Evaluating an integrated promotion and prevention bystander approach: Early evidence of intervention benefits and moderators

Bullying victimization remains a pressing concern to the health and development of U.S. adolescents. Victims of bullying face threats to their safety and education. Hence, interventions are needed to prevent bullying and equip others to intervene in bullying situations. Prior research has examined preventive interventions with little consideration of promotion-tailored, peace-encouraging, interventions. Further, there is a need to test whether people's motives toward preventive and promotive actions may fit with certain intervention tracks. Here, we tested an upstander approach consisting of a universal assembly presentation with promotion-oriented education (Promote Caring) and prevention-oriented education (Say Something), as well as a tailored 150-minute workshop (Upstanding for Promotion-Prevention). High school students (n = 388; 53.9% girls) participated in the study with a control group (n = 335) and intervention group who self-selected to experience upstanding for peace promotion (n = 15) or upstanding for bullying prevention (n = 35). Students in the prevention-tailored track reported stronger safety beliefs (violence prevention beliefs and care promotion beliefs) than students in the control group and endorsed using more defending actions than control-group students. Students' gain, non-gain, and loss motivations moderated ties between upstanding track involvement and post-test safety beliefs, barriers to upstanding, and defending behaviors.

Toward a moral reckoning on structural racism: Examining structural factors, encouraging structural thinking, and supporting structural intervention

The racial reckoning of 2020 involved the largest social movement protest in U.S. history, but support for the Black Lives Matter movement declined shortly after. To advance a moral reckoning on structural racism that dismantles racialized structures and redresses racial inequities, we call on scholar activists within the field of community psychology to realign their own practices by (a) examining structural factors; (b) encouraging structural thinking; and (c) supporting structural intervention for racial justice. Two structural factors-political determinants and commercial determinants-maintain the status quo of structural racism, undermining efforts for racial equity. As a result, we encourage the development of structural thinking, which provides a structural analysis of racism and leads to support for structural intervention. With an intersectional race and class perspective, we detail how structural thinking could be developed among the professional managerial class (through structural competency) and among the oppressed class (through critical consciousness). Finally, we discuss structural intervention factors and approaches that can redress racial inequities and produce structural change. Ultimately, we provide a pathway for community psychologists to support activists building a multiracial, multiclass coalition to eliminate structures and systems of racial, political, and economic injustice.

Youth-led resilience promotion during disaster recovery: A proposed framework, innovative program, and lessons learned

OBJECTIVE

Disasters, such as a school shooting or a global pandemic, harm psychological health and necessitate recovery. To complement adult-led disaster recovery and trauma-specific approaches, we propose a Youth-Led Resilience Promotion (YLRP) framework focusing on: (a) multitiered change, (b) resilience goals, (c) a promotion mindset, (d) youth strengths, (e) prosocial behaviors, and (f) capacity building through partnerships. The YLRP framework guided the development of a YLRP program in the aftermath of the Chardon High School shooting in Chardon, OH, which is detailed in a case study.

METHOD

As part of a Community-Academic Partnership, 20 college student trainers delivered a multitiered, multicomponent resilience promotion intervention: universal resilience promotion to 1,070 high school students; targeted resilience promotion to 200 student leaders through workshops; and indicated resilience promotion to 30 student leaders through mentoring.

RESULTS

Student leaders formed a youth-led, afterschool club to advance relational resilience through prosocial strategies. Lessons learned from implementing the YLRP program for 6 years (2012-2017) are provided to guide YLRP program developers and program implementers.

CONCLUSION

A youth-led program equipping youth leaders to engage in prosocial strategies may contribute to the psychological resilience and recovery of students after a school shooting, the coronavirus disease 2019 (COVID-19) pandemic, and other potentially traumatic events. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Mixture effects of organic micropollutants present in water: towards the development of effect-based water quality trigger values for baseline toxicity

