Joyce V. Fetro

Perceptions and attitudes toward androgenic-anabolic steroid use among two age categories: a qualitative inquiry.

We attempted to qualitatively investigate why men of 2 age categories have chosen not to use androgenic-anabolic steroids (AASs). Twelve men (22.28 ± 1.38 years [group I] and 53.00 ± 13.28 years [group II]) were selected on the basis of specific inclusion criteria, including age and fitness levels (i.e., “do you weight train?”). Subjects were classified in 1 of 2 categories—younger or older precluders—and were asked to complete 2 survey instruments before their participation. The Drive for Muscularity Scale (reliability 0.85) and Body Image Questionnaire were used to gain a better understanding of perceptions and motivations regarding health, fitness, and body image. A series of semistructured questions were used to enhance focus group discussion regarding attitudes. Questions were validated by a panel of experts in qualitative methods. Member checks were conducted to enhance trustworthiness of the data. Data were transcribed verbatim and analyzed with thematic open-coding techniques. Various behaviors were reported regarding body image. Emerging themes showed a clear demarcation between age categories. Younger subjects cited power, control, body image, and narcissism, whereas older subjects viewed AAS use as more of an athletic-based phenomenon, such as with performance enhancement, when asked about steroids. Groups were in agreement that media trends and perceptions of the ideal male body are becoming “superhuman” and unattainable without chemical means. Understanding attitudinal perspectives might help complement national data on AAS trends. Future investigations could help coaches and allied health professionals collaborate with each other, as well as with national groups and foundations, to devise more appropriate strategies in addressing this growing athletic and public health concern.

Predictors of Adolescent Male Body Image Dissatisfaction: Implications for Negative Health Practices and Consequences for School Health From a Regionally Representative Sample

BACKGROUND Adolescent males are more likely to sustain intentional and unintentional injuries, be involved in a physical confrontation, and be successful in suicide attempts. Body image dissatisfaction (BID) has been linked as a possible contributing factor to these negative health behaviors and risks; however, research is limited with males. The interaction of intrapersonal, interpersonal, and social variables in a holistic model has yet to be explored for males. Variables precipitating adolescent males to develop an unhealthy body image and act on negative health behaviors, such as body image drug use, were the impetus for this study. METHODS A randomized cross-sectional sample of 330 adolescent males answered questions concerning body image using the Adolescent Body Image Satisfaction Scale (ABISS). Pearson product moment correlations and stepwise regression analyses identified the strongest predictive variables of BID. RESULTS The strongest contributing variables accounting for 56.7% of model variance were desire for the body of another person (r = .571, p < .001), teasing (r = .490, p < .001), satisfaction with their body when they were younger (r = .450, p < .001), and difficulty coping with criticism (r = .443, p < .001). No statistically significant differences were found for racial/ethnic background (p < .822, n.s.). CONCLUSIONS Educators and school districts should consider the confluence of psychosocial variables affecting body image and adolescent male health risk behaviors based on a statistically sound predictive model as provided by the ABISS. Targeted programming to enhance body image and address teasing/bullying behaviors is strongly recommended.

Behavioral Indicators and Behaviors Related to Sexting among Undergraduate Students.

Background Empirical studies on sexting are limited, and many sexting studies only assessed sexting behaviors. Few studies have assessed attitudes, subjective norms, or behavioral intentions related to sexting. Purpose The purpose of this study was to assess attitudes, subjective norms, behavioral intentions, and behaviors related to sexting (i.e., sending, posting, or sharing/forwarding sexually suggestive messages, nude/seminude pictures/videos, or both) among selected undergraduate students and to determine whether statistically significant differences in variables mentioned above existed based on selected demographic variables (i.e., gender, current relationship status, lifetime sexual partners, and current sexual partners). Methods Nearly 700 surveys (n = 697) were completed by selected undergraduate students. Independent sample t tests were used determine differences in attitudes, subjective norms, behavioral intentions, and behaviors related to sexting based on gender. One-way analyses of variance were used to calculate differences in attitudes, subjective norms, behavioral intentions, and behaviors related to sexting based on relationships status. Spearmans rho correlations were computed to determine the relationship between attitudes, subjective norms, behavioral intentions, and behaviors related to sexting and total and current number of sexual partners. Results Most of this studys participants were engaged in at least one sexting behavior in their lifetime (80.9%) and nearly half (48.5%) of all participants were currently “sextually active,” engaging in some type of sexting behavior within the past 30 days. Statistically significant differences were found for gender and all variables, current relationship status and sexting behaviors, and sexting behaviors and number of lifetime sexual partners. Statistically significant positive relationships were found among attitudes toward sexting, subjective norms toward sexting, sexting behavioral intentions, and sexting behaviors. Discussion Even though media portrays sexting as a risky behavior to avoid, sexting behaviors still remain prevalent among these selected undergraduates. Translation to Health Education Practice Future research should explore more in-depth reasons for sexting/not sexting as well as benefits of sexting among consensual adults, paying particular attention to how sexting is used for sexual communication and sexual assertiveness.

