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Academic literature on the topic 'School preventive program'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "School preventive program"

1

Cunningham, E. G., C. M. Brandon, and E. Frydenberg. "Building resilience in early adolescence through a universal school-based preventive program." Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 15–24. http://dx.doi.org/10.1017/s1037291100003915.

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The development of effective coping resources, including positive thinking and an increased sense of self-efficacy, is related to enhancing resilience and healthy development in young people. A universal school-based prevention program that adapted techniques cognitive therapists use for depressed children, and directly based on the work of Seligman (1995), was implemented over a six-week period to whole-class groups by classroom teachers within their regular school curricula. Learning was facilitated through the use of stories, cartoons, hypothetical examples, practice and role-plays. Fifty-eight Year 5 and 6 students from four schools in regional and rural Victoria completed pre- and post-program questionnaires on self-efficacy, coping and attributional style. Following program participation, children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of the non-productive coping strategies of worry, wishful thinking, not coping, and reliance on friends. These promising results provide evidence for the feasibility of implementing a low-cost, non-intrusive program that addresses the emotional well-being of all young people in school settings. The longer-term success and viability of any universal preventive programs may ultimately depend upon the extent to which such programs can be integrated into the mainstream curriculum practices of schools.

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Argutina, Anastasia S., and S. Yu Kosyuga. "THE PROGRAM OF PROPHYLAXIS OF THE DENTOALVEOLAR ANOMALIES IN CHILDREN IN THE CHILDREN’S POLYCLINIC." Russian Pediatric Journal 20, no. 4 (April 30, 2019): 222–26. http://dx.doi.org/10.18821/1560-9561-2017-20-4-222-226.

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For the development a program for the prevention of dentoalveolar anomalies for children’s dental clinic, there were investigated features of the orthodontic status in children of primary school age and factors affecting its formation. The authors have been proposed preventive measures for two levels of the implementation: conjointly with teaching staff of the schools and involvement of the family (the so-called «school level»), as well as the treatment and prevention activity of children’s specialists from the dental polyclinic (polyclinic level). The mentioned measures have been structured and formulated by authors as «the preventive program». The implementation of the program for the prevention of dentoalveolar anomalies in basic medical practice showed it pronounced clinical and social effect

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Weiss, Shoshana, and Michael Moore. "The Second Evaluation of the Curricular Program “Hashish and Marihuana” in Israeli High Schools." Journal of Drug Education 17, no. 2 (June 1987): 143–48. http://dx.doi.org/10.2190/ge40-a37p-47j3-fpl9.

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The purpose of this article is to describe the impact of the revised preventive interdisciplinary auricular program “Hashish and Marihuana” on attitudes and intentions towards hashish use among high school students in Israel. The redesigned curriculum, implemented by trained teachers, produces statistically significant attitude gains. The findings suggest that the program has a potential for a desired attitudinal modification within the target population, and that the contemporary “fourth generation” of preventive programs in drug education remain an effective prevention strategy. As the result of the evaluation research, the program will be officially disseminated to high schools during 1987–1988 by the Israeli Ministry of Education and Culture in collaboration with Haifa University.

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Bahiroh, Siti, and Fitriah M. Suud. "PREVENTIVE COUNSELING: A RELIGIOUS DEVELOPMENT PROGRAM AT BOARDING SCHOOL IN YOGYAKARTA." Humanities & Social Sciences Reviews 8, no. 2 (April 20, 2020): 614–23. http://dx.doi.org/10.18510/hssr.2020.8269.

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Purpose of the study: This study aims to explore religious development programs in boarding schools in Yogyakarta and to find out how the implementation of religious development programs, especially preventive counseling programs. Methodology: This study used a qualitative method with a case study approach. Data collection used observation, interviews, and documentation. The subject were religion teachers, counseling teachers, the vice-principal of student affairs, homeroom teachers, students, and parents of the student. Main Findings: The results showed that there are two religious development programs at boarding schools in Yogyakarta. First, the development of faith and piety towards Allah by providing concepts in the form of a school lesson. Second, a program to teach religious morals values by internalizing religious values about morals. At the beginning of the study, these programs were designed by paying attention to many current teenage issues and anticipating their future. Applications of this study: This study can be useful in the field of educational psychology, especially in the personality section. The results of this study can be used by counselors at a school to overcome adolescent problems. Novelty/Originality of this study: This research showed that to make a student well behave in this digital age was not enough if only giving a theoretical study to them but also inviting them to do good things to their teacher. Furthermore, a stay program in the boarding school can be a consideration for parents to form a positive personality for their children.

