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Etxebarria-Perez-de-Nanclares O, Vizcarra Morales MT, López-Vélez AL, Gamito Gómez R. Trans narratives on school experiences-This is how we feel. Front Psychol 2024; 15:1373508. [PMID: 38680278 PMCID: PMC11055463 DOI: 10.3389/fpsyg.2024.1373508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2024] [Accepted: 03/27/2024] [Indexed: 05/01/2024] Open
Abstract
Introduction The school environment remains unsafe for many trans people, where they are victims of discrimination, aggression, and bullying, resulting in socioemotional and physical harm to trans individuals. Intersectionality and minority stress are contributing factors in this already challenging education environment. In many cases, the voices of trans people are not heard or listened to at school; therefore, this study aims to listen to their school experiences in order to identify key areas for improvement. Method This study implemented a narrative research approach where six in-depth interviews were completed with trans participants from the Basque Country, Europe, and the United States of America that focused on five dimensions: being a trans, the role of school, lack of teacher education and training, segregation by gender, and socioemotional wellbeing. The transcriptions of these interviews were coded using Nvivo software in categorical systems in a deductive and inductive way. Results The results clearly showed that the binary society has a negative impact on trans people. In addition, the educational environment is still hostile for most of them, in which the lack of teacher training and gender identity content in the curriculum has a negative impact on trans people and their experiences at school. Discussion The findings support the idea that socially ingrained binarism is detrimental to all those who step outside the norm. It can also be said that the earlier the transition is made, the better the effect (clinical as well as socioemotional) on their personal lives. For this early transition to occur, it is necessary to have access to information from an early age.
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Affiliation(s)
- Olatz Etxebarria-Perez-de-Nanclares
- Psychodidactics Doctoral Program, Psychology of Education and Specific Didactic, Faculty of Education and Sport, University of the Basque Country, Vitoria-Gasteiz, Spain
| | - Maria Teresa Vizcarra Morales
- Didactics of Musical, Plastic and Body Expression, Faculty of Education and Sport, University of the Basque Country, Vitoria-Gasteiz, Spain
| | - Ana Luisa López-Vélez
- Department of School Didactics and Organization, Faculty of Education and Sport, University of the Basque Country, Vitoria-Gasteiz, Spain
| | - Rakel Gamito Gómez
- Department of School Didactics and Organization, Faculty of Education and Sport, University of the Basque Country, Vitoria-Gasteiz, Spain
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Caprì T, Dovigo L, Semino M, Lotan M, Mohammadhasani N, Zamarra G, Fabio RA. Use of a low-tech tool in the improvement of social interaction of patients with Rett Syndrome: an observational study. Front Public Health 2024; 12:1353099. [PMID: 38645452 PMCID: PMC11027742 DOI: 10.3389/fpubh.2024.1353099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Accepted: 03/22/2024] [Indexed: 04/23/2024] Open
Abstract
Introduction The main aim of the present study was to examine whether the use of a low-tech tool, called click4all, inserted into cognitive and motor training can increase social interaction of patients with Rett Syndrome (RTT) with classmates in a school setting. Methods Twenty-seven participants with RTT were randomly assigned to two groups: the experimental group received treatment with click4all, and the control group received traditional treatment without click4all. Parameters were measured before treatment (T1), 6 months after treatment (T2), 6 months after the second treatment phase (T3) and at the end of the third treatment phase (T4). Results The results demonstrated an increase in levels of social interaction among classmates and patients with RTT in the experimental group, over time, compared to the control group, 95% CI [5.20-15.30]. Classmates also showed a higher level of knowledge related to participants of the experimental group, and this increased over time, 95% CI [24.98-63.52]. The level of knowledge related to the control group was stable over time and lower than the experimental group. Discussion This study demonstrated that the use of a low-tech tool can increase social interactions of patients with RTT in a school setting. This is important, as patients with RTT are often restricted in an isolation condition.
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Affiliation(s)
- Tindara Caprì
- Department of Life and Health Sciences, and Health Professions, Link Campus University, Rome, Italy
| | - Lucia Dovigo
- Airett Innovation and Research Center, Verona, Italy
| | | | - Meir Lotan
- Department of Physical Therapy, Ariel University, Ariel, Israel
| | - Nasrin Mohammadhasani
- Department of Educational Technology, Faculty of Educational Sciences and Psychology, Kharazmi University, Tehran, Iran
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Abstract
Most people start experimenting with and/or initiating health-compromising behaviors and establishing behavioral patterns during adolescence. Possible selves and episodic future thinking have been used to foster behavioral changes. In this study, we aimed to (1) develop a program incorporating possible selves and episodic future thinking to decrease the risks associated with health-compromising behaviors, and (2) examine the feasibility and fidelity of implementing this intervention among Taiwanese adolescents. A novel combination of existing intervention approaches tailored for the Taiwanese context was applied to develop a school-based intervention, which we named the Future Mapping Master program. This program contains four core units: exploring the self, setting goals, developing strategies and problem solving, and understanding the threats of health-compromising behaviors. It includes daily episodic future thinking visualization exercises. The feasibility evaluation was conducted with 88 adolescents aged 12-14 years. Feedback from teachers and students supported the proposed program's feasibility and revealed favorable reactions to the intervention. The Future Mapping Master program is feasible and offers promising strategies for implementation in Taiwanese school settings.
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Affiliation(s)
- Chia-Kuei Lee
- Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Li-Ling Liao
- Department of Health Management, I-Shou University, Kaohsiung, Taiwan
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Federici G, Marcotrigiano V, Bino E, Lovat A, Padoin A, Salerno G, D’Incà P, Napoli C, Cinquetti S. Healthy Snack Project: Improving Healthy Choices through Multidisciplinary Food Education Actions. Nutrients 2024; 16:255. [PMID: 38257147 PMCID: PMC10818516 DOI: 10.3390/nu16020255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Revised: 01/10/2024] [Accepted: 01/12/2024] [Indexed: 01/24/2024] Open
Abstract
School is one of the main settings where it is useful to guarantee health promotion actions, as it is well known that diet and eating habits that are shaped in the early stages of life are maintained through adulthood. The objective of this study was to carry out the "Healthy Snack" project to promote nutritional education in primary schools in the Province of Belluno in the 2022-2023 school year, in which 925 students were enrolled, and to evaluate the intervention in terms of changes in eating habits during their school breaks. Following the workshops performed by the healthcare workers (HCWs), medals were awarded, taking into account the quality of the participating students' mid-morning snacks, considering the food pyramid. The results collected in the annual survey period were related to the type and quantity of snacks consumed at school, and allowed students to gain a final score, comparing the period before and after the educational intervention to demonstrate the effectiveness of the actions promoted by HCWs and the increased nutritional quality of meals. In light of this evidence, public health strategies must continue to emphasize the importance of implementing health promotion interventions and actions aimed at children in order to prevent weight gain in this age group, and the potential development of cardiometabolic pathologies over their lifetime.
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Affiliation(s)
- Giuseppina Federici
- Prevention of Non-Communicable Diseases, Screening Programs and Health Promotion Service, Prevention Department, Local Health Authority “ULSS 1 Dolomiti”, 32100 Belluno, Italy; (G.F.); (A.L.); (A.P.)
| | | | - Erica Bino
- Epidemiology Service, Prevention Department, Local Health Authority “ULSS 1 Dolomiti”, 32100 Belluno, Italy;
| | - Alberto Lovat
- Prevention of Non-Communicable Diseases, Screening Programs and Health Promotion Service, Prevention Department, Local Health Authority “ULSS 1 Dolomiti”, 32100 Belluno, Italy; (G.F.); (A.L.); (A.P.)
| | - Angela Padoin
- Prevention of Non-Communicable Diseases, Screening Programs and Health Promotion Service, Prevention Department, Local Health Authority “ULSS 1 Dolomiti”, 32100 Belluno, Italy; (G.F.); (A.L.); (A.P.)
| | - Gerardo Salerno
- Department of Neurosciences, Mental Health and Sensory Organs “NESMOS”, Sapienza University of Rome, 00189 Rome, Italy;
| | - Pamela D’Incà
- Communication Office, Local Health Authority “ULSS 1 Dolomiti”, 32100 Belluno, Italy;
| | - Christian Napoli
- Department of Medical Surgical Sciences and Translational Medicine, Sapienza University of Rome, 00185 Rome, Italy;
| | - Sandro Cinquetti
- Prevention Department, Local Health Authority “ULSS 1 Dolomiti”, 32100 Belluno, Italy;
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Wong EH, Rosales KP, Looney L. Improving Cognitive Abilities in School-Age Children via Computerized Cognitive Training: Examining the Effect of Extended Training Duration. Brain Sci 2023; 13:1618. [PMID: 38137066 PMCID: PMC10742001 DOI: 10.3390/brainsci13121618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 11/17/2023] [Accepted: 11/20/2023] [Indexed: 12/24/2023] Open
Abstract
Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities. The purpose of this project was to examine the efficacy of a cognitive training program implemented during the school day to improve abilities predictive of academic achievement. Ninety-five children completed two training activities that were counterbalanced across participants. Analyses of baseline working memory, cognitive flexibility, and processing speed performance relative to those following training showed a strong treatment effect. Moreover, there is notable evidence of greater intervention efficacy with extended engagement with the training program. Implications for neuropsychological research and practice are discussed.
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Affiliation(s)
| | - Kevin P. Rosales
- Department of Child Development, California State University, San Bernardino, CA 92407, USA; (E.H.W.); (L.L.)
