Cyclic Formula Feeding Among Infants Participating in the Special Supplemental Nutrition Program for Women, Infants, and Children.

BACKGROUND: Low-income households often experience a cyclic pattern in food availability, with acute food shortages at month end. Variations in the monthly feeding of infant formula are understudied. OBJECTIVES: This study aimed to compare the amount and frequency of formula consumed at the beginning and end of the monthly Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) assistance cycle and test associations with total energy intake and other feeding practices among infants aged 7-11 mo. METHODS: This study was conducted between May 2020 and April 2021 in the southeastern United States and involved mothers of infants participating in WIC's fully formula package. Mothers were interviewed and 24-h feeding recalls were conducted at the beginning and end of the month. We defined month beginning as 5 d following the first WIC formula purchase and month end as 5 d before the next monthly cycle. Fifty mother-infant dyads participated in single or multiple monthly cycles, totaling 98 monthly cycles. Generalized linear mixed-effects modeling was used to test differences in formula feeding at month beginning and end. RESULTS: Most participants (84%) were African American or Latino and >90% purchased all formula within 2-3 d of the WIC issuance. The energy intake from formula at month beginning was significantly higher than at month end (67.63% and 57.85%, respectively; P = 0.002), with no differences in total energy intake. The odds of infants being fed cow milk and fruit juices/drinks increased from month beginning to end (P < 0.05). CONCLUSIONS: Infants in low-income households are at risk of experiencing a cyclic feeding pattern characterized by higher formula feeding at month beginning and an increase in feeding of nonrecommended drinks at month end. The WIC program policy could review educational and distribution options to reduce cyclic formula feeding and clarify caregivers' understanding of infants' formula needs. Household-level investigations into formula management and determinants of cyclic feeding are warranted.

Scoping Review of Intimate Partner Violence Prevention Programs for Undergraduate College Students.

Recognizing that intimate partner violence (IPV) negatively affects college students' health and well-being, colleges offer preventive interventions to address these effects. However, scholarly evidence on this effort has been limited, such that we know little about the risk factors addressed, theoretical approaches, target outcomes, and other essential intervention characteristics. To address this gap, this study reviewed evidence-based IPV preventive interventions conducted in U.S. colleges reported in 25 peer-reviewed articles and dissertations published between 2010 and 2020. Findings showed that IPV preventive interventions for college students were designed to address multilevel risk factors of IPV, typically via bystander interventions and emerging skill-building interventions. Most IPV preventive interventions were theoretically driven primary preventions or a combination of primary and secondary preventions. Most studies of program outcomes focus on awareness of IPV and bystander roles, but 44% of the included articles measured participants' behavioral outcomes (e.g., actual bystander behavior, reaction to IPV disclosure, IPV screening behavior, social emotional skill use, or decreased rates of IPV perpetration) based on participants' use of skill-building components (e.g., bystander strategies, healthy relationship skills, conflict resolution, communication skills, empathy, and self-regulation). Student participants in the included studies were predominantly white (>60%) and only two studies included any Latinx students or students at historically Black colleges and universities. This review indicates that future IPV prevention practice, policy, and research must further define and explore how multilevel IPV prevention approaches can address the various systems level of needs among diverse student subpopulations.

Intimate Partner Violence and Help-seeking Behavior Among College Students Attending A Historically Black College and University.

This study provides critical evidence of the diversity of college students' experiences with intimate partner violence (IPV) and their informal and formal help-seeking behaviors at a historically Black college and university (HBCU). The study collected data on college students (N = 266) in fall 2021 using a one-site cross-sectional survey data. Findings revealed that many students at the HBCU reported IPV victimization (68.4%), IPV perpetration (68.0%), and coexperience of IPV victimization and perpetration (61.3%) in the past 12 months, but a few student survivors of IPV sought help from formal or informal support systems. Further, we found that IPV victimization types (e.g., physical, psychological, sexual abuse, and injury) with different severity levels (e.g., less severe or more severe) were differently related to the student survivor's help-seeking behaviors from formal and informal support systems. The findings of this study highlight the importance of supporting students attending HBCUs by addressing their perceptions of IPV help-seeking and coping with different types of IPV victimization via culturally tailored IPV prevention programs. HBCU campuses should promote physical health and mental health services for Black/African American survivors in HBCUs.

One of these things is not like the other: Predictors of core and capital mentoring in adolescence.

Informal mentoring has many demonstrated impacts on young people, including increased educational attainment, economic mobility, and both physical and mental health. Emerging work on a typology within informal mentoring suggests that "core" mentors are often extended family members and provide emotional support, while "capital" mentors are connected to formal institutions and provide valued advice and social capital. The present paper contributes to this emerging body of work by examining which qualities of a young person and their environment lead to core versus capital mentoring using a nationally representative sample of youth (N = 4226). Using both a series of regression analyses and conditional inference trees, findings demonstrate the importance of racial-ethnic identity and socioeconomic status. Peabody Picture Vocabulary score, a likely indicator of socioeconomic resources, was consistently a robust indicator of capital mentoring. Implications for both practice and research are discussed.