1
|
Gosselin V, Robitaille N, Laberge S. An evaluation of the 'bottom-up' implementation of the Active at school! programme in Quebec, Canada. Health Promot Int 2022; 37:6697206. [PMID: 36102479 PMCID: PMC9472259 DOI: 10.1093/heapro/daac095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
The lack of physical activity (PA) amongst children is a public health concern in many industrialized countries. School-based daily physical activity (DPA) policies are a promising intervention for increasing PA levels amongst children. Informed by a logic model framework, this study examines the factors associated with meeting a 'top-down' DPA objective in the context of a 'bottom-up' implementation of a school-based DPA initiative in Quebec, Canada. An online survey assessing school-level inputs, outputs and outcomes was sent to all participating schools (415). Crude odds ratios (ORs) and 95% confidence intervals (CIs) were calculated using logistic regression to evaluate potential associations between factors (inputs and outputs) and the school's adherence to providing at least 60 minutes of DPA (outcome). Adjusted ORs (AORs) and 95% CIs were calculated using a multivariate logistic regression to identify the best set of factors to predict adherence to the DPA objective. A total of 404 schools completed the questionnaire, amongst which 71% reported meeting the DPA target by implementing school-tailored activities. Three factors were identified as the best set of school inputs and outputs to predict meeting the objective: financial resources (per student) (AOR = 1.02; 95% CI 1.01-1.03), a shared vision amongst the school-team members that PA benefits learning outcomes (AOR = 1.94; 95% CI 1.04-3.19) and having conducted a detailed situational analysis (AOR = 1.89; 95% CI 1.00-3.58). Given that 'bottom-up' implementation might favour the development of policies that are more acceptable to stakeholders, our results should be considered by decision-makers and school administrators when implementing DPA initiatives.
Collapse
Affiliation(s)
| | - Noémie Robitaille
- School of Kinesiology and Physical Activity Sciences, Université de Montréal, Station Downtown, Montréal, Québec H3C 3J7, Canada
| | - Suzanne Laberge
- School of Kinesiology and Physical Activity Sciences, Université de Montréal, Station Downtown, Montréal, Québec H3C 3J7, Canada
| |
Collapse
|
2
|
Bennett AE, Mockler D, Cunningham C, Glennon-Slattery C, Johnston Molloy C. A Review of Experiential School-Based Culinary Interventions for 5–12-Year-Old Children. CHILDREN 2021; 8:children8121080. [PMID: 34943276 PMCID: PMC8699905 DOI: 10.3390/children8121080] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Revised: 11/19/2021] [Accepted: 11/19/2021] [Indexed: 12/15/2022]
Abstract
Cooking is an essential skill and the acquisition of cooking skills at an early age is associated with higher diet quality. This review aimed to describe the characteristics of school-based experiential culinary interventions and to determine the value of these to child (5–12 years) health outcomes. Interventions were eligible for inclusion if they took place in school during school hours, included ≥3 classes, and had a control group. Interventions published up to May 2021 were included. The databases searched were PubMed, CINAHL, and EMBASE, and the grey literature was searched for published reports. The search strategy yielded 7222 articles. After screening, five published studies remained for analysis. Four studies targeted children aged 7–11 years, and one targeted children aged 5–12 years. The interventions included food tasting, food gardening, and/or nutrition education alongside experiential cooking opportunities. Improvements were evident in self-reported attitudes toward vegetables, fruits, and cooking, and two studies reported small objective increases in vegetable intake. School-based experiential cookery interventions have the potential to positively impact health-related aspects of the relationship children develop with food. However, a greater number of long-term methodologically rigorous interventions are needed to definitively quantify the benefits of such interventions.
