To see the other types of publications on this topic, follow the link: School preventive program.
Journal articles on the topic 'School preventive program'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'School preventive program.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Moor, Avigail. "The Efficacy of a High School Rape Prevention Program in Israel." Violence and Victims 26, no. 3 (2011): 283–95. http://dx.doi.org/10.1891/0886-6708.26.3.283.
Full textAbstract:
Sexual violence against women and girls in Israel is rather prevalent. To address this problem, the Association of Rape Crisis Centers in Israel (ARCCI) provides rape prevention programs for middle to high school teens. These programs have been in place for several decades, but their effectiveness has not been evaluated empirically to date. This study seeks to fill this gap by performing an evaluation of one such preventive program. Three hundred and ninety-four 11th graders completed a preintervention and postintervention questionnaire, assessing their rape-related attitudes and behaviors. Results indicate a significant improvement following the workshop in the understanding of what distinguishes rape from mutually consensual relations, along with a substantial shift in many rape-supportive attitudes. At the same time, some victim blaming still remained. Likewise, self-reported behavioral changes were minimal, possibly because of a ceiling effect. Implications for future rape prevention programs in Israel are discussed.
12
Chauveron, Lisa M., and Amanda C. Tompkins. "Urban Conflict Resolution: An Evidence-Based Approach." Journal of Youth Development 7, no. 2 (June 1, 2012): 40–47. http://dx.doi.org/10.5195/jyd.2012.139.
Full textAbstract:
As demand for youth violence prevention programs escalates, time within traditional school day schedules and budgets are increasingly unable to accommodate them. Short, effective programs respectful of financial constraints will ensure that students in need receive quality programming. The Leadership Program’s Violence Prevention Project’s (VPP) 12 session school-based preventive intervention targets urban middle (6-8 grades) and high school (9-10th grades) students. It reduces violence by increasing peer support, improving conflict resolution skills, and changing norms about using aggression and violence. Rated a promising model program by OJJDP, VPP uses engaging activities within core components to make change. Activities used and tools for maintaining quality is described.
13
Robinson, Gary, Bernard Leckning, Richard Midford, Helen Harper, Sven Silburn, Jess Gannaway, Kylie Dolan, Tim Delphine, and Craig Hayes. "Developing a school-based preventive life skills program for youth in a remote Indigenous community in North Australia." Health Education 116, no. 5 (August 1, 2016): 510–23. http://dx.doi.org/10.1108/he-09-2015-0026.
Full textAbstract:
Purpose – The purpose of this paper is to describe the process of development and the pilot implementation of a preventive life skills curriculum for Indigenous middle school students in a very remote community college in the West Arnhem region of North Australia. The curriculum integrates proven educational and psychological techniques with culturally informed notions of relatedness and was developed as a contribution to efforts to prevent alarming rates of suicide among remote Indigenous youth. In this paper, the term, Indigenous refers to Australians of Aboriginal or Torres Strait Islander descent. Design/methodology/approach – Based on reviews of research literature on school-based suicide prevention and social and emotional learning in both general and Indigenous populations, and following detailed community consultations, a 12 week curriculum was drafted and implemented in two middle school classes (combined years 7-9). Lessons were videotaped and later analyzed and detailed commentary was sought from participating school staff. Findings – The pilot program has yielded important insights into requirements of a curriculum for young people with low English literacy levels and with variable school attendance patterns. It confirmed the need to adjust both pedagogical approach and curriculum content for the program to have resonance with students from this linguistic and cultural background and with varying levels of exposure to multiple stressors in disadvantaged community settings. Practical implications – The project has identified and resolved key questions for sustainable implementation of a preventive curriculum in challenging community circumstances. Originality/value – There are to date no examples of the systematic adaptation and design of a universal preventive intervention specifically for remote Australian Indigenous youth. The project is the first step toward the formal evaluation of the efficacy of a classroom-based approach to suicide prevention in remote community schools.
14
Kozhuharova, Penka Petkova. "Professional Attitudes of the Teachers in Implementation of a School-Based Programme about Prevention of the Use Psychoactive Substances in 5-7 Grade." Practice and Theory in Systems of Education 10, no. 3 (August 1, 2015): 294–300. http://dx.doi.org/10.1515/ptse-2015-0028.
Full textAbstract:
AbstractThe subject of the research is the planning, implementation and evaluation of the program about prevention of the use of psychoactive substances among students 5-7 grade. The study was conducted by survey method with 314 teachers who teach in twenty-six schools. The qualification of the teachers to work with the program about prevention was studied in the lesson of the class. We studied the forms, through which the preventive activity, topicality, the methods used and course curricula for hours in individual classes were implemented. It was found that there was an interaction between the various recipients of the preventive activity. The preparation and qualification of the teachers to work on a program for the prevention of the use of alcohol and tobacco products was studied in the lesson of the class. We pointed out some problematic aspects and guidelines for development of the preventive activity.
15
Walsh, Mary E., Maureen E. Kenny, Kristin M. Wieneke, and Kara R. Harrington. "The Boston Connects Program: Promoting Learning and Healthy Development." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200218.
Full textAbstract:
The Boston Connects Program is a school-community-university partnership in which school counselors play a pivotal role in coordinating a comprehensive system of preventive services and student supports. The program is designed to promote healthy academic, social-emotional, and physical development for all children; reduce barriers to academic learning; and enhance the health-promoting and growth-fostering characteristics of the urban elementary school environment (Walsh, Barrett, & DePaul, 2007). Consistent with the ASCA National Model® (American School Counselor Association, 2005), the Boston Connects approach is programmatic, collaborative, preventive, and data-driven, and it supports the development of all children. This article describes the role of the school counselor in coordinating a comprehensive array of strengths-based supportive and developmental interventions and provides evidence to support the benefits of this approach.