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Chebakova, T. I., N. A. Zagetova, E. H. Volkova, and O. E. Ledovskikh. "Analysis of follow-up changes in incidence of oral diseases in Novosibirsk schoolchildren during the preventive treatment program." Pediatric dentistry and dental profilaxis 21, no. 2 (July 17, 2021): 103–9. http://dx.doi.org/10.33925/1683-3031-2021-21-2-103-109.

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Relevance. The Russian Federation state program „Healthcare system development”, approved on April 15, 2014, relies on the introduction of the specialist „Dental Hygienist” in the system of school dentistry service as the main executor of the preventive treatment program. Government resolution #1640 as of 26.12.2017, which is to be realized during 2018-2025, included the agency project „“Primary prevention of oral diseases among the population of the Russian Federation”. The realization of the oral disease prevention project (professional cleaning, fluoride local application, permanent molar fissure sealing) is a basic program that includes necessary steps to reduce oral disease incidence rate and caries increase in schoolchildren. Administration of oral care products (fluoride varnish, sealants) immediately after tooth eruption, i.e., during formation and mineralization of the hard dental tissues, is more relevant, than the use of these products after the mineralization is complete. Aim – to assess the effectiveness of oral disease preventive measures by the analysis of the follow-up changes in the dental status of schoolchildren.Materials and methods. 115 first-grade schoolchildren of two Novosibirsk general schools participated in the study. The schoolchildren were evenly divided into 2 groups: prevention and comparison. The parents and children of both groups were trained how to take care of the oral cavity at home. The children in both groups were examined, oral hygiene indices were determined and the teeth were treated. The preventive treatment in the first groups was administered with the following materials: fluoride varnish with innovative ingredient, tricalcium phosphate, and low fill fluoride-releasing light-cured sealant. The materials are certified and approved for use in children in the Russian Federation. The individual preventive treatment was not performed in the second group. The effectiveness of the preventive treatment was assessed by the analysis of follow-up changes in the dental status of the schoolchildren.Results. The school preventive treatment program demonstrated a significant reduction of caries increase rate – up to 31.79% in the prevention group, which forms the basis for performance optimization of the school dental office where the priority belongs to a dental hygienist.Conclusions. The results of the preventive treatment program with the participation of a pediatric dentist and a dental hygienist held in three Novosibirsk schools confirmed its high medical effectiveness.

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Botabekova, T. K., N. A. Aldasheva, V. R. Abdullina, I. S. Stepanova, B. I. Isergepova, and Zh S. Iskakbaeva. "Complex program for the prevention of the development and progression of refractive errors in school year children." Russian Journal of Clinical Ophthalmology 21, no. 3 (2021): 135–42. http://dx.doi.org/10.32364/2311-7729-2021-21-3-135-142.

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Aim: to develop a complex preventive and therapeutic program for refractive errors in school year children. Patients and Methods: 1,760 pupils of elementary, secondary, and high school of eight schools of Almaty (1,302 pupils of gymnasiums and 458 pupils of general education schools and sport boarding school) were examined. The 1st step was a preventive screening. The 2nd step was a distant interactive screening by teachers. The 3rd step was an eye examination of schoolers with low vision. The efficacy of the detection of visual impairments in schoolers during preventive and distant computer screening was compared. In addition, significant indicators for visual impairment monitoring in schoolers were identified. A "Program for the Prevention of the Development and Progression of Refractive Errors in Schoolchildren" was developed. To evaluate its efficacy, 140 pupils of general education schools with refractive errors and 1,302 pupils of gymnasiums with refractive errors or their high risk underwent eye examinations. In addition, to compare the effect of wearing glasses/contact lenses with full correction on the quality of life, 31 schoolers aged 12–17 with refractive errors were selected. Results: the rate of visual impairments was 28.4% among the pupils of general education schools and 31.3% among the pupils of gymnasiums. The most common refractive error was myopia (46.9% and 65.4%, respectively). As children moved through their school carrier, the proportion of myopia tended to increase. Accommodative dysfunction ranked second 48.5% and 29.7%, respectively). Time spent on distant screening was twice less compared to time spent on preventive screening. Visual acuity, cycloplegic refraction, reserves of relative accommodation, and axial length (measured by ultrasound) were indicators of visual impairments in children during monitoring. Poor general health was reported in 33% of children who wear glasses and 15% of children who wear contact lenses. Keywords: refractive errors, myopia, accommodation, schoolchildren, distant screening, prevention, vision correction with contact lenses. For citation: Botabekova T.K., Aldasheva N.A., Abdullina V.R. et al. Complex program for the prevention of the development and progression of refractive errors in school year children. Russian Journal of Clinical Ophthalmology. 2021;21(3):135–142 (in Russ.). DOI: 10.32364/2311- 7729-2021-21-3-135-142.

