BACKGROUND This study aims to quantify associations between one's weight management goal and eating behaviors and physical activity among teenagers. METHODS Weighted logistic regressions were performed predicting healthy behaviors from weight goal separately for boys and girls while controlling for age, body mass index, socioeconomic indicators, school type, and region using data from the 2010 to 2011 Enquête québécoise sur la santé des jeunes du secondaire, a survey of a representative sample of Quebec adolescents (N = 32,040). RESULTS About 18%, 31%, 19%, and 34% of boys and 32%, 34%, 5%, and 25% of girls were respectively trying to lose weight, maintain their weight, gain weight, and not trying to do anything about their weight. Trying to lose weight was associated with lower likelihood of eating breakfast daily (boys: odds ratio [OR] = 0.72; 95% confidence interval [CI] = 0.61, 0.84 girls: OR = 0.61; 95% CI = 0.54, 0.70). Among girls, trying to lose weight was also associated with higher likelihood of consuming at least 5 portions of fruits and vegetables (OR = 1.20; 95% CI = 1.04, 1.37), lower likelihood of drinking sugar-sweetened beverages daily (OR = 0.77; 95% CI = 0.66, 0.90). Each weight-related goal was associated with unhealthy behaviors but most of them were also associated with adoption of healthier ones. CONCLUSION Having a weight related goal cannot inherently be thought of as health promoting goal.
本研究旨在量化青少年体重管理目标与饮食行为和体育活动之间的关系。方法利用2010 - 2011年魁北克省青少年(N = 32,040)的调查数据，分别对男孩和女孩的体重目标进行加权logistic回归预测，同时控制年龄、体重指数、社会经济指标、学校类型和地区。结果分别有18%、31%、19%和34%的男生和32%、34%、5%和25%的女生在尝试减肥、维持体重、增加体重和不打算做任何事情。试图减肥与每天吃早餐的可能性较低相关(男孩:优势比[OR] = 0.72;95%置信区间[CI] = 0.61，女孩:OR = 0.61;95% ci = 0.54, 0.70)。在女孩中，试图减肥的人更有可能摄入至少5份水果和蔬菜(OR = 1.20;95% CI = 1.04, 1.37)，每天饮用含糖饮料的可能性较低(OR = 0.77;95% ci = 0.66, 0.90)。每个与体重有关的目标都与不健康的行为有关，但其中大多数也与采取更健康的行为有关。结论制定与体重相关的目标本身不能被认为是促进健康的目标。
{"title":"Adolescents' Weight Management Goals: Healthy and Unhealthy Associations with Eating Habits and Physical Activity.","authors":"Elyse Durocher, L. Gauvin","doi":"10.1111/josh.12848","DOIUrl":"https://doi.org/10.1111/josh.12848","url":null,"abstract":"BACKGROUND\u0000This study aims to quantify associations between one's weight management goal and eating behaviors and physical activity among teenagers.\u0000\u0000\u0000METHODS\u0000Weighted logistic regressions were performed predicting healthy behaviors from weight goal separately for boys and girls while controlling for age, body mass index, socioeconomic indicators, school type, and region using data from the 2010 to 2011 Enquête québécoise sur la santé des jeunes du secondaire, a survey of a representative sample of Quebec adolescents (N = 32,040).\u0000\u0000\u0000RESULTS\u0000About 18%, 31%, 19%, and 34% of boys and 32%, 34%, 5%, and 25% of girls were respectively trying to lose weight, maintain their weight, gain weight, and not trying to do anything about their weight. Trying to lose weight was associated with lower likelihood of eating breakfast daily (boys: odds ratio [OR] = 0.72; 95% confidence interval [CI] = 0.61, 0.84 girls: OR = 0.61; 95% CI = 0.54, 0.70). Among girls, trying to lose weight was also associated with higher likelihood of consuming at least 5 portions of fruits and vegetables (OR = 1.20; 95% CI = 1.04, 1.37), lower likelihood of drinking sugar-sweetened beverages daily (OR = 0.77; 95% CI = 0.66, 0.90). Each weight-related goal was associated with unhealthy behaviors but most of them were also associated with adoption of healthier ones.\u0000\u0000\u0000CONCLUSION\u0000Having a weight related goal cannot inherently be thought of as health promoting goal.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128599288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. McNeely, K. Sprecher, Denise R. Bates-Fredi, O. A. Price, C. Allen
BACKGROUND Foreign-born children rarely use traditional school mental health services. Comprehensive programs that combine mental health services with academic, economic, and socioemotional supports reach more foreign-born children and improve wellbeing. However, little practical guidance exists regarding how to best combine these diverse services. METHODS To identify essential service components and their organization, we interviewed 92 parents, school staff, mental health providers, and community agency staff from 5 school-linked mental health programs designed specifically to serve immigrant and refugee youth. RESULTS Foreign-born parents did not distinguish between academic, behavioral, and emotional help for their children; these western categorizations of functioning were not meaningful to them. Consequently, programs needed to combine 4 components, organized