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Journal articles on the topic 'Health education (Middle school)'
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Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla, and Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students." Children & Schools 42, no. 1 (December 18, 2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.
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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.
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Ubudiyah, Masunatul, Nursalam Nursalam, and Tintin Sukartini. "Middle School Students’ Perception on a Health Promoting School to Prevent Bullying: A Qualitative Study." Jurnal Ners 16, no. 1 (January 17, 2021): 6. http://dx.doi.org/10.20473/jn.v16i1.23399.
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Introduction: Bullying at school is an old phenomenon in the adolescent group. Despite massive prevention programs, it has not yet resolved by teachers and schools, and this also can affect school climate aspects. The aim of this study was to explore students’ perceptions who are being bullying victims about health promoting schools to prevent bullying at school.Methods: This study used a qualitative case study design. The research sample was 18 middle school students in grades 8 and 9 in East and West Surabaya. A sample was recruited through snowball sampling. Interview guidelines were used to collect the data through in-depth interviews. The data were subjected to thematic analysis.Results: Middle school students identified three main requirements related to prevent bullying were health education, health services, and healthy school environment. These themes were found among the participants with a bullying victim’s history.Conclusion: Health education, health services, and healthy school environment are the theme for preventing bullying cases at school. To prevent bullying requires collaboration from various parties, such as students, teachers and school policy makers to be able to apply the rules while in school.
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Ralston, Penny A., Bonnie Greenwood, Thomas Cornille, Linda L. Brown, Dykibra Gaskin, and Iris Young-Clark. "The Nutrition Education Initiative Resource Guide." Californian Journal of Health Promotion 12, no. 1 (May 1, 2014): 01–15. http://dx.doi.org/10.32398/cjhp.v12i1.1551.
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Background and Purpose: With obesity in children and youth continuing to be a major health problem in the U.S., schools are considered an important setting to implement programs to address the issue but few have focused on middle school students. The purposes of this study were to: 1) determine the effectiveness of a school-based nutrition education program, the Nutrition Education Initiative (NEI) Resource Guide, in improving school lunch eating behaviors of middle school students, and 2) identify science teachers’ perceptions of the materials. Implementation: The project was implemented by 16 middle school science teachers and 309 seventh grade students in a medium-sized north Florida community. The NEI Guide included three conceptual areas (Build a Healthy Base, Choose Sensibly and Aim for Fitness), major concepts, objectives, narrative information, and teaching strategies. Evaluation: Using a pre-/post without control group design, the study involved collecting data via food recall surveys with students, and surveys and interviews with teachers. Data were analyzed using descriptive statistics and paired t-tests. Results: During lunch time, a higher proportion of students met the recommended dietary servings for dairy, meat, vegetables, fruit, juice and grains from pre-test to post-test. Students also significantly increased dietary intake of meat (p< .01), fruit (p< .01) and fruit/juice combined (p< .05); and significantly decreased intake of fried vegetables (p< .001), with decreased fat intake approaching significance (p< .06). Differences in dietary patterns were noted between the two schools studied. Science teachers perceived the NEI Guide as effective; yet they also identified challenges including lack of adequate training, lack of time to implement the materials, and lack of collaboration with the project team. Conclusion: The project outcomes suggest that middle school science teachers can positively impact school lunch eating behaviors of middle school students in selected schools by incorporating nutrition education in their curricula.
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Park, HeeGyeong, and Sukhee Ahn. "Effect of school eye health education program on eye health knowledge and practice in middle school students." Journal of Korean Academic Society of Nursing Education 28, no. 2 (May 31, 2022): 117–26. http://dx.doi.org/10.5977/jkasne.2022.28.2.117.
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Purpose: This study aimed to examine the effects of an eye health education program on the level of knowledge and eye health practice of middle school students. Methods: This quasi-experimental study was conducted using a pretest-posttest nonequivalent control group non-synchronized design. The study participants were from one middle school first graders in a province of Korea. The experimental group was composed of three classes (76 students), and the control group was composed of three other classes (77 students). Pretests were conducted in June for the experimental group and in August for the control group. The experimental group received an eye health education program developed for this study consisting of four sessions in total, given once a week for 45 minutes per session. The control group was instructed by the school's health teacher in the eye health education included in the existing health education curriculum. Posttests were conducted three weeks after the training in the control group and immediately after the fourth eye health education session in the experimental group. Results: After being instructed in the eye health education program, the eye health-related knowledge (t=9.45, p<.001) and eye health practice (t=2.18, p=.031) of the experimental group participating in the education program were higher than those of the control group. Conclusion: The eye health education program was effective in improving middle school student’s level of eye health-related knowledge and eye health practice. School health teachers could implement this program as a part of the standard eye health education for middle school students. The long-term effects of practicing eye health behavior needs to be confirmed in a future study.
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王, 珂. "How to Infiltrate Mental Health Education into Middle School Physical Education." Advances in Education 12, no. 08 (2022): 2734–39. http://dx.doi.org/10.12677/ae.2022.128413.
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Lee, Gyu Young. "School Health Practical Competencies and Professional Attitude of School Health Teachers By School Levels." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 11 (June 15, 2023): 325–37. http://dx.doi.org/10.22251/jlcci.2023.23.11.325.
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Objectives This study aims to provide basic data for the development of a health teacher training program that can enhance the school health practice competency of health teachers in the future by identifying the level of school health teachers' practical competency and professional attitude, and identifying the correlation.
Methods A self-administered questionnaire survey was conducted on general characteristics, school health practice competency, and professional attitude of 1,267 elementary, middle, and high school health teachers in Gyeonggi-do. The analysis method was t-test using SPSS / WIN 23.0, ANOVA, Scheffé test, and Pearson Coefficient Correlation were conducted, and the statistical significance level was set at 0.05.
Results For school health practice competency, elementary school scored 147.59 points, middle school 148.17 points, and high school 143.55 points, which were statistically significant (F=6.35, p=.002). Among the school health practice competencies, the item that answered the highest was ‘gender problem solving ability’ (F=8.19, p<.001), understanding of physical development 17.64 points (F=4.08, p=.017), and family function. 16.82 points for understanding (F=3.62, p=.027), and 16.79 points for understanding the conceptual framework of school health came out significantly (F=8.50, p<.001). The item with the lowest practical competency was ‘ability to use systems’ (F=4.26, p=.014). Professional attitudes were also higher in elementary and middle schools than in high schools (F=4.50, p=0.11). The item with the highest professional attitude score was ‘professionals require continuing education’, with 3.94 points for elementary school, 3.92 points for middle school, and 3.86 points for high school (F=7.63, p=.001). There was a positive correlation between school health practice competency and professional attitude (r=.42, p<.001). Comparing the results of a study measured in 2002 with the same tool as this study, it was found that school health teachers' practical competency in school health increased, but their professional attitude decreased.
