Internet, App-Based, and Casino Gambling: Associations Between Modality, Problem Gambling, and Substance Use.

Technology-based gambling prevalence is not well understood since relevant questions are not included in health and disease surveillance studies. The current study sought to estimate the prevalence of internet-based and smartphone app-based gambling, along with casino gambling, in a sample of U.S. young adults and determine if gambling modality was associated with problem gambling symptoms or substance use. The 2022 Rhode Island Young Adult Survey included N = 1,022 students between the ages of 18 to 25 years old who had lived in Rhode Island, with n = 414 lifetime gamblers (40.5%) included in this study. Odds of gambling via a smartphone app and on the internet, respectively, were greater in heterosexual cis-males compared to heterosexual cis-females (OR[95%CI] = 3.14 [1.25,7.91]; OR[95%CI] = 6.30 [2.05,19.3]). Internet gambling amongst employed students was less common than among those who were not a student and not employed (OR[95%CI] = 0.25 [0.06,1.00]). Odds of problem gambling symptoms were higher among those who gambled via a smartphone app (OR[95%CI] = 3.23 [1.21,8.60]). All forms of gambling were associated with alcohol consumption, although the strength of the association was stronger in app and internet gamblers. Casino gamblers were more likely to be high risk marijuana and illicit drug users. The rising availability of app gambling coupled with its social, psychological, and cultural context may presents an alternative pathway to problem gambling. Bans on internet gambling and/or strict guidelines on the frequency of wagers and cash placed per wager, should be considered as viable methods to mitigate associated consequences.

Enhancing advocacy for individuals in poverty: The role of a poverty simulation training.

Psychologists have a responsibility to be advocates for the individuals they serve within public service settings, and there is a need to identify or develop training strategies to support these efforts. Low-income families are a subset of consumers who frequently require services within these settings yet also may face providers who are not optimally supportive. One factor that interferes with providers' ability to engage in empathic, well-informed, and effective advocacy is their underlying attributions about causes of poverty that overemphasize personal responsibility. The current studies examined whether a poverty simulation training would be sufficient to modify participants' poverty attributions. Undergraduate participants in Study 1 (N = 126, Mean age = 21.6, SD = 5.6) were significantly more likely to emphasize external causes of poverty following the simulation. In Study 2, social service providers (N = 98, Mean age = 38.58, SD = 11.56) reported lower internal beliefs following participation in a poverty simulation but did not shift to a predominantly external belief index. The results of these studies demonstrate that causal attributions of poverty within both student and professional samples can be modified by participation in a poverty simulation. Because these attributions have important implications for advocacy work with consumers and efforts to address poverty, the poverty simulation experience has the potential to be an effective training tool that could yield real-world impact. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

A scoping review of knowledge syntheses in the field of evaluation across four decades of practice.

This scoping review of 62 knowledge syntheses published in evaluation-focused journals between 1979 and May 2018 provides a portrait of synthesis practices and their evolution in the mainstream of the field of evaluation. Concerns surrounding the production of knowledge syntheses to answer policy questions are not new in the field of evaluation. However, during this last decade, knowledge synthesis methods have expanded as a means to go beyond the limits and constraints of singular evaluations. This scoping review reveals and discusses two key issues with regards to the expansion of knowledge synthesis practices within the field of evaluation: the diversity-and muddling- of methodological practices and synthesis designs, and the frequent omission of quality appraisals.

Evaluation of Noise Exposure Secondary to Wind Noise in Cyclists.

