a higher rate than their Anglo-European counterparts. Subsequent research has established a link between the health disparities of ethnically diverse communities and the lack of culturally competent physicians. Further investigation reveals cultural competency curriculum that omits the course element of self-reflection was less effective in achieving program objectives than those that provide an opportunity to explore one's own cultural background. This study proposes cultural competence curricula that include a structured self-reflective element, or opportunities to revisit past behaviors of one's self within the context of ethnic and cultural diversity, will assist undergraduate healthcare students develop their cultural skill through awareness of their own cultural values, biases, assumptions and belief systems, and how these aspects direct subsequent patient interactions. Pre- and post-course surveys and questionnaires were used to obtain data from 45 undergraduate respondents for this mixed methods study.</p><p> The results of this study, as analyzed by the Mann-Whitney <i>U </i> test, were unable to definitively prove that there is a statistically significant difference in the level of cultural competence between those who participate in training that includes a structured self-reflective component and those who do not. However, this research shows there is an observable movement away from 0 on the z-distribution curve, which is closer to the critical threshold, and an increase in the median IDI v3 scores on the cultural competence continuum by participants who enroll in an interpersonal communication course where structured self-reflective activities or opportunities to examine concepts of self <i>are</i> imbedded within the curriculum. Therefore, this study concludes the integration of structured self-reflective activities into intercultural curricula improve cultural competence acquisition. This improved cultural competence can be applied in the delivery of health care to ethnically diverse patient populations. Further investigation about the influences of power and privilege on personal identity, and the effects of time on cultural competence acquisition, will add to the breadth and depth of self-reflection, health care, and leadership studies.</p><p> <i>Key words:</i> structured self-reflection, health disparities, health care, leadership, leadership development, ethical leadership, relational leadership, authentic leadership, culture, cultural competence, pre-health care curriculum, education, social justice</p>

Objective. To compare the effect of two exercise interventions on body composition, energy expenditure (EE), body-esteem, and self-worth in obese 7-11 yr old African American girls. Methods. Ten girls met for lifestyle counseling once a week for 10 weeks as an informal exercise (IEX) group. The sessions stressed behavior modification and goal setting. At the same time, a formal exercise (FEX) group (n = 12) participated in a supervised, monitored, aerobic exercise program. The interventions differed in frequency, intensity, duration, and scheduling of physical activities. Body composition was measured by dual energy x-ray absorptiometry, EE by a 7-day recall, body-esteem by the Body-Esteem Scale for Children, and self worth by the Self-Perceived Profile for Children. Results. Both groups increased in fat-free mass (p $<$.05); however, the FEX group declined slightly in fat mass while the IEX group increased slightly. The net results were a significant decrease of 1.4% fat in the FEX group (p $<$.05) while the decrease of 0.4% in the IEX group was not significant. Increases in physical activity EE during intervention were similar in both groups with only the FEX group improving aerobic fitness. However, at one-month follow-up the FEX group decreased EE to levels below pretest (p $<$.05). The results suggest the IEX group better maintained increased EE than the FEX group. The correlation between body-esteem and self worth was r = 0.51 (p $<$.05) and there was no evidence of an intervention effect on these variables. Conclusion. These results suggest the usefulness of exercise interventions to improve body composition, fitness level, and energy expenditure in obese pre-pubescent African American girls with the maintenance of increased physical activity better for those engaging in lifestyle counseling. / Source: Dissertation Abstracts International, Volume: 55-09, Section: B, page: 4160. / Major Professor: Robert J. Moffatt. / Thesis (Ph.D.)--The Florida State University, 1994.