Conclusions Based on the results of this study, There was a significant difference in the school health practical competency scores of elementary, middle and high school health teachers by school level, so a customized health teacher training program for each school level is needed. You may need to run it as a training course.
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Szucs, Leigh E., Catherine N. Rasberry, Paula E. Jayne, India D. Rose, Lorin Boyce, Colleen Crittenden Murray, Catherine A. Lesesne, J. Terry Parker, and Georgi Roberts. "School district-provided supports to enhance sexual health education among middle and high school health education teachers." Teaching and Teacher Education 92 (June 2020): 103045. http://dx.doi.org/10.1016/j.tate.2020.103045.
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Jun, Seong Sook, Eun Hee Heo, Su Jung Ha, Mi Hwa Han, and Miyoung Kim. "Needs for mental health education among middle school students." Korean Journal of Health Education and Promotion 33, no. 3 (September 30, 2016): 13–23. http://dx.doi.org/10.14367/kjhep.2016.33.3.13.
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Elliot, Laura. "District partners support students’ mental health." Phi Delta Kappan 99, no. 5 (January 22, 2018): 47–50. http://dx.doi.org/10.1177/0031721718754813.
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Asheville City Schools and Buncombe County Schools in Asheville, N.C., have partnered with the United Way of Asheville and Buncombe County to develop strategies for responding to the emotional and mental health needs of middle school students in those districts. More than 40 community partners have joined their efforts, which include a focus on resilience and mindfulness.
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Singer, Randi, Natasha Crooks, Jules Gelbort, Jennifer Neely, and Pia Lenon. "Nursing Student-Led Health Education for Sixth Graders on Chicago’s South Side." SAGE Open Nursing 7 (January 2021): 237796082110290. http://dx.doi.org/10.1177/23779608211029070.
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Introduction Partnerships between schools of nursing and grade schools providing health education to youth are shown to be advantageous. Using Community Based Service Learning for nursing students at a middle school in Chicago, IL, we were able to improve health education for adolescents in an underserved area. Objective This project aimed to improve and standardize existing health education efforts for sixth graders (n = 30) at a middle school by developing an evidence-based health education curriculum with nursing students. Methods This was a descriptive study with a pretest and posttest evaluation addressing the physical, emotional, and sexual health knowledge, attitudes and behaviors of participating sixth graders. Results Findings suggest service-learning partnerships may benefit middle schoolers and nursing students. Conclusion Implementing a culturally relevant health curriculum using a service-learning framework increased sexual, physical, and emotional health knowledge in Latinx sixth graders and enhanced nursing student learning in a way not possible through classroom and clinical practicum experiences alone.
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Schwartz, Sandra M. "Voice Range Profiles of Middle School and High School Choral Directors." Journal of Research in Music Education 56, no. 4 (January 2009): 293–309. http://dx.doi.org/10.1177/0022429408328670.
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Vocal demands of teaching are significant, and this challenge is compounded for choral directors who depend on the voice for communicating information or demonstrating music concepts. The purpose of this study is to examine the frequency and intensity of middle and high school choral directors' voices and to compare choral directors' voices with vocally trained and untrained singers and trained healthy and dysphonic voices using a voice range profile. Results indicated that (a) choral directors' vocal intensity range was significantly smaller than both healthy and dysphonic trained voices, (b) choral directors' minimum intensity was significantly higher than healthy and dysphonic trained voices, and (c) vocal frequency ranges of choral directors were reduced as compared with trained and untrained singers and healthy trained voices. The results of this study provide evidence that choral directors are at risk for developing vocal problems. Preservice vocal health training is recommended to reduce voice problems among choral directors.
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Xiao, Jianwei. "The Physical Health of Students of Hohhot No.36 Middle School, Inner Mongolia, China." Pacific International Journal 6, no. 3 (September 28, 2023): 71–76. http://dx.doi.org/10.55014/pij.v6i3.407.
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The physical health of Chinese high school students has always been a concern. According to statistics from the Chinese Ministry of Education, there are currently widespread problems among Chinese high school students, including a decline in physical fitness, an increase in obesity rates, and a high prevalence of myopia. To improve the physical health of Chinese high school students, the national and local governments have implemented a series of measures, such as promoting nationwide fitness activities, encouraging sports, improving dietary structures, and enhancing the quality of education. Meanwhile, many schools have also begun to pay attention to physical exercise, strengthening students' physical education courses, providing various sports facilities and equipment, and encouraging students to actively participate in sports activities, to provide a better environment and conditions for the healthy development of high school students. This article investigates factors affecting the physical health of high school students and provides suggestions for improving their physical fitness by using literature, data, and testing methods. The study focuses on 120 students from Hohhot No. 36 High School and compares their physical fitness test results with those of other high school students across the country. By cultivating students' physical fitness through various means, this study aims to improve students' physical health and address their weaknesses in physical fitness.
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Wang, Dafang. "The research status and development trend of children health education." Advances in General Practice of Medicine 4, no. 1 (March 12, 2022): 24–28. http://dx.doi.org/10.25082/agpm.2022.01.007.
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In pediatric clinical practice, it is found that common and frequently-occurring diseases in children have the characteristics of acute onset, rapid change, aggregation and being preventable and controllable. School health education is particularly important for the prevention and control of common and frequently-occurring diseases in preschool and school-age children. School health education refers to the combination of kindergarten, school and other places of staff advocated by the various learning experience, the development of students from now on to learn to deal with various expected health challenges with necessary cognitive skills and behavioral skills. The former State Education Commission and the Ministry of Health jointly promulgated the "Regulations on School Health Work" in 1980, making our country's school health work followed by regulations. In 1992, the "Basic Requirements for Health Education for Primary and Secondary School Students" was jointly promulgated, which clearly stipulated the objectives and basic contents of health education in primary and secondary schools in China. In 2007, the Central Committee of the Communist Party of China and the State Council in the `Opinions on Strengthening Youth Sports to Enhance the Physical Fitness of Adolescents (Central Document No.7)' required that 'local education administrative departments should include the implementation of health education in schools as one of the important indicators of school supervision and assessment', and 'schools at all levels should actively carry out adolescent health education activities such as disease prevention, scientific nutrition, health and safety, drug control and tobacco control, and ensure the necessary health education time'. Although the health problems of primary and middle school students have received continuous attention and investment from the state and society, the health literacy of primary and middle school students in China has not been significantly improved in recent years, and the overall downward trend of students' health level has not been fundamentally curbed, partly due to China's lagging school health education system. Through literature mining, this paper refines the research focus of foreign health education and the challenges faced by foreign health education. By combing the research progress of health behavior and academic performance, adolescent media cognitive ability and health education workers' health cognitive ability, it reflects the future research direction of health education in China.
