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The overall objective of this research was to elucidate the ecosystem of women’s health social enterprises (WHSEs) based in the United States. The Aim I was to conduct a secondary data analysis of a random national sample of non-profit WHSEs based in the United States regarding their characteristics and areas of intervention. Aim II was to conduct a qualitative assessment of a sample of WHSEs based in the United States regarding their perspectives on the ecosystem of WHSEs. Aim I utilized the GuideStar database and assessed enterprise size, geographic location, financial distress, health intervention area, and health activity category using descriptive statistics, statistical tests, and multivariable regression analysis via SPSS. Aim II utilized in-depth interviewing and grounded theory analysis via MAXQDA 2018 to identify novel themes and core categories while using an established framework for mapping social enterprise ecosystems as a scaffold.

Aim I findings suggest that WHSE activity is more predominant in the south region of the United States but not geographically concentrated around cities previously identified as social enterprise hubs. WHSEs take a comprehensive approach to women’s health, often simultaneously focusing on multiple areas of health interventions. Although most WHSEs demonstrate a risk for financial distress, very few exhibited severe risk. Risk for financial distress was not significantly associated with any of the measured enterprise characteristics. Aim II generated four core categories of findings that describe the ecosystem of WHSE: (1) comprehensive, community-based, and culturally adaptive care; (2) interdependent innovation in systems, finances, and communication; (3) interdisciplinary, cross-enterprise collaboration; and (4) women’s health as the foundation for family and population health. These findings are consistent with the three-failures theory for non-profit organizations, particularly that WHSEs address government failure by focusing on the unmet women’s health needs of the underserved populations (in contrast to the supply of services supported by the median voter) and address the market failure of over exclusion through strategies such as cross-subsidization and price discrimination. While WHSEs operate with levels of financial risk and are subject to the voluntary sector failure of philanthropic insufficiency, the data also show that they act to remediate other threats of voluntary failure.

Aim I findings highlight the importance of understanding financial performance of WHSEs. Also, lack of significant associations between our assessed enterprise characteristics and their financial risk suggests need for additional research to identify factors that influence financial performance of WHSE. Aim II findings show that WHSEs are currently engaged in complex care coordination and comprehensive biopsychosocial care for women and their families, suggesting that these enterprises may serve as a model for improving women’s health and health care. The community-oriented and interdisciplinary nature of WHSE as highlighted by our study may also serve as a unique approach for research and education purposes. Additional research on the ecosystem of WHSE is needed in order to better inform generalizability of our findings and to elucidate how WHSE interventions may be integrated into policies and practices to improve women’s health.

The intention is to introduce the conceptual framework proposed by Brown, Odom, and Conroy (2001) for the implementation of social interaction intervention. This tiered system organizes intervention strategies for early childhood professionals to make informed decision on how to promote social interactions of young children who are at risk for social competence difficulties in inclusive early childhood programs.

Many instances of maladaptive behaviors are due at least in part to a lack of social skills. Although there are effective interventions for teaching social skills, generalization of trained social skills remains a challenge. One promising way to enhance generalization may be to use functional behavior assessments to select social skills to teach that can meet individuals’ specific needs. This chapter describes a process for embedding function-based support into social skills interventions that may generalize to untrained settings. The chapter concludes with a case study demonstrating generalization of positive peer interaction from recess to a classroom setting for a grade two student. Results indicated that the student’s behavior during recess and during classroom instruction both changed upon implementation of the recess intervention, and these behaviors maintained over three months after the intervention was withdrawn.

This paper aims to report on the first comprehensive, social marketing systematic review of interventions targeting illicit drug use by young adults.

A total of 3,169 papers were screened, with 20 relevant empirical studies meeting the eligibility criteria for the systematic review. These were analysed according to Andreasen’s (2002) and NSMC’s (2006) social marketing benchmarks.

The findings provide evidence regarding the efficacy of behavioural and clinical interventions targeting individuals and groups, including motivational, life skills training, cognitive behavioural therapy, comprehensive health and social risk assessments and buprenorphine treatment interventions. Further, results evidence that there is yet to be an intervention which has implemented the full marketing mix, and limited studies have used the social marketing benchmarks of exchange and competition.

To the best of the authors’ knowledge, this study is the first to conduct a comprehensive systematic review and provide key recommendations outlining the potential for social marketing to support the improved uptake and efficacy of interventions. A research agenda is also put forward to direct future social marketing scholarship in the area of young adult drug interventions.

The purpose of this paper is to review the effectiveness of social marketing interventions in influencing individual behaviour and bringing about environmental and policy‐level changes in relation to alcohol, tobacco, illicit drugs and physical activity. Social marketing is the use of marketing concepts in programmes designed to influence the voluntary behaviour of target audiences in order to improve health and society.

