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Elsadek YE, Baker SR. Oral health promotion through health-promoting schools in developing countries: A scoping review. Community Dent Oral Epidemiol 2023; 51:1197-1208. [PMID: 37057747 DOI: 10.1111/cdoe.12864] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 03/17/2023] [Accepted: 04/01/2023] [Indexed: 04/15/2023]
Abstract
OBJECTIVES To explore and assess what is known about oral health promotion through health-promoting primary schools in developing countries. METHODS A scoping review was conducted using the Arksey & O'Malley framework. Web of Science, PubMed, Scopus and Cochrane Library were searched, followed by the reference lists of the resulting studies. The UN classification of developing countries was used to define the countries included and the search was between 1986 and 2021. Quality assessment was carried out using Joanna Briggs Institute's quality appraisal tools. RESULTS The search resulted in 33 studies of which almost half were randomized controlled trials. The oral health promotion strategies were oral health education (n = 16) delivered by teachers, parents or peers, or multicomponent involving both toothbrushing (n = 15) and dietary components (n = 2). Most of the included studies were conducted in Asia (n = 25/33). CONCLUSIONS Findings suggested that comprehensive, multicomponent theory-based oral health promotion showed improvements in oral health outcomes of schoolchildren, particularly if delivered using a whole-school approach. However, further research on feasibility and implementation of oral health promotion through health-promoting primary schools in developing countries should be considered.
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Affiliation(s)
- Yasmen E Elsadek
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
| | - Sarah R Baker
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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Jenkins CL, Sykes S, Wills J. The conceptualization and development of critical health literacy in children: a scoping review. Health Promot Int 2023; 38:daad116. [PMID: 37758200 DOI: 10.1093/heapro/daad116] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/03/2023] Open
Abstract
The cognitive and social practices associated with critical health literacy, such as critical appraisal of health messages and participation in political processes to address wider determinants of health, are of lifelong benefit. Understanding how and where critical health literacy development can be supported early in the life course may improve health outcomes now and in the future. This scoping review focuses on how critical health literacy in children is conceptualized and the supportive environments available for its development. Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines are used in reporting. Evidence retrieved was eligible for inclusion if it contained a substantive conceptual or empirical study of critical health literacy in populations aged 7-11 (middle childhood). From the included 18 peer-reviewed and grey literature sources, schools are identified as the setting most associated with the development of critical health literacy in the target age group. However, the action-oriented dimension of critical health literacy is rarely supported in the school setting. The review concludes that further research is needed to clarify how and where to support children to develop critical health literacy in and outside of school settings.
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Affiliation(s)
- Catherine L Jenkins
- Institute of Health and Social Care, London South Bank University, 90 London Road, London SE1 6LN, UK
| | - Susie Sykes
- Institute of Health and Social Care, London South Bank University, 90 London Road, London SE1 6LN, UK
| | - Jane Wills
- Institute of Health and Social Care, London South Bank University, 90 London Road, London SE1 6LN, UK
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Jones W, Sobers N, Brown-Perry A, Bristol L, Samuels TA. Revising primary and secondary school curricula in the Caribbean to enhance education on the risks for noncommunicable diseases. Rev Panam Salud Publica 2023; 47:e97. [PMID: 37405120 PMCID: PMC10317247 DOI: 10.26633/rpsp.2023.97] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 03/09/2023] [Indexed: 07/06/2023] Open
Abstract
In the English-speaking Caribbean, an estimated 46% of men and 61% of women are currently overweight or obese, and 8% of children younger than 5 years are also overweight. To combat this worsening epidemic, driven by unhealthy dietary patterns, the Heads of Government of the Caribbean Community (CARICOM) issued the 2007 Port-of-Spain Declaration, which included mandates on the provision of healthy school meals, promotion of healthy dietary patterns, and reintroduction of physical education in schools. These mandates are aligned with evidence-based approaches used in childhood obesity prevention programs. School-based interventions, including curriculum revisions, are part of a multipronged approach to improve nutrition in children and are designed to complement and reinforce other interventions in schools. However, formal evaluation of the Port-of-Spain Declaration showed that most CARICOM member countries had difficulty implementing the mandates related to schools and diet. The Improving Household Nutrition Security and Public Health in the CARICOM project, in collaboration with regional institutions, the CARICOM Secretariat, and the Caribbean Examinations Council, sought to enhance nutrition education through revision of region-wide primary and secondary school curricula to increase the focus on prevention of noncommunicable diseases. This paper describes the process of revising the Caribbean Examinations Council's Human and Social Biology syllabus for secondary schools and the CARICOM Health and Family Life Education Regional Curriculum Framework for primary schools, which was achieved through multisectoral collaboration. We used the Framework for Reporting Adaptations and Modifications-Enhanced model to describe the process through which the modifications were made.
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Affiliation(s)
- Waneisha Jones
- The Faculty of Medical SciencesThe University of the West IndiesCave Hill CampusBarbadosThe Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados.
| | - Natasha Sobers
- The George Alleyne Chronic Disease Research Centrea unit of the Caribbean Institute for Health ResearchThe University of the West IndiesBridgetownBarbadosThe George Alleyne Chronic Disease Research Centre, a unit of the Caribbean Institute for Health Research, The University of the West Indies, Bridgetown, Barbados.
| | - Alsian Brown-Perry
- Caribbean Examinations CouncilKingstonJamaicaCaribbean Examinations Council, Kingston, Jamaica (retired).
| | - Laurette Bristol
- Human Resource DevelopmentCARICOM SecretariatTurkeyenGeorgetownGuyanaHuman Resource Development, CARICOM Secretariat, Turkeyen, Georgetown, Guyana.
| | - T. Alafia Samuels
- Epidemiology Research UnitCaribbean Institute for Health ResearchThe University of the West IndiesKingstonJamaicaEpidemiology Research Unit, Caribbean Institute for Health Research, The University of the West Indies, Kingston, Jamaica.
