Pub Date : 2024-05-30DOI: 10.1177/00178969241253802
Alice Cepeda, Kathryn M. Nowotny, Jessica Frankeberger, Eduardo Zafra Mora, Guillermina Natera-Rey, Avelardo Valdez
Objective:Crack cocaine use has increased rapidly throughout Mexico, along with rising HIV and hepatitis C virus (HCV) infections among vulnerable groups. The Tirando Esquina: Interviniendo Muros de Salud (TE:IMS) project uses projection-mapping technology and is the first of its kind to reach and provide health education at an individual and community level to at-risk crack smoking populations in Mexico City.Setting:This intervention project took place in Mexico City.Design:A single-arm design was utilised.Method:The TE:IMS intervention used projection mapping, a community-based art form wherein 3-dimensional (3-D) images, videos and graphics are projected onto buildings in the community. A total of nine projection mapping episodes were projected and health promoters engaged individuals on the street to reinforce messaging and distribute safer crack kits. A sample of persons who use crack ( n = 58) were recruited prior to the intervention to complete pretest–posttest evaluation questionnaires.Results:Findings provide evidence of initial effectiveness. Decreases pre- to posttest were found in weekly crack use ( p < .05), sharing of paraphernalia ( p = .002) and use of cans as pipes ( p = .008), while increases were observed in the usage of Pyrex pipes ( p = .002). While quantitative HIV knowledge assessments did not increase significantly, qualitative data suggest the intervention made a substantial impact on perceptions and knowledge of HIV among those who interacted with the health promoters and saw the projections.Conclusions:TE: IMS was successful in providing health education and harm reduction strategies at a community level to at-risk crack smoking populations in Mexico City. These findings provide evidence for the initial effectiveness of innovative education and harm reduction efforts in this population.
{"title":"HIV prevention and crack harm reduction using projection mapping in Mexico City","authors":"Alice Cepeda, Kathryn M. Nowotny, Jessica Frankeberger, Eduardo Zafra Mora, Guillermina Natera-Rey, Avelardo Valdez","doi":"10.1177/00178969241253802","DOIUrl":"https://doi.org/10.1177/00178969241253802","url":null,"abstract":"Objective:Crack cocaine use has increased rapidly throughout Mexico, along with rising HIV and hepatitis C virus (HCV) infections among vulnerable groups. The Tirando Esquina: Interviniendo Muros de Salud (TE:IMS) project uses projection-mapping technology and is the first of its kind to reach and provide health education at an individual and community level to at-risk crack smoking populations in Mexico City.Setting:This intervention project took place in Mexico City.Design:A single-arm design was utilised.Method:The TE:IMS intervention used projection mapping, a community-based art form wherein 3-dimensional (3-D) images, videos and graphics are projected onto buildings in the community. A total of nine projection mapping episodes were projected and health promoters engaged individuals on the street to reinforce messaging and distribute safer crack kits. A sample of persons who use crack ( n = 58) were recruited prior to the intervention to complete pretest–posttest evaluation questionnaires.Results:Findings provide evidence of initial effectiveness. Decreases pre- to posttest were found in weekly crack use ( p < .05), sharing of paraphernalia ( p = .002) and use of cans as pipes ( p = .008), while increases were observed in the usage of Pyrex pipes ( p = .002). While quantitative HIV knowledge assessments did not increase significantly, qualitative data suggest the intervention made a substantial impact on perceptions and knowledge of HIV among those who interacted with the health promoters and saw the projections.Conclusions:TE: IMS was successful in providing health education and harm reduction strategies at a community level to at-risk crack smoking populations in Mexico City. These findings provide evidence for the initial effectiveness of innovative education and harm reduction efforts in this population.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"42 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/00178969241254189
Martien Conjaerts, Slavi Stoyanov, Eric Edelman, Paul Kirschner, Renate de Groot
