This is a research paper. Please follow all the instructions in the Word docx. I provided the three articles and layout or outline at the end of the word docx. I also provided three articles but you need to find two more. You also need a reference with annotated bibliographies.
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 preferred. 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 currently 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, narrow or broaden 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 correctly 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 correctly 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 breakdown. 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. (5) 956 –962 DOI: 10.1177/15248399221100793 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 narrative 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 beliefs. 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 warranted to determine its effectiveness in curbing 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 research-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 by NIH/NCATS Colorado CTSA Grant Number UL1 TR002535. Address correspondence to Nancy L. Asdigian, University of Colorado Anschutz Medical Campus, 13055 East 17th Avenue, Aurora, CO 80045, USA; e-mail:
[email protected]. https://us.sagepub.com/en-us/journals-permissions mailto:
[email protected] http://crossmark.crossref.org/dialog/?doi=10.1177%2F15248399221100793&domain=pdf&date_stamp=2022-06-09 Asdigian et al. / REDUCING YOUTH VAPING 957 respectively, reported past year use (National Institute on Drug Abuse [NIDA], 2020). In 2020, middle- and high-school students were more likely to report current use of e-cigarettes (4.7% and 19.6%, respectively) than any other tobacco-related product including combusti- ble 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., 2017). It carries 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 (Berry et al., 2019). These 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 narrative 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 narrative videos developed by youth are engaging and effective compo- nents of drug prevention curricula (Miller-Day & Hecht, 2013). YES-CAN! has shown effectiveness in improving behavioral intentions, normative beliefs, and attitudes related to skin cancer risk behaviors among middle- and high-school students (Asdigian et al., 2022). This 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 curriculum, 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 because 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/reduced 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/ reduced lunches, 49% are