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Collishaw A, Snider A, McNamara P, Nuvaga S, Bilame AF. Impact of a video-based nutrition education program on the nutrition knowledge of students and parents: evidence from the North Region of Cameroon. Glob Health Promot 2023:17579759231206795. [PMID: 37990146 DOI: 10.1177/17579759231206795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2023]
Abstract
BACKGROUND Schools are an attractive platform for improving the dietary knowledge, attitudes and behaviors of children and their families, yet limited nutrition knowledge amongst educators can impede nutrition education efforts. Information and communication technology (ICT) can potentially overcome this barrier, yet there is limited evidence for its effectiveness in school settings in low- and middle-income countries. METHODS We implemented a randomized field experiment in 50 schools in the North Region of Cameroon to assess the effectiveness of a school-based nutrition education program at improving the nutrition knowledge of fifth and sixth grade students and their parents. We evaluate the relative effectiveness of video-based versus typical classroom instruction. Nutrition knowledge is assessed using a pre-post questionnaire and analyzed using analysis of covariance. RESULTS We find that students exposed to the video treatment improved their nutrition knowledge scores by 0.45 standard deviation more (equivalent to an additional 1.3 out of 14 correct answers) than students that received traditional classroom instruction. There is no differential impact of video on the nutrition knowledge scores of parents. CONCLUSION Videos can improve knowledge gains compared with typical classroom instruction, but questions remain as to the conditions under which videos and other ICT are most effective as instructional tools.
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Affiliation(s)
- Anissa Collishaw
- Department of Agricultural and Consumer Economics, University of Illinois at Urbana-Champaign, Urbana, USA
| | - Anna Snider
- Department of Agricultural and Consumer Economics, University of Illinois at Urbana-Champaign, Urbana, USA
| | - Paul McNamara
- Department of Agricultural and Consumer Economics, University of Illinois at Urbana-Champaign, Urbana, USA
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Xavier A, Vagos P, Palmeira L, Menezes P, Patrão B, Mendes SA, Tavares M. The Me and the Us of Emotions: a cluster-randomized controlled trial of the feasibility and efficacy of a compassion-based social-emotional learning program for children. Front Psychol 2023; 14:1196457. [PMID: 38023010 PMCID: PMC10646560 DOI: 10.3389/fpsyg.2023.1196457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 10/09/2023] [Indexed: 12/01/2023] Open
Abstract
There are well-established benefits of social and emotional learning (SEL) programs for children within educational contexts. Combining social-emotional skills and compassion abilities has been seldomly done, and it may be valuable at individual and societal levels, for resilient, empathetic, and inclusive societies. This study explored the feasibility and efficacy of a program designed to promote socioemotional and compassion skills in children attending the 3rd and 4th grades, by using in-class dynamics complemented with serious games. This program, named "The Me and the Us of Emotions," is part of the Gulbenkian Knowledge Academies 2020 and consists of 10 group sessions embedded in the school curriculum. Using a cluster-randomized controlled trial design, school classes were allocated to intervention (classes, n = 8; children, n = 163) and control groups (classes, n = 6; children, n = 132). During the program, facilitators assessed adherence to the sessions' plan, attendance, dosage (i.e., how many sessions were delivered), and participant responsiveness. Children completed self-report measures of social-emotional skills and emotional climate at pre-, post-intervention, 3-month, and 6-month follow-ups. Results indicate that the program is feasible, with high adherence, high attendance rate, and participant responsiveness. Results also indicate empathy, soothing, and drive feelings to change from pre-intervention to all other assessment moments, for the intervention group only. Moreover, cooperation and threat changed over time for participants in both the control and the intervention groups. The current study offers empirical support for the feasibility and utility of a compassion-based social-emotional learning program on promoting children's empathy, and emotions of soothing and vitality in the school context. Thus, these findings contribute to recent research on the potential added value of compassion practices within an SEL program.
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Affiliation(s)
- Ana Xavier
- Department of Psychology and Education, Portucalense University, Porto, Portugal
- Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
| | - Paula Vagos
- Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
- William James Research Center, Departamento de Educação e Psicologia, Universidade de Aveiro, Aveiro, Portugal
| | - Lara Palmeira
- Department of Psychology and Education, Portucalense University, Porto, Portugal
- Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), University of Coimbra, Coimbra, Portugal
| | - Paulo Menezes
- Institute of Systems and Robotics (ISR), University of Coimbra, Coimbra, Portugal
| | - Bruno Patrão
- Institute of Systems and Robotics (ISR), University of Coimbra, Coimbra, Portugal
| | - Sofia Abreu Mendes
- Centro de Investigação em Psicologia para o Desenvolvimento, Instituto de Psicologia e Ciências da Educação, Universidade Lusíada Porto, Porto, Portugal
| | - Marta Tavares
- Agrupamento de Escolas de Valadares, Vila Nova de Gaia, Portugal
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Hamad H, Angelöw A, Psouni E. Protocol for evaluation of effects of a psychoeducational trauma-informed intervention directed at schools. Eur J Psychotraumatol 2023; 14:2263322. [PMID: 37824172 PMCID: PMC10572043 DOI: 10.1080/20008066.2023.2263322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Accepted: 08/30/2023] [Indexed: 10/13/2023] Open
Abstract
Background: Adverse childhood experiences (ACE) can have negative effects on cognitive, social and emotion regulation abilities, which can threaten the child's school integration and capacity to learn. While steady relations to sensitive, understanding adults may moderate these negative outcomes, the difficulties of children with ACEs pose a major challenge for teachers, whose insufficient preparation may lead to career attrition.Objective: Psychoeducational trauma-informed care (TIC) interventions targeting teachers may strengthen teacher preparation and buffer the deleterious outcomes of ACEs, yet the evidence-base for these interventions is limited. Importantly, while minority groups are overrepresented among those with ACEs and additionally risk exposure to ethno-racial trauma, TIC interventions lack a social disadvantage/discrimination perspective. The Present trial addresses these issues.Method: The study protocol employs a quasi-experimental design for assessing effects of a psychoeducational TIC intervention carried out in Swedish schools by Save the Children, Sweden (SCS). We compare, for the first time, an intervention group (N = 160) and a control group (N = 160) over time (pre-intervention, immediately after, 6 and 12 months post-intervention), assessing teacher stress, compassion fatigue, self-efficacy and trauma-informed knowledge. We monitor teacher attitudes and attributions of students' academic weaknesses and behavioural and mental difficulties. The trial is preregistered (DOI:10.17605/OSF.IO/V7SH8).Results: We hope that the mitigating effects of the SCS-TIC school intervention may be independent of social category, and that the trial will additionally generate knowledge of how providers and recipients of TIC may respond to it differently depending on their social and cultural identities. As school-based TIC practices and interventions are expansively relied on as means of preventing teacher burnout and career attrition, and buffering negative consequences of ACEs for children, establishing their effects with methodological robustness is important and timely.Conclusion: Such knowledge may be used to tailor and target interventions to specific populations, while ensuring maximum effectiveness.
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Affiliation(s)
- Hussein Hamad
- Department of Psychology, Lund University, Lund, Sweden
| | | | - Elia Psouni
- Department of Psychology, Lund University, Lund, Sweden
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Yao N, Kowalczyk M, Gregory L, Cheatham J, DeClemente T, Fox K, Ignoffo S, Volerman A. Community health workers' perspectives on integrating into school settings to support student health. Front Public Health 2023; 11:1187855. [PMID: 37415701 PMCID: PMC10320159 DOI: 10.3389/fpubh.2023.1187855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 05/23/2023] [Indexed: 07/08/2023] Open
Abstract
Introduction While schools represent key venues for supporting health, they continue to experience gaps in health resources. The integration of community health workers (CHWs) into schools has the potential to supplement these resources but has been underexplored. This study is the first to examine perspectives of experienced CHWs about how CHWs can be applied in school settings to support student health. Methods This qualitative study involved conducting semi-structured interviews focused on implementation of CHWs in schools with individuals who held positions aligned with the CHW scope of work. De-identified transcripts were analyzed, and codes were organized into domains and themes. Results Among 14 participants, seven domains emerged about the implementation of CHWs in schools: roles and responsibilities, collaborations, steps for integration, characteristics of successful CHWs, training, assessment, and potential challenges. Participants shared various potential responsibilities of school-based CHWs, including educating on health topics, addressing social determinants of health, and supporting chronic disease management. Participants emphasized the importance of CHWs building trusting relationships with the school community and identified internal and external collaborations integral to the success of CHWs. Specifically, participants indicated CHWs and schools should together determine CHWs' responsibilities, familiarize CHWs with the school population, introduce CHWs to the school community, and establish support systems for CHWs. Participants identified key characteristics of school-based CHWs, including having familiarity with the broader community, relevant work experience, essential professional skills, and specific personal qualities. Participants highlighted trainings relevant to school-based CHWs, including CHW core skills and health topics. To assess CHWs' impact, participants proposed utilizing evaluation tools, documenting interactions with students, and observing indicators of success within schools. Participants also identified challenges for school-based CHWs to overcome, including pushback from the school community and difficulties related to the scope of work. Discussion This study identified how CHWs can have a valuable role in supporting student health and the findings can help inform models to integrate CHWs to ensure healthy school environments.
