Objective: Mercury catalyzed polyurethane (MCPU) floors installed in K-12 gymnasiums may release mercury vapor presenting possible mercury exposure to teachers and students. Varied approaches to sampling, air monitoring, ventilation, evacuation of gyms and/or removal of the floor coverings have occurred. As many gyms are being converted to classrooms during the COVID-19 pandemic, effective assessment and management of these floors is essential. Methods: Mercury assessment strategies for 10 New Jersey schools with MCPU floors were reviewed to assist school districts with decisions for management in-place or removal. Results: Bulk mercury levels do not predict airborne mercury levels. Mercury generation rates ranged between 0.02 to 0.17 μg/ft2/ hour. Hazards encountered during removal are substantial. Conclusions: Decisions to manage or remove mercury catalyzed rubber-like gym floor should be based upon a rigorous multi-factor assessment. Mercury exposures often can be managed via HVAC, added ventilation, temperature, and maintenance controls. A statewide registry of MCPU floors should be considered. Removal of MCPU floors should be professionally monitored to protect teachers, staff, and students.
{"title":"Assessment and Management of Mercury-Catalyzed Polyurethane Gym Floors: 10 Lessons from 10 New Jersey School Districts","authors":"R. Lynch, E. Favata, M. Gochfeld","doi":"10.14485/hbpr.8.4.6","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.6","url":null,"abstract":"Objective: Mercury catalyzed polyurethane (MCPU) floors installed in K-12 gymnasiums may release mercury vapor presenting possible mercury exposure to teachers and students. Varied approaches to sampling, air monitoring, ventilation, evacuation of gyms and/or removal of the floor coverings have occurred. As many gyms are being converted to classrooms during the COVID-19 pandemic, effective assessment and management of these floors is essential. Methods: Mercury assessment strategies for 10 New Jersey schools with MCPU floors were reviewed to assist school districts with decisions for management in-place or removal. Results: Bulk mercury levels do not predict airborne mercury levels. Mercury generation rates ranged between 0.02 to 0.17 μg/ft2/ hour. Hazards encountered during removal are substantial. Conclusions: Decisions to manage or remove mercury catalyzed rubber-like gym floor should be based upon a rigorous multi-factor assessment. Mercury exposures often can be managed via HVAC, added ventilation, temperature, and maintenance controls. A statewide registry of MCPU floors should be considered. Removal of MCPU floors should be professionally monitored to protect teachers, staff, and students.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48782381","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}
Objective: Improving secondary school students’ knowledge and behaviors toward infectious disease prevention is key to promoting their health. In this study, we evaluated secondary school students’ infectious disease prevention literacy, determined the sources of knowledge acquisition, and identified deficiencies in education programs. Methods: A questionnaire was disseminated through social media from February 1-5, 2020, starting from selected class group chats of students in Shaanxi, Gansu, and Jiangsu provinces. A total of 1761 responses were collected. The male-to-female ratio was 1.08:1. The chi-square test was employed to analyze data. Results: Most respondents reported that they were familiar with the standard 7-step handwashing method. Most respondents reported that their knowledge and behaviors of infectious disease prevention were mainly acquired through the Internet. The vast majority of respondents believed that more education programs are needed in secondary schools. Conclusions: Secondary school students’ knowledge and behaviors toward infectious disease prevention need to be improved. Infectious disease prevention programs on campuses should be increased in quantity, enriched in scope, refined in form, and improved in coherence and continuity.
