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Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores outcome data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly assignedto receive the DIAL intervention or delayed (control) intervention. All teachers (n= 65) responded to a self-report survey before and after module completion. Teachers completed measures on their teaching efficacy, interactions with students, and attitudes toward bullying and completed reports of social cognition, anxiety, and bullying for their K-5 students (n= 472). Teachers (n= 36) enrolled in the three intervention schools completed four online modules focused on improving attitudes, efficacy, and skills to prevent bullying/victimization for K-5 students with and without disabilities. Results indicated teachers who received the DIAL program reported higher levels of self-efficacy and lower levels of maladaptive attitudes toward bullying.

This article presents an analysis of qualitative data collected from general and special education teachers (n= 36) participating in a four-module professional development training focused on preventing bullying among students with disabilities. Analysis was driven by Braun and Clarke (Qualitative Research in Psychology 3:77–101, 2006) six step process for thematic analysis. We report on four major themes: (1) the effect of teachers’ identities, including race, gender, age, and cultural and social backgrounds; (2) teacher perspectives of the role of parents in bullying prevention; (3) teacher views concerning bullying between students and best practices for responding to reports of bullying in schools; (4) the influence of sociocultural factors on bullying in classrooms. Taken together, these themes suggest that teachers reflect on their role as the “kind of teacher” that prevents bullying, which has implications for the students within their classroom. Results inform best practices for the design and delivery of instructional programs and workshops that consider teacher identity and create environments that better support teachers in preventing and responding to bullying in their classrooms.

African American adolescents face persistent disparities in depression and related behavioral health outcomes, which have been attributed to experiences with discrimination. The integrative model for the study of stress in Black American families provides a comprehensive perspective on how historical and current discrimination has direct and indirect effects on child behavioral health. Culturally based protective mechanisms (e.g., racial socialization) have been demonstrated to buffer adolescents from the negative effects of discrimination. The Pathways for African American Success (PAAS) program was developed as a scalable eHealth preventive intervention to facilitate parents’ use of strategies to protect their children from exposure to racism and the disproportionate consequences of risk behaviors, which we label as racial equity-informed parenting. Using data from a randomized effectiveness trial of PAAS and following stress and resilience approaches, we tested multiple hypotheses about the nature of discrimination as a source of risk, as well as program-driven improvements in adolescent racial pride as a source of protection. Our risk model indicated adolescent depression was associated with their own (direct) and their parents’ (indirect) experience of discrimination. Mediation analyses showed that program-driven improvements in adolescent racial pride served as a risk reducer/compensatory factor. Findings of moderation analyses, however, showed the negative effects of discrimination, even when racial pride was high. Implications for theory and cultural tailoring of evidence-based preventive interventions are presented.

This chapter, focused on outlining the digital domain as a “super” social determinant of health, considers the core issues of digital equity (i.e., digital access, digital devices, and digital skills) to structure the implications that the digital domain has on human health and wellbeing. In addition to considering an ever-evolving landscape of digital health, telehealth, and other digital health technologies, we pay particular attention to the influence the digital domain has on patient-provider relationships, as well as the challenges, opportunities, and key considerations that advancements in digital health and technologies have for extending and enhancing direct patient care.