ORCID Profile
0000-0001-8110-6445
Current Organisation
University of Sydney
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Publisher: Wiley
Date: 22-10-2023
DOI: 10.1111/DAR.13761
Publisher: Frontiers Media SA
Date: 19-02-2019
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/CDP0000247
Abstract: To what extent is the frame of reference of overlapping friendship communities important for young people's feelings of discrimination and subjective well-being? That is, do youth feel better or worse to the extent that they feel less or more discrimination than their friends? Participants ( When the community level discrimination was low, there was no well-being related cost or benefit of in idual-level discrimination. But when the community-level discrimination was high, in iduals in those communities who themselves felt low discrimination had better well-being than in iduals who themselves felt high discrimination. We provide evidence for a frame-of-reference effect involving discrimination. In iduals' relative standing in their friendship communities with high group-level discrimination reliably predicted the in iduals' well-being levels, regardless of ethnicity. The results highlight the importance of identifying overlapping friendship communities for understanding the dynamics of discrimination and well-being of ethnically erse youth. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Publisher: Australian Catholic University
Date: 2021
DOI: 10.26199/ACU.8WV3V
Publisher: No publisher found
Date: 2022
DOI: 10.1177/17456916221112919
Abstract: Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions. Solutions include introducing psychometrically sound measures to assess the parallel components of bullying and victimization, analyzing cross-national data sets, and embracing a social-ecological perspective emphasizing the motivation of bullies, importance of bystanders, pro-defending and antibullying attitudes, classroom climate, and a multilevel perspective. These solutions have been integrated into a series of recent interventions. Teachers can be professionally trained to create a highly supportive climate that allows student-bystanders to overcome their otherwise normative tendency to reinforce bullies. Once established, this intervention-enabled classroom climate impedes bully-victim episodes. The take-home message is to work with teachers on how to develop an interpersonally supportive classroom climate at the beginning of the school year to catalyze student-bystanders' volitional internalization of pro-defending and antibullying attitudes and social norms. Recommendations for future research include studying bullying and victimization simultaneously, testing multilevel models, targeting classroom climate and bystander roles as critical intervention outcomes, and integrating school-wide and in idual student interventions only after improving social norms and the school climate.
Publisher: BMJ
Date: 09-2022
DOI: 10.1136/BMJOPEN-2022-065509
Abstract: Electronic cigarette (e-cigarette) use has drastically increased in recent years, particularly among adolescents. This poses several acute and chronic harms to young people, including poisonings, burns, serious lung injury and—where nicotine e-liquid is used—the potential to impact healthy brain development and precipitate future nicotine addiction. School-based prevention programmes have the potential to address this growing public health concern by reaching large numbers of young people during a critical period for intervention however, the efficacy of such interventions has not been systematically explored. This systematic review aims to determine the existence and efficacy of school-based preventive interventions targeting e-cigarette use. A systematic search of MEDLINE, Embase, PsycINFO, Scopus, CINAHL, Cochrane Database of Systematic Reviews and international clinical trials registries will be conducted from 2000 to April 2022 to identify eligible studies (randomised controlled trials, cluster randomised controlled trials and quasiexperimental studies) evaluating school-based interventions to prevent e-cigarette use among adolescents. Two reviewers will independently screen title, abstract and full text of all studies for eligibility. Both reviewers will independently extract the data and assess the risk of bias. Any discrepancies will be resolved by a third reviewer. Results will be summarised in a narrative synthesis and data will be meta-analysed if appropriate. Heterogeneity in findings will be assessed narratively, and using the I 2 statistic (where meta-analysis is feasible), meta-regression will be used to explore potential factors associated with programme efficacy, where data permit. This research is conducted on published work and does not require ethics approval. The findings will be published in a peer-reviewed journal and used to guide the development of new school-based e-cigarette preventive interventions. CRD42022323352.
Publisher: BMJ
Date: 11-2022
DOI: 10.1136/BMJOPEN-2021-059795
Abstract: Adolescent onset substance use is associated with neurodevelopmental, social and psychological harms. Thus, alcohol and other drug prevention programmes are essential to promote health and well-being during this period. Schools are uniquely positioned to deliver such prevention programmes. The last decade has seen a large expansion of school-based alcohol and drug prevention programmes in Australia, warranting an update of the comprehensive review conducted by Teesson et al in 2012. This proposed review aims to (1) identify school-based substance use prevention programmes that have been trialled in Australia since 2011, (2) evaluate their efficacy and (3) identify intervention components associated with effectiveness. This will assist schools in identifying and adopting effective evidence-based programmes and inform future programme development, evaluation and policy. Studies published from 2011 will be identified by searching the electronic databases PubMed, PsycINFO, Medline, Embase, ProQuest and Cochrane Library in addition to grey literature searches. Eligible studies will be controlled trials (including randomised controlled trials, cluster randomised controlled trials and quasi-experimental trials) of programmes measuring drug and alcohol related outcomes that are conducted in a school setting and have been trialled within Australia. Records will be independently screened for eligibility by two review authors, with disagreements being resolved by consensus or a third review author where necessary. Data extraction, risk of bias and study quality will also be completed independently by two review authors. A qualitative synthesis of all eligible studies will be presented. In addition, if there are sufficient data to combine studies, a random-effects meta-analysis will be conducted. This research is exempt from ethics approval as no primary data are collected, with work instead being carried out on published documents. The findings of this proposed review will be disseminated in a peer-reviewed journal and at conferences. CRD42021272959.
Publisher: JMIR Publications Inc.
Date: 26-07-2023
Abstract: he use of Generative Artificial Intelligence, more specifically Large Language Models (LLMs), is proliferating and as such it is vital to consider both the value and risks of its use in health education. The efficiency in a variety of writing styles makes LLMs attractive for tailoring educational materials. However, this technology can feature biases and misinformation, which can be particularly harmful in medical education settings, such as mental health and substance use education. This viewpoint investigates if LLMs are sufficient for two common health education functions, namely users’ direct queries and as aids in the development of quality consumer educational health materials for the field of mental health and substance use. nsight into the accessibility, biases and quality of LLM produced query responses and educational health materials will enable us to provide guidance for the general public and health educators wishing to utilise GPT-4, the most common LLM among the general public. e collected real world queries and engineered a variety of prompts to use on GPT-4 Pro with the Bing BETA internet browsing plug-in. The outputs were evaluated with tools from the Sydney Health Literacy Lab to determine accessibility the adherence to Mindframe communication guidelines to identify biases tailoring to audiences, duty of care disclaimers, and evidence-based internet references were utilised to assess quality. PT-4’s outputs have good face-validity, but upon detailed analysis are substandard. Without engineered prompting, the reading level, adherence to communication guidelines, and use of evidence-based websites is poor. Therefore, all outputs still require caution, human editing and oversight. PT-4 is currently not reliable enough for direct-consumer queries, but educators and researchers can utilise it for creating educational materials with caution. Materials created with LLMs should disclose the use of Generative AI and be evaluated on their efficacy with the target audience.
No related grants have been discovered for Emma Johanne Krogh Devine.