{"title":"A Cross-sectional Survey of Chinese Secondary School Students on Infectious Disease Prevention during the COVID-19 Outbreak","authors":"Hai-qing Qiu, Zhongwei Liu, H. Fang","doi":"10.14485/hbpr.8.4.7","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.7","url":null,"abstract":"Objective: Improving secondary school students’ knowledge and behaviors toward infectious disease prevention is key to promoting their health. In this study, we evaluated secondary school students’ infectious disease prevention literacy, determined the sources of knowledge acquisition, and identified deficiencies in education programs. Methods: A questionnaire was disseminated through social media from February 1-5, 2020, starting from selected class group chats of students in Shaanxi, Gansu, and Jiangsu provinces. A total of 1761 responses were collected. The male-to-female ratio was 1.08:1. The chi-square test was employed to analyze data. Results: Most respondents reported that they were familiar with the standard 7-step handwashing method. Most respondents reported that their knowledge and behaviors of infectious disease prevention were mainly acquired through the Internet. The vast majority of respondents believed that more education programs are needed in secondary schools. Conclusions: Secondary school students’ knowledge and behaviors toward infectious disease prevention need to be improved. Infectious disease prevention programs on campuses should be increased in quantity, enriched in scope, refined in form, and improved in coherence and continuity.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42288362","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}
Julie Maier, K. Jozkowski, María S. Montenegro, Malachi Willis, R. Turner, Brandon L. Crawford, Wen‐Juo Lo
Objective: Salient belief elicitations (SBEs) measure beliefs toward a health behavior through open-ended questions, with the purpose of developing close-ended survey questions. Auxiliary verbs used in SBE questions often differ (eg, What are the top 3 reasons you would/should decide to have an abortion?). We tested how 2 auxiliary verbs function in a SBE assessing abortion in English and Spanish: would/decidíra and should/debería. Methods: We administered a SBE survey online (N = 175) and in-person (N = 72); in-person participants also participated in cognitive interviews to assess question interpretation. Participants were assigned to survey versions that included identical SBE questions aside from auxiliary verbs—would/decidíra versus should/debería. Data analysis included: (1) content analysis of survey responses to assess differences in responses by version and (2) thematic analysis of interview data focused on interpretations of would/decidíra and should/ debería. Results: Would/decidíra surveys generated more response categories. Similarly, cognitive interview findings suggest participants conceptualized would/decidíra as allowing for more options, while should/debería was thought to include only the most significant reasons/circumstances for abortion, potentially restricting participants’ responses. Conclusion: These findings have important measurement implications for researchers administering SBEs
{"title":"Examining Auxiliary Verbs in a Salient Belief Elicitation","authors":"Julie Maier, K. Jozkowski, María S. Montenegro, Malachi Willis, R. Turner, Brandon L. Crawford, Wen‐Juo Lo","doi":"10.14485/hbpr.8.4.9","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.9","url":null,"abstract":"Objective: Salient belief elicitations (SBEs) measure beliefs toward a health behavior through open-ended questions, with the purpose of developing close-ended survey questions. Auxiliary verbs used in SBE questions often differ (eg, What are the top 3 reasons you would/should decide to have an abortion?). We tested how 2 auxiliary verbs function in a SBE assessing abortion in English and Spanish: would/decidíra and should/debería. Methods: We administered a SBE survey online (N = 175) and in-person (N = 72); in-person participants also participated in cognitive interviews to assess question interpretation. Participants were assigned to survey versions that included identical SBE questions aside from auxiliary verbs—would/decidíra versus should/debería. Data analysis included: (1) content analysis of survey responses to assess differences in responses by version and (2) thematic analysis of interview data focused on interpretations of would/decidíra and should/ debería. Results: Would/decidíra surveys generated more response categories. Similarly, cognitive interview findings suggest participants conceptualized would/decidíra as allowing for more options, while should/debería was thought to include only the most significant reasons/circumstances for abortion, potentially restricting participants’ responses. Conclusion: These findings have important measurement implications for researchers administering SBEs","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44075982","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}
N. Alim, Kerim Gokustun, Gozde Caliskan, Z. Beşler
Objective: We aimed to evaluate the relationship between food addiction and uncontrolled eating, cognitive restraint, and emotional eating. Methods: We carried out this study with 1168 students (758 girls and 410 boys) studying at 7 different high schools in Ankara, Turkey. We used 3 measures. The first measure part assessed the participants’ demographic characteristics. We used 2 other validated measures, the Yale Food Addiction Scale and the Three-Factor Eating Questionnaire, to assess disordered eating behaviors. Results: No statistically significant difference was found between girls (12.9%) and boys (12%) in terms of food addiction (p = .67). We found that uncontrolled eating (p < .001), cognitive restraint (p = .007), and emotional eating (p < .001) scores were higher in individuals with food addiction (60.50±22.37; 38.39±24.41 and 57.42±28.49 respectively) than those without food addiction (40.17±24.74; 32.36±25.4 and 31.11±29.46 respectively). Furthermore, these eating behaviors increased the risk of food addiction in adolescents [Uncontrolled eating: OR: 1.02 (1.01-1.03); Cognitive Restraint: OR: 1.01 (1.00-1.02); Emotional Eating: OR: 1.016(1.009-1.024)]. Conclusions: Disordered eating behaviors can be seen more frequently among adolescents with food addiction compared to those without. In addition, these eating behaviors can increase the risk of food addiction relatively.