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O A Silva, Ubaldo, Gerian L. Nascimento, Isis Kelly Santos, Kesley P M Azevedo, Christiane F Santos, Maria I. Knackfuss, and Humberto J. Medeiros. "Health program in a Brazilian school." Salud Pública de México 59, no. 1 (January 3, 2017): 28. http://dx.doi.org/10.21149/8412.

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Objective. To analyze the School Health Program (SHP)through the perceptions of managers and health professionals. Materials and methods. This was a descriptive, crosssectional,and qualitative study that conducted interviews with 21 individuals using the lexical analysis of Bardin’s speech and processed the data through the Alceste software. Results. In the interviewees’ perception, verification of blood pressure,visual acuity, weight, height, body mass index, oral health,preventive actions and educational lectures are recommended in the program’s guidelines. The schools do not have available and adequate space for the staff to perform the work. The redominant exchange occurs between the health and education secretaries. The actions that provided opportunities to students were primarily promotion, prevention, and health education; funding is the responsibility of the Ministry of Health and Municipal Secretary of Health. Conclusions. The structures, exchanges, and available resources were insufficient for the development of the program.

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Borzucka-Sitkiewicz, Katarzyna, and Karina Leksy. "Review of preventive and educational programs referring to healthy eating and physical activity implemented in primary schools in the city of Bytom (in the context of cancer prevention)." Men Disability Society 47, no. 1 (March 30, 2020): 97–108. http://dx.doi.org/10.5604/01.3001.0014.0697.

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The increasing prevalence of chronic diseases, including cancers, is becoming a very serious public health problem. The main risk factor in its etiology is life style including unhealthy diet and low level of physical activity. Knowledge and health awareness regarding this issue is an essential element of oncological prevention and education aimed at changing people’s behaviour toward health-oriented. Presented results are a part of broader diagnostic activities undertaken within the Onkogranty II project. They include an analysis of internal and external preventive programs implemented in schools in Bytom in the context cancer risk factors such as low physical activity and unhealthy diet. The analysis shows that in the surveyed schools many activities are undertaken to promote a healthy diet and physical activity, but in most cases there is no reference to the cancer prevention. Many initiatives are action-based, not supported by the diagnosis of the school community’s health needs. The results obtained show that the selection of a preventive program should be preceded by a diagnosis of the needs of both students, parents and the entire school/local community. After its implementation, it would be necessary to evaluate the actions taken to assess the effectiveness of the program and introduce the necessary modifications. It is also worth taking care of regularity and helicity of the transmitted content in order to consolidate and systematize the knowledge and skills of students. Above all, taking into account epidemiological data on the prevalence of cancer, content related to oncological prevention should be included in school’s preventive and educational programs as well as in health education.

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Lytvynenko, Y. "IMPLEMENTATION OF SCHOOL BULLYING PREVENTION PROGRAMS AMONG ADOLESCENTS." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 6 (2020): 37–41. http://dx.doi.org/10.17721/2616-7786.2020/6-1/8.

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At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.

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Rola, Beata. "Different does not mean worse: anti-discrimination at school." Problemy Opiekuńczo-Wychowawcze 591, no. 6 (June 1, 2020): 25–36. http://dx.doi.org/10.5604/01.3001.0014.1534.

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The education reform implemented since September 1, 2017 has caused a great confusion in society. The first issue is the educational value of actions taken at school. In accordance with the provisions of educational law, upbringing means supporting a child in development towards full maturity in the physical, emotional, intellectual, spiritual and social sphere, and should be strengthened and supplemented by activities in the field of prevention of children and youth (art. 1, item 3 of the Education Law Act). New educational and preventive programs are being created in educational institutions, and should refer to the content of the new core curriculum. What priorities will be included in these programs depends on the creative activities of teachers. The article is an attempt to reflect on the important tasks of school in the context of equality education, resulting from the belief that “All human beings are born free and equal in dignity and rights”. (Art. 1. of the Universal Declaration of Human Rights). The reflection presented refers to both legal and ethical aspects of the teacher's work. It describes the methodological solutions that can be used in the class's educational program or the school's preventive and educational program. Teacher support in the area of anti-discrimination activities is a response to the need to promote at schools equal treatment and respect in a socially diverse world.