16
Elsherbiny, Mohamed Mohamed. "Using a Preventive Social Work Program for Reducing School Refusal." Children & Schools 39, no. 2 (February 13, 2017): 81–88. http://dx.doi.org/10.1093/cs/cdx005.
Full text
17
Bailit, Howard, Tryfon Beazoglou, and Margaret Drozdowski. "Financial Feasibility of a Model School-Based Dental Program in Different States." Public Health Reports 123, no. 6 (November 2008): 761–67. http://dx.doi.org/10.1177/003335490812300612.
Full textAbstract:
Objectives. This article describes a model for a school-based program designed to reduce dental access disparities and examines its financial feasibility in states with different Medicaid reimbursement rates. Methods. Using state and national data, the expected revenues and expenses for operating the program in different states were estimated. Hygienists with support staff provided screening and preventive services in schools using portable equipment and generated surplus funds that were used to supplement payments to community clinics and private practices for treating children. Results. The program is financially feasible in states when the ratio of Medicaid fees is 60.5% of mean national fees. Of the 13 states examined, one-third have adequate Medicaid fees to support the program. Conclusion. The model program has considerable promise for reducing access disparities at a lower cost per child than current Medicaid programs.
18
Bernard, Professor Michael Edwin, and Kate Walton. "The Effect of You Can Do It! Education in Six Schools on Student Perceptions of Well-Being, Teaching-Learning and Relationships." Journal of Student Wellbeing 5, no. 1 (August 9, 2011): 22. http://dx.doi.org/10.21913/jsw.v5i1.679.
Full textAbstract:
This research investigated the impact of a social and emotional learning program, You Can Do It! Education (YCDI), on different aspects of student social and emotional wellbeing. YCDI was implemented on a whole-school basis in six primary schools with six matched schools serving as controls. At the end of the school year, students in grade 5 in both types of schools completed the Attitudes to School Survey (Victorian Department of Education) and, again, at the end of the following school year when they were in grade 6. Results indicated significant improvements over time on different aspects of student well-being in the YCDI schools and not in the non-YCDI schools. The positive impact of a train-the-trainer model used in this study in a variety of schools under naturally occurring conditions holds promise for low-cost, preventive mental health programs.
19
Barroso, Teresa, Aida Mendes, and António Barbosa. "Analysis of the alcohol consumption phenomenon among adolescents: study carried out with adolescents in intermediate public education." Revista Latino-Americana de Enfermagem 17, no. 3 (June 2009): 347–53. http://dx.doi.org/10.1590/s0104-11692009000300011.
Full textAbstract:
This study aimed to evaluate the alcohol consumption phenomenon in public schools in Coimbra, Portugal (7th, 8th and 9th grades) for the implementation of a preventive program of alcohol use/abuse. This is a quantitative, descriptive and correlational study. The sample included 654 students (51.5% female) between 12 and 18 years of age. The Alcohol Expectancy Questionnaire - Adolescent form (AEQ-A) and the Questionnaire of Knowledge on Alcohol were used for data collection. Results show that positive expectancy on alcohol is discriminative of consumption and occurrence of intoxication. Positive expectancy exists even before adolescents have significant experiences with alcohol consumption and increases with age, which reinforces the need for early preventive effort. These results permitted to improve the prevention program included in the school curriculum of the 7th grade students.
20
Tsang, Sandra K. M. "Parent Engagement in Youth Drug Prevention in Chinese Families: Advancement in Program Development and Evaluation." Scientific World JOURNAL 11 (2011): 2299–309. http://dx.doi.org/10.1100/2011/276286.
Full textAbstract:
The escalating youth drug abuse problem in Hong Kong has attracted intense attention from the government, schools, and youth service professionals. Most preventive efforts have focused directly on positive youth development, very often through school programs delivered to secondary school students. There have been limited efforts to engage parents even though it is obvious that the family is actually the primary context of children and youth development. This paper will assert the importance of parental engagement in youth drug-prevention work, discuss some barriers in such parental involvement, present some promising local attempts and their strengths and limitations, and propose that sustained efforts are needed to build up theory-driven and evidence-based resources for Chinese communities on the subject.
21
Knezevic, Ranka, Ivana Skrobic, Branka Celic, and Nina Zubovic. "Preventive programme for improving oral health in primary school children in Banjaluka." Serbian Dental Journal 56, no. 3 (2009): 123–29. http://dx.doi.org/10.2298/sgs0903123k.
Full textAbstract:
Introduction. Dental caries and periodontal disease are the most frequent oral diseases and therefore determine oral health condition. The aim of this study was to assess the efficiency of the preventive programme for improving oral health in primary school children from first to fourth grade in Banjaluka. Material and methods.. Triennial study started in 2005 and included 911 second grade and 1491 fourth grade pupils in primary schools in Banjaluka. The study was completed in 2008. In the school year of 2007/08, 885 fourth grade pupils (examined in 2005. as second grade pupils) who were comprised by prevention program were reexamined. Dental check-ups were conducted by dentists on daylight using dental mirror and dental probe. Caries prevalence was analyzed using the DMFT index while oral hygiene was assessed using oral hygiene index (OHI). Results. The structure of DMFT among the second grade pupils (in the school year 2005/06) showed that the dominant component of DMFT was for healthy teeth (81%), followed by decayed (14%) and filled teeth (5%). The average value of OHI was 1.47 for this group of pupils. The structure of DMFT in the fourth grade pupils (in the year 2005/06) showed that the dominant component of DMFT was also for healthy teeth (75%). The next were decayed (18%) and filled teeth (7%). The average value of OHI was 1.60. Data analyses in the school year 2007/08 from the fourth grade pupils (who were second grade pupils during the school year 2005/06) and were comprised by preventive programme, showed that DMFT had the dominant component of healthy teeth (81%) followed by 10% of decayed teeth and 8% of filled teeth. Extracted teeth were only 1%. OHI was 0.95. Conclusion. The preventive programme applied in primary schools in Banjaluka since 2005. decreased the number of oral diseases and improved oral hygiene among the children who participated in this program.