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Zhang, Dangui, Darong Wen, Ganyuan He, Zhenyu Chen, Wenrui Zeng, Lichun Lu, Chuangfeng Huang, and William Ba-Thein. "Health literacy and risk of viral hepatitis among Chinese school children." Journal of Infection in Developing Countries 17, no. 03 (March 31, 2023): 404–10. http://dx.doi.org/10.3855/jidc.17426.
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Introduction: Poor literacy is associated with hepatitis morbidity and mortality. Adolescents are especially at risk of hepatitis C. This study investigated viral hepatitis literacy, risk, and influencing factors among Chinese middle and high school students. Methodology: A supervised self-administered survey was conducted with school children from six schools in Shantou, China. Data on demographics, health literacy, and risk of viral hepatitis were analyzed. Results: A total of 1732 students (from three middle and three high schools) participated in the study. Their major information resources were the internet (39.5%, 685/1732), television (28.8%, 498/1732), family (27.7%, 479/1732), and school (21.2%, 368/1732). The mean literacy score on the manifestations and risk factors of hepatitis was 3.4 ± 2.2 and 4.0 ± 2.3 (out of 8), respectively. Multiple linear regression models showed being female and in high school, having parents with higher education levels, and school or clinicians as an information resource were independent positive predictors, whereas poor awareness of risk factors was a negative predictor for health literacy. Conclusions: We report the risk of hepatitis among Chinese middle and high school students due to limited literacy and poor attitudes towards health-risk behaviors. Health education in school is recommended for preventable health risks among Chinese adolescents.
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Hildrey, Rachel, Heidi Karner, Jessica Serrao, Carolyn A. Lin, Ellen Shanley, and Valerie B. Duffy. "Pediatric Adapted Liking Survey (PALS) with Tailored Nutrition Education Messages: Application to a Middle School Setting." Foods 10, no. 3 (March 10, 2021): 579. http://dx.doi.org/10.3390/foods10030579.
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We tested the feasibility of a school-based, liking-based behavioral screener (Pediatric Adapted Liking Survey (PALS)) and message program to motivate healthy diet and activity behaviors. Students, recruited from middle- (n = 195) or low-income (n = 310) schools, online-reported: likes/dislikes of foods/beverages and physical/sedentary activities, scored into healthy behavior indexes (HBI); perceived food insecurity; and sleep indicators. Students received tailored motivating or reinforcing messages (aligned with behavior change theories) and indicated their willingness to improve target behaviors as well as program feasibility (acceptability; usefulness). Although HBIs averaged lower in the lower versus middle-income school, frequencies of food insecurity were similar (39–44% of students). Students in both schools reported sleep concerns (middle-income school—43% reported insufficient hours of sleep/night; low-income school—55% reported excessive daytime sleepiness). Students across both schools confirmed the PALS acceptability (>85% agreement to answering questions quickly and completion without help) and usefulness (≥73% agreed PALS got them thinking about their behaviors) as well as the tailored message acceptability (≥73% reported the messages as helpful; learning new information; wanting to receive more messages) and usefulness (73% reported “liking” to try one behavioral improvement). Neither message type nor response varied significantly by food insecurity or sleep measures. Thus, this program feasibly delivered students acceptable and useful messages to motivate healthier behaviors and identified areas for school-wide health promotion.
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Kunqi, Wang. "The Moral Education Function and Path Choice of Art Education in Elementary Education." Tobacco Regulatory Science 7, no. 6 (November 3, 2021): 5570–85. http://dx.doi.org/10.18001/trs.7.6.45.
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Objectives: Since the 21st century, the cultivation of talents has shifted from the "core of knowledge" to the "core of literacy", which is also an emphasis on and attention to the core literacy of students. The elementary education policy represents an important measure in China's comprehensive quality education, and it puts forward higher requirements on the content and evaluation standards of basic art education. Ideological and moral education has always been highly valued in China. Moral education courses are compulsory public courses for students from elementary school to middle school across the country. The contradiction between the development and prosperity of moral education and the ideological and moral problems of students in the compulsory education stage is thought provoking. It is imperative to reform the existing moral education work. Giving full play to the moral education function of art education in elementary education is a popular and effective way for students in elementary and middle schools. The significance of this article's research on the moral education function of art education in elementary education is to infiltrate the moral education of art education, cultivate sentiments, improve students' aesthetic ability, cultivate students' artistic qualities and innovative thinking, to cultivate all-round development of people.
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Anderman, Eric M. "The Middle School Experience." Journal of Learning Disabilities 31, no. 2 (March 1998): 128–38. http://dx.doi.org/10.1177/002221949803100203.
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Hall, Tina J., Lori K. Hicklin, and Karen E. French. "Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results." Journal of Teaching in Physical Education 36, no. 4 (October 2017): 467–76. http://dx.doi.org/10.1123/jtpe.2016-0148.
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Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.
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Xu, Chengwei, Xiaofeng Lv, and Zhongyi Li. "Research on the Optimization of Physical Education Curriculum in Chinese Elementary and Middle Schools from the Perspective of Healthy China." Lifelong Education 9, no. 6 (September 28, 2020): 228. http://dx.doi.org/10.18282/le.v9i6.1348.
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at present, the physical education and health course in primary and secondary schools in China is faced with the dilemma of failing to strengthen the body and bring health and vitality to the students. Through the method of literature review and comparative analysis, this paper studies the physical education curriculum of primary and secondary schools in China, finds that there are some problems in the curriculum of primary and secondary school sports, and explores the social impact of these problems from multiple perspectives. From the perspective of “healthy China 2030”, this paper puts forward the following suggestions: 1. Adjusting measures to local conditions, vigorously promoting the development of school-based physical education curriculum; 2. Paying attention to the clarity of curriculum objectives, reflecting the gradual and targeted of curriculum objectives; 3. Constructing the primary, junior high and high school integrated physical education curriculum teaching content system, hoping that this study could provide a certain theoretical support for Chinese primary and secondary school physical education and health courses so that physical education could become an important position for young people to civilize their spirit and savage their physique, and provide help for the early realization of sports power and healthy China.