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Dissertations / Theses on the topic "School preventive program"

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Smith, Tad Jonathan. "ARK: At risk kids: A preventive discipline program for adolescent students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1178.

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趙瑛賢 and Ying-yin Chiu. "School-based eating disorders screening program and preventive education for adolescent female students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40720639.

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Chiu, Ying-yin. "School-based eating disorders screening program and preventive education for adolescent female students in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40720639.

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4

Emiliano, Sherilynn Yae. "A comparison of high school trainers and college trainers teaching a preventive approach to child abuse program to high school students." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2127.

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Many crisis intervention programs have been developed for child abuse but very few primary prevention programs exist. Teaching prospective parents to cope with aversive child behaviors might prevent the occurrence of child abuse later. The purpose of this study was to compare the effectiveness of using peer (high school students) and college students as trainers in a preventative approach to child abuse for high school students. It was proposed that peers would be better trainers because the trainees would be more likely to model their behavior and more at ease when asking the trainers questions. One hundred and thirty-four high school seniors were randomly assigned to one of three groups: control, college trained, or peer trained. These students rated their responses to potentially aversive child behavior situations and also role played their responses in these situations. Results indicated that there were no significant effects of training or types of trainers but the author concluded that more work should be done on the type of peer trainers used.

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Löfgren, Hans O. "Preventive psychosocial parental and school programmes in a general population." Doctoral thesis, Umeå universitet, Barn- och ungdomspsykiatri, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-140737.

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Introduction Numerous preventive programmes have emerged, and need to be investigated to determine their effects on the normal population. Earlier studies have shown a decrease in depressive symptoms, positive effects on children’s disruptive behaviour problems, and an improvement in parental competence. About a fifth of the parents in previous studies had problem-oriented (targeted) reasons for enrolment, whereas the rest of the parents had general (universal) reasons. The results of those studies suggest that the programmes are cost effective in terms of Quality-Adjusted Life Years. Aim Four sub-studies were performed, and their aims were to investigate the effect of parental training programmes (PTPs) in a naturalistic setting on parents’ mental health in the general population, to investigate how PTPs affect parents’ sense of parental competence, to investigate how PTPs affect parental stress and analyse the parents open questions about the PTPs, and to investigate the feasibility and to measure the effect on depression, anxiety, and social problems of two preventive school programmes for pupils in grade 7. Method In a longitudinal quantitative study in a real-world setting, 279 parents from the general population in northern Sweden participated in five PTPs. A comparison group of 702 parents without intervention was included. Simultaneously, a community sample of 59 pupils in grade 7 participated in two preventive school programmes. Both studies were conducted from 2010 to 2013. Parents were assigned to professionally supported interventions that included 5-10 two-hour sessions. Respondents filled in a web-based questionnaire with the General Health Questionnaire (GHQ), the Parents Sense of Competence (PSOC) for parents who had children aged 0-17 years, and the Swedish Parenthood Stress Questionnaire (SPSQ) for parents who had children aged 0-10 years. The intervention groups’ results were compared to comparison group of 702 parents from northern Sweden that had not participated in any parental training programme. In the school study, one of the preventive programmes was an ongoing programme called “Life-Skills”, and the other was an implemented Canadian programme called “Choosing Healthy Actions and Thoughts” (CHAT). The pupils completed a test battery including the Sense of Coherence (SOC), the Children’s Depression Inventory (CDI), and the Youth Self-Report (YSR) instruments. Follow up of the parental programme study was done six months after the post-intervention measure, and follow up of the school study was at one year. Results The improvements in GHQ were statistically significant for the mean of the 279 parents in the intervention group compared to the mean of a comparison group of the 702 parents who did not receive any intervention. This suggests that evidence-based PTPs enhance parental well-being even for parents without problems. The intervention group showed a statistically significant improvement in parental competence compared to the comparison group over time. The intervention itself had a significant effect on parental satisfaction, but the efficacy effect was not sustained when taking into account potential confounders. In the SPSQ, the intervention group was smaller due to the fact that the instrument was not validated for children over the age of 10 and one of the parental training groups was only for parents of teenagers. A reduction of stress in the sub-scale of health problems was detected, but no other subscale showed the intervention to have a significant effect when controlling for confounding variables. In the school study, both programmes had good feasibility according to the stake- holders and had several positive mental health outcomes over time. Compared to Life-Skills, CHAT had more significant positive effects on reducing anxious/depressive symptoms and girls experienced significant positive effects on reduced anxious/depressive behaviour, while boys reduced their aggressive behaviours. Conclusions Earlier studies indicate that PTPs enhance perceived parental competence among referred parents. The present study shows that PTPs applied in the general population might also enhance perceived parental benefits such as improved health and satisfaction, suggesting that PTPs can be an important preventive strategy to enhance parenthood. The results suggest that parents who feel a need to increase their parenting competence might participate in PTPs based on lower scores than the comparison control group both before and after the intervention. The school-based programme shows that schools may be a suitable arena for preventive programmes because there was a significant short-term improvement in depression symptoms. Further studies need to explore how parents’ participation in PTPs affects children’s mental health in the general population in quantitative longitudinal studies in real-word settings. There is also a need for bigger studies and RCTs on school preventions and on how children’s health develops naturally in the population.