22
Schneider, Daniela Ribeiro, Ana Paula Dias Pereira, Joselaine Ida Cruz, Milene Strelow, Gail Chan, Anja Kurki, and Zila M. Sanchez. "Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools." Psicologia: Ciência e Profissão 36, no. 3 (September 2016): 508–19. http://dx.doi.org/10.1590/1982-3703000592016.
Full textAbstract:
Abstract The article discusses the pilot implementation of the evidence-based preventive program Good Behavior Game (GBG) in public schools in four Brazilian cities. GBG is a method for classroom behavior management by teachers, which aims at developing sociability among elementary school students between 6 and 10 years old. The objective of this study was to evaluate the program implementation process, focusing on the acceptability and perceived results by the professionals involved. Mixed methods were used, and data analysis was conducted using triangulation, including questionnaires and semi-structured interviews with 28 teachers, 9 school administrators, and 6 coaches. Data analysis was performed through descriptive and inferential statistics and content analysis, according to the nature of data. GBG had a high acceptance among teachers and school administrators. Professionals highlighted the importance of stimulating teamwork, the systematic use of rewards, and the objectivity of classroom rules. Acceptability was attributed, in large part, to the effectiveness of the strategy for classroom management. Nevertheless, this study highlighted the need of adaptations to better reflect the Brazilian societal and economic context.
23
Ladis, Barry A., Mark Macgowan, Barbara Thomlison, Nicole M. Fava, Hui Huang, Elisa M. Trucco, and Marcos J. Martinez. "Parent-Focused Preventive Interventions for Youth Substance Use and Problem Behaviors: A Systematic Review." Research on Social Work Practice 29, no. 4 (February 8, 2018): 420–42. http://dx.doi.org/10.1177/1049731517753686.
Full textAbstract:
Research indicates substance use initiation increases the risk of other youth problem behaviors and substance dependence. Preventing these problematic behaviors through parenting has the potential for avoiding deleterious consequences for youth, their families, and the community. Purpose: This systematic review provides an assessment of parent-focused preventive interventions that are effective in preventing early substance use (SU) and other problem behaviors among youth. Method: A systematic search following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was conducted to identify prevention studies. Studies were then assessed utilizing the Society for Prevention Research (SPR) efficacy criteria. Results: Ten studies, utilizing 11 preventive interventions, met all inclusion criteria. Discussion: The efficacious interventions emphasized parent skills training and engagement, were school-based, and utilized multiple prevention strategies. The Strengthening Families Program met the most SPR efficacy criteria. This review suggests parenting interventions are effective at preventing early youth SU and other problem behaviors. Implications for social work practice are discussed.
24
Cox, Carol. "Edutainment: A Creative Solution for School-Based Preventive Screening Orientation in Missouri." Creative Nursing 24, no. 4 (November 2018): 215–19. http://dx.doi.org/10.1891/1078-4535.24.4.215.
Full textAbstract:
School nurses provide routine formal vision and hearing health screenings to school children. However, time available during the school day for nurses to visit elementary classrooms and conduct pre-screening education and orientation is limited. A group of school nurses in Missouri needed an age-appropriate and time-saving method to introduce and orient children to the equipment, materials, and procedures that will be used on screening day. The school nurses collaborated with a health education specialist at a state university to develop two e-learning edutainment programs (one for vision screening and one for hearing screening) following best practices for educational design of e-learning programs. Edutainment is an e-learning technology that mixes education and entertainment using sound, video, and pictures. Edutainment is used to attract student attention through an enjoyable computer-based interaction to encourage focus on lesson content. The edutainment programs developed can be used by students at their own pace on their school-provided or personal devices, and/or the teacher can play the program module to the entire class as a group activity.
25
Klingman, Avigdor. "Free writing: Evaluation of a preventive program with elementary school children." Journal of School Psychology 23, no. 2 (June 1985): 167–75. http://dx.doi.org/10.1016/0022-4405(85)90007-x.
Full text
26
Diniz, Camila Bantim Cross, Amanda Alves Feitosa, Bruna Luiza Matos Coutinho, Samara Calixto Gomes, André Luis Sant’anna, Aretha Feitosa de Araújo, José Maria Ximenes Guimarães, Hermes Melo Teixeira Batista, José Lucas Souza Ramos, and Maryldes Lucena Bezerra Oliveira. "Adolescent nutrition monitoring the Health Program in School." Journal of Human Growth and Development 30, no. 1 (March 26, 2020): 32–39. http://dx.doi.org/10.7322/jhgd.v30.9961.
Full textAbstract:
Introduction: Overweight and obesity in childhood and adolescence are important public health problems. In this context, the school has been identified as a favorable environment for carrying out health education programs. The Health at School Program and its important performance stand out. Thus, considering these discussions, they ask: How are the actions developed by the Health at School Program, focused on nutrition, being implemented?
Objective: Analyze the teenager monitoring in the School Health Program (PSE in Brazil) opposite actions to the nutritional aspects of adolescents.
Methods: This is a descriptive, qualitative study in Juazeiro municipality North-Ce, with the subject 18 nurses of the Family Health Strategy (FHS) inserted in the PES that municipality.
Results: Nurses have limited assistance in the face of food practices, which implies in its operations; report having difficulty performing their actions outside the conventional health units and focus on strategies for a food menu.
Conclusion: The monitoring of adolescents in the School Health Program ahead nutritional value is still limited to preventive practices involving specific actions, limited to a Sfood education focused on the health problem and not the needs of adolescents.
27
Zozulya, G. A. "The Program for the Prevention of Deviant Behavior in Primary School Students Using Folk Games." Вестник практической психологии образования 17, no. 4 (2020): 60–67. http://dx.doi.org/10.17759/bppe.2020170406.
