Pub Date : 2024-03-12DOI: 10.1177/00178969241236595
Burt Davis, Carel Jansen
Objectives:This study evaluated the effects of reading different versions of a fotonovela about diabetes in resource-poor settings in South Africa.Design:An experimental study was conducted with 411 participants, comparing a fotonovela with a younger protagonist, a similar fotonovela version with an older protagonist and a no message control condition. Differences between the two fotonovela versions were analysed for two age groups of readers (25–49 years, and 50 years and older).Setting:Community centres in vulnerable communities in the South African provinces of the Western Cape, the Northern Cape and Gauteng.Method:In the experimental conditions, participants completed a questionnaire after reading one of the fotonovela versions. Participants in the control condition answered similar questions without having read a fotonovela.Results:Both fotonovela versions resulted in more diabetes knowledge than the control condition. Limited positive effects were found for attitudes and behavioural intentions. In the younger participant group, age similarity between the protagonist and readers resulted in knowledge gain, while in the older participant group, no such effect was found. In both age groups, no age similarity effects were found for attitudes or behavioural intentions.Conclusion:This study confirms that fotonovelas can be an effective means of health communication. Furthermore, for a narrative on a health topic for which age is relevant, it can be beneficial to choose a young protagonist. For readers from the same age group, the impact of the story on knowledge acquisition may then be greatest, while for older readers, the age of the protagonist does not seem to influence the knowledge effects of the story.
{"title":"Educating vulnerable communities about diabetes: Can a fotonovela work?","authors":"Burt Davis, Carel Jansen","doi":"10.1177/00178969241236595","DOIUrl":"https://doi.org/10.1177/00178969241236595","url":null,"abstract":"Objectives:This study evaluated the effects of reading different versions of a fotonovela about diabetes in resource-poor settings in South Africa.Design:An experimental study was conducted with 411 participants, comparing a fotonovela with a younger protagonist, a similar fotonovela version with an older protagonist and a no message control condition. Differences between the two fotonovela versions were analysed for two age groups of readers (25–49 years, and 50 years and older).Setting:Community centres in vulnerable communities in the South African provinces of the Western Cape, the Northern Cape and Gauteng.Method:In the experimental conditions, participants completed a questionnaire after reading one of the fotonovela versions. Participants in the control condition answered similar questions without having read a fotonovela.Results:Both fotonovela versions resulted in more diabetes knowledge than the control condition. Limited positive effects were found for attitudes and behavioural intentions. In the younger participant group, age similarity between the protagonist and readers resulted in knowledge gain, while in the older participant group, no such effect was found. In both age groups, no age similarity effects were found for attitudes or behavioural intentions.Conclusion:This study confirms that fotonovelas can be an effective means of health communication. Furthermore, for a narrative on a health topic for which age is relevant, it can be beneficial to choose a young protagonist. For readers from the same age group, the impact of the story on knowledge acquisition may then be greatest, while for older readers, the age of the protagonist does not seem to influence the knowledge effects of the story.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"92 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148269","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 : 2024-03-06DOI: 10.1177/00178969241234484
Erin Choice, Victoria Rinsem, Rebecca Downey
Objective:The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children.Design:Qualitative case study.Methods:Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session.Results:University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students’ perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important.Conclusion:There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.