in a pyramid: family engagement, assistance with basic needs, assistance with adaptation to a new culture, and emotional and behavioral supports. Family engagement was the foundation upon which all other services depended. Assistance with economic and cultural stressors directly promoted emotional wellbeing and helped parents trust clinical mental health interventions. CONCLUSIONS Specific strategies to implement the 4 essential components include home visits by program staff, a one-stop parent center located in the school to help with basic needs, working with cultural brokers, and informed consent procedures that clearly explain recommended care without requiring immigrant and refugee parents to internalize western conceptualizations of psychopathology. Future evaluations should assess the cost and effectiveness of these strategies. These data are essential to advocate payment for these nonclinical services by traditional funding mechanisms.
{"title":"Identifying Essential Components of School-Linked Mental Health Services for Refugee and Immigrant Children: A Comparative Case Study.","authors":"C. McNeely, K. Sprecher, Denise R. Bates-Fredi, O. A. Price, C. Allen","doi":"10.1111/josh.12845","DOIUrl":"https://doi.org/10.1111/josh.12845","url":null,"abstract":"BACKGROUND\u0000Foreign-born children rarely use traditional school mental health services. Comprehensive programs that combine mental health services with academic, economic, and socioemotional supports reach more foreign-born children and improve wellbeing. However, little practical guidance exists regarding how to best combine these diverse services.\u0000\u0000\u0000METHODS\u0000To identify essential service components and their organization, we interviewed 92 parents, school staff, mental health providers, and community agency staff from 5 school-linked mental health programs designed specifically to serve immigrant and refugee youth.\u0000\u0000\u0000RESULTS\u0000Foreign-born parents did not distinguish between academic, behavioral, and emotional help for their children; these western categorizations of functioning were not meaningful to them. Consequently, programs needed to combine 4 components, organized in a pyramid: family engagement, assistance with basic needs, assistance with adaptation to a new culture, and emotional and behavioral supports. Family engagement was the foundation upon which all other services depended. Assistance with economic and cultural stressors directly promoted emotional wellbeing and helped parents trust clinical mental health interventions.\u0000\u0000\u0000CONCLUSIONS\u0000Specific strategies to implement the 4 essential components include home visits by program staff, a one-stop parent center located in the school to help with basic needs, working with cultural brokers, and informed consent procedures that clearly explain recommended care without requiring immigrant and refugee parents to internalize western conceptualizations of psychopathology. Future evaluations should assess the cost and effectiveness of these strategies. These data are essential to advocate payment for these nonclinical services by traditional funding mechanisms.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128640090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eric T. Hyde, J. Gazmararian, S. Barrett-Williams, Christi M. Kay
BACKGROUND Most youth in the United States do not meet the recommended 60 minutes of daily physical activity (PA). The school environment offers an opportunity to engage students in PA. The purpose of this study was to evaluate the impact of a comprehensive school-based physical activity program on student PA across student-level and school-level characteristics. METHODS PA levels from 3294 fourth grade students in 24 intervention schools and 7 control schools in metropolitan Atlanta, Georgia were measured during the 2015-2016 academic year. PA measures included daily steps in school, steps taken in physical education class (PE), and percent of PE class time spent in moderate-to-vigorous physical activity (MVPA). Intervention effectiveness was assessed using generalized estimating equations adjusting for sex and school-level socioeconomic status (SES). RESULTS After adjusting for sex and school-level SES, intervention students had significantly higher increases in average daily steps (p < .05), steps taken in PE (p < .01), and percent of PE class spent in MVPA (p < .01) than control students. CONCLUSIONS Our findings demonstrate the effectiveness of CSPAPs in increasing PA. Further research using randomized controlled trials of large-scale implementations, longer follow-up periods, and more diverse student sample is warranted.
