Introduction Young adults (YAs) with cancer are at elevated risk for chronic conditions and late effects, making adherence to healthy eating and physical activity guidelines a key survivorship priority. Health literacy is theorized to support guideline-concordant behaviors, yet its role in YA oncology remains unclear, particularly in the context of socioeconomic and environmental influences. This study aimed to characterize health literacy among YA cancer survivors and examine its association with adherence to healthy eating and physical activity guidelines, after accounting for sociodemographic/clinical factors. Methods 273 YAs (18-39 years) receiving care at an NCI-designated cancer center completed an anonymous online survey. Measures included the BRIEF Health Literacy Tool, the Rapid Eating Assessment for Participants-Short Version, the Rapid Assessment of Physical Activity, the Social Support and Eating Habits and Exercise Surveys, and self-reported sociodemographic and clinical variables. Analyses included descriptive statistics, bivariate correlations, and multiple regression models controlling for variables of interest. Results Most participants demonstrated adequate health literacy, and health literacy was positively associated with education and household income. However, health literacy was not significantly associated with adherence to healthy eating or physical activity guidelines. Higher BMI was associated with lower adherence to healthy eating, whereas having a college degree or higher and family participation in exercise were associated with adherence to healthy eating. For physical activity, friends’ discouragement of healthy eating and family participation in exercise were associated with better adherence. Conclusions In this relatively well-educated, higher-income YA oncology sample, health literacy was generally adequate and did not independently predict adherence to healthy eating or physical activity guidelines. These findings suggest that, in higher socioeconomic status settings, structural and social determinants may outweigh the influence of health literacy on lifestyle behaviors. Survivorship interventions should combine health literacy-sensitive communication with multilevel strategies targeting weight management, food/activity environments, and family/peer support.

This study examined outcomes from the Comprehensive School Threat Assessment Guidelines training, delivered in-person and synchronously online to 882 participants from a large Florida school district. School-based mental health (SBMH) staff and administrators' outcomes for knowledge of threat assessment, ability to classify a threat case appropriately, and overall evaluations of the training were examined. Structural equation modeling indicated no significant differences between in-person and online groups for knowledge and threat classification. In-person participants rated the training more favorably. SBMH staff scored higher on threat classification, while participants with more previous training and case experience in threat assessment had lower posttest knowledge scores and training ratings. Results suggest that online training may enhance the accessibility and scalability of training. Future research and implications are discussed.

Introduction In over 50 years since the genetic counseling (GC) profession began, a systematic study of GC communication skills and patient-reported outcomes in actual sessions across multiple clinical specialties has never been conducted. To optimize GC quality and improve efficiency of care, the field must first be able to comprehensively measure GC skills and determine which skills are most critical to achieving positive patient experiences and outcomes. This study aims to characterise GC communication skills using a novel and pragmatic measure and link variations in communication skills to patient-reported outcomes, across clinical specialties and with patients from diverse backgrounds in the USA. Our community-engagement and provider-engagement approach is crucial to develop recommendations for quality, culturally informed GC care, which are greatly needed to improve GC practice.Methods and analysis A mixed methods, sequential explanatory design will be used to collect and analyze: audio-recorded GC sessions in cancer, cardiac, and prenatal/reproductive genetic indications; pre-visit and post-visit quantitative surveys capturing patient experiences and outcomes and post-visit qualitative interview data. A novel, practical checklist will measure GC communication skills. Coincidence analysis will identify patterns of GC skills that are consistent with high scores on patient-reported measures. Two-level, multilevel models will be used to evaluate how GC communication skills and other session/patient characteristics predict patient-reported outcomes. Four community advisory boards (CABs) and a genetic counselor advisory board will inform the study design and analysis.Ethics and dissemination This study has been approved by the single Institutional Review Board of the University of Minnesota. This research poses no greater than minimal risk to participants. Results from this study will be shared through national and international conferences and through community-based dissemination as guided by the study’s CABs. A lay summary will also be disseminated to all participants.

In this pilot study, we longitudinally investigated parents' coaching and dismissing emotion socialization (ES) belief changes over the first four months of children's cancer treatment. Children were 1-18 years old, M(SD) = 7.66(5.26), at enrollment. We also investigated whether parents' negative emotion intensity or reactivity moderated changes. We collected data at chemotherapy commencement, one month later, and four months later. We used hierarchical linear models to investigate study aims. Parents reported decreased emotion coaching beliefs over time but did not change their emotion dismissing beliefs. Parents' perceptions of their own emotional intensity and reactivity were unrelated to ES beliefs or ES belief changes. These findings could inform future intervention efforts to decrease children's adjustment difficulties and/or promote resilience during pediatric cancer treatment. Our findings also shed light on mechanisms of ES belief change because the intensity and reactivity of parents' own negative emotions did not explain significant variance in their beliefs about their child's ability to manage emotions during early cancer treatment.