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Birnbaum, Amanda S., Leslie A. Lytle, Cheryl L. Perry, David Murray, and Mary Story. "Developing a School Functioning Index for Middle Schools." Journal of School Health 73, no. 6 (August 2003): 232–38. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06568.x.
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Huang, Luo-Ming, Yu-Hong Xie, Zhi-Yong Meng, Ting Chen, Bing-Fa Dai, Yang Yu, Zhen Zeng, et al. "Improving myopia awareness via school-based myopia prevention health education among Chinese students." International Journal of Ophthalmology 16, no. 5 (May 18, 2023): 794–99. http://dx.doi.org/10.18240/ijo.2023.05.18.
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AIM: To investigate the myopia awareness level, knowledge, attitude, and skills at baseline and to implement and evaluate the efficacy of myopia prevention health education among Chinese students. METHODS: A total of 1000 middle school students from 2 middle schools were invited to participate in the study, and myopia prevention health education was conducted. The students were assessed at baseline, followed by a survey. The efficacy of health education was evaluated using the self-comparison method pre- and post-health education. RESULTS: The study included 957 and 850 pre- and post-health education participants, respectively. The baseline knowledge of all respondents on myopic symptoms (87.5%), myopia is a risk of eyes (72.9%), myopia prevention (91.3%), myopia increases with age (86.7%), performing periodic eye examinations (92.8%), and one first, one foot, and one inch (84.8%) significantly increased after health education (P<0.001 for all). However, the percentage of students who still did not think it necessary to take breaks after 30-40min of continuous near work was 27.0%. The opinion that “myopia can be cured” was still present in 38.3%. CONCLUSION: Implementing school-based myopia prevention health education improves knowledge, attitudes, and skills regarding myopia among Chinese middle school students.
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Torres, B., R. F. Harris, D. Lockwood, J. Johnson, R. Mirabal, D. T. Wells, M. Pacheco, et al. "A hospital/school science fair mentoring program for middle school students." Advances in Physiology Education 273, no. 6 (December 1997): S47. http://dx.doi.org/10.1152/advances.1997.273.6.s47.
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The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.
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Li, Shibin, and Nor Aishah. Buang. "Research on Improving the Teaching Effectiveness of Table Tennis in Middle Schools under the Background of Teaching Psychology." Academic Journal of Management and Social Sciences 2, no. 2 (April 16, 2023): 83–89. http://dx.doi.org/10.54097/ajmss.v2i2.7540.
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In contemporary society, the state attaches great importance to the ideological status and mental health of middle school students. Middle school students should establish a good outlook on life, values, and the world, all of which depend on correct table tennis education and mental health education. At present, due to significant changes in China's internal and international environment, there are many shortcomings in traditional education such as table tennis and mental health. Middle school teaching work is facing new challenges and pressures. We can organically combine the table tennis work of middle school students and improve their level of table tennis work. This article proposes the construction of a "table tennis psychology" health archive from the perspective of how to organically integrate table tennis work with mental health work for middle school students, in order to timely understand their ideological and mental health status.
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Li, Zelin, and Yijuan Zhong. "Analysis on the Psychological Counseling Function of Applied Psychology to Junior Middle School Students." International Journal of Education and Humanities 7, no. 2 (February 28, 2023): 117–19. http://dx.doi.org/10.54097/ijeh.v7i2.5516.
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Currently, the mental health of students at all stages of our country is also of great concern, and junior high school students are an important stage of life growth, in which is students will form their own stable psychology of adolescence. Therefore, schools must focus on psychological counseling for junior high school students in order for students to establish the right concepts. This paper focuses on the role of applied psychology in counseling middle school students, discusses the important role of the development of applied psychology for students, and analyzes how to better infiltrate applied psychology into the counseling education work of middle school students, so that students can be encouraged to face the learning and life in middle school period with a more positive mindset, and further enhance middle school students to achieve healthy development of individual body and mind.
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Zhang, Tan, Anqi Deng, Yubing Wang, and Ang Chen. "Middle school students’ understanding of energy in health and fitness." Journal of Educational Research 114, no. 3 (March 15, 2021): 222–32. http://dx.doi.org/10.1080/00220671.2021.1901066.
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Aldahmash, Abdulwali H., and Sarah A. Almutairi. "The Extent of Incorporating Health Education Requirements in Middle School Science Textbooks." Sustainability 15, no. 14 (July 13, 2023): 11005. http://dx.doi.org/10.3390/su151411005.
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To ensure health sustainability for the next generation, an emphasis should be placed on health prevention and health education. Therefore, it is crucial to educate kids on how to keep themselves healthy in order to promote long-term progress. This study aimed to identify the extent of the inclusion of health education requirements in the content of science textbooks for the intermediate stage of schooling. To fulfill the goal of this study, a validated content-analysis card consisting of twenty-seven indicators categorized into seven requirement themes was used in the analysis of middle-school-level science textbook editions that were taught in the academic year 2022. The results revealed that all health education requirements were inadequately included in the science textbooks, in which the inclusion rate ranged between 5.0% and 1.3%, and the percentage of included health-related themes in the middle school science textbooks, in general, was 2.8%. These findings indicate the necessity for reforming science textbooks for middle school levels so that they include sufficient basic health education requirements to enable students to protect themselves from prevailing diseases across the globe.
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Rykhal, V., H. Huk, D. Garbar, and R. Dmytriv. "Indicators of physical health of middle school age." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 9(154) (October 3, 2022): 86–91. http://dx.doi.org/10.31392/npu-nc.series15.2022.9(154).19.
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The social progress of Ukrainian society directly depends on the health of the population, and the prospects for its development depend on the health of the younger generation, especially school-age children. Since school age is the most favorable for the formation of healthy lifestyle skills, a conscious attitude to one's health, the desire to maintain and improve its level throughout later life. Unfortunately, the level of physical health of children and adolescents has been steadily deteriorating recently. Issues of increasing physical development and correcting the physical health of children of different ages due to the introduction of innovative means, methods and forms of physical education into the process of physical education. Modern living conditions place high demands on physical health and protective capabilities of the human body. The article describes indicators of physical health of middle school childrens.