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Amzat J, Kanmodi KK, Aminu K, Egbedina EA. School-based interventions on Mpox: A scoping review. Health Sci Rep 2023; 6:e1334. [PMID: 37313531 PMCID: PMC10259520 DOI: 10.1002/hsr2.1334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 05/23/2023] [Accepted: 06/01/2023] [Indexed: 06/15/2023] Open
Abstract
Background and Aims The 2022 multicountry mpox outbreak necessitated the declaration of mpox as a public health emergency. This is the first time a wide mpox spread and human-to-human transmission are recorded in several countries outside West and Central Africa. The outbreak reveals a strong need for wider intervention to increase awareness and control measures on mpox, especially in schools. This scoping review aims to summarize the existing evidence concerning school-based interventions on mpox globally. Methods The review methodology was based on the Arksey and O'Malley guidelines and it was reported in strict adherence with the PRISMA-ScR checklist. Ten databases were searched to retrieve literature relevant to the review topic. Thereafter, the retrieved literature were deduplicated and screened for inclusion into the review based on a set of eligibility criteria. Only one journal paper, a short communication on the national monkeypox outbreak in England, satisfied the selection criteria and was included in the review. Data extracted from the included paper were collated, summarized, and presented. Results The paper described how suspected cases of mpox infection were managed in some school settings through vaccination and self-isolation approaches and revealed a low (11%) mpox vaccination uptake rate in school-setting. The preventive methods adopted, such as the exclusion of exposed persons from school (in three school settings) and separation of those exposed those who were not in contact with the affected persons (one school setting), played a major role in the low transmission rate reported. This review also found a huge dearth of literature on school-based interventions on mpox despite its global spread. Conclusion With the call for a multisectoral approach in the fight against mpox, it pays to leverage on the potential of school settings in public health actions against mpox.
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Affiliation(s)
- Jimoh Amzat
- Department of SociologyUsmanu Danfodiyo UniversitySokotoNigeria
- Department of SociologyUniversity of JohannesburgJohannesburgSouth Africa
| | - Kehinde K. Kanmodi
- Faculty of DentistryUniversity of PuthisastraPhnom PenhCambodia
- Cephas Health Research Initiative IncIbadanNigeria
- School of Health and Life SciencesTeesside UniversityMiddlesbroughUK
| | - Kafayat Aminu
- Centre for Child and Adolescent Mental Health, University College HospitalIbadanNigeria
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Aung SH, Phuanukoonnon S, Mon Kyaw AM, Lawpoolsri S, Sriwichai P, Soonthornworasiri N, Jittamala P. Effectiveness of dengue training programmes on prevention and control among high school students in the Yangon region, Myanmar. Heliyon 2023; 9:e16759. [PMID: 37292340 PMCID: PMC10245065 DOI: 10.1016/j.heliyon.2023.e16759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 05/22/2023] [Accepted: 05/25/2023] [Indexed: 06/10/2023] Open
Abstract
Background Dengue is one of the health problems in Myanmar. Thus, health promotion in schools is considered a key approach for reducing risk-taking behaviours related to dengue. Objectives The study aimed to evaluate a dengue training programme for high school students to measure changes in knowledge, attitude and practices (KAP) towards dengue; evaluate the effectiveness of the programme in improving prevention and control practices among families and determining changes in larval indices in their dwelling places. Methodology The dengue school training programme was conducted for Grades 9 and 10 students in Yangon. In total, 300 students in the intervention school received training and were compared with 300 students as control. KAP was assessed using a self-administered questionnaire, whereas larval and control practice surveys were conducted at the homes of both groups 3 months before and after the programme. Results The KAP scores of the intervention group increased after the programme. Moreover, the programme improved prevention and control practices and decreased the larval indices in the intervention group. Students from the same group with high scores in knowledge and self-reported practices were less likely to exhibit Aedes larval positivity in their residential areas. Conclusion This study demonstrated the impact of the dengue training programme on the KAP of students and short-term family larval control practices, which influenced household larval indices.
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Affiliation(s)
- Soe Htet Aung
- Department of Tropical Hygiene, Faculty of Tropical Medicine, Mahidol University, Thailand
| | - Suparat Phuanukoonnon
- Department of Social and Environmental Science, Faculty of Tropical Medicine, Mahidol University, Thailand
| | - Aye Mon Mon Kyaw
- Central Epidemiology Unit, Department of Public Health, Ministry of Health, Myanmar
| | - Saranath Lawpoolsri
- Department of Tropical Hygiene, Faculty of Tropical Medicine, Mahidol University, Thailand
| | - Patchara Sriwichai
- Department of Medical Entomology, Faculty of Tropical Medicine, Mahidol University, Thailand
| | | | - Podjanee Jittamala
- Department of Tropical Hygiene, Faculty of Tropical Medicine, Mahidol University, Thailand
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Mat Said Z, Tengku Ismail TA, Abdul Hamid A, Sahathevan R, Abdul Aziz Z, Musa KI. The Malay version of the attitudes and beliefs about cardiovascular disease (ABCD-M) risk questionnaire: a translation, reliability and validation study. BMC Public Health 2022; 22:1412. [PMID: 35879689 PMCID: PMC9310389 DOI: 10.1186/s12889-022-13811-8] [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] [Received: 12/14/2021] [Accepted: 07/06/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Cardiovascular disease (CVD) and stroke are global public health problems and cause high mortality, especially in low- and middle-income countries. Knowledge and awareness are critical points in managing the risk in the general population. The Attitudes and Beliefs about Cardiovascular Disease (ABCD) risk questionnaire was developed to evaluate the awareness of stroke and CVD risk. Thus, the government can set up a practical risk assessment and management programme. The initiative will encourage people to seek healthcare timely and reduce the possibilities of developing complications. OBJECTIVE This study aimed to translate and validate the ABCD risk questionnaire into the Malay language and evaluate the psychometric properties of the Malay version in the general population in Malaysia. METHODS The questionnaire was translated using a standard forward-backwards translation method. The validation was perfomed by both expert panels and a potential user group. Next, the exploratory factor analysis was conducted to examine factorial validity. The respondents were selected from the government health clinics and according to the study criteria irrespective of the CVD risk. We used Cronbach's alpha and Raykov's rho to explore the internal consistency and composite reliability of the 18 items from three domains. Finally, the confirmatory factor analysis (CFA) was conducted using a robust maximum likelihood estimator. RESULTS The content and face validity indices were determined to be 0.94 and 0.99 respectively. Data were obtained from 179 respondents (mean age, 36.8 years; female, 68.2%; secondary level education, 51.1%). The internal consistency and composite reliability of the domains showed good results ranging from 0.643 to 0.885. The factor loadings of each item were acceptable (> 0.3), and the fit indices from the CFA resulted in a good model fit [χ2 (p-value = 0.16), SRMR = 0.054, RMSEA = 0.029, CFI = 0.99, TLI = 0.99)]. CONCLUSIONS The Malay version of the ABCD risk questionnaire is a valid and reliable tool to assess the awareness of stroke and CVD risk in the general population in Malaysia.