Despite the known benefits of campus recreation participation, many students do not engage with the programs and services offered on college campuses. College students report factors that constrain leisure time physical activity within the context of campus recreation. Examining the constraints and negotiation strategies of college students specific to the use of campus recreation facilities and programs is understudied and lacks validated instruments. The purpose of this study was to develop and report initial validity and reliability of the Campus Recreation Constraints and Negotiation Questionnaire. Exploratory factor analysis and confirmatory factor analysis were used to evaluate two independent scales. Psychometric properties including construct validity, internal structure, and reliability are reported from two different samples of college students. Practical implications for campus recreation programming and marketing efforts are discussed.

Genetic counseling (GC) relies on communication to help people understand and adapt to genetic contributions of disease, and there is need for a practical and reliable method of comprehensively documenting GC communication skills without intensive coding. To this end, we created a novel process measure called the Genetic Counseling Skills Checklist (GCSC), utilizing previously validated measures, communication/counseling frameworks, and prior research findings. A multistage iterative process was used to develop, evaluate, and modify the GCSC to improve its clarity, usability, and content validity. To assess interrater reliability, randomly assigned, untrained individuals (i.e., coders) used the GCSC version 3 to code multiple simulated GC sessions. Average measures intraclass correlation coefficients (ICCs) were calculated for each of the 8 GCSC process categories using one‐way, random effects models. After relatively minor modifications to the GCSC, two pairs of experienced coders used GCSC version 4 to independently code additional GC sessions and Cohen's Kappa coefficients ( κ ) were calculated to assess interrater reliability for each process category. The GCSC contains five to eight items within each category and demonstrates good content validity given its ability to capture nearly all GC skills that genetic counselors reported using in a prior qualitative study. Interrater reliability of GCSC version 3 among coders with limited experience was moderate or good for 6 out of the 8 process categories as evidenced by ICCs ranging from 0.55 to 0.86. Average interrater reliability of GCSC version 4 among one pair of experienced coders was strong for all eight process categories ( κ ranging from 0.82 to 0.94); among the second pair of experienced coders scores were strong for six categories ( κ ranging from 0.80 to 0.87) and moderate for two categories ( κ of 0.77 and 0.78). The results suggest the need for training and experience to assure adequate interrater reliability across GCSC coders. Future work is needed to create a formalized training program for coders, complete a larger study to further validate the measure, and use the GCSC to document variability in skills used across providers and sessions.

This study examined the perceived preparedness of educators working in Title 1 schools to address the mental health needs of students. Data were gathered from educators (defined as teachers and other school personnel; N = 299) employed by eight Title 1 public schools within one district in Florida, most of whom were K-5 teachers (n = 199). Participants completed measures of perceived role breadth (i.e., the degree to which they believe that attending to mental health needs is part of their role as an educator), self-efficacy in addressing student mental health needs, and attitudes toward trauma-informed care principles and ideals. Results showed that participants had a relatively high average score on the role breadth measure [M = 4.31 on a scale from 1 (low) to 5 (high)], indicating that they believe their role includes responsibility not only for student learning but also for attending to the mental health of students. Scores on the self-efficacy measure showed a moderate level of confidence in addressing the mental health needs of students [M = 3.08 on a scale from 1 (low) to 4 (high)], although there was variability in mean levels of confidence across different types of tasks. In terms of attitudes toward trauma-informed care, participants showed moderately positive attitudes on the ARTIC-10 [M = 5.05 on a scale from 1 (low) to 7 (high)]. Structural equation modeling was used to examine the relation between the outcome variable of attitudes toward trauma-informed care and the following predictor variables: school, role (teacher vs. non-teacher), role breadth, and self-efficacy. Results showed that role breadth and self-efficacy were significant and positive predictors (p < 0.01) of attitudes toward trauma-informed care. Implications for school-level trauma initiatives are discussed.

The co-occurrence of physical inactivity and poor mental health in the college student population can lead to chronic health issues that have negative short-term effects (e.g., academic success). Poor mental health is associated with long-term conditions (e.g., obesity, serious mental illness) that are linked to premature mortality. The purpose of this study was to examine the information–motivation–behavioral (IMB) skills model and evaluate its ability to explain the variance in the use of exercise prescription in mental health treatment. Mental health professionals (MHPs) (n = 255) were recruited from college counseling centers in the USA. Structural equation modeling was used to examine the relationship between the predictor variables of information (exercise knowledge and benefits of exercise), motivation (personal beliefs, perceived barriers, and organizational support), and behavioral skills (self-efficacy), and the outcome variable of exercise prescription (i.e., brief counseling and referral for exercise). The predictors accounted for 23

