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Grauduszus M, Koch L, Wessely S, Joisten C. School-based promotion of physical literacy: a scoping review. Front Public Health 2024; 12:1322075. [PMID: 38525332 PMCID: PMC10959127 DOI: 10.3389/fpubh.2024.1322075] [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: 10/15/2023] [Accepted: 02/20/2024] [Indexed: 03/26/2024] Open
Abstract
Introduction The role of physical activity in children's healthy development is undisputed, with school-based interventions being seen as a priority. The promotion of physical literacy (PL) seems to be promising due to its holistic approach, combining physical, cognitive, and affective domains. To develop recommendations for possible measures, we compiled existing literature on existing school-based PL interventions. Methods Five databases (MEDLINE, Web of Science, SPORTDiscus, ERIC, and PsycInfo) were searched between July 6 and July 10, 2023, by combining the terms "physical literacy," "school," "program," "workshop," "intervention," and "curriculum" as well as a manual search. Records were screened in a two-stage process by two independent authors using a priori criteria. Eligible studies concerned PL interventions in the school context. The included records were sorted according to school type/population, structure, content, PL domains addressed, and evaluation. Results In total, 706 articles were found through the database search and an additional 28 articles through the manual search. After removing duplicates, 502 publications remained, which were screened by title and abstract, leaving 82 full texts. These were cut down to 37 articles describing 31 different programs (19 in primary schools, eight in secondary schools, one in both primary and secondary schools, and three unspecified). Most interventions were conducted during physical education classes (n = 12). All three PL domains were addressed by five interventions, while 11 interventions solely concerned the physical domain. In addition, 21 interventions evaluated their effects on PL. Most evaluations showed small to moderate but inconsistent effects on several PL-related constructs (e.g., self-efficacy, motivation, movement skills). Interventions incorporating all three domains reported positive effects on physical competence and enjoyment. Discussion Although there is a growing body of data related to school-based PL promotion, their effects and practical application remains relatively underdeveloped: study designs, study quality, PL assessments, and results are heterogeneous. Corresponding research adhering to the holistic approach of PL will be crucial in clarifying the potential lifelong role of PL in promoting physical activity, increasing health and well-being and to actually enable development of recommendations for action.
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Affiliation(s)
| | - Lennart Koch
- *Correspondence: Martin Grauduszus, ; Lennart Koch,
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Patterson E, Nyberg G, Norman Å, Schäfer Elinder L. Universal healthy school start intervention reduced the body mass index of young children with obesity. Acta Paediatr 2024. [PMID: 38381539 DOI: 10.1111/apa.17164] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2023] [Revised: 01/25/2024] [Accepted: 02/13/2024] [Indexed: 02/23/2024]
Abstract
AIM To evaluate the effect of a universal, school-based family support programme on body mass index (BMI) of children aged 5-7 years, using pooled data from three trials. METHODS The programme has three to four components and is delivered during the first school year. It aims to promote healthy dietary and physical activity behaviours, and secondarily prevent unhealthy weight gain. Three cluster-randomised controlled trials were conducted between 2010 and 2018 in low and mixed socioeconomic status areas in Sweden. Weight and height were measured. Multiple mixed linear regression analysis was performed on the pooled data. RESULTS In total, 961 children were included (50% girls, mean age 6.3 years). The post-intervention effect on BMI z-score in all children was small, but in those with obesity at baseline, we observed a significant, clinically relevant, decrease in BMI z-score (-0.21). This was most pronounced in children with a non-Nordic born parent (-0.24). Five to six months after the intervention, decreases were no longer statistically significant. CONCLUSION The intervention resulted in changes in BMI comparable to obesity treatment programmes focusing on behaviour change. However, the effect attenuated with time suggesting the programme should be sustained and evaluated for a longer time.
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Affiliation(s)
- Emma Patterson
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
- Division for Risk and Benefit Assessment, Swedish Food Agency, Uppsala, Sweden
| | - Gisela Nyberg
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
- The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden
| | - Åsa Norman
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Liselotte Schäfer Elinder
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
- Centre for Epidemiology and Community Medicine, Region Stockholm, Stockholm, Sweden
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Sgaramella TM, Ferrari L. Developmental Assets and Career Development in the Educational System: Integrating Awareness of Self-Identity, Knowledge of the World of Work and the SDGs in School Programs. Behav Sci (Basel) 2024; 14:109. [PMID: 38392462 PMCID: PMC10886076 DOI: 10.3390/bs14020109] [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: 12/25/2023] [Revised: 01/25/2024] [Accepted: 01/30/2024] [Indexed: 02/24/2024] Open
Abstract
Individuals are embedded within systems that possess contextual or ecological developmental assets. Psychosocial assets refer to beliefs that enable positive responses to challenging situations and growth despite adversity, such as hope and a future orientation towards positive attitudes and expectations, as well as persistence and the ability to thrive. Career-related assets refer to career-related resources that characterize career decision-making processes and the world of work, such as the ability to negotiate transitions successfully as well as to tolerate and cope with uncertainty by increasing one's flexibility and autonomy. This study investigated the effectiveness of two sets of psychoeducational activities in promoting positive attitudes and resources, developmental assets that are useful to strengthen students' personal resources and shaping their future. This study also highlighted sensitivity to change in personal and career-related developmental assets. Using a mixed design approach, 108 students with an average age of 13.91 years were asked to participate in two psychoeducational activities. The first activity focused on developing a positive future self-identity and the second activity on career exploration and knowledge about the world of work. The results show that each of these two activities support the development of psychological assets as well as of a perspective that addresses complex dynamics and that may reduce inequalities.
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Affiliation(s)
- Teresa Maria Sgaramella
- Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, Via Venezia 14, 35137 Padova, Italy
| | - Lea Ferrari
- Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, Via Venezia 14, 35137 Padova, Italy
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Sourander A, Ishikawa S, Ståhlberg T, Kishida K, Mori Y, Matsubara K, Zhang X, Hida N, Korpilahti-Leino T, Ristkari T, Torii S, Gilbert S, Hinkka-Yli-Salomäki S, Savolainen H, Närhi V. Cultural adaptation, content, and protocol of a feasibility study of school-based "Let's learn about emotions" intervention for Finnish primary school children. Front Psychiatry 2024; 14:1334282. [PMID: 38274431 PMCID: PMC10810134 DOI: 10.3389/fpsyt.2023.1334282] [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] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 12/11/2023] [Indexed: 01/27/2024] Open
Abstract
Introduction Emotional awareness and emotion regulation are crucial for cognitive and socio-emotional development in children. School-based interventions on socio-emotional skills have the potential to prevent these problems and promote well-being of children. The Japanese school-based program, Universal Unified Prevention Program for Diverse Disorders (Up2-D2), has shown preventive effects on mental health of children in Japan. The aims of this protocol paper are to describe the unique process of adapting the Up2-D2 from Eastern to Western context, and to present a feasibility study of the intervention, conducted in Finland. Methods The cultural adaptation process started with the linguistic translation of materials, followed by the modification of language to fit the Finnish context. While the Japanese ideology was saved, some content was adapted to fit Finnish school children. Further modifications were made based on feedback from pupils and teachers. The Finnish version of the program was named "Let's learn about emotions" and consisted of 12 sessions and targeted 8- to 12-year-old pupils. A teacher education plan was established to assist Finnish teachers with the intervention, including a workshop, teachers' manual, brief introductory videos, and online support sessions. A feasibility study involving 512 4th graders in the City of Hyvinkää, South of Finland, was conducted. It assessed emotional and behavioral problems, classroom climate, bullying, loneliness, perception of school environment, knowledge of emotional awareness, and program acceptability. Discussion The originality of this study underlies in the East-West adaptation of a cognitive behavioral therapy-based program. If promising feasibility findings are replicated in Finland, it could pave the way for further research on implementing such programs in diverse contexts and cultures, promoting coping skills, awareness, social skills and early prevention of child mental health problems. Ethics The ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkää accepted this study.
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Affiliation(s)
- A. Sourander
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
- Department for Child Psychiatry, Turku University Hospital, Turku, Finland
| | - S. Ishikawa
- Faculty of Psychology, Doshisha University, Kyoto, Japan
| | - T. Ståhlberg
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
- Department for Adolescent Psychiatry, Turku University Hospital, Turku, Finland
| | - K. Kishida
- School of Humanities, Kwansei Gakuin University, Nishinomiya, Japan
- Japan Society for the Promotion of Science, Tokyo, Japan
| | - Y. Mori
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
| | - K. Matsubara
- Organization for Research Initiatives and Development, Doshisha University, Kyoto, Japan
| | - X. Zhang
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
| | - N. Hida
- Center for Wing of Empirically Supported Treatments, Doshisha University, Kyoto, Japan
| | - T. Korpilahti-Leino
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
| | - T. Ristkari
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
| | - S. Torii
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
| | - S. Gilbert
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
| | - S. Hinkka-Yli-Salomäki
- Research Centre for Child Psychiatry, University of Turku, Turku, Finland
- INVEST Flagship Centre, University of Turku, Turku, Finland
| | - H. Savolainen
- School of Educational Sciences and Psychology, University of Eastern Finland, Kuopio, Finland
| | - V. Närhi
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
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Walcott G, Hickling FW, Charles CAD. To Di World: Jamaican soccer, poiesis and post-colonial transformation. Transcult Psychiatry 2023; 60:835-843. [PMID: 37904537 DOI: 10.1177/13634615231198005] [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] [Indexed: 11/01/2023]
Abstract
This article presents a case study of an innovative culturally based therapeutic approach using collective poiesis to improve the functioning of a youth sports team in Jamaica. In recent decades, Jamaica has endured high levels of violence and corruption, and has been ranked among the top four countries in the world in terms of murder rate per capita. We conjecture that a high prevalence of personality disorder linked to the legacy of slavery and colonialism often impedes Jamaicans from achieving success in diverse fields, including sports. Psychological interventions in the preparation of football teams are a novelty, and have been used mainly to enhance global team performance or individual player skill. The use of psychological interventions to address personality disorder psychopathology on the soccer pitch has not been reported. Psychohistoriographic cultural therapy (PCT) integrates psychological perspectives with a dialectic method of historical analysis and uses collective poiesis as a vehicle to translate insights through an embodied cognitive restructuring process. Two workshops were carried out with a high school football team using PCT techniques. The process of dialectic reasoning engaged their collective ideas and insights to establish a psychic centrality that was expressed in poetic form to illustrate the pathologies of the group in an emotionally safe and psychologically acceptable narrative. This poetic narrative of the group's psychic centrality counters the personality disorder psychopathology caused by the lingering intergenerational wounds of slavery, colonial oppression and collective trauma.
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Lu M, Barlow J, Meinck F, Neelakantan L. Unpacking School-Based Child Sexual Abuse Prevention Programs: A Realist Review. Trauma Violence Abuse 2023; 24:2067-2081. [PMID: 35544032 PMCID: PMC10486164 DOI: 10.1177/15248380221082153] [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] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Background: Existing efforts to understand school-based child sexual abuse (CSA) prevention programs mainly focus on the effectiveness of these programs in increasing participants' CSA knowledge and self-protective skills. There are currently no reviews addressing the underpinning pathways leading to these outcomes. In order to increase our understanding about the underpinning causal and contextual factors and inform the further development of school-based CSA prevention programs, a realist review was conducted to synthesize existing evidence from a broad range of data. Methods: An iterative search of electronic databases and grey literature was conducted, supplemented with citation tracking to locate relevant literature. For quantitative evidence, we considered evaluation studies that focused on students aged 5-18 years, who were enrolled in primary or secondary schools; for other types/formats of studies/documents, no population restrictions were applied. We included school-based CSA prevention programs that focused on improving knowledge of CSA or self-protective skills. Outcomes of interest included knowledge of CSA or self-protective skills. We did not apply methodological filters in terms of the types of studies to be included. Thematic content analysis was conducted to synthesize data. Results: Sixty-two studies were included. Five themes and five overarching Context-Strategy-Mechanism-Outcome configurations (CSMOs) that contributed to the success of school-based CSA interventions were identified, including tailoring programs to participants' cognitive developmental levels, repeated exposure of key concepts and skills, utilization of interactive delivery methods and positive feedback, delivery of positive information and application of the 'train-the-trainer' model. Implications: Findings from this realist review provide insights into the underlying program theory of school-based CSA prevention programs, which can aid in the development and implementation of these programs in the future.
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Affiliation(s)
- Mengyao Lu
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Jane Barlow
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Franziska Meinck
- School of Social and Political Sciences, University of Edinburgh, Edinburgh, UK
- Optentia, Faculty of Health Sciences, North-West University, Vanderbijlpark, South Africa
- School of Public Health, University of the Witwatersrand, Johannesburg, South Africa
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Tapia-Serrano MÁ, López-Gajardo MA, Sánchez-Miguel PA, González-Ponce I, García-Calvo T, Pulido JJ, Leo FM. Effects of out-of-school physical activity interventions based on self-determination theory in children and adolescents: A systematic review and meta-analysis. Scand J Med Sci Sports 2023; 33:1929-1947. [PMID: 37381660 DOI: 10.1111/sms.14436] [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: 01/28/2023] [Revised: 06/07/2023] [Accepted: 06/13/2023] [Indexed: 06/30/2023]
Abstract
OBJECTIVE This systematic review and meta-analysis aimed to examine the effects of out-of-school physical activity (PA) interventions, based on Self-Determination Theory (SDT), on basic psychological needs (BPN), motivation toward PA, and PA levels in youths. DESIGN Systematic review and meta-analyses. METHOD We searched for intervention studies examining the effects of PA interventions based on SDT implemented outside the school published in English and Spanish in six electronic databases up to January 2022. RESULTS Outcomes of interest were BPN, motivation, and PA levels. In total, nine studies were included in this review. Seven individual meta-analyses were conducted for each variable, revealing nonsignificant clustered effects for the outcomes autonomy satisfaction (g = 0.12, 95% CI [-0.31, 0.55]), competence satisfaction (g = 0.02, 95% CI [-0.28, 0.32]), relatedness satisfaction (g = 0.13, 95% CI [-0.43, 0.68]), autonomous motivation (g = 0.15, 95% CI [-0.38, 0.67]), controlled motivation (g = 0.12, 95% CI [-0.32, 0.55]), amotivation (g = -0.36, 95% CI [-0.88, 0.16]), and PA behavior (g = 0.02, 95% CI [-0.08, 0.12]). CONCLUSION Meta-analyses suggest that out-of-school PA interventions based on SDT are not effective in increasing levels of needs satisfaction, types of motivation, and PA levels.