{"title":"Health Empowers You: Impact of a School-Based Physical Activity Program in Elementary School Students, Georgia, 2015-2016.","authors":"Eric T. Hyde, J. Gazmararian, S. Barrett-Williams, Christi M. Kay","doi":"10.1111/josh.12847","DOIUrl":"https://doi.org/10.1111/josh.12847","url":null,"abstract":"BACKGROUND\u0000Most youth in the United States do not meet the recommended 60 minutes of daily physical activity (PA). The school environment offers an opportunity to engage students in PA. The purpose of this study was to evaluate the impact of a comprehensive school-based physical activity program on student PA across student-level and school-level characteristics.\u0000\u0000\u0000METHODS\u0000PA levels from 3294 fourth grade students in 24 intervention schools and 7 control schools in metropolitan Atlanta, Georgia were measured during the 2015-2016 academic year. PA measures included daily steps in school, steps taken in physical education class (PE), and percent of PE class time spent in moderate-to-vigorous physical activity (MVPA). Intervention effectiveness was assessed using generalized estimating equations adjusting for sex and school-level socioeconomic status (SES).\u0000\u0000\u0000RESULTS\u0000After adjusting for sex and school-level SES, intervention students had significantly higher increases in average daily steps (p < .05), steps taken in PE (p < .01), and percent of PE class spent in MVPA (p < .01) than control students.\u0000\u0000\u0000CONCLUSIONS\u0000Our findings demonstrate the effectiveness of CSPAPs in increasing PA. Further research using randomized controlled trials of large-scale implementations, longer follow-up periods, and more diverse student sample is warranted.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128257167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BACKGROUND Schools are important venues for providing and promoting physical activity, but little is known about how school websites are being used for these purposes. Completing a content analysis of existing school websites is essential to understanding their function and value relative to supporting physical education (PE) and physical activity. METHODS We conducted a quantitative, cross-sectional, systematic content analysis to analyze and identify correlates of the website features of 990 private elementary schools located in 325 California cities/localities. RESULTS Nearly all schools (98%) had a functioning website, but PE and physical activity content were displayed sparsely and inconspicuously. Regression models identified 10 predictors of website PE/physical activity content, including religious affiliation and having a separate webpage for PE. CONCLUSIONS Websites can serve many functions, including providing information on the school vision/goals, curriculum content, class schedules, extracurricular activities, and core topics. This study is among the first to carry out a systematic analysis of school websites relative to PE and physical activity. Schools did not use the full potential of their websites to inform constituents about physical activity or to promote it. Schools should scrutinize their websites to ensure content and messaging are consistent with enabling students to engage in sufficient health-promoting physical activity.