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Affiliation(s)
- Zarudin Mat Said
- Disease Control Unit, Hilir Perak District Health Office, Jalan Maharajalela, 36000, Teluk Intan, Perak, Malaysia
| | - Tengku Alina Tengku Ismail
- Department of Community Medicine, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Health Campus, 16150, Kubang Kerian, Kelantan, Malaysia
| | - Anees Abdul Hamid
- Primary Care Unit, Kelantan State Health Department, Tingkat 5, Wisma Persekutuan, Jalan Bayam, 15590, Kota Bharu, Kelantan, Malaysia
| | - Ramesh Sahathevan
- Department of Medicine and Neurology, Ballarat Health Services, Drummond Street North, Ballarat, Victoria, 3350, Australia
| | - Zariah Abdul Aziz
- Department of Medicine, Hospital Sultanah Nur Zahirah, 20400, Kuala Terengganu, Terengganu, Malaysia
| | - Kamarul Imran Musa
- Department of Community Medicine, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Health Campus, 16150, Kubang Kerian, Kelantan, Malaysia.
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Fantaye AW, Buh AW, Idriss-Wheeler D, Fournier K, Yaya S. Interventions Promoting Child Sexual and Reproductive Health and Rights in LMICs: A Systematic Review. Pediatrics 2022; 149:186941. [PMID: 35503330 DOI: 10.1542/peds.2021-053852k] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/16/2022] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVE Middle childhood is a critical period for physical, social, behavioral, and cognitive changes. A positive and healthy sexual and reproductive health and rights (SRHR) foundation can minimize SRHR risks, leading to better outcomes. Our objective is to identify effective educational interventions promoting or supporting the SRHR of school-age children in low and middle-income countries. DATA SOURCES Medline, Embase, CINAHL, APA PsycInfo, ERIC, Cochrane Central Register of Controlled Trials, Education Source, Web of Science, SciELO Citation Index, Global Health, and Sociological Abstract were searched from 2000 to December 2020. STUDY SELECTION Eligible articles had a sample mean age between 5 and 10 years, quantitatively tested the effects of educational interventions against a comparison group, and measured SRHR related outcomes. DATA EXTRACTION Data extracted from the 11 eligible articles were study methods, participant characteristics, interventions and comparisons, outcome measures, and results. RESULTS The review found evidence of significant intervention effects on protective knowledge, attitudes, behaviors, and skills for preventing sexual violence and HIV infection. The strongest evidence was for significant improvements in children's knowledge of child sexual abuse prevention concepts and strategies. LIMITATIONS A meta-analysis could not be performed because most studies lacked randomization, included no information on the magnitude of effects, and had inadequate follow-up evaluations to truly assess retention. Only a few studies contributed to findings on protective attitudes, behaviors, and skills against child sexual abuse, gender-based violence, and human immunodeficiency virus infection, as well as physiologic outcome. CONCLUSIONS The educational interventions demonstrated significant improvements in primary school children's protective capacities, especially in their protective knowledge against sexual abuse.
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Affiliation(s)
| | | | | | | | - Sanni Yaya
- School of International Development and Global Studies, University of Ottawa, Ottawa, Ontario, Canada.,The George Institute for Global Health, Imperial College London, London, United Kingdom
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Lakhanpaul M, Roy S, Lall MC, Chaturvedi H, Khanna R, Allaham S, Demel IC, Benton L, Vijay VK, Sharma S, Manikam L, Santwani N, Pattanaik SP, Singh T, Pandya P, Dang P, Parikh P. Role of schools in community mobilisation to improve IYCF practices in 6-24-month-old tribal children in the Banswara district, India: findings from the qualitative PANChSHEEEL study. BMJ Open 2022; 12:e047741. [PMID: 35414538 PMCID: PMC9006840 DOI: 10.1136/bmjopen-2020-047741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
OBJECTIVE India has been struggling with infant malnutrition for decades. There is a need to identify suitable platforms for community engagement to promote locally feasible, resource efficient Infant and Young Child Feeding (IYCF) interventions. This study aims to explore if and how schools could represent a site for community engagement in rural India, acting as innovation hubs to foster positive change in partnership with the Angawadi centres. DESIGN Five-phase formative study; A parallel mixed methods approach structured by a socioecological framework was used for data collection at individual, household and community levels. This paper focuses on the qualitative findings. SETTING This study was undertaken in nine villages within two blocks, 'Ghatol' and 'Kushalgarh', in the Banswara district of Rajasthan, India. PARTICIPANTS 17 schools were identified. Interviews were conducted with local opinion leaders and representatives in the education sector, including principals, schoolteachers, block and district education officers. Across the nine study villages, information was gathered from 67 mothers, 58 paternal grandmothers using Focus Discussion Groups (FDGs) and 49 key respondents in Key Informant Interviews. RESULTS Schools were considered an important community resource. Challenges included limited parental participation and student absenteeism; however, several drivers and opportunities were identified, which may render schools a suitable intervention delivery site. Enrolment rates were high, with schools and associated staff encouraging parental involvement and student attendance. Existing initiatives, including the mid-day meal, play opportunities and education on health and hygiene, further highlight the potential reliability of schools as a platform for community mobilisation. CONCLUSIONS Schools have been shown to be functional platforms frequently visited and trusted by community members. With teachers and children as change agents, schools could represent a suitable setting for community mobilisation in future wider scale intervention studies. Expanding the supportive environment around schools will be essential to reinforce healthy IYCF practices in the long term.
