Journal of School Health
0022-4391
1746-1561
Mỹ
Cơ quản chủ quản: WILEY , Wiley-Blackwell
Lĩnh vực:
Public Health, Environmental and Occupational HealthPhilosophyEducation
Các bài báo tiêu biểu
Implementing a Nutrition and Physical Activity Curriculum in Head Start Through an Academic‐Community Partnership ABSTRACT BACKGROUND Schools may be an effective avenue for interventions that prevent childhood obesity. I am Moving I am Learning/Choosy Kids © (IMIL/CK) is a curriculum recommended by Head Start (HS) for education in nutrition, physical activity, and healthy lifestyle habits. METHODS We formed an academic‐community partnership (ACP), the Springfield Collaborative for Active Child Health, to promote prevention of childhood obesity, in part, to implement the IMIL/CK curriculum in local HS sites. The ACP included a medical school, HS program, public school district, and state health department. RESULTS Community‐based participatory research principles helped identify and organize important implementation activities: community engagement, curriculum support, professional teacher training, and evaluation. IMIL/CK was piloted in 1 school then implemented in all local HS sites. All sites were engaged in IMIL/CK professional teacher training, classroom curriculum delivery, and child physical activity assessments. Local HS policy changed to include IMIL/CK in lesson plans and additional avenues of collaboration were initiated. Furthermore, improvements in physical activity and/or maintenance or improvement of healthy weight prevalence was seen in 4 of the 5 years evaluated. CONCLUSIONS An ACP is an effective vehicle to implement and evaluate childhood obesity prevention programming in HS sites.
Tập 87 Số 6 - Trang 465-473 - 2017
Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources ABSTRACT BACKGROUND School‐based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self‐efficacy, and skills to effectively deliver nutrition education. METHODS The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. RESULTS The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches; cross‐curricular approaches; parental involvement; experiential learning approaches; contingent reinforcement approaches; literary abstraction approaches; games‐based approaches; and web‐based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. CONCLUSIONS Resources were less likely to embed cross‐curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence‐based strategies for improving healthy eating in elementary school children are cross‐curricular and experiential learning approaches.
Tập 86 Số 5 - Trang 334-345 - 2016
School Breakfast Program Participation and Rural Adolescents' Purchasing Behaviors in Food Stores and Restaurants ABSTRACT BACKGROUND Little is known about adolescents' food purchasing behaviors in rural areas. This study examined whether purchasing food at stores/restaurants around schools was related to adolescents' participation in school breakfast programs and overall diet in rural Minnesota. METHODS Breakfast‐skippers enrolled in a group‐randomized intervention in 2014 to 2015 (N = 404 from 8 schools) completed 24‐hour dietary recalls and pre/post surveys assessing food establishment purchase frequency. Healthy Eating Index Scores (HEI‐2010) were calculated for each student. Student‐level school breakfast participation (SBP) was obtained from school food service records. Mixed‐effects regression models estimated: (1) whether SBP was associated with store/restaurant use at baseline, (2) whether an increase in SBP was associated with a decrease in store/restaurant use, and (3) whether stores/restaurant use was associated with HEI‐2010 scores at baseline. RESULTS Students with increased SBP were more likely to decrease fast‐food restaurant purchases on the way home from school (OR 1.017, 95% CI 1.005, 1.029), but were less likely to decrease purchases at food stores for breakfast (OR 0.979, 95% CI 0.959, 0.999). Food establishment use was associated with lower HEI‐2010 dairy component scores (p = .017). CONCLUSIONS Increasing participation in school breakfast may result in modest changes in purchases at food establishments.
Tập 87 Số 10 - Trang 723-731 - 2017
A Comparison of the Gatehouse Bullying Scale and the Peer Relations Questionnaire for Students in Secondary School ABSTRACT Background: Bullying occurs in all schools. Measuring bullying in schools is complicated because both definitions of bullying and methods for measuring bullying vary. This study compared a brief 12‐item Gatehouse Bullying Scale (GBS) with items drawn from the Peer Relations Questionnaire (PRQ), a well‐established bullying questionnaire to measure the concurrent validity of the GBS.Methods: Year 8 secondary school students (14 years of age) in metropolitan and regional Victoria, Australia, completed questionnaires assessing being teased, being deliberately left out, had rumors spread about oneself, and/or being physically threatened or hurt.Results: The prevalence of bullying using GBS and PRQ was 57% and 61%, respectively. Percent agreement between the 2 measures was high. Agreement adjusted for chance was moderate (kappa 0.5). The GBS had good to moderate test‐retest reliability (rho 0.65).Conclusions: The GBS is a short, reliable tool measuring the occurrence of bullying in schools. As well as a global estimate of bullying, the GBS provides estimates of 2 covert and 2 overt types of bullying which can be useful for schools to better plan interventions dealing with school bullying.
Tập 77 Số 2 - Trang 75-79 - 2007
Relationship Between Physical Activity Level and Cigarette, Smokeless Tobacco, and Marijuana Use Among Public High School Adolescents ABSTRACT: This study analyzed the association between physical activity level and cigarette, smokeless tobacco, and marijuana use among a selected group of public high school students from South Carolina (N = 4,800). The 1993 CDC Youth Risk Behavior Survey was used to collect self‐report information on physical activity, substance use, and other risk‐taking behaviors. Multiple logistic regression analysis for weighted data (SUDAAN) was used for data analysis. Adjusted analysis showed significant associations (p < .05) among White males for use of cigarettes, smokeless tobacco, and marijuana, where higher levels of physical activity were inversely associated to use of these substances. Results from the study substantiate the importance of physical activity for adolescents, and demonstrate the need for future research to clarify the causal relationship between physical activity and substance use behaviors.