The analysis of the data of the primary study of students of the main groups revealed an average level of physical health among childrens of 6th grades and lower than average among childrens of 7‒8th grades. In terms of age, it was established that mostly the scores of 8th graders are significantly higher than the results of 6th and 7th graders (р˂0.05‒0.001). An exception is the indicators of the level of development of strength, speed and speed endurance of the muscles of the back and abdominal press, according to which the results of the 8th grade students are significantly lower than the data of the 6th and 7th grade students (р˂0.001). In terms of gender, it was found that the boys' performance is better than the girls', but it is mostly not reliable (p>0.05). An exception is the weight and height indicators of 8th graders; the results of the 6th and 8th grade childrens examination; Heart rate during the first 15 s of the recovery period after exercise (P₂) of childrens in grades 7-8; Heart rate during the last 15 s of the first minute of recovery (P₃) of 7th graders and lifting of the torso to the seat of 6th graders, between which differences by gender are reliable (р˂0.05‒0.001).
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Xiaohang, Yu, Che Aleha Ladin, Deng Dayou, Nie Lei, Wang Zihao, Wang Shuo, Li Xinghua, and Wu Qinghong. "Applying the Artistic Psychological Painting Course to Improve the Mental Health of Middle School Students." American Journal of Education and Practice 7, no. 2 (April 11, 2023): 62–89. http://dx.doi.org/10.47672/ajep.1417.
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Purpose: This study aims to verify the significance of the Artistic Psychological Painting program for developing middle school students' psychological well-being through an educational program and a multi-factorial experimental design based on feedback from teachers and students.
Methodology: This paper presents the format and content of the Artistic Psychological Painting program to test the program's effectiveness. The subjects were 12-15-year-old middle school students in the first and second grades of Southwest University South China Town Middle School (middle school) in Chongqing, China, and the Artistic Psychological Painting course they took at school.
Findings: The study showed that the Artistic Psychological Painting program positively affected middle school students' emotional intelligence and self-identity. Accordingly, based on the initial definition and exploration of the connotation and extension of the Artistic Psychological Painting curriculum, we have communicated with school leaders, subject experts, in-service teachers, and students to propose the implementation of the "Artistic Psychological Painting".
Recommendation: The program is designed to complement the psychological education curriculum in Chinese public schools and to provide a vision for school-based and community-based curricula.
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Williams, Ronald D., and Amber R. Williams. "Creative Writing In Alcohol, Tobacco, And Other Drug Education." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 327. http://dx.doi.org/10.19030/cier.v5i4.7276.
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Health educators in elementary and secondary schools should seek collaborations with teachers of other subjects to enhance health education curriculum. The strategy described in this article details a potential collaboration between health education and language arts units. The activity enhances both drug education knowledge gains and creative writing skills among junior high/middle school students.
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Burns, Ryan D., Timothy A. Brusseau, and James C. Hannon. "Physical Activity Trajectories During Daily Middle School Physical Education." Journal of Physical Activity and Health 12, no. 7 (July 2015): 982–89. http://dx.doi.org/10.1123/jpah.2014-0151.
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Background:Optimal levels of moderate-to-vigorous physical activity (MVPA) have been shown to improve health and academic outcomes in youth. Limited research has examined MVPA trajectories throughout a daily middle school physical education (PE) curriculum. The purpose of this study was to examine MVPA trajectories over a daily PE curriculum and the modifying effects of sex, body composition, and cardiorespiratory endurance.Methods:One hundred 7th- and 8th-grade students participated in daily PE lessons. There were 66 lessons throughout the semester. MVPA was monitored during each lesson using NL-1000 piezoelectric pedometers. Students were classified into FITNESSGRAM Healthy Fitness Zones using estimated VO2 Max and Body Mass Index (BMI). A population averaged generalized estimating equation was employed to examine MVPA trajectories.Results:On average, students’ MVPA decreased over time (β = –0.35, P < .001). Poor student VO2max classification significantly modified the trajectories (β = –0.14, P < .001), however poor BMI classification did not have a modifying effect (β = 0.03, P = .158).Conclusions:MVPA decreased in daily PE over time and cardiorespiratory endurance significantly modified the trajectories. The results support that extra efforts have to be made by teachers and students to sustain MVPA behaviors over a semester.
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Yoon, SeokJu. "A Qualitative Study on the Difficulties of Student Teachers in Health Education During Their Teaching Practicum." Korea University Institute of Educational Research 90 (February 28, 2024): 53–75. http://dx.doi.org/10.24299/kier.2024.371.53.
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The purpose of this study was to explore the difficulties and challenges student teachers of health education in the process of their teaching practicum for one month. The author interviewed nine student teachers of health education in which they practicum in the middle school and high school. The main results were as follows: First, the prospective health education teachers felt gaps between what they learned in the university and teaching practice in their practicum schools; Second, the prospective health education teachers felt limitations in their role as student teachers, both in conducting lessons of health education and providing student guidance; Third, the participants faced challenges in reconciling different educational philosophies between teachers at their practicum schools and fellow prospective health education teachers; Last, while conducting classes at the practicum schools, the participants were engaged in ongoing reflection and inquiry into the issues that teachers inevitably dealt with. The findings suggested several implications to improve school practicum for the professional development of pre-service teachers of health education.
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Sánchez-Hernando, Beatriz, Isabel Antón-Solanas, Raúl Juárez-Vela, Vicente Gea-Caballero, María Inmaculada Carboneres-Tafaner, Elisa Ferrer-Gracia, Javier Gállego-Diéguez, Iván Santolalla-Arnedo, and Ángel Gasch-Gallén. "Healthy Lifestyle and Academic Performance in Middle School Students from the Region of Aragón (Spain)." International Journal of Environmental Research and Public Health 18, no. 16 (August 15, 2021): 8624. http://dx.doi.org/10.3390/ijerph18168624.
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A healthy lifestyle is important to the present and future development and health of school age people. This study aims to analyze the relationship between daily lifestyle habits and academic performance in a sample of adolescents from the autonomous community of Aragon (Spain). We performed a cross-sectional study to analyze the lifestyle habits and academic performance of a total of 1745 7th and 8th grade middle school students during the academic year 2018–2019; the participants were selected from a random sample of 43 middle schools from the region of Aragon. The following data were collected through an anonymized, previously validated questionnaire: diet, sleep, physical activity, use of screens, use of toxic substances, and academic performance. We found a statistically significant association between all the lifestyle habits analyzed and academic performance (p < 0.001) in our sample. Based on our findings, we suggest that health promotion and education in healthy lifestyles should be integrated in middle school curricula to improve academic performance and, more importantly, to promote both present and future health outcomes of adolescents.
