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Strengthen the Evidence for Maternal and Child Health Programs

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Displaying records 1 through 18 (18 total).

ESM 9.1 The percent of Bureau of Family Health and Nursing Services receiving lesbian, gay, bisexual, transgender and questioning (LGBTQ) cultural competency training. (Guam)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=training&NPM=9&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/9-bullying.php).

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the percentage of Bureau of Family Health and Nursing Services personnel receiving training to improve rates of injury intervention when treating/educating/referring lesbian, gay, bisexual, transgender and questioning (LGBTQ) clients

Numerator: Number of Bureau of Family Health and Nursing Services personnel receiving LGBTQ cultural competency training.

Denominator: Number of Bureau of Family Health and Nursing Services personnel

Significance: Bullying affects youth negatively in many ways. Youth who are bullied are more likely to experience depression and anxiety, changes in sleep and eating patterns and decreased academic achievement and school participation. Academic success has a direct impact on their employment prospects and future earnings potential, which impact health and access to health care in adulthood. LGBTQ youth and those perceived as LGBTQ are at an increased risk of being bullied. Bullied LGBTQ youth, or youth perceived as LGBTQ are more likely to skip school, smoke, use alcohol and drugs, or engage in other risky behaviors. Lesbian, gay or bisexual youth are more than twice as likely as their peers to be depressed and think about or attempt suicide. Bias based on gender; social/socio-economic class and privilege; gender orientation, sexual preference, and gender identity; mental, physical and emotional ability/disability; physical appearance (most notably obesity); and religion are frequently at the center of bullying and discrimination in schools. Improving knowledge and competency in these areas can help programs more effectively prevent bullying and more appropriately react to bullying when it happens.

Data Sources and Data Issues: Bureau of Family Health and Nursing Services

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.1 The number of trainings provided to school and community staff on bullying prevention (Oklahoma)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Trauma Training" (https://www.mchevidence.org/tools/strategies/9-4.php). Find other NPM 9 professional-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the knowledge and preparedness of school staff with respect to bullying prevention

Numerator: The number of trainings provided by MCH staff annually on bullying prevention

Denominator: NA

Significance: Trainings using the evidence-based curriculum will increase the knowledge of school staff on the recognition of bullying and appropriate intervention measures, assist schools in meeting state regulations, and decrease the number of students feeling unsafe at school as measured by the Youth Risk Behavior Survey. (http://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/index.html, http://www.cdc.gov/healthyyouth/data/yrbs/index.htm)

Data Sources and Data Issues: MCH bullying prevention training log

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 9.1 The number of students who participate in an evidence-based program that promotes positive youth development and non-violence intervention skills (Florida)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy 9.2 "Strengths-Based Classroom Training" (https://www.mchevidence.org/tools/strategies/9-2.php). Find other NPM 9 classroom-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities directed to families/children/youth

Goal: To increase the number of students who participate in an evidence based program that promotes positive youth development and non-violence intervention skills.

Numerator: The number of students completing Positive Youth Development programs and the number of students participating in the Green Dot high School strategy overview and bystander training..

Denominator: N/A

Significance: Positive Youth Development is an evidence-based strategy that focuses on asset-building and goal-setting as a means of risk reduction. PYD programs have been proven to positively impact teen birth, healthy relationships, college and career preparation, and overall self-esteem. The PYD approach supports the physical, emotional, social and mental health of adolescents. Research shows risk factors such as poor social competence, low academic achievement, impulsiveness, truancy, and poverty increase an individual’s risk of violence. Developing youth life skills, improving their participation and performance in school, and increasing their prospects for employment can help protect them from violence, both in childhood and later in life. Developing life skills for intervention and self-empowerment can help young people avoid violence, by improving their social and emotional competencies and teaching them how to deal effectively and non-violently with conflict.