Objectives:Overweight and obesity among school-aged children pose a threat to both their academic performance and public health. The Healthy Primary School of the Future (HPSF) initiative was established to address this issue. Our objective was to explore the conditions that make HPSF sustainable based on the perspectives of relevant stakeholders.Design:The study utilised Group Concept Mapping, a structured methodology for conducting mixed-methods participative research, combining qualitative data collection with quantitative data analysis measures.Method:Participants included parents, teachers, school directors, politicians, labour unions, educational, nutrition and health scientists and policymakers. They were asked to respond to the prompt, ‘A necessary condition to make the HPSF sustainable is . . .’. The statements generated were then assessed for their importance and feasibility. Using multidimensional scaling and hierarchical cluster analyses, we identified the shared vision among the stakeholders.Results:A total of 106 unique statements were generated and grouped statistically into 10 clusters. The most significant clusters were identified as Financing; Accessibility for everyone; and Content/Lifestyle/School Programme. The clusters that were deemed most feasible included Content/Lifestyle/School Programme; Accessibility for everyone; and Evaluation.Conclusion:Achieving sustainability for the HPSF requires a comprehensive approach that addresses the conditions outlined in all 10 clusters. Based on the ratings of feasibility and importance, our recommendation is to prioritise implementation of Content/Lifestyle/School Programme and Accessibility for everyone. Subsequently, efforts should be directed towards realising the less feasible but crucial conditions, such as Financing and Evaluation, followed by the remaining six clusters of conditions as identified.
{"title":"Ensuring a sustainable and healthy primary school of the future: Finding answers through group concept mapping","authors":"Martien Conjaerts, Slavi Stoyanov, Eric Edelman, Paul Kirschner, Renate de Groot","doi":"10.1177/00178969241254189","DOIUrl":"https://doi.org/10.1177/00178969241254189","url":null,"abstract":"Objectives:Overweight and obesity among school-aged children pose a threat to both their academic performance and public health. The Healthy Primary School of the Future (HPSF) initiative was established to address this issue. Our objective was to explore the conditions that make HPSF sustainable based on the perspectives of relevant stakeholders.Design:The study utilised Group Concept Mapping, a structured methodology for conducting mixed-methods participative research, combining qualitative data collection with quantitative data analysis measures.Method:Participants included parents, teachers, school directors, politicians, labour unions, educational, nutrition and health scientists and policymakers. They were asked to respond to the prompt, ‘A necessary condition to make the HPSF sustainable is . . .’. The statements generated were then assessed for their importance and feasibility. Using multidimensional scaling and hierarchical cluster analyses, we identified the shared vision among the stakeholders.Results:A total of 106 unique statements were generated and grouped statistically into 10 clusters. The most significant clusters were identified as Financing; Accessibility for everyone; and Content/Lifestyle/School Programme. The clusters that were deemed most feasible included Content/Lifestyle/School Programme; Accessibility for everyone; and Evaluation.Conclusion:Achieving sustainability for the HPSF requires a comprehensive approach that addresses the conditions outlined in all 10 clusters. Based on the ratings of feasibility and importance, our recommendation is to prioritise implementation of Content/Lifestyle/School Programme and Accessibility for everyone. Subsequently, efforts should be directed towards realising the less feasible but crucial conditions, such as Financing and Evaluation, followed by the remaining six clusters of conditions as identified.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"62 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141168466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-18DOI: 10.1177/00178969241254280
Joseph A Vandello, RJ Kubicki, Rebecca A Upton
Objectives:This review examines the sexual development of young men through a precarious manhood framework. The teenage and emerging adulthood years are a time of change and uncertainty for many boys and young men, heightening concerns about manhood. They are also a time when boys and young men are learning about and experimenting with sex. Sex and (hetero)sexuality are means for establishing and proving manhood, especially during a developmental period when other avenues (e.g. financial success) may be less available.Methods and Results:This paper reviews research connecting precarious notions of manhood to sexual development across three areas. First, we examine how precarious manhood encourages sexual risk-taking and objectification of sexual partners. Second, we review research connecting precarious manhood to men’s sexual violence. Third, we link precarious manhood to men’s derogation of gender and sexuality minority (LGBTQ+) individuals and groups.Conclusion:We end the paper by suggesting how sexual education programmes may consider a precarious manhood framework to foster healthier sexual development.
