Evaluating Factors Explaining U.S. Consumers' Behavioral Intentions toward Irradiated Ground Beef.

Although food irradiation is deemed safe and endorsed by health-related organizations worldwide, consumers are reluctant to accept the technology. Yet, consumer acceptance is critical as food irradiation has significant potential for increasing the safety and availability of food globally. To communicate about food irradiation, science communicators should understand the psychology behind consumers' decision making related to irradiated foods. Using empirical research, we developed a theoretical model and used structural equation modeling to determine how nine variables affect consumers' behavioral intentions toward irradiated ground beef. We purchased a national quota sample from Qualtrics and surveyed N = 1102 U.S. consumers. The model explained 60.3% of the variance in consumers' attitudes toward food irradiation and 55.4% of their behavioral intentions toward irradiated ground beef. Attitude had the largest positive, total effect on consumers' behavioral intentions, which was followed by subjective social norm and perceived benefit. Perceived risk had the largest negative, total effect on behavioral intentions. Attitude mediated the effect of subjective social norm, perceived benefit, perceived risk, objective knowledge, and food technology neophobia. Environmental concern and health consciousness did not significantly affect behavioral intention. Science communicators should develop messaging strategies that seek to improve consumer acceptance with these factors in mind.

Outcomes of professional development activities for selected Texas school personnel helping students cope with behavioral and mental health issues.

School personnel help youth cope with life and school stressors. However, help may depend on each person's confidence or knowledge of such issues. In 2019 and 2020, more than 13,800 Texas educators participated in Emotional Backpack Project (EBP) training to support youth coping with behavioral and mental health issues. Post-intervention results revealed significant gains in self-perceived understanding of students' behavioral and mental health issues, improved confidence in approaching students, parents, or other school staff to discuss students' harmful behaviors, understanding of mindfulness activities, and increased knowledge of trauma informed schools and trauma informed educators. Teachers and other school personnel were less confident in approaching parents or guardians to discuss youth mental health issues than in approaching students, counselors, and other staff. School personnel's knowledge, perceptions, and confidence to help students cope with behavioral and mental health issues was significantly better after EBP interventions. EBP training should be adopted widely and occur more than once annually.

Selected Texan K-12 Educators' Perceptions of Youth Suicide Prevention Training.

K-12 school personnel may be frontline responders for youth contemplating suicide or other harmful behaviors. Therefore, the purpose of this preliminary study was to determine selected K-12 educators' perceptions of youth suicide prevention (YSP) training. A longitudinal trend survey with repeated measures and proportionally stratified random samples of K-12 personnel from nine Texas independent school districts provided data. Participants' perceived knowledge of the YSP content showed significant appreciative gains between pre- and follow-up post-tests. Likewise, their confidence levels for helping students at risk of suicide and approaching other adults to talk about students at risk of suicide rose significantly between pretests and follow-up post-tests. This preliminary study reinforces the value of training educators to acquire content knowledge and confidence boosting opportunities for engagement in difficult dialogue about suicidality. YSP training helped improve educators' confidence to engage with others about students' mental health concerns, calling attention to the importance of identifying early warning signs that may aid in early support and prevention of youth mental health concerns.

Homophily Effect in Trauma-Informed Classroom Training for School Personnel.

A national shortage of youth mental health professionals necessitates training others (e.g., school staff) to help youth with behavioral and mental health issues. Professional training in trauma-informed classroom (TIC) practices could increase school staff's awareness of adverse childhood experiences (ACEs). The purpose was to determine the effect of homophily on participants' perceptions or knowledge of TIC training. Mental Health America of Greater Houston (MHAGH) offered TIC training from 2019 to 2020 to Texas educators (N ≈ 29,900) from nine school districts that experienced significant natural and human-made traumatic events. Proportional stratified random samples were selected based on trainer type (experts vs. peer trainers). Perception was measured with close-ended items on five-point scales. Knowledge was measured with content-specific questions. Independent t-tests and two-way ANOVA revealed no significant interaction effects (i.e., trainer and test type) and no differences existed in perception or knowledge by trainer type. TIC training can be equally effective when delivered by homophilous peers (i.e., school staff) and heterophilous experts (i.e., mental health experts). COVID-19 worsened the effects of ACEs and youth mental health issues. High-quality training will increase school staff's use of TIC practices. MHAGH's train-the-trainer model helps educators supporting youth affected by ACEs and other life stressors.