{"title":"A nutrition education service learning programme: Development, implementation and impact on participants","authors":"Erin Choice, Victoria Rinsem, Rebecca Downey","doi":"10.1177/00178969241234484","DOIUrl":"https://doi.org/10.1177/00178969241234484","url":null,"abstract":"Objective:The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children.Design:Qualitative case study.Methods:Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session.Results:University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students’ perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important.Conclusion:There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"65 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075370","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 : 2024-03-05DOI: 10.1177/00178969241234507
Marianne Clark, Clare Southerton
Objective:This paper examines the ways in which young people in Eastern Canada learn about menstruation and construct personal period pedagogies through embodied experiences and encounters with digital and social media.Design:A qualitative exploratory approach was undertaken to elicit the stories and voices of young people who menstruate. Menstruation is conceptualised as a deeply bio-social phenomenon and knowledge was understood as created, contested and negotiated across settings and contexts.Methods:Semi-structured interviews were conducted with nine university students (ages 19–23 years) in Eastern Canada as part of a pilot project informing a broader study about menstruation education and menstrual experiences. To be eligible for inclusion, participants were required to have experienced one menstrual cycle in the past 6 months and engaged with social media at least once per week.Setting:This project was conducted in a small University town in Maritime Canada.Results:Young people interviewed learned about menstruation through knowledges assembled from conversations family members and peers, educational and medical settings and content encountered on social and digital media. Three themes were developed from the analysis. The first two capture how young people actively try to ‘Fill in the Gaps’ left by conventional menstrual education approaches and therefore turn to informal and narrative knowledges circulating on social media in efforts to answer the question ‘Am I normal’. The third theme describes how participants actively ‘Balance Authority and Intimacy’ when seeking menstrual information that resonates with their embodied experiences.Conclusion:Substantial gaps exist in the menstrual knowledges available to young people, particularly in relation to the embodied and emotional dimensions of having and managing a period. Digital and social media have the capacity to contribute to personal period pedagogies by acknowledging and exploring aspects of menstruation not adequately addressed in other contexts.
{"title":"Understanding digital period pedagogies: Exploring how young people navigate menstruation through embodied experience","authors":"Marianne Clark, Clare Southerton","doi":"10.1177/00178969241234507","DOIUrl":"https://doi.org/10.1177/00178969241234507","url":null,"abstract":"Objective:This paper examines the ways in which young people in Eastern Canada learn about menstruation and construct personal period pedagogies through embodied experiences and encounters with digital and social media.Design:A qualitative exploratory approach was undertaken to elicit the stories and voices of young people who menstruate. Menstruation is conceptualised as a deeply bio-social phenomenon and knowledge was understood as created, contested and negotiated across settings and contexts.Methods:Semi-structured interviews were conducted with nine university students (ages 19–23 years) in Eastern Canada as part of a pilot project informing a broader study about menstruation education and menstrual experiences. To be eligible for inclusion, participants were required to have experienced one menstrual cycle in the past 6 months and engaged with social media at least once per week.Setting:This project was conducted in a small University town in Maritime Canada.Results:Young people interviewed learned about menstruation through knowledges assembled from conversations family members and peers, educational and medical settings and content encountered on social and digital media. Three themes were developed from the analysis. The first two capture how young people actively try to ‘Fill in the Gaps’ left by conventional menstrual education approaches and therefore turn to informal and narrative knowledges circulating on social media in efforts to answer the question ‘Am I normal’. The third theme describes how participants actively ‘Balance Authority and Intimacy’ when seeking menstrual information that resonates with their embodied experiences.Conclusion:Substantial gaps exist in the menstrual knowledges available to young people, particularly in relation to the embodied and emotional dimensions of having and managing a period. Digital and social media have the capacity to contribute to personal period pedagogies by acknowledging and exploring aspects of menstruation not adequately addressed in other contexts.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140047126","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 : 2024-02-22DOI: 10.1177/00178969241232220
Katerina Michael, Michael A Talias
Objective:To evaluate the effects of a nutrition education programme conducted during health education lessons on students’ adherence to the Mediterranean Diet (MD) and their body mass index (BMI).Design:Quasi-experimental pre-test/post-test research design: two study conditions (intervention and control groups).Setting:Two urban schools, the 11th and 21st primary schools in Limassol, Cyprus.Method:Two hundred and thirty-five fifth- and sixth-grade students participated in the programme. One hundred and fifteen were in the intervention group school (the 11th primary school), and 120 were in the control group school (the 21st primary school). Students in the intervention school participated in nine 80-minute lessons during the health education class. The curriculum focused on the MD and included cooking activities, food tasting and parental involvement. The primary outcomes were subsequent adherence to the MD, nutritional knowledge, self-efficacy physical activity and BMI.Results:Following the implementation of the intervention, the intervention group showed a significant increase in nutritional knowledge, self-efficacy and adherence to the MD ( p < .001). The intervention group also had significantly higher nutritional knowledge and MD Quality Index scores than the control group ( p < .001). However, no effect was observed on children’s BMI ( p > .05).Conclusion:The intervention successfully improved children’s dietary habits in the intervention group by increasing adherence to the MD, but it did not affect their BMI. The results show some promise for addressing poor nutrition through education.
