Confidence, Training and Challenges for Canadian Child Advocacy Center Staff When Working with Cases of Online and In-person Child Sexual Exploitation.

Child Advocacy Centers are interdisciplinary hubs that play a vital role in responding to child maltreatment, especially sexual abuse. Sexual abuse cases increasingly involve an online component, but no studies have examined the experience of Child Advocacy Center staff in dealing with online sexual exploiftation. This study surveyed 37 staff at five Child Advocacy Centers in Alberta, Canada to understand their ability to recognize and respond to concerns about online and in-person sexual exploitation of their clients. The majority of respondents (54%) dealt with cases that involved grooming, luring, sexual abuse and child sexual abuse imagery (also known as child pornography) in the last year. Staff were equally confident in their ability to recognize and respond to grooming, luring, sexual abuse and child sexual abuse imagery. However, staff were more likely to have formal training in identifying sexual abuse and less likely to encounter difficulties in responding to sexual abuse relative to grooming, luring or child sexual abuse imagery. Clinicians used similar therapies when working with youth impacted by sexual abuse versus child sexual abuse imagery. Given that most Child Advocacy Center staff in our sample dealt with online child sexual exploitation, additional training in this area may be warranted.

Replication of a whole school ethos-changing intervention: different context, similar effects, additional insights.

BACKGROUND: Whole school, ethos-changing interventions reduce risk behaviours in middle adolescence, more than curriculum-based approaches. Effects on older ages are not known. We set out to replicate one of these interventions, Australia's Gatehouse Project, in a rural Canadian high school. METHODS: A guided, whole school change process sought to make students feel more safe, connected, and valued by: changes in teaching practices, orientation processes, professional development of staff, recognition and reward mechanisms, elevating student voice, and strategies to involve greater proactivity and participation. We conducted risk behaviour surveys in grades 10 to 12 before the intervention and 2 years afterwards, and social network analyses with the staff. Changes in health and health risk behaviours were assessed using chi-square. Interactions between the intervention and gender and between the intervention and school engagement were assessed using interaction terms in logistic regression models. Changes in the density of relationships among staff were tested with methods analogous to paired t-tests. RESULTS: Like Gatehouse, there was no statistically significant reduction in depressive symptoms or bullying, though the trend was in that direction. Among girls, there was a statistically significant decrease in low school engagement (45% relative reduction), and decreases in drinking (46% relative reduction), unprotected sex (61% relative reduction) and poor health (relative reduction of 73%). The reduction in drinking matched the national trend. Reductions in unprotected sex and poor health went against the national trend. We found no statistically significant changes for boys. The effects coincided with statistically significant increases in the densities of staff networks, indicating that part of the mechanism may be through relationships at school. CONCLUSIONS: A non-specific, risk protective intervention in the social environment of the school had a significant impact on a cluster of risk behaviours for girls. Results were remarkably like reports from similar school environment interventions elsewhere, albeit with different behaviours being affected. It may be that this type of intervention activates change processes that interact highly with context, impacting different risks differently, according to the prevalence, salience and distribution of the risk and the interconnectivity of relationships between staff and students. This requires further exploration.

Supporting the Transition to Postsecondary Institutions for Students with Mental Health Conditions: A Scoping Review.

Objective: To conduct a scoping review to identify programs and interventions to support youth with mental health conditions (MHCs) with their transition to postsecondary institution (PSI). Method: A database search of MEDLINE, PsycINFO, Embase, SocINDEX, ERIC, CINHAL, and Education Research Complete was undertaken. In this review, MHC was defined as a mental, behavioural, or emotional condition, or problematic substance use, and excluded neurodevelopmental or physical disorders. Two reviewers independently screened studies and extracted the data. Included studies are described and a risk-of-bias assessment was conducted on included studies. Results: Nine studies were included in this review, describing eight unique interventions. Sixty-two percent of interventions were nonspecific in the MHCs that they were addressing in postsecondary students. These interventions were designed to support students upon arrival to their PSIs. Peer mentorship, student engagement, goal setting, and interagency collaboration were some of the strategies employed. However, the overall quality and level of evidence in these studies was low and the effectiveness of these programs was not established. Conclusion: The volume of research identified was limited, no reliable nor policy informing conclusions can yet be made about the impact of these interventions as the evaluation methods, quality of the research methodologies, and the levels of evidence available were of low-quality. Future randomized control trials are required that are designed to target and improve transitions from secondary education to PSIs for those with MHCs.

Objectif: Mener une étude de la portée afin d'identifier les programmes et interventions qui soutiennent les jeunes souffrant de troubles de santé mentale (TSM) dans leur transition à une institution post-secondaire (IPS). Méthode: Une recherche des bases de données MEDLINE, PsycINFO, Embase, SocINDEX, ERIC, CINHAL, et Education Research Complete a été entreprise. Dans cette revue, les TSM étaient définis comme un trouble mental, comportemental ou émotionnel, ou une utilisation de substances problématique et excluaient les troubles neurodéveloppementaux ou physiques. Deux réviseurs ont examiné indépendamment les études et extrait les données. Les études incluses sont décrites et une évaluation du risque de biais a été menée sur les études incluses. Résultats: Neuf études ont été incluses dans cette revue, qui décrivaient huit interventions uniques. Soixante-deux pour cent des interventions étaient non spécifiques dans les TSM qu'ils abordaient chez les élèves du post-secondaire. Ces interventions étaient conçues pour soutenir les élèves à leur arrivée à leur IPS. Le mentorat par les pairs, l'engagement des élèves, l'établissement de buts, et la collaboration inter-agence étaient certaines des stratégies employées. Toutefois, la qualité globale et le niveau des données probantes de ces études étaient faibles et l'efficacité de ces programmes n'a pas été établie. Conclusion: Le volume de recherche identifié était limité, rien de fiable ni aucune politique éclairant les conclusions ne peut encore révéler l'impact de ces interventions comme méthodes d'évaluation, la qualité des méthodologies de recherche, et les niveaux des données probantes disponibles étaient de faible qualité. Il faut de futurs essais randomisés contrôlés qui sont conçus pour cibler et améliorer les transitions de l'éducation secondaire aux IPS pour ceux qui souffrent de TSM.