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Luo, Menglong, and Nor Aishah Buang. "Study on the Relief Scheme of Depressive Symptoms under Work Pressure." International Journal of Education and Humanities 8, no. 1 (April 2, 2023): 83–86. http://dx.doi.org/10.54097/ijeh.v8i1.6990.
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Introduction: In China, with the further deepening of educational reform, the professional pressure of Middle School Physical Education Workershas gradually attracted social attention. If the pressure on work cannot be handled correctly, it may have a serious impact on the physical and mental health of Middle School Physical Education Workers, and then bring adverse consequences to the education work they are engaged in. Based on this, this paper puts forward the research on the solution to the depression symptoms of Middle School Physical Education Workers under work pressure. Research objects and methods: The research method is to conduct statistical analysis with the help of research tools such as Job Stress Scale and Symptom Checklist. Results: From the returned questionnaires, we can know that bad work pressure will have a negative impact on the physical and mental health and work attitude of Physical Education Workers in Middle School and Middle School, resulting in the imbalance of teachers' physical and mental functions and the decline of social adaptability. Moreover, male teachers showed significantly higher total stress and workload than female teachers. Conclusion: In today's society with accelerated development and fierce competition, with the accelerated pace of life, the uncertainties of work and life are increasing. Middle School Physical Education Workers are facing contradictions from work and life, and challenges and pressures are increasing. Therefore, Middle School and Middle School should formulate countermeasures to alleviate the psychological pressure of Middle School Physical Education Workers, and Middle School Physical Education Workers should actively face the work pressure, learn the correct way to cope with the pressure, be good at relieving their own pressure, so as to better engage in work and embrace life enthusiastically.
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Liu, Lin. "Analysis of the Practice of Positive Psychology in China's Middle School Education." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 53–58. http://dx.doi.org/10.54691/fhss.v2i11.2775.
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Mental health education plays a very important role in the future development of secondary school students. Integrating the concept of positive psychology in secondary school students' mental health education helps secondary school students learn to use their own positive psychological factors to stimulate and cultivate their own potential, mobilize the initiative of learning, and promote the progress of learning and the improvement of comprehensive literacy. Starting from the current situation of secondary school mental health education, we analyze the guiding significance of the positive psychology concept to secondary school mental health education and propose the integration path in light of the current practical problems.
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Li, Dong. "Music Therapy in Mental Health and Emotional Diversion of Primary and Secondary School Students." Occupational Therapy International 2022 (July 8, 2022): 1–12. http://dx.doi.org/10.1155/2022/8370682.
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The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study’s curriculum on elementary school students’ positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.
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Cotts, T. B., C. S. Goldberg, L. M. Palma Davis, J. E. DuRussel-Weston, S. M. Aaronson, K. Lin, and K. A. Eagle. "A School-Based Health Education Program Can Improve Cholesterol Values for Middle School Students." Pediatric Cardiology 29, no. 5 (June 17, 2008): 940–45. http://dx.doi.org/10.1007/s00246-008-9246-8.
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Lee, Seulki, and Seunghee Kye. "Nutrition education reality in nutrition teachers and awareness and demand for online nutrition education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 39–54. http://dx.doi.org/10.22251/jlcci.2022.22.18.39.
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Objectives This study was conducted to understand the nutrition education reality among nutrition teachers at elementary, middle, and high schools and examine the awareness and demand for non-face-to-face online nutrition education.
Methods The subjects of this study were 158 nutrition teachers at elementary, middle, and high schools in Seoul and Gyeonggi Province. For the collected data, the Chi-squared test, Fisher's exact test, or independent sample t-test were performed according to the analysis items using SPSS Statistics version 26.0.
Results The study showed that nutrition education was more prominent in elementary than middle and high schools. The lack of time due to overwork in nutrition teachers was suggested as the main reason for the failure to provide nutrition education. As the methods of implementing nutrition education, it was found that there were many direct education methods in the form of lectures during discretionary activity time in elementary schools, whereas indirect education methods using school newsletter were common in middle and high schools. As for the contents of nutrition education in schools for the past year, a balanced diet, good eating habits, and table manner were taught in the lower grades of elementary school, and food poisoning management was educated in the upper grades of elementary school. In addition, the proportions of contents on a balanced diet, obesity prevention and weight management, food poisoning management, food hygiene, eating blandly, and nutrition labeling were high in middle school. There was a high level of education in high school on healthy snack intake, obesity prevention and weight management, and nutrition labeling. Less than half of the study subjects experienced online nutrition education. The limitations of online nutrition education were the lack of a sense of presence with learners in online nutrition education and the restrictions on activity classes such as practice and experience. The highest percentage responded that various content levels are needed to be provided as a measure to improve online nutrition education.
Conclusions Based on the results of this study, measures to activate online nutrition education are needed to be performed non-face-to-face in preparation for the occurrence and spread of infectious diseases such as COVID-19.
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Moe, Stacey G., Julie Pickrel, Thomas L. McKenzie, Patricia K. Strikmiller, Derek Coombs, and Dale Murrie. "Using School-Level Interviews to Develop a Multisite PE Intervention Program." Health Education & Behavior 33, no. 1 (February 2006): 52–65. http://dx.doi.org/10.1177/1090198105282418.
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The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.
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Shangguan, Lai, Shu Chen, and Lei Cao. "Research on the Current Situation, Causes, and Countermeasures of Primary School Physical Education Teachers’ Health Literacy." Journal of Healthcare Engineering 2022 (March 29, 2022): 1–6. http://dx.doi.org/10.1155/2022/7851028.
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Under the background of healthy China, health education has been brought into the national education system. To improve the health literacy level of PE normal students in primary schools, this study studies the health literacy status of PE normal students in the “six-year junior middle school starting point system” using the methods of literature review, questionnaire survey, mathematical statistics, and so on. The results show that the health literacy level of “six-year junior high school starting point” PE normal students is close to that of national college students, but the health literacy is overall low. The success rate of health literacy of six-year physical education normal students from high to low is health skills, health knowledge, healthy lifestyle, and behavior; six-year physical education normal students have a high level of health skills, but a low level of healthy lifestyle and behavior. Countermeasures are put forward: optimizing the curriculum structure and strengthening health education; paying attention to health literacy and improving learning awareness; cultivating health awareness; maintaining the law of life, etc.