{"title":"Evaluation of a school intervention to improve adherence to the Mediterranean Diet","authors":"Katerina Michael, Michael A Talias","doi":"10.1177/00178969241232220","DOIUrl":"https://doi.org/10.1177/00178969241232220","url":null,"abstract":"Objective:To evaluate the effects of a nutrition education programme conducted during health education lessons on students’ adherence to the Mediterranean Diet (MD) and their body mass index (BMI).Design:Quasi-experimental pre-test/post-test research design: two study conditions (intervention and control groups).Setting:Two urban schools, the 11th and 21st primary schools in Limassol, Cyprus.Method:Two hundred and thirty-five fifth- and sixth-grade students participated in the programme. One hundred and fifteen were in the intervention group school (the 11th primary school), and 120 were in the control group school (the 21st primary school). Students in the intervention school participated in nine 80-minute lessons during the health education class. The curriculum focused on the MD and included cooking activities, food tasting and parental involvement. The primary outcomes were subsequent adherence to the MD, nutritional knowledge, self-efficacy physical activity and BMI.Results:Following the implementation of the intervention, the intervention group showed a significant increase in nutritional knowledge, self-efficacy and adherence to the MD ( p < .001). The intervention group also had significantly higher nutritional knowledge and MD Quality Index scores than the control group ( p < .001). However, no effect was observed on children’s BMI ( p > .05).Conclusion:The intervention successfully improved children’s dietary habits in the intervention group by increasing adherence to the MD, but it did not affect their BMI. The results show some promise for addressing poor nutrition through education.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"84 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956033","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 : 2024-02-21DOI: 10.1177/00178969241232222
Young-Shin Lee, Hee-Jin Jun, Kyeongra Yang, Kim Moreno
Purpose:To explore factors influencing compliance with COVID-19 recommended preventive behaviours focusing on types of information sources about COVID-19, learning about disinfectant use and constructs of the Health Belief Model among adolescents at the start of the COVID-19 pandemic.Design:Cross-sectional descriptive design.Setting:A survey was distributed electronically to organisations, parents and student groups in Southern California 10 months after the declaration of the COVID-19 pandemic.Sample:A total of 217 students aged between 12 and 19 years old.Measures:Questions were adapted from a previous nationwide online survey about COVID-19.Analysis:Descriptive and logistic regression analyses were used to analyse the data.Results:The most common type of information (communication) source was an interpersonal one (parents), and the least common type was an official (federal, school) source. Statistically significant better protective behaviours aligned with COVID-19 recommendations were seen in students who received more information from official sources; less information from social media or friends; believed in the accuracy and benefits of utilising the COVID-19 pandemic information and learned about the use of disinfectants and were confident in cleaning surfaces of devices and equipped. However, those who perceived themselves at risk of COVID-19 infection and had perceived high risks in general reported lower (but not statistically significant) compliance with protective behaviour. The level of knowledge about COVID-19 was not statistically associated with compliance with protective behaviour.Conclusion:Parents’ role in guiding adolescents is critical. Evidence-based information about COVID-19 should be delivered through official sources to facilitate adolescents’ understanding and active participation in public health efforts.