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Affiliation(s)
- Monica Lakhanpaul
- Population, Policy and Practice, UCL Great Ormond Street Institute of Child Health, University College London, London, UK
- Whittington Health NHS Trust, London, UK
| | - Susrita Roy
- National Support Office, Save The Children, Gurugram, India
| | | | | | - Rajesh Khanna
- National Support Office, Save The Children, Gurugram, India
| | - Shereen Allaham
- Department of Epidemiology and Public Health, University College London Institute of Epidemiology and Health Care, London, UK
- Aceso Global Health Consultants Ltd, London, UK
| | - Isabel-Cathérine Demel
- Department of Life Sciences & Medicine, King's College London GKT School of Medical Education, London, UK
| | - Lorna Benton
- Population, Policy and Practice, UCL Great Ormond Street Institute of Child Health, University College London, London, UK
| | | | - Sanjay Sharma
- Engineering for International Development Centre, University College London, London, UK
| | - Logan Manikam
- Department of Epidemiology and Public Health, University College London Institute of Epidemiology and Health Care, London, UK
- Aceso Global Health Consultants Ltd, London, UK
| | - Neha Santwani
- National Support Office, Save The Children, Gurugram, India
| | | | | | | | - Priyanka Dang
- National Support Office, Save The Children, Gurugram, India
| | - Priti Parikh
- Engineering for International Development Centre, University College London, London, UK
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Welch V, Dewidar O, Tanjong Ghogomu E, Abdisalam S, Al Ameer A, Barbeau VI, Brand K, Kebedom K, Benkhalti M, Kristjansson E, Madani MT, Antequera Martín AM, Mathew CM, McGowan J, McLeod W, Park HA, Petkovic J, Riddle A, Tugwell P, Petticrew M, Trawin J, Wells GA. How effects on health equity are assessed in systematic reviews of interventions. Cochrane Database Syst Rev 2022; 1:MR000028. [PMID: 35040487 PMCID: PMC8764740 DOI: 10.1002/14651858.mr000028.pub3] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
BACKGROUND Enhancing health equity is endorsed in the Sustainable Development Goals. The failure of systematic reviews to consider potential differences in effects across equity factors is cited by decision-makers as a limitation to their ability to inform policy and program decisions. OBJECTIVES: To explore what methods systematic reviewers use to consider health equity in systematic reviews of effectiveness. SEARCH METHODS We searched the following databases up to 26 February 2021: MEDLINE, PsycINFO, the Cochrane Methodology Register, CINAHL, Education Resources Information Center, Education Abstracts, Criminal Justice Abstracts, Hein Index to Foreign Legal Periodicals, PAIS International, Social Services Abstracts, Sociological Abstracts, Digital Dissertations and the Health Technology Assessment Database. We searched SCOPUS to identify articles that cited any of the included studies on 10 June 10 2021. We contacted authors and searched the reference lists of included studies to identify additional potentially relevant studies. SELECTION CRITERIA We included empirical studies of cohorts of systematic reviews that assessed methods for measuring effects on health inequalities. We define health inequalities as unfair and avoidable differences across socially stratifying factors that limit opportunities for health. We operationalised this by assessing studies which evaluated differences in health across any component of the PROGRESS-Plus acronym, which stands for Place of residence, Race/ethnicity/culture/language, Occupation, Gender or sex, Religion, Education, Socioeconomic status, Social capital. "Plus" stands for other factors associated with discrimination, exclusion, marginalisation or vulnerability such as personal characteristics (e.g. age, disability), relationships that limit opportunities for health (e.g. children in a household with parents who smoke) or environmental situations which provide limited control of opportunities for health (e.g. school food environment). DATA COLLECTION AND ANALYSIS Two review authors independently extracted data using a pre-tested form. Risk of bias was appraised for included studies according to the potential for bias in selection and detection of systematic reviews. MAIN RESULTS: In total, 48,814 studies were identified and the titles and abstracts were screened in duplicate. In this updated review, we identified an additional 124 methodological studies published in the 10 years since the first version of this review, which included 34 studies. Thus, 158 methodological studies met our criteria for inclusion. The methods used by these studies focused on evidence relevant to populations experiencing health inequity (108 out of 158 studies), assess subgroup analysis across PROGRESS-Plus (26 out of 158 studies), assess analysis of a gradient in effect across PROGRESS-Plus (2 out of 158 studies) or use a combination of subgroup analysis and focused approaches (20 out of 158 studies). The most common PROGRESS-Plus factors assessed were age (43 studies), socioeconomic status in 35 studies, low- and middle-income countries in 24 studies, gender or sex in 22 studies, race or ethnicity in 17 studies, and four studies assessed multiple factors across which health inequity may exist. Only 16 studies provided a definition of health inequity. Five methodological approaches to consider health equity in systematic reviews of effectiveness were identified: 1) descriptive assessment of reporting and analysis in systematic reviews (140 of 158 studies used a type of descriptive method); 2) descriptive assessment of reporting and analysis in original trials (50 studies); 3) analytic approaches which assessed differential effects across one or more PROGRESS-Plus factors (16 studies); 4) applicability assessment (25 studies) and 5) stakeholder engagement (28 studies), which is a new finding in this update and examines the appraisal of whether relevant stakeholders with lived experience of health inequity were included in the design of systematic reviews or design and delivery of interventions. Reporting for both approaches (analytic and applicability) lacked transparency and was insufficiently detailed to enable the assessment of credibility. AUTHORS' CONCLUSIONS There is a need for improvement in conceptual clarity about the definition of health equity, describing sufficient detail about analytic approaches (including subgroup analyses) and transparent reporting of judgments required for applicability assessments in order to consider health equity in systematic reviews of effectiveness.