Data Sources and Data Issues: Programmatic sign in sheets/class rosters and the Florida Department of Health Sexual Violence Data Registry

Year: 2020

Unit Type: Simple Count, Unit Number: 50,000

ESM 9.1 The number of strategies developed to address bullying among youth with a focus on systems change, primary prevention, positive youth development, and/or enhancing social emotional learning (Oregon)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Strengths-Based Classroom Training" (https://www.mchevidence.org/tools/strategies/9-2.php). Find other NPM 9 universal-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities directed to families/children/youth

Goal: To develop strategies to address bullying among youth

Numerator: The number of strategies developed

Denominator: N/A

Significance: Bullying is unwanted, aggressive behavior among school-aged youth that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Youth who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Bullying in school can often mirror systematic oppression in society at large. Power imbalances can change over time and in different situations, even if they involve the same people. There are negative outcomes for both victims and perpetrators of bullying including: poor academic achievement and school dropout, and negative physical and mental health outcomes. Youth who are the victims of bullying and who also perpetrate bullying may exhibit the poorest functioning, in comparison with either victims or bullies, with effects lasting into adulthood.

Data Sources and Data Issues: State Tracking

Year: 2020

Unit Type: Simple Count, Unit Number: 20

ESM 9.1 Reduce the percentage of high school students who are electronically bullied (Simple Counting being bullied through texting, Instagram, Facebook, or other social media). (New Jersey)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Suicide Prevention In-class Training" (https://www.mchevidence.org/tools/strategies/9-5.php). Find other NPM 9 adolescent-level strategies in MCHbest.

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities directed to families/children/youth

Goal: Reduce the percentage of high school students who are electronically bullied

Numerator: Students reporting electronic bullying (Simple Counting being bullied through texting, Instagram, Facebook, or other social media).

Denominator: Students completing the survey.

Significance: Cyber-bullying can lead to the same psychological effects as bullying on school grounds. Low self-esteem, loneliness, poor academic performance, and increased potential to engage in risky behaviors such as drug use, alcohol use and early/unprotected sex can impact both the bullied and the bully. Although most school policies include cyber-bullying policies, it is significantly harder to track and can have a more exponential impact due to the nature of social media. Social and Emotional Learning (SEL) combined with social media awareness can dramatically reduce bullying because it teaches the skills, attitudes and behaviors that teens who bully are typically deficient in and can lead them to bully in the first place. SEL creates an anti-bullying environment that can be extended to online activities by teaching adolescents how to better manage their emotions both on and offline while promoting a safe and caring learning environment where all adolescents are supported and respected.

Data Sources and Data Issues: CDC High School YRBS

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.1 Percent of school personnel participating in Youth Mental Health First Aid (MHFA) training with increased knowledge of best practices to respond to youth (Arkansas)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=training&NPM=9&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/9-bullying.php).

Measurement Quadrant: Quadrant 4: Measuring quality of effect (% of "is anyone better off")

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the number of adults trained in the identification of behavioral health issues with MHFA

Numerator: Number school personnel receiving MHFA training whose posttest demonstrated an increase in knowledge

Denominator: Number of school personnel who participated in MHFA training

Significance: To enable school staff and other adults in the community to respond rapidly to youth who may be exhibiting signs of need for clinical intervention.

Data Sources and Data Issues: ADH School Health Services

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.1 Percent of 8th grade Youth Health Promoters (YHP) who report not being bullied in Puerto Rico by September 2021-2025 (Puerto Rico)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy 9.1 "Peer-Led Counseling, Mentoring, and Support" (https://www.mchevidence.org/tools/strategies/9-1.php). Find other NPM 9 youth-level strategies in MCHbest.

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities directed to families/children/youth

Goal: Increase the percentage of YHP who report not being bullied after finalizing three years of Youth Health Promoters Project (YHPP).

Numerator: YHP that report not being bullied on the 3rd year post survey

Denominator: YHP that completed the 3rd year post survey

Significance: Bullying experiences are associated with a number of behavioral, emotional, and physical adjustment problems. Victims of bullying tend to report feelings of depression, anxiety, low self-esteem, and isolation; poor school performance; suicidal ideation; and suicide attempts. Around 22% of students from 9th to 12th grade in Puerto Rico reported being bullied (2017 PR-YRBSS). Every year, the YHPP recruits 6th grade students in order to provide a series of educational interventions during a period of three years. Recognizing bullying as priority, effective communication, interpersonal relationships, communication and no discrimination, are among the topics that are discussed with the YHP during the three years cycle. Furthermore, the YHP create activities each year to promote health and wellbeing with their peers and raise awareness in various topics, including bullying. The YHP complete a pre (6th grade) and post (8th grade) surveys focused on their attitudes and behaviors before and after receiving the three years of the project. It is expected that 8th grade promoters report less frequently any events related to bullying after the YHPP intervention.