Collapse
Affiliation(s)
- Annemarie E. Bennett
- Trinity Centre for Health Sciences, St James’ Healthcare Campus, D08 W9RT Dublin, Ireland;
- Correspondence:
| | - David Mockler
- Trinity Centre for Health Sciences, St James’ Healthcare Campus, D08 W9RT Dublin, Ireland;
| | - Cara Cunningham
- Community Nutrition and Dietetic Service, Health Service Executive, Clonbrusk, Athlone, N37 P8P8 Co Westmeath, Ireland;
| | - Corina Glennon-Slattery
- Primary Care Network 7, Health Service Executive, Primary Care Centre, Harbour Road, Mullingar, N91 V6R9 Co Westmeath, Ireland;
| | - Charlotte Johnston Molloy
- Community Nutrition and Dietetic Service, Health Service Executive, St Loman’s Healthcare Campus, Mullingar, N91 X36E Co Westmeath, Ireland;
| |
Collapse
|
3
|
Pérez-Jorge D, González-Luis MA, Rodríguez-Jiménez MDC, Ariño-Mateo E. Educational Programs for the Promotion of Health at School: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182010818. [PMID: 34682561 PMCID: PMC8535642 DOI: 10.3390/ijerph182010818] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Revised: 10/10/2021] [Accepted: 10/11/2021] [Indexed: 11/25/2022]
Abstract
Context: Health promotion programs generate healthy changes in the educational community. However, not all of them meet the expected objectives due to multiple factors that affect their development, such as the teachers overload work, the lack of specific training, the lack of time to carry out health promotion activities, the lack of flexibility of the programs, and their non-inclusion in the training programs of the centers. Objective: To know the scope of the strategies and programs that promote healthy habits among students in compulsory educational stages. Data sources: a systematic review of articles in English, using the Web of Science (WOS), Medline, and PsycINFO databases.
Collapse
Affiliation(s)
- David Pérez-Jorge
- Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, San Cristóbal de La Laguna, 38200 Santa Cruz de Tenerife, Spain; (M.A.G.-L.); (M.d.C.R.-J.)
- Correspondence:
| | - María Alejandra González-Luis
- Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, San Cristóbal de La Laguna, 38200 Santa Cruz de Tenerife, Spain; (M.A.G.-L.); (M.d.C.R.-J.)
| | - María del Carmen Rodríguez-Jiménez
- Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, San Cristóbal de La Laguna, 38200 Santa Cruz de Tenerife, Spain; (M.A.G.-L.); (M.d.C.R.-J.)
| | - Eva Ariño-Mateo
- Department of Psychology, European University of Valencia, 46010 Valencia, Spain;
| |
Collapse
|
4
|
Kostenius C, Nyström L. "When I feel well all over, I study and learn better" - experiences of good conditions for health and learning in schools in the Arctic region of Sweden. Int J Circumpolar Health 2021; 79:1788339. [PMID: 32663109 PMCID: PMC7480518 DOI: 10.1080/22423982.2020.1788339] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
A challenge facing the Arctic region is the disengagement of both education and work among its youth. Only by supporting young people who are struggling with mental and physical health challenges can we begin to address this societal challenge. Education, mental health and social inclusion are prominent factors for future employment, income and independent living for young people. The aim of this study was to describe and understand the experiences of good conditions for health and learning in schools in the Arctic region. The 5-D appreciative inquiry method was used to explore 47 students’ and professionals’ experiences and future visions of their school. A phenomenological analysis resulted in three themes: “Standing as one”, “Having an apple a day”, and “Finding the end of the rainbow”. The findings revealed the necessity of promoting health and learning simultaneously in school and viewing health holistically. Health-promoting relationships permeate the findings of good conditions for health and learning. We argue for considering mandatory health education to increase students’ health literacy and making student participation and staff collaboration a priority in schools in the Arctic region. These findings, their practical implications, and future research directions are discussed.
Collapse
Affiliation(s)
- Catrine Kostenius
- Department of Health Sciences, Luleå University of Technology , Luleå, Sweden
| | - Lena Nyström
- Norrbotten Association of Local Authorities , Luleå, Sweden
| |
Collapse
|
5
|
Riglea T, Kalubi J, Sylvestre MP, Maximova K, Dutczak H, Gariépy G, O'Loughlin J. Social inequalities in availability of health-promoting interventions in Québec elementary schools. Health Promot Int 2021; 37:6184835. [PMID: 33760062 DOI: 10.1093/heapro/daab023] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Availability of health-promoting interventions (HPIs) may vary across schools serving students with different socioeconomic backgrounds. Our objectives were to describe social inequalities across elementary schools in: (i) level of importance that school principals attribute to 13 common health-related issues among students in their school; (ii) availability of HPIs within their school addressing eight health topics and (iii) (mis)alignment between perceived importance and HPI availability. Data were collected in telephone interviews with school principals in a convenience sample of 171 elementary schools (59% of 291 schools contacted). Schools were categorized as serving very advantaged, moderately advantaged or disadvantaged students. Principals reported how important 13 health issues were among students in their schools and provided data on HPI availability for 8 health issues, 4 of which required school action under government mandates. Higher proportions of principals in schools serving disadvantaged students (36% of all 171 schools) perceived most health issues as important. The mean number of HPIs in the past year was 12.0, 12.1 and 11.7 in schools serving very advantaged, moderately advantaged and disadvantaged students, respectively. Only availability of mental health HPIs differed by school deprivation (60, 43 and 30% in very, moderately and disadvantaged, respectively). Although most schools offered oral health HPIs, dental problems were not perceived as important. Smoking was perceived as not important and smoking-related HPIs were relatively rare (9%). Given rapid evolution in public health priorities, (mis)alignment between perceived importance of specific health issues and HPI availability in elementary schools warrants ongoing reflection.