{"title":"Young men’s sexual health through the lens of precarious manhood","authors":"Joseph A Vandello, RJ Kubicki, Rebecca A Upton","doi":"10.1177/00178969241254280","DOIUrl":"https://doi.org/10.1177/00178969241254280","url":null,"abstract":"Objectives:This review examines the sexual development of young men through a precarious manhood framework. The teenage and emerging adulthood years are a time of change and uncertainty for many boys and young men, heightening concerns about manhood. They are also a time when boys and young men are learning about and experimenting with sex. Sex and (hetero)sexuality are means for establishing and proving manhood, especially during a developmental period when other avenues (e.g. financial success) may be less available.Methods and Results:This paper reviews research connecting precarious notions of manhood to sexual development across three areas. First, we examine how precarious manhood encourages sexual risk-taking and objectification of sexual partners. Second, we review research connecting precarious manhood to men’s sexual violence. Third, we link precarious manhood to men’s derogation of gender and sexuality minority (LGBTQ+) individuals and groups.Conclusion:We end the paper by suggesting how sexual education programmes may consider a precarious manhood framework to foster healthier sexual development.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"44 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-18DOI: 10.1177/00178969241254187
Richard Peter Bailey, Rachel Payne, Andreu Raya Demidoff, Nadia Samsudin, Claude Scheuer
Objective:This study investigated active recess as an innovative approach to improving physical activity levels in European primary schools, addressing the need to counteract sedentary behaviour and enhance health in students.Method and Design:Using rapid reviewing, the article summarises empirical evidence from a variety of sources, including cross-sectional and intervention studies. Different approaches are investigated to determine their impact on physical activity during recess.Results:Different playground settings have distinct effects on physical activity, with grassland and designated zones in particular promoting moderate-to-vigorous physical activity. Gender inequalities in physical activity patterns suggest the need for gender-sensitive interventions. Playground marking and scheduled activities temporarily increase physical activity, whereas recess of more than 60 minutes dramatically enhances physically active participation.Conclusions:This study demonstrates the impact of active recess in facilitating children to engage in higher levels of physical activity. The findings have implications for school health policy decisions.
{"title":"Active recess: School break time as a setting for physical activity promotion in European primary schools","authors":"Richard Peter Bailey, Rachel Payne, Andreu Raya Demidoff, Nadia Samsudin, Claude Scheuer","doi":"10.1177/00178969241254187","DOIUrl":"https://doi.org/10.1177/00178969241254187","url":null,"abstract":"Objective:This study investigated active recess as an innovative approach to improving physical activity levels in European primary schools, addressing the need to counteract sedentary behaviour and enhance health in students.Method and Design:Using rapid reviewing, the article summarises empirical evidence from a variety of sources, including cross-sectional and intervention studies. Different approaches are investigated to determine their impact on physical activity during recess.Results:Different playground settings have distinct effects on physical activity, with grassland and designated zones in particular promoting moderate-to-vigorous physical activity. Gender inequalities in physical activity patterns suggest the need for gender-sensitive interventions. Playground marking and scheduled activities temporarily increase physical activity, whereas recess of more than 60 minutes dramatically enhances physically active participation.Conclusions:This study demonstrates the impact of active recess in facilitating children to engage in higher levels of physical activity. The findings have implications for school health policy decisions.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"57 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background:The transition from primary to secondary school is a pivotal period in young people’s lives and can significantly impact their mental health. However, the experiences of young people from ethnically diverse groups during this crucial period of physical, social and emotional development are under-researched, limiting the evidence base for meaningful support.Objectives:This study explored the experiences of young people from ethnically diverse groups during primary-secondary school transition and co-designed ideas for culturally sensitive support. It explicitly focused on the intersection between ethnic and cultural identity, primary-secondary transition and mental health.Methods:The study employed participatory design to collaborate with seven young people from ethnically diverse groups and a peer researcher. Four online workshops mapped participant experiences and ideas concerning the primary-secondary transition, identity and mental health. These were developed into implications for practice, policy and research.Results:Participants highlighted feeling unprepared for the transition, with some experiencing poor mental health and difficulty navigating their ethnic and cultural identity during this time. Participants’ ideas for future transition experiences included: supporting a longer transition period, schools promoting diversity among students and staff, enabling education on ethnicity and culture, breaking stereotypes, enabling mutual learning among staff and students and enabling an open and caring environment to support mental health.Conclusions:The study provides an in-depth understanding of experiences of young people from ethnically diverse groups during primary-secondary transition and suggests ways of supporting multi-faceted transitions and mental health, with a key focus on ethnic and cultural identity formation.
