The "Mammograms Available Due to Resources and Education" (MADRE) Study: Rationale and Design.

Background: Latinas suffer disproportionately from breast cancer, partially due to lower uptake of guideline-concordant breast cancer screening. We describe the design of a study to compare two approaches addressing this important public health problem.

Design/methods: We are conducting a 5-year randomized controlled trial.

Understanding the developmental transition between parallel and social play during preschool: A multiplex social network analysis.

Preschoolers are expected to transition from parallel play, where they engage in similar activities next to peers, to social play, where they engage in direct interactions with peers. We use longitudinal, multiplex social network analysis to examine the transition between observed parallel and social play over a school year in a 3-year-old classroom ( = 25, 45% girls, 48% White) and a 4-year-old classroom ( = 28, 42.86% girls, 60.

Illustrating the importance of edge constraints in backbones of bipartite projections.

Bipartite projections (e.g., event co-attendance) are often used to measure unipartite networks of interest (e.

Sample, time, and wording effects on estimating the prevalence of childfree adults: Insights from Japan.

Childfree adults neither have nor want children, but estimates of their prevalence vary widely, leading to ambiguity about how common this family status actually is. The goal of this study is to examine the effects of sample composition, time, and question wording on estimates of the prevalence of childfree adults. We pool 83 nationally representative estimates of the prevalence of childfree adults in Japan since 2000 using meta-regression to identify the influence of sex, marital status, year, and survey question.

Prevalence of childfree adults before and after Dobbs v Jackson in Michigan (USA).

Childfree adults are the most common type of non-parent in the United States and are distinguished by their lack of desire to have children. Although there are many reasons one may choose not to have children, recent restrictions on reproductive health care may also contribute to this decision. For example, the United States Supreme Court's decision in Dobbs v.

Introducing SoNHR-Reporting guidelines for Social Networks In Health Research.

Objective: The overall goal of this work is to produce a set of recommendations (SoNHR-Social Networks in Health Research) that will improve the reporting and dissemination of social network concepts, methods, data, and analytic results within health sciences research.

Methods: This study used a modified-Delphi approach for recommendation development consistent with best practices suggested by the EQUATOR health sciences reporting guidelines network. An initial set of 28 reporting recommendations was developed by the author team.

Neighborhood satisfaction and reproductive status.

Both urban planners and urban scholars have been keenly interested in identifying the characteristics associated with neighborhood satisfaction. One robust but surprising pattern is that the presence or number of children in a household has no effect on neighborhood satisfaction. To clarify this pattern, we measured the neighborhood satisfaction of a representative sample of 1,000 Michigan adults, whom we divided into six distinct reproductive statuses: co-parents, single-parents, empty nesters, not-yet-parents, childless individuals, and childfree individuals.

Prevalence, age of decision, and interpersonal warmth judgements of childfree adults.

Childfree adults do not want to have children, making them distinct from parents and other adults without children. However, they are difficult to study because they cannot be identified using conventional data on fertility. We use data from a representative sample in the United States to examine the prevalence, age of decision, and interpersonal warmth judgments by and about childfree adults.

That'll Move the Chains: Collecting Network Chain Data.

Although most network studies involve the collection of either ego or whole network data, a smaller subset of work has focused on the collection of network chain data. Collecting network chain data involves collecting a , and can be useful for capturing phenomena like degrees of separation or search processes. In this paper, we draw on past network chain data collection studies and reviews to propose a design framework for network chain data collection.

Collecting, modeling, and visualizing network data from educators: A tutorial.

Understanding educators' networks can inform the field of school psychology by offering insight into how the structure of social relationships supports the implementation of school-based programs. However, the difficulties of collecting and modeling network data remain barriers to using network methods in school psychology. To overcome these barriers, we provide a step-by-step tutorial for collecting, modeling, and visualizing network data from educators.

Out of bounds? The boundary specification problem for centrality in psychological networks.

The analysis of psychological networks has become common in multiple subfields including clinical, social, and personality psychology, where the focus is often on identifying highly central nodes that represent symptoms, beliefs, or traits. However, the boundaries of these networks are often ambiguous and relevant nodes are often missing from the network. In this article, we use a series of simulations to show that even under typical conditions of missingness, the centrality of nodes in an empirical psychological network are poorly correlated or uncorrelated with their centrality in a hypothetical "true" psychological network, and thus are invalid.

What is research? Educators' conceptions and alignment with United States federal policies.

This study draws on two communities theory to address two major research questions related conceptions of research in educational practice and policy. First, how do educators conceptualize research? Second, to what extent do educators' conceptions of research align with recent U.S.

The BOND Framework: A Practical Application of Visual Communication Design and Marketing to Advance Evaluation Reporting.

Despite growing interest in data visualization and graphically aided reporting, the evaluation literature could benefit from additional guidance on systematically integrating visual communication design and marketing into comprehensive communication strategies to improve data dissemination. This article describes the role of targeted communication strategies-based on visual communications, design, and marketing theory-in producing more effective reports. In evaluation practice, well-synthesized and translated reports often require the integration of data from multiple sources, methods, and/or time points to communicate complex findings in ways that elicit productive responses.

