Effectiveness of health education teachers and school nurses teaching sexually transmitted infections/human immunodeficiency virus prevention knowledge and skills in high school.

Background: We examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula.

Methods: Group-randomized intervention study of 1357 ninth and tenth grade students in 10 schools. Twenty-seven facilitators (6 nurses, 21 teachers) provided programming; nurse-led classrooms were randomly assigned.

Altruism, helping, and volunteering: pathways to well-being in late life.

Objective: We examined the influence of prosocial orientations including altruism, volunteering, and informal helping on positive and negative well-being outcomes among retirement community dwelling elders.

Method: We utilize data from 2 waves, 3 years apart, of a panel study of successful aging (N = 585). Psychosocial well-being outcomes measured include life satisfaction, positive affect, negative affect, and depressive symptomatology.

Residential relocation of amenity migrants to Florida: "unpacking" post-amenity moves.

Objective: This study aimed to unpack characteristics of interstate and intrastate moves undertaken by elderly amenity migrants. The authors examined these moves in the context of Litwak and Longino's life-course typology of migration.

Method: In an 11-year longitudinal study, the authors examined the first move made by respondents out of a large Florida retirement community where no services were offered.

Taking be proud! Be responsible! To the suburbs: a replication study.

Context: An important phase of HIV prevention research is replicating successful interventions with different groups and in different settings.

Methods: Be Proud! Be Responsible!, a successful intervention originally targeting black urban males and carried out in nonschool settings, was presented in health classes at urban and suburban schools with diverse student bodies. A group-randomized intervention study, which included 1,357 ninth and 10th graders from 10 paired schools in a Midwestern metropolitan area, was conducted in 2000-2002.

Effectiveness of abstinence-only intervention in middle school teens.

Objectives: To examine effectiveness of abstinence-until-marriage curriculum on knowledge, beliefs, efficacy, intentions, and behavior.

Methods: Nonrandomized control trial involving 2069 middle school students with a 5-month follow-up.

Results: Intervention students reported increases in knowledge and abstinence beliefs, but decreases in intentions to have sex and to use condoms.

Use of audio-enhanced personal digital assistants for school-based data collection.

Purpose: To review the different data collection options available to school-based researchers and to present the preliminary findings on the use of audio-enhanced personal digital assistants (APDA) for use in school-based data collection.

Methods: A newly developed APDA system was used to collect baseline data from a sample of 645 seventh grade students enrolled in a school-based intervention study. Evaluative measures included student response, time to completion, and data quality (e.

Parental monitoring, negotiated unsupervised time, and parental trust: the role of perceived parenting practices in adolescent health risk behaviors.

Purpose: To compare two different parenting practices (parental monitoring and negotiated unsupervised time) and perceived parental trust in the reporting of health risk behaviors among adolescents.

Methods: Data were derived from 692 adolescents in 9th and 10th grades (x = 15.7 years) enrolled in health education classes in six urban high schools.