Capacity, confidence and training of Canadian educators and school staff to recognize and respond to sexual abuse and internet exploitation of their students.

BACKGROUND: Sexual exploitation of children online is an issue of growing public concern. This form of exploitation typically involves adults using the internet to communicate with children for sexual purposes or to distribute sexually explicit material involving children. To date, there is no research on the knowledge and skills of educators to recognize online sexual exploitation. This research is urgently needed since educators are well-positioned to detect, identify and report sexual exploitation of their students. OBJECTIVE: The study was conducted to understand the confidence and capacity of grade school educators to recognize and respond to online child sexual exploitation. PARTICIPANTS AND SETTING: This cross-sectional study surveyed 450 educators in Alberta, Canada between April and December 2018. METHODS: Vignettes were used to obtain experiences and attitudes surrounding four categories of exploitation or abuse: grooming, luring, sexual abuse, and sexual abuse imagery (also known as child pornography). RESULTS: Among school district staff, 28 % reported working with a student affected by sexual abuse in the last year, as compared to 25 % for grooming, 17 % for luring and 14 % for sexual abuse imagery. A minority of respondents expressed confidence in their ability to recognize if the internet was being employed for grooming (35 % of staff), luring (46 %) or sexual abuse (45 %) of their students. CONCLUSIONS: Educators encounter issues of online sexual exploitation of their students almost as often as contact sexual abuse. Child protection efforts in schools should be modernized to incorporate training in online safety of children and adolescents.

Introducing a means of quantifying community reputation: the print media as a data source.

A community's reputation may have implications for self-esteem, morale, or other health outcomes of residents. In this study, we introduce a means of quantifying the reputation of communities in Calgary, Canada based on their portrayal in the daily citywide newspaper. Publication dates were selected from an 8.5-year period using constructed week sampling. For communities designated as high or low in well-being, sampled references were rated as positive, negative, or neutral in topic, by two independent raters who were blind to community identity. Findings suggest that the print media represent a convenient and discriminating data source for characterising some aspects of community reputation.

Associations between aspects of friendship networks, physical activity, and sedentary behaviour among adolescents.

BACKGROUND: Adolescent friendships have been linked to physical activity levels; however, network characteristics have not been broadly examined. METHOD: In a cross-sectional analysis of 1061 adolescents (11-15 years), achieving 60 minutes/day of moderate-to-vigorous physical activity (MVPA) and participating in over 2 hours/day of sedentary behaviour were determined based on friendship network characteristics (density; proportion of active/sedentary friends; betweenness centrality; popularity; clique membership) and perceived social support. RESULTS: Adolescents with no friendship nominations participated in less MVPA. For boys and girls, a ten percent point increase in active friends was positively associated with achievement of 60 minutes/day of MVPA (OR 1.11; 95% CI 1.02-1.21, OR 1.14; 95% CI 1.02-1.27, resp.). For boys, higher social support from friends was negatively associated with achieving 60 minutes/day of MVPA (OR 0.63; 95% CI 0.42-0.96). Compared with low density networks, boys in higher density networks were more likely to participate in over 2 hours/day of sedentary behaviour (OR 2.93; 95% CI 1.32-6.49). Social support from friends also modified associations between network characteristics and MVPA and sedentary behaviour. CONCLUSION: Different network characteristics appeared to have different consequences. The proportion of active close friends was associated with MVPA, while network density was associated with sedentary behaviour. This poses challenges for intervention design.

Associations between familial affluence and obesity risk behaviours among children.

BACKGROUND: Results of studies examining associations between socioeconomic status and obesity among children are mixed. OBJECTIVE: To examine whether physical activity, television viewing, computer use, and fruit, vegetable, soft drink and sweet consumption differed according to familial affluence of children attending schools in disadvantaged communities. METHOD: A total of 218 children (seven to 11 years of age) recruited from three Calgary (Alberta) schools located in two adjacent socioeconomically disadvantaged neighbourhoods completed online surveys during the spring of 2005/2006. The number of days per week participating in vigorous physical activity for more than 20 min, and weekly frequency of fruit, vegetable, sweet and soft drink consumption were collected. Time spent watching television and using a computer during a normal school day was also captured. A family affluence scale was used to assess socioeconomic status (number of family holidays in the past year, ownership of motor vehicles and computers, and bedroom sharing). Associations between familial affluence and obesity risk behaviours were estimated using Pearson's correlation and demographic-adjusted logistic regression ORs. RESULTS: Higher family affluence scale scores were significantly associated with weekly fruit consumption (r=0.14). Children with lower affluence were less likely to participate in vigorous physical activity five days/week or more (OR=0.39), and to use a computer for more than 2 h/day (OR=0.41) than children with higher affluence. Linear trends between familial affluence and the likelihood of participating in physical activity and using a computer were also found. However, no other behaviours were related to affluence. CONCLUSIONS: Increasing opportunities for physical activity and accessibility to healthy food may be important for reducing obesity risk among less affluent children.