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Affiliation(s)
- Miguel Á Tapia-Serrano
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
| | - Miguel A López-Gajardo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
| | - Pedro A Sánchez-Miguel
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo de Investigación Análisis Didáctico y Comportamental del Deporte (ADICODE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
| | - Inmaculada González-Ponce
- Departamento de Psicología y Antropología, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Educación y Psicología, Universidad de Extremadura, Badajoz, Spain
| | - Tomás García-Calvo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Ciencias del Deporte, Universidad de Extremadura, Cáceres, Spain
| | - Juan J Pulido
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Educación y Psicología, Universidad de Extremadura, Badajoz, Spain
| | - Francisco M Leo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
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Klein DH, Mohamoud I, Olanisa OO, Parab P, Chaudhary P, Mukhtar S, Moradi A, Kodali A, Okoye C, Arcia Franchini AP. Impact of School-Based Interventions on Pediatric Obesity: A Systematic Review. Cureus 2023; 15:e43153. [PMID: 37692730 PMCID: PMC10484325 DOI: 10.7759/cureus.43153] [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: 07/09/2023] [Accepted: 08/08/2023] [Indexed: 09/12/2023] Open
Abstract
Childhood obesity is a global public health problem with significant implications for the health and well-being of children. The prevalence of childhood obesity is increasing every decade, making it a recognized public health concern. This systematic review aims to explore and evaluate the impact of school-based interventions on reducing pediatric obesity among school-aged children. A systematic review of literature according to the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 was conducted. Google Scholar, PubMed, and Cochrane were the databases used. After screening for bias, inclusion and exclusion criteria, and quality, 27 studies were included in the systematic review, and data were synthesized. The results show that physical activity reduces obesity and improves cardiovascular health. The nutritional change reduces the risk of obesity more than physical activity alone. When blended, the two provide the most benefits for participants. Motivation, self-efficacy, and behavioral change could help maintain the improvements. Schools should adopt a blend of physical activity and nutritional change to reduce prevent, reduce, and manage obesity.
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Affiliation(s)
- Dhadon H Klein
- Internal Medicine, Saint James School of Medicine, Park Ridge, USA
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Iman Mohamoud
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Olawale O Olanisa
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Panah Parab
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Priti Chaudhary
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Sonia Mukhtar
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Ali Moradi
- Medicine, Semmelweis University, Budapest, HUN
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Athri Kodali
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Chiugo Okoye
- Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
| | - Ana P Arcia Franchini
- Research, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA
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Hasson RE, Eisman AB, Wassmann A, Beemer LR, Templin T, Malinoff L, Zernicke R, Rabaut L. Aligning Organizational Priorities and System Policies to Support Implementation Scale-Up of a Tailored Classroom-Based Physical Activity Intervention in Low-Resource Schools. J Sch Health 2023; 93:464-474. [PMID: 36918350 DOI: 10.1111/josh.13321] [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] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 02/07/2023] [Accepted: 02/12/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND A mismatch between organizational priorities and system-level policies can negatively impact implementation and sustainment of classroom-based physical activity (PA) interventions. The purpose of this study was twofold: (1) present methods to systematically identify organization- and system-level implementation barriers, and (2) align organizational priorities and system policies by designing multi-level implementation strategies. This alignment will support implementation scale-up of a tailored PA intervention in one low-resource intermediate school district (ISD; 16 districts, 32 schools) in central Michigan. METHODS Multi-level assessments of organizational readiness were conducted using the Hexagon Discussion and Analysis Tool to assess intervention-context fit, the Wellness School Assessment Tool 3.0 to evaluate district PA policy strength and comprehensiveness, and semi-structured interviews were conducted to assess administrative support and priorities related to PA programming. RESULTS Our assessments revealed three implementation barriers: limited structural capacity to sustain teacher training, limited resources across districts and school buildings to support teachers, and misalignment of ISD and district PA policies and priorities. CONCLUSIONS Greater attention to organizational capacity and existing infrastructure should be considered a priori to support effective implementation and sustainment of PA interventions in low-resource schools.
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Affiliation(s)
- Rebecca E Hasson
- University of Michigan School of Kinesiology, Ann Arbor, MI 48109; University of Michigan Exercise & Sports Science Initiative, Ann Arbor, MI 48109
| | - Andria B Eisman
- Wayne State University College of Education, Detroit, MI 48202; Wayne State Center for Health and Community Impact, Detroit, MI 48202
| | - Amy Wassmann
- Saginaw Intermediate School District, Saginaw, MI 48603
| | - Lexie R Beemer
- University of Michigan School of Kinesiology, Ann Arbor, MI 48109
| | - Thomas Templin
- University of Michigan School of Kinesiology, Ann Arbor, MI 48109
| | | | - Ronald Zernicke
- University of Michigan School of Kinesiology, Ann Arbor, MI 48109; University of Michigan Exercise & Sports Science Initiative, Ann Arbor, MI 48109
| | - Lisa Rabaut
- University of Michigan Exercise & Sports Science Initiative, Ann Arbor, MI 48109
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Teshome GB, Haileslassie HA, Shand P, Lin Y, Lieffers JRL, Henry C. Pulse-Based Nutrition Education Intervention Among High School Students to Enhance Knowledge, Attitudes, and Practices: Pilot for a Formative Survey Study. JMIR Form Res 2023; 7:e45908. [PMID: 37256666 DOI: 10.2196/45908] [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: 01/21/2023] [Revised: 04/15/2023] [Accepted: 05/03/2023] [Indexed: 06/01/2023] Open
Abstract
BACKGROUND Promoting pulse consumption in schools could improve students' healthy food choices. Pulses, described as legumes, are rich in protein and micronutrients and are an important food choice for health and well-being. However, most Canadians consume very little pulse-based food. OBJECTIVE This pilot study sought to investigate outcomes of a teacher-led, school-based food literacy intervention focused on the Pulses Make Perfect Sense (PMPS) program in 2 high schools in Saskatoon, Saskatchewan. METHODS Both high schools were selected using a convenience sampling technique and have similar sociodemographic characteristics. The mean age of students was 16 years. The intervention comprised 7 key themes focused on pulses, which included defining pulses; health and nutritional benefits of pulses; incorporating pulses into meals; the role of pulses in reducing environmental stressors, food insecurity, and malnutrition; product development; taste testing and sensory analysis; and pulses around the world. A self-administered questionnaire was used to assess knowledge, attitudes, practices, and barriers regarding pulse consumption in students at baseline and study end. Teachers were interviewed at the end of the intervention. Descriptive statistics and the nonparametric Mann-Whitney U test were used for analysis. RESULTS In total, 41 and 32 students participated in the baseline and study-end assessments, respectively. At baseline, the median knowledge score was 9, attitude score was 6, and barrier score was 0. At study end, the median knowledge score was 10, attitude score was 7, and barrier score was 1. A lower score for barriers indicated fewer barriers to pulse consumption. There was a significant difference between baseline and study-end scores in knowledge (P<.05). Barriers to pulse consumption included parents not cooking or consuming pulses at home, participants not liking the taste of pulses, and participants often preferring other food choices over pulses. The teachers indicated that the pulse food-literacy teaching resources were informative, locally available, and easy to use. CONCLUSIONS Despite the improvements in knowledge, attitude, and practice, pulse consumption did not change significantly at the end of the intervention. Future studies with larger samples are needed to determine the impact of PMPS on knowledge, attitude, and practice of high school students.
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Affiliation(s)
| | | | - Phyllis Shand
- College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, SK, Canada
| | - Yun Lin
- College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, SK, Canada
| | - Jessica R L Lieffers
- College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, SK, Canada
| | - Carol Henry
- College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, SK, Canada
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Wiedermann CJ, Barbieri V, Plagg B, Marino P, Piccoliori G, Engl A. Fortifying the Foundations: A Comprehensive Approach to Enhancing Mental Health Support in Educational Policies Amidst Crises. Healthcare (Basel) 2023; 11:healthcare11101423. [PMID: 37239709 DOI: 10.3390/healthcare11101423] [Citation(s) in RCA: 3] [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: 03/20/2023] [Revised: 05/11/2023] [Accepted: 05/12/2023] [Indexed: 05/28/2023] Open
Abstract
In recent times, global crises such as the COVID-19 pandemic, climate change, and geopolitical conflicts have significantly impacted pupils' mental health. This opinion article presents evidence-based recommendations to bolster mental health support within educational systems, aiming to alleviate the psychological burden faced by students during these challenging times. This article argues that a proactive, holistic approach to mental health is essential for building a resilient educational infrastructure. More than ever, we support the call for the integration of mental health education into the core curriculum, equipping students with vital coping skills and fostering emotional intelligence. Additionally, we emphasize the importance of training educators and staff to identify and address mental health issues. Furthermore, this article highlights the need for interdisciplinary collaboration involving general practitioners, mental health professionals, community organizations, and policymakers in crafting and implementing support strategies. Educational institutions can effectively leverage the expertise of diverse stakeholders to create targeted interventions by cultivating partnerships. Finally, the significance of continuously evaluating and refining mental health support policies to ensure their efficacy and adaptability in the face of evolving crises is emphasized. Through these comprehensive recommendations, this opinion article seeks to catalyze a transformation in educational policies, prioritize mental health support, and empower pupils to thrive during tumultuous times.
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Affiliation(s)
- Christian J Wiedermann
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
- Department of Public Health, Medical Decision Making and Health Technology Assessment, University of Health Sciences, Medical Informatics and Technology, 6060 Hall, Tyrol, Austria
| | - Verena Barbieri
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
| | - Barbara Plagg
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
- Faculty of Education, Free University of Bolzano, 39100 Bolzano, Italy
| | - Pasqualina Marino
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
| | - Giuliano Piccoliori
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
| | - Adolf Engl
- Institute of General Practice and Public Health, Claudiana-College of Health Professions, 39100 Bolzano, Italy
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12
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Pauletto M, Grassi M, Pellizzoni S, Penolazzi B. Fostering emotional intelligence in preadolescence: Effects of a pilot training on emotions, coping and psychological well-being. Clin Child Psychol Psychiatry 2023; 28:567-579. [PMID: 35607896 DOI: 10.1177/13591045221105189] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The purpose of the present study was to examine the efficacy of a short training programme (eight 1-hour sessions) aimed to promote Emotional Intelligence (EI) abilities in primary school on a set of outcomes related to affect, coping and psychological well-being. Sixty-eight preadolescents (10.68±.58 years) were randomly assigned to either the experimental condition (EI training) or the active control condition (pro-environmental training). ANOVAs and Bayesian analyses were performed on pre/post-training measures of ability and trait EI, positive/negative affect, regulatory emotional self-efficacy, coping styles, and psychological well-being. Results showed that only in the EI training condition emotional abilities significantly improved, whereas negative affect and the preference for distraction coping significantly diminished. Although the effects of the present EI training did not extend to the other measures, the findings suggest its effectiveness in improving preadolescents' EI basic skills and some important adjustment variables. This study confirms the efficacy of short school-based programmes in enhancing EI abilities and highlights the importance of further investigating the training features required to extend its benefits also to psychological well-being. Implications for research and educational practices are discussed.
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Affiliation(s)
- Marina Pauletto
- Department of Life Sciences, 9315University of Trieste, Trieste, Italy
| | - Michele Grassi
- Department of Life Sciences, 9315University of Trieste, Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, 9315University of Trieste, Trieste, Italy
| | - Barbara Penolazzi
- Department of Life Sciences, 9315University of Trieste, Trieste, Italy
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13
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Meuser S, Piskur B, Hennissen P, Dolmans D. Targeting the school environment to enable participation: A scoping review. Scand J Occup Ther 2023; 30:298-310. [PMID: 36170879 DOI: 10.1080/11038128.2022.2124190] [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: 10/14/2022]
Abstract
BACKGROUND Children with special educational needs experience limited levels of participation at school; their participation is influenced by the physical and social environment. Interventions that have been applied in school environments are described in the literature. AIMS To illustrate the main features of interventions targeting school environments to support participation of children with special educational needs in mainstream education. MATERIALS AND METHODS A scoping review using a qualitative, thematic analysis was conducted in May 2021. RESULTS We included a total of 20 articles. We found that intervention features contributed to children's participation and targeted social and physical school environments. The majority of the intervention features focussed on applying supportive teaching methods to enable individual children's participation. A small number of interventions described a systemic holistic approach that involved changes to the school environment. In these interventions, different professionals such as occupational therapists collaborated with teachers to adapt the school environment. CONCLUSIONS AND SIGNIFICANCE A shift from individual child-focussed to environment-focussed approaches that target all children's participation could impact classroom setup and teachers' roles. Occupational therapists' expertise in matching school environments and task requirements with individual children's needs could be valuable in their collaboration with schools to support this transition.
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Affiliation(s)
- S Meuser
- Academy of Occupational Therapy, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Research Centre Autonomy & Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Faculty of Health, Medicine and Life Sciences (SHE), Maastricht University, Maastricht, the Netherlands
| | - B Piskur
- Research Centre Autonomy & Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Academy of Nursing, Zuyd University of Applied Sciences, Heerlen, The Netherlands
| | - P Hennissen
- Zuyd University of Applied Sciences, Sittard, The Netherlands
| | - D Dolmans
- Faculty of Health, Medicine and Life Sciences (SHE), Maastricht University, Maastricht, the Netherlands
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Ndagijimana E, Biracyaza E, Nzayirambaho M. Risky sexual behaviors and their associated factors within high school students from Collège Saint André in Kigali, Rwanda: An institution-based cross-sectional study. Front Reprod Health 2023; 5:1029465. [PMID: 36936133 PMCID: PMC10020213 DOI: 10.3389/frph.2023.1029465] [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: 08/27/2022] [Accepted: 01/27/2023] [Indexed: 03/06/2023] Open
Abstract
Background Risky sexual behaviors (RSBs) remain public health concerns in adolescents from sub-Saharan Africa (SSA), and these practices may increase vulnerability to reproductive health problems if no early healthcare strategies are implemented. While previous studies reported that adolescents are engaged in these RSBs due to diverse influences such as the teenage stage, urbanization, and change in the environment they experience, there is a shortage of studies on RSB among adolescents in SSA. This study assessed the magnitude of RSBs and the RSB-associated factors among in-school adolescents. Methods School-based cross-sectional study was conducted among 263 Saint Andre school students in Kigali, Rwanda, from July 3, 2020, to September 30, 2020. Systematic random sampling techniques were employed. All data were entered into Epi-Data and analyzed using SPSS version 25. Chi-square tests and multivariable logistic regression analyses were applied to determine factors associated with risky sexual behaviors. Confidence intervals (CIs) of 95% and 5% for statistical significance were maintained. Results Of 263 participants, 109 (41%) experienced RSB in their lifetime. Among them, 66 respondents (60.55%) utilized contraceptive methods to prevent sexual and reproductive problems that can be caused by unprotected sexual intercourse. The students who experienced domestic violence had increased odds of experiencing RSB [odds ratio (OR) = 4.22; 95% CI: 1.6-11.23] than their counterparts. Those in grade 11 (OR = 2.68; 95% CI: 1.06-6.78) and grade 12 (OR = 4.39; 95% CI: 1.82-10.56) were more likely to practice RSB than those in grade 10. Alcohol users were almost more likely to experience RSB (OR = 3.9; 95% CI: 1.97-5.5) than their counterparts. Those who lived away from their biological parents had higher likelihood of experiencing RSB (OR = 2.5; 95% CI: 1.14-4.42) than those who lived with one or both parents. Students who experienced peer pressure were more likely to engage in RSB (OR = 3.9; 95% CI: 2.01-7.51) than their counterparts. Conclusion Promoting specific intervention programs built upon the factors associated with RSB among high school students needs to be prioritized.