{"title":"Do Disordered Eating Behaviors Have an Effect on Food Addiction?","authors":"N. Alim, Kerim Gokustun, Gozde Caliskan, Z. Beşler","doi":"10.14485/hbpr.8.4.4","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.4","url":null,"abstract":"Objective: We aimed to evaluate the relationship between food addiction and uncontrolled eating, cognitive restraint, and emotional eating. Methods: We carried out this study with 1168 students (758 girls and 410 boys) studying at 7 different high schools in Ankara, Turkey. We used 3 measures. The first measure part assessed the participants’ demographic characteristics. We used 2 other validated measures, the Yale Food Addiction Scale and the Three-Factor Eating Questionnaire, to assess disordered eating behaviors. Results: No statistically significant difference was found between girls (12.9%) and boys (12%) in terms of food addiction (p = .67). We found that uncontrolled eating (p < .001), cognitive restraint (p = .007), and emotional eating (p < .001) scores were higher in individuals with food addiction (60.50±22.37; 38.39±24.41 and 57.42±28.49 respectively) than those without food addiction (40.17±24.74; 32.36±25.4 and 31.11±29.46 respectively). Furthermore, these eating behaviors increased the risk of food addiction in adolescents [Uncontrolled eating: OR: 1.02 (1.01-1.03); Cognitive Restraint: OR: 1.01 (1.00-1.02); Emotional Eating: OR: 1.016(1.009-1.024)]. Conclusions: Disordered eating behaviors can be seen more frequently among adolescents with food addiction compared to those without. In addition, these eating behaviors can increase the risk of food addiction relatively.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46124431","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}
J. Shrand, Madeline J. DiGiovanni, Dana Lee, anita kishnore, Andrés Martin
Objective: Drug Story Theater (DST) is a peer-to-peer intervention that engages teenagers in the early stages of their recovery to develop shows about the seduction of, addiction to, and recovery from drugs and alcohol. Methods: We analyzed anonymous surveys completed by students before and after attending a DST performance, and transcripts of focus group interviews conducted with (1) program developers, (2) stakeholders, (3) performers, and (4) audience members. Results: Students (N = 871) from 5 schools attended one of 2 DST performances. Participants demonstrated increased knowledge on 5 fact-based questions (mean improvement range, 19%- 35%; p < .001 for all), and favorable changes on 10 items addressing perceptions regarding substance use risk (paired t test range, 3.9-9.4; p < .001 for all). Through iterative thematic analysis we developed an alliterative “7P” model spanning 2 domains: (1) Participants (Performers and Peers); and (2) Program (Partnerships, Practicalities, and Prevention). Conclusions: Exposure to a DST performance improved knowledge and risk perceptions about addiction among middle and high school students. It remains to be seen if those changes can have an effect on the prevention of substance use and dependence among vulnerable youth, and whether the active components of DST can be replicated in other school environments.