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Wood, Jessica, Alexander McKay, Jocelyn Wentland, and Sandra E. Byers. "Attitudes towards sexual health education in schools: A national survey of parents in Canada." Canadian Journal of Human Sexuality 30, no. 1 (April 1, 2021): 39–55. http://dx.doi.org/10.3138/cjhs.2020-0049.
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School-based sexual health education plays a key role in providing young people with the information, motivation, and skills needed to enhance their sexual health. However, the extent and quality of sexual health education curricula varies across Canada. Though parents’ support is often considered when making curricular decisions, there is limited data examining parental attitudes towards sexual health education across Canada. In the current study, we examined parental attitudes towards school-based sexual health education in a national sample of Canadian parents. Using an online survey, we examined overall support for the inclusion of sexual health education in schools, perceived quality of the sexual health education children received, assessed support for 33 sexual health education topics, and determined if parental support varied across geographic regions. Participants were 2,000 parents with children attending elementary and/or secondary school in Canada. The majority of parents (85%) agreed that sexual health education should be taught in the schools. Support was high across all regions in Canada, ranging from 82% in Ontario to 91% in the Atlantic provinces. However, significantly fewer parents in Ontario and Quebec supported school-based sexual health education compared to other regions. Overall, parents want a wide variety of topics included in school-based sexual health education and support the teaching of foundational topics in the early and middle school grades. The current study is the first to use a national sample to examine parents’ attitudes towards sexual health education in schools. Results can inform provincial/territorial health education policies and national sexual health promotion strategies.
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Ellsworth, Devin, Jenny Ernst, and Anastasia Snelling. "A mobile farmers’ market brings nutrition education to low-income students." Health Education 115, no. 2 (February 2, 2015): 171–77. http://dx.doi.org/10.1108/he-03-2014-0031.
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Purpose – The purpose of this paper is to examine the impact of a nutrition-education intervention delivered at low-income middle schools in Washington, DC in the USA, using a mobile farmers’ market to bring hands-on lessons to schools. The program was a partnership between a local farm and university and was funded by the United States Department for Agriculture (USDA) Team Nutrition grant. Design/methodology/approach – Seven low-income middle schools received the intervention, which included 45-minute lessons focussed on nutrition education and sustainable farming concepts. The farmers’ market was delivered via a converted school bus, allowing for full market setup at each school to provide local fruits and vegetables as teaching tools. The nutrition-education lesson focussed on the USDA MyPlate and healthy meal planning. The farm education component focussed on organic farming principles, sustainability of local food systems, and seasonality. A six question pre- and post-survey was administered to 408 participating middle school students to assess changes in knowledge. Findings – Overall, average scores increased from 51 to 58 percent. Nutrition knowledge questions increased from 58 to 74 percent, while agriculture questions remained constant at 43 percent. Both increases significant using a two-sample t-test (p<0.001). This suggests that students gained more nutrition education concepts in this format as compared to the agricultural concepts. Originality/value – Childhood obesity is a growing epidemic that affects low-income communities disproportionally. Innovative strategies must be implemented to increase healthy food consumption. This case study presents such an approach and its value in increasing student knowledge of healthy behavior.
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Makhdoom, Shazia, Liaquat Ali Malik, and Samrina Mohammad. "Impact of School-based Oral Health Education on Knowledge, Practice of School Children." Pakistan Armed Forces Medical Journal 72, no. 6 (December 30, 2022): 2033–36. http://dx.doi.org/10.51253/pafmj.v72i6.5343.
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Objective: To evaluate the effect of verbal and audiovisual methods of dental health education on knowledge, practice of old school-going children.
Study Design: Prospective longitudinal study.
Place and Duration of Study: Islamia collegiate Middle School for Boys, Peshawar Pakistan, from Dec 2019 to Feb 2020.
Methodology: The study population consists of 272 middle school children aged 10-13 years. After collecting baseline data which consists of a questionnaire regarding knowledge and attitude about oral hygiene followed by recording plaque score,and gingival score, students were randomly allocated into three groups. Group-1 participants received verbal dental health education through charts and pamphlets about oral health, hygiene, and tooth brushing demonstrations. Group-2 received verbal and audio-video sessions about oral hygiene. Group-3(Control-Group) received no intervention. After the intervention,knowledge attitude and plaque score gingival score was assessed.
Results: A statistically significant positive change in dental knowledge and practice score was found in the AudiovisualGroup as compared to the Verbal-Group. Post-intervention mean plaque score of the participants was lowered more in the Audiovisual-Group than in the Verbal-Group. In addition, the post-intervention mean gingival score of the participants was lowered more in the audiovisual group than in the verbal group.
Conclusion: Short-term oral health education programs, including A-V aids, may be useful in improving oral hygiene and gingival health.
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Wang, Chunqian, and Yi An. "Mental Health Education in Primary and Secondary Schools Based on Deep Learning." Journal of Sensors 2022 (September 21, 2022): 1–5. http://dx.doi.org/10.1155/2022/9672254.
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Strengthening the mental health education of primary and middle school students is a key measure to lead their healthy growth. This paper takes mental health early warning as the starting point to carry out research on mental health education in primary and secondary schools. Aiming at the defect that the existing methods cannot effectively warn the mental health of primary and secondary school students, this paper proposes a mental health early warning research method based on the deep learning models. The method firstly obtains the mental health data of college students through the symptom self-rating scale. Then, a mental health prediction model combining convolutional neural networks (CNN), deep residual networks (ResNet), and long short-term memory (LSTM) is adopted. Through in-depth processing and analysis of mental health data, the mental health status of students can be determined. Experiments show that this method can effectively improve the accuracy of mental health early warning compared with the currently commonly used mental health early warning methods.
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包, 莉莉. "Optimization of Middle School Mental Health Education Curriculum from the Perspective of Life Education." Advances in Social Sciences 12, no. 06 (2023): 2929–84. http://dx.doi.org/10.12677/ass.2023.126407.
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Gingiss, Phyllis Levenson, and Karen Basen-Engquist. "HIV Education Practices and Training Needs of Middle School and High School Teachers." Journal of School Health 64, no. 7 (September 1994): 290–95. http://dx.doi.org/10.1111/j.1746-1561.1994.tb03311.x.