In this study we propose for the first time an approach for the tentative derivation of effect-based water quality trigger values for an apical endpoint, the cytotoxicity measured by the bioluminescence inhibition in Vibrio fischeri. The trigger values were derived for the Australian Drinking Water Guideline and the Australian Guideline for Water Recycling as examples, but the algorithm can be adapted to any other set of guideline values. In the first step, a Quantitative Structure-Activity Relationship (QSAR) describing the 50% effect concentrations, EC50, was established using chemicals known to act according to the nonspecific mode of action of baseline toxicity. This QSAR described the effect of most of the chemicals in these guidelines satisfactorily, with the exception of antibiotics, which were more potent than predicted by the baseline toxicity QSAR. The mixture effect of 10-56 guideline chemicals mixed at various fixed concentration ratios (equipotent mixture ratios and ratios of the guideline values) was adequately described by concentration addition model of mixture toxicity. Ten water samples were then analysed and 5-64 regulated chemicals were detected (from a target list of over 200 chemicals). These detected chemicals were mixed in the ratios of concentrations detected and their mixture effect was predicted by concentration addition. Comparing the effect of these designed mixtures with the effect of the water samples, it became evident that less than 1% of effect could be explained by known chemicals, making it imperative to derive effect-based trigger values. The effect-based water quality trigger value, EBT-EC50, was calculated from the mixture effect concentration predicted for concentration-additive mixture effects of all chemicals in a given guideline divided by the sum of the guideline concentrations for individual components, and dividing by an extrapolation factor that accounts for the number of chemicals contained in the guidelines and for model uncertainties. While this concept was established using the example of Australian recycled water, it can be easily adapted to any other set of water quality guidelines for organic micropollutants. The cytotoxicity based trigger value cannot be used in isolation, it must be applied in conjunction with effect-based trigger values targeting critical specific modes of action such as estrogenicity or photosynthesis inhibition.

Toward absolute quantification of iron oxide nanoparticles as well as cell internalized fraction using multiparametric MRI

Iron oxide nanoparticles (IONPs) are widely used as MR contrast agents because of their strong magnetic properties and broad range of applications. The contrast induced by IONPs typically depends on concentration, water accessibility, particle size and heterogeneity of IONP distribution within the microenvironment. Although the latter could be a tool to assess local physiological effects at the molecular level, it renders IONP quantification from relaxation measurements challenging. This study aims to quantify IONP concentration using susceptibility measurements. In addition, further analysis of relaxation data is proposed to extract quantitative information about the IONP spatial distribution. Mesenchymal stem cells were labeled with IONPs and the IONP concentration measured by mass spectroscopy. MR relaxation parameters (T(1), T(2), T(2)*) as well as magnetic susceptibility of cylindrical samples containing serial dilutions of mixtures of free and cell-internalized IONPs were measured and correlated with IONP concentration. Unlike relaxation data, magnetic susceptibility was independent of whether IONPs were free or internalized, making it an excellent candidate for IONP quantification. Using IONP concentration derived from mass spectroscopy and measured relaxation times, free and internalized IONP fractions were accurately calculated. Magnetic susceptibility was shown to be a robust technique to measure IONP concentration in this preliminary study. Novel imaging-based susceptibility mapping techniques could prove to be valuable tools to quantify IONP concentration directly by MRI, for samples of arbitrary shape. Combined with relaxation time mapping techniques, especially T(2) and T(2)*, this could be an efficient way to measure both IONP concentration and the internalized IONP fraction in vivo using MRI, to gain insight into tissue function and molecular imaging paradigms.

What did we learn about interdisciplinary collaboration in institutions?

The Interdisciplinary Generalist Curriculum (IGC) Project significantly advanced collaboration in the development of medical school curricula. As primary care faculty began to work together they encountered and overcame many challenges inherent in this new process. Inclusion of other faculty and departments, as well as dedicated support from the deans' offices, became necessary to the success of the projects. The continuation of successful collaborative projects in the medical school environment requires a common commitment of faculty, students, department chairs, and the dean's office; protected time; and involvement of faculty from other disciplines. This article outlines initial models of collaboration implemented in the IGC Project, followed by a description of the expected and unexpected outcomes of these collaborative efforts, and a discussion of the emergence of new ways of collaborating, with recommendations for successful collaborative efforts.

The Interdisciplinary Generalist Curriculum Project at Joan C. Edwards School of Medicine at Marshall University

The Interdisciplinary Generalist Curriculum (IGC) Project was designed to enhance interest in and support of generalism during the first two years of medical education. The original goals at Joan C. Edwards School of Medicine at Marshall University included the design and implementation of a core curriculum, Introduction to Patient Care (IPC), and enhancement of teaching excellence through faculty development. The core curriculum facilitated integration with the basic sciences and early introduction of physical examination skills, which were further developed in longitudinal clinical experiences with mentors. Although it was not originally intended to include basic scientists in the preceptor groups, they became important additions and created additional opportunities for interdisciplinary teaching and reciprocal learning. The mentor program, another well-received and intended curriculum change, evolved from a structured experience to a more flexible component of the curriculum. The program met the requirements of the IGC Project but 53% of the originally intended mentor time was achievable, due to curriculum constraints. Faculty development, another success, was originally intended to target IPC faculty but ultimately became a university-wide effort. The changes implemented as a result of the IGC Project continue to flourish beyond the funding period and have become integral aspects of the curriculum and the medical school.