School-related predictors of smoking, drinking and drug use: Evidence from the Belfast Youth Development Study

Objective

To examine whether students’ school engagement, relationships with teachers, educational aspirations and involvement in fights at school are associated with various measures of subsequent substance use.
Methods

Data were drawn from the Belfast Youth Development Study (n = 2968). Multivariate logistic models examined associations between school-related factors (age 13/14) and substance use (age 15/16).
Results

The two factors which were consistently and independently associated with regular substance use among both males and females were student–teacher relationships and fighting at school: positive teacher-relationships reduced the risk of daily smoking by 48%, weekly drunkenness by 25%, and weekly cannabis use by 52%; being in a fight increased the risk of daily smoking by 54%, weekly drunkenness by 31%, and weekly cannabis use by 43%. School disengagement increased the likelihood of smoking and cannabis use among females only.
Conclusion

Further research should focus on public health interventions promoting positive relationships and safety at school.

The Temporal Focus Scale:Factor structure and association with alcohol use in a sample of Northern Irish school children

The Temporal Focus Scale (TFS) is a 12-item self-report measure of cognitive engagement with the temporal domains of past, present and future. Developed in college student samples, a three-factor structure with adequate reliability and validity was documented in a series of independent studies. We tested the factor structure of the scale in a sample of Northern Irish adolescents and found that our data supported a three factor structure, although there were problems with item 10. Because time perspective measures have been found to relate differentially to various health behaviours, we tested the relations between scores on the TFS and self-reported alcohol use. Results showed that scores on the TFS were not consistent statistical predictors of drinking category in a logistic regression. Results are discussed in terms of scale development, future scale use and the assessment of health-compromising behaviours such as adolescent alcohol consumption. © 2012 The Foundation for Professionals in Services for Adolescents.

What Went Wrong With the Mate-Tricks After-School Program, Which Increased Antisocial Behavior and Child/Parent Conflict?

This paper draws from an independent RCT evaluation on a behavior based afterschool intervention for called Mate-Tricks for 9-10 year old children and their families (N=592). This paper explores practical and theoretical issues that may have contributed to a range of iatrogenic effects found by the evaluation. To do this the paper focuses on key practical implementation factors such as: program exposure; engagement; and program quality. The paper also relates these results to popular theories of social development, including social interdependence theory. Finally, the paper discusses what the results suggest about the impact of cooperative/competitive goal structures in child and parent interventions of this type.

Listening to ‘Generation Jacobs’; A Case Study in Participative Engagement for a Child-Friendly City

This paper reflects on the enduring value of Jane Jacobs’ Life and Death of American Cities in the context of Child-Friendly Cities. This is explored through a project in Belfast which has engaged primary school children in how they understand their local environment. This shows that while children can effectively contribute to policy debates, there is a need to express this in a way that can be more effectively assimilated into planning debates. The paper reflects on this experience, suggesting that ‘Generation Jacobs’ could be used as a rhetorical device to frame children’s needs in a way that can be better understood by the planning profession.

Civic engagement and the arts and humanities: a UK perspective

Higher education in the UK is in a state of flux and this is having particular impact on the humanities. On the one hand the pressure to support a STEM agenda is seen by some as forcing higher education down a narrow economic agenda, while government requirements for assessing the social and economic impact of research has raised concerns about excessive utilitarianism and a downgrading of ‘disinterested enquiry’. This paper argues that these concerns may be misplaced. The research impact agenda has the potential to promote more socially engaged research and more democratic engagement in the creation and dissemination of knowledge. In the US concerns about the democratic role of higher education more often seem to focus on the student experience. By contrast, in the UK concerns about citizenship education and democratic participation more often focus on high school students, perhaps because university students are more likely to have a formal role in institutional governance. The paper concludes that the papers in this forum have a very American feel, but the issues they address resonate on a much wider scale.