{"title":"School Websites: A Physical Education and Physical Activity Content Analysis.","authors":"David Kahan, T. McKenzie","doi":"10.1111/josh.12851","DOIUrl":"https://doi.org/10.1111/josh.12851","url":null,"abstract":"BACKGROUND\u0000Schools are important venues for providing and promoting physical activity, but little is known about how school websites are being used for these purposes. Completing a content analysis of existing school websites is essential to understanding their function and value relative to supporting physical education (PE) and physical activity.\u0000\u0000\u0000METHODS\u0000We conducted a quantitative, cross-sectional, systematic content analysis to analyze and identify correlates of the website features of 990 private elementary schools located in 325 California cities/localities.\u0000\u0000\u0000RESULTS\u0000Nearly all schools (98%) had a functioning website, but PE and physical activity content were displayed sparsely and inconspicuously. Regression models identified 10 predictors of website PE/physical activity content, including religious affiliation and having a separate webpage for PE.\u0000\u0000\u0000CONCLUSIONS\u0000Websites can serve many functions, including providing information on the school vision/goals, curriculum content, class schedules, extracurricular activities, and core topics. This study is among the first to carry out a systematic analysis of school websites relative to PE and physical activity. Schools did not use the full potential of their websites to inform constituents about physical activity or to promote it. Schools should scrutinize their websites to ensure content and messaging are consistent with enabling students to engage in sufficient health-promoting physical activity.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119173162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Gini, Melissa K. Holt, Tiziana Pozzoli, C. Marino
BACKGROUND The link between peer victimization and somatic problems is well-established. What is currently understudied is under what contextual conditions victims' health might be most likely to be compromised. Studies demonstrate that victims suffer from poorer adjustment when they belong to a group in which victimization is less normative (social misfit hypothesis). We examined whether the association between individual victimization and somatic problems was stronger in classrooms with lower class victimization. METHODS A sample of 1906 adolescents (65% girls; Mage = 14.4, SD = 1.2) completed a survey about school life quality, peer victimization, and health problems. RESULTS Multilevel modeling with Bayes estimator indicated modest variation in somatic problems between classrooms. At the individual level, peer victimization was associated with higher reports of somatic problems. This association varied across classroom as a function of class victimization level. Simple slope computation confirmed that the association between peer victimization and somatic complaints became stronger as class victimization levels decreased. CONCLUSIONS Victims in classrooms with lower levels of victimization are more likely to report somatic problems. Anti-bullying programs should consider the effects of class norms on victims' adjustment and address the possible risks for those who continue to be victimized.
{"title":"Victimization and Somatic Problems: The Role of Class Victimization Levels.","authors":"G. Gini, Melissa K. Holt, Tiziana Pozzoli, C. Marino","doi":"10.1111/josh.12844","DOIUrl":"https://doi.org/10.1111/josh.12844","url":null,"abstract":"BACKGROUND The link between peer victimization and somatic problems is well-established. What is currently understudied is under what contextual conditions victims' health might be most likely to be compromised. Studies demonstrate that victims suffer from poorer adjustment when they belong to a group in which victimization is less normative (social misfit hypothesis). We examined whether the association between individual victimization and somatic problems was stronger in classrooms with lower class victimization. METHODS A sample of 1906 adolescents (65% girls; Mage = 14.4, SD = 1.2) completed a survey about school life quality, peer victimization, and health problems. RESULTS Multilevel modeling with Bayes estimator indicated modest variation in somatic problems between classrooms. At the individual level, peer victimization was associated with higher reports of somatic problems. This association varied across classroom as a function of class victimization level. Simple slope computation confirmed that the association between peer victimization and somatic complaints became stronger as class victimization levels decreased. CONCLUSIONS Victims in classrooms with lower levels of victimization are more likely to report somatic problems. Anti-bullying programs should consider the effects of class norms on victims' adjustment and address the possible risks for those who continue to be victimized.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125600316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BACKGROUND Threat assessment is a widely recommended practice used by schools to investigate and respond to student threats of violence; however, students are often reluctant to disclose threats. METHODS We developed an online educational program for students to increase their understanding of threat assessment and the need to report serious threats. We investigated 2 research questions: (1) How are student characteristics of sex, grade level, and ethnicity/race associated with student knowledge of threat assessment and willingness to report threats? (2) Does the program increase knowledge of threat assessment and willingness to report threats? The sample consisted of 2338 students from 6 middle schools and 3 high schools. RESULTS Prior to program completion, boys were less willing than girls, and older students were less willing than younger students, to report threats. Post-program questions revealed that the program significantly increased knowledge and willingness to report threats across student groups, with effect sizes (Cohen's d) ranging from small (.30) to large (1.43). CONCLUSIONS This program promotes school safety by teaching students about threat assessment and increasing willingness to report threats. The program is available online for other schools to use.