Collapse
Affiliation(s)
- Teodora Riglea
- Centre de recherche du centre hospitalier de l'Université de Montréal (CRCHUM), 850 rue Saint-Denis, Montréal, QC H2X 0A9, Canada
| | - Jodi Kalubi
- Centre de recherche du centre hospitalier de l'Université de Montréal (CRCHUM), 850 rue Saint-Denis, Montréal, QC H2X 0A9, Canada.,Department of Social and Preventive Medicine, Université de Montréal, 7101 avenue du Parc, Montréal, QC H3N 1X9, Canada.,Centre de recherche en santé publique (CReSP), Université de Montréal & CIUSSS du Centre-Sud-de-l'Île-de-Montréal, 7101 avenue du Parc, Montréal, QC H3N 1X9, Canada
| | - Marie-Pierre Sylvestre
- Centre de recherche du centre hospitalier de l'Université de Montréal (CRCHUM), 850 rue Saint-Denis, Montréal, QC H2X 0A9, Canada.,Department of Social and Preventive Medicine, Université de Montréal, 7101 avenue du Parc, Montréal, QC H3N 1X9, Canada
| | - Katerina Maximova
- Dalla Lana School of Public Health, University of Toronto, 155 College Street, Toronto, ON M5T 3M7, Canada.,MAP Centre for Urban Health Solutions, Li Ka Shing Knowledge Institute, St. Michael's Hospital, 30 Bond Street, Toronto, ON M5B 1W8, Canada
| | - Hartley Dutczak
- Department of Public Health, Environments and Society, Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, 15-17 Tavistock Place, London WC1H 9SH, UK
| | - Geneviève Gariépy
- Department of Social and Preventive Medicine, Université de Montréal, 7101 avenue du Parc, Montréal, QC H3N 1X9, Canada.,Montréal Mental Health University Institute, 7401 Rue Hochelaga, Montréal, QC H1N 3M5, Canada
| | - Jennifer O'Loughlin
- Centre de recherche du centre hospitalier de l'Université de Montréal (CRCHUM), 850 rue Saint-Denis, Montréal, QC H2X 0A9, Canada.,Department of Social and Preventive Medicine, Université de Montréal, 7101 avenue du Parc, Montréal, QC H3N 1X9, Canada
| |
Collapse
|
6
|
Abstract
PurposeObesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and physical activity in school settings. While HPS is embraced globally, effective implementation and sustainable programmes are a continued challenge. This paper aims to report on the characteristics of current school interventions based on HPS and implementation barriers and enablers.Design/methodology/approachA literature search identified peer-reviewed studies of school health interventions reflective of the HPS framework focusing on obesity prevention. Studies from all countries were included, if conducted in primary and/or secondary schools; included a sufficient amount of qualitative implementation or process evaluation data to draw conclusions regarding key barriers and enablers to implementation; and were published in English.FindingsNine interventions (n = 9) from seven countries were included. Most were implemented in primary schools and focused on specific grade levels. Engaging parents, the home environment, teacher time constraints, fun interventions, student participation, teacher training, integration with the curriculum and stakeholder engagement all emerged as strong implementation themes. Teachers as role models, establishing community partnerships and policy support also emerged as common themes.Originality/valueFuture interventions may benefit from enhancing teacher and parent health promotion. Partnerships with initiatives focusing on environmental sustainability may simultaneously benefit human and planetary health while strengthening stakeholder engagement opportunities and consistent messaging throughout the community. More comprehensive evaluation data are needed, in particular, for long-term HPS initiatives.