Full textAbstract:
The program belongs to the preventive psychological and pedagogical direction. In this particular version, the program is aimed at preventive and psychocorrectional work with children using folk games. The phenomenon of folk play in the program is used as a technological resource in working with children to develop socialization, adaptive resources, communication skills, and prevention of deviant behavior. It can be applied to almost any school age. In folk games, the following psycho-emotional states are modeled and experienced in safe conditions: fear, aggression, resentment, rejection, power, and being chosen. It is an intensive and safe way to socialize and prevent deviance. If the play stage in the child’s life has not been worked out, then, getting a varied and complex experience of interpersonal communication and interaction in the game, the participant in the game is freed from the already acquired destructive stereotypes and clamps at the emotional and bodily lev-el. Game situations most successfully form the personal qualities set forth in the requirements of the Federal State Educational Standard of primary general education: benevolence, the ability to cooperate, find ways out of difficult situations, be responsible for their actions. This program involves a whole range of psycho-preventive measures, which are aimed not only at the individual psychologi-cal and pedagogical correction of the student’s personality, but also at restoring his social status in the peer group. The folk game, included in the psycho-preventive program as the main attribute, does not require additional material and technical costs and educational and methodological sup-port, but requires serious training on the part of a teacher-psychologist. Here, knowledge is needed about the psychological impact of folk games, the range of their application, age qualification, as well as the psychophysiological characteristics of children of this age in the selection of games, the psycho-emotional load of games, the order of alternation of games.
28
Karpushkina, Anna V., and Maria S. Pankratova. "Strategy for obesity prevention among school-age children (literature review)." Problems of Endocrinology 62, no. 2 (May 4, 2016): 52–60. http://dx.doi.org/10.14341/probl201662252-60.
Full textAbstract:
Obesity is one of major threats to people health and life. It increases risk of many diseases, including type 2 diabetes, heart disease, arthritis, and several cancers. This is a serious problem for the Russian Federation. Half of adults in our country are considered to be overweight or obese. However, to assess objectively the prevalence of this pathology in children is very difficult. At present in Russia there is no single universally accepted system for child anthropometry. Several studies in Russian regions found that about 10% of children were overweight and obese. Main risk factors of obesity in intrauterine and perinatal periods: mother smoking during pregnancy, child accelerated weight gain during the first months of life, formula feeding and early complementary feeding. In older children main risk factors are high-calorie foods, lack of exercise and sedative behaviour. International expert community has defined preventive strategies that will support elimination of child obesity. These strategies include implementation of child development assessment system with body mass index measurement in accordance with the World Health Organization guidelines; training primary pediatricians on using this assessment system and effective obesity prevention counseling; and school-based obesity prevention programs. Physicians and teachers must understand how important obesity prevention for child health. Health and education stakeholders should actively support these preventive measures and ensure universal access to physical exercises and healthy diet in schools. Alfa-Endo Program will assist all these initiatives.
29
Sugimoto, Dai, Carl G. Mattacola, Heather M. Bush, Staci M. Thomas, Kim D. Barber Foss, Gregory D. Myer, and Timothy E. Hewett. "Preventive Neuromuscular Training for Young Female Athletes: Comparison of Coach and Athlete Compliance Rates." Journal of Athletic Training 52, no. 1 (January 1, 2017): 58–64. http://dx.doi.org/10.4085/1062-6050-51.12.20.
Full textAbstract:
Context: Fewer athletic injuries and lower anterior cruciate ligament injury incidence rates were noted in studies of neuromuscular-training (NMT) interventions that had high compliance rates. However, several groups have demonstrated that preventive NMT interventions were limited by low compliance rates. Objective: To descriptively analyze coach and athlete compliance with preventive NMT and compare the compliance between study arms as well as among school levels and sports. Design: Randomized, controlled clinical trial. Setting: Middle and high school athletic programs. Participants or Other Participants: A total of 52 teams, comprising 547 female athletes, were randomly assigned to the experimental or control group and followed for 1 athletic season. Intervention(s): The experimental group (n = 30 teams [301 athletes]: 12 basketball teams [125 athletes], 6 soccer teams [74 athletes], and 12 volleyball teams [102 athletes]) participated in an NMT program aimed at reducing traumatic knee injuries through a trunk-stabilization and hip-strengthening program. The control group (n = 22 teams [246 athletes]: 11 basketball teams [116 athletes], 5 soccer teams [68 athletes], and 6 volleyball teams [62 athletes]) performed a resistive rubber-band running program. Main Outcome Measure(s): Compliance with the assigned intervention protocols (3 times per week during the preseason [mean = 3.4 weeks] and 2 times per week in-season [mean = 11.9 weeks] of coaches [coach compliance] and athletes [athlete compliance]) was measured descriptively. Using an independent t test, we compared coach and athlete compliance between the study arms. A 2-way analysis of variance was calculated to compare differences between coach and athlete compliance by school level (middle and high schools) and sport (basketball, soccer, and volleyball). Results: The protocols were completed at a mean rate of 1.3 ± 1.1 times per week during the preseason and 1.2 ± 0.5 times per week in-season. A total of 88.4% of athletes completed 2/3 of the intervention sessions. Coach compliance was greater in the experimental group than in the control group (P = .014). Coach compliance did not differ by sport but was greater at the high school than the middle school (P = .001) level. Athlete compliance did not differ by study arm, sport, or school level. Conclusions: Athletes received instruction in about 50% of each protocol. Nearly 90% of athletes performed more than 2/3 of the assigned NMT interventions. The assigned intervention was performed more often in the experimental arm compared with the control arm. Coaches at the high school level complied with the given protocol more than middle school coaches did. Athletes complied well with the protocol, but coaches did not, especially at the middle school level.