Tập 65 Số 10 - Trang 438-442 - 1995
A History of Vision Screening ABSTRACT The vision screening program has a long and interesting history involving educators, pediatricians, optometrists, and ophthalmologists. Since, the earliest screening program initiated in 1899, many alterations in the original program have resulted from consideration of test reliability, testing conditions, and child maturity. Indeed, even the basic concept of vision screening had to be proven beneficial before it was widely accepted. The three basic areas of the exam — visual acuity, hyperopia, and heterophoria — developed independently into a concise, thorough screening system. Minor controversies continue, causing continuing modification and improvement.
Tập 55 Số 4 - Trang 138-141 - 1985
The Relationship Between School Policies and Youth Tobacco Use* ABSTRACT BACKGROUND: The school setting is frequently used both to educate youth about risks involved in tobacco use and to implement tobacco prevention and cessation programs. Given that school‐based programs have resulted in limited success, it is necessary to identify other setting‐level intervention strategies. School tobacco policies represent a type of universal intervention that might have some promise for preventing or reducing tobacco use.METHODS: Hierarchical linear modeling was used to assess whether school tobacco policies were related to observations of tobacco use and current smoking among 16,561 seventh through twelfth graders attending 40 middle and high schools in Illinois.RESULTS: Results indicated that the enforcement of school tobacco policies, but not the comprehensiveness of those policies, was associated with fewer observations of tobacco use by minors on school grounds as well as lower rates of current smoking among students.CONCLUSIONS: The school setting is a key system to impact youth tobacco use. Findings underscore the need to train school personnel to enforce school tobacco policy.
Tập 79 Số 1 - Trang 17-23 - 2009
Stability in a Measure of Children's Health Locus of Control ABSTRACT: Increased interest in children's health locus of control has precipitated continued examination of the psychometric properties of scales measuring this concept. The Children's Health Locus of Control scale (CHLC) was administered to more than 1,000 urban black students in each of four years across three grade levels: Year 1 ‐ grades four‐six to Year 4 ‐ grades seven‐nine. Factor analyses revealed five factors forming scales with acceptable reliability at each year. Students' beliefs that they have control over their own health increased as a function of age. Beliefs in self‐control had low, negative correlations with measures of external control. Stability of CHLC and the relatively simple procedure (16 dkhotomous items) suggest that, despite problems with wording of some items, CHLC is an appropriate and efficient measure for comparing cross‐sectional and longitudinal samples in this age range.
Tập 59 Số 4 - Trang 161-164 - 1989
The Importance of Pedagogical and Social School Climate to Bullying: A <scp>Cross‐Sectional</scp> Multilevel Study of 94 Swedish Schools ABSTRACT BACKGROUND Bullying is a public health issue with long‐term effects for victims. This study investigated if there was an association between pedagogical and social school climate and student‐reported bullying victimization, which dimensions of pedagogical and social school climate were associated with bullying, and if these associations were modified by individual‐level social factors. METHODS The study had a cross‐sectional multilevel design with individual‐level data on bullying from 3311 students nested in 94 schools over 3 consecutive school years. School climate was measured with student and teacher questionnaires, aggregated at the school level. The association between school climate and bullying victimization was estimated with multilevel mixed‐model logistic regression. RESULTS In schools with the most favorable school climate, fewer students reported being bullied. This was especially evident when school climate was measured with the student instrument. Students in schools with favorable climate had an adjusted odds ratio of bullying of 0.74 (95% CI: 0.55‐1.00) compared to students in schools with the worst climate. Results from the teacher instrument were in the same direction, but less consistent. CONCLUSIONS Improvement in school climate has the potential to affect students both academically, and socially, as well as decrease the prevalence of bullying.
Tập 91 Số 2 - Trang 111-124 - 2021
Bullying Victimization in Schools: Why the Whole School, Whole Community, Whole Child Model Is Essential ABSTRACT BACKGROUND Bullying is more likely to happen in schools than in any other location. The purpose of this study is to use decision tree analyses to predict specific risk factors for bullying to identify areas of interest for school‐based bullying prevention. METHODS We obtained data from the 2013 National Crime Victimization Study (NCVS) School Crime Supplement. We used case‐wise deletion to create a sample with completed data based on the measure of bullying (N = 4967). The dependent variable for this study was bullying. We used chi‐square automatic interaction detection (CHAID) to uncover predictors of bullying victimization in schools. RESULTS Results suggest that 21.7% of the participants were bullied during the 6 months prior to the survey. Being distracted in class and being involved in a fight were the top statistically significant variables for bullying victimization in schools. Fear of being attacked and seeing hate‐related words or symbols in school were also strong predictors of bullying. CONCLUSIONS Bullying victimization can often be predicted. Therefore, school personnel can implement programs and policies consistent with the Whole School, Whole Community, Whole Child (WSCC) model to improve the social and emotional climate in schools and proactively reduce opportunities for bullying victimization.
Tập 88 Số 11 - Trang 794-802 - 2018