A motivational intervention, based on Marlatt and Gordon's (1985) relapse prevention model, was applied to patients participating in cardiac rehabilitation exercise programs. A total N of 41 subjects were recruited for the project, with 21 subjects receiving the motivational intervention and the remaining subjects receiving a benign educational component. / It was hypothesized that the motivational intervention would have a positive impact on adherence behavior. It was also expected that the motivational program would influence the psychological characteristics of self-motivation, self-efficacy, and internal health locus of control. / Subjects completed a set of questionnaires which included: Pre-participation Questionnaire, Self-motivation Inventory, Multidimensional Health Locus of Control Scales, Cardiac Self-efficacy Scale, High risk situations, and a Post-participation Questionnaire. Attendance records were monitored to obtain adherence measures of overall adherence and adherence by target date. Subjects then participated in three individual sessions with the experimenter. / Results of a MANCOVA did not reveal any differences between groups on posttest measures of adherence, self-motivation, self-efficacy, and internal health locus of control. Separate ANCOVAs also failed to find significant differences between groups on high risk self-efficacy items. A discriminant analysis demonstrated that adherence by target date discriminated most between dropouts and adherers. Canonical correlations exhibited moderate correlations between the psychological measures and adherence measures. / Source: Dissertation Abstracts International, Volume: 54-12, Section: B, page: 6441. / Major Professor: David Pargman. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study was to examine the effects of humor in learning fitness concepts and to investigate students' perceptions of teachers who use relevant humor in the learning environment. Therefore, two research questions guided the study. Is there a significant relationship between humor usage and the learning of fitness concepts? What perceptions do Personal Fitness students have of teachers who use humor in the classroom? / Subjects for the study included 543 ninth grade Personal Fitness students from the State of Florida. For generalization purposes the subjects were selected from a northern, central and southern region of the state. Subjects were divided into groups; one group was shown a fitness and weight control lecture via videotape while the second group received the same lecture with humor included in the presentation. Immediately following the lecture, subjects were asked to complete a 15 item exam over the content presented in the lecture and a 5 item questionnaire which asked questions regarding the lecturer's likability, credibility, and effectiveness. / The analyses used for analyzing the questionnaire responses as well as the scores on the examination included t-tests and Chi-Square analysis. All statistics were calculated using the Statistical Analysis System (SAS). / Results of the study indicated that students were more receptive toward the instructor who incorporated humor into her lecture. In addition, students who viewed the humorous video indicated that they were more motivated to improve their present fitness levels. Findings did not show significant differences in the learning of fitness concepts with humor. / Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 4028. / Major Professor: Charles H. Imwold. / Thesis (Ph.D.)--The Florida State University, 1993.

The Acquired Immune Deficiency Syndrome (AIDS) is a recently identified fatal illness which has lead to heightened fears and anxiety in the general population. Education is seen as the only means of curtailing the spread of the virus which causes AIDS. Research on children's knowledge of illness and attitudes toward the handicapped suggests that information may not only decrease the likelihood of illness transmission, but may also lead to greater social acceptance of the victims. The purpose of the present study was to test the hypothesis that increased knowledge would lead to greater acceptance of a hypothetical peer with AIDS. In general, the results supported the above hypothesis in a sample of children in the grade groupings of K/1, 4/5, and 7/8. The implications and limitations of these results are presented as are recommendations for future research. / Source: Dissertation Abstracts International, Volume: 51-02, Section: B, page: 0998. / Major Professor: Janet A. Kistner. / Thesis (Ph.D.)--The Florida State University, 1989.

The present study was designed to compare the relative effectiveness of two methods of presenting suicide intervention training to college students. Three experimental conditions were: (1) Modeling and Role Play, (2) Lecture and Handouts, (3) Control. The primary dependent measure was a Simulated Suicidal Interaction in which students interacted for 15 minutes with a confederate who was acting suicidal. Dependent measures also included two paper and pencil tests: (1) the Knowledge of Suicide Test (KOST)--a 30 item, multiple choice test and (2) Suicide-Related Vignettes--five essay questions. It was predicted that those in the Role Play group would score significantly higher on the Simulated Suicidal Interactions--a prediction which was supported. It was also expected the Lecture group would score significantly higher on the paper and pencil measures. This was partially supported. On the KOST, the Lecture group scored significantly higher than the Role Play group, but on the Vignettes, the two experimental groups were not significantly different. The experimental groups scored significantly higher than the Control group on all dependent measures. Results suggest that the Role Play method of training may be superior to the Lecture method in teaching students to (1) recognize potentially-suicidal individuals, (2) ask that individual if they are feeling suicidal, and (3) act appropriately by referring the individual to a professional. / Source: Dissertation Abstracts International, Volume: 51-02, Section: B, page: 0974. / Major Professor: Charles H. Madsen, Jr. / Thesis (Ph.D.)--The Florida State University, 1989.

Largely anecdotal evidence suggests that pregnancy is a time when drug-addicted women often display an increased receptivity to public information, drug treatment, and other supportive interventions. Yet little research has examined systematically the process of information seeking among pregnant, drug-addicted women, despite its relevance to efforts to prevent the use of drugs during pregnancy. / This study uses Dervin's Sense-Making theory and method to investigate information seeking among pregnant, drug-addicted women from an alternative perspective than that characterizing traditional thinking about public health information and audiences. In particular, the study explores critical views of the goals of public communication campaigns, the nature of information, and the relationship between institutions and their publics. Through in-depth Sense-Making interviews focusing on moments during their pregnancies when respondents felt concern for themselves or their fetuses, specific aspects of the information-seeking process are explored, including: the situations in which respondents sought information, the types of questions respondents asked in these situations, and the ways in which respondents used the answers they constructed. The potential benefits of the Sense-Making approach for research and the development of helping and information systems are discussed. / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3675. / Major Professor: C. Edward Wotring. / Thesis (Ph.D.)--The Florida State University, 1994.