30
Galanti, Maria Rosaria, Anni-Maria Pulkki-Brännström, and Maria Nilsson. "Tobacco-Free Duo Adult-Child Contract for Prevention of Tobacco Use Among Adolescents and Parents: Protocol for a Mixed-Design Evaluation." JMIR Research Protocols 9, no. 10 (October 29, 2020): e21100. http://dx.doi.org/10.2196/21100.
Full textAbstract:
Background Universal tobacco-prevention programs targeting youths usually involve significant adults, who are assumed to be important social influences. Commitment not to use tobacco, or to quit use, as a formal contract between an adolescent and a significant adult is a preventive model that has not been widely practiced or explored and has been formally evaluated even less. In this paper, we present the rationale and protocol for the evaluation of the Swedish Tobacco-free Duo program, a multicomponent school-based program the core of which rests on a formal agreement between an adolescent and an adult. The adolescent’s commitment mainly concerns avoiding the onset of any tobacco use while the adult commits to support the adolescent in staying tobacco free, being a role model by not using tobacco themselves. Objective To assess (1) whether Tobacco-free Duo is superior to an education-only program in preventing smoking onset among adolescents and promoting cessation among their parents, (2) whether exposure to core components (adult-child agreement) entails more positive effects than exposure to other components, (3) the impact of the program on whole school tobacco use, (4) potential negative side effects, and (5) school-level factors related to fidelity of the program’s implementation. Methods A mixed-design approach was developed. First, a cluster randomized controlled trial was designed with schools randomly assigned to either the comprehensive multicomponent program or its educational component only. Primary outcome at the adolescent level was identified as not having tried tobacco during the 3-year junior high school compulsory grades (12-15 years of age). An intention-to-treat cohort-wise approach and an as-treated approach complemented with a whole school repeated cross-sectional approach was devised as analytical methods of the trial data. Second, an observational study was added in order to compare smoking incidence in the schools participating in the experiment with that of a convenience sample of schools that were not part of the experimental study. Diverse secondary outcomes at both adolescent and adult levels were also included. Results The study was approved by the Umeå Regional Ethics Review Board (registration number 2017/255-31) in 2017. Recruitment of schools started in fall 2017 and continued until June 2018. In total, 43 schools were recruited to the experimental study, and 16 schools were recruited to the observational study. Data collection started in the fall 2018, is ongoing, and is planned to be finished in spring 2021. Conclusions Methodological, ethical, and practical implications of the evaluation protocol were discussed, especially the advantage of combining several sources of data, to triangulate the study questions. The results of these studies will help revise the agenda of this program as well as those of similar programs. Trial Registration International Standard Randomized Controlled Trial Number (ISRCTN) 52858080; https://doi.org/10.1186/ISRCTN52858080 International Registered Report Identifier (IRRID) DERR1-10.2196/21100
31
Thomas, Duane E., Catherine P. Bradshaw, Jessika H. Bottiani, Heather L. McDaniel, and Katrina J. Debnam. "Coping Power in the City: Promoting Coping in African American Male Students." Professional School Counseling 25, no. 1_part_4 (January 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040002.
Full textAbstract:
This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.
32
Marlina, Siti. "Dokter Lubis Program." Review of Primary Care Practice and Education (Kajian Praktik dan Pendidikan Layanan Primer) 1, no. 2 (March 9, 2018): 6. http://dx.doi.org/10.22146/rpcpe.33816.
Full textAbstract:
.....The Indonesian government via a program called Healthy Living Community Movement (GERMAS) emphasizes the principle of healthy life style for community, family and individual to create healthy nation estimated number of children with special needs in Indonesia in 2015 is about 7-10% of the total number of children. In this regards, children with special needs should be assisted to achieve their better condition of health through healthy lifestyle. Handling of children with special needs aims at emphasizing the potential of the children rather than focusing on their barriers, and also maintaining an optimistic attitude to be able to provide medical, psychological, and prevention services. The various conditions of children with special needs are not an excuse to avoid them, but rather generate awareness on respect to the diversity of individuals and give attention and services as ideal as they need. One effort developed to handle children with special needs is the ‘Dokter Lubis’ program (school children as peer educator for children with special needs) which includes promotive, preventive, curative and rehabilitative activities......
33
MacLean, David A., and Henry L. Janzen. "A Framework for Keeping Students in School." Canadian Journal of School Psychology 10, no. 1 (December 1994): 54–61. http://dx.doi.org/10.1177/082957359401000107.
Full textAbstract:
Keeping students in school is a major concern today for educators, parents, and politicians. It is not a new problem. Although much has been written about why students drop out, few preventive measures have been successful. A review of selected studies and our own study in Edmonton of early school leavers suggested that preventive measures that are most effective must consider four factors: (a) community-school relationships, (b) restructuring of the school program, (c) changing the school climate, and (d) changes in procedures for evaluating student performance. Specific interventions relevant to the four-factor model are presented and discussed.
34
Medvedovska, N. V., O. G. Shekera, L. І. Denisyuk, Ye M. Anisimov, and N. M. Yanovskaya. "The results of teachers' awareness about visual impairment prevention among school-age children study." Health of Society 10, no. 2 (August 20, 2021): 57–60. http://dx.doi.org/10.22141/2306-2436.10.2.2021.238581.