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Affiliation(s)
- Nicole Yao
- Department of Medicine, University of Chicago, Chicago, IL, United States
| | - Monica Kowalczyk
- Department of Medicine, University of Chicago, Chicago, IL, United States
| | - LaToya Gregory
- Department of Medicine, University of Chicago, Chicago, IL, United States
| | - Jeannine Cheatham
- Department of Pediatrics, University of Chicago, Chicago, IL, United States
| | - Tarrah DeClemente
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL, United States
| | - Kenneth Fox
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL, United States
| | - Stacy Ignoffo
- Sinai Urban Health Institute, Chicago, IL, United States
| | - Anna Volerman
- Department of Medicine, University of Chicago, Chicago, IL, United States
- Department of Pediatrics, University of Chicago, Chicago, IL, United States
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Nannsen AØ, Kristensen K, Johansen LB, Iken MK, Madsen M, Pilgaard KA, Grabowski D, Hangaard S, Schou AJ, Andersen A. Management of Diabetes during School Hours: A Cross-Sectional Questionnaire Study in Denmark. Healthcare (Basel) 2023; 11:healthcare11020251. [PMID: 36673619 PMCID: PMC9859616 DOI: 10.3390/healthcare11020251] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 01/06/2023] [Accepted: 01/11/2023] [Indexed: 01/15/2023] Open
Abstract
Managing diabetes is complicated for many children. It often requires support from an adult during the school day. In Denmark, most children spend 30-35 h a week at school. Nevertheless, diabetes management in schools remains largely uninvestigated. This study aimed to examine the characteristics and organization of diabetes management in Danish primary schools from the personnel's perspective. All primary schools in Denmark were invited to participate in the study (n = 2129), and 525 schools were included. A questionnaire was constructed and sent by email. Questionnaire data are presented in the descriptive statistics and compared with the ISPAD guidelines. According to 77.2% of respondents, school personnel had received training in diabetes management, and 78.5% of the schools had at least one person available for diabetes support every day. Respondents felt prepared to help the students with counting carbohydrates (38.9%), dosing insulin (39.1%), and helping the students during high (52.1%) or low (60.3%) blood sugar levels, insulin chock (35.2%), or during activities (36.3%). Yet, diabetes management was a challenging task. Only 61.7% had an action plan for diabetes management, 37.4% had face-to-face information meetings with the parents, and 55.1% of respondents reported having sufficient time to cooperate with the parents.
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Affiliation(s)
- Anne Østergaard Nannsen
- Steno Diabetes Center Aarhus (SDCA), Aarhus University Hospital, 8200 Aarhus N, Denmark
- Correspondence:
| | - Kurt Kristensen
- Steno Diabetes Center Aarhus (SDCA), Aarhus University Hospital, 8200 Aarhus N, Denmark
- Department of Pediatrics, Aarhus University Hospital, 8200 Aarhus N, Denmark
| | - Lise Bro Johansen
- Steno Diabetes Center Copenhagen (SDCC), Department of Research, Copenhagen University Hospital, 2730 Herlev, Denmark
| | | | - Mette Madsen
- Steno Diabetes Center North Denmark (SDCN), 9000 Aalborg, Denmark
- Department of Pediatrics and Adolescent Medicine, Aalborg University Hospital, 9000 Aalborg, Denmark
| | - Kasper Ascanius Pilgaard
- Steno Diabetes Center Copenhagen (SDCC), Department of Research, Copenhagen University Hospital, 2730 Herlev, Denmark
- Department of Pediatrics, Copenhagen University Hospital, 2730 Herlev, Denmark
| | - Dan Grabowski
- Steno Diabetes Center Copenhagen (SDCC), Department of Research, Copenhagen University Hospital, 2730 Herlev, Denmark
| | - Stine Hangaard
- Steno Diabetes Center North Denmark (SDCN), 9000 Aalborg, Denmark
| | - Anders Jørgen Schou
- Steno Diabetes Center Odense (SDCO), 5000 Odense, Denmark
- Pediatric Research Unit, Odense University Hospital, 5000 Odense, Denmark
| | - Anette Andersen
- Steno Diabetes Center Aarhus (SDCA), Aarhus University Hospital, 8200 Aarhus N, Denmark
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Ilić A, Rumbak I, Brečić R, Barić IC, Bituh M. Increasing Fruit and Vegetable Intake of Primary School Children in a Quasi-Randomized Trial: Evaluation of the Three-Year School-Based Multicomponent Intervention. Nutrients 2022; 14. [PMID: 36235849 DOI: 10.3390/nu14194197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Revised: 09/28/2022] [Accepted: 09/30/2022] [Indexed: 11/07/2022] Open
Abstract
Insufficient consumption of fruit and vegetables was found in primary school children. To address this problem, a three-year school-based multicomponent intervention was conducted in 14 primary schools in the City of Zagreb. The aim of the study was therefore to evaluate one of the primary goals of the intervention—the increase in fruit and vegetable intake among primary school children. A total of 681 children were allocated to the intervention (n = 300 in the control group and n = 381 in the intervention group). The intervention included 23 interactive classroom workshops, 10 cross-curricular activities, 13 homework challenges, visual exposure with educational posters in classrooms, parent education via the website, and the implementation of new dishes into the school food system. Fruit and vegetable intake was assessed using a semi-quantitative food frequency questionnaire at baseline and after the intervention. Data were analyzed by per-protocol analysis. The study involved 259 children (50.2% girls; age 7.7 ± 0.4 years; n = 116 in the control group and n = 143 in the intervention group) who completed a food intake frequency questionnaire at both time points. Children in the intervention group showed a significant increase (p < 0.001) in total daily fruit and vegetable intake (before: 332.1 ± 164.9 g; after: 430.1 ± 186.7 g) compared to the control group (before: 350.2 ± 187.5; after: 382.6 ± 196.8) after the intervention. The increase in fruit and vegetable intake was achieved in 89% of children, while 25% more children reached the daily recommendation of 400 g. The use of the multicomponent intervention showed potential to increase fruit and vegetable intake in primary school children.
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Lábiscsák-Erdélyi Z, Veres-Balajti I, Somhegyi A, Kósa K. Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents. Int J Environ Res Public Health 2022; 19:5565. [PMID: 35564960 DOI: 10.3390/ijerph19095565] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 04/27/2022] [Accepted: 04/28/2022] [Indexed: 02/05/2023]
Abstract
Our aim was to investigate the impact of the school psychosocial environment, including students’ general attitude towards the school, perception of support from teachers and classmates as well as individual psychosocial factors including self-esteem and loneliness on life satisfaction (LS). Four repeated cross-sectional online questionnaire surveys were carried out between 2011 and 2014, inviting all students in one Hungarian high school. Health status and behaviour were assessed by the Hungarian version of the HBSC questionnaire. Results from the surveys were pooled for analysis (N = 3310 students). Heteroskedastic regression estimating robust variance was used to identify potential determinants of LS. Family wealth perceived to be well-off, self-esteem, and being perceived as a good student were identified to be the most important significant positive contributing factors of LS. Perceived good relations with classmates and teachers and an overall positive attitude to school had smaller but still significant positive effects on LS. Self-esteem was a significant moderator for the effect of perceived difficulty of schoolwork, relation with classmates, and gender. This paper shows that self-esteem is not only an independent factor but also a modifier of some school-related variables on LS. The complex interplay among school-related and individual potential determinants of LS should be taken into account in future research by controlling for their interactions.
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Nubani Husseini M, Zwas DR, Donchin M. Teacher Training and Engagement in Health Promotion Mediates Health Behavior Outcomes. Int J Environ Res Public Health 2022; 19:ijerph19053128. [PMID: 35270822 PMCID: PMC8910194 DOI: 10.3390/ijerph19053128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 02/18/2022] [Accepted: 03/02/2022] [Indexed: 02/05/2023]
Abstract
School-based health promotion interventions have been shown to lead to measurable changes in the nutrition and physical activity behaviors. This study examines whether the impact of an intervention program on students’ healthy eating and physical activity was mediated by teacher training and engagement in health promotion. The trial was conducted in three phases: needs assessment of the baseline survey of teachers, mothers’ and children; intervention among seven randomly selected schools that included teacher training in healthy eating and physical activity; and a post-intervention evaluation survey. The SPSS PROCESS for Hayes (Model8) was used to determine moderation and mediation effects. The difference in difference (DID) was calculated for the three main outcomes of the study: eating breakfast daily (DID = 17.5%, p < 0.001); consuming the recommended servings of F&V (DID = 29.4%, p < 0.001); and being physically active for at least 5 days/week (DID = 45.2%, p < 0.001). Schoolchildren’s eating breakfast daily was mediated by their teachers’ training in nutrition (β = 0.424, p = 0.002), teachers’ engagement (β = 0.167, p = 0.036), and mothers preparing breakfast (β = 1.309, p < 0.001). Schoolchildren’s consumption of F&V was mediated by teachers’ engagement (β = 0.427, p = 0.001) and knowing the recommended F&V servings (β = 0.485, p < 0.001). Schoolchildren’s physical activity was mediated by their teachers’ training in physical activity (β = 0.420, p = 0.020) and teachers’ engagement (β = 0.655, p < 0.001). Health behavior changes in the school setting including improvements in eating breakfast, consuming the recommended F&V and physical activity was mediated by teacher training and engagement. Effective teacher training leading to teacher engagement is warranted in the design of health-promotion interventions in the school setting.
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Affiliation(s)
- Maha Nubani Husseini
- Faculty of Public Health, Al-Quds University, Abu Dis 22100, Palestine
- Linda Joy Pollin Cardiovascular Wellness Center for Women, Division of Cardiology, Hadassah University Medical Center, Jerusalem 9574425, Israel
| | - Donna R Zwas
- Linda Joy Pollin Cardiovascular Wellness Center for Women, Division of Cardiology, Hadassah University Medical Center, Jerusalem 9574425, Israel
| | - Milka Donchin
- Braun School of Public Health, Hadassah & The Hebrew University-Hadassah Medical School, Jerusalem 9574425, Israel
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14
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Posanka B. Adverse Event Leads to Quality Improvement Plan: Learning From a Classroom Latex Exposure. NASN Sch Nurse 2022; 37:132-135. [PMID: 35148646 DOI: 10.1177/1942602x221077234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
A growing number of students with health conditions, many of which carry with them the potential for an emergency, increases the likelihood of adverse events occurring in the school setting. An adverse event can be either preventable or nonpreventable. This article reviews a preventable adverse event which took place in a second-grade classroom of a student with spina bifida. Children with spina bifida are at increased risk for the development of latex allergy and subsequent anaphylaxis. The seriousness of accumulated exposure to latex necessitated initiation of a quality improvement plan with the goal of decreasing the risk of future exposures and increasing the quality of collaboration among school staff in meeting student health needs. The article describes the adverse event and discusses the five factors that were addressed in the quality improvement plan: communication deficit, knowledge deficit, hierarchical culture, product labeling, and data collection.
