Emotional Intelligence is an ability that is crucial to the field of public health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance and promote sustainable lifestyle changes in communities. This study seeks to evaluate a public health program in order to determine what emotional intelligence training currently exists, and what the attitudes of stakeholders are regarding emotional intelligence and its importance to the field of public health. This is done through interviews with the faculty, administrators and students, as well as a questionnaire that asks students to assess their own abilities in the area of emotional intelligence. The information gathered makes it possible to formulate recommendations to further incorporate emotional intelligence-building activities into the program. Results of the study show a direct correlation between public health and emotional intelligence competencies, which makes it an ideal program in which to integrate further training. Additionally, results indicate a gap between student’s self perception regarding their emotional intelligence abilities, and the perception their faculty and administration of student’s abilities. Finally, a significant lack of student engagement due to dissatisfaction with acceptance requirements appears to contribute to the perception of low emotional intelligence on the part of the students. Recommendations for future development of emotional intelligence in the program include the incorporation of training into the existing Orientation week, the addition of case studies into the courses most naturally related to emotional intelligence-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report emotional intelligence questionnaire and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) at the beginning and end of each term in order to track program effectiveness in the long term.

Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women.

The purpose of this study was to assess the relationship between basketball participation and academic integration at one NCAA Division Ill school. Research on the college experiences of NCAA Division I male student-athletes in corporate sports has demonstrated that athletic participation does not enhance academic integration. Conversely, Division I women athletes have become academically integrated despite participating in intercollegiate athletics. Therefore, this study sought to discover integration differences between males and females at the Division Ill level and made comparisons with the Division I literature. Academic integration was defined as a belief in the academic goals of an institution based on academic involvement, peer interaction, faculty interaction and involvement in work, sport or other extracurricular activities. Nine male and five female Division Ill basketball players from one liberal arts college were interviewed. Based on qualitative analyses, three major themes were identified. First, the student-athletes were predisposed to academic integration based on their high school grade point averages, test scores, parent's education and social class. Second, once in college, they became academically integrated through academic planning, extracurricular involvement, and peer and faculty interaction. Finally, through their coach's assistance with academic planning and the social interaction it created, basketball played a partial role in the integration process for men. Women, however, did not use basketball as their primary means of establishing social ties and did not receive academic assistance from their coach. These were the only differences between genders. The school's academic climate and structure were the most significant factors impacting academic integration. The coach's ability to support these was a secondary factor. When compared to Division I males, these male student-athletes were much more integrated. The females in the current study were similar to their Division I counterparts with respect to academic integration.

The primary purpose of this study was to determine the nature, scope, and consequences of drug and alcohol use by students enrolled at three southern Appalachian community colleges: Mountain Empire Community College (MECC) in Virginia, Northeast State Technical Community College (NSTCC) in Tennessee, and Southwestern Community College (SCC) in North Carolina. An additional purpose was to use this information to formulate recommendations for new and improved preventive substance-abuse programs. The design for this study was descriptive research. The Core Alcohol and Drug Survey (CORE) was selected as the appropriate instrument for use in this study. The 23-item questionnaire was designed specifically to investigate the nature, scope, and consequences of alcohol and drug use of students who attend the three southern Appalachian community colleges. A proportional stratified sampling procedure was utilized to select clusters (classes) at each community college. A total of 1,101 surveys was collected. Four research questions and 22 hypotheses were addressed. Data analysis included descriptive statistics, Chi-square, and Somers' D. The researcher, using the.05 level of significance, rejected nine null hypotheses and failed to reject 13 null hypotheses. Forty-eight percent of the students used alcohol in the past 30 days. Forty-six percent of underage (younger than 21) students drank (indicated alcohol use at least once in previous 30 days). Twenty-six percent of students had "binged" in the previous two weeks. The data in this research showed the following: (1) no relationship existed between the use of alcohol and the age groups, (2) a difference existed between the age groups in their use of marijuana, amphetamines, and sedatives, and (3) a difference existed between the use of alcohol, and marijuana, and grade-point averages. Twenty-five percent of the students have used marijuana (at least once in the past year). The most frequently reported illegal drugs used in the past 30 days were: 17% marijuana, 7% amphetamines and 7% sedatives. Key findings on the consequences of alcohol and drug use are as follows: 38% reported some form of public misconduct and 18% reported experiencing some kind of personal injury at least once during the past year as a result of drinking or drug use. Findings of the study showed that no difference existed between mates' and females' perception of the alcohol and drug policies, regulations and prevention programs on campus. The study also revealed no difference existed among the age groups' perception of the alcohol and drug policies, regulations, and prevention programs.