The paper is a review of systematic reviews and primary studies using pre‐specified search and inclusion criteria. Social marketing interventions were defined as those which adopted specified social marketing principles in their development and implementation.

The paper finds that a total of 54 interventions met the inclusion criteria. There was evidence that interventions adopting social marketing principles could be effective across a range of behaviours, with a range of target groups, in different settings, and can influence policy and professional practice as well as individuals.

As this was a systematic paper, the quality of included studies was reasonable and many were RCTs. However, many of the multi‐component studies reported overall results only and research designs did not allow for the efficacy of different components to be compared. When reviewing social marketing effectiveness it is important not to rely solely on the “label” as social marketing is often misrepresented; there is a need for social marketers to clearly define their approach.

The paper shows that social marketing can form an effective framework for behaviour change interventions and can provide a useful “toolkit” for organisations that are trying to change health behaviours.

The research described in this paper represents one of the few systematic examinations of social marketing effectiveness and is based on a clear definition of “social marketing”. It highlights both social marketing's potential to achieve change in different behavioural contexts and its ability to work at individual, environmental and wider policy levels.

In social marketing practice, there is no all-encompassing approach that guides researchers and practitioners to build theory-driven social marketing interventions. While the Co-create–Build–Engage (CBE) process offers a roadmap for marketing application, including outlining when and where social marketing’s eight benchmark principles have been applied, limited practical guidance on how and when theory should be applied is offered. This paper reports one case study demonstrating how theory was applied to deliver a theory-informed well-being behavior change intervention.

This paper proposes and applies a new five-step theory-driven social marketing intervention build process (BUILD) drawn from an extensive base of social marketing research and application. Using a case study method, we showcase how the five-step process was applied to inform the design, build and implementation of a well-being behavior change intervention.

This study proposes a five-step process to build theory-driven social marketing interventions called BUILD: Begin with the objective, Use theory, Initiate program design, Let’s produce and Develop the engagement plan. This study provides a step-by-step and easy-to-follow BUILD process which outlines how social marketers can apply a selected theory to inform program design and implementation.

The BUILD process offers a roadmap to build theory-driven social marketing interventions that include all elements of intervention development, namely, objective-setting, theory evaluation, selection and application, producing the program and planning for program engagement.

This study provides a novel five-step process to help social marketing researchers and practitioners build theory-driven social marketing interventions.

With the explosion of digital technologies in contemporary daily life, fuelled by a pandemic and remote working, online learning and shopping and the proliferation of social platforms, much remains nebulous about the opportunities these technologies hold for social marketers beyond their previously documented use as communication and promotion tools. This paper aims to provide a rich examination of the variety of digital technologies used within social marketing and establish the scale of integration between digital technologies and social marketing.

Following systematic literature review procedures, a systematic literature review through eight databases was conducted. The systematic review focussed on the assessment of social marketing studies that incorporated a wide range of mature and emerging digital technologies such as the internet, mobile platforms and social media channels. A total of 50 social marketing studies (2014–2020) were analysed.

The review found that there have been major advancements in the technologies available to social marketers in recent years. Furthermore, the adoption of digital technologies by social marketers has evolved from a communication or promotion function where generic information is pushed to the citizen, towards the use of these technologies for a more personalised design, content and behaviour change intervention. In some studies, the digital technologies were the primary means for interactions and collaborations to take place. The review also found that digital technologies target more than the individual citizen. Digital technologies are used to target multi-level stakeholders, policy makers and partners as part of behavioural change interventions.

Only two previous reviews have synthesised digital technologies and their use in social marketing. This review provides a recent depiction of the range and scale of integration within social marketing. Specifically, it demonstrates the expansion beyond a persuasive application to their use for research, segmentation and targeting, collaboration and co-creation, the product and facilitator of service delivery. Finally, this review provides a heat map to illustrate the integration between digital technologies and key concepts and criteria within social marketing.

Those most socially disadvantaged are at a greater risk of common mental disorder (CMD). The need to evaluate the health impact of social policy interventions that aim to reduce social inequalities between the disadvantaged and the better off is well recognised. This paper reports findings from a review to explore evidence on the health impact of UK policy interventions that aim to tackle the key social determinants of CMD. These were previously identified from the literature as cumulative socioeconomic deprivation, unemployment, psychosocial work characteristics, and poor social relationships. We identified some evidence of a positive impact on CMD of urban regeneration schemes, but evidence was sparse on interventions relating to the other determinants. The ability of research to inform policy designed to improve the lives of the disadvantaged could be assisted by a broader definition of what counts as evidence. This may include wider use of qualitative methodologies and a more deliberate focus on social processes known to be implicated in mental health.

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.