{"title":"Supporting the mental health of young people from ethnically diverse groups during the transition from primary to secondary school","authors":"Emily Cunningham, Sneha Raman, Andrea Taylor, Nadia Svirydzenka, Abdul-Moiz Siddiqi, Kadra Abdinasir, Raghu Raghavan","doi":"10.1177/00178969241249833","DOIUrl":"https://doi.org/10.1177/00178969241249833","url":null,"abstract":"Background:The transition from primary to secondary school is a pivotal period in young people’s lives and can significantly impact their mental health. However, the experiences of young people from ethnically diverse groups during this crucial period of physical, social and emotional development are under-researched, limiting the evidence base for meaningful support.Objectives:This study explored the experiences of young people from ethnically diverse groups during primary-secondary school transition and co-designed ideas for culturally sensitive support. It explicitly focused on the intersection between ethnic and cultural identity, primary-secondary transition and mental health.Methods:The study employed participatory design to collaborate with seven young people from ethnically diverse groups and a peer researcher. Four online workshops mapped participant experiences and ideas concerning the primary-secondary transition, identity and mental health. These were developed into implications for practice, policy and research.Results:Participants highlighted feeling unprepared for the transition, with some experiencing poor mental health and difficulty navigating their ethnic and cultural identity during this time. Participants’ ideas for future transition experiences included: supporting a longer transition period, schools promoting diversity among students and staff, enabling education on ethnicity and culture, breaking stereotypes, enabling mutual learning among staff and students and enabling an open and caring environment to support mental health.Conclusions:The study provides an in-depth understanding of experiences of young people from ethnically diverse groups during primary-secondary transition and suggests ways of supporting multi-faceted transitions and mental health, with a key focus on ethnic and cultural identity formation.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"62 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140883263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-27DOI: 10.1177/00178969241247762
Emilia Orologa, Kalliopi Tsakpounidou, Jan van der Merwe, Myrto Pyrrou, Hariklia Proios
Objective:Using the FAST (Face, Arms, Speech, Time) Heroes educational programme, this intervention sought to educate residents in a nursing home to recognise and recall the three main stroke symptoms and prepare them to act in an appropriate way, in the event of a stroke emergency.Design:Participatory action research.Setting:A nursing home in Northern Greece.Method:Fifteen residents ( n = 15, aged 78–92, mean age = 86.6 ± 4.4) were enrolled and educated through a series of FAST Heroes activities, specially tailored for this new target population. Stroke awareness was measured before, after and 3 weeks post-programme implementation. Fourteen residents completed the programme.Results:Participants demonstrated significant increases in stroke definition, stroke symptom knowledge, appropriate course of action and emergency number knowledge after completing the programme. Notably, 64.3% of participants could accurately identify stroke symptoms, and all participants (100%) correctly knew to call an ambulance in case of witnessing a stroke; 78.6% of the participants correctly identified the European emergency number 112. In the follow-up period, knowledge gain was retained as residents scored significantly higher in three out of four sections of the questionnaire.Conclusion:This study is the first attempt to utilise the FAST Heroes educational intervention in target populations which hitherto have had limited or no access to such educational programmes. This initial intervention showed promising results and could form the basis for extension to a wider population.