{"title":"Drug Story Theater: A Mixed-Methods Study of a Peer-to-Peer Approach to Substance Abuse Education","authors":"J. Shrand, Madeline J. DiGiovanni, Dana Lee, anita kishnore, Andrés Martin","doi":"10.14485/hbpr.8.4.1","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.1","url":null,"abstract":"Objective: Drug Story Theater (DST) is a peer-to-peer intervention that engages teenagers in the early stages of their recovery to develop shows about the seduction of, addiction to, and recovery from drugs and alcohol. Methods: We analyzed anonymous surveys completed by students before and after attending a DST performance, and transcripts of focus group interviews conducted with (1) program developers, (2) stakeholders, (3) performers, and (4) audience members. Results: Students (N = 871) from 5 schools attended one of 2 DST performances. Participants demonstrated increased knowledge on 5 fact-based questions (mean improvement range, 19%- 35%; p < .001 for all), and favorable changes on 10 items addressing perceptions regarding substance use risk (paired t test range, 3.9-9.4; p < .001 for all). Through iterative thematic analysis we developed an alliterative “7P” model spanning 2 domains: (1) Participants (Performers and Peers); and (2) Program (Partnerships, Practicalities, and Prevention). Conclusions: Exposure to a DST performance improved knowledge and risk perceptions about addiction among middle and high school students. It remains to be seen if those changes can have an effect on the prevention of substance use and dependence among vulnerable youth, and whether the active components of DST can be replicated in other school environments.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47306812","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}
Objective: In this study, we examined the potential impact technology exposure has on children. We focused on its relation to temporary impulsive behaviors. Methods: We conducted a randomized, controlled experiment on kindergartners to examine whether exposure to media influenced their short-term impulsivity. Results: Our findings confirm impulsivity in the experimental group. All test score means were statistically differen- all time scores were smaller and means for all error scores were larger in the post-study. This implies children respond faster but with more errors, a typical symptom of impulsivity. Conclusion: Our results support the importance of minimizing excessive use of technologies for children to reduce educational risks. Exposure to technology has demonstrated increased tendencies among children, where there are demonstrated difficulties in slowing down and controlling the number of errors they make on complext parts of presented tasks. In contrast, children with no exposure to the technology were better able to slow down, and make fewer errors.
{"title":"Exploring the Potential Effects of Technology Exposure on Temporary Impulsive Behaviors in Children","authors":"Bahae Samhan, Regina Ruane","doi":"10.14485/hbpr.8.4.3","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.3","url":null,"abstract":"Objective: In this study, we examined the potential impact technology exposure has on children. We focused on its relation to temporary impulsive behaviors. Methods: We conducted a randomized, controlled experiment on kindergartners to examine whether exposure to media influenced their short-term impulsivity. Results: Our findings confirm impulsivity in the experimental group. All test score means were statistically differen- all time scores were smaller and means for all error scores were larger in the post-study. This implies children respond faster but with more errors, a typical symptom of impulsivity. Conclusion: Our results support the importance of minimizing excessive use of technologies for children to reduce educational risks. Exposure to technology has demonstrated increased tendencies among children, where there are demonstrated difficulties in slowing down and controlling the number of errors they make on complext parts of presented tasks. In contrast, children with no exposure to the technology were better able to slow down, and make fewer errors.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46902893","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}
Tessa D. Memauri, Harold Kim, E. Abrams, J. Gerdts, J. Protudjer
Objective: In this mixed-methods study, we aimed to identify the food allergen with the greatest reported burden to families with preschool and school-aged food allergic children. Methods: Parents of children with 2+ food allergies responded to an online, anonymous study on the burden of multiple food allergies. We used descriptive statistics and thematic analysis to analyze the quantitative and qualitative data, respectively. Results: A total of 123 parents participated. The 4 most prevalent food allergies among preschoolers (preschoolers 0-5 years: N = 46; 37.4%) were egg (78.3%), milk (69.6%), peanut (60.9%) and tree nut (54.3%). These were also the most common allergies among school-aged children school-aged 6-18 years; N = 77; 62.6%), albeit in different proportions. Milk was reported as the most stressful food allergy in childcare centers (71.9%), whereas parents of school-aged children reported more comparable distributions of the most stressful food allergy at schools. Qualitatively, we identified one theme per age group: “Peanut is easy to avoid, but milk is everywhere” for preschoolers, and “Every food allergy for school-aged children.” Conclusions: The burden associated with types of food allergy differs between preschool and school-aged children.