Data Sources and Data Issues: YHPP 3rd post survey.

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.1 Number of secondary schools implementing the Michigan Model for Health™ Social and Emotional Health Module with 80% fidelity (Michigan)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=social+and+emotional+health&NPM=9&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/9-bullying.php).

Measurement Quadrant: Quadrant 3: Measuring quantity of effect (# of "is anyone better off")

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities related to systems-building

Goal: Annually increase by six the number of secondary schools implementing the Michigan Model for Health™ Social and Emotional Health Module with 80% fidelity

Numerator: The number of secondary schools implementing the Michigan Model for Health™ Social and Emotional Health Module with 80% fidelity

Denominator: N/A

Significance: Bullying takes a toll on the entire school community, with potentially lasting harm. Nearly 30% (29.6%) of Michigan high schools students report experiencing bullying (MI YRBS 2017). For those who are bullied, the resulting emotional trauma can persist into adulthood. The link between bullying and suicide has also illuminated the need to recognize the damage bullying can inflict. At the school level, educational achievement can be impacted through reduced test scores when bullying is prevalent. A student who is stressed and feeling unsafe struggles to succeed academically. Educational success can be hampered by bullying experiences in school. But students who bully also suffer emotionally and academically, with a higher likelihood of defiant and delinquent behaviors, school drop-out and poor academic performance. A lack of respect for and understanding of others increases stress, violence and trauma. Addressing the environment that allows bullying to thrive means teaching all students the importance of empathy, respect for differences and managing emotions. Social emotional learning (SEL) incorporates the skills that serve to prevent bullying behavior. Teaching all students those skills arms them against participating, on any level, in bullying. The Michigan Model for Health™ (MMH) is a Pre-K-12, comprehensive school health education curriculum recognized by the Collaborative for Social and Emotional Learning (CASEL) as an evidence-based SEL program. Evaluators found in a 2011 randomized control study that students who received the MMH curriculum showed statistically significant positive changes, including better interpersonal communication skills, stronger social and emotional health skills, and less reported aggression in the past 30 days. SEL is a structured way to improve a wide range of students’ social and emotional competencies and impact bullying at the individual and peer levels.

Data Sources and Data Issues: Teacher implementation logs. Classroom teachers will complete implementation logs tracking the lessons taught from the Michigan Model for Health™ Social and Emotional Health Module. The measure will reflect a cumulative Simple Count over time.

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 9.1 Number of schools that receive guidance on laws, policies, and evidence-based strategies to prevent bullying (Georgia)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Ongoing Outreach at Schools" (https://www.mchevidence.org/tools/strategies/9-3.php). Find other NPM 9 school-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities related to systems-building

Goal: To increase the number of schools that receive guidance on laws, policies, and evidence-based strategies to prevent bullying

Numerator: Number of schools that receive guidance

Denominator: N/A

Significance: Bullying, particularly among school-age children, is a major public health problem. Estimates suggest nearly 30% of American adolescents reported at least moderate bullying experiences as the bully, the victim, or both. Bullying experiences are associated with a number of behavioral, emotional, and physical adjustment problems. Adolescents who bully others tend to exhibit other defiant and delinquent behaviors, have poor school performance, be more likely to drop-out of school, and are more likely to bring weapons to school. Victims of bullying tend to report feelings of depression, anxiety, low self-esteem, and isolation; poor school performance; suicidal ideation; and suicide attempts. Bullying victims who also perpetrate bullying (i.e., bully-victims) may exhibit the poorest functioning, in comparison with either victims or bullies. Emotional and behavioral problems experienced by victims, bullies, and bully-victims may continue into adulthood and produce long-term negative outcomes, including low self-esteem and self-worth, depression, antisocial behavior, vandalism, drug use and abuse, criminal behavior, gang membership, and suicidal ideation. www.stopbullying.gov.