Full textAbstract:
Background. According to the Center for Medical Statistics of the Ministry of Health of Ukraine, the number of children with ophthalmic diseases has increased significantly over the last decade. The purpose of the study was to determine the awareness of teachers of secondary schools (schools, lyceums) on the problem of visual impairment among schoolchildren with the identification of their willingness to participate in preventive measures. Materials and methods. The materials of the study were the results of a sociological survey of teachers of schools and lyceums in Ukraine (a total of 6215 questionnaires were subject to analysis). We used the method of sociological research and methods of medical statistics, in particular to calculate the representativeness and reliability of the survey results. The study complied with modern European requirements for anonymity; each of the respondents was involved in the survey only after prior oral voluntary consent. The results revealed a lack of awareness of teachers in the prevention of visual impairment among schoolchildren, their willingness to participate in prevention activities and the high need for information support for modern prevention technologies. The majority of respondents supported the need to introduce regular vision testing in childhood, including in the framework of the relevant state prevention program. Conclusions. The majority of teachers (99.40 ± 0.10 %) supporting the expediency of introducing regular vision testing in children, (97.38 ± 0.20 %) support the introduction of a state prevention program to preserve vision from childhood. Based on the results of the study, promising for further research is the study of the possibility of involving teachers in preventive measures and participation in comprehensive programs for the prevention of ophthalmic pathology among students. It is also important to find effective ways of information support for educators on modern prevention technologies, risk factors for the formation of visual impairments in schoolchildren in order to prevent the formation of stigma against children with visual impairments and disorders in their environment.
35
Green, Amy L., Stephen Ferrante, Timothy L. Boaz, Krista Kutash, and Brooke Wheeldon-Reece. "Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students." Journal of Primary Prevention 42, no. 5 (August 17, 2021): 531–47. http://dx.doi.org/10.1007/s10935-021-00642-3.
Full textAbstract:
AbstractSocial and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.
36
García González, Noelia, Mª Angélica Calleja González, and Benito Arias Martínez. "PROGRAMA ADHISO PARA LA MEJORA DE LAS FUNCIONES EJECUTIVAS EN NIÑOS DE INFANTIL CON SINTOMATOLOGÍA TDAH." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 155. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.428.
Full textAbstract:
Abstract:This paper intends to present the preventive program called ADHISO, designed for the improvement in the attention and cognitive skills as well as the reduction of hyperactive and impulsive behaviour in the students of pre-school education with ADHD symptomatology. A good executive functioning is essential for proper cognitive and behavioural development (Barkley, 1998; Burgess and Simons, 2005; Diamond, 2005; Raiker, et al., 2012). For this reason, the proposed objectives are focused on assisting the skills at delayed attention, perception, organization and spatial-temporal orientation, memory and meta-cognitive abilities, guided by self-instructions that allow to benefit the self-regulation of the students that present ADHD symptomatology. The program was applied to four students of ages between four and six years, by means of an A-B design of unique case. The outcomes of the program confirm an improvement in the attention, memory and perception in all the four subjects. One of the strengths of the ADHISO program seems to be its contribution to the development of competences in self-control of the behaviour, metacognitive skills and self-instructions.Keywords: preventive program, pre-school education, executive functions, ADHDResumen:Este trabajo pretende dar a conocer el programa preventivo ADHISO diseñado para la mejora de las habilidades atencionales y cognitivas, así como las conductas hiperactivas e impulsivas de los alumnos de educación infantil que presentan sintomatología TDAH. Un buen funcionamiento ejecutivo es fundamental para un adecuado desarrollo cognitivo y comportamental (Barkley, 1998; Burgess y Simons, 2005; Diamond, 2005; Raiker, et al., 2012). Por este motivo, los objetivos propuestos se centran en favorecer destrezas en atención demorada, percepción, organización y orientación espacio-temporal, memoria y habilidades meta-cognitivas, guiados a través de autoinstrucciones que permiten favorecer la autorregulación de los alumnos que presentan sintomatología TDAH. El programa se aplicó a cuatro alumnos de edades incluidas entre los 4 y los 6 años, mediante un diseño A-B de caso único. Los resultados obtenidos confirman una mejoría en la atención, memoria y percepción en los cuatro sujetos. Uno de los puntos fuertes del programa ADHISO parece ser su contribución al desarrollo de las competencias en autocontrol del comportamiento, habilidades metacognitivas y autoinstrucciones.Palabras clave: Programa preventivo, educación infantil, funciones ejecutivas, TDAH
37
Aldosari, Muath A., Omair M. Bukhari, Ryan Richard Ruff, Joseph N. Palmisano, Helen Nguyen, Chester W. Douglass, Richard Niederman, and Jacqueline R. Starr. "Comprehensive, School‐Based Preventive Dentistry: Program Details and Students' Unmet Dental Needs." Journal of School Health 91, no. 9 (August 13, 2021): 761–70. http://dx.doi.org/10.1111/josh.13063.
Full text
38
Burns, Jane M., and George C. Patton. "Preventive Interventions for Youth Suicide: A Risk Factor-Based Approach." Australian & New Zealand Journal of Psychiatry 34, no. 3 (June 2000): 388–407. http://dx.doi.org/10.1080/j.1440-1614.2000.00738.x.
Full textAbstract:
Objective: This review draws on current knowledge of risk for youth suicide to categorise strategies for intervention. Its goal is to identify areas of ‘research need’ and to provide an evidence base to identify ‘best buy’ preventive interventions for youth suicide. Method: The design, development, implementation and evaluation of prevention strategies ranging from clinical interventions to population-based universal approaches are considered within five risk factor domains: individual, family, community, school and peer. Results: There is a paucity of evidence on the effects of interventions targeting depression and suicidal behaviour. Nevertheless, there are effective indicated, selective and universal interventions for important risk factors for depression and suicidal behaviour. Little evidence has emerged to support the efficacy of some traditional approaches to suicide prevention, such as school based suicide education programs and telephone hotlines. Conclusions: Youth suicide prevention strategies in Australia have generally employed traditional approaches that focus on clinical interventions for self-harmers, restricting access to lethal means, providing services to high risk groups and enhancing general practitioner responses. Both program development and research evaluation of interventions for many important risk and protective factors for suicide have been neglected.
39
Lammers, Deanna, Zach Zhang, Iuliia Povieriena, and Andrew Pipe. "Students working against tobacco: A novel educational program to improve Canadian medical students’ tobacco counselling skills." Canadian Medical Education Journal 9, no. 2 (June 1, 2018): e72-78. http://dx.doi.org/10.36834/cmej.36920.