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Affiliation(s)
- Briana Posanka
- Director of Continuing Nursing Education, Saint Anselm College, Manchester, NH
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15
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Forsberg H, Lindqvist AK, Forward S, Nyberg L, Rutberg S. Development and Initial Validation of the PILCAST Questionnaire: Understanding Parents' Intentions to Let Their Child Cycle or Walk to School. Int J Environ Res Public Health 2021; 18:ijerph182111651. [PMID: 34770168 PMCID: PMC8583113 DOI: 10.3390/ijerph182111651] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Revised: 10/25/2021] [Accepted: 11/04/2021] [Indexed: 11/29/2022]
Abstract
Children generally do not meet the recommendation of 60 min of daily physical activity (PA); therefore, active school transportation (AST) is an opportunity to increase PA. To promote AST, the involvement of parents seems essential. Using the theory of planned behavior (TPB), the aim was to develop and validate the PILCAST questionnaire to understand parents’ intentions to let their child cycle or walk to school. Cross-sectional sampling was performed, where 1024 responses were collected from parents. Confirmatory factor analysis indicated acceptable fit indices for the factorial structure according to the TPB, comprising 32 items grouped in 11 latent constructs. All constructs showed satisfying reliability. The regression analysis showed that the TPB explained 55.3% of parents’ intentions to let the child cycle to school and 20.6% regarding walking, increasing by a further 18.3% and 16.6%, respectively, when past behavior was added. The most influential factors regarding cycling were facilitating perceived behavioral control, positive attitudes, subjective and descriptive norms, and for walking, subjective and descriptive norms. The PILCAST questionnaire contributes to a better understanding of the psychological antecedents involving parents’ decisions to let their child cycle or walk to school, and may therefore provide guidance when designing, implementing and evaluating interventions aiming to promote AST.
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Affiliation(s)
- Hanna Forsberg
- Department of Health, Education and Technology, Luleå University of Technology, 971 87 Luleå, Sweden; (A.-K.L.); (L.N.); (S.R.)
- Correspondence:
| | - Anna-Karin Lindqvist
- Department of Health, Education and Technology, Luleå University of Technology, 971 87 Luleå, Sweden; (A.-K.L.); (L.N.); (S.R.)
| | - Sonja Forward
- Swedish Road and Transport Research Institute, VTI, 581 95 Linköping, Sweden;
| | - Lars Nyberg
- Department of Health, Education and Technology, Luleå University of Technology, 971 87 Luleå, Sweden; (A.-K.L.); (L.N.); (S.R.)
| | - Stina Rutberg
- Department of Health, Education and Technology, Luleå University of Technology, 971 87 Luleå, Sweden; (A.-K.L.); (L.N.); (S.R.)
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16
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Madsen EE, Krustrup P, Møller TK, Hansen T, Larsen MN, Madsen M, Hansen HK, Elbe AM, Larsen CH. Implementation facilitation of the "11 for Health in Denmark": A case study in a Danish 5 th grade class. Scand J Med Sci Sports 2021; 32:152-164. [PMID: 34597433 PMCID: PMC9293193 DOI: 10.1111/sms.14069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 09/18/2021] [Accepted: 09/27/2021] [Indexed: 12/11/2022]
Abstract
The “11 for Health in Denmark” concept aims to enhance 10–12‐year‐old schoolchildren's physical activity levels and health knowledge through an 11‐week football intervention and has been shown to induce positive effects in numerous areas. However, little is known about the implementation facilitation of this concept in schools. This case study therefore aims to gain a deeper understanding of the implementation facilitation of “11 for Health” in a Danish 5th grade class comprising 22 schoolchildren (12 boys and 10 girls, Mage 11.86±) and one teacher. Data were derived from multiple school situations using photographs and videos, observations, and informal interviews. Five themes were identified: (1) environmental and organizational factors impacting on the implementation; (2) familiarization with the concept for the teacher and schoolchildren; (3) previous clique formation; (4) the central role of the teacher; and (5) the importance of how praise partners are allocated. We found high adherence to the “11 for Health” concept, in which the teacher played a key role by applying an autonomy‐supportive style of teaching and using the praise partner concept in a suitable manner. A clique of football‐playing boys was a resource, as their praising of classmates encouraged adherence. However, familiarization with the “11 for Health” concept was a challenge and the clique's competitive nature occasionally built barriers to other schoolchildren without football experience, potentially leading to a more controlled form of motivation. Based on the results, we encourage teachers to apply autonomy‐supportive teaching when applying the “11 for Health” concept.
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Affiliation(s)
- Esben Elholm Madsen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.,Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Copenhagen, Denmark.,Faculty of Sport Science, Institute of Sport Psychology and Physical Education, Leipzig University, Leipzig, Germany
| | - Peter Krustrup
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.,Danish Institute for Advanced Study (DIAS), University of Southern Denmark, Odense, Denmark
| | - Trine Kjeldgaard Møller
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Tina Hansen
- Physical Medicine and Rehabilitation Research - Copenhagen, Department of Physiotherapy & Occupational Therapy, Amager-Hvidovre Hospital, Hvidovre, Denmark
| | - Malte Nejst Larsen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Mads Madsen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Henrik Kruse Hansen
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Copenhagen, Denmark
| | - Anne-Marie Elbe
- Faculty of Sport Science, Institute of Sport Psychology and Physical Education, Leipzig University, Leipzig, Germany
| | - Carsten Hvid Larsen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
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17
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Poza-Guedes P, González-Pérez R. Implementing information and communication technology education on food allergy and anaphylaxis in the school setting. Clin Transl Allergy 2021; 11:e12039. [PMID: 34262693 PMCID: PMC8254581 DOI: 10.1002/clt2.12039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 04/22/2021] [Accepted: 05/24/2021] [Indexed: 11/28/2022] Open
Abstract
Introduction Every year, 1/10,000 children experiences a food‐anaphylactic reaction. Most of these events, including attack‐related deaths, may happen during the school hours. In the current study, we assessed the influence of information and communication technologies (ICT) in the school‐staff's education on food allergy and anaphylaxis (FAA). Methods The target population of this intervention was non‐university teaching centers from the local Regional Education Council, including both state and private institutions. The digital intervention was supported by the free‐of‐charge and open‐source learning‐management Aulatic Educational Platform. Structured questionnaires were developed to evaluate the educators' knowledge, feelings, and self‐efficacy on FAA, in addition to a satisfaction and quality survey of the training program. Results A total of 1748 school‐educators were virtually enrolled from May 2016 to June 2020 in one of the 8‐week course editions, with 80.6% of attendees successfully completing the full training. All scores concerning school‐staff's basic knowledge and self‐efficacy on FAA significantly improved after the educational intervention, reaching a high level of satisfaction among participants (98.5%) over the 4‐year educational program. Conclusion Our results highlighted the effectiveness of a focused e‐learning activity to improve teachers and school caretakers in the management of food allergic scholars and anaphylactic reactions during the school hours. The use of ICTs tools should become an integrated part of curricular frameworks in non‐university education, leading to a better care of FAA school children.
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Affiliation(s)
- Paloma Poza-Guedes
- Allergy Department Hospital Universitario de Canarias Tenerife Spain.,Severe Asthma Unit Hospital Universitario de Canarias Tenerife Spain
| | - Ruperto González-Pérez
- Allergy Department Hospital Universitario de Canarias Tenerife Spain.,Severe Asthma Unit Hospital Universitario de Canarias Tenerife Spain
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18
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Lameiras-Fernández M, Martínez-Román R, Carrera-Fernández MV, Rodríguez-Castro Y. Sex Education in the Spotlight: What Is Working? Systematic Review. Int J Environ Res Public Health 2021; 18:2555. [PMID: 33806507 PMCID: PMC7967369 DOI: 10.3390/ijerph18052555] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Revised: 03/01/2021] [Accepted: 03/02/2021] [Indexed: 12/14/2022]
Abstract
Adolescence, a period of physical, social, cognitive and emotional development, represents a target population for sexual health promotion and education when it comes to achieving the 2030 Agenda goals for sustainable and equitable societies. The aim of this study is to provide an overview of what is known about the dissemination and effectiveness of sex education programs and thereby to inform better public policy making in this area. Methodology: We carried out a systematic review based on international scientific literature, in which only peer-reviewed papers were included. To identify reviews, we carried out an electronic search of the Cochrane Database Reviews, ERIC, Web of Science, PubMed, Medline, Scopus and PsycINFO. This paper provides a narrative review of reviews of the literature from 2015 to 2020. Results: 20 reviews met the inclusion criteria (10 in school settings, 9 using digital platforms and 1 blended learning program): they focused mainly on reducing risk behaviors (e.g., VIH/STIs and unwanted pregnancies), whilst obviating themes such as desire and pleasure, which were not included in outcome evaluations. The reviews with the lowest risk of bias are those carried out in school settings and are the ones that most question the effectiveness of sex education programs. Whilst the reviews of digital platforms and blended learning show greater effectiveness in terms of promoting sexual and reproductive health in adolescents (ASRH), they nevertheless also include greater risks of bias. Conclusion: A more rigorous assessment of the effectiveness of sexual education programs is necessary, especially regarding the opportunities offered by new technologies, which may lead to more cost-effective interventions than with in-person programs. Moreover, blended learning programs offer a promising way forward, as they combine the best of face-to-face and digital interventions, and may provide an excellent tool in the new context of the COVID-19 pandemic.
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Affiliation(s)
- María Lameiras-Fernández
- Faculty of Education and Social Work, University of Vigo, 32004 Ourense, Spain; (R.M.-R.); (M.V.C.-F.); (Y.R.-C.)