High school students in accelerated curricula tend to report higher level of perceived stress compared to general education students, but often receive limited school support (Conger et al., 2021 ). This study explored student experiences of a targeted intervention using Motivational Interviewing (Motivation, Assessment, and Planning; MAP) compared to an Action Planning (AP) intervention through a randomized, within-subject design. Twenty ninth grade students enrolled in one advanced placement class who exhibited emotional and/or academic risks mid-year were assigned to initially receive either MAP or AP, and the other intervention second. Data collection occurred immediately after and approximately one month following each meeting. Wilcoxon Signed-Rank test showed statistically significant increase in student-reported importance to change ( S = 35.5, N = 20, p = 0.04) after MAP compared to AP, but with questionable clinical significance of small differences. Although there is a significant statistical difference in interventionist-reported therapeutic alliance ( S = 95, N = 20, p < 0.001) favoring MAP, students reported similar increase in therapeutic alliance ( S = −18.5, N = 20, p = 0.03) after both conditions. Students also reported similar increase in confidence to change ( S = 1, N = 20, p = 0.99) and progress toward goals ( S = −18, N = 20, p = 0.04) after experiencing both interventions. Findings from this study suggest that both MAP and AP have the potential to improve students’ perceived importance and confidence to change, therapeutic alliance, and goal attainment. Qualitative analyses of written and verbal data provided support for high acceptability of both MAP and AP. The current study sheds light on the impact and acceptability of two targeted interventions appropriate for high school students in advanced placement classes.

Although more is known about how general parenting practices predict social-emotional strengths in children, less research has looked at parent involvement in education and children's social-emotional strengths. This study examined the extent to which parent involvement, specifically home-based involvement, parent-teacher trust, and home-school communication, predicted children's social-emotional strengths in kindergarten. The study featured both parent (n = 120) and teacher ratings (n = 156) of children's social-emotional strengths. We examined the association between parent involvement and social emotional strengths while controlling for child age and gender, socioeconomic status, and general parenting (positive verbal discipline and harsh/inconsistent discipline). Parents' reports of home-based involvement were a moderate to strong positive predictor of their child's social-emotional strengths over the kindergarten year. For teacher ratings of social-emotional strengths, parents' trust of the teacher was associated with higher social-emotional strengths. The findings may inform essential components in parenting or school-based interventions for social-emotional development, as well as differences in what parents and teachers perceive as related to social-emotional development in young children.Impact StatementParents play an important role in children's social-emotional development. The current study demonstrate parents perceive home-based involvement activities are associated with child social-emotional strengths, while teachers perceive a trusting relationship between home and school as most important. Results highlight ways to support schools and families working together to support social-emotional strengths.

OBJECTIVE:To understand salient beliefs related to physical activity (PA) in sedentary college students.PARTICIPANTS:Thirty-seven students from a large research university participating in a larger research project were subsequently invited to participate in small focus groups.METHODS:Using the Theory of Planned Behavior as a framework, semi-structured focus groups were conducted to understand the perceptions of using mobile technology as a tool to increase PA.RESULTS:A grounded theory approach revealed that students generally had positive attitudes about PA and relied heavily on social support as a facilitator of PA behavior change. The structured exercise program delivered via the mobile app increased perceived behavioral control. Other key findings include academic barriers, desire to avoid chronic disease, and inconsistent efficacy of the mobile application among this population.CONCLUSIONS:Interventions designed to increase PA in this population should focus on structured activity, increased self-monitoring, positive outcome expectancies, and social support.

This study investigated the psychometric properties of the Preschool Language, Literacy, and Behavior Screener (PLLB-S). We examined and tested the factor structure of the PLLB-S using exploratory and confirmatory factor analyses. We further conducted internal consistency, concurrent validity, and predictive validity analyses and evaluated teacher satisfaction using PLLB-S. Our factor analyses resulted in 22 items distributed among three subscales with high internal consistency: Oral language, emergent literacy, and behavior skills. The PLLB-S and its subscales correlated moderately to strongly with standardized measures. The emergent literacy of the PLLB-S was the only subscale that significantly predicted children's later vocabulary knowledge. Preschool teachers reported high satisfaction with the content and purpose of the questionnaire. We concluded that this tool with sound psychometric properties can potentially help increase the feasibility and efficiency of implementing standardized assessments in MTSS frameworks in preschool classrooms.

Longitudinal measurement invariance (LMI) is a critical prerequisite to assessing change over time with intensive longitudinal data (ILD). For LMI testing with ILD, we propose cross-classified factor analysis (CCFA) to detect non-invariant item parameters and alignment optimization (AO) to detect non-invariant time points as a supplement to CCFA. In addition, we use a covariate in CCFA to identify a source of non-invariance. To evaluate the proposed models under unique features of ILD, such as autoregression (AR), we conducted a Monte Carlo simulation study. The results showed CCFA can be an excellent tool for ILD LMI testing regardless of simulation factors even when AR was misspecified and can identify a source of non-invariance using a covariate. AO can supplement CCFA to find non-invariant time points although AO requires a large number of persons. We provide detailed discussions and practical suggestions.

