Instructions for the final research paper due at the end of this module -
In a paper of 6-8 pages in length, address the following:
1. Summarize what you have learned about the risk and protective factors for the at-risk youth category that you have chosen.
2. Research the extent and nature of the problem nationwide. How prevalent is the problem? How are communities impacted?
3. Describe intervention and prevention strategies that have been successful in alleviating the problem.
4. Summarize research from community needs assessments, news media coverage, and other reliable sources that document how your community or region is affected by the youth risk category. For example, if you have chosen to write about teen pregnancy, provide information on the teen pregnancy rates in your community. [Note: Written documentation from a reputable source is prefe
ed. However, if you are unable to find written information, you may quote an expert with knowledge about the extent and impact of the problem.]
5. Describe strategies (programs and/or policies) that cu
ently address the youth risk category in your community. If none exist, discuss why no strategies exist and support your reasons with evidence. Assess how effective these programs are and support your assessment with evidence.
What is a Research Paper?
Your research paper should be 6-8 pages in length (double-spaced, title page and reference page do not count) and should cite 6-10 sources. Sources must be documented using the APA format.
The Purpose of your Research
A research paper is more than the sum of your sources, more than a collection of different pieces of information about a topic, and more than a review of literature in a field. A research paper analyzes a perspective or argues a point. In an analytical research paper, you do research to become an expert on a topic so that you can restructure and present the parts of the topic from your own perspective. An argumentative research paper needs to support your stand on an issue. An argumentative research paper uses information as evidence to support a point.
Research Paper Format
Use the following format for the research paper as your "guide". Note the word "guide" because you may find a need, given the specific topic you have selected, to modify. Remember that this is a research paper - not a longer version of an essay. The research paper should contain the following format: Title page, Purpose of Study, Opening Statement, Assumption or Hypothesis, Discussion of Findings, Recommendations, Conclusion/Summary, and Reference Page.
Title Page - It should be concise and descriptive--creative wouldn't hurt! Your names, course name and number, university and term should be listed.
Purpose of Study - The final project should include a succinct statement that explains why you selected the particular area of interest and why it lends itself to a research paper. State the purpose of your research and why it interests you. You should also identify the audience for your work.
Opening Statement, Assumptions or Hypothesis
The project is a rigorous academic exercise and should be carefully thought out from beginning to end. It is imperative that you resist presentation of opinion as fact, and instead develop assumptions or hypotheses without reaching conclusions before you investigate the topic. The opening statement, argument or hypothesis focuses your ideas for the paper; it's your argument, insight or viewpoint summarized into a sentence or two that gives the reader your main idea. It presents the rationale for your paper and clearly indicates why it is worth exploring. If you are not sure about how to refine, na
ow or
oaden your thesis, please visit "Finding Your Thesis".
Discussion of Findings
You must demonstrate that you have expanded your knowledge of the subject. This is where you must cite between 10-15 sources using the APA format. This section should discuss and offer an interpretation of the sources you cite. Choose the sources carefully. They should demonstrate your understanding of the research issues related to your topic and show your ability to critically evaluate/integrate the literary sources.
Recommendations
Given your findings, what do you recommend be done? Use your findings to support your recommendations.
Conclusion/Summary
In these sections, the emphasis should be on what has been learned about the assumptions, the limits of this particular inquiry, and the implications of the findings.
Reference Page
Documenting sources at the end of the research paper consists of listing all of the sources from which you quoted, paraphrased, or summarized. In APA style, the sources in a paper are listed alphabetically on a separate page headed References. It follows the final page of the text and is numbered. By citing your sources you are letting your reader know that you've consulted experts whose ideas and information back up your own thoughts and ideas. You must cite your sources co
ectly so that your academic integrity is not called into question. If you don't document, you could inadvertently be plagiarizing.
Your written assignment is intended to test your understanding of important concepts and discover how to sharpen your intellectual skills of analysis, synthesis, evaluation, and application. The intent of the written assignment is to provide an opportunity to more fully describe, explain, and analyze the books and other sources. Be sure to cite any and all sources co
ectly so that your academic integrity is not called into question. Developing a Bibliography and research writing is distinct in approach and technique. The information here describes the various stages of research writing and offers suggestions for approaching it.