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Louw, Adriaan, Regina Landrus, Jessie Podolak, Patricia Benz, Jen DeLorenzo, Christine Davis, Alison Rogers, et al. "Behavior Change Following Pain Neuroscience Education in Middle Schools: A Public Health Trial." International Journal of Environmental Research and Public Health 17, no. 12 (June 23, 2020): 4505. http://dx.doi.org/10.3390/ijerph17124505.
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Chronic pain and the opioid epidemic need early, upstream interventions to aim at meaningful downstream behavioral changes. A recent pain neuroscience education (PNE) program was developed and tested for middle-school students to increase pain knowledge and promote healthier beliefs regarding pain. In this study, 668 seventh-grade middle-school students either received a PNE lecture (n = 220); usual curriculum school pain education (UC) (n = 198) or PNE followed by two booster (PNEBoost) sessions (n = 250). Prior to, immediately after and at six-month follow-up, pain knowledge and fear of physical activity was measured. Six months after the initial intervention school, physical education, recess and sports attendance/participation as well as healthcare choices for pain (doctor visits, rehabilitation visits and pain medication use) were measured. Students receiving PNEBoost used 30.6% less pain medication in the last 6 months compared to UC (p = 0.024). PNEBoost was superior to PNE for rehabilitation visits in students experiencing pain (p = 0.01) and UC for attending school in students who have experienced pain > 3 months (p = 0.004). In conclusion, PNEBoost yielded more positive behavioral results in middle school children at six-month follow-up than PNE and UC, including significant reduction in pain medication use.
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Saadudin, Idad. "MANAJEMEN USAHA KESEHATAN SEKOLAH DALAM MENINGKATKAN PERILAKU SEHAT SISWA." WALI PIKIR : Journal of Education 1, no. 1 (September 1, 2023): 87–98. http://dx.doi.org/10.62555/wp.v1i1.0020.
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The non-optimal healthy behavior of junior high school (SMP) students in West Bandung Regency reflects the limited knowledge and weak attitudes of students in School Health Business Activities (UKS) through the implementation of health education, health services and the implementation of healthy education. The school environment is called TRIAS UKS. This research aims to determine and analyze the application of UKS in improving students’ healthy behavior so that middle school students’ learning effectiveness can be realized. UKS management that is not yet optimal and weak student healthy behavior has an impact on student achievement that is less effective. This research uses a qualitative approach with a case study method. The research results show that the planning of UKS activities in three junior high schools has not been based on the results of analysis of the school environment, both internal and external, as mandated in the central UKS guidelines, so that the planning results do not reflect the picture needed by the school. In organizing UKS coaching, schools try as much as possible to involve all school members, but the implementation is not yet supported by description and task mechanisms and does not refer to management indicators, resulting in overlapping activities. UKS mobilization has not been integrated with other programs so that the implementation of health education, health services and a healthy school environment is still partial. UKS control and supervision has been attempted by each school, but it is still not optimal due to weak control and supervision carried out by the District UKS Advisory Team and in accordance with UKS guidelines. The conclusion of the research generally shows that junior high schools in West Bandung Regency are still in Complete Stratification according to the TRIAS UKS indicator which describes the weak health behavior of junior high school students.
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Saadudin, Idad. "MANAJEMEN USAHA KESEHATAN SEKOLAH DALAM MENINGKATKAN PERILAKU SEHAT SISWA." WALI PIKIR : Journal of Education 1, no. 1 (September 1, 2023): 87–98. http://dx.doi.org/10.62555/wp.v1i2.0020.
Full textAbstract:
The non-optimal healthy behavior of junior high school (SMP) students in West Bandung Regency reflects the limited knowledge and weak attitudes of students in School Health Business Activities (UKS) through the implementation of health education, health services and the implementation of healthy education. The school environment is called TRIAS UKS. This research aims to determine and analyze the application of UKS in improving students’ healthy behavior so that middle school students’ learning effectiveness can be realized. UKS management that is not yet optimal and weak student healthy behavior has an impact on student achievement that is less effective. This research uses a qualitative approach with a case study method. The research results show that the planning of UKS activities in three junior high schools has not been based on the results of analysis of the school environment, both internal and external, as mandated in the central UKS guidelines, so that the planning results do not reflect the picture needed by the school. In organizing UKS coaching, schools try as much as possible to involve all school members, but the implementation is not yet supported by description and task mechanisms and does not refer to management indicators, resulting in overlapping activities. UKS mobilization has not been integrated with other programs so that the implementation of health education, health services and a healthy school environment is still partial. UKS control and supervision has been attempted by each school, but it is still not optimal due to weak control and supervision carried out by the District UKS Advisory Team and in accordance with UKS guidelines. The conclusion of the research generally shows that junior high schools in West Bandung Regency are still in Complete Stratification according to the TRIAS UKS indicator which describes the weak health behavior of junior high school students.
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Kim, Yeong Sig, Jin Hwan Kim, and Hui Sang Kim. "Methods for Improving the Efficiency of School Health Education through the Analysis of Middle School Physical Education Textbooks." Journal of Sport and Leisure Studies 19 (May 31, 2003): 39–49. http://dx.doi.org/10.51979/kssls.2003.05.19.39.
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Ryu, Young Seun, and Kyoung Ran Kong. "Influencing the Needs for Continuing Education of School Health Teachers." Korean Society of Nursing Research 7, no. 4 (December 31, 2023): 147–57. http://dx.doi.org/10.34089/jknr.2023.7.4.147.
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Purpose : This study endeavors to investigate the factors influencing the needs for continuing education of school health teachers. Methods : Data were collected through questionnairs distribute to 150 school health teachers working at elementary, middle, and high schools in U-city from May 1 to June 30, 2020, and were analyzed using the SPSS 22.0 program. Results : The difficulty of job performance averaged 4.06 on a scale of 5, with the perception of continuing education was 10.04 out of 15, satisfaction with continuing education at 3.83 out of 5, and needs for continuing education was 4.46 out of 5. Notably, significant variations in the difficulty of job performance were observed based on education level(p＝.014), education career(p＜.001), school level(p＝.029), and the number of classrooms(p＝.001). Additionally, the perception of continuing education showed significant differences depending on age(p＝.001) and, education career(p＜.001). The influential variables impacting the needs for continuing education were identified satisfaction, highlighting the pivotal role of satisfaction with continuing education, which accounted for 22.8% of the variance. Conclusion : Therefore, and effective continuing education program will be necessary to boostenhance the needs for continuing education by enhancing satisfaction among school health teachers with continuing education programs.