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Summary: Mental health remains a significant issue among young people in the US and elsewhere. Evidence of the beneficial role Hip Hop-based approaches can play in this space is growing. The value of such approaches centers on links to community, culture, and the therapeutic potential of practicing certain Hip Hop elements. Yet, while there has been a steady growth in Hip Hop-based approaches, little work has explored how they can overlap, complement, or reinforce each other. In response, this article explores the theoretical synergies between two established Hip Hop-based models – "Hip Hop and Empowerment" (HHE) and "Therapeutic Beat Making" (TBM) – to offer an integrated approach that draws on the complementarity between and uniqueness of each. Findings: Authors identify an integrated HHE–TBM model for supporting youth mental health which forefronts sense of community, cultural relevance, social justice, and empowerment. Authors outline a practice model, which leverages the best of activities, reflections, and discussions, and indicate its potential in working adaptively with diverse communities of young people. Applications: When engaging Hip Hop for therapeutic means, whether for health promotion or complex therapy, it is a dynamic, creative, culturally sensitive, regulating, and developmental means for finding common ground and creating rapport. It bridges creative and insight-oriented practices. It embraces the ability to generate emotional responses from creating and analyzing music, including esthetic emotions (i.e. appreciation (of qualities)), utilitarian emotions (i.e. functional, motivational, relevant to immediate well-being, goal-oriented), and epistemic emotions (i.e. gained knowledge or insight, awareness). [ABSTRACT FROM AUTHOR]

Background: The Communities Putting Prevention to Work: Chronic Disease Self-Management Program (CDSMP) Initiative funded grantees in 45 states, the District of Columbia and Puerto Rico to implement and expand delivery of CDSMP to older adults. We examine whether there are differences in the enrollment and completion rates of members of racial and ethnic minority groups and what sites have done to enhance their delivery of the CDSMP to such groups. Method: This study used a multi-method approach including: site visits to 6 states, telephone interviews with the 47 program grantees and delivery sites, review of program reports, and analysis of administrative data on participants, completers, workshops and leaders. Results: Grantees served 89,861 participants, including 56.3% who self-identified as White, 17.3% as Black, 5.0% as other/multi-racial, 3.2% as Asian/Asian Americans, 1.4% as American Indian/Alaskans, .8% as Native Hawaiian/ Pacific Islanders, and 16.0% individuals of unknown race. Overall, completion rates averaged 74.5%, with Native Hawaiian/Pacific Islanders completing workshops at a higher rate (90.6%) than other groups. Completion rates for participants aged ⩾75 were higher than for younger participants. Senior centers, health care organizations, and residential facilities served 63.1% of the participants. Conclusions: Grantees have successfully delivered CDSMP to racially and ethnically diverse participants in a range of settings. As the Administration for Community Living/Administration on Aging (ACL/AoA) grantees have demonstrated, CDSMP can be brought to scale by community organizations, partnerships and networks to reach diverse populations in diverse settings. The program can be a significant tool for addressing health disparities and empowering racial/ethnic minorities to take charge, promote better health and self-management of chronic conditions. [ABSTRACT FROM AUTHOR]

As the language minority student population in the US increases at a rapid pace, a larger number of teachers are pursuing a primary or secondary certification in English as a Second Language (ESL). This case study describes the professional development efforts to provide an ESL endorsement to a group of K-12 teachers in a large mid-western university. It describes the systemic nature underlying their professional development, highlighting the influence of different constituencies. These range from federal, state, county and district levels to the university teacher preparation program, as well as the teachers themselves. By understanding how these factors influence teachers' professional development, the authors identify important lessons that can be learned by teacher educators. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the association between distance education (DE) and students' sense of classroom community (SCC) in U.S. dental hygiene programs. The concept of SCC is recognized to have an influence on students' educational outcomes. With the goal of increasing diversity among future dental professionals, there comes a need to accommodate students of various backgrounds through the use of DE. The impact of DE on students' SCC has not been studied in previous research. This 2014 cross-sectional survey study looked at a convenience sample of dental hygiene students finishing their first or second clinical year to assess their SCC. Participating programs had both host and satellite campuses and utilized DE for didactic course delivery at the remote sites. To calculate the students' sense of community, Rovai's Classroom Community Scale (CCS) was utilized, and demographic information was collected. Six of the 13 eligible programs agreed to participate; the overall response rate for individual students was 25%. When evaluated on their sense of community, the satellite college-based students scored 26.47 CCS units and 14.51 learning subscale units lower than the host college-based students. These results suggested a negative association between the students' sense of community and their affiliation with satellite campuses when controlled for demographic variables. The findings suggest a negative trend in the SCC for dental hygiene students on remote campuses and utilizing DE for a portion of their curriculum. This trend can potentially decrease students' educational success and satisfaction and should be addressed.