Objective Determine if the noise levels of wind exposure experienced by cyclists reach levels that could contribute to noise-induced hearing loss. Study Design Industrial lab research. Setting Industrial wind tunnel. Subjects and Methods A commercial-grade electric wind tunnel was used to simulate different speeds encountered by a cyclist. A single cyclist was used during the simulation for audiometric measurements. Microphones attached near the ears of the cyclist were used to measure the sound (dB sound pressure level) experienced by the cyclist. Loudness levels were measured with the head positioned at 15-degree increments from 0 degrees to 180 degrees relative to the oncoming wind at different speeds (10-60 mph). Results Wind noise ranged from 84.9 dB at 10 mph and increased proportionally with speed to a maximum of 120.3 dB at 60 mph. The maximum of 120.3 dB was measured at the downwind ear when the ear was 90 degrees away from the wind. Conclusions Wind noise experienced by a cyclist is proportional to the speed and the directionality of the wind current. Turbulent air flow patterns are observed that contribute to increased sound exposure in the downwind ear. Consideration of ear deflection equipment without compromising sound awareness for cyclists during prolonged rides is advised to avoid potential noise trauma. Future research is warranted and can include long-term studies including dosimetry measures of the sound and yearly pre- and postexposure audiograms of cyclists to detect if any hearing loss occurs with long-term cycling.

Risk Policies in the United States: Definition and Characteristics Based on a Scoping Review of the Literature.

The concept of "risk policy" is used with increasing frequency by decisionmakers, researchers, and the media. However, there is no precise, generally accepted definition of what is covered by policies in this area. Based on a scoping review of the literature published in key journals in the sector, we have identified the main characteristics of public risk policies drawn up and implemented in the United States. The sample comprised 21 articles published in six multidisciplinary journals between 2000 and 2010.

Measuring stakeholder participation in evaluation: an empirical validation of the Participatory Evaluation Measurement Instrument (PEMI).

BACKGROUND: Stakeholder participation is an important trend in the field of program evaluation. Although a few measurement instruments have been proposed, they either have not been empirically validated or do not cover the full content of the concept. OBJECTIVES: This study consists of a first empirical validation of a measurement instrument that fully covers the content of participation, namely the Participatory Evaluation Measurement Instrument (PEMI). It specifically examines (1) the intercoder reliability of scores derived by two research assistants on published evaluation cases; (2) the convergence between the scores of coders and those of key respondents (i.e., authors); and (3) the convergence between the authors' scores on the PEMI and the Evaluation Involvement Scale (EIS). SAMPLE: A purposive sample of 40 cases drawn from the evaluation literature was used to assess reliability. One author per case in this sample was then invited to participate in a survey; 25 fully usable questionnaires were received. MEASURES: Stakeholder participation was measured on nominal and ordinal scales. Cohen's κ, the intraclass correlation coefficient, and Spearman's ρ were used to assess reliability and convergence. RESULTS: Reliability results ranged from fair to excellent. Convergence between coders' and authors' scores ranged from poor to good. Scores derived from the PEMI and the EIS were moderately associated. CONCLUSIONS: Evidence from this study is strong in the case of intercoder reliability and ranges from weak to strong in the case of convergent validation. Globally, this suggests that the PEMI can produce scores that are both reliable and valid.

Participatory evaluation and process use within a social aid organization for at-risk families and youth.

Participatory evaluation has been developing over the last several years, particularly in the social sector. Concurrently, research on the effects of evaluation has evolved significantly. Recently, one type of result has been the object of particular attention: the effects and lessons directly attributable to the evaluative process, or process use. Analyses generally underline the direct link between participatory approaches and this type of result. However, few empirical studies testing this concept are available. Our analysis aims to enrich evaluative research on this theme and is founded on a case study of a participatory evaluation project on practices carried out in a social services organization (Centre Jeunesse de Québec--Institut universitaire [Québec Youth Centre--University Institute, Canada]). The results of our analysis show that the evaluative process favours participant learning and has had several direct and indirect effects on the practices of the involved clinical teams. The results also demonstrate the existence of a link between the intensity of actor participation (individuals, groups) and process use. Both constraining factors and factors favourable to participation and the development of the evaluative process are identified, and avenues for improvement are suggested to accentuate the effects of process use.

School-based mental health: a de facto mental health system for children.

As the nation's schools seek to fulfill the academic imperatives of the federal No Child Left Behind Act and associated state imperatives, they may be forgetting an important missing element in boosting academic achievement: directly confronting the mental health and psychosocial needs that impede a significant percentage of children and adolescents. This article explores the available research on mental health services in schools and the theoretical basis for multiple approaches to the problem. Creating a comprehensive solution to address mental and behavioral barriers to learning could significantly improve academic performance in U.S. primary and secondary schools.