Connotative Meanings of Sexuality-Related Terms: Implications for Educators and Other Practitioners

The purpose of this study was to examine the attributes assigned by university students to selected terms representing sexuality-related events (e.g., intercourse), objects/people (e.g., breasts, lesbian), and abstractions (e.g., pornography). Subjects were 1,111 volunteers drawn from university general studies courses. A questionnaire consisting of 15 semantic differential scales, 50 sexuality-related terms, and selected demographic items was administered. Sex differences in the evaluation of terms were assessed by a series of t-tests. Males and females differed significantly on 9 of 25 events (p<.002), 5 of 14 objects (p<.004), and 2 of 11 abstractions (p<.005). These data imply that an emphasis on the psychological and emotional impact of sexuality-related terms is warranted in classroom discussions, and that a practitioners use of language may elicit connotatively different responses in clients.

Predisposing, Reinforcing and Enabling Predictors of Middle School Children's After-school Physical Activity Participation

Abstract Background: Childrens participation in after-school physical activity can attenuate the overweight and obesity rates among rural, low socioeconomic status (SES) children. Childrens individual determination, as well as social and environmental factors, can influence their behaviors. Purpose: The purposes of this study were to determine if a difference existed in after-school physical activity participation among children from different socioeconomic strata and to identify predisposing, reinforcing, and enabling predictors of after-school physical activity. Methods: A crosssectional, descriptive research design using surveys was used with rural, middle school children. Results: Low SES children were more active than high SES children. Physical activity self-efficacy, attraction to physical activity, and access to equipment were statistically significant in predicting childrens after-school physical activity level. Discussion: Interventions enhancing self-efficacy and providing enjoyable options with adequate equipment can foster childrens after-school physical activity behavior. Further research however should examine reasons (e.g., farming) why low SES children reported themselves to be more active than not-low SES children; these results are contrary to results from other studies. Translation to Health Education Practice: Increasing overweight and obesity rates should prompt practitioners to consider implementing both physical activity and nutrition interventions specific to rural children.

State Conferences for School Worksite Wellness: Personal Health Practices of Conference Participants

Abstract Worksite health promotion for school faculty and staff has become a key element of comprehensive school health programs. For 15 years a conference inservice model adopted in 25 states has provided opportunities for participants to learn and promote positive health practices. The primary purpose of this study was to assess personal health practices of conference participants. The Personal Health Practices Survey, consisting of 49 health practice and assessment items, was correctly completed by 4,019 respondents. Measures of central tendency and variance were calculated for each item. Reported tobacco, alcohol, and other substance use patterns were very positive. Other positive health practices reported among participants related to safety, nutrition, and stress management. Lowest range of responses was for exercise and fitness. Almost three-quarters of participants reported having medical and dental examinations at recommended time intervals. Independent t-tests revealed statistically significant ...

An Ecological Model of the Coordinated School Health Program: A Commentary.

Received on September 17, 2009 Accepted on September 17, 2009 In his article, Lohrmann clearly traces the evolution of school health programs from 3 traditional components to Allensworth and Kolbe’s expanded concept comprehensive school health programs (CSHP) comprised of 8 interrelated and synergistic components that historically functioned independently in schools.1,2 With completion of Health Is Academic, the focus of the framework shifted from comprehensive to coordinated to emphasize the interrelationship among components and the collaboration of individuals responsible for one or more program CSH components.3 For more than 20 years, the Centers for Disease Control and Prevention (CDC), Division of Adolescent and School Health (DASH) has promoted and supported a national initiative to build state and local capacity to successfully implement this CSH framework. CDC’s efforts included (1) funding to establish CSH infrastructure in more than 23 state education agencies (SEAs) and 17 local education agencies (LEAs); (2) establishing a national training network to provide professional development and technical support to both SEAs and LEAs; and (3) funding numerous national nongovernmental organizations (NGOs) to provide capacity-building assistance to education agencies, health agencies, community-based organizations, institutions of higher education, organizations that serve youth and parents, organizations that serve youth at high risk for HIV infection, and other DASH-funded NGOs. The result is thousands of schools nationwide that have implemented some iteration of the 8 component framework of coordinated school health. It should be noted that, in his introduction, Lohrmann states, ‘‘the 8 component approach. . .is a very successful innovation that has enjoyed an impressive dissemination and adoption curve.’’1 Clearly, the CSH framework has reached the tipping point—‘‘the moment of critical mass, the threshold, the boiling point.’’4 What has been learned to date about important factors and processes critical to implementation and sustainability of CSH has been put into practice and is working. Why change? what is working? Key indicators of state and local adoption/diffusion of CSH include: (1) consistent use of CSH language nationwide; (2) routine communication, cooperation, and collaboration about current and emerging health needs at the state and local level; (3) elimination of health-related programmatic gaps; (4) more efficient use of limited resources; (5) and well-established advocacy efforts for the health of children and youth through CSH. Lohrmann described the CSH model as 8 ‘‘connected bubbles in orbit around 2 generic students,’’ where each component seems to have equal status and all components are functioning in a single direction.1 This graphic framework,

1988–1998 National Practices in K-12 Teacher Certification: Combining Health Education and Physical Education Certification-One Step Forward or Two Steps Backward

Bennett, Perko, and Herstine (2000) provide a snapshot of what “seems to be” happening across the country related to health education and physical education certification and practice in pre-K-12 school settings from the perspective of 50 selected state-level administrators. Findings of this 10-year study should be considered by professional preparation programs as they design coursework and advise students aspiring to work in pre-K12 school settings. Findings also should inform health educators and physical educators about the political climate within state departments of education across the country. In their discussion section, the authors pose several questions about future directions for health education and physical education in school settings. These and other questions as well as implications for professional preparation programs and to the health of today’s youth are addressed in the following sections.