{"title":"Educating nursing home residents about stroke using the FAST Heroes programme","authors":"Emilia Orologa, Kalliopi Tsakpounidou, Jan van der Merwe, Myrto Pyrrou, Hariklia Proios","doi":"10.1177/00178969241247762","DOIUrl":"https://doi.org/10.1177/00178969241247762","url":null,"abstract":"Objective:Using the FAST (Face, Arms, Speech, Time) Heroes educational programme, this intervention sought to educate residents in a nursing home to recognise and recall the three main stroke symptoms and prepare them to act in an appropriate way, in the event of a stroke emergency.Design:Participatory action research.Setting:A nursing home in Northern Greece.Method:Fifteen residents ( n = 15, aged 78–92, mean age = 86.6 ± 4.4) were enrolled and educated through a series of FAST Heroes activities, specially tailored for this new target population. Stroke awareness was measured before, after and 3 weeks post-programme implementation. Fourteen residents completed the programme.Results:Participants demonstrated significant increases in stroke definition, stroke symptom knowledge, appropriate course of action and emergency number knowledge after completing the programme. Notably, 64.3% of participants could accurately identify stroke symptoms, and all participants (100%) correctly knew to call an ambulance in case of witnessing a stroke; 78.6% of the participants correctly identified the European emergency number 112. In the follow-up period, knowledge gain was retained as residents scored significantly higher in three out of four sections of the questionnaire.Conclusion:This study is the first attempt to utilise the FAST Heroes educational intervention in target populations which hitherto have had limited or no access to such educational programmes. This initial intervention showed promising results and could form the basis for extension to a wider population.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"76 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim:This study sought to investigate the relationship between knowledge and the practical application (including grocery lists, meal plans and food-related pedagogical plans) of Norwegian national guidelines for food and meals in kindergartens, together with the quality of food served in adherence to these guidelines. The study also examined the frequency of daily meals provided and the quality of food served. Moreover, it explored whether pedagogical staff’s knowledge of these guidelines was linked to their practical application.Method:Data were collected from 324 kindergarten staff members by means of a web-based questionnaire distributed to both public and private kindergartens in Norway between 2018 and 2020. Univariate and multivariate linear regression analyses were employed to explore associations between pedagogical staff knowledge of the content of national guidelines and food quality in line with national guidelines.Results:Of the 324 participating kindergartens, two-thirds were private providers and one-third were public. A total of 155 kindergartens were in eastern Norway, 41 in mid-Norway, 50 in the west, 48 in the south and 26 in northern Norway. The study found that pedagogical staff’s knowledge and the use of national guidelines were positively associated with better food quality and adherence to guidelines for food and meals in kindergartens. In addition, the frequency of daily meals provided by kindergartens was associated with food quality.Conclusions:An association was found between pedagogical staff’s knowledge and application of national guidelines for food and meals, and the quality of food served in adherence to these guidelines. In addition, a correlation was observed between the frequency of meals provided by a kindergarten and food quality. These findings suggest that stressing the development of a better understanding of the content of national guidelines for food and meals could potentially enhance food and meal practices in kindergartens, but further research to explore this possibility is warranted.