Full textAbstract:
Background: Medical professionals should be appropriately trained in the field of smoking cessation counseling and be familiar with related tobacco-control issues. Sadly, Canadian medical students receive little education regarding smoking cessation.Methods: University of Ottawa medical students created Students Working Against Tobacco (SWAT), a program that provides its members with tobacco education and opportunities to discuss tobacco use, smoking prevention and cessation with elementary-school students. Surveys assessing student knowledge and confidence in addressing tobacco issues were administered to the participating students at the start of the program and following their delivery of a school presentation.Results: Students initially lacked knowledge, skills and experience in addressing tobacco issues and discussing smoking prevention and cessation counselling. Following their involvement in the SWAT program, students’ smoking cessation counselling knowledge and skills improved, and they expressed confidence in becoming more engaged in this important preventive health issue.Conclusion: Until smoking cessation is incorporated into undergraduate medical education programs, gaps will remain in the preparation of tomorrow's physicians regarding the provision of effective smoking cessation counselling and their broader understanding of this important health issue. Currently, there are constraints limiting the number of medical undergraduates that SWAT is able to involve and influence.
40
Aasheim, Merete, Sturla Fossum, Charlotte Reedtz, Bjørn Helge Handegård, and Monica Martinussen. "Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate." SAGE Open 10, no. 2 (April 2020): 215824402092742. http://dx.doi.org/10.1177/2158244020927422.
Full textAbstract:
In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.
41
Volkova, E. N. "Teenage Bullying: Directions for Helping and Preventative Work." Вестник практической психологии образования 16, no. 3 (2019): 50–57. http://dx.doi.org/10.17759/bppe.2019160301.
Full textAbstract:
The article includes results of the theoretical and empirical studies of bullying among teenagers. This studies made by Russian and foreign researchers might form the basis for prevention program in educational environment and treatment programs for bullying participants. Personal characteristics of bullies, victims and witnesses define the mechanisms and content of treatment and prevention programs. Analysis of relations in the family of a teenager together with assessment of school environment, most importantly relations between teachers and other subject of educational process, are the key elements of preventive work. The main strategy of bullying prevention should be focused on changing the behavior of all subjects involved in education, mostly adults: parents and teachers, not only the teenagers. The key addressees of prevention are the teenagers who witness bullying. Bullying prevention programs in educational environment must be culturally adapted.
42
Lillehoj, Catherine J. (Goldberg), Kenneth W. Griffin, and Richard Spoth. "Program Provider and Observer Ratings of School-Based Preventive Intervention Implementation: Agreement and Relation to Youth Outcomes." Health Education & Behavior 31, no. 2 (April 2004): 242–57. http://dx.doi.org/10.1177/1090198103260514.
Full textAbstract:
Few prevention studies have examined the degree to which different measures of program implementation adherence predict youth outcomes. The current study was conducted with rural middle school youth participating in a longitudinal school-based preventive intervention program. Study participants’ average age at the pretest assessment was 12.3 years. The association between program implementation ratings supplied by provider self-reports and trained independent observer reports were evaluated. In addition, the relationship between measures of implementation and youth outcomes were examined. Results indicated that although program providers tended to report higher implementation than independent observers, most ratings were correlated significantly across raters. Observer-reported implementation ratings significantly predicted several youth substance-related outcomes, while provider-reported self-ratings did not.Program provider characteristics predicted several youth outcomes. Findings suggest that there might be a social desirability bias in provider self-reported ratings of implementation and that caution must be used when interpreting self-reported ratings of implementation.
43
Nurochim, Nurochim, and Siti Ngaisah. "HUKUM DAN KEKERASAN DI SEKOLAH: OPTIMALISASI PERAN KONSELOR SEKOLAH." SASI 26, no. 2 (June 4, 2020): 143. http://dx.doi.org/10.47268/sasi.v26i2.223.
Full textAbstract:
Violence in the school environment is still a problem that requires multi-sectoral solutions. The school is an organization as a place to gather for a long time. Interactions in schools are multistrata interactions such as differences in the social backgrounds of students, teachers, and education personnel. The method used in this article is literature review. The results of the study in this study are school counselors have an important role in developing social attitudes of school residents with programmatic counseling activities. The counseling program is implemented to provide rights and obligations for school residents. By having a social attitude, conflicts between school members can be prevented. Counseling activities are organized as preventive and curative activities from violence in schools.
44
Duryea, Elias J., and Jebose O. Okwumabua. "Effects of a Preventive Alcohol Education Program after Three Years." Journal of Drug Education 18, no. 1 (March 1988): 23–31. http://dx.doi.org/10.2190/82gd-ulqv-wd7u-xxft.
Full textAbstract:
A three-year evaluation of Nebraska students ( N = 130) was conducted to gauge the long-term influence of an initial preventive alcohol education intervention. The initial intervention was developed around the inoculation model of McGuire which proposes that individuals can be inoculated against persuasive verbal appeals and thus resist specific pressures. Students in the initial program were assessed and found to be highly susceptible to peer pressure to misuse alcohol. Subjects were followed through their junior year in high school and assessed on the following self-report alcohol-related behaviors: frequency of riding with drinking drivers; frequency of drinking and, frequency of drinking to excess. Cognitive areas assessed included items assessing the concept of tolerance to alcohol. Results suggest that after three years frequency of risky alcohol-related behavior between experimental and control students was not significantly different. Assessments of cognitive items revealed no statistically significant differences between experimental and control students. When viewed in context with prior evaluations of these subjects at two-weeks and six-months time, the findings are disappointing yet informative. The claim that specific “educational inoculation” strategies play a long-term role in delaying the initiation of risky health behavior in adolescents is discussed. The judicious integration of periodic, sequential, and meaningful booster components into school-based environments is recommended as a potential way to achieve a more lasting effect in preventive inoculation efforts.