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19
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Defever E, Jones M. Rapid Realist Review of School-Based Physical Activity Interventions in 7- to 11-Year-Old Children. Children (Basel) 2021; 8:52. [PMID: 33467132 PMCID: PMC7830730 DOI: 10.3390/children8010052] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Revised: 01/13/2021] [Accepted: 01/14/2021] [Indexed: 01/05/2023]
Abstract
Meta-analysis of physical activity interventions in school settings have revealed low efficacy and that there is a need to explore implementation fidelity. The aim of this rapid realist review was to determine, what physical activity interventions in school settings for children aged 7- to 11-years-old works, for whom, and in what circumstances. The realist synthesis was conducted following RAMESES guidelines. Relevant studies were identified following a systematic search process and data from 28 studies was extracted for evidence to form context-mechanism-outcome configurations that were clustered and refined. Using the five-level socioecological model, the program theories were classified into the levels of intrapersonal (child), interpersonal (teachers), institutional (program content, school administration, and school environment), community (home and neighborhood), and policy. The school level led to most context-mechanism-outcome configurations related to school leadership and policy, workforce structure, program characteristics, and school environment. At each level, we identified features of interventions, alongside implementation considerations that might work to promote efficacy and sustainability. The need to recognize the school environment as part of a complex system with multi-level interaction and influences was a key finding. In line with realist philosophy, the researchers encouraged primary research to confirm, refute, and refine the program theories presented.
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Affiliation(s)
- Emmanuel Defever
- Health and Social Sciences, Faculty of Sport, Southampton Solent University, Southampton SO14 0YN, UK;
| | - Michelle Jones
- Resilience and Human Performance Research and Knowledge Exchange Group, Plymouth Marjon University, Plymouth PL6 8BH, UK
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20
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Madsen M, Elbe AM, Madsen EE, Ermidis G, Ryom K, Wikman JM, Rasmussen Lind R, Larsen MN, Krustrup P. The "11 for Health in Denmark" intervention in 10- to 12-year-old Danish girls and boys and its effects on well-being-A large-scale cluster RCT. Scand J Med Sci Sports 2020; 30:1787-1795. [PMID: 32353906 DOI: 10.1111/sms.13704] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Revised: 03/26/2020] [Accepted: 04/20/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND The present study investigates the well-being effects for 10- to 12-year-old children who participated in the school-based intervention "11 for Health in Denmark," which comprises physical activity (PA) and health education. Subgroup analyses were carried out for boys and girls. METHOD Three thousand sixty-one children were randomly assigned to an intervention group (IG) or a control group (CG) by 5:1 cluster randomization by school. 2533 children (mean age 11.5 ± 0.4; 49.7% boys) were assigned to IG and 528 children (mean age 11.4 ± 0.5; 50.8% boys) were assigned to CG. IG participated in the "11 for Health in Denmark" 11-week program, consisting of 2 × 45 min per week of football drills, small-sided games, and health education. CG did not participate in any intervention and continued with their regular education. Before and after the intervention period, both groups answered a shortened version of the multidimensional well-being questionnaire KIDSCREEN-27. RESULTS The "11 for Health in Denmark" intervention program had a positive effect on physical well-being in girls (IG: 48.6 ± 8.5 to 50.2 ± 9.3), whereas the improvement was not significant in boys. The program also had a positive impact on well-being scores for peers and social support (IG: 50.2 ± 10.2 to 50.8 ± 10.1), though when analyzed separately in the subgroups of boys and girls the changes were not significant. No between-group differences were found for psychological well-being or school environment. CONCLUSION The intervention program had a positive between-group effect on physical well-being in girls, whereas the change was not significant in boys. The overall scores for peers and social support improved during the intervention period, but no subgroup differences were found.
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Affiliation(s)
- Mads Madsen
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark
| | - Anne-Marie Elbe
- Institute of Sport Psychology and Physical Education, Faculty of Sport Science, Leipzig University, Leipzig, Germany
| | - Esben Elholm Madsen
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark.,Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Copenhagen, Denmark
| | - Georgios Ermidis
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark.,Department of Movement Sciences and Wellness, "Parthenope" University of Naples, Naples, Italy
| | - Knud Ryom
- Department of Public Health, Section of Health Promotion and Global Health, Aarhus University, Aarhus, Denmark
| | - Johan Michael Wikman
- Centre for Research on Welfare, Health and Sport (CVHI), Halmstad University, Halmstad, Sweden
| | - Rune Rasmussen Lind
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark
| | - Malte Nejst Larsen
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark
| | - Peter Krustrup
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark.,Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, Exeter, UK.,Shanghai University of Sport (SUS), Shanghai, China
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21
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Morgan K, McConnon L, Van Godwin J, Hawkins J, Bond A, Fletcher A. Use of the School Setting During the Summer Holidays: Mixed-Methods Evaluation of Food and Fun Clubs in Wales. J Sch Health 2019; 89:829-838. [PMID: 31353475 PMCID: PMC6771694 DOI: 10.1111/josh.12824] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2017] [Revised: 08/10/2018] [Accepted: 08/11/2018] [Indexed: 05/14/2023]
Abstract
OBJECTIVE School summer holiday clubs in deprived areas of Wales were evaluated to examine opportunities for healthy eating and physical activity and explore delivery processes. METHODS Ten Food and Fun clubs participated in 2016. Quantitative data (child and parent surveys; N = 196, N = 84) assessed the opportunity to provide children with breakfast and lunch. A sub-sample of children wore an accelerometer (N = 41) to evaluate the opportunity for achieving 1-hour of moderate to vigorous activity (MVPA) at club. Features of successful club delivery were identified through; focus groups (child and parent; N = 74, N = 69) and interviews (staff/volunteer; N = 32). RESULTS Opportunities for healthy eating were delivered with high fidelity: 86% of children reported breakfast consumption and 75% eating a healthy lunch. On club days, children reported consuming fewer sugary snacks (66%), fewer sugary drinks (81%), and more fruits and vegetables (67%). About 71% of children achieved the recommended MVPA at club, with children engaging in more MVPA (+17 minutes/day, p < .01) on average compared to non-club days. Successful delivery processes were: use of school facilities and staff; flexible partnership-working; and whole family involvement. CONCLUSIONS Schools appear to provide a suitable setting for the delivery of healthy eating and physical activity opportunities during school summer holidays.
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Affiliation(s)
- Kelly Morgan
- DECIPHer, School of Social SciencesCardiff University, 1‐3 Museum PlaceCardiffCF10 3BDUK
| | - Linda McConnon
- DECIPHer, School of Social SciencesCardiff University, 1‐3 Museum PlaceCardiffCF10 3BDUK
| | - Jordan Van Godwin
- DECIPHer, School of Social SciencesCardiff University, 1‐3 Museum PlaceCardiffCF10 3BDUK
| | - Jemma Hawkins
- DECIPHer, School of Social SciencesCardiff University, 1‐3 Museum PlaceCardiffCF10 3BDUK
| | - Amy Bond
- DECIPHer, School of Social SciencesCardiff University, 1‐3 Museum PlaceCardiffCF10 3BDUK
| | - Adam Fletcher
- Y Lab, School of Social SciencesCardiff University, 56 Park PlaceCardiffCF10 3ATUK
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22
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Klingberg S, Draper CE, Micklesfield LK, Benjamin-Neelon SE, van Sluijs EMF. Childhood Obesity Prevention in Africa: A Systematic Review of Intervention Effectiveness and Implementation. Int J Environ Res Public Health 2019; 16:E1212. [PMID: 30987335 DOI: 10.3390/ijerph16071212] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/19/2019] [Revised: 03/23/2019] [Accepted: 03/27/2019] [Indexed: 01/22/2023]
Abstract
Childhood obesity is of increasing concern in many parts of Africa. We conducted a systematic search and review of published literature on behavioural childhood obesity prevention interventions. A literature search identified peer-reviewed literature from seven databases, and unindexed African journals, including experimental studies targeting children age 2–18 years in African countries, published in any language since 1990. All experimental designs were eligible; outcomes of interest were both behavioural (physical activity, dietary behaviours) and anthropometric (weight, body mass index, body composition). We also searched for process evaluations or other implementation observations. Methodological quality was assessed; evidence was synthesised narratively as a meta-analysis was not possible. Seventeen articles describing 14 interventions in three countries (South Africa, Tunisia and Uganda) were included. Effect scores indicated no overall effect on dietary behaviours, with some beneficial effects on physical activity and anthropometric outcomes. The quality of evidence was predominantly weak. We identified barriers and facilitators to successful interventions, and these were largely resource-related. Our systematic review highlights research gaps in targeting alternative settings to schools, and younger age groups, and a need for more rigorous designs for evaluating effectiveness. We also recommend process evaluations being used more widely.
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23
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Nitsch M, Adamcik T, Kuso S, Zeiler M, Waldherr K. Usability and Engagement Evaluation of an Unguided Online Program for Promoting a Healthy Lifestyle and Reducing the Risk for Eating Disorders and Obesity in the School Setting. Nutrients 2019; 11:E713. [PMID: 30934754 PMCID: PMC6520819 DOI: 10.3390/nu11040713] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2019] [Revised: 03/22/2019] [Accepted: 03/24/2019] [Indexed: 12/11/2022] Open
Abstract
Implementing integrated online prevention to reduce the risk of both obesity and eating disorders, in the school setting, is a promising approach. The challenge is to develop highly user-friendly and motivating programs, to foster adherence and effectiveness. The purpose of this study was to evaluate the usability of such a universal prevention program for students aged 14⁻19 years, and to address engagement issues. A mixed-methods approach was chosen, consisting of a think-aloud task, a semi-structured interview, and a questionnaire including items on sociodemographic characteristics and the System Usability Scale (SUS). Usability tests were conducted in two rounds, with five adolescents participating per round. Mean score in the SUS was 92.5 of 100 points (range 85⁻100), in the second round, after some adaptations from the participants' feedback. In the course of the think-aloud tasks and interviews, five major themes emerged-visual design, navigation, mode of transfer, content, and engagement conditions. Interesting headlines, gamification, and monitoring tools are crucial for engagement. Apart from the importance of using the program during school hours, the study showed that problems currently perceived as important by the target group, need to be considered and addressed, prior to offering them prevention programs, which highlights the importance of a user-centered design.
