Video-Based Approach to Engaging Parents into a Preventive Parenting Intervention for Divorcing Families: Results of a Randomized Controlled Trial.

The public health impact of evidence-based, preventive parenting interventions has been severely constrained by low rates of participation when interventions are delivered under natural conditions. It is critical that prevention scientists develop effective and feasible parent engagement methods. This study tested video-based methods for engaging parents into an evidence-based program for divorcing parents. Three alternative versions of a video were created to test the incremental effectiveness of different theory-based engagement strategies based on social influence and health behavior models. A randomized controlled trial was conducted to compare the three experimental videos versus two control conditions, an information-only brochure and an information-only video. Participants were attendees at brief, court-mandated parent information programs (PIPs) for divorcing or never married, litigating parents. Of the 1123 eligible parents, 61% were female and 13% were never married to the child's other parent. Randomization to one of five conditions was conducted at the PIP class level, blocking on facilitator. All participants completed a 15-item, empirically validated risk index and an invitation form. Results of regression analyses indicated that the most streamlined version, the core principles video, significantly increased parents' interest in participating in the parenting intervention, enrollment during a follow-up call, and initiation (i.e., attending at least one session) compared to one or the other control conditions. Findings suggest that videos based on social influence and health behavior theories could provide an effective and feasible method for increasing parent engagement, which would help maximize the public health benefits of evidence-based parenting interventions.

Implementing an audience-specific small-group gatekeeper training program to respond to suicide risk among college students: a case study.

OBJECTIVE: This case study evaluated the effectiveness of an audience-specific, single-session, small-group interactive gatekeeper training program conducted at a large northeastern public university. PARTICIPANTS: Participants were 335 faculty, staff, and students completing gatekeeper training programs tailored to their group needs. METHODS: Baseline assessments of knowledge about suicide, risk factors, resources for assistance, and comfort in intervening with a student in distress were administered to participants prior to the small-group training sessions; posttest assessments of knowledge and comfort in intervening with students in distress were administered upon completion of training and at 3-month follow-up. RESULTS: There was a statistically significant increase in knowledge and comfort upon completion of training for both faculty/staff and student groups, although degradation of training effects at 3-month follow-up was evident. CONCLUSIONS: There are benefits associated with the implementation of audience-specific gatekeeper training programs. Booster training sessions to address skill degradation over time are recommended.

Coping with dating violence as a function of violence frequency and solution attribution: a structural modeling approach.

This study presents a structural model of coping with dating violence. The model integrates abuse frequency and solution attribution to relate to college women's choices of coping strategies. Three hundred and twenty-four undergraduate women reported being targets of some physical abuse from a boyfriend and responded to questions regarding the abuse, their solution attribution, and their coping behaviors. Solution attribution mediated the relation between frequency of the abuse and coping. Abuse frequency had a positive effect on external solution attribution, and external solution attribution had a positive effect on the level of use of active coping, utilization of social support, denial, and acceptance.