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Affiliation(s)
- Emmanuel Ndagijimana
- Department of Epidemiology and Biostatistics, School of Public Health, University of Rwanda, Kigali, Rwanda
- Correspondence: Emmanuel Biracyaza Emmanuel Ndagijimana
| | - Emmanuel Biracyaza
- School of Rehabilitation, Faculty of Medicine, Université de Montréal, Montréal, QC, Canada
- Correspondence: Emmanuel Biracyaza Emmanuel Ndagijimana
| | - Manasse Nzayirambaho
- Department of Epidemiology and Biostatistics, School of Public Health, University of Rwanda, Kigali, Rwanda
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Pedrini L, Meloni S, Lanfredi M, Rossi R. School-based interventions to improve emotional regulation skills in adolescent students: A systematic review. J Adolesc 2022; 94:1051-1067. [PMID: 36082432 DOI: 10.1002/jad.12090] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [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: 01/15/2022] [Revised: 06/07/2022] [Accepted: 08/25/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION Emotional regulation (ER) is a core variable involved in the onset and maintenance of mental health disorders; therefore, interventions targeting ER in adolescence represent a promising preventive action. The current systematic review provides a synthesis of the evidence on school-based interventions on ER in adolescent students. METHODS Six electronic databases (Medline, Psychology Database, Embase, Scopus, Psychinfo, and Web of Science) were searched. The methodological quality of the included studies was assessed by the Methodological Index for Nonrandomized Studies. RESULTS A total of 36 studies were identified. The interventions were based on different theoretic frameworks and focused on different components of ER. There were universal interventions that addressed the entire class, as well as interventions for a selected population of at-risk students. Only one-third of the studies were based on manualized programs. Small to moderate effect sizes were found for mental health and ER skills. Only a few studies assessed risky behaviors, and these studies showed a reduction with moderate to large effect size. Studies conducted on high-risk populations showed medium-high effect sizes on ER skills. In contrast, studies conducted on unselected samples of students showed greater variability in the outcome estimates. Acceptability analysis and attendance rates suggested that the interventions were well received by students. The lack of follow-up assessments and the absence of sample-size calculation were the most frequent methodological weaknesses. CONCLUSIONS The content of the present review could be useful for professionals involved in the planning of school psychological services. Overall, the findings of the current review support the applicability and beneficial effect of school-based intervention for adolescents. Moreover, the results clearly point out the utility of a multitiered model to structure coordinated and integrated preventive interventions and to optimize resources.
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Affiliation(s)
- Laura Pedrini
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Serena Meloni
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Mariangela Lanfredi
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Roberta Rossi
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
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Camp-Spivey LJ, Newman SD, Stevens RN, Nichols M. Survey of South Carolina Public School Personnel Perspectives on Barriers and Facilitators to Regular Physical Activity and Healthy Eating Behaviors in Schools. J Sch Health 2022; 92:1062-1073. [PMID: 35962619 DOI: 10.1111/josh.13228] [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] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 05/06/2022] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND In South Carolina (SC), 42% of youth are overweight or obese. Two sets of modifiable behaviors contributing to obesity are physical activity (PA) and dietary habits. School-based interventions have successfully improved these behaviors. The purpose of this study was to identify SC public school personnel perspectives on the most common barriers and facilitators to regular PA and healthy eating behaviors in schools. METHODS A needs assessment survey was conducted with school personnel statewide. There were 17 questions on the survey that addressed: (1) demographic information about participants' educational backgrounds, (2) barriers to regular PA and healthy eating behaviors in schools, and (3) facilitators to regular PA and healthy eating behaviors in schools. Univariate and bivariate descriptive statistical analyses were performed using IBM SPSS Statistics 27. RESULTS Participants (N = 1311) indicated insufficient time for regular PA (n = 514, 39.2%) and limited access to healthy foods for healthy eating (n = 271, 20.7%) as main barriers. The primary facilitators were support from administrators for regular PA (n = 264, 20.1%) and support from cafeteria staff for healthy eating (n = 234, 17.8%). Further analyses explored how factors compared based on roles in schools, academic levels, and school district classifications. CONCLUSIONS Results suggest that overarching barriers and facilitators to school-based interventions addressing childhood obesity exist, so common strategies to mitigate challenges and maximize supports can be used in schools. Future studies are needed to examine how decreasing barriers and enhancing facilitators affect the implementation and outcomes of these school-based interventions.
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Affiliation(s)
- Logan J Camp-Spivey
- Mary Black College of Nursing, University of South Carolina Upstate, Spartanburg, SC, 29303
| | - Susan D Newman
- College of Nursing, Medical University of South Carolina, Charleston, SC, 29425
| | - Robert N Stevens
- South Carolina Clinical & Translational Research Institute, Medical University of South Carolina, Charleston, SC, 29425, USA; Co-Chair, Southeastern School Behavioral Health Conference, University of South Carolina, Columbia, SC, 29208, USA; Consultant, South Carolina Department of Education, Columbia, SC, 29211, USA; Consultant, South Carolina Department of Mental Health, Columbia, SC, 29202, USA; Investigator, STAR Clinical Research Network, Vanderbilt University, Nashville, TN, 37235, USA, Multiple
| | - Michelle Nichols
- College of Nursing, Medical University of South Carolina, Charleston, SC, 29425, USA; President, Mixed Methods International Research Association, Indianapolis, IN, 46230, USA, Multiple
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17
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Tang TS, Mahmood B, Amed S, McKay H. Drawing on Cultural Traditions to Improve Cardiorespiratory Fitness with South Asian Children: A Feasibility Study. Child Obes 2022; 18:333-341. [PMID: 34967668 DOI: 10.1089/chi.2021.0187] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Background: South Asian children have a higher prevalence of cardiovascular disease risk factors compared with children of other ethnic backgrounds. Our objective was to explore the feasibility, acceptability, and potential fitness-related impact of a 7-month afterschool Bhangra dance intervention for South Asian children. Methods: We recruited 172 children grades 3 through 6 across 4 elementary schools for an intervention involving twice weekly Bhangra sessions in the school setting. Feasibility and acceptability were defined by recruitment, attendance, and retention metrics. The primary fitness outcome was cardiorespiratory fitness (CRF), measured via shuttle run laps and VO2 max. Secondary fitness outcomes included musculoskeletal (vertical jump height) and morphological fitness (waist circumference and BMI). Results: Sample size ranged from 28 to 54 participants per school (n = 172); mean attendance rate was 74%; and retention rate was 87%. VO2 max and shuttle laps increased by 1.4 mL·kg/min [95% confidence interval (CI): 0.93 to 1.84] and by 7.6 (95% CI: 6.11 to 9.08), respectively. Both these improvements remained significant after controlling for sex and age (VO2 max) and sex and baseline weight (shuttle laps). Musculoskeletal and morphological fitness indices also improved. Conclusions: Findings suggest that an afterschool Bhangra dance intervention is feasible, acceptable, and associated with CRF improvements as well as other indices of physical fitness.
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Affiliation(s)
- Tricia S Tang
- Department of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Bushra Mahmood
- Department of Experimental Medicine Program, University of British Columbia, Vancouver, British Columbia, Canada
| | - Shazhan Amed
- Department of Pediatrics, and University of British Columbia, Vancouver, British Columbia, Canada
| | - Heather McKay
- Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada
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18
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Mallory KD, Saly L, Hickling A, Colquhoun H, Kroshus E, Reed N. Concussion Education in the School Setting: A Scoping Review. J Sch Health 2022; 92:605-618. [PMID: 35259774 PMCID: PMC9311225 DOI: 10.1111/josh.13156] [Citation(s) in RCA: 6] [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] [Subscribe] [Scholar Register] [Received: 08/21/2021] [Revised: 01/31/2022] [Accepted: 02/15/2022] [Indexed: 05/17/2023]
Abstract
BACKGROUND Concussions are a prevalent injury among youth, and concussion education has the potential to promote positive concussion-related behaviors. Recent recommendations and legislation have increased concussion education provided in schools; however, little is known about the education context, delivery method, development, and evaluation. A scoping review was conducted to identify peer-reviewed literature on concussion education delivered in the school setting. METHODS Six databases were searched (MEDLINE, CINAHL, EMBASE, PsycINFO, SPORTDiscus, and ERIC) to identify published articles from 2002 to July 16, 2020 that delivered concussion education in the school setting. Included studies described the concussion education and were written in English. RESULTS A total of 11,373 articles were identified and screened, with 27 studies meeting eligibility criteria and therefore, included. The studies delivered education to various stakeholders including students (n = 12; 44.4%), coaches (n = 5; 18.5%), educators (n = 3; 11.1%), parents (n = 1; 3.7%), and a mixed audience (n = 6; 22.2%). The education format varied and six studies (22.2%) developed the education based on a theory, model, or framework. CONCLUSIONS This study found substantial variability in the context, delivery method, development, and evaluation of education delivered in schools and further evaluation of this education is needed to ensure it is best-suited for school-based stakeholders.
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Affiliation(s)
- Kylie D. Mallory
- Rehabilitation Sciences Institute, Faculty of Medicine, University of Toronto, 500 University Avenue, Suite 160TorontoONCanadaM5G 1V7
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital 150 Kilgour RoadTorontoONM4G 1R8
| | - Lauren Saly
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour RoadTorontoONM4G 1R8
| | - Andrea Hickling
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital; Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto 150 Kilgour RoadTorontoONM4G 1R8
| | - Heather Colquhoun
- Department of Occupational Science & Occupational Therapy, Faculty of Medicine, University of Toronto; Rehabilitation Sciences Institute, Faculty of Medicine, University of Toronto 160‐500 University Avenue, Room 924TorontoOntarioM5G 1V7
| | - Emily Kroshus
- Department of Pediatrics, University of Washington; Center for Health, Behavior and Development, Seattle Children's Research Institute 1920 Terry AvenueSeattleWA98101
| | - Nick Reed
- Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto; Rehabilitation Sciences Institute, Faculty of Medicine, University of Toronto; Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital 160‐500 University Avenue, Room 936TorontoOntarioM5G 1V7
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Wehner SK, Tjørnhøj-Thomsen T, Bonnesen CT, Madsen KR, Jensen MP, Krølner RF. Peer mentors' role in school-based health promotion: qualitative findings from the Young & Active study. Health Promot Int 2022; 37:daab089. [PMID: 34339490 PMCID: PMC9067443 DOI: 10.1093/heapro/daab089] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Peer-led interventions are highlighted as promising strategies to promote health among adolescents, but little is known about the mechanisms underlying this approach. To better understand the role of peer mentors (PMs) as implementers in school-based health promotion, we combined participant observations, focus group interviews and video recordings to explore high school students' reception of a peer-led intervention component (Young & Active). Young & Active aimed to increase well-being among first-year high school students (∼16 years of age) through the promotion of movement and sense of community and was implemented during the school year 2016-2017 in a larger school-based intervention study, the Healthy High School study in Denmark. The Healthy High School study was designed as a cluster-randomized controlled trial with 15 intervention schools and 15 control schools. At each intervention school, university students in Sports Science and Health (members of the research group) facilitated an innovation workshop aiming at inspiring all first-year students to initiate movement activities at schools. The findings illustrate potentials and challenges implied in the PM role. The peer mentors' profound commitment, as well as their response and sensibility to situational contingencies, were found to be significant for the students' reception and experience of the intervention. In conclusion, the specific job of PMs as implementers seems to consist of simultaneously following a manual and situationally adjusting in an emerging context balancing commitment and identification to the target group and the intervention project.
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Affiliation(s)
- Stine Kjær Wehner
- Department of Health and social context, National
Institute of Public Health, University of Southern Denmark,
Studiestræde 6, 1455 Copenhagen K, Denmark
| | - Tine Tjørnhøj-Thomsen
- Department of Health and social context, National
Institute of Public Health, University of Southern Denmark,
Studiestræde 6, 1455 Copenhagen K, Denmark
| | - Camilla Thørring Bonnesen
- Department of Health and social context, National
Institute of Public Health, University of Southern Denmark,
Studiestræde 6, 1455 Copenhagen K, Denmark
| | - Katrine Rich Madsen
- Department of Health and social context, National
Institute of Public Health, University of Southern Denmark,
Studiestræde 6, 1455 Copenhagen K, Denmark
| | - Marie Pil Jensen
- Department of Health and social context, National
Institute of Public Health, University of Southern Denmark,
Studiestræde 6, 1455 Copenhagen K, Denmark
| | - Rikke Fredenslund Krølner
- Department of Health and social context, National
Institute of Public Health, University of Southern Denmark,
Studiestræde 6, 1455 Copenhagen K, Denmark
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20
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Camp-Spivey LJ, Newman SD, Stevens RN, Nichols M. "We've Had to Build the Plane as We Flew It.": Impacts of the COVID-19 Pandemic on School-Based Weight Management Interventions. Child Obes 2021; 17:497-506. [PMID: 34197215 DOI: 10.1089/chi.2021.0037] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Background: In response to the coronavirus disease 2019 (COVID-19) pandemic, elementary and secondary schools in the United States transitioned to remote learning to slow viral spread and protect students and school officials. This move interrupted academic education and school-based health interventions focused on physical activity (PA) and healthy eating behaviors to help combat childhood obesity. Little is known on how these interventions were affected by COVID-19. Methods: This concurrent multimethodological study incorporated two independent components: qualitative descriptive semistructured interviews with public school administrators and quantitative descriptive cross-sectional needs assessment survey of public school personnel. Results: Three themes were identified from interviews with school administrators (N = 28): changes in school-based interventions addressing PA and healthy eating behaviors, changes in academic delivery affecting PA and healthy eating behaviors, and needs of school administrators. From the survey (N = 1311), 635 (48.4%) participants indicated that schools' abilities to address PA and healthy eating behaviors were negatively impacted by COVID-19. The majority (n = 876, 66.8%) of participants strongly agreed or agreed that the pandemic would affect future school-based interventions related to PA and healthy eating behaviors. Conclusions: While schools are prime locations for delivering school-based weight management interventions related to childhood obesity, participants reported the pandemic had overall negative impacts on interventions addressing PA and healthy eating behaviors. Understanding these impacts is essential to adapting school-based interventions to changes from COVID-19 so students may receive health information and access health promotion interventions in remote learning environments and during social distancing.