Collapse
|
7
|
Gonot-Schoupinsky FN, Garip G. A flexible framework for planning and evaluating early-stage health interventions: FRAME-IT. EVALUATION AND PROGRAM PLANNING 2019; 77:101685. [PMID: 31382205 DOI: 10.1016/j.evalprogplan.2019.101685] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2018] [Revised: 03/05/2019] [Accepted: 07/25/2019] [Indexed: 06/10/2023]
Abstract
Health interventions exhibit three stages of maturity: early-, mid-, and late-stages. Early-stage interventions have innovative content necessitating evaluation; however existing evaluation frameworks omit constructs and guidelines relevant to this evaluation. Early-stage interventions require planning and evaluation that supports creating, testing, and exploring content to establish general feasibility and enable refinement for further testing, prior to randomised controlled trialling and wider dissemination. Feasibility, Reach-out, Acceptability, Maintenance, Efficacy, Implementation, Tailorability (FRAME-IT) was developed for a mixed methods feasibility study of a novel well-being intervention. FRAME-IT was conceived as a complementary framework to Reach, Efficacy, Adoption, Implementation, Maintenance (RE-AIM; Glasgow et al., 1999) which is better suited for mid- and late- stage interventions. FRAME-IT is proposed to support: (1) early-stage intervention planning and design, by guiding research focus and data sourcing strategy with relevant constructs; (2) comprehensive evaluation, by including constructs appropriate for early-stage interventions, i.e. feasibility, acceptability, and tailorability; (3) future intervention scalability, by including and adapting some of RE-AIM's constructs to encourage a smoother translation of research into practice as interventions are scaled-up.
Collapse
Affiliation(s)
- Freda N Gonot-Schoupinsky
- University of Derby Online Learning, University of Derby, Enterprise Centre, Bridge Street, Derby DE1 3LD, United Kingdom.
| | - Gulcan Garip
- University of Derby Online Learning, University of Derby, Enterprise Centre, Bridge Street, Derby DE1 3LD, United Kingdom.
| |
Collapse
|
8
|
Hayek S, Tessler R, Bord S, Endevelt R, Satran C, Livne I, Khatib M, Harel-Fisch Y, Baron-Epel O. Do Israeli health promoting schools contribute to students' healthy eating and physical activity habits? Health Promot Int 2019; 34:102-112. [PMID: 29036666 DOI: 10.1093/heapro/dax066] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2016] [Accepted: 09/03/2017] [Indexed: 11/15/2022] Open
Abstract
The Israeli Health Promoting School Network (HPSN) is actively committed to enhancing a healthy lifestyle for the entire school population. This study aimed to explore the contribution of school participation in the HPSN and students' individual characteristics to healthy eating and physical activity habits among Israeli school children aged 10-12 years. A cross-sectional survey was conducted among 4166 students in grades 4-6 from 28 schools. The schools were selected from a sample of HPSN affiliated and non-HPSN schools. The contribution of individual characteristics (grade, gender and subjective self-reported health education activities at school) and school characteristics (school type, population group, deprivation score) to healthy eating and physical activity habits was analyzed using multi-level hierarchical models. Multi-level analysis indicated that student's individual characteristic was significantly associated with healthy eating and physical activity habits. The subjective self-reported health education received at school was statistically significant factor associated with students' health behaviors. The school's affiliation with the HPSN was not associated with higher healthy eating and physical activity scores after adjusting for individual factors. These findings suggest that Israeli HPSN schools do not contribute to children's health behaviors more than other schools. Therefore, health promoting activities in HPSN schools need to be improved to justify their recognition as members of the HPS network and to fulfill their mission.
Collapse
Affiliation(s)
- Samah Hayek
- School of Public Health, University of Haifa, Haifa, Israel
| | - Riki Tessler
- School of Public Health, University of Haifa, Haifa, Israel
| | - Shiran Bord
- School of Public Health, University of Haifa, Haifa, Israel
| | - Ronit Endevelt
- Nutrition Department, Ministry of Health, School of Public Health, University of Haifa, Haifa, Israel
| | - Carmit Satran
- The Department of Nursing, The Max Stern Yezreel Valley College, Yezreel Valley, Israel
| | - Irit Livne
- Health Promotion Division, Ministry of Education, Jerusalem, Israel
| | - Mohammed Khatib
- Nursing Department, Zefat Academic College, Jerusalem, Israel
| | | | | |
Collapse
|
9
|
Hoke AM, Francis EB, Hivner EA, Simpson AJL, Hogentogler RE, Kraschnewski JL. Investigating the effectiveness of webinars in the adoption of proven school wellness strategies. HEALTH EDUCATION JOURNAL 2018; 77:249-257. [PMID: 30792551 PMCID: PMC6379895 DOI: 10.1177/0017896917734017] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
OBJECTIVE Recent federal legislation in the USA highlights the role schools play in student health by requiring the utilisation of wellness councils for policy development and oversight. One barrier to developing good-quality wellness policies and wellness culture is limited knowledge of resources among school professionals. This article describes an approach to webinar delivery to improve school wellness efforts. DESIGN Eight webinars, 30-60 minutes in length, were delivered on topics designed to enhance school wellness environments. SETTING Webinars were delivered using an online meeting software platform to school professionals, who participated from their respective school buildings remotely. METHOD Webinars featured content experts for the selected topics and were promoted to school professionals and wellness organisations. Attendees were invited to participate in a post-webinar questionnaire regarding satisfaction with the session and intent to act on knowledge gained from participation. RESULTS Webinars reached 280 school and wellness professionals (teachers, administrators, nurses, etc.). Participants who completed post-webinar surveys (n = 78) rated the webinar's ability to enhance their knowledge in the respective topic area with an average score of 4.3 out of 5.0 (1 = poor, 5 = excellent). Most respondents (n = 69) intended to share the information gained with a colleague. CONCLUSION Webinars provide a viable method of instruction and education for school personnel interested in strategies for improving a school's wellness environment. Further investigation is necessary to determine the best strategies for promoting webinar engagement. Future research should also explore the link between webinar participation and positive changes in school wellness environments.