Data Sources and Data Issues: Data Source: Injury Prevention Program Data

Year: 2020

Unit Type: Simple Count, Unit Number: 1,000

ESM 9.1 Number of adult advisors who received evidence-based suicide prevention training (Idaho)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Trauma Training" (https://www.mchevidence.org/tools/strategies/9-4.php). Find other NPM 9 universal-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: By September 2025, collaborate with the Idaho Suicide Prevention Program to enhance suicide prevention activities for adolescents.

Numerator: Number of adult advisors that received training

Denominator: N/A

Significance: Suicide is a major public health issue that causes tremendous pain in individuals, families, and communities; it is an issue that warrants urgent intervention as national suicide rates have steadily increased by 1-2% every year since 1999 (CDC, 2020). In 2018, suicide was the nation’s 10th leading cause of death for all ages, and second for those aged 10-34 (CDC, 2020). In 2018, Idaho’s suicide rate of 21.8/100,000 was 1.5% higher than the national average and placed Idaho 5th in the nation in suicide rates (IDHW, 2020). Additionally, there was an increase of 7.4% between 2009-2019 in the number of adolescents in Idaho who seriously considered a suicide attempt (YRBS, 2019). Suicide is a particular concern in rural states such as Idaho, where suicide rates are historically much higher than in metropolitan areas (CDC, 2020; ISU & IDHW, 2019). Sources of Strength is an evidence-based suicide prevention program implemented in 36 states, with an additional seven states currently working to establish the program (Sources of Strength, n.d.). In the past five years, 81 schools in Idaho have enacted Sources of Strength (IDE, 2019). The implementation of this program in schools allows student leaders to become agents of change who enact suicide prevention strategies in their school (ISU & IDHW, 2019; IDHW, 2020). Trained adult advisors meet regularly with student leaders to share and strengthen healthy coping mechanisms that the students can spread among their school peers. The students prepare a variety of communications including one-on-one conversations, peer presentations, and prevention messages aimed at fostering hope, help and spreading knowledge of protective “sources of strength” (ISU & IDHW, 2019; IDHW, 2020). This program enables students to identify and strengthen their coping tools and support network.

Data Sources and Data Issues: CDC, YRBS, IDHW, Sources of Strength

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 9.1 Number of administrators, educators, support staff taking a new SEL foundations training who have increased knowledge (70% increase in knowledge) (Maine)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Trauma Training" (https://www.mchevidence.org/tools/strategies/9-4.php). Find other NPM 9 school-level strategies in MCHbest.

Measurement Quadrant: Quadrant 3: Measuring quantity of effect (# of "is anyone better off")

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase knowledge of and competency in SEL foundations

Numerator: Number with increased knowledge

Denominator: N/A

Significance: Provide Statewide SEL training to administrators, educators, support staff to ensure knowledge and understanding of social emotional competencies as relative to reducing bullying incidence through shift in school climate and culture to a trauma informed/compassionate/ equitable environment.This strategy increases educators' confidence and ability implement these practices which ultimately will decrease the rates of bullying among youth in the state of Maine.

Data Sources and Data Issues: Pre-post training survey

Year: 2020

Unit Type: Simple Count, Unit Number: 10,000

ESM 9.1 Kids' Link Referral Network (Rhode Island)

Measure Status: Active

Evidence Level: There is limited research in the evidence base to support this strategy.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 3. Inform and educate the public

Service Recipient: Activities directed to families/children/youth

Goal: To increase the number of adolescents screened for suicide ideation to KIDSLINK for appropriate referrals and supports

Numerator: Students at-risk of non-suicidal self-harm, suicidal ideation, or having risk factors that may influence suicidal ideation or non-suicidal self-harm referred to Kids' Link

Denominator: N/A

Significance: Many school districts transported all children who expressed suicide ideation to the nearest ED, regardless of the severity crisis. The Suicide Prevention Initiative (SPI) is a collaboration of RIDOH and Rhode Island Student Assistance Services, and Bradley Hospital's Kids Link RI hotline. SPI protocol provides guidelines for determining if a student is in immediate danger of killing her/himself and needs to be transported to a local hospital, or if the child's mental health/behavioral needs can be met outside of an emergency department.