{"title":"Increasing compliance with public health guidelines among adolescents: Lessons for the future from the US COVID-19 pandemic","authors":"Young-Shin Lee, Hee-Jin Jun, Kyeongra Yang, Kim Moreno","doi":"10.1177/00178969241232222","DOIUrl":"https://doi.org/10.1177/00178969241232222","url":null,"abstract":"Purpose:To explore factors influencing compliance with COVID-19 recommended preventive behaviours focusing on types of information sources about COVID-19, learning about disinfectant use and constructs of the Health Belief Model among adolescents at the start of the COVID-19 pandemic.Design:Cross-sectional descriptive design.Setting:A survey was distributed electronically to organisations, parents and student groups in Southern California 10 months after the declaration of the COVID-19 pandemic.Sample:A total of 217 students aged between 12 and 19 years old.Measures:Questions were adapted from a previous nationwide online survey about COVID-19.Analysis:Descriptive and logistic regression analyses were used to analyse the data.Results:The most common type of information (communication) source was an interpersonal one (parents), and the least common type was an official (federal, school) source. Statistically significant better protective behaviours aligned with COVID-19 recommendations were seen in students who received more information from official sources; less information from social media or friends; believed in the accuracy and benefits of utilising the COVID-19 pandemic information and learned about the use of disinfectants and were confident in cleaning surfaces of devices and equipped. However, those who perceived themselves at risk of COVID-19 infection and had perceived high risks in general reported lower (but not statistically significant) compliance with protective behaviour. The level of knowledge about COVID-19 was not statistically associated with compliance with protective behaviour.Conclusion:Parents’ role in guiding adolescents is critical. Evidence-based information about COVID-19 should be delivered through official sources to facilitate adolescents’ understanding and active participation in public health efforts.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"116 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955971","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 : 2024-02-19DOI: 10.1177/00178969241232802
Blerina Rusiti, Simone Gad Kjeld, Susan Andersen, Lotus Sofie Bast, Dina Danielsen
Objective:In Denmark, more students smoke in vocational schools than in upper secondary schools. Smoking-prevention initiatives may reduce the prevalence of smoking but may also introduce unforeseen challenges. This study examined the significance of smoking and dilemmas related to smokefree school hours (SFSH) among established smokers in Danish vocational schools.Design:Qualitative research design.Setting:Data collection took place in a vocational education and training (VET) school in Denmark. The subject area was care, health and pedagogy (CHP).Method:Participant observation and focus groups were conducted with students and teachers. Two classes were observed for 2 weeks in total. The data analysed consisted of participant observation field notes ( n = 10 school days), transcripts from student focus groups ( n = 6; aged 18–56) and transcripts from teacher focus groups ( n = 11).Results:Two dilemmas were described as faced by established smokers in relation to the implementation of smokefree school hours: (1) The school is entitled to make rules versus the right to decide for oneself; and (2) life and schoolwork are challenging and demanding versus school work is more important than smoking.Conclusion:The findings illustrate how smoking, as an ingrained everyday practice for established smokers, represents a means of coping with difficult school demands and everyday challenges, particularly for vulnerable students, and how regulations such as SFSH create dilemmas for those students. These dilemmas are important to consider when designing and implementing smoking-prevention initiatives to prevent potential negative side effects and an unintended increase in social inequality in smoking.
{"title":"When smoking is the smallest problem: A qualitative study of smoking prevention in Danish vocational schools","authors":"Blerina Rusiti, Simone Gad Kjeld, Susan Andersen, Lotus Sofie Bast, Dina Danielsen","doi":"10.1177/00178969241232802","DOIUrl":"https://doi.org/10.1177/00178969241232802","url":null,"abstract":"Objective:In Denmark, more students smoke in vocational schools than in upper secondary schools. Smoking-prevention initiatives may reduce the prevalence of smoking but may also introduce unforeseen challenges. This study examined the significance of smoking and dilemmas related to smokefree school hours (SFSH) among established smokers in Danish vocational schools.Design:Qualitative research design.Setting:Data collection took place in a vocational education and training (VET) school in Denmark. The subject area was care, health and pedagogy (CHP).Method:Participant observation and focus groups were conducted with students and teachers. Two classes were observed for 2 weeks in total. The data analysed consisted of participant observation field notes ( n = 10 school days), transcripts from student focus groups ( n = 6; aged 18–56) and transcripts from teacher focus groups ( n = 11).Results:Two dilemmas were described as faced by established smokers in relation to the implementation of smokefree school hours: (1) The school is entitled to make rules versus the right to decide for oneself; and (2) life and schoolwork are challenging and demanding versus school work is more important than smoking.Conclusion:The findings illustrate how smoking, as an ingrained everyday practice for established smokers, represents a means of coping with difficult school demands and everyday challenges, particularly for vulnerable students, and how regulations such as SFSH create dilemmas for those students. These dilemmas are important to consider when designing and implementing smoking-prevention initiatives to prevent potential negative side effects and an unintended increase in social inequality in smoking.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955901","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 : 2024-01-09DOI: 10.1177/00178969231221000
Emily Young, Z. Demissie, Leigh E Szucs, N. Brener, Fareeha Waheed, Salimah Jasani
School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools’ implementation of diversity-related learning opportunities (i.e. opportunities to learn about people who are different from themselves) in secondary school classrooms and extracurricular settings. Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: (a) clubs; (b) lessons in class and (c) special events (e.g. multicultural week, family night) sponsored by the school or community organisations. Between 2014–2018, no states experienced decreases in opportunities for students to learn about people who are different from themselves; most states demonstrated no significant change. Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth.