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Affiliation(s)
- Vivian Welch
- Methods Centre, Bruyère Research Institute, Ottawa, Canada
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Canada
| | - Omar Dewidar
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Canada
| | | | | | | | | | - Kevin Brand
- Telfer School of Management, University of Ottawa, Ottawa, Canada
| | | | | | | | | | | | | | - Jessie McGowan
- Department of Medicine, Faculty of Medicine, University of Ottawa, Ottawa, Canada
| | | | | | | | - Alison Riddle
- School of Epidemiology and Public Health, Faculty of Medicine, University of Ottawa, Marmora, Canada
| | - Peter Tugwell
- Department of Medicine, Faculty of Medicine, University of Ottawa, Ottawa, Canada
| | - Mark Petticrew
- Department of Social & Environmental Health Research, Faculty of Public Health & Policy, London School of Hygiene and Tropical Medicine, London, UK
| | | | - George A Wells
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Canada
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Nash R, Patterson K, Flittner A, Elmer S, Osborne R. School-Based Health Literacy Programs for Children (2-16 Years): An International Review. THE JOURNAL OF SCHOOL HEALTH 2021; 91:632-649. [PMID: 34096058 DOI: 10.1111/josh.13054] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Revised: 01/23/2020] [Accepted: 01/24/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Health literacy impacts children's health and educational attainment. Therefore, determining the most appropriate pedagogical design is critical. The long-term health benefits of health literacy for each child's life course further justify this imperative. School-based health literacy programs are of interest internationally. METHODS We brainstormed the search terms and established inclusion/exclusion criteria for this systematic review. We searched 2 databases (CINAHL, ERIC) following PRISMA guidelines. Three authors screened and sorted the findings. RESULTS We identified 21 relevant studies from 629 retrieved. Few (6/21) studies were situated in the primary school setting. CONCLUSIONS This review found a variety of project designs, evaluation methods, and conceptual models. Descriptive analysis of the final 21 papers highlighted the importance of multicomponent design (whole-of-school and curriculum), cross-curricula integration, professional development for teachers, age of children, role of parents, and role of community. The results of this analysis may inform primary school program design in the future. Schools provide a logical setting for health literacy development. Despite the evidence that adolescence is too late, few studies have been situated in primary schools. Teachers lack confidence to teach health and need ongoing professional development. Parent, child, and community voices are essential for sustained engagement and program success.
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Affiliation(s)
- Rosie Nash
- Lecturer in Public Health and Health Systems, , College of Health & Medicine, University of Tasmania, Medical Science 2 17 Liverpool Street, Private Bag 34, Hobart, TAS, 7001, Australia
| | - Kira Patterson
- Lecturer in Health Pedagogy, , School of Education, College of Arts, Law and Education, University of Tasmania; Healthspan Advisory Board Member, University of Illinois, Chicago, Locked Bag 1307, Launceston, TAS, 7250, Australia
| | - Anna Flittner
- Associate Lecturer and HealthLit4Kids Research Assistant, , College of Health & Medicine, University of Tasmania, Hobart, TAS, 7001, Australia
| | - Shandell Elmer
- Senior Research Fellow, , School of Health Sciences, Faculty Arts, Health & Design, Swinburne University of Technology, PO Box 218, Hawthorne, VIC, 3122, Australia
- Adjunct Senior Lecturer, School of Education, University of Tasmania, Hobart, TAS, Australia
| | - Richard Osborne
- Global Health Equity, Distinguished Professor of Health Sciences, NHMRC Principal Research Fellow (2019-2023), Prof (Hon), , University of Copenhagen, Denmark; Bualuang ASEAN Chair Professorship, Thammasat University, Thailand; Faculty of Health, Arts and Design, Swinburne University, Hawthorn, Australia
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Health Literacy and Health Behavior: Associated Factors in Surabaya High School Students, Indonesia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18158111. [PMID: 34360404 PMCID: PMC8345632 DOI: 10.3390/ijerph18158111] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Revised: 07/27/2021] [Accepted: 07/27/2021] [Indexed: 12/02/2022]
Abstract
(1) Background: The health behavior (HB) of adolescents develops in the school or family setting and plays an important role in their future health status. Health literacy (HL) has been identified as an important factor in modifying health behavior in addition to socioeconomic factors. health-promoting school (HPS) programs also have a significant role in providing students with the means of learning the importance of knowledge, behavior, and skills for a healthy lifestyle. (2) Method: This study aims to identify the association between HB, HL measured in comprehensive health literacy (CHL) and functional health literacy (FHL), HPS programs, and socioeconomic factors among high school students in Surabaya, Indonesia. A cross-sectional study was conducted, and 1066 students were evaluated as respondents. (3) Result: The results of multivariate analyses showed that following factors were associated with better health behavior: female, better academic performance, higher grade, higher father’s education, lower allowance, and better CHL and FHL. The strongest association for HB was gender. CHL was especially associated with handwashing, physical activity, and drug abuse. FHL was associated with smoking and drug abuse. The implementation of HPS programs did not reach an optimum level and only influenced physical activity. (4) Conclusions: The findings confirm that CHL and FHL have a significant association with several HBs. HB intervention in the HPS program is recommended to incorporate the CHL and FHL for a better health impact.
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Barfield PA, Ridder K, Hughes J, Rice-McNeil K. Get Outside! Promoting Adolescent Health through Outdoor After-School Activity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:7223. [PMID: 34299674 PMCID: PMC8305783 DOI: 10.3390/ijerph18147223] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/13/2021] [Revised: 07/03/2021] [Accepted: 07/04/2021] [Indexed: 12/22/2022]
Abstract
BACKGROUND The Get Outside: After School Activity Program (GO-ASAP) exemplifies how a rural community can utilize its natural resources and community partnerships to promote adolescent health. METHODS A qualitative descriptive inquiry was conducted using convenience sampling. Data were collected from students (n = 13/2018; n = 13/2019) via focus group and art-based method (2018 only) and parent (n = 6/2018) focus group. Data were analyzed via qualitative content analysis using the applied theoretical frameworks of Social Cognitive Theory and Social Determination Theory. RESULTS (1) Increasing Health-Related Competencies. Students increased their physical activity, improved their sleep, perceived less stress, and reported changes in dietary habits and electronic use. (2) Increasing Social Relatedness. Students made new friends, felt more connected, and spent less time home alone after school. (3) Increasing Autonomy and Intrinsic Motivation. Students recognized their emerging capabilities, and their increased confidence stimulated more action-oriented behavior. Parent-perceived changes support and mirror student reports. CONCLUSION Outdoor, nature-based, activity programs are a novel upstream approach to promote adolescent health, especially in rural communities where natural resources often exceed health-service resources and community partnerships are a way of life.