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Affiliation(s)
- Logan J Camp-Spivey
- Medical University of South Carolina, College of Nursing, Charleston, SC, USA
| | - Susan D Newman
- Medical University of South Carolina, College of Nursing, Charleston, SC, USA
| | - Robert N Stevens
- South Carolina Department of Education and South Carolina Department of Mental Health, School Behavioral Health, Columbia, SC, USA
| | - Michelle Nichols
- Medical University of South Carolina, College of Nursing, Charleston, SC, USA
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21
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Incognito O, Bigozzi L, Vettori G, Pinto G. Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study. Front Psychol 2021; 12:686285. [PMID: 34721139 PMCID: PMC8553984 DOI: 10.3389/fpsyg.2021.686285] [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] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 09/23/2021] [Indexed: 11/13/2022] Open
Abstract
This randomized trial study aimed to analyze the efficacy of two different school-based interventions-normal preschool literacy teaching, and the PASSI intervention carried out for different durations (12 versus 30 weeks)-on notational knowledge of bilingual language-minority (BLM) preschoolers and their monolingual peers, after controlling their linguistic background and socio- economic status. A total of 251 children aged 4-5 years (M age = 4 years and 8 months; SD age = 6 months; 49% males, 51% females) were recruited from 19 classes in five preschools and randomly assigned to three groups that corresponded to different notational-focused interventions: (1) normal preschool literacy teaching (Condition 1; n = 47); (2) the PASSI intervention carried out for 12 weeks (Condition 2; n = 119); and (3) the PASSI intervention carried out for 30 weeks (Condition 3; n = 85). We collected two waves of data before and after the interventions regarding notational knowledge and phonological skills. Using the mixed ANOVA, we found that the PASSI intervention (both durations of 12 and 30 weeks) led to a significantly higher level of notational knowledge in BLM children and their monolingual peers. In addition, we observed that with the PASSI intervention carried out for 30 weeks, the baseline difference between BLMs and their monolingual peers was nullified. This study demonstrates that well-designed, school-based programs can benefit language-minority children by supporting their emergent notational knowledge. This paper also discusses implications for bilingual education policymaking.
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Affiliation(s)
- Oriana Incognito
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Lucia Bigozzi
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Giulia Vettori
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Giuliana Pinto
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
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22
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Brink Y, Maart RA, Louw QA. School-based interventions to improve spinal health of children and adolescents: a systematic review. Physiother Theory Pract 2021; 38:2378-2401. [PMID: 34157947 DOI: 10.1080/09593985.2021.1938305] [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: 10/21/2022]
Abstract
Background: The prevalence of spinal pain is high in children and adolescents attending school. There are no evidence-based guidelines to promote spinal health (spinal pain and spinal well-being) in schoolsPurpose: This study aimed to 1) determine the usefulness of school-based interventions in promoting spinal health in children and adolescents and 2) synthesize the evidence in a user-friendly infographic.Methods: A search was performed across eight databases from the inception of the databases to August 2019 for full-text English-language articles which assessed the effect of school-based interventions on spinal health. Spinal health outcomes included pain limited to the spinal area including lower back, upper back, neck, and neck-shoulder pain, and impacts of spinal pain (e.g., absenteeism from school). Studies were appraised for methodological quality (PEDro scale and Johanna Briggs Institute checklist). The usefulness of interventions was based on meta-analyses; calculated effect size; the number of spinal health outcomes; and the direction of the (summary) effect of the intervention.Results: Twenty-two studies were included. Four interventions were identified: 1) exercise; 2) education; 3) the combination of exercise and education; and 4) furniture.Conclusion: School-based exercise is most useful to promote spinal health in the short term, followed by a combination of exercise and education, and education-only interventions.
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Affiliation(s)
- Yolandi Brink
- Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Parow, South Africa
| | - Rentia Amelia Maart
- Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Parow, South Africa
| | - Quinette Abigail Louw
- Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Parow, South Africa
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Nally S, Carlin A, Blackburn NE, Baird JS, Salmon J, Murphy MH, Gallagher AM. The Effectiveness of School-Based Interventions on Obesity-Related Behaviours in Primary School Children: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. Children (Basel) 2021; 8:489. [PMID: 34201145 PMCID: PMC8228296 DOI: 10.3390/children8060489] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Revised: 05/25/2021] [Accepted: 06/05/2021] [Indexed: 12/11/2022]
Abstract
School-based interventions are promising for targeting a change in obesity-related behaviours in children. However, the efficacy of school-based interventions to prevent obesity remains unclear. This review examined the effectiveness of school-based interventions at changing obesity-related behaviours (increased physical activity, decreased sedentary behaviour and improved nutrition behaviour) and/or a change in BMI/BMI z-score. Following PRISMA guidelines, seven databases were systematically searched from 1 January 2009 to 31 December 2020. Two review authors independently screened studies for eligibility, completed data extraction and assessed the risk of bias of each of the included studies. Forty-eight studies met the inclusion criteria and were included in a narrative synthesis. Thirty-eight studies were eligible for inclusion in a meta-analysis. The findings demonstrate that interventions in children when compared to controls resulted in a small positive treatment effect in the control group (2.14; 95% CI = 0.77, 3.50). There was no significant effect on sedentary behaviour, energy intake and fruit and vegetable intake. Significant reductions were found between groups in BMI kg/m2 (-0.39; 95% CI = -0.47, -0.30) and BMI z-score (-0.05; 95% CI = -0.08, -0.02) in favour of the intervention. The findings have important implications for future intervention research in terms of the effectiveness of intervention components and characteristics.
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Affiliation(s)
- Sarah Nally
- Centre for Exercise Medicine, Physical Activity and Health, Sports and Exercise Sciences Research Institute, Jordanstown Campus, University of Ulster, Newtownabbey BT37 0QB, UK; (A.C.); (M.H.M.)
| | - Angela Carlin
- Centre for Exercise Medicine, Physical Activity and Health, Sports and Exercise Sciences Research Institute, Jordanstown Campus, University of Ulster, Newtownabbey BT37 0QB, UK; (A.C.); (M.H.M.)
| | - Nicole E. Blackburn
- Centre for Health and Rehabilitation Technologies, Institute of Nursing and Health Research, School of Health Sciences, University of Ulster, Newtownabbey BT37 0QB, UK;
| | - Judith S. Baird
- Nutrition Innovation Centre for Food and Health (NICHE), Biomedical Sciences Research Institute, Coleraine Campus, University of Ulster, Coleraine BT52 1SA, UK; (J.S.B.); (A.M.G.)
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong 3217, Australia;
| | - Marie H. Murphy
- Centre for Exercise Medicine, Physical Activity and Health, Sports and Exercise Sciences Research Institute, Jordanstown Campus, University of Ulster, Newtownabbey BT37 0QB, UK; (A.C.); (M.H.M.)
| | - Alison M. Gallagher
- Nutrition Innovation Centre for Food and Health (NICHE), Biomedical Sciences Research Institute, Coleraine Campus, University of Ulster, Coleraine BT52 1SA, UK; (J.S.B.); (A.M.G.)
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Suto M, Miyazaki C, Yanagawa Y, Takehara K, Kato T, Gai R, Ota E, Mori R. Overview of Evidence Concerning School-Based Interventions for Improving the Health of School-Aged Children and Adolescents. J Sch Health 2021; 91:499-517. [PMID: 33818772 DOI: 10.1111/josh.13021] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2020] [Revised: 11/10/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Universal prevention approaches that target the general population can be effective for promoting children's health. This overview aims to summarize evidence presented in existing reviews of school-based interventions. METHODS We present an overview of evidence sourced from Campbell and Cochrane systematic reviews. These reviews examined randomized controlled trials concerning school-based health-promotion programs for children (mostly aged 4-18 years) in the general population. RESULTS We identified 56 high-quality reviews. The reviews focused on emotional and behavioral outcomes, infectious diseases, injury reduction, mental health, nutrition intake, oral health, physical and developmental changes, sense-organ diseases, sexual-health outcomes, and substance use/abuse. Positive evidence-such as vision screening plus provision of free spectacles for spectacle wear increase and a combination of social competence and social-influence approaches for preventing illicit drug use-were considered high certainty. CONCLUSIONS Of the various interventions implemented in school settings that involved people from various occupations, some positive effects were found. In most cases, evidence certainty was negatively affected by a high risk of bias within studies, inconsistencies within the estimates, and insufficient sample sizes. Further primary studies in these areas would be helpful for accumulating evidence to promote stronger cooperation between health and education stakeholders.
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Affiliation(s)
- Maiko Suto
- Department of Health Policy, National Center for Child Health and Development, 10-1, Okura 2 chome, Setagaya, Tokyo 157-8535, Japan
| | - Celine Miyazaki
- Department of Health Policy, National Center for Child Health and Development, 10-1, Okura 2 chome, Setagaya, Tokyo 157-8535, Japan
| | - Yuko Yanagawa
- Department of Health Policy, National Center for Child Health and Development, 10-1, Okura 2 chome, Setagaya, Tokyo 157-8535, Japan
| | - Kenji Takehara
- Division of Health Policy Development and Research, , Department of Health Policy, National Center for Child Health and Development, 10-1, Okura 2 chome, Setagaya, Tokyo 157-8535, Japan
| | - Tsuguhiko Kato
- Department of Social Medicine, National Center for Child Health and Development, 10-1, Okura 2 chome, Setagaya, Tokyo 157-8535, Japan
| | - Ruoyan Gai
- Department of Empirical Social Security Research, National Institute of Population and Social Security Research, 2-2-3, Uchisaiwaicyo, Chiyoda-ku, Tokyo 100-0011, Japan
| | - Erika Ota
- Global Health Nursing, Graduate school of nursing science, St. Luke's international University, 10-1, Akashicho, Chuo-ku, Tokyo 104-0044, Japan
| | - Rintaro Mori
- Health Policy for Children and Families, Graduate School of Medicine, Kyoto University, Yoshida-Konoe-cho, Sakyo-ku, Kyoto 606-8501, Japan
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Spawton-Rice JH, Walker Z. Do cognitive training applications improve executive function in children with adverse childhood experiences? A pilot study. Appl Neuropsychol Child 2020; 11:373-382. [PMID: 33290097 DOI: 10.1080/21622965.2020.1854094] [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] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Executive function (EF) is comprised of inhibitory control, working memory and cognitive flexibility, core components which more complex skills and abilities develop from, including problem solving, reasoning and planning. Adverse childhood experiences (ACE) negatively impact the development of these skills and in turn life outcomes. This pilot-study explores the use of computerized cognitive training applications (CCTA) (software-based training programs) in school, to improve these skills in children aged 6-11 with ACE. A pre-post-test, between-subject experimental design using an experimental and a placebo-control group was used. The control group were matched to the experimental group by prior academic attainment level and age. A one-way multivariate analysis of covariance (MANCOVA) assessed changes in EF across two time-points between the experimental and the control group. Both groups of participants were selected based on an ACE parent-report questionnaire score of 4+ (n = 32). EF was measured using the Behavior Rating Inventory of Executive Function (BRIEF), assessing far-transfer of training to behavioral measures of EF. Results show CCTA had a significant positive impact on executive function, particularly on working memory. This small-scale pilot study presents exciting directions for future research into the role of CCTA in order to confirm conclusions drawn.
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Affiliation(s)
- John Henry Spawton-Rice
- Psychology and Human Development, University College London Institute of Education, London, United Kingdom
| | - Zachary Walker
- Psychology and Human Development, University College London Institute of Education, London, United Kingdom
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Buru K, Emeto TI, Malau-Aduli AEO, Malau-Aduli BS. The Efficacy of School-Based Interventions in Preventing Adolescent Obesity in Australia. Healthcare (Basel) 2020; 8:healthcare8040514. [PMID: 33255635 PMCID: PMC7711488 DOI: 10.3390/healthcare8040514] [Citation(s) in RCA: 4] [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] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 11/19/2020] [Accepted: 11/22/2020] [Indexed: 12/30/2022] Open
Abstract
Current trends suggest that adolescent obesity is an on-going and recurrent decimal that is still on the rise in Australia and the social burden associated with it can significantly cause low self-esteem and lack of confidence in personal body image in adulthood. Nonetheless, evidence-based prevention programs are not widely implemented in schools, even though they are commonplace for easy access to adolescents. The primary objective of this systematic review was to assess the scope and efficacy of adolescent obesity intervention strategies in Australian schools, to guide future research. Seven electronic databases were searched for peer-reviewed school-based intervention articles written in the English language and targeting 12-18-year-old adolescents. Intervention characteristics were extracted, and quality, efficacy and outcome measures were assessed utilizing thirteen studies that met the inclusion criteria for this review. Most of the Australian adolescent obesity research emanated from the State of New South Wales and none were nationwide. Five studies successfully met all the requirements in all measured outcomes, four met at least one measured outcome and the remaining four were unsuccessful. Despite the weak evidence of intervention efficacy for most of the reviewed studies, school-based interventions with multi-component combinations of physical activity, nutrition and alignment to a theory yielded promising results. Our findings point to the need for future research to assess the perceptions of school stakeholders in relation to the barriers and enablers to establishing school-based prevention and intervention programs for adolescents.
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Affiliation(s)
- Kakale Buru
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia;
| | - Theophilus I. Emeto
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville, QLD 4811, Australia; (T.I.E.); (A.E.O.M.-A.)
| | - Aduli E. O. Malau-Aduli
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville, QLD 4811, Australia; (T.I.E.); (A.E.O.M.-A.)
| | - Bunmi S. Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia;
- Correspondence: ; Tel.: +61-7-4781-4418
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Fernández-Espínola C, Abad Robles MT, Collado-Mateo D, Almagro BJ, Castillo Viera E, Giménez Fuentes-Guerra FJ. Effects of Cooperative-Learning Interventions on Physical Education Students' Intrinsic Motivation: A Systematic Review and Meta-Analysis. Int J Environ Res Public Health 2020; 17:E4451. [PMID: 32575836 DOI: 10.3390/ijerph17124451] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 06/13/2020] [Accepted: 06/16/2020] [Indexed: 12/20/2022]
Abstract
The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students' intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.