Visit the Annotated Bibliographies Guide that links to steps and examples of how to put a bibliography together. Another good source and example of an Annotated Bibliography can be viewed at the Purdue OWL: Annotated Bibliographies website.
Topic: Substance Abuse-Vape Pens in Youth and Articles
Prevalence and Effect on Nation: The EVALI and Youth Vaping Epidemics — Implications for Public Health
Prevention Strategies: Reducing Youth Vaping: A Pilot Test of the Peer-Led “Youth Engaged Strategies for Changing Adolescent Norms!” (YES-CAN!) Program
Effect on vaping in New York communities: E-cigarette and tobacco product use among NYS youth before and after a statewide vaping flavor restriction policy, 2020–2021
**I also work at a school called Roosevelt Union Free School District in Nassau County New York where this has become an epidemic of vape pens and substance abuse. The community is also a low poverty and criminal due to substance abuse. You have to use this for question 4 and research the community of Roosevelt New York Long Island.
You will need to find two more articles. I provided three articles already and the
eakdown.
Reducing Youth Vaping: A Pilot Test of the Peer-Led “Youth Engaged Strategies for Changing Adolescent Norms!” (YES-CAN!) Program
Health Promotion Practice
September 2023 Vol. 24, No XXXXXXXXXX –962
DOI: XXXXXXXXXX/ XXXXXXXXXX
Article reuse guidelines: sagepub.com/journals-permissions
© 2022 Society for Public Health Education
956
Research Brief
Effective prevention interventions are needed to stem
the rising tide of nicotine vaping among adolescents.
We conducted a quasi-experimental, non-equivalent
comparison group pilot study of the effectiveness of
the “Youth Engaged Strategies for Changing Adolescent
Norms” (YES-CAN!) program for reducing risks for
youth nicotine vaping. YES-CAN! is an innovative
peer-led program that supports older adolescents in
developing and delivering short na
ative prevention
videos and related prevention education to younger
adolescents. High-school and middle-school program
participants and non-program comparison group stu-
dents completed pre and post surveys assessing vap-
ing susceptibility, behavioral intentions, resistance,
knowledge, attitudes, perceived harm, and normative
eliefs. Vaping knowledge and the perceived number
of friends and classmates who vape showed signifi-
cantly greater pre- to post-program increases among
high-school participants compared to non-partici-
pants, and positive vaping attitudes demonstrated
significantly greater decreases. Among middle-school
students, vaping knowledge increased significantly
more among program participants compared to non-
participants. The findings from this study indicate
that the YES-CAN! program holds promise for reduc-
ing risks of nicotine vaping among adolescents. This
contributes to a growing body of evidence regarding
the utility of peer-led approaches to adolescent health
promotion. Further evaluation of the YES-CAN! pro-
gram in a large-scale randomized control trial is
wa
anted to determine its effectiveness in cu
ing the
escalation of youth nicotine vaping that has character-
ized the past decade. Future studies should monitor
program effect on perceptions of vaping prevalence to
ensure participation and/or exposure does not inad-
vertently promote vaping by increasing perceptions
that others vape.
Keywords: nicotine; vaping; youth-participatory;
peer-led; video development; prevention
programming
Skyrocketing levels of nicotine vaping among youth represent a serious public health concern that threatens to reverse the successes made over
the last several decades in reducing youth smoking
(U.S. Department of Health and Human Services [DHHS],
2016). Prevalence among middle- and high-school stu-
dents more than tripled between 2011 and 2015 (DHHS,
2016). The escalation peaked in 2019 when 16.5%,
30.7%, and 35.3% of eighth, 10th, and 12th graders,
1100793HPPXXX10.1177/15248399221100793Health promotion practiceAsdigian et al. / REDUCING YOUTH VAPING
esearch-article2022
Reducing Youth Vaping: A Pilot Test of the Peer-Led
“Youth Engaged Strategies for Changing Adolescent
Norms!” (YES-CAN!) Program
Nancy L. Asdigian, PhD1
Nathanial R. Riggs, PhD2
Patricia A. Valverde, PhD, MPH1
Lori A. Crane, PhD, MPH1
1University of Colorado Anschutz Medical Campus, Aurora,
CO, USA
2Colorado State University, Fort Collins, CO, USA
Authors’ Note: The authors thank the schools and students who
participated in this project. This work was supported by the
University of Colorado Anschutz Tobacco Master Settlement Funds
(LAC). The use of the REDCap online survey software was supported
y NIH/NCATS Colorado CTSA Grant Number UL1 TR002535.