{"title":"Enhancing adherence to recommended food practices in Norwegian kindergartens: The role of knowledge and application of national guidelines for food and meals","authors":"Kristin E Fjæra, Ratib Lekhal, Sølvi Helseth, Milada Småstuen Hagen, Samira Lekhal","doi":"10.1177/00178969241249977","DOIUrl":"https://doi.org/10.1177/00178969241249977","url":null,"abstract":"Aim:This study sought to investigate the relationship between knowledge and the practical application (including grocery lists, meal plans and food-related pedagogical plans) of Norwegian national guidelines for food and meals in kindergartens, together with the quality of food served in adherence to these guidelines. The study also examined the frequency of daily meals provided and the quality of food served. Moreover, it explored whether pedagogical staff’s knowledge of these guidelines was linked to their practical application.Method:Data were collected from 324 kindergarten staff members by means of a web-based questionnaire distributed to both public and private kindergartens in Norway between 2018 and 2020. Univariate and multivariate linear regression analyses were employed to explore associations between pedagogical staff knowledge of the content of national guidelines and food quality in line with national guidelines.Results:Of the 324 participating kindergartens, two-thirds were private providers and one-third were public. A total of 155 kindergartens were in eastern Norway, 41 in mid-Norway, 50 in the west, 48 in the south and 26 in northern Norway. The study found that pedagogical staff’s knowledge and the use of national guidelines were positively associated with better food quality and adherence to guidelines for food and meals in kindergartens. In addition, the frequency of daily meals provided by kindergartens was associated with food quality.Conclusions:An association was found between pedagogical staff’s knowledge and application of national guidelines for food and meals, and the quality of food served in adherence to these guidelines. In addition, a correlation was observed between the frequency of meals provided by a kindergarten and food quality. These findings suggest that stressing the development of a better understanding of the content of national guidelines for food and meals could potentially enhance food and meal practices in kindergartens, but further research to explore this possibility is warranted.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"25 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140809849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objectives:Increasing childhood health literacy (HL) is a crucial means of improving health outcomes and reducing preventable deaths globally. Understanding how to best support children’s HL development in schools is essential. However, identifying pedagogical strategies that develop children’s HL relies on a fit-for-purpose measure. Currently, no universally accepted approach for measuring HL among children exists. The purpose of this paper was to propose and discuss how a curricular approach to assessing children’s HL could provide a means to overcoming the challenges with existing children HL measures.Design/Methods:The discussion is framed by the key components of assessment – outcome of interest, and collection, analysis and interpretation of data – and is underpinned by contemporary HL and educational research.Setting:The Australian Curriculum is used to discuss the approach in practice.Results:A curricular approach to HL assessment suggests that HL assessment may work best when it is relevant to the child and their context, is integrated with other areas of the curriculum, allows children to demonstrate a wide range of HL skills and contains an element of open-endedness. Measurement could be guided by a rubric (underpinned by a taxonomy), and interpretation of scores consistently aligned with the learning intentions outlined in the curriculum.Conclusion:A curricular approach provides a contextually adaptive framework from which HL assessment tools for children can be developed.
{"title":"Assessing children’s health literacy: A curricular approach","authors":"Claire Otten, Nenagh Kemp, Vaughan Cruickshank, Louisa Peralta, Melanie Hawkins, Rose Nash","doi":"10.1177/00178969241246172","DOIUrl":"https://doi.org/10.1177/00178969241246172","url":null,"abstract":"Objectives:Increasing childhood health literacy (HL) is a crucial means of improving health outcomes and reducing preventable deaths globally. Understanding how to best support children’s HL development in schools is essential. However, identifying pedagogical strategies that develop children’s HL relies on a fit-for-purpose measure. Currently, no universally accepted approach for measuring HL among children exists. The purpose of this paper was to propose and discuss how a curricular approach to assessing children’s HL could provide a means to overcoming the challenges with existing children HL measures.Design/Methods:The discussion is framed by the key components of assessment – outcome of interest, and collection, analysis and interpretation of data – and is underpinned by contemporary HL and educational research.Setting:The Australian Curriculum is used to discuss the approach in practice.Results:A curricular approach to HL assessment suggests that HL assessment may work best when it is relevant to the child and their context, is integrated with other areas of the curriculum, allows children to demonstrate a wide range of HL skills and contains an element of open-endedness. Measurement could be guided by a rubric (underpinned by a taxonomy), and interpretation of scores consistently aligned with the learning intentions outlined in the curriculum.Conclusion:A curricular approach provides a contextually adaptive framework from which HL assessment tools for children can be developed.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"26 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objectives:In early 2021, Western Sydney school principals expressed heightened concern about rising e-cigarette usage among high school students. This prompted us to assess knowledge, attitudes and perceptions surrounding adolescent vaping in students, school staff and parents, and their preferred strategies to effectively communicate prevention messages.Design:Exploratory qualitative study.Setting:Participants included students (aged 12–16 years), school staff and parents from government high schools in Greater Western Sydney, Australia.Methods:We held research workshops with 162 students, 133 school staff and 29 parents across seven schools. We used interactive activities which included individual written responses, small-group brainstorming and open group discussions. Data analysis was undertaken by two researchers using Framework Analysis.Results:Findings demonstrated differing perceptions among students, staff and parents regarding reasons why adolescents vape. Although common motives emerged, such as the perception that vaping differs from smoking, social normalisation, peer pressure and mental health considerations, there were important differences in emphasis. Students were concerned about dependency and vaping to cope, staff were concerned about the impact of vaping on students’ learning and behaviour, and parents were concerned about being ill-equipped to support their children. Strategies to tackle vaping also differed, with an emphasis on education and engagement over surveillance and consequences.Conclusion:Adolescent vaping is a pressing concern within Australian school communities, necessitating a comprehensive, holistic approach supported by strong partnerships between the health and education sectors. Addressing this issue effectively demands heightened education and engagement among students, staff and parents.