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Affiliation(s)
- Patricia Ann Barfield
- School of Nursing, Oregon Health & Science University (OHSU), Portland, OR 97239, USA
| | - Katelyn Ridder
- Health & Human Performance, Eastern Oregon University, La Grande, OR 97850, USA; (K.R.); (J.H.); (K.R.-M.)
| | - Justin Hughes
- Health & Human Performance, Eastern Oregon University, La Grande, OR 97850, USA; (K.R.); (J.H.); (K.R.-M.)
| | - Kelly Rice-McNeil
- Health & Human Performance, Eastern Oregon University, La Grande, OR 97850, USA; (K.R.); (J.H.); (K.R.-M.)
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Ramdzan SN, Suhaimi J, Harris KM, Khoo EM, Liew SM, Cunningham S, Pinnock H. School-based self-management interventions for asthma among primary school children: a systematic review. NPJ Prim Care Respir Med 2021; 31:18. [PMID: 33795691 PMCID: PMC8016947 DOI: 10.1038/s41533-021-00230-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 02/26/2021] [Indexed: 11/09/2022] Open
Abstract
A Cochrane review of school-based asthma interventions (combining all ages) found improved health outcomes. Self-management skills, however, vary according to age. We assessed effectiveness of primary school-based self-management interventions and identified components associated with successful programmes in children aged 6-12 years. We updated the Cochrane search (March 2020) and included the Global Health database. Two reviewers screened, assessed risk-of-bias and extracted data. We included 23 studies (10,682 participants); four at low risk-of-bias. Twelve studies reported at least one positive result for an outcome of interest. All 12 positive studies reported parental involvement in the intervention, compared to two-thirds of ineffective studies. In 10 of the 12 positive studies, parental involvement was substantial (e.g. attending sessions; phone/video communication) rather than being provided with written information. School-based self-management intervention can improve health outcomes and substantial parental involvement in school-based programmes seemed important for positive outcomes among primary school children.
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Affiliation(s)
- Siti Nurkamilla Ramdzan
- Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.,NIHR Global Health Research Unit on Respiratory Health (RESPIRE), Usher Institute, University of Edinburgh, Edinburgh, UK
| | - Julia Suhaimi
- Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Katherine M Harris
- Centre for Child Health, Blizard Institute, Queen Mary University of London, London, UK
| | - Ee Ming Khoo
- Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Su May Liew
- Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Steve Cunningham
- NIHR Global Health Research Unit on Respiratory Health (RESPIRE), Usher Institute, University of Edinburgh, Edinburgh, UK
| | - Hilary Pinnock
- NIHR Global Health Research Unit on Respiratory Health (RESPIRE), Usher Institute, University of Edinburgh, Edinburgh, UK.
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Poudel K, Sumi N, Yano R. Impact of Peer-Led Cancer Education Program on Knowledge, Health Beliefs, Practice, and Self-Esteem Among Pairs of Nepalese High-School Students and Their Knowledge-Sharing Partners. Healthcare (Basel) 2021; 9:64. [PMID: 33440740 PMCID: PMC7827844 DOI: 10.3390/healthcare9010064] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 01/08/2021] [Accepted: 01/08/2021] [Indexed: 11/16/2022] Open
Abstract
Raising cancer awareness among adolescents can increase their confidence in identifying cancer symptoms and develop healthy habits. This study tested the effectiveness of cancer education based on a new model among high schoolers. A non-randomized control group pre-post-test design study was conducted among 313 pairs of adolescent students and their knowledge-sharing partners in Lalitpur, Nepal. A baseline test was conducted before the education program, and it was followed up at two weeks and three months. Results were measured using a chi-square test, binary logistic regression, and a two-way repeated-measures ANOVA. There was a significant interaction effect of intervention and time on students' knowledge, beliefs, self-esteem, and practice, along with a change in some scores of knowledge-sharing partners. Joint assignment supported the idea of diffusion of information within the family and in the neighborhood. The peer group discussion could encourage active learning and help students to participate visibly in problem-solving and reflecting more sustainably. Time constraints, lack of human resources, and support groups, might limit this program's usage; however, preparing guidelines, and connecting communities, organizations, hospitals, volunteer health workers, and survivors can help make it more sustainable and approachable.
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Affiliation(s)
- Kritika Poudel
- Graduate School of Health Sciences, Hokkaido University, Sapporo 060-0812, Japan;
| | - Naomi Sumi
- Faculty of Health Sciences, Hokkaido University, Kita 12, Nishi 5, Sapporo 060-0812, Japan;
| | - Rika Yano
- Faculty of Health Sciences, Hokkaido University, Kita 12, Nishi 5, Sapporo 060-0812, Japan;
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Elmer S, Nash R, Kemp N, Coleman C, Wyss M, Roach J. HealthLit4Kids: Supporting schools to be health literacy responsive organisations. Health Promot J Austr 2020; 32 Suppl 1:17-28. [PMID: 32865249 DOI: 10.1002/hpja.412] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Accepted: 08/24/2020] [Indexed: 11/09/2022] Open
Abstract
ISSUE ADDRESSED To reduce inequity, services and community organisations must respond to the health literacy needs and strengths of each individual accessing their services. As a social determinant, health literacy is compounded by interactions between the service provider, the individual, and their wider community. Schools provide a critical nexus between the teacher (as service provider), the student (as learner) and their family (carers and wider community) to support the development of children's health literacy. METHODS Five Tasmanian primary schools (84 teachers) completed an assessment of their school in relation to the domains of a health literate organisation using the HeLLOTas! (HEalth Literacy Learning Organisations Tasmania) Self-Assessment Checklist, before and after taking part in the HealthLit4Kids program. RESULTS While the differences between pre- and post-intervention ratings were not large, they moved in a positive direction for all six domains. There was a significant main effect of time, F (1, 4) = 83.9, P < .001, ƞ2 = 0.99, showing that overall ratings increased from before to after the intervention. Teacher-recommended actions across all schools were grouped for insight into their interpretation and application of the tool in the school context. CONCLUSION Using the HeLLOTas! Self-Assessment Checklist served a dual purpose. Teachers developed a shared understanding of the characteristics of a health-literate organisation to produce a schoolwide action plan. Simultaneously, we gained valuable insights into the processes required to support the development of organisational health literacy in schools, and we share ten propositions applicable to other schools locally, nationally and internationally. SO WHAT?: To the best of our knowledge, this is the first time that a school's health literacy responsiveness has been measured. Our key propositions will support future efforts by policy makers, researchers and school principals.