This article describes the development of the Early Elementary Writing Rubric ( EEWR), an analytic assessment designed to measure kindergarten and first-grade writing and inform educators’ instruction. Crocker and Algina’s (1986) approach to instrument development and validation was used as a guide to create and refine the writing measure. Study 1 describes the development of the 10-item measure (response scale ranges from 0 = Beginning of Kindergarten to 5 = End of First Grade). Educators participated in focus groups, expert panel review, cognitive interviews, and pretesting as part of the instrument development process. Study 2 evaluates measurement quality in terms of score reliability and validity. Data from writing samples produced by 634 students in kindergarten and first-grade classrooms were collected during pilot testing. An exploratory factor analysis was conducted to evaluate the psychometric properties of the EEWR. A one-factor model fit the data for all writing genres and all scoring elements were retained with loadings ranging from 0.49 to 0.92. Internal consistency reliability was high and ranged from .89 to .91. Interrater reliability between the researcher and participants varied from poor to good and means ranged from 52% to 72%. First-grade students received higher scores than kindergartners on all 10 scoring elements. The EEWR holds promise as an acceptable, useful, and psychometrically sound measure of early writing. Further iterative development is needed to fully investigate its ability to accurately identify the present level of student performance and to determine sensitivity to developmental and instruction gains.

BACKGROUND:Conceptualizations of health have expanded to include indicators of adolescents' physical and mental wellness, rather than solely the absence of diseases or disorders. Although extensive research has identified links between mental and physical wellness, few studies have investigated the relationship between health promotion and happiness, particularly in adolescent populations who may be at particular risk for engaging in health-compromising behaviors, such as alcohol consumption.METHODS:This cross-sectional study examined the relationship between 12 health-promoting behaviors and subjective well-being in a sample of 450 high school students from 2 states. Participants reported on their diet, physical activity, sleep hygiene habits, as well as abstinence from tobacco and alcohol products, and completed a multidimensional assessment of subjective well-being.RESULTS:Findings demonstrated that 7 of the 12 health-promoting behaviors were significantly correlated with adolescents' subjective well-being. A sizeable portion of the variance in adolescents' subjective well-being (39.8%) was accounted for by the linear combination of the 12 health-promoting behaviors of interest. Increased physical activity, sleep hygiene cognitive/emotional factors, and bedtime routine all were identified as unique predictors of subjective well-being.CONCLUSIONS:These findings bring attention to the salience of daily physical activity and sleep hygiene and their associations with adolescents' happiness.

Many randomized controlled experiments in the classroom have found that mathematics learning is improved dramatically when practice problems of one kind are distributed across multiple assignments (spaced) and mixed with other kinds of problems (interleaved). In two studies, we investigated students' knowledge of spacing and interleaving. In Study 1, 193 undergraduates designed learning schedules for a hypothetical math class. In Study 2, 175 undergraduates selected from among five hypothetical schedules in response to a variety of questions, provided reasons for their selections, and rated the utility of spacing and interleaving. In both studies, most participants incorrectly judged schedules with minimal degrees of spacing and interleaving to be most effective. Also, schedules with more spacing and interleaving were perceived as more difficult, less enjoyable, and less common. Participants' ratings of utility revealed mixed perspectives on spacing and an underappreciation of interleaving. Altogether, these findings demonstrate that most students fail to recognize the benefits of spaced and interleaved practice. Further, by identifying specific ways in which their beliefs about spacing and interleaving fall short, we reveal opportunities to reshape students' beliefs to foster these effective learning techniques. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

We used multigroup confirmatory factor analysis to evaluate the five-factor measurement model underlying the 50-item Irrational Beliefs Inventory (IBI) in samples of university students in the United States (n=827) and Iceland (n=720). Global model fit was marginally acceptable in each sample. Further analyses identified several sources of model misfit that included weak factor loadings, several item pairs with correlated errors, and items with loadings on more than one factor. Cronbach's alpha reliability estimates for the five factors were similar for the U.S. and Icelandic samples, and comparable to those reported by the developers of the IBI. Measurement invariance testing supported configural (same form) and metric invariance (equal loadings), but identified only 20 items that had invariant item intercepts across the U.S. and Icelandic groups. Given the finding of partial measurement invariance, we offer caution when using the IBI to make group comparisons for U.S. and Icelandic samples. Recommendations are proposed for ongoing psychometric evaluations of the IBI that would identify strengths of the IBI and items that, if revised or deleted, may improve the quality of the measure for research and clinical purposes.