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Smith ZR, Langberg JM. Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change. J Child Psychol Psychiatry 2020; 61:575-583. [PMID: 31667859 DOI: 10.1111/jcpp.13149] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/03/2019] [Indexed: 12/25/2022]
Abstract
BACKGROUND Sluggish cognitive tempo (SCT) is a construct that includes symptoms of slowness, excessive daydreaming, and drowsiness. SCT is often comorbid with attention-deficit/hyperactivity disorder (ADHD), and SCT symptoms are associated with significant academic impairment above the influence of ADHD. Despite the overlap between ADHD and SCT and associated impairments, no studies have evaluated how evidence-based psychosocial interventions for adolescents with ADHD impact symptoms of SCT. METHODS This study examined whether SCT symptoms improved in a sample of 274 young adolescents with ADHD who were randomly assigned to an organizational skills intervention, homework completion intervention, or to a waitlist control. SCT intervention response was evaluated broadly in all participants and, specifically, for participants in the clinical range for SCT symptom severity at baseline. Change in ADHD symptoms of inattention, executive functioning, and motivation were examined as potential predictors of improvement in SCT. RESULTS The two intervention groups were collapsed together for analyses because there were no significant differences in change in SCT symptoms. Multilevel modeling results indicate that parent-reported SCT symptoms significantly decreased when comparing the intervention group to waitlist control (d = .410). For adolescents with parent-reported clinical levels of SCT, the decrease in symptoms was more pronounced (d = .517). Self-reported SCT symptoms produced null results, though effect size calculations showed small improvement for the full sample (d = .313) and for the high-SCT group (d = .384). Change in behavior regulation executive functioning (d = .247), metacognitive executive functioning (d = .346), and inattention (d = .230) predicted change in parent-reported SCT symptoms. CONCLUSIONS Although not specifically designed to decrease SCT symptoms, the ADHD interventions evaluated in this study resulted in significant improvements in parent-reported SCT with small to moderate effect sizes. Clinical implications and future directions are discussed, including development of interventions for adolescents with high levels of SCT.
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Affiliation(s)
- Zoe R Smith
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Joshua M Langberg
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
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Pettigrew S, Parnell A, Strickland M, Neale R, Lucas R. The Potential of Ultraviolet Radiation Meters in Secondary Schools as a Sun Protection Intervention Mechanism for Adolescents. Int J Environ Res Public Health 2020; 17:ijerph17041137. [PMID: 32053927 PMCID: PMC7068266 DOI: 10.3390/ijerph17041137] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [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: 12/23/2019] [Revised: 02/05/2020] [Accepted: 02/09/2020] [Indexed: 12/18/2022]
Abstract
The aim of this pilot study was to assess whether the installation of ultraviolet radiation (UVR) meters in secondary schools has the potential to improve adolescents’ sun protection-related knowledge, attitudes, and behaviours and reduce their exposure to UVR during school hours. Data were collected from students at two schools via online pre- and post-intervention surveys, measurement of sunscreen usage, polysulfone UVR exposure badges, and photographs of the schoolyards to assess hat and shade use. Several operational issues limited the quantity and quality of data that could be collected, and findings were mixed. While there were no significant changes in either self-reported or observed sun protection behaviours, there were significant improvements in UVR knowledge among students at the intervention school, and reactions to the meter were highly favourable. Students reported consulting the meter regularly and using it to make decisions about their sun protection behaviours. Overall, the study results offer some support for the use of UVR meters in areas frequented by adolescents and provide insights into the process issues that are likely to need to be addressed when attempting to trial sun protection interventions in schools.
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Affiliation(s)
- Simone Pettigrew
- Food Policy Division, The George Institute for Global Health, Newtown, NSW 2042, Australia
- Correspondence: ; Tel.: +61-428-888-202
| | - Ashleigh Parnell
- Kurongkurl Katitjin, Edith Cowan University, Joondalup, WA 6050, Australia;
| | - Mark Strickland
- Cancer Prevention & Research, Cancer Council Western Australia, Subiaco, WA 6008, Australia;
| | - Rachel Neale
- Population Health Department, QIMR Berghofer Medical Research Institute, Brisbane, QLD 4006, Australia;
| | - Robyn Lucas
- National Centre for Epidemiology and Population Health, Australian National University, Canberra 2601, Australia;
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Adom T, De Villiers A, Puoane T, Kengne AP. School-Based Interventions Targeting Nutrition and Physical Activity, and Body Weight Status of African Children: A Systematic Review. Nutrients 2019; 12:E95. [PMID: 31905832 DOI: 10.3390/nu12010095] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [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: 10/14/2019] [Revised: 12/05/2019] [Accepted: 12/09/2019] [Indexed: 12/30/2022] Open
Abstract
Background: Overweight/obesity is an emerging health concern among African children. The aim of this study was to summarise available evidence from school-based interventions that focused on improving nutrition and physical activity knowledge, attitude, and behaviours, and weight status of children aged 6–15 years in the African context. Methods: Multiple databases were searched for studies evaluating school-based interventions of African origin that involved diet alone, physical activity alone, or multicomponent interventions, for at least 12 weeks in duration, reporting changes in either diet, physical activity, or body composition, and published between 1 January 2000 and 31 December 2018. No language restrictions were applied. Relevant data from eligible studies were extracted. Narrative synthesis was used to analyse and describe the data. Results: This systematic review included nine interventions comprising 10 studies. Studies were conducted among 9957 children and adolescents in two African countries, namely South Africa and Tunisia, and were generally of low methodological quality. The sample size at baseline ranged from 28 to 4003 participants. Two interventions reported enrolling children from both urban and rural areas. The majority of the study participants were elementary or primary school children and adolescents in grades 4 to 6. Participants were between the ages of 12.4 and 13.5 years. All but one intervention targeted children of both sexes. Four studies were described as randomised control trials, while five were pre- and post-test quasi-experiments. Except for one study that involved the community as a secondary setting, all were primarily school-based studies. The duration of the interventions ranged from four months to three years. The interventions focused largely on weight-related behaviours, while a few targeted weight status. The results of the effectiveness of these interventions were inconsistent: three of five studies that evaluated weight status (body mass index (BMI), BMI z-score, overweight/obesity prevalence), three of six studies that reported physical activity outcomes (number of sports activities, and physical activity duration ≥ 30 min for at least six days/week), and four of six reporting on nutrition-related outcomes (number meeting fruit and vegetable intake ≥ 5 times/day) found beneficial effects of the interventions. Conclusion: Given the dearth of studies and the inconsistent results, definite conclusions about the overall effectiveness and evidence could not be made. Nonetheless, this study has identified research gaps in the childhood obesity literature in Africa and strengthened the need for further studies, the findings of which would contribute valuable data and inform policy.
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Mahgoub E, Nimir M, Abdalla S, Elhuda DA. Effects of school-based health education on attitudes of female students towards female genital mutilation in Sudan. East Mediterr Health J 2019; 25:406-412. [PMID: 31469160 DOI: 10.26719/emhj.18.053] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2017] [Accepted: 06/04/2018] [Indexed: 11/09/2022]
Abstract
Background The practice of female genital mutilation (FGM) is widespread in Sudan. Over the years, the government, civil society and the international community implemented multiple interventions to address the issue. However, due to a number of cultural and educational factors, this harmful practice continues. Aims This study aimed to assess the effects of a secondary school-based health education intervention on the knowledge and attitude of female students towards FGM in Sudan. Methods We conducted a quasi-experimental study in Karary Locality, Khartoum State, Sudan. A multistage sampling technique was used to determine targeted schools. Within the schools, students of two randomly selected classes received the intervention. The study included three phases; in the pre-intervention phase, data were collected from the totality of students (154 students) using a pre-tested questionnaire, after which students received health education sessions. The same questionnaire was used to re-collect the data in a post-intervention phase 6 weeks later. Results The participants were between 14 to 17 years old, 30.3% of which were subjected to FGM. The main source of information about FGM was family and friends (41.1%). The majority of participants had a negative attitude towards FGM. The means of knowledge and attitude scores increased from 8.63 (SD=2.562) and 5.76 pre-intervention (SD=1.937) to 11.99 (SD=2.264) and 6.53 post-intervention (SD=1.164), respectively. Conclusions School-based health education has a positive impact on both knowledge and attitude of female students towards FGM in Sudan. As such, introducing health education about the complications of FGM in curricula of secondary schools in Sudan has the potential to improve students' knowledge and attitude. Ultimately, such interventions can help reduce the prevalence of the practice when students become responsible for future families.
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Affiliation(s)
| | - Mohammed Nimir
- Soba Centre for Audit and Research, Soba University Hospital / University of Khartoum, Khartoum, Sudan
| | - Salma Abdalla
- Boston University School of Public Health, Boston, United States of America
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Luybli M, Schmillen H, Sotos-Prieto M. School-Based Interventions in Low Socioeconomic Settings to Reduce Obesity Outcomes among Preschoolers: A Scoping Review. Nutrients 2019; 11:nu11071518. [PMID: 31277426 PMCID: PMC6683276 DOI: 10.3390/nu11071518] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Revised: 07/01/2019] [Accepted: 07/02/2019] [Indexed: 12/21/2022] Open
Abstract
Pediatric obesity continues to grow globally, specifically in low-socioeconomic rural areas. Strategies that combat pediatric obesity have not yet been fully determined. While the implementation of some interventions in preschool (ages 2-5) populations have demonstrated successful results, others have proven to be inconclusive and less have focused specifically on low socioeconomic populations. This scoping review aims to examine the literature to study the effectiveness of the school-based interventions in low socioeconomic settings on adiposity-related outcomes among preschoolers. PubMed/MEDLINE and EBSCO (ERIC (Education Resource Information Center) and Food Science Source) were used to conduct the search strategy. A total of 15 studies were assessed that met the inclusion criteria: Studies that included school-based interventions; reported adiposity-related data; targeting preschoolers (2 to 5 years old) in rural/low socioeconomic/underserved/areas. Interventions were then described as successful or inconclusive based on the primary outcome. Nine out of the fifteen studies were labeled as successful, which had a reduction in adiposity-related outcomes (BMI (body mass index), BMI z-score, waist circumference, skinfold, percent body fat). Current evidence, although scarce, suggest that obesity outcomes can be targeted in low socioeconomic settings through school interventions with a multicomponent approach (nutrition and physical activity) and the inclusion of parents. Further research is needed to determine effective interventions, their efficacy, and their long-term outcomes.
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Affiliation(s)
- Megan Luybli
- Division of Food Sciences and Nutrition, School of Applied Health Sciences and Wellness, Ohio University, and Diabetes Institute, Athens, OH 45701, USA
| | - Hanna Schmillen
- Ohio University Libraries, Ohio University, Athens, OH 45701, USA
| | - Mercedes Sotos-Prieto
- Division of Food Sciences and Nutrition, School of Applied Health Sciences and Wellness, Ohio University, and Diabetes Institute, Athens, OH 45701, USA.
- Department of Environmental Health, Harvard T.H. Chan School of Public Health, 677 Huntington Avenue, Boston, MA 02115, USA.
- Department of Preventive Medicine and Public Health, School of Medicine, Universidad Autónoma de Madrid, C/Arzobispo Morcillo, sn, 28029 Madrid, Spain.
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Newton G, Racey M, Marquez O, McKenney A, Preyde M, Wosnick D. A Systematic Review of Tools Measuring Nutrition Knowledge of Pre-Adolescents and Adolescents in a School-Based Setting. J Sch Health 2019; 89:402-416. [PMID: 30895628 DOI: 10.1111/josh.12752] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2017] [Revised: 04/30/2018] [Accepted: 05/12/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Measurement of nutrition knowledge is common in interventions targeting dietary modifications in a school-based setting. Previous research has noted a general lack of disclosure regarding the details and psychometric properties of nutrition knowledge tools, which makes uptake of previously used instruments extremely difficult. METHODS Our systematic literature review sought to identify interventions measuring nutrition knowledge in school settings to students aged 9 to 18. Studies were categorized according to content subject and relevant descriptive characteristics and psychometric properties were extracted. RESULTS Following the initial screening of 16,868 articles, 308 papers were evaluated for eligibility. Sixty-seven studies consistent with the inclusion criteria were included in the review. A minority of studies reported analysis of validity (31.3%) and/or reliability (40.3%), and 73.1% of studies had at least one unknown relevant descriptive characteristic. The majority (68.7%) of studies were custom developed, of which only 13 reproduced the tool in the publication. CONCLUSION Overall, there was an alarming lack of reporting across studies, both in terms of the description of knowledge tools as well as their psychometric properties. These omissions make the selection of appropriate instruments for use in novel contexts difficult, and highlight the need for greater disclosure and pre-intervention testing.
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Affiliation(s)
- Genevieve Newton
- Department of Human Health & Nutritional Science, University of Guelph, 50 Stone Road East, Guelph, ON N1G 2W1, Canada
| | - Megan Racey
- Department of Human Health & Nutritional Science, University of Guelph, 50 Stone Road East, Guelph, ON N1G 2W1, Canada
| | - Olivia Marquez
- Department of Human Health & Nutritional Science, University of Guelph, 50 Stone Road East, Guelph, ON N1G 2W1, Canada
| | - Andrew McKenney
- Department of Human Health & Nutritional Science, University of Guelph, 50 Stone Road East, Guelph, ON N1G 2W1, Canada
| | - Michèle Preyde
- Department of Family Relations and Applied Human Nutrition, University of Guelph, 50 Stone Road East, Guelph, ON N1G 2W1, Canada
| | - David Wosnick
- Department of Human Health & Nutritional Science, University of Guelph, 50 Stone Road East, Guelph, ON N1G 2W1, Canada
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Bermejo-Martins E, Mujika A, Iriarte A, Pumar-Méndez MJ, Belintxon M, Ruiz-Zaldibar C, Lopez-Dicastillo O. Social and emotional competence as key element to improve healthy lifestyles in children: A randomized controlled trial. J Adv Nurs 2019; 75:1764-1781. [PMID: 30972808 DOI: 10.1111/jan.14024] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 01/27/2019] [Accepted: 02/15/2019] [Indexed: 11/28/2022]
Abstract
AIM To show the results of an exploratory trial based on social and emotional learning to promote healthy lifestyles in 5-6 aged children. DESIGN A randomized controlled trial. METHOD The study was conducted from 2015-2016. Thirty-seven children were allocated to the intervention group (N = 19) and control group (N = 18). A multi-method and multi-component evaluation approach was used to capture the preliminary efficacy, acceptability, and feasibility of the programme. Repeat measures ANOVA followed by an ANCOVA tests were applied for the inferential analysis and for qualitative data, a content analysis was used. RESULTS Positive effects on emotional perception and resilience were found in children's intervention group. Children and families showed high programme's acceptability and a wide range of barriers and facilitators were identified during the implementation process. CONCLUSION Predicted mechanisms to improve healthy lifestyles in children throughout social and emotional competence seem to be supported by some of the study's results. However more research is needed to replicate such results and confirm these mechanisms. ClinicalTrials.gov Identifier: NCT02975544.