{"title":"Unpacking vaping in schools: Voices from the school community","authors":"Catriona Lockett, Smita Shah, Kym Rizzo Liu, Susan Towns, Rebecca Smith, Julie Mooney-Somers","doi":"10.1177/00178969241246170","DOIUrl":"https://doi.org/10.1177/00178969241246170","url":null,"abstract":"Objectives:In early 2021, Western Sydney school principals expressed heightened concern about rising e-cigarette usage among high school students. This prompted us to assess knowledge, attitudes and perceptions surrounding adolescent vaping in students, school staff and parents, and their preferred strategies to effectively communicate prevention messages.Design:Exploratory qualitative study.Setting:Participants included students (aged 12–16 years), school staff and parents from government high schools in Greater Western Sydney, Australia.Methods:We held research workshops with 162 students, 133 school staff and 29 parents across seven schools. We used interactive activities which included individual written responses, small-group brainstorming and open group discussions. Data analysis was undertaken by two researchers using Framework Analysis.Results:Findings demonstrated differing perceptions among students, staff and parents regarding reasons why adolescents vape. Although common motives emerged, such as the perception that vaping differs from smoking, social normalisation, peer pressure and mental health considerations, there were important differences in emphasis. Students were concerned about dependency and vaping to cope, staff were concerned about the impact of vaping on students’ learning and behaviour, and parents were concerned about being ill-equipped to support their children. Strategies to tackle vaping also differed, with an emphasis on education and engagement over surveillance and consequences.Conclusion:Adolescent vaping is a pressing concern within Australian school communities, necessitating a comprehensive, holistic approach supported by strong partnerships between the health and education sectors. Addressing this issue effectively demands heightened education and engagement among students, staff and parents.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140806274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.1177/00178969241235528
Sultana Ismet Jerin, Nicole O’Donnell, Di Mu
Objective:This study aimed to evaluate how health educators use emotional appeals on the social media site TikTok to promote well-being, engage audiences and reduce mental health stigma.Design/Method:Our research team conducted a quantitative content analysis of 400 TikTok videos centred on health education. We evaluated the frequency of mental health content compared with general health education content and associated views, engagement and use of emotional appeals.Results:Mental health content frequently appeared in #EduTok health videos and earned significantly greater reach than general health content. However, videos discussing mental health earned less engagement and relied less on emotional appeals. Mental health content mainly relied on affiliation, hope and sorrow message appeals, although the presence of these appeals did not significantly affect engagement. General health content utilised personal stories, expert credentials and emotional appeals more frequently than mental health content.Conclusion:Evidence from this research suggests that mental health educational content underperforms general health videos and underutilises emotional appeals on TikTok. Health educators must critically analyse and adjust message strategies to enhance audience reception, taking note of success across health topics. We discuss the implications for how practitioners can use TikTok to reduce stigma and promote positive mental health with emotionally engaging content, especially among young audiences.
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