An influence among influences: The perceived influence contribution scale development and use.

Many youth programs seek [DW1] to understand their influence over time on participant outcomes. This paper offers a methodology for measuring a participant's perception of a program's contribution amid their perception of other youth influences such as those from family, school, peer groups, hobbies, and other organized activities. The instrument built on the large body of work on youth influences in order to capture the dominant factors in development of the item bank. In addition to item development, the paper documents face validity followed by content assessment of items using a research panel, a principal component analysis using a second panel, and a full pilot with older teens in other summer intensive programs. The scale's implementation for baseline and annual follow-up measures of an intensive summer research experience revealed stable and high relative contribution to older teen participants' academic and career decision making over time. The final scale includes 19 items in 6 factors of family & religion; interests organized by others; adult responsibilities; school; arts; and interests organized by self. The scale proved to be responsive to changes in influences while remaining stable over time.

Knowledge, attitudes, and barriers to carrier screening for the Ashkenazi Jewish panel: a Florida experience : Education and Barriers assessment for Jewish Genetic Diseases.

The knowledge, attitudes, and barriers to Jewish genetic diseases (JGDs) and screening and their relative importance in reproductive decision-making were assessed in a population-based sample of Ashkenazi Jewish young adults in Florida. These adults attended educational screening fairs hosted by The Victor Center for the Prevention of Jewish Genetic Diseases at the University of Miami. Parametric and nonparametric tests were used as appropriate to analyze data from a single group pretest/posttest design. Four hundred twelve individuals (mean age = 24.9; 54.7 % female, 45.3 % male) completed the questionnaires. Participants' level of knowledge increased from pre- to post-intervention (81.4 vs. 91.0 %; p < 0.0001). Concern about the possibility of being a carrier of a JGD was significantly higher after an educational session (5-point Likert scale mean difference = 0.45; p < 0.0001), as was their level of concern regarding having an affected child (mean difference = 0.20; p < 0.0001). The number of participants who agreed or strongly agreed that the test results would not have any influence on their reproductive behavior was lower after the session (17.2 vs. 20.8 %; p < 0.0001). This study demonstrates that an educational carrier screening program increased knowledge and elucidated awareness of the attitudes and barriers toward JGDs and carrier screening.

Using a systems orientation and foundational theory to enhance theory-driven human service program evaluations.

This paper offers a framework for using a systems orientation and "foundational theory" to enhance theory-driven evaluations and logic models. The framework guides the process of identifying and explaining operative relationships and perspectives within human service program systems. Self-Determination Theory exemplifies how a foundational theory can be used to support the framework in a wide range of program evaluations. Two examples illustrate how applications of the framework have improved the evaluators' abilities to observe and explain program effect. In both exemplars improvements involved addressing and organizing into a single logic model heretofore seemingly disparate evaluation issues regarding valuing (by whose values); the role of organizational and program context; and evaluation anxiety and utilization.