<p> Personal biases exhibited by mental health professionals can adversely affect treatment outcomes (Servais &amp; Saunders, 2007; Currin, Waller, &amp; Schmidt, 2009). Eating disorders are often stigmatized and ultimately marginalized even within professional realms, thereby presenting (1) an unnecessary barrier to treatment and (2) adverse consequences for affected individuals (Hackler, Vogel, &amp; Wade, 2010; Roehrig &amp; McLean, 2010; Ebneter, Latner, &amp; O'Brien, 2011; Walker &amp; Lloyd, 2011). Conjunctively, the presence of weight discrimination has increased drastically in recent years. (Bannon, Hunter-Reel, Wilson, &amp; Karlin, 2009). This study assessed levels of weight-related and eating disorder-related stigma in a sample of clinical psychology doctoral students.</p>

<p> Childhood obesity is a worldwide problem that can lead to adverse health conditions. In several rural Pennsylvania communities, over one third of elementary students are characterized as overweight, having a body mass index above the 85^th percentile. The purpose of the study was to investigate educational stakeholders' perspectives about school-based obesity-prevention programs. The conceptual framework focused on cognitive theory, the theory of planned behavior, and the trans-theoretical model of health behavior change, which postulates that an individual's readiness to change is the most important factor of intervention programs. Qualitative interview data were gathered from 18 educational stakeholders. Inductive code-based analysis led to categories and themes. Key findings revealed a variety of barriers that limited and prevented effective student-wellness initiatives: students' physical activity; family dynamics, schedules, and socioeconomic factors; lack of transportation limiting children's participation in physical activities; parental engagement and input on obesity-prevention initiatives; and cafeteria environment and meal offerings. Findings informed the development of a policy recommendation for a research-based nutrition education program for schools and a strategy to communicate students' cafeteria habits to parents. Recommendations include a heightened awareness on factors contributing to obesity, as well as better educator-led planning to make improvements to school-based programs. Implications for positive social change may be the potential to increase awareness of healthy behaviors and improved student health through obesity-prevention methods, exercise patterns, and dietary habits of youth. These healthy habits may reduce adverse health effects in adulthood, which could hold the potential to improve the health of the next generation.</p>

<p> The role pharmacists play on the healthcare team is important to the health of the nation and society. Pharmacists are the medication experts whose role is to optimize their patient's health. Today's student pharmacists are prepared through pharmacy education to play this role on the healthcare team. This requires pharmacy schools to identify the appropriate students to enroll in professional Doctor of Pharmacy (Pharm.D.) programs. The purpose of this research is to examine healthcare related experience as a factor used to predict admission as well as success (academic and clinical performance) in the first and second professional year of the Pharm.D. curriculum. </p><p> The study sample consisted of the Pharm.D. applicant pool for the 2010-2011 application cycle, which included 12,288 complete applications. A subset of this sample was combined with success markers (cumulative Grade Point Average (GPA) in the first and second year, and Introductory Pharmacy Practice Experience (IPPE) GPA for the first and second year (P1 and P2 years)) for a second sample that included 389 applicants. The methodology used for this research was binary logistic and multiple regression analysis. </p><p> Statistically significant study findings showed that healthcare related extracurricular experience is a predictor of admission, but not of academic or clinical performance in the first or second year of the Pharm.D. curriculum. The study findings held practical significance for prospective applicants through explanation of the variables as predictors of admission, in order for prospective applicants to properly prepare for the pharmacy school admissions process. The findings are also relevant for admissions officers and will inform their admission processes. Limitations include confounding variables that impact cumulative and IPPE P1 and P2 GPAs, generalizability to all pharmacy schools, as well as a lack of variance in the outcomes measures. Future studies should be conducted at the institutional level and in other health professions to evaluate these admission characteristics in terms of student performance and success at the institution level and in other health professions programs. Future studies should also explore other holistic admission factors (e.g. leadership, community service, etc.) to see if they contribute to appropriate success markers in the pharmacy curriculum.</p>

Thesis (M.P.H.)--University of Michigan, 1944.

Thesis (M.S.P.H.)--University of Michigan, 1930.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2836. Adviser: Wojtek Chodzko-Zajko. Includes bibliographical references (leaves 140-153) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Rhode Island, 2007. / Includes bibliographical references (leaves 85-103).

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.S.P.H.)--University of Michigan, 1936.

Thesis (M.S.P.H.)--University of Michigan, 1940.