{"title":"An Online Educational Program to Increase Student Understanding of Threat Assessment.","authors":"Shelby L Stohlman, D. Cornell","doi":"10.1111/josh.12827","DOIUrl":"https://doi.org/10.1111/josh.12827","url":null,"abstract":"BACKGROUND\u0000Threat assessment is a widely recommended practice used by schools to investigate and respond to student threats of violence; however, students are often reluctant to disclose threats.\u0000\u0000\u0000METHODS\u0000We developed an online educational program for students to increase their understanding of threat assessment and the need to report serious threats. We investigated 2 research questions: (1) How are student characteristics of sex, grade level, and ethnicity/race associated with student knowledge of threat assessment and willingness to report threats? (2) Does the program increase knowledge of threat assessment and willingness to report threats? The sample consisted of 2338 students from 6 middle schools and 3 high schools.\u0000\u0000\u0000RESULTS\u0000Prior to program completion, boys were less willing than girls, and older students were less willing than younger students, to report threats. Post-program questions revealed that the program significantly increased knowledge and willingness to report threats across student groups, with effect sizes (Cohen's d) ranging from small (.30) to large (1.43).\u0000\u0000\u0000CONCLUSIONS\u0000This program promotes school safety by teaching students about threat assessment and increasing willingness to report threats. The program is available online for other schools to use.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125765449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alejandra Fernandez, A. Loukas, Natalie M. Golaszewski, Milena D. Batanova, K. Pasch
BACKGROUND Whereas previous research suggests a positive association between racial discrimination and early adolescent adjustment problems, few studies examine the relationship between discrimination and school connectedness as it relates to adjustment problems among Hispanic early adolescents. In this study, we examined if depressive symptoms and conduct problems would mediate the concurrent association between perceived racial discrimination and school connectedness among Hispanic early adolescents. METHODS Participants for this study were 192 11-15-year-old (M = 12.1; SD = .95) Hispanic middle school students. Using multigroup path analyses, we examined the indirect association between racial discrimination and school connectedness through adjustment problems, and the equivalence of the associations across girls and boys. RESULTS Racial discrimination was positively associated with depressive symptoms and conduct problems for both girls and boys. In turn, depressive symptoms were negatively associated with school connectedness for girls only, whereas conduct problems were negatively associated with school connectedness for boys only. CONCLUSIONS In consideration of study findings, school personnel should be mindful of Hispanic adolescents who display depressive symptoms or conduct problems, as they may be highly vulnerable to lower levels of school connectedness when experiencing racial discrimination.