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Affiliation(s)
- Elena Bermejo-Martins
- Community Nursing and Midwifery Department, School of Nursing, University of Navarra, Pamplona, Spain.,ImPuLS Research Group, Pamplona, Spain.,Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Spain
| | - Agurtzane Mujika
- Community Nursing and Midwifery Department, School of Nursing, University of Navarra, Pamplona, Spain.,ImPuLS Research Group, Pamplona, Spain.,Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Spain
| | - Andrea Iriarte
- Community Nursing and Midwifery Department, School of Nursing, University of Navarra, Pamplona, Spain.,ImPuLS Research Group, Pamplona, Spain.,Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Spain.,Centro de Salud de Olite, Navarra Health Service, Pamplona, Spain
| | - Maria Jesus Pumar-Méndez
- Community Nursing and Midwifery Department, School of Nursing, University of Navarra, Pamplona, Spain.,ImPuLS Research Group, Pamplona, Spain.,Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Spain
| | - Maider Belintxon
- Community Nursing and Midwifery Department, School of Nursing, University of Navarra, Pamplona, Spain.,ImPuLS Research Group, Pamplona, Spain.,Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Spain
| | - Cayetana Ruiz-Zaldibar
- Community Nursing and Midwifery Department, School of Nursing, University of Navarra, Pamplona, Spain.,ImPuLS Research Group, Pamplona, Spain.,Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Spain
| | - Olga Lopez-Dicastillo
- Community Nursing and Midwifery Department, School of Nursing, University of Navarra, Pamplona, Spain.,ImPuLS Research Group, Pamplona, Spain.,Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, Spain
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Andrade J, Lotton J, Andrade J. Systematic Review: Frameworks Used in School-Based Interventions, the Impact on Hispanic Children's Obesity-Related Outcomes. J Sch Health 2018; 88:847-858. [PMID: 30300932 DOI: 10.1111/josh.12693] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2016] [Revised: 12/17/2017] [Accepted: 12/19/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND Childhood obesity among Hispanic children is a public health concern in the United States and Mexico. Although experiences from school-based intervention programs aimed at influencing obesity-related behaviors have been positive, the understanding of those framework elements that are associated with successful outcomes is limited. The purpose of this study was to examine the frameworks used within school-based intervention programs in the United States and Mexico that showed improvements in obesity-related outcomes among Hispanic children. METHODS A systematic review of the literature was conducted using 4 electronic databases. Inclusion criteria included: incorporating a framework or aspects of frameworks within an intervention, more than 50% of Hispanic children used in the study and obesity-related outcomes (eg, dietary behaviors and anthropometric measurements). Data extraction and evaluation were completed using the Academy of Nutrition and Dietetics Evidence Analysis Manual. RESULTS Ten articles (United States = 4; Mexico = 6) meeting inclusion criteria were evaluated. Eight studies that included a community-based framework, intensive nutrition education, and continuous communication among stakeholders resulted in improvements in dietary behaviors and anthropometric measurements among children compared to control groups. CONCLUSIONS Incorporating community-based frameworks may increase the efficacy of school-based intervention programs to reduce obesity-related outcomes among Hispanic children.
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Affiliation(s)
- Jeanette Andrade
- Food Science and Human Nutrition, University of Florida, PO Box 110370 Gainesville, FL, 32611
| | - Jennifer Lotton
- Food Science and Human Nutrition, University of Illinois Champaign-Urbana, 905 S. Goodwin Avenue, Urbana, IL 61801
| | - Juan Andrade
- Food Science and Human Nutrition, University of Illinois Champaign-Urbana, 905 S. Goodwin Avenue, Urbana, IL 61801
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36
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Schuck SEB, Johnson HL, Abdullah MM, Stehli A, Fine AH, Lakes KD. The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder. Front Pediatr 2018; 6:300. [PMID: 30450352 PMCID: PMC6224337 DOI: 10.3389/fped.2018.00300] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Accepted: 09/25/2018] [Indexed: 11/25/2022] Open
Abstract
Attention Deficit/Hyperactivity Disorder (ADHD), the most ubiquitous mental health problem in children, has been associated with poor self-esteem. Psychosocial interventions have aimed to improve self-esteem among this group, with the aim of reducing the development of comorbid depression and anxiety. The present study implemented a randomized control design to examine the possibility of Animal Assisted Interventions (AAI) as a viable approach to improving self-esteem among children with ADHD. Children's self-esteem across multiple domains as measured by the Self-Perception Profile for Children was evaluated (n = 80, ages 7-9, 71% male). To test the hypothesis that AAI improves self-esteem, stratified Wilcoxon Signed-Rank Tests (SAS NPAR1WAY procedure) were used to compare pre- to post-treatment ratings. Analyses indicated that scores of children's self-perceptions in the domains of behavioral conduct, social, and scholastic competence, were significantly increased from baseline to post-treatment in the AAI group (z = 2.320, p = .021, z = 2.631, p = .008, and z = 2.541, p = .011, respectively), whereas pre-post-treatment differences in self-perceptions were not found for the children in the control group without AAI. Findings suggest that AAI is a viable strategy for improving ratings of self-perceived self-esteem in children with ADHD.
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Affiliation(s)
- Sabrina E B Schuck
- Pediatrics, School of Medicine, University of California, Irvine, Irvine, CA, United States
| | - Heather L Johnson
- School Psychology, College of Education, University of Utah, Salt Lake City, UT, United States
| | - Maryam M Abdullah
- Greater Good Science Center, University of California, Berkeley, Berkeley, CA, United States
| | - Annamarie Stehli
- Pediatrics, School of Medicine, University of California, Irvine, Irvine, CA, United States
| | - Aubrey H Fine
- Education, California State Polytechnic University, Pomona, CA, United States
| | - Kimberley D Lakes
- Psychiatry, School of Medicine, University of California, Riverside, Riverside, CA, United States
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37
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Bauer BW, Capron DW, Ward-Ciesielski E, Gustafsson HC, Doyle C. Extracurricular Activities are Associated with Lower Suicidality through Decreased Thwarted Belongingness in Young Adults. Arch Suicide Res 2017; 22:665-678. [PMID: 29393836 DOI: 10.1080/13811118.2018.1427162] [Citation(s) in RCA: 7] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Research has shown a negative association between extracurricular activities (ECAs) and suicidality. This study builds upon past research by using the interpersonal psychological theory of suicide to better understand the mechanisms involved in the relationship between ECAs and suicide risk. A total of 121 community and online-recruited adults ages 18 to 24-years-old participated. Self-report measures of suicidality, thwarted belongingness, and perceived burdensomeness were collected. Duration and breadth of participation in ECAs were assessed. ECA involvement was negatively associated with thwarted belongingness and perceived burdensomeness. An indirect effect of ECAs on suicidality through thwarted belongingness was statistically significant, but not for perceived burdensomeness. ECA involvement was associated with decreased suicidality through lower levels of thwarted belongingness. Interventions utilizing ECAs may be a low-cost, high-access option for decreasing suicide risk.
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38
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Polo-Oteyza E, Ancira-Moreno M, Rosel-Pech C, Sánchez-Mendoza MT, Salinas-Martínez V, Vadillo-Ortega F. An intervention to promote physical activity in Mexican elementary school students: building public policy to prevent noncommunicable diseases. Nutr Rev 2017; 75:70-78. [PMID: 28049751 DOI: 10.1093/nutrit/nuw047] [Citation(s) in RCA: 7] [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] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Physical activity is an important component of strategies for health promotion and prevention of noncommunicable diseases. It is also associated with decreased risk for cardiovascular disease in overweight and obese adults and children. This article addresses the initial description of a physical activity intervention for children attending public elementary schools in Mexico. The objective was to develop a replicable model based on a strategic public, private, academic, and social partnership that would have a short-term impact on the metabolic health of children and be useful for building effective public policy. Forty-nine schools (20 000 students) participated, and 5 schools were selected for evaluation. The intervention included a 30-minute supervised middle-effort interchangeable routine, 5 days a week for a complete school year, adapted for different school conditions and students of different ages. Evaluation included anthropometric measurements and biochemical markers. Actual prevalence of combined overweight and obesity in these children was 31.9%. The intervention was successfully implemented in all schools. No change in body mass index, waist circumference, or other anthropometric indicators was found. However, changes in biochemical markers showed a significant decrease in blood glucose, total cholesterol, and cholesterol-low-density lipoproteins, reflecting a positive effect on cardiovascular health indicators.
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Affiliation(s)
- Ernestina Polo-Oteyza
- E. Polo-Oteyza is with the Fondo Nestlé para la Nutrición, Fundación Mexicana para la Salud, Mexico City, Mexico. M. Ancira-Moreno, C. Rosel-Pech, and F. Vadillo-Ortega are with the Unidad de Vinculación de la Facultad de Medicina, UNAM en el Instituto Nacional de Medicina Genómica, Mexico City, Mexico. M. Teresa Sánchez-Mendoza is with the Subdirección Regional de Educación Básica Metepec, Secretaría de Educación, Gobierno del Estado de Mexico, Metepec, Mexico. V. Salinas-Martínez is with the Hospital Materno Perinatal Mónica Pretelini, Toluca, Estado de Mexico, Mexico
| | - Mónica Ancira-Moreno
- E. Polo-Oteyza is with the Fondo Nestlé para la Nutrición, Fundación Mexicana para la Salud, Mexico City, Mexico. M. Ancira-Moreno, C. Rosel-Pech, and F. Vadillo-Ortega are with the Unidad de Vinculación de la Facultad de Medicina, UNAM en el Instituto Nacional de Medicina Genómica, Mexico City, Mexico. M. Teresa Sánchez-Mendoza is with the Subdirección Regional de Educación Básica Metepec, Secretaría de Educación, Gobierno del Estado de Mexico, Metepec, Mexico. V. Salinas-Martínez is with the Hospital Materno Perinatal Mónica Pretelini, Toluca, Estado de Mexico, Mexico
| | - Cecilia Rosel-Pech
- E. Polo-Oteyza is with the Fondo Nestlé para la Nutrición, Fundación Mexicana para la Salud, Mexico City, Mexico. M. Ancira-Moreno, C. Rosel-Pech, and F. Vadillo-Ortega are with the Unidad de Vinculación de la Facultad de Medicina, UNAM en el Instituto Nacional de Medicina Genómica, Mexico City, Mexico. M. Teresa Sánchez-Mendoza is with the Subdirección Regional de Educación Básica Metepec, Secretaría de Educación, Gobierno del Estado de Mexico, Metepec, Mexico. V. Salinas-Martínez is with the Hospital Materno Perinatal Mónica Pretelini, Toluca, Estado de Mexico, Mexico
| | - María Teresa Sánchez-Mendoza
- E. Polo-Oteyza is with the Fondo Nestlé para la Nutrición, Fundación Mexicana para la Salud, Mexico City, Mexico. M. Ancira-Moreno, C. Rosel-Pech, and F. Vadillo-Ortega are with the Unidad de Vinculación de la Facultad de Medicina, UNAM en el Instituto Nacional de Medicina Genómica, Mexico City, Mexico. M. Teresa Sánchez-Mendoza is with the Subdirección Regional de Educación Básica Metepec, Secretaría de Educación, Gobierno del Estado de Mexico, Metepec, Mexico. V. Salinas-Martínez is with the Hospital Materno Perinatal Mónica Pretelini, Toluca, Estado de Mexico, Mexico
| | - Vicente Salinas-Martínez
- E. Polo-Oteyza is with the Fondo Nestlé para la Nutrición, Fundación Mexicana para la Salud, Mexico City, Mexico. M. Ancira-Moreno, C. Rosel-Pech, and F. Vadillo-Ortega are with the Unidad de Vinculación de la Facultad de Medicina, UNAM en el Instituto Nacional de Medicina Genómica, Mexico City, Mexico. M. Teresa Sánchez-Mendoza is with the Subdirección Regional de Educación Básica Metepec, Secretaría de Educación, Gobierno del Estado de Mexico, Metepec, Mexico. V. Salinas-Martínez is with the Hospital Materno Perinatal Mónica Pretelini, Toluca, Estado de Mexico, Mexico
| | - Felipe Vadillo-Ortega
- E. Polo-Oteyza is with the Fondo Nestlé para la Nutrición, Fundación Mexicana para la Salud, Mexico City, Mexico. M. Ancira-Moreno, C. Rosel-Pech, and F. Vadillo-Ortega are with the Unidad de Vinculación de la Facultad de Medicina, UNAM en el Instituto Nacional de Medicina Genómica, Mexico City, Mexico. M. Teresa Sánchez-Mendoza is with the Subdirección Regional de Educación Básica Metepec, Secretaría de Educación, Gobierno del Estado de Mexico, Metepec, Mexico. V. Salinas-Martínez is with the Hospital Materno Perinatal Mónica Pretelini, Toluca, Estado de Mexico, Mexico.