Address co
espondence to Nancy L. Asdigian, University of
Colorado Anschutz Medical Campus, 13055 East 17th Avenue,
Aurora, CO 80045, USA; e-mail: XXXXXXXXXX.
https:
us.sagepub.com/en-us/journals-permissions
mailto: XXXXXXXXXX
http:
crossmark.crossref.org/dialog/?doi=10.1177%2F XXXXXXXXXX&domain=pdf&date_stamp= XXXXXXXXXX
Asdigian et al. / REDUCING YOUTH VAPING 957
espectively, reported past year use (National Institute
on Drug Abuse [NIDA], XXXXXXXXXXIn 2020, middle- and
high-school students were more likely to report cu
ent
use of e-cigarettes (4.7% and 19.6%, respectively) than
any other tobacco-related product including combusti-
le cigarettes (1.6% and 4.6%, respectively; Gentzke
et al., 2020).
Nicotine vaping begins as early as age 7 and increases
precipitously between 11 and 18 years of age, espe-
cially among males (Chen et al., XXXXXXXXXXIt ca
ies with
it clear health risks, including exposure to high levels
of nicotine and consequent nicotine addiction, as well
as increased risk of initiating combustible cigarette use
(Be
y et al., XXXXXXXXXXThese patterns point to the need for
early prevention interventions, particularly during the
middle-school years when youth begin to establish inde-
pendence from parents, become increasingly aware of
social norms and pressures to conform, and experiment
with new experiences (Eccles, 1999).
The “Youth Engaged Strategies for Changing
Adolescent Norms” (YES-CAN!) program is an innovative
intervention that integrates established risk-reduction
strategies (increasing knowledge and resistance skills,
changing social norms, and improving media literacy)
into a peer-led program that supports older adolescents
in developing and delivering short na
ative prevention
videos to younger adolescents (Asdigian et al., 2022).
The approach is based on evidence that stories facilitate
the processing and storage of information and are easier
to remember and draw upon, and that na
ative videos
developed by youth are engaging and effective compo-
nents of drug prevention cu
icula (Miller-Day & Hecht,
2013). YES-CAN! has shown effectiveness in improving
ehavioral intentions, normative beliefs, and attitudes
elated to skin cancer risk behaviors among middle-
and high-school students (Asdigian et al., XXXXXXXXXXThis
article reports promising findings from a pilot study in
which the YES-CAN! intervention approach was used to
address youth vaping.
METHODs
Program Description
The YES-CAN! program cu
iculum, as applied to
vaping prevention, includes lessons on public health
messaging, video production, and presentations/discus-
sions (Asdigian et al., 2022) along with material adapted
from the Stanford Medicine Tobacco Prevention Toolkit
(Stanford Medicine, n.d.) on the history of the tobacco
and vaping industries, the chemical composition and
health risks of cigarette smoking and nicotine vaping,
the health effects of nicotine, reasons youth vape, resist-
ance skills, and stress management strategies.
Program Implementation
We implemented the program at a Denver Metro-
politan Area project-based high school serving a pre-
dominantly (65%) Hispanic/Latino student population
of 372 ninth to 12th graders. A school district official
identified the high school as a good fit for the program
ecause it uses an expeditionary learning model that
engages students through interdisciplinary, multi-grade
level, and project-based learning. Approximately, 70%
of the student population receives free
educed lunches,
8% are gifted/talented, and 9% are in special education.
A science teacher delivered the program to 20 10th
to 12th grade students who met for 10 weeks for 2.5 hr
per day during spring 2020. Students worked in small
groups to develop short videos portraying stories about
the risks of youth vaping (see https:
www.youtube.
com/watch?v=frIUWKHzyBg&t=2s for an example
video). Participants presented their videos to seventh
and eighth grade students at a neighboring K-8 school.
The racial/ethnic composition of the K-8 school’s popu-
lation is 45% white, 21% Hispanic, 13% Black, 13%
Asian, and 8% other. Just over one-third receive free
educed lunches, 49% are