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Gobel, Amy Rose. "Reducing reagent waste through process improvement and preventive maintenance." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111273.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, 2017.
Thesis: S.M. in Engineering Systems, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, in conjunction with the Leaders for Global Operations Program at MIT, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 91).
Quest Diagnostics has committed to reducing operating expenses by $1.3B between 2012 and 2017. A portion of the cost-saving initiative focuses on reagents - expensive liquids that are combined with patient samples to detect compounds of interest. This project aims to reduce reagent waste for high-volume diagnostic tests run on an instrument platform that generates a relatively high amount of reagent waste. Waste, in this context, means any reagent that does not generate unique patient results. Therefore critical components of the quality system, such as quality control and calibration tests, are designated waste even though they are a necessary expenditure. Quality control (QC) samples and mechanical errors accounted for 5.2% and 4.4%, respectively, of all reagent usage prior to the start of the project. Mechanical errors occur when the diagnostic testing platform encounters something unexpected, such as debris or a reading that indicates insufficient sample volume, which interrupts sample processing. The instrument jettisons this test and attempts to repeat the assay. Initial discussions with laboratory representatives revealed differing interpretations of quality control requirements. All sites using the platform of interest were then surveyed to gauge the extent of variation. All sites met quality control requirements but several exceeded them. The most pertinent variations are listed below. 1. Frequency: Several sites ran control samples more often than established in Standard Operating Procedure (SOP) requirements, increasing total QC usage by over 70%. 2. Container size: The choice of container determines the amount of "dead volume", material that the instrument cannot access and must be discarded. Some sites used containers with 12.8 times the dead volume required in the smallest option. 3. Reuse policy: Some labs reuse containers of quality control materials across multiple batches. Reusing QC material further reduces the amount of dead volume discarded, but using new QC materials eliminates the possibility of evaporation between batches. An interdisciplinary team of experts tasked with maintaining the SOPs has reviewed these results and will clarify the appropriate SOP interpretation to unify practices across laboratories. In order to understand mechanical errors, I observed routine maintenance at four sites and found that business units did not consistently share best practices. Collaborating with vendor representatives and operators, I launched an Autonomous Maintenance (AM) pilot program in order to develop training materials capturing institutional knowledge and to test additional maintenance procedures. The AM activities generated 29 training documents, which were added to a national database of competency training materials. All operators certified to operate the testing platform will be required to review and pass comprehension quizzes on the training materials. As the Marlborough site continues to develop improvements to the maintenance procedures, these changes will be shared with the vendor and incorporated into training documents.
by Amy Rose Gobel.
M.B.A.
S.M. in Engineering Systems

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Valdebenito, Wladimir, and Milkyas Aberham. "Hur personal från två skolor väljer samt implementerar en metod mot mobbning." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18318.

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Syftet med denna studie är att få en förståelse för hur skolpersonal väljer en förebyggande metod mot mobbning samt hur de implementerat programmet SET. Studien utgår från den hermeneutiska forskningstraditionen, med en kvalitativ ansats. Undersökningen bygger på semistrukturerade intervjuer med fem arbetande personer inom skolan. Resultatet visar att det är viktigt att det finns ett gemensamt behov av förändring, för att kunna påbörja ett arbete i att välja en ny metod. Det är viktigt att all skolpersonal inkluderas i implementeringen, pedagoger såväl som servicepersonal. En planering och ett mål måste sättas upp för att tydliggöra för alla involverade om hur man vill arbeta. Slutsatser visar även att metoder är bra redskap för att arbeta utifrån samma grund, men det är viktigt att det kritiskt reflekteras över vad man väljer att arbeta med.