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Affiliation(s)
- Martina Nitsch
- FernFH Distance Learning University of Applied Sciences, Ferdinand Porsche Ring 3, 2700 Wiener Neustadt, Austria.
| | - Tanja Adamcik
- FernFH Distance Learning University of Applied Sciences, Ferdinand Porsche Ring 3, 2700 Wiener Neustadt, Austria.
| | - Stefanie Kuso
- FernFH Distance Learning University of Applied Sciences, Ferdinand Porsche Ring 3, 2700 Wiener Neustadt, Austria.
| | - Michael Zeiler
- Department for Child and Adolescent Psychiatry, Medical University of Vienna, Waehringer Guertel 18-20, 1090 Vienna, Austria.
| | - Karin Waldherr
- FernFH Distance Learning University of Applied Sciences, Ferdinand Porsche Ring 3, 2700 Wiener Neustadt, Austria.
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24
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Tarr Cooke A, Meize-Grochowski R. Epinephrine Auto-Injectors for Anaphylaxis Treatment in the School Setting: A Discussion Paper. SAGE Open Nurs 2019; 5:2377960819845246. [PMID: 33415240 PMCID: PMC7774401 DOI: 10.1177/2377960819845246] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2018] [Revised: 03/04/2019] [Accepted: 03/23/2019] [Indexed: 11/17/2022] Open
Abstract
Introduction:Anaphylaxis is a serious, life-threatening systemic allergic reaction that may occur in individuals not previously diagnosed with an allergy. Emergency first-line treatment of choice for acute anaphylaxis is intramuscular administration of epinephrine via an auto-injector. In the school setting, students with known allergies typically keep or carry an epinephrine auto-injector (EAI). For students who do not have a known allergy or for those whose personal EAIs are unavailable, an anaphylactic event could have serious adverse outcomes if an EAI is not available via an undesignated stock supply in the school. Methods:We searched the published literature from 2000 through 2018 in CINAHL, MEDLINE, and PubMed using the following search terms: anaphylaxis, school setting, epinephrine auto-injector, and food allergies. Throughout this article, undesignated stock EAIs, stock EAIs, EAI stock, and open-order EAIs are used interchangeably. Conclusion:Anaphylaxis is increasing worldwide as the incidence of food allergies increases. Although stock EAIs for students in schools can have important benefits, the availability of EAIs in the school setting is limited. Barriers to undesignated stock EAIs include the lengthy administrative process for developing school policies and protocols; gaps in nurses' self-perceived knowledge versus objective knowledge on the topic of anaphylaxis; limited resources in many school districts; and complex role demands, lack of confidence in trained staff, or insufficient school nurse staffing. It is important that epinephrine be readily available in schools. Barriers to facilitating stock EAIs include those that can be addressed directly by nurses and those that may require policy changes. Nurses, particularly those working in school settings or pediatrics, could take the lead in discussions about the benefits of stock EAIs in schools, advocating for policy changes as warranted. Fully informed nurses can be better prepared to serve as advocates in ensuring that EAIs are available in school settings.
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Affiliation(s)
- Abigail Tarr Cooke
- Department of Nursing, San Juan College, Farmington, NM, USA
- College of Nursing, University of New Mexico, Albuquerque, NM, USA
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Cordero-Arroyo G, Ortíz SR, Méndez JJ, Cardona NF, Delgado EC, Molina GF, Santiago NGM. [DEVELOPING SPACES FOR MULTIDISCIPLINARY COLLABORATION IN SCHOOLS: CHALLENGES AND OPPORTUNITIES]. Voces Desde Trab Soc 2018; 6:94-111. [PMID: 31886406 PMCID: PMC6934262 DOI: 10.31919/voces.v6i1.123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The main objective of this manuscript is to document our experience collaborating with professionals from various disciplines through different research projects in school and university settings, while focusing on the welfare of the school population we serve. First, we elaborate on the different projects that have served to foster this multidisciplinary collaboration. Second, we highlight the fundamental role the school social workers have played serving as links between researchers and the school community. In addition, we highlight the need to have school psychologists in the schools that make up Puerto Rico's public education system. Finally, we discuss the challenges and opportunities that this multidisciplinary effort has entailed.
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Affiliation(s)
- Giselle Cordero-Arroyo
- Facultad conferenciante y evaluadora de los proyectos ECO-RED y SUMA de la Universidad del Este (UNE) en Carolina
| | - Seil Román Ortíz
- Trabajador social clínico y asistente de Investigación del Proyecto SUMA de la UNE
| | - Jamie Jiménez Méndez
- Asistente de investigación del Proyecto ECO-RED y recipiente del Junior Research Associates Award de PR-INBRE
| | - Nabila Fonseca Cardona
- Estudiante doctoral de Psicología de la Universidad de Puerto Rico, Recinto de Río Piedras, y evaluadora del Proyecto SUMA de la UNE
| | | | | | - Nilda G Medina Santiago
- Catedrática asociada y profesora Investigadora de la Escuela de Ciencias Sociales y Humanas de la Universidad del Este
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Abstract
School-age children experience trauma at alarming rates. Children's ability to attend, concentrate, and participate in the educational process can be adversely impacted by trauma. How can school staff, especially school nurses, best listen, support, and encourage a student with trauma in their lives? Link for Schools is an evidence-informed intervention program that provides information and training for school staff. Link provides tools for listening or responding to a traumatized student with a focus on the principles of trauma-informed care, psychological first aid, and elements of motivational interviewing. Link-trained staff are better equipped to develop a relationship with a student, but future research is recommended to supports its evidence base.
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Affiliation(s)
- Sally J Immerfall
- Research Clinical/Health Care Research Manager, University of Iowa College of Public Health.,Department of Occupational and Environmental Health, Iowa City, IA
| | - Marizen R Ramirez
- Associate Professor, Division of Environmental Health Sciences, University of Minnesota
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Brazendale K, Beets MW, Weaver RG, Turner-McGrievy B, Brazendale AB, Chandler JL, Moore JB, Huberty JL, Lemley J, Brownson RC. The application of mHealth to monitor implementation of best practices to support healthy eating and physical activity in afterschool programs. Glob Health Promot 2018; 27:33-40. [PMID: 29809105 DOI: 10.1177/1757975918768442] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Childhood obesity continues to be a global epidemic and many child-based settings (e.g. school, afterschool programs) have great potential to make a positive impact on children's health behaviors. Innovative and time-sensitive methods of gathering health behavior information for the purpose of evaluation and strategically deploying support are needed in these settings. PURPOSE The aim is to (1) demonstrate the feasibility of mobile health (mHealth) for monitoring implementation of healthy eating and physical activity (HEPA) standards and, (2) illustrate the utility of mHealth for identifying areas where support is needed, within the afterschool setting. METHODS Site leaders (N = 175) of afterschool programs (ASPs) were invited to complete an online observation checklist via a mobile web app (Healthy Eating and Physical Activity Mobile, HEPAm) once per week during ASP operating hours. Auto-generated weekly text reminders were sent to site leaders' mobile devices during spring and fall 2015 and 2016 and spring 2017 school semesters. Data from HEPAm was separated into HEPA variables, and expressed as a percent of checklists where an item was present. A higher percentage for a given item would indicate an afterschool has higher compliance with current HEPA standards. RESULTS A total of 141 site leaders of ASPs completed 13,960 HEPAm checklists. The average number of checklists completed per ASP was 43 (range 1-220) for healthy eating and 50 (range 1-230) for physical activity. For healthy eating, the most common challenge for ASPs was 'Staff educating children about healthy eating', and for physical activity checklists, 'Girls only physical activity is provided at ASP'. CONCLUSION HEPAm was widely used and provided valuable information that can be used to strategically deploy HEPA support to ASPs. This study gives confidence to the adoption of mHealth strategies as a means for public health practitioners to monitor compliance of an initiative or intervention.
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Fu YCA, To KC, Tao WY, Kwan KMA, Lee YH, Fung YKA, Ching CTR, Chung WHT. School accreditation scheme reduces childhood obesity in Hong Kong. Glob Health Promot 2018; 26:70-78. [PMID: 29809101 DOI: 10.1177/1757975918764318] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Childhood obesity is an increasing threat to the health of primary school students in Hong Kong. Obesity results from energy excess from food relative to energy expenditure through physical activity. In Hong Kong, a whole day primary schooling policy has been implemented since 1993 and today most primary school students have their lunch on campus and some also purchase snacks and drinks from school tuck shops or vending machines. The EatSmart School Accreditation Scheme (ESAS) aiming at combating childhood obesity was launched in 2009/2010. Professional (health promotion, dietary, programme, etc.) support is provided to help schools formulate policies, introduce structures and implement measures to help students develop the habit of healthy eating. The aim of this study is to investigate the change of childhood obesity (including overweight) rates over time among schools awarded with ESAS accreditation. Seven-year retrospective data on obesity status were obtained for the period 2007/2008-2013/2014 (number of students = 113,322, number of measurements = 314,746) from all 105 ESAS-accredited schools. Before schools were geared up for the accreditation scheme obesity rates were fairly stable (slope test p > 0.05) among their student population ranging from 23.2% to 21.9%, whereas the rates dropped significantly (slope test p < 0.05) from 21.9% to 19.3% after intervention. For ESAS-accredited schools, there was an average annual reduction of 0.49% point in obesity rate which was 0.18% point higher than that of 0.31% point among non-ESAS-accredited schools. These results show that schools achieving ESAS accreditation are associated with a bigger improvement in the student obesity problem.