{"title":"Most Burdensome Food Allergy in Childcare Centers and Schools: A Cross-sectional Study","authors":"Tessa D. Memauri, Harold Kim, E. Abrams, J. Gerdts, J. Protudjer","doi":"10.14485/hbpr.8.3.1","DOIUrl":"https://doi.org/10.14485/hbpr.8.3.1","url":null,"abstract":"Objective: In this mixed-methods study, we aimed to identify the food allergen with the greatest reported burden to families with preschool and school-aged food allergic children. Methods: Parents of children with 2+ food allergies responded to an online, anonymous study on the burden of multiple food allergies. We used descriptive statistics and thematic analysis to analyze the quantitative and qualitative data, respectively. Results: A total of 123 parents participated. The 4 most prevalent food allergies among preschoolers (preschoolers 0-5 years: N = 46; 37.4%) were egg (78.3%), milk (69.6%), peanut (60.9%) and tree nut (54.3%). These were also the most common allergies among school-aged children school-aged 6-18 years; N = 77; 62.6%), albeit in different proportions. Milk was reported as the most stressful food allergy in childcare centers (71.9%), whereas parents of school-aged children reported more comparable distributions of the most stressful food allergy at schools. Qualitatively, we identified one theme per age group: “Peanut is easy to avoid, but milk is everywhere” for preschoolers, and “Every food allergy for school-aged children.” Conclusions: The burden associated with types of food allergy differs between preschool and school-aged children.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47642245","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}
Lisa A. Rue, Michael Floren, Kiley Floren, Galena K. Rhoades, E. Walker, J. Owen
Objective: In this study, we isolated primary messaging strategies of sexuality education curricula to improve tailored delivery of group-based interventions. Specifically, our aim was to define single-message programs (eg, messaging about avoiding sexual risk or messaging about reducing sexual risk) and multiple-message programs (eg, avoiding sexual risk and reducing sexual risk), and to investigate their comparative effectiveness. Methods: We used a descriptive approach with publicly available data from US Department of Health and Human Services-funded teen pregnancy prevention programs to categorize 16 different curricula as single-message or multiple-message. We coded primary messages using a curriculum mapping rubric and scoring that was evaluated by a panel of experts for content validity. Forest plots compared behavioral outcomes. Results: Scores for primary messages achieved inter-rater reliability of 91%-100%; curricula were scored on 20 items within each category to calculate mean scores. Spearman correlations for items ranged from .43 to .93. Conclusions: No outcome differences were observed between single- or multi-message programs. Effective delivery of primary messaging may rely more on identifying moderators of classroom climate typically underrepresented in evaluations of school-based programs.
{"title":"Single and Multi-message Sexuality Education: Improving Implementation and Evaluation of Group-based Programs","authors":"Lisa A. Rue, Michael Floren, Kiley Floren, Galena K. Rhoades, E. Walker, J. Owen","doi":"10.14485/hbpr.8.3.4","DOIUrl":"https://doi.org/10.14485/hbpr.8.3.4","url":null,"abstract":"Objective: In this study, we isolated primary messaging strategies of sexuality education curricula to improve tailored delivery of group-based interventions. Specifically, our aim was to define single-message programs (eg, messaging about avoiding sexual risk or messaging about reducing sexual risk) and multiple-message programs (eg, avoiding sexual risk and reducing sexual risk), and to investigate their comparative effectiveness. Methods: We used a descriptive approach with publicly available data from US Department of Health and Human Services-funded teen pregnancy prevention programs to categorize 16 different curricula as single-message or multiple-message. We coded primary messages using a curriculum mapping rubric and scoring that was evaluated by a panel of experts for content validity. Forest plots compared behavioral outcomes. Results: Scores for primary messages achieved inter-rater reliability of 91%-100%; curricula were scored on 20 items within each category to calculate mean scores. Spearman correlations for items ranged from .43 to .93. Conclusions: No outcome differences were observed between single- or multi-message programs. Effective delivery of primary messaging may rely more on identifying moderators of classroom climate typically underrepresented in evaluations of school-based programs.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42276834","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}
Objective: In this study, we assessed children’s perception of healthy eating and investigated the contents of lunch boxes packed from home. Methods: Overall, 728 pupils in first to sixth class across 25 primary schools in Ibadan, South West Nigeria wrote their perceptions of healthy eating on small colored papers. Contents of lunch boxes were observed during the school lunch period. Descriptive and qualitative analysis was carried out and data were represented in word clouds and figures. Results: Most pupils (97.9%) listed food items that they referred to as healthy food, represented in a word cloud. Further categorization showed that few pupils identified fruits (5.3%) and vegetables (2.4%) as healthy food. Pupils in private schools were 1.9 times more likely to have pastries in their lunch boxes than public schools (OR = 1.914, 95% CI: 1.121-3.268). Conclusions: Multiple educational interventions should be targeted at the pupil-, parent-, and school-level to promote healthy eating behaviors. The use of communication materials with pictorial depiction of examples of healthy food could serve as a reinforcing factor to help maintain positive behavioral change.