Collapse
Affiliation(s)
- Alicia M Hoke
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | - Erica B Francis
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | - Elizabeth A Hivner
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | | | | | - Jennifer L Kraschnewski
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, USA
- Departments of Medicine and Public Health Sciences, Penn State College of Medicine, Hershey, PA, USA
| |
Collapse
|
10
|
Aziato L, Majee W, Jooste K, Teti M. Community leaders’ perspectives on facilitators and inhibitors of health promotion among the youth in rural South Africa. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2017. [DOI: 10.1016/j.ijans.2017.11.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/09/2022] Open
|
11
|
van der Kleij MR, Crone M, Reis R, Paulussen T. Unravelling the factors decisive to the implementation of EPODE-derived community approaches targeting childhood obesity: a longitudinal, multiple case study. Int J Behav Nutr Phys Act 2016; 13:98. [PMID: 27596066 PMCID: PMC5011896 DOI: 10.1186/s12966-016-0423-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2016] [Accepted: 08/18/2016] [Indexed: 12/25/2022] Open
Abstract
Background Implementation of intersectoral community approaches often fails due to a translational gap between the approach as intended and the approach as implemented in practice. Knowledge about the implementation determinants of such approaches is needed to facilitate future implementation processes. Methods The implementation of five EPODE-derived intersectoral community approaches was studied longitudinally. Semi-structured interviews were held with 189 community stakeholders from four sectors to elucidate which determinants influenced implementation, and if an to which extent determinants differed across communities, sectors and over time. A framework approach was used to analyze our data. Results Twenty-two key determinants of implementation were identified. Facilitators named were mostly proximal (stakeholder level), and barriers were mostly distal (context level). Key determinants varied greatly across sectors and over time, especially between the educational & health care sector and the private, welfare & sports sector. Only ‘perceived importance of IACO goals’ was identified as an universal implementation facilitator. Conclusions Striking differences in determinants were found across sectors and over time. Also, stakeholders expressed that possibilities to adapt the approach to the local context were needed to improve implementation. We therefore propose to develop sector- and time specific leads for implementation, which should be approved and amended (over time) by stakeholders. This so-called ‘mutual adaptation’ allows for the use of both scientific insights and practice-based knowledge, enabling program management and community stakeholders to collaboratively improve their implementation efforts.
Collapse
Affiliation(s)
- Maria Rianne van der Kleij
- Department of Public Health and Primary Care, Leiden University Medical Center, Postbus 9600 zone V-0-P, Leiden, 2300 RC, The Netherlands. .,Academic Workplace (AWP) Public Health Zuid-Holland Noord, Leiden, The Netherlands.
| | - Mathilde Crone
- Department of Public Health and Primary Care, Leiden University Medical Center, Postbus 9600 zone V-0-P, Leiden, 2300 RC, The Netherlands.,Academic Workplace (AWP) Public Health Zuid-Holland Noord, Leiden, The Netherlands
| | - Ria Reis
- Department of Public Health and Primary Care, Leiden University Medical Center, Postbus 9600 zone V-0-P, Leiden, 2300 RC, The Netherlands.,Academic Workplace (AWP) Public Health Zuid-Holland Noord, Leiden, The Netherlands.,The Children's Institute, School of Child and Adolescent Health, University of Cape Town, Cape Town, South Africa.,Amsterdam Institute for Social Science Research, University of Amsterdam, Amsterdam, The Netherlands
| | - Theo Paulussen
- Academic Workplace (AWP) Public Health Zuid-Holland Noord, Leiden, The Netherlands.,TNO Innovation for Life, Expertise Centre Child Health, Leiden, The Netherlands
| |
Collapse
|