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Affiliation(s)
- Shandell Elmer
- Centre for Global Health and Equity, School of Health Sciences, Faculty Arts, Health & Design, Swinburne University of Technology, Hawthorn, Australia
| | - Rose Nash
- School of Medicine, College of Health and Medicine, The University of Tasmania, Hobart, Australia
| | - Nenagh Kemp
- School of Psychological Sciences, College of Health and Medicine, The University of Tasmania, Hobart, Australia
| | - Cheryn Coleman
- School of Medicine, College of Health and Medicine, The University of Tasmania, Hobart, Australia
| | - Martina Wyss
- Sector Improvement and Innovation, Primary Health Tasmania, Launceston, Australia
| | - Julie Roach
- Health Literacy Projects, Tasmanian Council of Social Services (TasCOSS), Hobart, Australia
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Choi Y, Kang S, Kim JS, Kwon I, Lee M. School Health Needs Assessment in Chanchamayo, Peru: A Health Promoting School Project. Front Public Health 2020; 8:333. [PMID: 32793543 PMCID: PMC7385374 DOI: 10.3389/fpubh.2020.00333] [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] [Received: 04/26/2020] [Accepted: 06/15/2020] [Indexed: 11/25/2022] Open
Abstract
Background: School-based health promotion can be particularly valuable in developing countries. However, there is a lack of information about the health needs of Peruvian school students. The purpose of this study was to conduct a health needs assessment to develop strategies for a school health promotion program in a jungle and indigent region in Chanchamayo, Peru. Methods: This study was conducted using a mixed method approach that included a literature review, national and local statistics, stakeholder interviews, and a survey. Participants of the survey were 210 teachers, 2,504 elementary school students, and 2,834 secondary school students from six ‘schools in two planned project implementation regions. A self-administered questionnaire for students was developed based on WHO's Global School-based Student Health Survey. Collected data were analyzed using descriptive statistics, chi-square tests, and t-tests for the survey data and content analysis for the interviews. Results: Weak school health systems were identified, including school health policies, curriculum, trained health care personnel, and health-related facilities and equipment. Common health problems of students were anemia, nutritional deficiency, infectious diseases, tuberculosis, drug abuse, poor hygiene, and sex-related problems. High absence rates from school due to family problems and high dropout rates due to pregnancy were also critical issues. Teachers identified personal hygiene, nutrition, reproductive health, and sex education as high priorities for school health education, while students identified prevention of infectious diseases, nutrition education, psychological health, and healthy lifestyles as priorities. Identified strategies included: establishment of school health policies, curriculum-based interventions, increasing community participation and raising school health awareness, capacity building for health care promotors, training of trainers, and partnership between schools and communities. Conclusions: Findings from this study will help guide the development and implementation of a school-based health promotion program in Chanchamayo. Multicomponent school-based interventions that consider feasibility and sustainability will be developed and evaluated based on WHO's Health Promoting School concepts.
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Affiliation(s)
- Yoona Choi
- Department of Nursing, Ulsan College, Ulsan, South Korea
| | - Sunjoo Kang
- Department of Global Health, Graduate School of Public Health, Yonsei University, Seoul, South Korea
| | - Jin Sun Kim
- Department of Nursing, Chosun University, Gwangju, South Korea
| | | | - Myungken Lee
- Department of Global Health, Graduate School of Public Health, Yonsei University, Seoul, South Korea
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School-based interventions to promote adolescent health: A systematic review in low- and middle-income countries of WHO Western Pacific Region. PLoS One 2020; 15:e0230046. [PMID: 32134985 PMCID: PMC7058297 DOI: 10.1371/journal.pone.0230046] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2019] [Accepted: 02/21/2020] [Indexed: 11/29/2022] Open
Abstract
Background In the World Health Organization Western Pacific Region (WHO WPRO), most adolescents enroll in secondary school. Safe, healthy and nurturing school environments are critical for adolescent health and development. Yet, there were no systematic reviews found on the efficacy of school-based interventions among adolescents living in low and middle income countries (LMIC) in the Region. There is an urgent need to identify effective school-based interventions and facilitating factors for successful implementation in adolescent health in WPRO. Methods For this systematic review, we used five electronic databases to search for school-based interventions to promote adolescent health published from January 1995 to March 2019. We searched RCT and non-RCT studies among adolescents between 10 to 19 years old, done in LMIC of WHO WPRO, and targeted health and behaviour, school environment and academic outcomes. Quality of studies, risk of bias and treatment effects were analyzed. Effective interventions and implementation approaches were summarized for consideration in scale-up. Results Despite a broad key term search strategy, we identified only eight publications (with 18,774 participants). Most of the studies used knowledge, attitudes and behaviours as outcome measures. A few also included changes in the school policy and physical environment as outcome measures while only one used BMI, waist circumference and quality of life as their outcome measures. The topics in these studies included: AIDS, sexual and reproductive health, de-worming, nutrition, obesity, tobacco use, and suicide. Some interventions were reported to be successful in improving knowledge, attitudes and behaviours, but their impact and scale were limited. The interventions used by the different studies varied from those that addressed a single action area (e.g. developing personal skills) or a combination of action areas in health promotion, e.g. developing a health policy, creating a supportive environment and developing personal skills. No intervention study was found on other important issues such as screening, counseling and developing safe and nurturing school environments. Conclusions Only eight school-based health interventions were conducted in the Region. This study found that school-based interventions were effective in changing knowledge, attitudes, behaviors, healthy policies and environment. Moreover, it was clarified that policy support, involving multiple stakeholders, incorporating existing curriculum, student participation as crucial factors for successful implementation.
