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Discoveries from the Human Genome Project have invigorated discussions of epigenetic effects-modifiable chemical processes that influence DNA's ability to give instructions to turn gene expression on or off-on health outcomes. We suggest three domains in which new understandings of epigenetics could inform innovations in health promotion research: (1) increase the motivational potency of health communications (e.g., explaining individual differences in health outcomes to interrupt optimistic biases about health exposures); (2) illuminate new approaches to targeted and tailored health promotion interventions (e.g., relapse prevention targeted to epigenetic responses to intervention participation); and (3) inform more sensitive measures of intervention impact, (e.g., replace or augment self-reported adherence). We suggest a three-step process for using epigenetics in health promotion research that emphasizes integrating epigenetic mechanisms into conceptual model development that then informs selection of intervention approaches and outcomes. Lastly, we pose examples of relevant scientific questions worth exploring., Author(s): Colleen M. McBride [sup.1] , Laura M. Koehly [sup.2] Author Affiliations: (1) 0000 0001 0941 6502grid.189967.8Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, [...]

Introduction: Engaging youth as peer educators has yet to be considered to promote literacy concerning conjoint genetic and environmental (G x E) influences on health conditions. Whether youth living in low- and middle-income countries (LMICs) could and would be willing to serve as lay educators of G x E education is unclear. Methods: A cross-sectional survey of youth living in Southern Ethiopia was conducted from August to September 2017. Trained data collectors administered the survey on 377 randomly selected youth who ranged in age from 15 to 24; 52% were female and 95% reported having some formal education. Self-reported willingness and a constructed competency score were assessed. Bivariate analyses tested for factors associated with willingness and competency to serve as lay GxE literacy builders. Results: Competency and willingness were significantly greater (p < 0.05) for youth who were male, had some formal education, and had civic or leadership experience. Differences in median willingness were significant for youth who scored as more competent versus those who scored as less competent (p < 0.001). There were no characteristics that moderated the association of competency with willingness. Conclusion: Youth peer educator programs hold promise for disseminating improved G X E literacy and reducing stigma associated with deterministic misunderstandings. Thoughtful recruitment and training strategies will be needed to ensure that the broadest representation of youth in LMIC contexts has the opportunity to serve in this role, particularly girls and those without formal education. [ABSTRACT FROM AUTHOR]

A survey was completed by 261 caregivers of elementary children in rural North Carolina (93 percent mothers, 59 percent African American). Most respondents engaged in and modeled multiple risk behaviors for their children, including smoking, poor diet, and physical inactivity. Various groups' attitudes toward their own behavior are examined. Implications for design of health promotion activities are discussed. (Contains 47 references.) (SV)

Surveyed caregivers of elementary students regarding demographics, smoking characteristics and attitudes, and receptivity to and preferred format for health promotion programs. Most smokers wanted to quit and did not want their children to smoke. Respondents considered it important to involve children in quit attempts and were willing to participate in family-based health promotion. Written materials were the preferred format. (SM)