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Nakanaga, Motoki. "The Evaluation of the School-Based Flouride Mouthrinse Program in a Fluoridated Community." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2678.

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The purpose of this study was to evaluate the effect of a school-based fluoride mouthrinse program in a fluoridated community. Such an evaluation is important because the effect of such programs may decrease over time due to the widespread use of fluoride. Two elementary schools were chosen. One had a fluoride mouthrinse program: the other did not. The subjects were children in grades one and six. Their caries experience was examined using dft. dfs. DFT, and DFS scores. There were no statistically significant differences between the two schools. The program had no significant effect in the community studied.

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Tsukamoto, Katsuyuki Boonyong Keiwkarnka. "Preventive behaviors among health promoting primary school children under soil-transmitted helminthiasis control program in Nakhon Si Thahamammarat province, Thailand/." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd364/4637899.pdf.

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Bowers-Sykes, Edna. "A study to evaluate the effectiveness of a school-based, prevention-oriented dental treatment program on the oral-cleanliness of preschool children." La Verne, Calif. : University of La Verne, 1997. http://catalog.hathitrust.org/api/volumes/oclc/37847531.html.

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Books on the topic "School preventive program"

1

J, Shoop Robert, ed. A primer for school risk management: Creating and maintaining district and site-based liability prevention programs. Boston: Allyn and Bacon, 1993.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Ellickson, Phyllis L. Toward more effective drug prevention programs. Santa Monica, CA (P.O. Box 2138, Santa Monica 90406-2138): Rand, 1987.

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Girouard, Cathy. School Resource Officer Training Program. [Washington, DC]: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2001.

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Book chapters on the topic "School preventive program"

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Lochman, John E., Karen C. Wells, and Maureen Murray. "The Coping Power Program: Preventive Intervention at the Middle School Transition." In Preventing youth substance abuse: Science-based programs for children and adolescents., 185–210. Washington: American Psychological Association, 2007. http://dx.doi.org/10.1037/11488-008.

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Lab, Steven P. "School Prevention Programs." In The Handbook of Juvenile Delinquency and Juvenile Justice, 370–87. Hoboken, NJ: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781118513217.ch23.

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McElroy, Helen. "School Smoking Prevention Programs." In Tobacco and Health, 661–63. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1907-2_143.

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Macklem, Gayle L. "Adapting Programs for Young Children." In Preventive Mental Health at School, 233–52. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_12.

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Larsen, Jessica L. "Resilience Building Prevention Programs." In Encyclopedia of Cross-Cultural School Psychology, 815–18. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_357.

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Kong, Lynda, Jitender Sareen, and Laurence Y. Katz. "School-Based Suicide Prevention Programs." In The International Handbook of Suicide Prevention, 725–42. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118903223.ch41.

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Harpine, Elaine Clanton. "Organizing an After-School Program." In After-School Prevention Programs for At-Risk Students, 1–14. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7416-6_1.

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Macklem, Gayle L. "Adapting Programs for Various Racial and Ethnic Populations." In Preventive Mental Health at School, 213–31. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_11.

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Macklem, Gayle L. "Locating and Selecting Evidence-Based Preventive Curricula and Programs." In Preventive Mental Health at School, 19–39. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_2.

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Harpine, Elaine Clanton. "After-School Programs and the School Mission." In After-School Prevention Programs for At-Risk Students, 113–16. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7416-6_8.

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Conference papers on the topic "School preventive program"

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Ratih, Dewi Mustika, Yulia Lanti Retno Dewi, and Bhisma Murti. "Health Belief Model on Determinant of Caries Preventive Behavior: Evidence on Klaten Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.62.