Data Sources and Data Issues: Kids' Link RI; incomplete referrals may vary (reporting schools only needed clinical consultation, parents couldn't be reached, parents declined services)

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 9.2 The number of adolescents who receive bystander training (Upstanding) (Utah)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Suicide Prevention In-Class Training" (https://www.mchevidence.org/tools/strategies/9-5.php). Find other NPM 9 school-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 3. Inform and educate the public

Service Recipient: Activities directed to families/children/youth

Goal: Increase the number of adolescents who have received the Upstanding curriculum.

Numerator: The number of adolescents who receive the Upstanding training

Denominator: N/A

Significance: Bullying is the unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. Passive bystanders provide the audience a bully craves and the silent acceptance that allows bullies to continue their hurtful behavior. A bystander to bullying is anyone who witnesses bullying either in person or in digital forms like social media, websites, text messages, gaming, and apps. When bullying occurs, bystanders are present 80 percent of the time. A bystander has the potential to make a positive difference in a bullying situation, particularly for the youth who is being bullied. Studies show, when youth who are bullied are defended and supported by their peers, they are less anxious and depressed. The Upstanding Program teaches children simple strategies for standing up to bullying that effectively removes, rather than provides, more peer attention.

Data Sources and Data Issues: Program records

Year: 2020

Unit Type: Simple Count, Unit Number: 999

ESM 9.2 Reduce the percentage of high school students who are bullied on school property. (New Jersey)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Suicide Prevention In-class Training" (https://www.mchevidence.org/tools/strategies/9-5.php). Find other NPM 9 adolescent-level strategies in MCHbest.

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities directed to families/children/youth

Goal: Reduce the percentage of high school students bullied on school property.

Numerator: Students reporting being bullied on school property.

Denominator: Students completing the survey.

Significance: Bullying can lead to significant psychological effects as low self-esteem, loneliness, poor academic performance, and increased potential to engage in risky behaviors such as drug use, alcohol use and early/unprotected sex. These issues may persist into adulthood. It should be recognized that these mental impacts do not stop at the bullied, they also extended to the bullies. Social and Emotional Learning (SEL) can dramatically reduce bullying because it teaches the skills, attitudes and behaviors that teens who bully are typically deficient in and can lead them to bully in the first place. People are not born with the ability to manage their emotions and get along with others, these skills must be cultivated in caring and nurturing environments. SEL creates an anti-bullying environment by teaching adolescents how to better manage their emotions while promoting a safe and caring learning environment where all adolescents are supported and respected.

Data Sources and Data Issues: CDC High School YRBS

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.2 Number of schools implementing bullying prevention guidance. (Arizona)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy 9.3 "Ongoing Outreach at Schools" (https://www.mchevidence.org/tools/strategies/9-3.php). Find other NPM 9 school-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities related to systems-building

Goal: By 2025, 100% of the schools that received guidance on bullying prevention strategies would have implemented it in their settings.

Numerator: Number of schools who are actively implementing the guidance

Denominator: Number of schools that received guidance on bullying prevention

Significance: Bullying prevention must be part of a comprehensive, cohesive, and integrated schoolwide system of learning supports that creates a cultural norm of safety, connectedness, acceptance, and support. The bullying prevention program would like to learn more about the type of impact they are having in Arizona's schools.