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Affiliation(s)
| | - Kit Ching To
- Department of Health, Central Health Education Unit, Hong Kong
| | - Wing Yan Tao
- Department of Health, Central Health Education Unit, Hong Kong
| | | | - Yuen Ho Lee
- Department of Health, Surveillance and Epidemiology Branch, Hong Kong
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Wick K, Faude O, Manes S, Zahner L, Donath L. I Can Stand Learning: A Controlled Pilot Intervention Study on the Effects of Increased Standing Time on Cognitive Function in Primary School Children. Int J Environ Res Public Health 2018; 15:ijerph15020356. [PMID: 29462986 PMCID: PMC5858425 DOI: 10.3390/ijerph15020356] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2017] [Revised: 02/05/2018] [Accepted: 02/12/2018] [Indexed: 12/17/2022]
Abstract
Sedentarism is considered an independent cardiovascular risk factor. Thus, the present study investigated the effects of employing standing desks in classrooms on cognitive function. The intervention class (IG; n = 19) was supplied with standing desks and balance pads for 11 weeks. The control class (CG; n = 19) received lessons as usual. Standing time was assessed objectively (accelerometers) and subjectively (self-report sheets, external classroom observers). The impact of standing on the digit span task and Eriksen flanker task was analysed. The standing time of the IG was higher during the school day in comparison to the CG (lesson: p = 0.004; break: p = 0.003). The intra-class correlation coefficient between self-reports and external observation was high (ICC = 0.94). The IG improved slightly on the Digit Span Task compared to CG. Employing standing desks for at least 1 h per school day serves as a feasible and effective opportunity to improve cognitive function.
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Affiliation(s)
- Katharina Wick
- Institute of Psychosocial Medicine and Psychotherapy, University Hospital, Friedrich-Schiller-University Jena, Jena 07743, Germany.
| | - Oliver Faude
- Department of Sport, Exercise and Health, University of Basel, Basel 4052, Switzerland.
| | - Susanne Manes
- Institute of Psychosocial Medicine and Psychotherapy, University Hospital, Friedrich-Schiller-University Jena, Jena 07743, Germany.
| | - Lukas Zahner
- Department of Sport, Exercise and Health, University of Basel, Basel 4052, Switzerland.
| | - Lars Donath
- Department of Sport, Exercise and Health, University of Basel, Basel 4052, Switzerland.
- Institute of Exercise Training and Computer Science in Sport, German Sport University Cologne, Köln 50933, Germany.
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van den Berg V, Salimi R, de Groot RHM, Jolles J, Chinapaw MJM, Singh AS. "It's a Battle… You Want to Do It, but How Will You Get It Done?": Teachers' and Principals' Perceptions of Implementing Additional Physical activity in School for Academic Performance. Int J Environ Res Public Health 2017; 14:E1160. [PMID: 28973967 DOI: 10.3390/ijerph14101160] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2017] [Revised: 09/27/2017] [Accepted: 09/28/2017] [Indexed: 12/16/2022]
Abstract
School is an ideal setting to promote and increase physical activity (PA) in children. However, implementation of school-based PA programmes seems difficult, in particular due to schools’ focus on academic performance and a lack of involvement of school staff in program development. The potential cognitive and academic benefits of PA might increase chances of successful implementation. Therefore, the aim of this qualitative study was: (1) to explore the perceptions of teachers and principals with regard to implementation of additional PA aimed at improving cognitive and academic performance, and (2) to identify characteristics of PA programmes that according to them are feasible in daily school practice. Twenty-six face-to-face semi-structured interviews were conducted with primary school teachers (grades 5 and 6) and principals in The Netherlands, and analysed using inductive content analysis. Teachers and principals expressed their willingness to implement additional PA if it benefits learning. Time constraints appeared to be a major barrier, and strongly influenced participants’ perceptions of feasible PA programmes. Teachers and principals emphasised that additional PA needs to be short, executed in the classroom, and provided in “ready-to-use” materials, i.e., that require no or little preparation time (e.g., a movie clip). Future research is needed to strengthen the evidence on the effects of PA for academic purposes, and should examine the forms of PA that are both effective as well as feasible in the school setting.
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Abstract
The American Academy of Pediatrics (AAP) recently published a clinical report recommending expanded options for seizure rescue medications in the school setting. School nurses rely on prescribing professionals for medical orders to manage children with epilepsy in the school setting. The report suggests additional medications beyond rectal diazepam gel along with discussing the purpose of the medications, the variations in prescribing practices for seizure rescue medications, inconsistencies in legislation based on jurisdictions, and the need for school medical orders for students with epilepsy. There are many issues faced by school personnel when caring for students with a diagnosis of epilepsy, chief among them the presence of licensed health professions for the school to be able to respond quickly and appropriately in the event of a seizure. School nurses can assist health care providers in determining the rescue medication most easily delivered and monitored in the variety of activities that are part of the school experience, including transportation to and from school, field trips, and before- and after-school activities, all beyond the regular classroom setting.
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van den Berg V, Saliasi E, de Groot RHM, Jolles J, Chinapaw MJM, Singh AS. Physical Activity in the School Setting: Cognitive Performance Is Not Affected by Three Different Types of Acute Exercise. Front Psychol 2016; 7:723. [PMID: 27242629 PMCID: PMC4868849 DOI: 10.3389/fpsyg.2016.00723] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2016] [Accepted: 04/29/2016] [Indexed: 01/19/2023] Open
Abstract
Recent studies indicate that a single bout of physical exercise can have immediate positive effects on cognitive performance of children and adolescents. However, the type of exercise that affects cognitive performance the most in young adolescents is not fully understood. Therefore, this controlled study examined the acute effects of three types of 12-min classroom-based exercise sessions on information processing speed and selective attention. The three conditions consisted of aerobic, coordination, and strength exercises, respectively. In particular, this study focused on the feasibility and efficiency of introducing short bouts of exercise in the classroom. One hundred and ninety five students (5th and 6th grade; 10-13 years old) participated in a double baseline within-subjects design, with students acting as their own control. Exercise type was randomly assigned to each class and acted as between-subject factor. Before and immediately after both the control and the exercise session, students performed two cognitive tests that measured information processing speed (Letter Digit Substitution Test) and selective attention (d2 Test of Attention). The results revealed that exercising at low to moderate intensity does not have an effect on the cognitive parameters tested in young adolescents. Furthermore, there were no differential effects of exercise type. The results of this study are discussed in terms of the caution which should be taken when conducting exercise sessions in a classroom setting aimed at improving cognitive performance.
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Affiliation(s)
- Vera van den Berg
- Department of Public and Occupational Health and the EMGO Institute for Health and Care Research, VU University Medical Center Amsterdam, Netherlands
| | - Emi Saliasi
- Department of Public and Occupational Health and the EMGO Institute for Health and Care Research, VU University Medical Center Amsterdam, Netherlands
| | - Renate H M de Groot
- Welten Institute - Research Centre for Learning, Teaching and Technology, Open University of the NetherlandsHeerlen, Netherlands; Department of Complex Genetics, School for Nutrition, Toxicology and Metabolism/Faculty of Health, Medicine and Life Sciences, Maastricht UniversityMaastricht, Netherlands
| | - Jelle Jolles
- Centre for Brain and Learning, Faculty of Psychology and Education, LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands
| | - Mai J M Chinapaw
- Department of Public and Occupational Health and the EMGO Institute for Health and Care Research, VU University Medical Center Amsterdam, Netherlands
| | - Amika S Singh
- Department of Public and Occupational Health and the EMGO Institute for Health and Care Research, VU University Medical Center Amsterdam, Netherlands
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Baldursdottir B, Taehtinen RE, Sigfusdottir ID, Krettek A, Valdimarsdottir HB. Impact of a physical activity intervention on adolescents' subjective sleep quality: a pilot study. Glob Health Promot 2016; 24:14-22. [PMID: 27173502 DOI: 10.1177/1757975915626112] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
BACKGROUND The aim of this pilot study was to examine the impact of a brief physical activity intervention on adolescents' subjective sleep quality. Cross-sectional studies indicate that physically active adolescents have better subjective sleep quality than those with more sedentary habits. However, less is known about the effectiveness of physical activity interventions in improving adolescents' subjective sleep quality. METHODS In a three-week physical activity intervention, four Icelandic upper secondary schools were randomized to either an intervention group with pedometers and step diaries or a control group without pedometers and diaries. Out of 84, a total of 53 students, aged 15-16 years, provided complete data or a minimum of two days step data (out of three possible) as well as sleep quality measures at baseline and follow-up. Subjective sleep quality, the primary outcome in this study, was assessed with four individual items: sleep onset latency, nightly awakenings, general sleep quality, and sleep sufficiency. Daily steps were assessed with Yamax CW-701 pedometers. RESULTS The intervention group ( n = 26) had significantly higher average step-count ( p = 0.03, partial η2 = 0.093) compared to the control group ( n = 27) at follow-up. Subjective sleep quality improved ( p = 0.02, partial η2 = 0.203) over time in the intervention group but not in the control group. CONCLUSIONS Brief physical activity interventions based on pedometers and step diaries may be effective in improving adolescents' subjective sleep quality. This has important public health relevance as the intervention can easily be disseminated and incorporated into school curricula.