What Types of Brokerage Bridge the Research-Practice Gap? The Case of Public School Educators.

The presence of a research-practice gap is recognized across multiple fields including education, psychology, and public health. In this paper, we examine which of five structural types of brokerage are most and least effective in bridging this research-practice gap in the context of education. Using a small world survey design, we tracked how a statewide random sample of 247 K-12 principals and superintendents in Michigan seek information about social skills programs from brokering individuals and organizations.

Approaches to measuring use of research evidence in K-12 Settings: A systematic review.

An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers' assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education.

Just Google it: Measuring schools' use of research evidence with internet search results.

Measuring the use of research evidence (URE) by schools has become a central of education researchers. However, it has proven challenging due to low response rates, social desirability bias, and costly or time consuming data collection methods. To overcome these challenges and meet the needs of research focused on URE, this paper introduces a non-reactive archival measure: Archival Search of Use of Research Evidence (ASURE).

Implementation capital: merging frameworks of implementation outcomes and social capital to support the use of evidence-based practices.

Background: Although there is growing recognition that the implementation of evidence-based practices is a social process, the conceptualization of social capital in implementation frameworks often conflates bonding and bridging social capital. This conflation makes it difficult to concretely operationalize social capital and limits the concept's utility for explaining implementation outcomes.

Discussion: We propose a new framework of implementation capital that merges an existing conceptual framework of implementation outcomes with an existing operational framework of social capital.

Multiple Audiences for Encouraging Research Use: Uncovering a Typology of Educators.

Purpose: We apply diffusion of innovations theory to examine two key research questions designed to inform efforts to improve the research-practice gap in education: (1) Are there distinct types of educators that differ in their prioritization of the compatibility, observability, complexity, relative advantage, and trialability of research? and (2) Are educators' roles or context associated with their categorization in this typology?

Research Methods: Using semi-structured interview data in two Michigan counties from intermediate school district staff (N=24), district central office staff (N=18), principals (N=22), and school building staff (N=23), we first used directed content analysis to code for mentions of compatibility, observability, complexity, relative advantage, and trialability. Next, using the coded data, we conducted a hierarchical agglomerative cluster analysis and follow-up cross-tabulations to assess whether cluster memberships were associated with educators' roles or county context.

Findings: Educators in our sample could be categorized in one of five clusters distinguished primarily by different patterns of prioritization of the compatibility, observability, and complexity of research.

What Makes Research Useful for Public School Educators?

In this study, we explored the extent to which educators discuss and prioritize Rogers' (Diffusion of innovations, The Free Press: New York, 1995) five attributes of innovations-relative advantage, compatibility, complexity, observability, and trialability-in the context of research use. Using a directed content analysis of 54 semi-structured interviews and exemplar quotes, we describe how educators mentioned compatibility most frequently, but also commonly invoked observability and complexity in their discussions of research use. Our results also revealed key differences between educators in executive and non-executive roles.

We didn't say that: Challenges in the Public Dissemination of a Research Finding with Controversial Implications.

In the March 2014 issue of American Journal of Community Psychology, we published an article that examined the tension between two core values in the field of community psychology: promoting contextual conditions that foster respect for diversity and promoting contextual conditions that foster sense of community. We concluded that processes of social network formation could help explain why diversity and sense of community are seemingly incompatible goals. The study's findings initially disseminated through the usual academic channels, and later through mainstream media outlets.

Network Analysis in Community Psychology: Looking Back, Looking Forward.

Network analysis holds promise for community psychology given the field's aim to understand the interplay between individuals and their social contexts. Indeed, because network analysis focuses explicitly on patterns of relationships between actors, its theories and methods are inherently extra-individual in nature and particularly well suited to characterizing social contexts. But, to what extent has community psychology taken advantage of this network analysis as a tool for capturing context? To answer these questions, this study provides a review of the use network analysis in articles published in American Journal of Community Psychology.

Codevelopment of preschoolers' temperament traits and social play networks over an entire school year.

Children enter preschool with temperament traits that may shape or be shaped by their social interactions in the peer setting. We collected classroom observational measures of positive emotionality (PE), negative emotionality (NE), effortful control (EC), and peer social play relationships from 2 complete preschool classrooms (N = 53 children) over the course of an entire school year. Using longitudinal social network analysis, we found evidence that children's traits shaped the formation of play relationships, and that the traits of children's playmates shaped the subsequent development of children's own traits.

Scaling-Up Youth-Led Social Justice Efforts through an Online School-Based Social Network.

The exploration of social networking sites (SNS) in promoting social change efforts offers great potential within the field of community psychology. Online communities on SNS provide opportunities for bridging across groups, thus fostering the exchange of novel ideas and practices. Currently, there have only been limited efforts to examine SNS within the context of youth-led efforts.

Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood.

In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference.