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Venkatapuram P, Angulo-Lozano JC, Spinzi S, Brown-Johnson C, Phord-Toy A, Kan KM. Parental Knowledge, Beliefs, Practices, and Barriers Related to Children's Bladder Health in the School Environment. THE JOURNAL OF SCHOOL HEALTH 2024. [PMID: 38711264 DOI: 10.1111/josh.13456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Revised: 03/18/2024] [Accepted: 03/28/2024] [Indexed: 05/08/2024]
Abstract
BACKGROUND Pediatric lower urinary tract symptoms (LUTS) are a set of common childhood problems. Community-level interventions that target behavioral change among children with LUTS can improve symptoms outside of the clinic environment. Parents, navigating the home and school environments, are key in supporting healthy bladder behaviors. Thus, we asked parents about their perceptions and barriers related to pediatric bladder health. METHODS English-speaking parents (n = 30) of children ages 5-10 years with and without LUTS were interviewed. Transcripts were coded iteratively by two independent coders using deductive and inductive approaches that emphasized consensus coding and peer debriefing. RESULTS Ninety-three percent of participants were women, 50% were 30-39 years old, and 60% held a graduate degree. Parents identified school-, classroom-, and child-based barriers to bladder health. These included the bathroom environment, restrictive policies for bathroom use, and anxiety on how and when to use the bathroom. CONCLUSIONS Addressing school-, classroom-, and child-based barriers is necessary to promote healthy bladder habits among children in the school environment and beyond. Recommended school-based interventions include bathroom use and sanitation policies that support students' voiding needs, teachers' professional development, and school readiness initiatives. Limitations include participation of English-speaking parents only.
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Affiliation(s)
- Pranaya Venkatapuram
- Department of Urology, Stanford University School of Medicine, 453 Quarry Road, Palo Alto, 94304, CA
| | - Juan C Angulo-Lozano
- Department of Urology, Stanford University School of Medicine, 453 Quarry Road, Palo Alto, 94304, CA
| | - Stav Spinzi
- Department of Urology, Stanford University School of Medicine, 453 Quarry Road, Palo Alto, 94304, CA
| | - Cati Brown-Johnson
- Department of Primary Care and Population Health, Stanford University School of Medicine, 1265 Welch Road, Stanford, 94305, CA
| | - Ashley Phord-Toy
- Department of Urology, Stanford University School of Medicine, 453 Quarry Road, Palo Alto, 94304, CA
| | - Kathleen M Kan
- Department of Urology, Stanford University School of Medicine, 453 Quarry Road, Palo Alto, 94304, CA
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Schieber E, Deveaux L, Cotrell L, Li X, Lemon SC, Ash AS, MacDonell K, Ghosh S, Poitier M, Rolle G, Naar S, Wang B. Maintaining Program Fidelity in a Changing World: National Implementation of a School-Based HIV Prevention Program. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2024; 25:436-447. [PMID: 37979069 PMCID: PMC11093787 DOI: 10.1007/s11121-023-01614-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2023] [Indexed: 11/19/2023]
Abstract
Large-scale, evidence-based interventions face challenges to program fidelity of implementation. We developed implementation strategies to support teachers implementing an evidence-based HIV prevention program in schools, Focus on Youth in The Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT) in The Bahamas. We examined the effects of these implementation strategies on teachers' implementation in the subsequent year after the initial implementation during the COVID-19 pandemic. Data were collected from 79 Grade 6 teachers in 24 government elementary schools. Teachers completed training workshops and a pre-implementation questionnaire to record their characteristics and perceptions that might affect their program fidelity. School coordinators and peer mentors provided teachers with monitoring, feedback, and mentoring. In Year 1, teachers on average taught 79.3% of the sessions and 80.8% of core activities; teachers in Year 2 covered 84.2% of sessions and 72.9% of the core activities. Teachers with "good" or "excellent" school coordinators in the second year taught significantly more sessions on average (7.8 vs. 7.0, t = 2.04, P < 0.05) and more core activities (26.3 vs. 23.0, t = 2.41, P < 0.05) than teachers with "satisfactory" coordinators. Teachers who had a "good" or "satisfactory" mentor taught more sessions than teachers who did not have a mentor (7.9 vs. 7.3; t = 2.22; P = 0.03). Two-level mixed-effects model analysis indicated that teachers' program fidelity in Year 1, confidence in the execution of core activities, and school coordinators' performance were significantly associated with Year 2 implementation dose. Implementation of FOYC + CImPACT was significantly associated with improved student outcomes. Teachers maintained high fidelity to a comprehensive HIV prevention program over 2 years during the COVID-19 pandemic. Future program implementers should consider additional implementation support to improve the implementation of school-based programs.
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Affiliation(s)
- Elizabeth Schieber
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA.
| | - Lynette Deveaux
- Office of HIV/AIDS, Ministry of Health, Shirley Street, Nassau, Bahamas
| | - Lesley Cotrell
- Department of Pediatrics, West Virginia University, 959 Hartman Run Road, Morgantown, WV, 26506, USA
| | - Xiaoming Li
- Department of Health Promotion, Education, and Behavior, University of South Carolina Arnold School of Public Health, 915 Greene Street, Columbia, SC, 29208, USA
| | - Stephenie C Lemon
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA
| | - Arlene S Ash
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA
| | - Karen MacDonell
- Center for Translational Behavioral Science, Florida State University College of Medicine, 2010 Levy Ave. Building B, Tallahassee, FL, 32310, USA
| | - Samiran Ghosh
- Department of Biostatistics and Data Science, School of Public Health, The University of Texas, 1200 Pressler Street, Houston, TX, 77030, USA
| | - Maxwell Poitier
- Office of HIV/AIDS, Ministry of Health, Shirley Street, Nassau, Bahamas
| | - Glenda Rolle
- Office of HIV/AIDS, Ministry of Health, Shirley Street, Nassau, Bahamas
| | - Sylvie Naar
- Center for Translational Behavioral Science, Florida State University College of Medicine, 2010 Levy Ave. Building B, Tallahassee, FL, 32310, USA
| | - Bo Wang
- Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, 368 Plantation Street, Worcester, MA, 01605, USA
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Liu J, Butler R, Turncliff A, Gray C, Lynch S, Whittaker J, Iroegbulem V, Howell D, Schuster RM. An Urgent Need for School-Based Diversion Programs for Adolescent Substance Use: A Statewide Survey of School Personnel. J Adolesc Health 2023; 73:428-436. [PMID: 37318411 PMCID: PMC10524742 DOI: 10.1016/j.jadohealth.2023.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 04/06/2023] [Accepted: 04/11/2023] [Indexed: 06/16/2023]
Abstract
PURPOSE There has been growing interest in reserving punishment as a last resort to address substance use in schools. However, there is significant variability in adoption of alternative approaches. This study reported school personnel's perceptions of diversion programs, identified characteristics of schools/districts that currently have diversion programs, and defined barriers of implementation of diversion programs. METHODS One hundred fifty six school stakeholders from Massachusetts' K-12 schools, including district administrators, principals and vice principals, school resource officers, guidance counselors, and nurses, completed a web-based survey in May-June 2020. Participants were recruited through e-mail distributed via professional listservs, direct school outreach, and community coalitions. The web survey queried beliefs, attitudes, and actions that schools take regarding substance use infractions as well as perceived barriers to implementing diversion programs. RESULTS Participants endorsed strong beliefs that punishment was an appropriate school response for student substance use, particularly for nontobacco-related infractions. Despite these personal beliefs, diversion programs were rated as more effective but less commonly used than punitive approaches (37% of respondents reported having diversion programs in their schools/districts vs. 85% used punitive approaches) (p < .03). Punishment was more likely to be used to respond to cannabis, alcohol, and other substances compared to tobacco (p < .02). Primary barriers of implementing diversion programs included funding, staff training, and parental support. DISCUSSION Based on school personnel perceptions, these findings lend further support for a transition away from punishment and toward more restorative alternatives. However, barriers to sustainability and equity were identified that warrant consideration when implementing diversion programs.
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Affiliation(s)
- Jessica Liu
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, Boston, Massachusetts
| | - Rebecca Butler
- Massachusetts Department of Public Health, Office of Youth and Young Adult Services, Boston, Massachusetts
| | - Amy Turncliff
- RockFern Scientific Consulting LLC, Ashland, Massachusetts
| | - Caroline Gray
- Department of Psychiatry, Center for Addiction Medicine, Massachusetts General Hospital, Boston, Massachusetts
| | - Stacey Lynch
- Institute for Health and Recovery, Cambridge, Massachusetts
| | | | - Vanessa Iroegbulem
- Department of Psychiatry, Center for Addiction Medicine, Massachusetts General Hospital, Boston, Massachusetts
| | - Dan Howell
- Massachusetts Department of Public Health, Office of Youth and Young Adult Services, Boston, Massachusetts
| | - Randi M Schuster
- Department of Psychiatry, Center for Addiction Medicine, Massachusetts General Hospital, Boston, Massachusetts; Harvard Medical School, Boston, Massachusetts.
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Liu J, Roberts J, Reynolds MJ, Hanby E, Gundersen DA, Winickoff JP, Rees VW, Emmons KM, Tan ASL. Barriers and facilitators to address vaping in Massachusetts schools: a mixed-methods study of school-based stakeholders. Transl Behav Med 2023; 13:589-600. [PMID: 37084410 PMCID: PMC10415734 DOI: 10.1093/tbm/ibad012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/23/2023] Open
Abstract
We assessed vaping behaviors, environments, COVID-19 influences, and barriers and facilitators of existing approaches that address adolescent vaping in Massachusetts middle and high schools. Findings from this study will provide considerations for individual schools or districts as they advance adolescent vaping prevention and treatment efforts. We analyzed 310 open-ended comments from Massachusetts school administrators who completed a survey between November 2020 and January 2021. Further, we analyzed nine semi-structured interviews with administrators (e.g., principals, vice principals, school nurses) from Massachusetts school systems (n = 6) and school-based anti-tobacco advocates (n = 3); interviews took place between May and December 2021. Informed by Green's PRECEDE model, we conducted a framework analysis using deductive codes based on the model constructs (enabling, reinforcing, and predisposing factors) and inductive codes of key themes emerging from the interviews. Challenges to addressing adolescent vaping included staff capacity, funding, and lack of mental health and counseling supports. The COVID-19 pandemic was a major barrier to conducting usual in-person vaping programs, but also reduced student vaping at school due to new social distancing practices and bathroom use policies. Facilitators of vaping interventions included peer-led initiatives and parental involvement. Participants discussed the importance of educating adolescents on the harms of vaping and the move toward alternatives-to-suspension programs rather than disciplinary action. School-based anti-vaping program implementers-such as school districts, state departments of education, or local health departments-will need to leverage facilitators such as peer-led initiatives, alternatives-to-suspension approaches, and parental involvement, to increase the potential impact of these programs.
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Affiliation(s)
- Jessica Liu
- Harvard University, T.H. Chan School of Public Health, Department of Social and Behavioral Sciences, Boston, MA, USA
| | - Jane Roberts
- Dana-Farber Cancer Institute, Survey and Qualitative Methods Core, Boston, MA, USA
| | | | - Elaine Hanby
- University of Pennsylvania, Annenberg School for Communication, Philadelphia, PA, USA
| | - Daniel A Gundersen
- Harvard University, T.H. Chan School of Public Health, Department of Social and Behavioral Sciences, Boston, MA, USA
- Dana-Farber Cancer Institute, Survey and Qualitative Methods Core, Boston, MA, USA
| | - Jonathan P Winickoff
- MassGeneral Hospital Division of General Academic Pediatrics, Boston, MA, USA
- MGH Tobacco Research and Treatment Center, Boston, MA, USA
- American Academy of Pediatrics Julius B. Richmond Center, Itasca, IL, USA
| | - Vaughan W Rees
- Harvard University, T.H. Chan School of Public Health, Department of Social and Behavioral Sciences, Boston, MA, USA
| | - Karen M Emmons
- Harvard University, T.H. Chan School of Public Health, Department of Social and Behavioral Sciences, Boston, MA, USA
| | - Andy S L Tan
- University of Pennsylvania, Annenberg School for Communication, Philadelphia, PA, USA
- University of Pennsylvania, Leonard Davis Institute of Health Economics, Philadelphia, PA, USA
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Van de Casteele M, Waterschoot J, Anthierens S, DeSmet A, Galand B, Goossens H, Morbée S, Vansteenkiste M. Saliva testing among teachers during the COVID-19 pandemic: Effects on health concerns, well-being, and precautionary behavior. Soc Sci Med 2022; 311:115295. [PMID: 36067619 PMCID: PMC9394098 DOI: 10.1016/j.socscimed.2022.115295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 07/12/2022] [Accepted: 08/11/2022] [Indexed: 11/22/2022]
Abstract
RATIONALE At the start of 2021, several SARS-CoV-2 cluster outbreaks in schools threatened in-person education and created a fairly chaotic and frightening environment for school personnel. To keep the schools open while preventing COVID-19 outbreaks, intensive diagnostic testing in teachers and school personnel was strongly recommended but missing at the time. OBJECTIVES A project was launched in Belgian schools to weekly analyze the morning saliva of school personnel using PCR-testing to detect and prevent COVID-19 positive cases. In this quasi-experimental study, we aimed to examine whether the implementation of this saliva testing project impacted school personnel's pandemic-related health concerns, well-being, and adherence to the health-protective measures, contrasting experimental with control schools. METHODS The data were collected during the third wave (Alpha-wave, February-March 2021) of the pandemic. The sample consisted of 435 participants from 34 different schools across Flanders (Belgium) (78.8% female; M age = 43.87 years, range = 21-67) of which 82% participated in the weekly saliva tests (i.e., experimental group) and 18% took part in the control group. RESULTS Results from a series of linear mixed regression models showed that saliva testing buffered against an increase in health concerns among tested school personnel but did not affect participants' general well-being. Slight declines in adherence to the health-protective behaviors were observed, yet this was only the case for participants who felt less supported by their school principal. High degrees of principals' support also fostered the sharpest decreases in school staff's pandemic-related health concerns. CONCLUSIONS When keeping the schools open in unstable pandemic times, weekly saliva testing is a promising strategy to prevent cluster outbreaks while simultaneously safeguarding health concerns among school personnel. School principals appear to play a critical role in the implementation of saliva testing to secure positive effects.
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Affiliation(s)
| | | | | | - Ann DeSmet
- Université Libre de Bruxelles, Belgium; University of Antwerp, Belgium
| | | | | | - Sofie Morbée
- Ghent University, Henri Dunantlaan 2, Ghent, 9000, Belgium
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Predicting the Presence of Active Schools: A National Survey of School Principals in the United States. J Phys Act Health 2022; 19:771-776. [PMID: 36170975 DOI: 10.1123/jpah.2021-0792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 06/29/2022] [Accepted: 08/24/2022] [Indexed: 11/18/2022]
Abstract
BACKGROUND Principals are key to the promotion of physical activity (PA) in schools. The purpose of this study was to understand how school principals' PA values, behaviors, and individual and school characteristics were associated with the presence of an active school. METHODS A representative sample of 1019 school principals in the United States was surveyed. Survey items addressed principals' values and behaviors associated with PA, individual and school demographic factors, such as years of experience and school level, and a single item asking whether principals perceived their school to be an active school (ie, provides students with opportunities to be physically active before, during, and after the school day). Significant variables from a cross-tabulation and chi-square analysis were added to a hierarchical logistic regression model to assess the predictive properties of principal values and behaviors as they relate to the presence of an active school. RESULTS Approximately half of principals (47%) reported having an active school. The model significantly predicted the presence of an active school but accounted for only 6.6% of the total variance. Although values toward PA and more frequent personal PA behaviors were associated with the presence of an active school within the cross-tabulation and chi-square analysis, neither variable emerged as a significant predictor in the regression model. CONCLUSIONS Principals' personal PA values and behaviors contribute to the presence of an active school, but other variables, including years of experience and school contextual factors, are more powerful predictors.
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Okorie CO, Ogba FN, Amujiri BA, Nwankwo FM, Oforka TO, Igu NCN, Arua CC, Nwamuo BN, Okolie CN, Ogbu EO, Okoro KN, Solomon KC, Nwamuo BE, Akudolu LO, Ukaogo VO, Orabueze FO, Ibenekwu IE, Ani CKC, Iwuala HO. Zoom-based GROW coaching intervention for improving subjective well-being in a sample of school administrators: A randomized control trial. Internet Interv 2022; 29:100549. [PMID: 36092992 PMCID: PMC9452042 DOI: 10.1016/j.invent.2022.100549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 05/13/2022] [Accepted: 05/19/2022] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND/OBJECTIVE Poor subjective well-being is a risk factor for poor health; and threatens school administrators' leadership roles and overall occupational and personal outcomes. Online digital care and coaching such as Zoom-delivered GROW (Z-GROW) coaching may be an invaluable approach to building resilience and improving well-being. This study investigated the effectiveness of the Z-GROW coaching model in enhancing self-reported well-being in a sample of school administrators in South-East Nigeria. METHOD A randomized control trial was conducted with a sample of 109 school administrators who met the inclusion criteria. Participants were allocated into Z-GROW (N = 55) and waitlist control (N = 54) groups. A 2-hour Z-GROW programme was delivered to the Z-GROW intervention group weekly for 9 weeks. Subjective well-being was measured using the Satisfaction with Life Scale (SWLS), the Scale of Positive and Negative Experience (SPANE), and the Flourishing Scale (FS). Data were collected on three occasions: pre-intervention, post-intervention, and follow-up using the same measures. All data were analyzed using descriptive and inferential statistics. The presentation of data was supported by figures and charts. RESULTS Results revealed that school administrators' three dimensions of subjective well-being significantly improved following the Z-GROW intervention. It was further shown that the improved state of participants was sustained through a 3-monthfollow-up assessment. CONCLUSION Based on the findings, it can be concluded that intervention using GROW coaching in the zoom platform improves the self-reported well-being of school administrators. The outcomes of this study present the Z-GROW model as a viable intervention for subjective well-being and other mental health conditions among school administrators. Through the Z-GROW model, employees can access occupational health coaching from the comfort of their homes.
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Key Words
- FS, flourishing scale
- GROW, Goal setting, Reality, Option, and Will
- Online intervention
- SD, standard deviation
- SPANE, Scale of positive and negative affect
- SWB, subjective well-being
- SWLS, Satisfaction with life scale
- School administrators
- Subjective well-being
- WL, waitlist
- Well-being
- Z-GROW, Zoom-based GROW
- Zoom-based GROW model
- p, p-value
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Affiliation(s)
- Cornelius O Okorie
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Francisca N Ogba
- Department Educational Foundations, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Benjamin A Amujiri
- Department of Public Administration and Local Government, University of Nigeria, Nsukka, Nigeria
| | - Felix M Nwankwo
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Theresa O Oforka
- Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria
| | - Ntasiobi C N Igu
- Department Educational Foundations, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Christopher C Arua
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Basil N Nwamuo
- Ebonyi State College of Education, Ebonyi State, Nigeria
| | - Charles N Okolie
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Esther O Ogbu
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Kingsley N Okoro
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Kingsley C Solomon
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Bright E Nwamuo
- Department of History and Strategic Studies, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Livinus O Akudolu
- Department of Philisophy/Religion, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
| | - Victor O Ukaogo
- Department of History and International Studies, University of Nigeria, Nsukka, Nigeria
| | - Florence O Orabueze
- Department of English and Literary Studies, University of Nigeria, Nsukka, Nigeria
| | | | - Casimir K C Ani
- Strategic Contact Ethics and Publications, University of Nigeria, Nsukka, Nigeria
| | - Harrison O Iwuala
- Department of Political Science, Alex Ekwueme Federal University, Ndufu Alike, Ikwo, Ebonyi State, Nigeria
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Liu J, Reynolds MJ, Hartman L, Gottlieb M, Coogan JM, Winickoff JP. The First State Tobacco Flavor Ban: High School Tobacco Control Needs in a Changing Landscape. THE JOURNAL OF SCHOOL HEALTH 2022; 92:720-727. [PMID: 35304758 DOI: 10.1111/josh.13171] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 12/24/2021] [Accepted: 01/26/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Despite recent tobacco control efforts, adolescent vaping remains an epidemic in the United States. The purpose of our study was to understand high school student vaping behaviors using the perceptions of Massachusetts school personnel during the critical window from when the Massachusetts statewide flavor ban legislation was passed in November 2019 through the first year of the COVID-19 pandemic. METHODS High school personnel throughout Massachusetts were invited to complete a cross-sectional survey. Analysis of survey responses was conducted in R. RESULTS A total of 162 respondents completed the survey representing 137 schools that draw enrollments from 216 (61%) of the 352 cities and towns in Massachusetts. The most popular products that respondents believed their students were using were JUULs (95.7%), other e-cigarettes (85.3%), and disposable vapes (79.6%). Following the flavor ban, the majority (90.7%) did not report an increase in combusted tobacco product use. All participants (100%) reported wanting more access to prevention and treatment resources. CONCLUSIONS Our findings suggest that a comprehensive flavor ban may be an effective tobacco control policy that does not appear to promote student switching from vaping products to combusted tobacco products. These data also indicate that schools report needing additional resources to address the vaping epidemic.
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Affiliation(s)
- Jessica Liu
- Department of Social and Behavioral Sciences, Harvard TH Chan School of Public Health, 677 Huntington Avenue, Boston, MA, 02115
| | | | - Lester Hartman
- Westwood-Mansfield Pediatric Associates, 541 High Street, Westwood, MA, 02090
| | - Mark Gottlieb
- Public Health Advocacy Institute, Northeastern University School of Law, 416 Huntington Avenue, Boston, MA, 02115
| | - Jacqueline M Coogan
- Massachusetts Parent Teachers Association, 405 Waltham Street #147, Lexington, MA, 02421
| | - Jonathan P Winickoff
- Division of General Academic Pediatrics, MassGeneral Hospital for Children, 55 Fruit Street, Yawkey 6D, Boston, MA, 02114
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Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt? SUSTAINABILITY 2022. [DOI: 10.3390/su14095484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented.
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Webster CA, Hoke A, Cornett K, Goh TL, Kuhn AP. Staff Involvement and Family and Community Engagement. JOURNAL OF PHYSICAL EDUCATION, RECREATION & DANCE 2022; 93:27-34. [PMID: 38618007 PMCID: PMC11010510 DOI: 10.1080/07303084.2022.2053479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 04/16/2024]
Affiliation(s)
- Collin A Webster
- School of Sport, Exercise and Rehabilitation Sciences at the University of Birmingham Dubai, Dubai, United Arab Emirates; previously he was a professor in the Department of Physical Education, University of South Carolina in Columbia, SC
| | - Alicia Hoke
- Department of Pediatrics at Penn State College of Medicine in Hershey, PA
| | - Kelly Cornett
- Healthy Schools Branch at the Centers for Disease Control and Prevention in Chamblee, GA
| | - Tan Leng Goh
- Department of Physical Education and Human Performance at Central Connecticut State University in New Britain, CT
| | - Ann Pulling Kuhn
- School of Medicine at the University of Maryland School of Medicine in Baltimore, MD
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Kellstedt DK, Schenkelberg MA, Essay AM, Welk GJ, Rosenkranz RR, Idoate R, Ramos AK, Grimm B, Dzewaltowski DA. Rural community systems: Youth physical activity promotion through community collaboration. Prev Med Rep 2021; 23:101486. [PMID: 34458077 PMCID: PMC8378795 DOI: 10.1016/j.pmedr.2021.101486] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 07/01/2021] [Accepted: 07/03/2021] [Indexed: 01/28/2023] Open
Abstract
A community systems approach is important to
identify social and geographic health impacts. Community stakeholders residing within the city had
higher trust and collective efficacy scores. These stakeholders had roles directly leading
physical activity opportunities for youth. Youth physical activity was greater in the community
with stakeholders in administrative roles. Unique community variables should be studied to
elucidate system drivers of physical activity.
A common way to address rural population health issues
is through community stakeholders working together. Youth physical activity (PA)
happens in adult-led in-school and out-of-school group opportunities that vary
across communities and generally occur in isolated settings. This study explores
similarities and differences in rural community system structure and
collaborative process variables that help to conceptualize the collaborative
impact influencing population youth PA outcomes. Stakeholders (Community 1,
n = 23; Community 2, n = 26)
and youth (Community 1, n = 205; Community 2,
n = 213) were recruited in 2018–2019 as part of
Wellscapes, a hybrid implementation-effectiveness community randomized trial. A
stakeholder survey (n = 49) measured community system
structures and collaboration processes. Youth completed the Youth Activity
Profile to measure PA levels. More Community 1 respondents than Community 2
resided within city limits (73.9% vs. 34.6%). Collective efficacy was
significantly greater in Community 1 (M = 4.0,
SD = 0.5) than in 2 (M = 3.2,
SD = 0.4), p < 0.05.
Perceptions of trust scored significantly greater in Community 1
(M = 4.1, SD = 0.3) than in 2
(M = 3.3, SD = 0.5),
p < 0.05. Though both communities met rural
definitions and had stakeholder investment, Community 1 had a greater proportion
of PA-implementing stakeholders and more residing within city limits which may
have influenced that community’s higher scores in collective efficacy and trust.
Community 2 had more stakeholders in administrator roles and yielded greater
youth PA levels. Unique and common variables of rural communities should be
considered in understanding system factors that impact youth
PA.
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Affiliation(s)
- Debra K Kellstedt
- Family & Community Health, Texas A&M AgriLife Extension, College Station, TX 77843, USA
| | | | - Ann M Essay
- College of Public Health, University of Nebraska Medical Center, Omaha, NE 68198, USA
| | - Gregory J Welk
- College of Human Sciences, Iowa State University, Ames, IA 50011, USA
| | - Richard R Rosenkranz
- College of Health & Human Sciences, Kansas State University, Manhattan, KS 66506, USA
| | - Regina Idoate
- College of Public Health, University of Nebraska Medical Center, Omaha, NE 68198, USA
| | - Athena K Ramos
- College of Public Health, University of Nebraska Medical Center, Omaha, NE 68198, USA
| | - Brandon Grimm
- College of Public Health, University of Nebraska Medical Center, Omaha, NE 68198, USA
| | - David A Dzewaltowski
- College of Public Health, University of Nebraska Medical Center, Omaha, NE 68198, USA
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12
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Sim WH, Toumbourou JW, Clancy EM, Westrupp EM, Benstead ML, Yap MBH. Strategies to Increase Uptake of Parent Education Programs in Preschool and School Settings to Improve Child Outcomes: A Delphi Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:3524. [PMID: 33805327 PMCID: PMC8036819 DOI: 10.3390/ijerph18073524] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Revised: 03/24/2021] [Accepted: 03/25/2021] [Indexed: 11/16/2022]
Abstract
Parent education programs, offered via family-school partnerships, offer an effective means for promoting the mental health and educational functioning of children and adolescents at a whole-school level. However, these programs often have a low uptake. This study aimed to identify strategies for increasing the uptake of parent education programs within preschool and school settings. A three-round Delphi procedure was employed to obtain expert consensus on strategies that are important and feasible in educational settings. First, thirty experts rated statements identified from the literature and a stakeholder forum. Next, experts re-appraised statements, including new statements generated from the first round. Ninety statements were endorsed by ≥80% of the experts. Primary themes include strategies for program selection; strategies for increasing the accessibility of programs and the understanding of educational staff on parent engagement and child mental health; strategies for program development, promotion and delivery; as well as strategies for increasing parent and community engagement. This study offers a set of consensus strategies for improving the uptake of parent education programs within family-school partnership.
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Affiliation(s)
- Wan Hua Sim
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton 3800, Australia;
| | - John W. Toumbourou
- Centre for Social and Early Emotional Development, School of Psychology, Deakin University, Geelong 3220, Australia; (J.W.T.); (E.M.C.); (E.M.W.); (M.L.B.)
| | - Elizabeth M. Clancy
- Centre for Social and Early Emotional Development, School of Psychology, Deakin University, Geelong 3220, Australia; (J.W.T.); (E.M.C.); (E.M.W.); (M.L.B.)
| | - Elizabeth M. Westrupp
- Centre for Social and Early Emotional Development, School of Psychology, Deakin University, Geelong 3220, Australia; (J.W.T.); (E.M.C.); (E.M.W.); (M.L.B.)
| | - Michelle L. Benstead
- Centre for Social and Early Emotional Development, School of Psychology, Deakin University, Geelong 3220, Australia; (J.W.T.); (E.M.C.); (E.M.W.); (M.L.B.)
| | - Marie B. H. Yap
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton 3800, Australia;
- Melbourne School of Population and Global Health, University of Melbourne, Carlton 3053, Australia
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