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Affiliation(s)
- Birna Baldursdottir
- 1. Department of Psychology, School of Business, Reykjavik University, Iceland.,2. Department of Internal Medicine and Clinical Nutrition, Institute of Medicine, Sahlgrenska Academy at University of Gothenburg, Sweden
| | - Richard E Taehtinen
- 1. Department of Psychology, School of Business, Reykjavik University, Iceland.,3. ICSRA (Icelandic Centre for Social Research and Analysis), Reykjavik University, Iceland
| | - Inga Dora Sigfusdottir
- 1. Department of Psychology, School of Business, Reykjavik University, Iceland.,3. ICSRA (Icelandic Centre for Social Research and Analysis), Reykjavik University, Iceland.,7. Department of Health & Behavior Studies, Teachers College, Columbia University, New York, NY, USA
| | - Alexandra Krettek
- 2. Department of Internal Medicine and Clinical Nutrition, Institute of Medicine, Sahlgrenska Academy at University of Gothenburg, Sweden.,5. Department of Biomedicine and Public Health, School of Health and Education, University of Skövde, Sweden.,6. Department of Community Medicine, UiT The Arctic University of Norway, Tromsø, Norway
| | - Heiddis B Valdimarsdottir
- 1. Department of Psychology, School of Business, Reykjavik University, Iceland.,4. Department of Oncological Sciences, Mount Sinai School of Medicine, New York, NY, USA
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Vadrucci S, Vigna-Taglianti FD, van der Kreeft P, Vassara M, Scatigna M, Faggiano F, Burkhart G. The theoretical model of the school-based prevention programme Unplugged. Glob Health Promot 2015; 23:49-58. [PMID: 26062869 DOI: 10.1177/1757975915579800] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2014] [Accepted: 01/15/2015] [Indexed: 11/15/2022]
Abstract
Unplugged is a school-based prevention programme designed and tested in the EU-Dap trial. The programme consists of 12 units delivered by class teachers to adolescents 12-14 years old. It is a strongly interactive programme including a training of personal and social skills with a specific focus on normative beliefs. The aim of this work is to define the theoretical model of the program, the contribution of the theories to the units, and the targeted mediators. The programme integrates several theories: Social Learning, Social Norms, Health Belief, theory of Reasoned Action-Attitude, and Problem Behaviour theory. Every theory contributes to the development of the units' contents, with specific weights. Knowledge, risk perception, attitudes towards drugs, normative beliefs, critical and creative thinking, relationship skills, communication skills, assertiveness, refusal skills, ability to manage emotions and to cope with stress, empathy, problem solving and decision making skills are the targeted mediators of the program.
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Affiliation(s)
- Serena Vadrucci
- Piedmont Centre for Drug Addiction Epidemiology, ASLTO3, Italy
| | - Federica D Vigna-Taglianti
- Piedmont Centre for Drug Addiction Epidemiology, ASLTO3, Italy .,Department of Clinical and Biological Sciences, University of Torino, Italy
| | - Peer van der Kreeft
- Faculty of Health, Education and Social Work, University College Ghent, Belgium
| | - Maro Vassara
- Pyxida, Drug Abuse Prevention and Health Promotion Centre, Greece
| | - Maria Scatigna
- Department of Life, Health and Environmental Sciences, University of L'Aquila, Italy
| | | | - Gregor Burkhart
- EMCDDA, European Monitoring Centre for Drugs and Drug Addiction, Lisbon, Portugal
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Springer AE, Cuevas Jaramillo MC, Ortiz Gómez Y, Case K, Wilkinson A. School social cohesion, student-school connectedness, and bullying in Colombian adolescents. Glob Health Promot 2015; 23:37-48. [PMID: 25878143 DOI: 10.1177/1757975915576305] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2014] [Accepted: 01/11/2015] [Indexed: 11/17/2022]
Abstract
BACKGROUND Student-school connectedness is inversely associated with multiple health risk behaviors, yet research is limited on the relative contributions of a student's connectedness with school and an overall context of school social cohesion to peer victimization/bullying. PURPOSE We examined associations of perceived school cohesion and student-school connectedness with physical victimization, verbal victimization, and social exclusion in the past six months in adolescents in grades 6-11 (N = 774) attending 11 public and private urban schools in Colombia. METHODS Cross-sectional data were collected via a self-administered questionnaire and analyzed using mixed-effects linear regression models. RESULTS Higher perceived school cohesion was inversely related with exposure to three bullying types examined (p < 0.05); student-school connectedness was negatively related to verbal victimization among girls only (p < 0.01). In full models, school cohesion maintained inverse associations with three bullying types after controlling for student-school connectedness (p ≤ 0.05). CONCLUSION Enhancing school cohesion may hold benefits for bullying prevention beyond a student's individual school connectedness.
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Affiliation(s)
- Andrew E Springer
- Michael & Susan Dell Center for Healthy Living, University of Texas School of Public Health-Austin Regional Campus, Austin, TX United States.
| | | | - Yamileth Ortiz Gómez
- Grupo de Investigación Salud y Calidad de Vida, Pontificia Universidad Javeriana-Cali, Cali, Colombia
| | - Katie Case
- Michael & Susan Dell Center for Healthy Living, University of Texas School of Public Health-Austin Regional Campus, Austin, TX United States
| | - Anna Wilkinson
- Michael & Susan Dell Center for Healthy Living, University of Texas School of Public Health-Austin Regional Campus, Austin, TX United States
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36
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Albers L, Heinen F, Landgraf M, Straube A, Blum B, Filippopulos F, Lehmann S, Mansmann U, Berger U, Akboga Y, von Kries R. Headache cessation by an educational intervention in grammar schools: a cluster randomized trial. Eur J Neurol 2014; 22:270-6, e22. [PMID: 25244562 DOI: 10.1111/ene.12558] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2014] [Accepted: 07/25/2014] [Indexed: 11/29/2022]
Abstract
BACKGROUND AND PURPOSE Headache is a common health problem in adolescents. There are a number of risk factors for headache in adolescents that are amenable to intervention. The aim of the study was to assess the effectiveness of a low-level headache prevention programme in the classroom setting to prevent these risk factors. METHODS In all, 1674 students in 8th-10th grade at 12 grammar schools in greater Munich, Germany, were cluster randomized into intervention and control groups. A standardized 60-min prevention lesson focusing on preventable risk factors for headache (physical inactivity, coffee consumption, alcohol consumption and smoking) and providing instructions on stress management and neck and shoulder muscle relaxation exercises was given in a classroom setting. Seven months later, students were reassessed. The main outcome parameter was headache cessation. Logistic regression models with random effects for cluster and adjustment for baseline risk factors were calculated. RESULTS Nine hundred students (intervention group N = 450, control group N = 450) with headache at baseline and complete data for headache and confounders were included in the analysis. Headache cessation was observed in 9.78% of the control group compared with 16.22% in the intervention group (number needed to treat = 16). Accounting for cluster effects and confounders, the probability of headache cessation in the intervention group was 1.77 (95% confidence interval = [1.08; 2.90]) higher than in the control group. The effect was most pronounced in adolescents with tension-type headache: odds ratio = 2.11 (95% confidence interval = [1.15; 3.80]). CONCLUSION Our study demonstrates the effectiveness of a one-time, classroom-based headache prevention programme.
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Affiliation(s)
- L Albers
- Division of Epidemiology, Institute of Social Paediatrics and Adolescent Medicine, Ludwig-Maximilians-University Munich, Munich, Germany
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Sangho H, Keïta AS, Kodio A, Tayeb MM, Keïta HD, Cissé MO, Koné K, Guindo MT, Diarra FY, Danioko Y. [Smoking at school in a commune of Bamako, Mali]. Mali Med 2014; 29:40-44. [PMID: 30049140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Heavy smoking causes 4 million deaths worldwide, more than 70% being in the developing countries. The purpose of our study was to determine the prevalence of heavy smoking and to identify the factors which influence it in school settings in Bamako. We carried out a cross-sectional investigation in April 2009, in 8 randomly selected schools in a town of Bamako, with a sample of 328 pupils over 11 years of age. The investigation included 328 pupils, among them, 72.3% were boys. The age of the pupils varied between 12 and 23 years. The age group 12-15 ans was the most represented with 66.2%. It appears that 47.6% of the pupils smoked cigarettes at least once. We found that 14% of the pupils (46/328), all boys, were regular smokers. Among these heavy smokers, 37% smoked more than 5 cigarettes per day and 52% had consumption period of more than 12 months. The factors supporting the heavy smoking were: father smoker (22.56%), other family member smoker (56.4%), smoker teachers (52.7%). The main motivations which pushed the pupils to smoke were promiscuity (63%) pleasure (22%) and snobbery (13%). While 85.9% of the pupils knew the harmfulness of the tobacco, 38.7% learned it at school, but 76,5% were unaware of the existence of a law on tobacco sale and consumption in Mali. The prevalence of heavy smoking among pupils was of 14% in an inciting environment. We recommend intensifying the communication for behavior change and applying the tobacco law.
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Affiliation(s)
- Hamadoun Sangho
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Assa Sidibé Keïta
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Ahamed Kodio
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Moulkher Mint Tayeb
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Haoua Dembélé Keïta
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Mamadou Oumar Cissé
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Kassoum Koné
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Mariam Traoré Guindo
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Fatimata Yarro Diarra
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
| | - Yacouba Danioko
- Centre de recherche d'études et de documentation pour la survie de l'enfant (CREDOS), BP2109, Bamako, Mali , E-mail: , ; Tel: (223) 66 72 80 33/ (223) 20 21 21 52
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Cocchiola MA Jr, Martino GM, Dwyer LJ, Demezzo K. Toilet training children with autism and developmental delays: an effective program for school settings. Behav Anal Pract 2012; 5:60-4. [PMID: 23730467 DOI: 10.1007/BF03391824] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Current research literature on toilet training for children with autism or developmental delays focuses on smaller case studies, typically with concentrated clinical support. Limited research exists to support an effective school-based program to teach toileting skills implemented by public school staff. We describe an intervention program to toilet train 5 children with autism or developmental delays who demonstrated no prior success in the home or school setting. Intervention focused on (a) removal of diapers during school hours, (b) scheduled time intervals for bathroom visits, (c) a maximum of 3 min sitting on the toilet, (d) reinforcers delivered immediately contingent on urination in the toilet, and (e) gradually increased time intervals between bathroom visits as each participant met mastery during the preceding, shorter time interval. The program was effective across all 5 cases in a community-based elementary school. Paraprofessional staff implemented the program with minimal clinical oversight.
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