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Oosterhoff M, Joore M, Ferreira I. The effects of school-based lifestyle interventions on body mass index and blood pressure: a multivariate multilevel meta-analysis of randomized controlled trials. Obes Rev 2016; 17:1131-1153. [PMID: 27432468 DOI: 10.1111/obr.12446] [Citation(s) in RCA: 49] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/04/2016] [Revised: 04/13/2016] [Accepted: 05/24/2016] [Indexed: 11/30/2022]
Abstract
Primary prevention of childhood obesity and related hypertension is warrant given that both risk factors are intertwined and track into adulthood. This systematic review and meta-analysis assess the impact of school-based lifestyle interventions on children's body mass index (BMI) and blood pressure. We searched databases and prior reviews. Eligibility criteria were the following: randomized controlled trial design, evaluation of a school-based intervention, targeting children aged 4-12 years, reporting on BMI and/or related cardiovascular risk factors, reporting data on at least one follow-up moment. The effects on BMI, systolic blood pressure (SBP) and diastolic blood pressure (DBP) were evaluated by means of univariate and multivariate three-level random effects models. A total of 85 RCTs (91 papers) were included in the meta-analyses. In univariate models, the pooled effects were -0.072 (95%CI: -0.106; -0.038) for BMI, -0.183 (95%CI: -0.288; -0.078) for SBP and -0.071 (95%CI: -0.185; 0.044) for DBP. In multivariate analyses, the pooled effects of interventions were -0.054 (95%CI: -0.131; 0.022) for BMI, -0.182 (95%CI: -0.266; -0.098) for SBP and -0.144 (95%CI: -0.230; -0.057) for DBP. Parental involvement accentuated the beneficial effects of interventions. School-based lifestyle prevention interventions result in beneficial changes in children's BMI and blood pressure, and the effects on the latter may be stronger than and accrue independently from those in the former.
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Affiliation(s)
- M Oosterhoff
- Department of Clinical Epidemiology and Medical Technology Assessment, School for Public Health and Primary Care (CAPHRI), Maastricht University Medical Centre+, Maastricht, The Netherlands.
| | - M Joore
- Department of Clinical Epidemiology and Medical Technology Assessment, School for Public Health and Primary Care (CAPHRI), Maastricht University Medical Centre+, Maastricht, The Netherlands
| | - I Ferreira
- Department of Clinical Epidemiology and Medical Technology Assessment, School for Public Health and Primary Care (CAPHRI), Maastricht University Medical Centre+, Maastricht, The Netherlands.,Division of Epidemiology & Biostatistics, School of Public Health, University of Queensland, Brisbane, Australia
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40
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Racey M, O'Brien C, Douglas S, Marquez O, Hendrie G, Newton G. Systematic Review of School-Based Interventions to Modify Dietary Behavior: Does Intervention Intensity Impact Effectiveness? J Sch Health 2016; 86:452-63. [PMID: 27122145 DOI: 10.1111/josh.12396] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2015] [Revised: 11/03/2015] [Accepted: 01/09/2016] [Indexed: 05/21/2023]
Abstract
BACKGROUND Owing to the associations between diet and health, it is important that effective health promotion strategies establish healthful eating behaviors from an early age. We reviewed the intensity of school-based interventions aimed to modify dietary behavior in preadolescent and adolescents and related intervention characteristics to effectiveness. METHODS Our systematic literature search of 8 databases sought to identify interventions measuring dietary intake in school settings to students aged 9 to 18. We evaluated these studies for effectiveness, intensity, intervention category, and follow-up measures. RESULTS Of the 105 interventions 81 were found to be effective immediately postintervention, irrespective of intensity. Studies that were 6 weeks to 5 months in duration, targeted students' environment or group (alone or in combination), and reached students only in schools were more effective. Only one-fifth of interventions conducted a follow-up measure, and a majority showed a loss of effectiveness from postintervention to follow-up. CONCLUSIONS We identified characteristics of effective interventions. These findings may inform the development of future interventions targeting dietary behavior in preadolescents and adolescents in the school-based setting.
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Affiliation(s)
- Megan Racey
- University of Guelph, Department of Human Health & Nutritional Science, Guelph, ON N1G 2W1, Canada.
| | - Charlene O'Brien
- University of Guelph, Department of Human Health & Nutritional Science, Guelph, ON N1G 2W1, Canada.
| | - Sabrina Douglas
- University of Guelph, Department of Human Health & Nutritional Science, Guelph, ON N1G 2W1, Canada.
| | - Olivia Marquez
- University of Guelph, Department of Human Health & Nutritional Science, Guelph, ON N1G 2W1, Canada.
| | - Gilly Hendrie
- CSIRO Food and Nutritional Sciences, PO BOX 10041, Adelaide 5000, South Australia.
| | - Genevieve Newton
- University of Guelph, Department of Human Health & Nutritional Science, Guelph, ON N1G 2W1, Canada.
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Aceves-Martins M, Llauradó E, Tarro L, Moreno-García CF, Trujillo Escobar TG, Solà R, Giralt M. Effectiveness of social marketing strategies to reduce youth obesity in European school-based interventions: a systematic review and meta-analysis. Nutr Rev 2016; 74:337-51. [PMID: 27018054 PMCID: PMC4836715 DOI: 10.1093/nutrit/nuw004] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [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] [Indexed: 11/14/2022] Open
Abstract
CONTEXT The use of social marketing to modify lifestyle choices could be helpful in reducing youth obesity. Some or all of the 8 domains of the National Social Marketing Centre's social marketing benchmark criteria (SMBC) are often used but not always defined in intervention studies. OBJECTIVE The aim of this review is to assess the effectiveness of European school-based interventions to prevent obesity relative to the inclusion of SMBC domains in the intervention. DATA SOURCES The PubMed, Cochrane, and ERIC databases were used. STUDY SELECTION Nonrandomized and randomized controlled trials conducted from 1990 to April 2014 in participants aged 5 to 17 years were included. DATA EXTRACTION After the study selection, the 8 domains of the SMBC were assessed in each included study. RESULTS Thirty-eight publications were included in the systematic review. For the meta-analysis, randomized controlled trials (RCTs) reporting body mass index or prevalence of overweight and obesity were considered. Eighteen RCTs with a total of 8681 participants included at least 5 SMBC. The meta-analysis showed a small standardized mean difference in body mass index of -0.25 (95%CI, -0.45 to -0.04) and a prevalence of overweight and obesity odds ratio of 0.72 (95%CI, 0.5-0.97). CONCLUSION Current evidence indicates that the inclusion of at least 5 SMBC domains in school-based interventions could benefit efforts to prevent obesity in young people. PROSPERO registration number: CRD42014007297.
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Affiliation(s)
- Magaly Aceves-Martins
- M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Functional Nutrition, Oxidation and Cardiovascular Disease Research Group (NFOC), Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Health Promotion and Education Research Team, Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Spanish Research Team at the European Youth Tackling Obesity (EYTO) Project. C.F. Moreno-García is with the Engineering, Computing and Mathematics Department, Universitat Rovira i Virgili, Catalonia, Spain. T.G. Trujillo Escobar is with the Mathematics and Statistics Faculty, Universitat Politécnica de Catalunya, Barcelona, Spain
| | - Elisabet Llauradó
- M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Functional Nutrition, Oxidation and Cardiovascular Disease Research Group (NFOC), Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Health Promotion and Education Research Team, Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Spanish Research Team at the European Youth Tackling Obesity (EYTO) Project. C.F. Moreno-García is with the Engineering, Computing and Mathematics Department, Universitat Rovira i Virgili, Catalonia, Spain. T.G. Trujillo Escobar is with the Mathematics and Statistics Faculty, Universitat Politécnica de Catalunya, Barcelona, Spain
| | - Lucia Tarro
- M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Functional Nutrition, Oxidation and Cardiovascular Disease Research Group (NFOC), Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Health Promotion and Education Research Team, Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Spanish Research Team at the European Youth Tackling Obesity (EYTO) Project. C.F. Moreno-García is with the Engineering, Computing and Mathematics Department, Universitat Rovira i Virgili, Catalonia, Spain. T.G. Trujillo Escobar is with the Mathematics and Statistics Faculty, Universitat Politécnica de Catalunya, Barcelona, Spain
| | - Carlos Francisco Moreno-García
- M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Functional Nutrition, Oxidation and Cardiovascular Disease Research Group (NFOC), Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Health Promotion and Education Research Team, Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Spanish Research Team at the European Youth Tackling Obesity (EYTO) Project. C.F. Moreno-García is with the Engineering, Computing and Mathematics Department, Universitat Rovira i Virgili, Catalonia, Spain. T.G. Trujillo Escobar is with the Mathematics and Statistics Faculty, Universitat Politécnica de Catalunya, Barcelona, Spain
| | - Tamy Goretty Trujillo Escobar
- M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Functional Nutrition, Oxidation and Cardiovascular Disease Research Group (NFOC), Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Health Promotion and Education Research Team, Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Spanish Research Team at the European Youth Tackling Obesity (EYTO) Project. C.F. Moreno-García is with the Engineering, Computing and Mathematics Department, Universitat Rovira i Virgili, Catalonia, Spain. T.G. Trujillo Escobar is with the Mathematics and Statistics Faculty, Universitat Politécnica de Catalunya, Barcelona, Spain
| | - Rosa Solà
- M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Functional Nutrition, Oxidation and Cardiovascular Disease Research Group (NFOC), Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Health Promotion and Education Research Team, Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Spanish Research Team at the European Youth Tackling Obesity (EYTO) Project. C.F. Moreno-García is with the Engineering, Computing and Mathematics Department, Universitat Rovira i Virgili, Catalonia, Spain. T.G. Trujillo Escobar is with the Mathematics and Statistics Faculty, Universitat Politécnica de Catalunya, Barcelona, Spain.
| | - Montse Giralt
- M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Functional Nutrition, Oxidation and Cardiovascular Disease Research Group (NFOC), Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Health Promotion and Education Research Team, Medicine and Surgery Department, Universitat Rovira i Virgili, Catalonia, Spain. M. Aceves-Martins, E. Llauradó, L. Tarro, R. Solà, and M. Giralt are with the Spanish Research Team at the European Youth Tackling Obesity (EYTO) Project. C.F. Moreno-García is with the Engineering, Computing and Mathematics Department, Universitat Rovira i Virgili, Catalonia, Spain. T.G. Trujillo Escobar is with the Mathematics and Statistics Faculty, Universitat Politécnica de Catalunya, Barcelona, Spain
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Guzmán J, Kessler RC, Squicciarini AM, George M, Baer L, Canenguez KM, Abel MR, McCarthy A, Jellinek MS, Murphy JM. Evidence for the effectiveness of a national school-based mental health program in Chile. J Am Acad Child Adolesc Psychiatry 2015; 54:799-807.e1. [PMID: 26407489 DOI: 10.1016/j.jaac.2015.07.005] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2015] [Revised: 06/25/2015] [Accepted: 07/27/2015] [Indexed: 01/01/2023]
Abstract
OBJECTIVE Skills for Life (SFL) is the largest school-based mental health program in the world, screening and providing services to more than 1,000,000 students in Chile over the past decade. This is the first external evaluation of the program. METHOD Of the 8,372 primary schools in Chile in 2010 that received public funding, one-fifth (1,637) elected to participate in SFL. Each year, all first- and third-grade students in these schools are screened with validated teacher- and parent-completed measures of psychosocial functioning (the Teacher Observation of Classroom Adaptation-Re-Revised [TOCA-RR] and the Pediatric Symptom Checklist-Chile [PSC-CL]). Students identified as being at risk on the TOCA-RR in first grade are referred to a standardized 10-session preventive intervention in second grade. This article explores the relationships between workshop participation and changes in TOCA-RR and PSC-CL scores, attendance, and promotion from third to fourth grades. RESULTS In all, 16.4% of students were identified as being at-risk on the TOCA-RR. Statistically significant relationships were found between the number of workshop sessions attended and improvements in behavioral and academic outcomes after controlling for nonrandom selection into exposure and loss to follow-up. Effect sizes for the difference between attending most (7-10) versus fewer (0-6) sessions ranged from 0.08 to 0.16 standard deviations. CONCLUSION This study provides empirical evidence that a large-scale mental health intervention early in schooling is significantly associated with improved behavioral and academic outcomes. Future research is needed to implement more rigorous experimental evaluation of the program, to examine longer-term effects, and to investigate possible predictors of heterogeneity of treatment response.
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Affiliation(s)
- Javier Guzmán
- Skills for Life Program of Junta Nacional de Auxilio Escolar y Becas (JUNAEB) Chile; Universidad del Desarrollo, Santiago, Chile, and Boston University School of Education, Boston
| | | | | | | | - Lee Baer
- Massachusetts General Hospital, Boston; Harvard Medical School, Boston
| | - Katia M Canenguez
- Massachusetts General Hospital, Boston; Harvard Medical School, Boston
| | | | | | | | - J Michael Murphy
- Massachusetts General Hospital, Boston; Harvard Medical School, Boston.
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Habib-Mourad C, Ghandour LA, Moore HJ, Nabhani-Zeidan M, Adetayo K, Hwalla N, Summerbell C. Promoting healthy eating and physical activity among school children: findings from Health-E-PALS, the first pilot intervention from Lebanon. BMC Public Health 2014; 14:940. [PMID: 25208853 PMCID: PMC4167260 DOI: 10.1186/1471-2458-14-940] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.3] [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: 02/27/2014] [Accepted: 09/04/2014] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In Lebanon, childhood obesity doubled during the past decade. Preventive measures should start early in life and Schools are considered an important environment to promote energy balance health behaviours. School-based programmes promoting healthy lifestyles are lacking. The purpose of this study was to evaluate the feasibility and effectiveness of a multicomponent school-based intervention to promote healthy eating and physical activity (and prevent obesity) with school children aged 9-11 years in Lebanon. METHODS The intervention was developed based on the constructs of the Social Cognitive Theory and adapted to the culture of Lebanese and Arab populations. It consisted of three components: class curriculum, family involvement and food service. Eight schools were purposively selected from two communities of different socioeconomic status (SES) in Beirut and, within each school type, were matched on SES, religious sect profile, and then randomly assigned to either the intervention or control group. Anthropometric measurements and questionnaires on determinants of behavioural change, eating and physical activity habits were completed by the students in both groups at baseline and post intervention. Focus group interviews were conducted in intervention schools at the end of the study. Challenges encountered during the programme implementation were also identified, since Lebanon is considered a country with political unrest and no similar research projects were conducted in the area. RESULTS Students in the intervention group reported purchasing and consuming less chips and sweetened drinks post-intervention compared with controls (86% & 88% less respectively p < 0.001). Knowledge and self-efficacy scores increased for the intervention (+2.8 & +1.7 points respectively p < 0.001) but not for the control group. There was no difference in physical activity and screen time habits and no changes in BMI between groups at post intervention. Interview data from focus groups showed that the programme was generally well accepted. Limitations for better outcomes include the length of the programme and the school environment. CONCLUSION "Health-E-PALS" intervention is a promising innovative, theory-based, culturally sensitive intervention to promote healthy eating habits and physical activity in Lebanese school children with a potential to be scaled up, replicated and sustained.