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Hatamizadeh N, Adibsereshki N, Kazemnejad A, Sajedi F. Randomized trial of a resilience intervention on resilience, behavioral strengths and difficulties of mainstreamed adolescent students with hearing loss. Int J Pediatr Otorhinolaryngol 2020; 128:109722. [PMID: 31670194 DOI: 10.1016/j.ijporl.2019.109722] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/26/2019] [Revised: 10/02/2019] [Accepted: 10/10/2019] [Indexed: 11/26/2022]
Abstract
OBJECTIVES Adolescents with hearing loss have shown emotional and behavioral difficulties. This study evaluated the effectiveness of a resilience-focused intervention on resilience, behavioral strengths, and difficulties of mainstreamed adolescent students with hearing loss. METHODS In this experimental study with a pre-test, post-test, follow up, and control group design, a total number of 122 students with hearing loss, were randomly assigned to two equal groups. The intervention group received training in small groups of 3-5 self-contained classes for six weeks (two times per week for 75 min). The "Connor-Davidson Resilience Scale" and the "self-report version of Strengths and Difficulties Questionnaire (SDQ)" were used to measure the resilience and the positive and negative behavioral attributes of participants prior to intervention, then repeat of 6 and 14 weeks later. The scores were compared between intervention and control groups using the Mann-Whitney Test. RESULTS After the intervention, the resilience scores in the intervention group was significantly higher than the control group (U = 831, p < .001). Also, the SDQ score in the intervention group was significantly higher than the control group (U = 634, (p < .001). Negative behavioral attributes (total SDQ scores, and sub-scales scores of hyperactivity, emotional, conduct, and peer problems) were decreased, and prosocial behavior was increased significantly in the intervention group (p < .001). All of the differences remained through follow-up measurement except for the subscale of conduct problems. CONCLUSION The twelve sessions of resilience-focused intervention led to a marked increase in resilience. It also is effective in decreasing the behavioral difficulties of adolescents with hearing loss and is suggested to apply for students with hearing impairment integrated into middle schools.
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Affiliation(s)
- Nikta Hatamizadeh
- Pediatric Neurorehabilitation Research Center and Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Koodakyar Ave, Daneshjoo Blvd, Evin, Tehran, Iran.
| | - Narges Adibsereshki
- Pediatric Neurorehabilitation Research Center and Department of Psychology and Education of Exceptional Children, University of Social Welfare and Rehabilitation Sciences, Koodakyar Ave, Daneshjoo Blvd, Evin, Tehran, Iran.
| | - Anoshirvan Kazemnejad
- Department of Biostatistics, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
| | - Firoozeh Sajedi
- Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
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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.
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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
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Bashirian S, Shirahmadi S, Seyedzadeh-Sabounchi S, Soltanian AR, Karimi-Shahanjarini A, Vahdatinia F. Association of caries experience and dental plaque with sociodemographic characteristics in elementary school-aged children: a cross-sectional study. BMC Oral Health 2018; 18:7. [PMID: 29321029 PMCID: PMC5763616 DOI: 10.1186/s12903-017-0464-4] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2017] [Accepted: 12/17/2017] [Indexed: 12/03/2022] Open
Abstract
Background Dental caries among Iranian elementary school children aged 6–12 years continue to rise. To estimate treatment needs and guide health initiatives, current epidemiologic data are required. Such data are currently unavailable for dental health. The purpose of this study was to assess caries experience, dental plaque, and associated factors in elementary school-aged children from Iran. Methods In this cross-sectional study, 988 elementary school children aged 7–12 years were selected by multistage cluster sampling. Dental caries was studied using the WHO criteria, dental plaque was examined according to O’Leary index. Data on parental education and occupation, living district, dental pain within the past year, and tooth brushing habits under parental supervision were collected through interviews based on questionnaire. The data were analyzed with descriptive statistics and logistic and linear regression. Results The mean (SD) age of the elementary school children was 9.64 (1.73) years. The highest dmft was seen in elementary school children aged 7–8 years 6.53 (4.37) and the highest DMFT and dental plaque was in 12 year olds recorded as 1.17 (1.77) and 51.97 (25.86), respectively. The proportion of decayed teeth in 7 years old elementary school based on dmft index was 80.36%, moreover, the proportion in 12 years old elementary school was 40.17% based on the DMFT index. Age, gender, and dental pain within the past year were significantly associated with DMFT and dmft. The odds of developing dental caries (DMFT) was 1.70 times higher in girls than in boys (p < 0.001) and 1.72 times higher in the students that reported dental pain frequently than in those who did not (p = 0.005). The chance of developing dental caries (dmft) was 0.47 times lower in girls than boys (p < 0.001). Age was significantly correlated with dental plaque such that Plaque Index increased by 2.44 times per one year increase in age (p < 0.001). Conclusion Results indicated that dental caries experience and plaque formation among elementary school children in Hamadan were high and they were influenced by their sociodemographic factors. The associations found can be used as a helpful guide for planning accurate preventive programs for elementary school children in this region.
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Affiliation(s)
- Saeed Bashirian
- Social Determinants of Health Research Center and Department of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Samaneh Shirahmadi
- Department of Public Health, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran.
| | | | - Ali Reza Soltanian
- Department of Biostatistics, School of public health and Modeling of no communicable diseases research center. Hamadan University of Medical Sciences, Hamadan, Iran
| | | | - Farshid Vahdatinia
- Dental research center, Hamadan University of Medical Sciences, Hamadan, Iran
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