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Children in rural settings are less likely to receive mental health services than their urban and suburban counterparts and even less likely to receive evidence-based care. Rural schools could address the need for mental health interventions by using evidence-based practices within a tiered system of supports such as positive behavioral interventions and supports. However, very few school professionals, with or without mental health training, have received training on evidence-based practices. Rural schools need implementation strategies focused on training to prepare school personnel for the implementation of interventions with fidelity. Little is known about training strategies that are feasible and appropriate for the rural school context. User-centered design is an appropriate framework for the development of training strategies for professionals in rural schools because of its participatory approach and the development of products that fit the context where they are going to be used. The purpose of the study was to develop and assess components of an online training platform and implementation strategy based on the user-centered design. Quantitative and qualitative data from 25 participants from an equal number of schools in rural areas of Pennsylvania were used in the study. A mixed-methods design utilizing complementary descriptive statistics and theme analyses indicated that the training platform and implementation strategy were perceived as highly acceptable, appropriate, feasible and usable by school professionals. The resulting training platform and implementation strategy will fill a void in the training literature in rural schools.

This study examines early adolescent self-reported intentions about having sex during the next year. A total of 114 variables are investigated for possible associations with lower versus higher levels of intention about having sex. The sample consists of 306 early adolescents from several middle schools in a predominantly white, rural community in central Pennsylvania. Ages range from 10 to 15 years, mean = 12.6 years, with approximately equal numbers of boys and girls. Bivariate analyses measure the associations between the exploratory variables and levels of behavioral intention. The domains examined include attitudes, social norms, parenting practices, dating activities, self-efficacy, school and community activities, psychosocial experiences, substance use, prior sexual activity, communications, family structure, familial relationships, and life goals. The results present a profile of factors by their alignment toward lower, or higher, intentions to engage in sex. The profiles are further categorized by whether the factors represent attitudes, beliefs, and situations, or whether they represent behaviors, conditions, and practices. Finally, the profile also identifies those factors that appear to be unrelated to behavioral intentions. Taking these patterns into account can: (1) inform an understanding of how these factors operate in connection with early adolescent sexual onset, and (2) suggest how they may be incorporated by school social workers into either early detection or intervention strategies. A discussion examines these prospects in light of previous literature. (Contains 7 tables and 2 figures.)

This study examines early adolescent self-reported intentions about having sex during the next year. A total of 114 variables are investigated for possible associations with lower versus higher levels of intention about having sex. The sample consists of 306 early adolescents from several middle schools in a predominantly white, rural community in central Pennsylvania. Ages range from 10 to 15 years, mean = 12.6 years, with approximately equal numbers of boys and girls. Bivariate analyses measure the associations between the exploratory variables and levels of behavioral intention. The domains examined include attitudes, social norms, parenting practices, dating activities, self-efficacy, school and community activities, psychosocial experiences, substance use, prior sexual activity, communications, family structure, familial relationships, and life goals. The results present a profile of factors by their alignment toward lower, or higher, intentions to engage in sex. The profiles are further categorized by whether the factors represent attitudes, beliefs, and situations, or whether they represent behaviors, conditions, and practices. Finally, the profile also identifies those factors that appear to be unrelated to behavioral intentions. Taking these patterns into account can: (1) inform an understanding of how these factors operate in connection with early adolescent sexual onset, and (2) suggest how they may be incorporated by school social workers into either early detection or intervention strategies. A discussion examines these prospects in light of previous literature. [ABSTRACT FROM AUTHOR]

Focuses on the evaluation of revised teaching methods for the basic business law course at the Pennsylvania State University. Improvement of the basic courses with funds for redevelopment; Exploration of better means of lecturing and presenting hypothetical fact situations to large classes; Course outline experiment; Videotape experiment; Problems encountered by the teaching method.