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Background: Early childhood caries can be prevent by promoting dental health behavior in school. The purpose of this study was to examine the determinants of caries preventive behavior in primary school children using Health Belief Model. Subjects and Method: This was a cross-sectional study. The study was conducted at 25 primary schools in Klaten, Central Java, in September 2019. A total sample of 200 primary school students was selected for this study randomly. The dependent variable was dental caries preventive behavior. The independent variables were perceived susceptibility, perceived seriousness, percevied benefit, and perceived barrier. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Dental caries preventive behavior increased with perceived susceptibility (b= 0.88; 95% CI= 0.10 to 1.66; p= 0.026), perceived seriousness (b= 1.64; 95% CI= 0.53 to 2.75; p= 0.004), and perceived benefit (b= 1.05; 95% CI= 0.17 to 1.93; p= 0.190). Dental caries preventive behavior decreased with perceived barrier (b= -1.53; 95% CI= -2.81 to 0.26; p= 0.018). Conclusion: Dental caries preventive behavior increases with perceived susceptibility, perceived seriousness, and perceived benefit. Dental caries preventive behavior decreased with perceived barrier. Keywords: dental caries, preventive behavior, primary school students, health belief model Correspondence: Dewi Mustika Ratih, Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: dewiratih1822@gmail.com. Mobile: +625640041822. DOI: https://doi.org/10.26911/the7thicph.02.62

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Kusumawardhani, Fahma Widya, Harsono Salimo, and Eti Poncorini Pamungkasari. "Application of Health Belief Model to Explain Dental and Oral Preventive Health Behavior among Primary School Children in Ponorogo, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.67.

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Background: Prevalence of decayed, missing, and filling teeth in children are high. Studies have indicated that health belief model in oral health education for increasing the likelihood of taking preventive oral health behaviors is applicable. The purpose of this study was to investigate factors associated with dental and oral preventive health behavior among primary school children using Health Belief Model. Subjects and Method: A cross sectional study was carried out at 25 elementary schools in Ponorogo, East Java, Indonesia, from January to February 2020. Schools were selected by multistage proportional stratified random sampling. A sample of 200 students was selected randomly. The dependent variable was dental and oral health behavior. The independent variables were knowledge, teacher role, attitude, perceived susceptibility, perceived seriousness, perceived benefit, cues to action, self-efficacy, and perceived barrier. Results: Dental and oral preventive health behavior in elementary school students increased with high knowledge (OR= 7.27; 95% CI= 2.20 to 24.08; p= 0.001), strong teacher role (OR= 3.88; 95% CI= 1.22 to 12.36; p= 0.022), positive attitude (OR= 5.57; 95% CI= 1.72 to 18.01; p= 0.004), high perceived susceptibility (OR= 6.63; 95% CI= 2.13 to 20.65; p= 0.001), high perceived seriousness (OR= 6.28; 95% CI= 2.03 to 19.41; p= 0.001), high perceived benefit (OR= 6.69; 95% CI= 1.84 to 24.38; p= 0.004), strong cues to action (OR= 3.81; 95% CI= 1.20 to 12.14; p= 0.024), and strong self-efficacy (OR= 4.29; 95% CI= 1.39 to 13.21; p= 0.011). Dental and oral preventive health behavior decreased with high perceived barrier (OR= 0.21; 95% CI= 0.06 to 0.71; p= 0.011). Conclusion: Dental and oral preventive health behavior in elementary school students increases with high knowledge, strong teacher role, positive attitude, high perceived susceptibility, high perceived seriousness, high perceived benefit, strong cues to action, and strong self-efficacy. Dental and oral preventive health behavior decreases with high perceived barrier. Keywords: dental and oral preventive health behavior, health belief model Correspondence: Fahma Widya Kusumawardhani. Masters Program in Public Health, Universitas Sebelas Maret. Jl Ir.Sutami 36A, Surakarta 57126, Central Java. Email: fahmawidya05@gmail.com. Mobile: +628573530220. DOI: https://doi.org/10.26911/the7thicph.02.67

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Čurová, Viera, Oľga Orosová, Lenka Abrinková, and Marcela Štefaňáková. "EFFECTIVENESS OF THE PROGRAMS UNPLUGGED AND UNPLUGGED 2 ON ALCOHOL USE AND SMOKING AMONG SCHOOLCHILDREN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact092.