{"title":"Trends in diversity-related learning among secondary schools in 35 US states, 2014–2018","authors":"Emily Young, Z. Demissie, Leigh E Szucs, N. Brener, Fareeha Waheed, Salimah Jasani","doi":"10.1177/00178969231221000","DOIUrl":"https://doi.org/10.1177/00178969231221000","url":null,"abstract":"School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools’ implementation of diversity-related learning opportunities (i.e. opportunities to learn about people who are different from themselves) in secondary school classrooms and extracurricular settings. Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: (a) clubs; (b) lessons in class and (c) special events (e.g. multicultural week, family night) sponsored by the school or community organisations. Between 2014–2018, no states experienced decreases in opportunities for students to learn about people who are different from themselves; most states demonstrated no significant change. Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"30 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444048","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 : 2023-12-30DOI: 10.1177/00178969231219567
S. Trask, Pule Manuele, Losa Borne, Olivier Galy, Barry Potter, J. Bay
National school curriculum statements detail what it is important to learn and are highly context- and discipline-specific. The health and physical education (H&PE) learning areas have multiple learning purposes, and facilitating this in curriculum design is a significant and challenging task. There is little reporting on ‘behind-the-scenes’ practices of H&PE curriculum writing, despite this being a key mechanism by which the shaping of curricula occurs. This article offers a descriptive case study of curriculum development for the Tokelau National Curriculum H&PE learning area for Years 0–13. Prior to 2021, this learning area did not formally exist in the Tokelau National Curriculum Framework. The case reports on the processes and decisions of a multi-national transdisciplinary writing team from Tokelau, New Zealand and New Caledonia. We explore the questions: ‘Why the need for an H&PE curriculum, and who is it for?’ Document collection and team-based interviews formed the basis for deductive descriptive analysis of the writing processes. Three key themes were developed. Related to ‘why’, findings illustrate the importance of formalising H&PE learning, representing knowledge, skills and capabilities useful for present and future generations of young people in Tokelau. Considering ‘for whom’, findings emphasise the involvement of the community in curriculum decisions, and the inclusion of distinctive features aligned with community values, needs and aspirations. The case study illustrates the requisite coming together of different groups and expertise in the creation of a curriculum, a synthesis of pre-existing and new knowledge and experiences. The focus on health promotion and health and physical literacies exemplifies the everyday use of school curriculum goals to support community health.
{"title":"Developing the Tokelau National Health and Physical Education Curriculum: A case study","authors":"S. Trask, Pule Manuele, Losa Borne, Olivier Galy, Barry Potter, J. Bay","doi":"10.1177/00178969231219567","DOIUrl":"https://doi.org/10.1177/00178969231219567","url":null,"abstract":"National school curriculum statements detail what it is important to learn and are highly context- and discipline-specific. The health and physical education (H&PE) learning areas have multiple learning purposes, and facilitating this in curriculum design is a significant and challenging task. There is little reporting on ‘behind-the-scenes’ practices of H&PE curriculum writing, despite this being a key mechanism by which the shaping of curricula occurs. This article offers a descriptive case study of curriculum development for the Tokelau National Curriculum H&PE learning area for Years 0–13. Prior to 2021, this learning area did not formally exist in the Tokelau National Curriculum Framework. The case reports on the processes and decisions of a multi-national transdisciplinary writing team from Tokelau, New Zealand and New Caledonia. We explore the questions: ‘Why the need for an H&PE curriculum, and who is it for?’ Document collection and team-based interviews formed the basis for deductive descriptive analysis of the writing processes. Three key themes were developed. Related to ‘why’, findings illustrate the importance of formalising H&PE learning, representing knowledge, skills and capabilities useful for present and future generations of young people in Tokelau. Considering ‘for whom’, findings emphasise the involvement of the community in curriculum decisions, and the inclusion of distinctive features aligned with community values, needs and aspirations. The case study illustrates the requisite coming together of different groups and expertise in the creation of a curriculum, a synthesis of pre-existing and new knowledge and experiences. The focus on health promotion and health and physical literacies exemplifies the everyday use of school curriculum goals to support community health.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":" 31","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140349","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 : 2023-12-12DOI: 10.1177/00178969231215761
Roxanne Alvarado-Torres, Melissa Dunn Silesky, Sheena Helgenberger, Aja Anderson, Claudia Granillo, Ty Nared, Erika Bonnevie
WhatMakesUs is a digital media campaign aimed at reducing mental health stigma in the Greater Omaha-Council Bluffs metropolitan area. This study evaluated the campaign’s impact at the end of the second year of the campaign by examining different aspects of mental health stigma, including social distance, attitudes, behaviours and self-efficacy, among campaign-aware (CA) individuals and non-campaign-aware (NCA) individuals. The study also explored the campaign’s feasibility and potential for adaptation to other parts of the USA. A cross-sectional online survey was conducted in the campaign’s implementation area. Respondents were recruited through a panel recruiting company using non-probabilistic methods. Digital metrics from the campaign’s social media accounts and website were collected and analysed using Google Analytics. CA respondents exhibited lower social distance and stigmatising attitudes and beliefs, and more positive behaviours and self-efficacy towards people with mental health conditions (MHCs) compared to NCA respondents. A significantly higher proportion of CA respondents reported living with ( p = .001), working with ( p = .005), and having close friendships with individuals with MHCs ( p = .043). CA respondents found therapy and counselling effective treatments for MHCs ( p = .005), greater comfort in providing support to individuals with MHCs ( p < .001), pursued steps to improve their own mental health ( p = .032) and perceived their workplaces taking an active role in their mental health ( p = .029), when compared to NCA respondents. Digital metrics indicated successful engagement with the campaign’s intended audience. Findings highlight the impact of digital campaigns in addressing the stigmatisation of MHCs and provide valuable insights for future campaigns.
WhatMakesUs 是一项数字媒体活动，旨在减少大奥马哈-匡恩布拉夫斯都会区的心理健康耻辱感。本研究通过考察心理健康污名化的不同方面，包括社会距离、态度、行为和自我效能，评估了该活动在第二年年底的影响。该研究还探讨了该运动在美国其他地区的可行性和适应潜力。在该运动的实施地区开展了一项横向在线调查。受访者是通过一家小组招聘公司采用非概率方法招募的。使用 Google Analytics 收集并分析了活动社交媒体账户和网站的数字指标。与 NCA 受访者相比，CA 受访者对精神疾病患者（MHCs）表现出更低的社会距离、轻蔑态度和信念，以及更积极的行为和自我效能。据报告，与精神疾病患者一起生活（p = .001）、一起工作（p = .005）和拥有亲密友谊（p = .043）的 CA 受访者比例明显更高。与 NCA 受访者相比，CA 受访者认为治疗和咨询是治疗多发性硬化症的有效方法 ( p = .005)，在为多发性硬化症患者提供支持时更加得心应手 ( p < .001)，采取步骤改善自己的心理健康 ( p = .032)，并认为其工作单位在其心理健康方面发挥了积极作用 ( p = .029)。数字指标表明，活动成功地吸引了目标受众。研究结果凸显了数字活动在解决精神健康问题污名化方面的影响，并为未来的活动提供了宝贵的见解。
{"title":"Evaluation of a digital media campaign for reducing mental health stigma","authors":"Roxanne Alvarado-Torres, Melissa Dunn Silesky, Sheena Helgenberger, Aja Anderson, Claudia Granillo, Ty Nared, Erika Bonnevie","doi":"10.1177/00178969231215761","DOIUrl":"https://doi.org/10.1177/00178969231215761","url":null,"abstract":"WhatMakesUs is a digital media campaign aimed at reducing mental health stigma in the Greater Omaha-Council Bluffs metropolitan area. This study evaluated the campaign’s impact at the end of the second year of the campaign by examining different aspects of mental health stigma, including social distance, attitudes, behaviours and self-efficacy, among campaign-aware (CA) individuals and non-campaign-aware (NCA) individuals. The study also explored the campaign’s feasibility and potential for adaptation to other parts of the USA. A cross-sectional online survey was conducted in the campaign’s implementation area. Respondents were recruited through a panel recruiting company using non-probabilistic methods. Digital metrics from the campaign’s social media accounts and website were collected and analysed using Google Analytics. CA respondents exhibited lower social distance and stigmatising attitudes and beliefs, and more positive behaviours and self-efficacy towards people with mental health conditions (MHCs) compared to NCA respondents. A significantly higher proportion of CA respondents reported living with ( p = .001), working with ( p = .005), and having close friendships with individuals with MHCs ( p = .043). CA respondents found therapy and counselling effective treatments for MHCs ( p = .005), greater comfort in providing support to individuals with MHCs ( p < .001), pursued steps to improve their own mental health ( p = .032) and perceived their workplaces taking an active role in their mental health ( p = .029), when compared to NCA respondents. Digital metrics indicated successful engagement with the campaign’s intended audience. Findings highlight the impact of digital campaigns in addressing the stigmatisation of MHCs and provide valuable insights for future campaigns.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"60 10","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009556","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 : 2023-12-12DOI: 10.1177/00178969231215455
Christopher Bailey, I. Prichard, C. Drummond, Murray Drummond
Food-related advertisements have been identified as influential factors affecting Australian adolescents’ food preferences and dietary habits. This study aimed to investigate adolescents’ (athletes and non-athletes) views about healthy eating, the advertising of discretionary foods and beverages, and the effects of food advertising on dietary behaviours. Qualitative study involving the analysis of data from seven focus group discussions with young people aged 12–17 years ( N = 27; 10 males and 17 females; 14 elite athletes, 13 non-athletes) from three different socioeconomic status secondary schools. Both athlete and non-athlete participants discussed the importance of how social media is used for food advertisements. Many adolescents exhibited scepticism about the intent of advertising discretionary foods and beverages targeted toward adolescents. Three themes were identified from the data analysis: (1) physical and cognitive benefits of healthy eating; (2) scepticism, mistrust and ethical concerns about food and beverage advertisements targeted toward adolescents; and (3) portrayal of thin and fit ideals in social media. Health educators and policymakers addressing adolescent healthy eating behaviours should focus more fully on the influence of social media food advertising. Greater promotion of the importance of good nutrition during adolescence may optimise training performance and improve young people’s nutritional knowledge and healthy eating habits.
{"title":"Australian adolescents’ views about healthy eating and the effects of food advertising on dietary behaviour: Perspectives of athletes and non-athletes","authors":"Christopher Bailey, I. Prichard, C. Drummond, Murray Drummond","doi":"10.1177/00178969231215455","DOIUrl":"https://doi.org/10.1177/00178969231215455","url":null,"abstract":"Food-related advertisements have been identified as influential factors affecting Australian adolescents’ food preferences and dietary habits. This study aimed to investigate adolescents’ (athletes and non-athletes) views about healthy eating, the advertising of discretionary foods and beverages, and the effects of food advertising on dietary behaviours. Qualitative study involving the analysis of data from seven focus group discussions with young people aged 12–17 years ( N = 27; 10 males and 17 females; 14 elite athletes, 13 non-athletes) from three different socioeconomic status secondary schools. Both athlete and non-athlete participants discussed the importance of how social media is used for food advertisements. Many adolescents exhibited scepticism about the intent of advertising discretionary foods and beverages targeted toward adolescents. Three themes were identified from the data analysis: (1) physical and cognitive benefits of healthy eating; (2) scepticism, mistrust and ethical concerns about food and beverage advertisements targeted toward adolescents; and (3) portrayal of thin and fit ideals in social media. Health educators and policymakers addressing adolescent healthy eating behaviours should focus more fully on the influence of social media food advertising. Greater promotion of the importance of good nutrition during adolescence may optimise training performance and improve young people’s nutritional knowledge and healthy eating habits.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"5 4","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009829","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}
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