{"title":"Adolescent Adjustment Problems Mediate the Association Between Racial Discrimination and School Connectedness.","authors":"Alejandra Fernandez, A. Loukas, Natalie M. Golaszewski, Milena D. Batanova, K. Pasch","doi":"10.1111/josh.12838","DOIUrl":"https://doi.org/10.1111/josh.12838","url":null,"abstract":"BACKGROUND\u0000Whereas previous research suggests a positive association between racial discrimination and early adolescent adjustment problems, few studies examine the relationship between discrimination and school connectedness as it relates to adjustment problems among Hispanic early adolescents. In this study, we examined if depressive symptoms and conduct problems would mediate the concurrent association between perceived racial discrimination and school connectedness among Hispanic early adolescents.\u0000\u0000\u0000METHODS\u0000Participants for this study were 192 11-15-year-old (M = 12.1; SD = .95) Hispanic middle school students. Using multigroup path analyses, we examined the indirect association between racial discrimination and school connectedness through adjustment problems, and the equivalence of the associations across girls and boys.\u0000\u0000\u0000RESULTS\u0000Racial discrimination was positively associated with depressive symptoms and conduct problems for both girls and boys. In turn, depressive symptoms were negatively associated with school connectedness for girls only, whereas conduct problems were negatively associated with school connectedness for boys only.\u0000\u0000\u0000CONCLUSIONS\u0000In consideration of study findings, school personnel should be mindful of Hispanic adolescents who display depressive symptoms or conduct problems, as they may be highly vulnerable to lower levels of school connectedness when experiencing racial discrimination.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125860243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carolyn Sutter, J. Metcalfe, L. Tucker, D. Lohrmann, P. Koch, J. Allegrante, Alexandra L DeSorbo-Quinn
BACKGROUND Consistent with the Whole School, Whole Community, Whole Child Approach, food education encompasses nutritional status, culture, community, environment, and society. Unifying standards are needed to support food education integration in K-12 curricula. Pilot Light, a Chicago-based nonprofit, sought to generate such standards. This study reports a formative evaluation research process that led to the development of Food Education Standards (FES). METHODS Nine FES were drafted within the context of the National Health Education Standards. The 2-day Pilot Light Food Education Summit convened 26 experts and community members to review draft FES. A facilitated, consensus-building process generated refined FES and K-12 competencies. Drawing on Summit outcomes and expert feedback, a team of teachers subsequently drafted final FES. Summit participants completed pre- and post-Summit surveys to assess changes in food education priorities. RESULTS The initial 9 FES were refined to 7. Comparison data indicated shifts in endorsed priorities for food education, moving from prioritizing specific knowledge, such as "categorizing food into food groups," toward "students having a conscious decision-making process around food." CONCLUSIONS Developed with input from experts across multidisciplinary fields, the evidence-based Pilot Light FES can be feasibly implemented in multiple subjects across all school types and community socio-demographic levels.
{"title":"Defining Food Education Standards through Consensus: The Pilot Light Food Education Summit.","authors":"Carolyn Sutter, J. Metcalfe, L. Tucker, D. Lohrmann, P. Koch, J. Allegrante, Alexandra L DeSorbo-Quinn","doi":"10.1111/josh.12841","DOIUrl":"https://doi.org/10.1111/josh.12841","url":null,"abstract":"BACKGROUND Consistent with the Whole School, Whole Community, Whole Child Approach, food education encompasses nutritional status, culture, community, environment, and society. Unifying standards are needed to support food education integration in K-12 curricula. Pilot Light, a Chicago-based nonprofit, sought to generate such standards. This study reports a formative evaluation research process that led to the development of Food Education Standards (FES). METHODS Nine FES were drafted within the context of the National Health Education Standards. The 2-day Pilot Light Food Education Summit convened 26 experts and community members to review draft FES. A facilitated, consensus-building process generated refined FES and K-12 competencies. Drawing on Summit outcomes and expert feedback, a team of teachers subsequently drafted final FES. Summit participants completed pre- and post-Summit surveys to assess changes in food education priorities. RESULTS The initial 9 FES were refined to 7. Comparison data indicated shifts in endorsed priorities for food education, moving from prioritizing specific knowledge, such as \"categorizing food into food groups,\" toward \"students having a conscious decision-making process around food.\" CONCLUSIONS Developed with input from experts across multidisciplinary fields, the evidence-based Pilot Light FES can be feasibly implemented in multiple subjects across all school types and community socio-demographic levels.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125874632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BACKGROUND Evidence suggests a rise in childhood disability rates across the United States with males and those with lower socioeconomic status bearing greater burden. We investigated childhood disability rates in the Mississippi Delta (MDR) and Appalachian regions (AR) in comparison to other parts of the country. METHODS Using data from the US Census Bureau, we calculated childhood disability rates by type and sex at national, regional, and subregional levels. We used risk ratios (RR) to compare childhood disability rates by sex, type, and region. We generated choropleth maps to represent the geographic distribution of disability. RESULTS Childhood disability was more prevalent, at the national level, among boys (6.64%) than girls (4.08%). Children in the MDR (boys = 8.60%; girls = 5.08%) and AR (boys = 7.81%; girls = 4.83%) had greater risk of disability than those elsewhere in the country (boys = 6.47%; girls = 3.98%), with rates generally higher in rural compared to urban areas in said regions. CONCLUSIONS Childhood disability affects rural areas of the country more extensively, with the MDR and AR affected to an even greater extent. School-based health centers, in particular, which are disproportionately located in urban areas, could benefit disabled children living in the MDR and AR.