Data Sources and Data Issues: Bullying Prevention Program

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.2 Number of schools and/or youth serving organizations in target communities that have implemented a comprehensive bullying program (West Virginia)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Ongoing Outreach at Schools" (https://www.mchevidence.org/tools/strategies/9-3.php). Find other NPM 9 school-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 4. Support and mobilize partners

Service Recipient: Activities related to systems-building

Goal: To implement comprehensive, evidence-based bullying prevention programming in schools and communities

Numerator: Number of schools and/or youth serving organizations that have implemented a comprehensive bullying program

Denominator: n/a

Significance: By encouraging the implementation of comprehensive prevention programs, the WV OMCFH is supporting a systematic approach to reducing bullying among youth in WV schools and communities

Data Sources and Data Issues: Data provided by the Adolescent Health grantees, the Violence and Injury Prevention grantees and the WV Dept. of Education

Year: 2020

Unit Type: Simple Count, Unit Number: 1,000

ESM 9.3 Percent of adolescents who are physically active at least 60 minutes per day. (Utah)

Measure Status: Active

Evidence Level: ESM aligns with priority, however it is not in direct alignment with NPM (most aligned with NPM 8). See other ESMs for this NPM (https://www.mchlibrary.org/evidence/state-esms-results.php?q=&NPM=9&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) or find other NPM 9 consumer-level strategies in MCHbest.

Measurement Quadrant: Quadrant 4: Measuring quality of effect (% of "is anyone better off")

Service Type: Enabling services level of pyramid

Essential Public Health Services: 5. Create/champion/implement policy

Service Recipient: Activities directed to families/children/youth

Goal: Increase the number of students who are active for at least 60 minutes a day through a variety options throughout the school day.

Numerator: TBD

Denominator: TBD

Significance: Physical activity has brain health benefits for school-aged children, including improved cognition (e.g., academic performance, memory) and reduced symptoms of depression. Regular physical activity in childhood and adolescence can also be important for promoting lifelong health and well-being and preventing risk factors for various health conditions like heart disease, obesity, and type 2 diabetes.

Data Sources and Data Issues: Program records, Utah Youth Risk Behavior Surveillance System, Utah State Office of Education

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.5 The proportion of Utah students participating in an evidence-based school based prevention program (PAX Good Behavior Game). (Utah)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Strengths-Based Classroom Training" (https://www.mchevidence.org/tools/strategies/9-2.php). Find other NPM 9 classroom-level strategies in MCHbest.

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 7. Assure effective and equitable health systems

Service Recipient: Activities directed to families/children/youth

Goal: Increase the proportion of Utah students participating in an evidence-based school based prevention program to reduce referrals for fighting, bullying, and other forms of aggression.

Numerator: Number of students participating in an evidence-based prevention program

Denominator: Number of Utah students

Significance: Multiple systematic reviews of various universal school-based programs demonstrate beneficial impacts on youth’s skills and behaviors, including delinquency, aggression, bullying perpetration and victimization, and bystander skills that lower the likelihood of violence and support victims. For example, the Task Force for Community Preventive Services found a 15% relative reduction in violent behavior among students in pre-kindergarten through high school. Using different outcome measures, the median relative reduction in aggression and violent behavior associated with universal school-based programs varied by grade level, with a 32% reduction for pre-kindergarten and kindergarten students, 18% reduction for elementary students, 7% reduction for middle school students, and 29% reduction for high school students. Researchers suggest the benefits of these school-based approaches could be strengthened if programs implemented at early grade levels are continued into the critical high school years. These programs were effective in reducing youth violence in different types of school environments, including ones with varying socioeconomic status, crime rates, or predominant race/ethnicity of students. Examples of effective classroom-based programs are Good Behavior Game (GBG), Promoting Alternative Thinking Strategies®; (PATHS), Life Skills®; Training (LST), and Steps to Respect (STR). The GBG has demonstrated that participants had significantly lower levels of classroom aggression in elementary school, and some studies of the long-term effects of GBG showed significantly lower levels of aggression in middle school and lower prevalence of antisocial personality disorder and violent crime by age 19 to 21.These effects were for male youth with relatively higher levels of earlyaggression when compared to youth in alternative intervention conditions. These participants also had lower prevalence of alcohol abuse, smoking, and suicidal ideation by the time they reached young

Data Sources and Data Issues: Utah State Board of Education, Student Violence and Injury Reporting System

Year: 2020

Unit Type: Percentage, Unit Number: 100

   

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.