45
Wiśniewski, Remigiusz, and Sylwia Gwoździewicz. "PREVENTIVE ANTI-TERRORIST ACTIONS IN THE POLISH SCHOOL." International Journal of Legal Studies ( IJOLS ) 6, no. 2 (December 31, 2019): 301–20. http://dx.doi.org/10.5604/01.3001.0013.7421.
Full textAbstract:
Observing the events and crises that occur around the world in schools, there is a question: Do schools in Poland, apart from the organizational, program and legal changes, consider creating and strengthening the safety of children and young people? Especially with the exposure of new threats that may appear, defined as terrorism. After the analysis, it can be concluded that Polish schools do not teach children how to behave in the event of a terrorist threat. Preparation depends on many factors, including mainly anti-terror awareness, which depends primarily on properly organized and conducted educational and legislative activity of the state. In the presented article, the authors distinguished and characterized (author's approach) a picture of contemporary school reality in the discussed area, especially legal - development - educational contexts in which changes should occur. In the legal area, the analysis included regulated provisions of the Act of 10 June 2016 on anti-terrorist activities (Journal of Laws of 2019, item 796), the Act of 1 March 2018 on counteracting money laundering and financing of terrorism (Journal of Laws of 2019, item 1115) and the Act of 26 April 2007 on crisis management (Journal of Laws of 2019, item 139) whether they may be applicable in the discussed issues. Bearing in mind that the safety of citizens, and thus of children and young people, is a timeless problem, it should be postulated that educational institutions in Poland should as soon as possible introduce new curricula for anti-terrorism prophylaxis into their curricula.
46
Uraimova, Altynbu. "NUTRITION AND PREVALENS OF CARIES IN PRIMARY SCHOOL CHILDREN OF THE CHUI REGION OF THE KYRGYZ REPUBLIC." Alatoo Academic Studies 19, no. 4 (December 30, 2019): 249–53. http://dx.doi.org/10.17015/aas.2019.194.28.
Full textAbstract:
The intensity and prevalence of dental caries in 630 school age children of the Chui region of the Kyrgyz Republic was studied. The prevalence of caries among school age children was 89%. According to experts, this indicator is estimated as a high incidence of caries. Cluster analysis revealed a high risk of caries of children from 7 to 10 years old, which should be used for prophylactic medical examination of children, when planning preventive and therapeutic measures. It is concluded that it is necessary to develop and implement a comprehensive program for the prevention of major dental diseases in children in this region.
47
Syros, Ioannis, Aggeliki Karantzali, and Xenia Anastassiou-Hadjicharalambous. "Innovative Strategies and Challenges for the Prevention of Pathological Anxiety in Children and Adolescents." OBM Neurobiology 05, no. 03 (December 16, 2020): 1. http://dx.doi.org/10.21926/obm.neurobiol.2103106.
Full textAbstract:
The effects of pathological anxiety on public health have led to the realization that anxious children might experience significant limitations in their lives. Evidence-based cognitive-behavioral (CB) interventions are now being implemented in schools at a group level to combat anxiety.Childhood emotional health should be considered a national and global priority for an effective strategy promoting the prevention of mental health. The aim of this study is the description of novel data on the effectiveness of preventive interventions for anxious children, as well as the study of selective parameters that appear to affect treatment outcome.Furthermore, a brief review is cited regarding two empirically supported interventions, which include the Friends and Pyramid Club program and the Super Skills for Life program. Schools are considered suitable places for all types of prevention programs; they provide a familiar environment to a child, and by providing access to the prevention programs to many children, school programs could be the ideal way for anxious young individuals to practice and generalize their skills. Schools also offer an ideal space for collaboration between teachers and mental health professionals. Most programs have been effective in reducing anxiety, especially those based on the principles of CB, where the effects appear to be independent of the professional status of the leader (trained teacher or mental health professional). Friends and Pyramid Club interventions are well-established, multifaceted, and cost-effective programs, which include combinations of techniques (mostly behavioral activation, cognitive preparation, teaching social skills, and relaxation techniques). Super Skills for Life is a promising program, which also uses video feedback as a part of treatment. Prevention programs have been established as a vital part of the treatment options for specialists. Research related to childhood anxiety is increasing, while the perspectives for finding novel data seem promising for the upcoming years.In this context, several studies reveal the need for early, selective, intensive, persistent, multifaceted, and participatory interventions.
48
Et al., Tristiadi Ardi Ardani. "Multidimensional Assessment Model of Social Intervention and Bullying Behavior to Improve Mental Health in Madrasah Aliyah (MAN) Malang Raya." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5269–75. http://dx.doi.org/10.17762/pae.v58i1.1782.
Full textAbstract:
This article discusses about bullying. Bullying behavior need to be done through a multidimensional assessment and social intervention. This model has three components, namely the five traits of behavior definition bullying, four kinds of behavior bullying, the three main groups involved in the behavior ofbul lying. This paper presents a preventive program try against bullying behavior in schools a mentioned as Citizens'Responsibility p control rogram. This approach to reintegrate pupils who had blundered into the school community in order to become disciples who have durability, as well as being a member of the school community who obediently and cling to rules and values which apply into program interventions social thereby increasing their mental health.
49
Hamed Farahat Mohamed, Nadia, and Hala Mohamed Mohamed Hussein. "Preventive Program for Secondary School Female Students to Protect Themselves from Sexual Harassment." Egyptian Journal of Health Care 8, no. 1 (March 1, 2017): 137–62. http://dx.doi.org/10.21608/ejhc.2017.17962.
Full text
50
Gonçalves Antonio, Andréa, Roberto Braga de Carvalho Vianna, and Luís Eduardo Lavigne Paranhos Quintanilha. "Oral health conditions in children with and without school-based oral preventive program." Pediatric Dental Journal 16, no. 2 (2006): 163–69. http://dx.doi.org/10.1016/s0917-2394(06)70082-9.
Full text