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Affiliation(s)
- Carla Habib-Mourad
- />Department of Nutrition and Food Sciences, Faculty of Agriculture and Food Sciences, American University of Riad El-Solh, PO Box 11–0236, Beirut, 1107-2020 Lebanon
| | - Lilian A Ghandour
- />Department of Epidemiology and Population Health, American University of Beirut, Beirut, Lebanon
| | - Helen J Moore
- />School of Medicine, Pharmacy and Health, Durham University, Stockton-on-Tees, UK
| | - Maya Nabhani-Zeidan
- />Department of Nutrition and Food Sciences, Faculty of Agriculture and Food Sciences, American University of Riad El-Solh, PO Box 11–0236, Beirut, 1107-2020 Lebanon
| | - Kassim Adetayo
- />School of Medicine, Pharmacy and Health, Durham University, Stockton-on-Tees, UK
| | - Nahla Hwalla
- />Department of Nutrition and Food Sciences, Faculty of Agriculture and Food Sciences, American University of Riad El-Solh, PO Box 11–0236, Beirut, 1107-2020 Lebanon
| | - Carolyn Summerbell
- />School of Medicine, Pharmacy and Health, Durham University, Stockton-on-Tees, UK
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Shochet I, Montague R, Smith C, Dadds M. A qualitative investigation of adolescents' perceived mechanisms of change from a universal school-based depression prevention program. Int J Environ Res Public Health 2014; 11:5541-54. [PMID: 24859679 PMCID: PMC4053869 DOI: 10.3390/ijerph110505541] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [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: 03/24/2014] [Revised: 05/14/2014] [Accepted: 05/15/2014] [Indexed: 11/29/2022]
Abstract
A recent meta-analysis provides evidence supporting the universal application of school-based prevention programs for adolescent depression. The mechanisms underlying such successful interventions, however, are largely unknown. We report on a qualitative analysis of 109 Grade 9 students' beliefs about what they gained from an evidence-based depression prevention intervention, the Resourceful Adolescent Program (RAP-A). Fifty-four percent of interviewees articulated at least one specific example of program benefit. A thematic analysis of responses revealed two major themes, improved interpersonal relationships and improved self-regulation, both stronger than originally assumed. A more minor theme also emerged-more helpful cognitions. It is postulated that both improved interpersonal relationships and improved self-regulation are likely to enhance one another, and more helpful cognitions may express its contribution through enhanced self-regulation. These findings broaden our understanding of the impact of depression prevention programs, beginning to illuminate how such programs benefit participants.
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Affiliation(s)
- Ian Shochet
- School of Psychology and Counselling, Queensland University of Technology, Brisbane 4059, Australia.
| | - Roslyn Montague
- New South Wales Institute of Psychiatry, Sydney 2145, Australia.
| | - Coral Smith
- School of Psychology and Counselling, Queensland University of Technology, Brisbane 4059, Australia.
| | - Mark Dadds
- School of Psychology, University of New South Wales, Sydney 2052, Australia.
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Holub CK, Lobelo F, Mehta SM, Romero LMS, Arredondo EM, Elder JP. School-wide programs aimed at obesity among Latino youth in the United States: a review of the evidence. J Sch Health 2014; 84:239-246. [PMID: 24617907 PMCID: PMC8528267 DOI: 10.1111/josh.12144] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [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: 05/04/2012] [Revised: 02/11/2013] [Accepted: 03/03/2013] [Indexed: 06/03/2023]
Abstract
BACKGROUND In the past 30 years, childhood obesity rates have tripled, disproportionately affecting Latino children. From 2003 to 2006, 43.0% of Mexican-American children were classified as overweight compared with 36.9% of non-Hispanic Whites. Obesity interventions targeting children can have a significant impact in the school setting. METHODS We conducted a systematic review of evidence-based, obesity-related interventions in the school setting. Inclusion criteria included: having 50% or more Latino children in the study, and usage of obesity-related outcomes (eg, body mass index [BMI] z-score, weight, and waist circumference, and body fat). RESULTS The majority of identified studies included interventions that targeted both nutrition and physical activity. The most successful interventions were randomized, controlled trials or quasi-experimental controlled studies and had few limitations in execution in the study; however, overall results were mixed. There are promising results for interventions targeting Latino children who are already overweight or obese, but evidence of effectiveness is sparse. CONCLUSIONS This review is the first to gather evidence-based research systematically aimed at obesity-related interventions in the school setting that are specifically focused on Latino children. Results of the review are promising and timely, given the exigency of the needed evidence, and the current state of childhood obesity in the United States.
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Affiliation(s)
- Christina K. Holub
- Institute for Behavioral and Community Health, San Diego State University, 9245 Sky Park Court, Suite 221, San Diego, CA 92123-4311
| | - Felipe Lobelo
- Global Health Promotion Office, National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, 4770 Buford Highway, NE, Atlanta MS K-40, GA 30341
| | - Setoo M. Mehta
- Institute for Behavioral and Community Health, San Diego State University, 9245 Sky Park Court, Suite 221, San Diego, CA92123-4311
| | - Luz M. Sánchez Romero
- Research Department of Nutrition Policies and Programs, Center of Nutrition and Health, National Institute of Public Health, Av. Universidad No. 655., Col. Sta. Ma. Ahuacatitlán, Cuernavaca, Morelos, CP. 62100, Mexico
| | - Elva M. Arredondo
- Institute for Behavioral and Community Health, San Diego State University, 9245 Sky Park Court, Suite 221, San Diego, CA 92123-4311
| | - John P. Elder
- Institute for Behavioral and Community Health, San Diego State University, 9245 Sky Park Court, Suite 221, San Diego, CA 92123-4311
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Schultz JH, Langballe A, Raundalen M. Explaining the unexplainable: designing a national strategy on classroom communication concerning the 22 July terror attack in Norway. Eur J Psychotraumatol 2014; 5:22758. [PMID: 25018859 PMCID: PMC4082195 DOI: 10.3402/ejpt.v5.22758] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/04/2013] [Revised: 04/16/2014] [Accepted: 05/16/2014] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND In the context of crisis and disasters, school-aged children are a vulnerable group with fewer coping resources than adults. The school is a key arena for preventive interventions; teachers can be given a key role in large-scale school-based interventions following a man-made or natural disaster. OBJECTIVES This paper describes a practical example of designing a school-based population-level intervention. METHODS The preventive measures were delivered as a national communication strategy between teachers and pupils aged 6-19 concerning the terror attack on 22 July 2011 in Norway. The strategy is based on principles from international research. RESULTS The presentation contributes to the discussion of defining the teacher's role in school-based crisis interventions and dealing with high-intensity media coverage of war, terror, and catastrophes. CONCLUSIONS THE PRESENTATION PROVIDES EDUCATIONAL AND PSYCHOLOGICAL PERSPECTIVES ON HOW TEACHERS CAN TAKE AN ACTIVE ROLE IN HELPING PUPILS TO DEAL WITH SUCH EVENTS THROUGH TWO APPROACHES: the therapeutic approach, to restore calm and feelings of safety; and the educational approach, to foster reflection and deeper understanding.
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Affiliation(s)
- Jon-Håkon Schultz
- Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway ; Department of Education, University of Tromsø, Tromsø, Norway
| | - Ase Langballe
- Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway
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Hester LL, Wilce MA, Gill SA, Disler SL, Collins P, Crawford G. Roles of the state asthma program in implementing multicomponent, school-based asthma interventions. J Sch Health 2013; 83:833-841. [PMID: 24261517 PMCID: PMC4555870 DOI: 10.1111/josh.12101] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [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: 05/15/2013] [Accepted: 08/18/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Asthma is a leading chronic childhood disease in the United States and a major contributor to school absenteeism. Evidence suggests that multicomponent, school-based asthma interventions are a strategic way to address asthma among school-aged children. The Centers for Disease Control and Prevention (CDC) encourages the 36 health departments (34 states, District of Columbia, and Puerto Rico) in the National Asthma Control Program (NACP) to implement multicomponent, school-based asthma interventions on a larger scale. METHODS To gain a better understanding of replicable best practices for state-coordinated asthma interventions in schools, an NACP evaluation team conducted evaluability assessments of promising interventions run by state asthma programs in Louisiana, Indiana, and Utah. RESULTS The team found that state asthma programs play a critical role in implementing school-based asthma interventions due to their ability to (1) use statewide surveillance data to identify asthma trends and address disparities; (2) facilitate connections between schools, school systems, and school-related community stakeholders; (3) form state-level connections; (4) translate policies into action; (5) provide resources and public health practice information to schools and school systems; (6) monitor and evaluate implementation. CONCLUSIONS This article presents evaluability assessment findings and illustrates state roles using examples from the 3 participating state asthma programs.
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Affiliation(s)
- Laura L Hester
- Environmental Health Scientist, , ORISE/CDC Research Program, Air Pollution and Respiratory Health Branch, National Center for Environmental Health, Centers for Disease Control and Prevention, 4770 Buford Hwy, Mailstop F60, Atlanta, GA 30341
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Lobelo F, Garcia de Quevedo I, Holub CK, Nagle BJ, Arredondo EM, Barquera S, Elder JP. School-based programs aimed at the prevention and treatment of obesity: evidence-based interventions for youth in Latin America. J Sch Health 2013; 83:668-677. [PMID: 23879787 DOI: 10.1111/josh.12080] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [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: 05/04/2012] [Revised: 11/27/2012] [Accepted: 12/02/2012] [Indexed: 06/02/2023]
Abstract
BACKGROUND Rapidly rising childhood obesity rates constitute a public health priority in Latin America which makes it imperative to develop evidence-based strategies. Schools are a promising setting but to date it is unclear how many school-based obesity interventions have been documented in Latin America and what level of evidence can be gathered from such interventions. METHODS We performed a systematic review of papers published between 1965 and December 2010. Interventions were considered eligible if they had a school-based component, were done in Latin America, evaluated an obesity related outcome (body mass index [BMI], weight, %body fat, waist circumference, BMI z-score), and compared youth exposed vs not exposed. RESULTS Ten studies were identified as having a school-based component. Most interventions had a sample of normal and overweight children. The most successful interventions focused on prevention rather than treatment, had longer follow-ups, a multidisciplinary team, and fewer limitations in execution. Three prevention and 2 treatment interventions found sufficient improvements in obesity-related outcomes. CONCLUSIONS We found sufficient evidence to recommend school-based interventions to prevent obesity among youth in Latin America. Evidence-based interventions in the school setting should be promoted as an important component for integrated programs, policies, and monitoring frameworks designed to reverse the childhood obesity in the region.
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Affiliation(s)
- Felipe Lobelo
- Global Health Promotion Office, National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, NE, MS K-40 Atlanta, GA 30341, USA.
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Wright K, Giger JN, Norris K, Suro Z. Impact of a nurse-directed, coordinated school health program to enhance physical activity behaviors and reduce body mass index among minority children: a parallel-group, randomized control trial. Int J Nurs Stud 2013; 50:727-37. [PMID: 23021318 PMCID: PMC3654538 DOI: 10.1016/j.ijnurstu.2012.09.004] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.1] [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: 02/06/2012] [Revised: 08/27/2012] [Accepted: 09/04/2012] [Indexed: 12/18/2022]
Abstract
BACKGROUND Underserved children, particularly girls and those in urban communities, do not meet the recommended physical activity guidelines (>60min of daily physical activity), and this behavior can lead to obesity. The school years are known to be a critical period in the life course for shaping attitudes and behaviors. Children look to schools for much of their access to physical activity. Thus, through the provision of appropriate physical activity programs, schools have the power to influence apt physical activity choices, especially for underserved children where disparities in obesity-related outcomes exist. OBJECTIVES To evaluate the impact of a nurse directed, coordinated, culturally sensitive, school-based, family-centered lifestyle program on activity behaviors and body mass index. DESIGN, SETTINGS AND PARTICIPANTS This was a parallel group, randomized controlled trial utilizing a community-based participatory research approach, through a partnership with a University and 5 community schools. Participants included 251 children ages 8-12 from elementary schools in urban, low-income neighborhoods in Los Angeles, USA. METHODS The intervention included Kids N Fitness(©), a 6-week program which met weekly to provide 45min of structured physical activity and a 45min nutrition education class for parents and children. Intervention sites also participated in school-wide wellness activities, including health and counseling services, staff professional development in health promotion, parental education newsletters, and wellness policies for the provision of healthy foods at the school. The Child and Adolescent Trial for Cardiovascular Health School Physical Activity and Nutrition Student Questionnaire measured physical activity behavior, including: daily physical activity, participation in team sports, attending physical education class, and TV viewing/computer game playing. Anthropometric measures included height, weight, body mass index, resting blood pressure, and waist circumference. Measures were collected at baseline, completion of the intervention phase (4 months), and 12 months post-intervention. RESULTS Significant results for students in the intervention, included for boys decreases in TV viewing; and girls increases in daily physical activity, physical education class attendance, and decreases in body mass index z-scores from baseline to the 12 month follow-up. CONCLUSIONS Our study shows the value of utilizing nurses to implement a culturally sensitive, coordinated, intervention to decrease disparities in activity and TV viewing among underserved girls and boys.
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Affiliation(s)
- Kynna Wright
- University of California, Los Angeles, Department of Nursing, Center for Vulnerable Populations Research, 700 Tiverton Avenue, Los Angeles, CA 90095, USA.
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Cooley-Strickland MR, Griffin RS, Darney D, Otte K, Ko J. Urban African American youth exposed to community violence: a school-based anxiety preventive intervention efficacy study. J Prev Interv Community 2011; 39:149-66. [PMID: 21480032 PMCID: PMC3080109 DOI: 10.1080/10852352.2011.556573] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.2] [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] [Indexed: 10/18/2022]
Abstract
This study evaluated the efficacy of a school-based anxiety prevention program among urban children exposed to community violence. Students who attended Title 1 public elementary schools were screened. Ninety-eight 3rd-5th-grade students (ages 8-12; 48% female; 92% African American) were randomized into preventive intervention versus wait list comparison groups. Students attended 13 biweekly one-hour group sessions of a modified version of FRIENDS, a cognitive-behavioral anxiety intervention program. Results indicated that both intervention and control groups manifested significant reductions in anxiety symptomatology and total exposure to community violence, along with improved standardized reading achievement scores. Additional gains observed only in the intervention group were increased standardized mathematics achievement scores, decreased life stressors, and reduced victimization by community violence. The intervention was equally efficacious for both genders and for children exposed to higher, compared to lower, levels of community violence. Implications for comprehensive, culturally and contextually relevant prevention programs and research are discussed.
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Affiliation(s)
- Michele R Cooley-Strickland
- Department of Psychiatry, NPI-Semel Institute for Neuroscience, University of California-Los Angeles, Center for Culture and Health, 760 Westwood Plaza, Box 62, B7437, Los Angeles, CA 90024-1759, USA.
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