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"Objectives: The aim of the study is to examine the long-term effectiveness of the school-based drug prevention programs Unplugged and Unplugged2 using a Solomon design and supplemented with n-Prevention booster sessions on the cumulative index (CI) of reported alcohol use (AU) and smoking. Methods: In 2013/2014, Unplugged was implemented during 12 consecutive weeks in Slovak primary schools. A sample of 744(M=12.5; 58.72%girls) was collected before program implementation(T1) and 12months later(T3). In 2017/2018, Unplugged2 was implemented by each school over 6months. A sample of 408(M=14.48; 51.96%girls) was collected before program implementation (T1), immediately after implementation(T2) and 12months later(T3). Participation in Unplugged was divided into control and experimental groups and Unplugged2 into control, experimental and experimental groups with n-Prevention, a pre-test and post-test or with post-test only. CI in the past 30 days was dichotomized (0-not used,1-AU, smoking or both). Binary logistic regressions were used to analyze the data at every measurement point. The moderation effect of gender was examined. The CI at T1 in Unplugged and Unplugged2 with a pre-test and post-test, and CI at T2 in Unplugged2 with a post-test were used as the control variables. Results: There was no significant effect of Unplugged and Unplugged2 with the pre-test and post-test. Unplugged2 with a post-test was significantly associated with CI at T3. The experimental group with n- Prevention was less likely to use alcohol and/or smoke. There was no significant effect or moderation effect of gender. Conclusions: The results show the long-term effectiveness of a preventive program is more pronounced with booster sessions, specifically with the post-test design."

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Chepurko, Iuliia Iuliia chepurko, and Sofiia Aleksandrovna Sokolenko. "Interpersonal conflicts of social orphans of primary school age." In All-Russian Scientific and Practical Conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-53603.

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The article deals with the actual problem of social orphanhood, education and training of children of primary school age in boarding schools. The authors reveal the specificity of conflict interpersonal interaction among children of primary school age. The research methods used were the analysis of scientific literature on the problem of research, comparative analysis, synthesis, generalization. As a result, a program of conflict training for children was developed. Prevention and resolution of interpersonal conflicts among social orphans of primary school age will help to prevent the increase of socially negative phenomena in society.

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TURHAN, Zeynep. "SCHOOL BULLYING IN THE MIDDLE SCHOOL: COMPARISON OF VIOLENCE PREVENTION PROGRAMS." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.202059.

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Bahri, Syaiful. "Dropped Out of School Prevention Through the Smart Indonesia Program." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.080.

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Khosianah, Fety. "School-Based Prevention Child Sexual Abuse Program for School Age Children at Surabaya Indonesia." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.250.

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Lebedkina, P. V., Y. I. Lesnykh, and D. A. Medvinskaya. "Impact assessment of risk factors for noncommunicable diseases as a way to formation a prevention strategy." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0013.

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The article presents the results of a sociological study on the prevalence ofnonc ommunicable diseases risk factors by people aged 50 years and older. It shows a correlation between hypertension, overweight and obesity, and physical inactivity. Prevention program shave been prepared for variousage groups.

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Kim, Pagna, Linh PHAM, Piseth IM, Damon RUSDEN, and Minh VO. "6A.001 An evaluation of the school-based helmet program in Myanmar." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.148.

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Shiraishi, Yoko. "5A.003 Impacts of safe school programs with 8 indicators in Japan." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.123.

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Reports on the topic "School preventive program"

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Reddy, Priscilla, Shegs James, and Ann McCauley. Programming for HIV prevention in South African schools: A report on program implementation. Population Council, 2005. http://dx.doi.org/10.31899/hiv2.1030.

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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A school-based obesity prevention programme was ineffective. National Institute for Health Research, April 2018. http://dx.doi.org/10.3310/signal-00581.

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Can ‘FRIENDS’ in school help prevent anxiety? ACAMH, February 2020. http://dx.doi.org/10.13056/acamh.11262.

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An anxiety prevention programme is not effective over the long term in UK primary schools. National Institute for Health Research, January 2016. http://dx.doi.org/10.3310/signal-000183.

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Dominican Republic and Mexico: Promote condom use by emphasizing personal benefits. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1001.

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Consistent and correct use of the male condom is a critical measure for preventing STI-related morbidity and mortality, yet condom use remains low worldwide and researchers have made limited progress in identifying positive factors that facilitate regular condom use. From 2001 to 2003 the Population Council explored the behavior of individuals who use condoms successfully. Findings on factors that facilitate or impede successful use could be used to develop more effective condom promotion strategies in family planning and STI prevention programs. The projects used qualitative data from successful condom users within three categories: male and female factory workers; male and female high school and university students; and female sex workers and their male clients. Researchers screened successful condom users through a 75-point scale that assessed the frequency and effectiveness of condom use as well as positive and negative experiences with condoms. Studies in the Dominican Republic and Mexico showed that regular condom users obtained personal benefits, including a sense of security. As noted in this summary, condom promotion initiatives should emphasize the positive aspects of condom use and make condoms available through alternative venues.

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