{"title":"Supporting a Participatory Process for Evidence on Healthy Eating to Promote Healthy Diet among Children: An Illustration from Nigeria","authors":"Y. John-Akinola, Odunayo Akano, O. Akinwale","doi":"10.14485/hbpr.8.3.8","DOIUrl":"https://doi.org/10.14485/hbpr.8.3.8","url":null,"abstract":"Objective: In this study, we assessed children’s perception of healthy eating and investigated the contents of lunch boxes packed from home. Methods: Overall, 728 pupils in first to sixth class across 25 primary schools in Ibadan, South West Nigeria wrote their perceptions of healthy eating on small colored papers. Contents of lunch boxes were observed during the school lunch period. Descriptive and qualitative analysis was carried out and data were represented in word clouds and figures. Results: Most pupils (97.9%) listed food items that they referred to as healthy food, represented in a word cloud. Further categorization showed that few pupils identified fruits (5.3%) and vegetables (2.4%) as healthy food. Pupils in private schools were 1.9 times more likely to have pastries in their lunch boxes than public schools (OR = 1.914, 95% CI: 1.121-3.268). Conclusions: Multiple educational interventions should be targeted at the pupil-, parent-, and school-level to promote healthy eating behaviors. The use of communication materials with pictorial depiction of examples of healthy food could serve as a reinforcing factor to help maintain positive behavioral change.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001002","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}
Objective: Concussion is a public health concern across all ages, yet there is little research on providing concussion education and training within the educational context. The Concussion Awareness Training Tool for School Professionals (CATT SP) was developed to provide the necessary concussion education and resources for school professionals to support a student with concussion while integrating back to school. Methods: The CATT SP module underwent a 2016 pre/post-intervention evaluation to determine if knowledge and attitudes significantly improved among educators and administrators following completion of the CATT SP, as well as a 2018-19 pilot study within a school district in British Columbia with an accompanying Quality Assurance/ Quality Improvement assessment. Results: A statistically significant positive change in knowledge (p = .027) was found among those who indicated that they had accessed CATT SP. Results of the pilot study and QA/QI assessment found support of the use of CATT within the school district. Conclusions: Evidence-based concussion training and resources are key components for school professionals who are collaboratively supporting a student’s individualized return to school and learning following a concussion, and when developing and implementing a concussion policy within districts and school.
{"title":"Collaboration, Training and Resources to Support School Policy Development and Recovery from Concussion","authors":"Karen L. Sadler, K. Turcotte, S. Babul","doi":"10.14485/hbpr.8.3.7","DOIUrl":"https://doi.org/10.14485/hbpr.8.3.7","url":null,"abstract":"Objective: Concussion is a public health concern across all ages, yet there is little research on providing concussion education and training within the educational context. The Concussion Awareness Training Tool for School Professionals (CATT SP) was developed to provide the necessary concussion education and resources for school professionals to support a student with concussion while integrating back to school. Methods: The CATT SP module underwent a 2016 pre/post-intervention evaluation to determine if knowledge and attitudes significantly improved among educators and administrators following completion of the CATT SP, as well as a 2018-19 pilot study within a school district in British Columbia with an accompanying Quality Assurance/ Quality Improvement assessment. Results: A statistically significant positive change in knowledge (p = .027) was found among those who indicated that they had accessed CATT SP. Results of the pilot study and QA/QI assessment found support of the use of CATT within the school district. Conclusions: Evidence-based concussion training and resources are key components for school professionals who are collaboratively supporting a student’s individualized return to school and learning following a concussion, and when developing and implementing a concussion policy within districts and school.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48947960","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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