{"title":"Descriptive Epidemiology of Childhood Disability Prevalence by Sex in the Mississippi Delta and Appalachian Regions.","authors":"J. McDaniel, T. Davis, M. Yahaya, Kaamel M Nuhu","doi":"10.1111/josh.12837","DOIUrl":"https://doi.org/10.1111/josh.12837","url":null,"abstract":"BACKGROUND\u0000Evidence suggests a rise in childhood disability rates across the United States with males and those with lower socioeconomic status bearing greater burden. We investigated childhood disability rates in the Mississippi Delta (MDR) and Appalachian regions (AR) in comparison to other parts of the country.\u0000\u0000\u0000METHODS\u0000Using data from the US Census Bureau, we calculated childhood disability rates by type and sex at national, regional, and subregional levels. We used risk ratios (RR) to compare childhood disability rates by sex, type, and region. We generated choropleth maps to represent the geographic distribution of disability.\u0000\u0000\u0000RESULTS\u0000Childhood disability was more prevalent, at the national level, among boys (6.64%) than girls (4.08%). Children in the MDR (boys = 8.60%; girls = 5.08%) and AR (boys = 7.81%; girls = 4.83%) had greater risk of disability than those elsewhere in the country (boys = 6.47%; girls = 3.98%), with rates generally higher in rural compared to urban areas in said regions.\u0000\u0000\u0000CONCLUSIONS\u0000Childhood disability affects rural areas of the country more extensively, with the MDR and AR affected to an even greater extent. School-based health centers, in particular, which are disproportionately located in urban areas, could benefit disabled children living in the MDR and AR.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119717775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Margaret K. Mason, L. Gargano, Anjali Kumar, M. Northridge
In 2008, former New York City Mayor Michael Bloomberg announced $1.5 billion in budget cuts that included the elimination of the Oral Health Program (OHP) administered by the New York City Department of Health and Mental Hygiene (NYC DOHMH). Since it was established in 1903 until it was closed just over a decade ago, the OHP provided dental services for underserved populations in predominantly school-based settings. Given the shuttering of the 46 OHP dental sites throughout the five New York City boroughs, 17,000 school children in impoverished neighborhoods faced the loss of their dental homes. In response, the NYC DOHMH reached out to Federally Qualified Health Centers (FQHCs) within New York City for support in meeting the oral health needs of the affected children.
{"title":"Implementing a Patient-Centered and Cost-Effective School-Based Oral Health Program.","authors":"Margaret K. Mason, L. Gargano, Anjali Kumar, M. Northridge","doi":"10.1111/josh.12842","DOIUrl":"https://doi.org/10.1111/josh.12842","url":null,"abstract":"In 2008, former New York City Mayor Michael Bloomberg announced $1.5 billion in budget cuts that included the elimination of the Oral Health Program (OHP) administered by the New York City Department of Health and Mental Hygiene (NYC DOHMH). Since it was established in 1903 until it was closed just over a decade ago, the OHP provided dental services for underserved populations in predominantly school-based settings. Given the shuttering of the 46 OHP dental sites throughout the five New York City boroughs, 17,000 school children in impoverished neighborhoods faced the loss of their dental homes. In response, the NYC DOHMH reached out to Federally Qualified Health Centers (FQHCs) within New York City for support in meeting the oral health needs of the affected children.","PeriodicalId":225843,"journal":{"name":"The Journal of school health","volume":"15 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116342454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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