Objective: This study examined the characteristics and quality of publicly available COVID-19 information education and communication (IEC) materials in India between March and December 2020.
Design: An explanatory sequential mixed-method design was employed to examine the characteristics and quality of 265 purposefully selected IEC materials.
Setting: The IEC materials analysed were those published between March and December 2020 on the Ministry of Health and Family Welfare website, Government of India.
Methods: A checklist was utilised to examine the quality and characteristics of the materials. Thereafter, qualitative analysis provided insights into the contents of the materials with specific focus on the 'COVID-19 continuum of care'.
Results: The majority (73.96%, n = 196) of the selected materials were directed towards the general public and had a focus on prevention (67.55 %, n = 179). Despite COVID-19-associated stigma, only 56 (21.13%) of the materials addressed this issue. However, most (95.47%, n = 253) of the materials adhered to quality standards for contents, readability and aesthetics. This qualitative analysis focused on the contents of selected IEC materials using the concept of 'continuum of care'. The analysis identified three important themes: prevention to early diagnosis and treatment; mitigation of stigma and discrimination surrounding COVID-19; and addressing the infodemic caused by COVID-19.
Conclusion: The quality of materials was mostly satisfactory and appropriate to the emergent requirements. Strengthening audience engagement and attractiveness of the materials might enhance readability and actionability. A bottom-up approach to the development of future IEC materials, involving the community might widen the coverage of vulnerable populations in future crisis events.
{"title":"Quality of COVID-19 information, education and communication materials in India: A content analysis.","authors":"Soniya Biswas, Sibasis Hense, Prakash Babu Kodali, Kavumpurathu Raman Thankappan","doi":"10.1177/00178969231160952","DOIUrl":"10.1177/00178969231160952","url":null,"abstract":"<p><strong>Objective: </strong>This study examined the characteristics and quality of publicly available COVID-19 information education and communication (IEC) materials in India between March and December 2020.</p><p><strong>Design: </strong>An explanatory sequential mixed-method design was employed to examine the characteristics and quality of 265 purposefully selected IEC materials.</p><p><strong>Setting: </strong>The IEC materials analysed were those published between March and December 2020 on the Ministry of Health and Family Welfare website, Government of India.</p><p><strong>Methods: </strong>A checklist was utilised to examine the quality and characteristics of the materials. Thereafter, qualitative analysis provided insights into the contents of the materials with specific focus on the 'COVID-19 continuum of care'.</p><p><strong>Results: </strong>The majority (73.96%, <i>n</i> = 196) of the selected materials were directed towards the general public and had a focus on prevention (67.55 %, <i>n</i> = 179). Despite COVID-19-associated stigma, only 56 (21.13%) of the materials addressed this issue. However, most (95.47%, <i>n</i> = 253) of the materials adhered to quality standards for contents, readability and aesthetics. This qualitative analysis focused on the contents of selected IEC materials using the concept of 'continuum of care'. The analysis identified three important themes: prevention to early diagnosis and treatment; mitigation of stigma and discrimination surrounding COVID-19; and addressing the infodemic caused by COVID-19.</p><p><strong>Conclusion: </strong>The quality of materials was mostly satisfactory and appropriate to the emergent requirements. Strengthening audience engagement and attractiveness of the materials might enhance readability and actionability. A bottom-up approach to the development of future IEC materials, involving the community might widen the coverage of vulnerable populations in future crisis events.</p>","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"390-402"},"PeriodicalIF":1.3,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9996075/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43264033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1177/00178969231178593
L. Fredericks, J. Utter, Lucille Tang, Anjuman Shah, Casey Wilson Lofts, J. Parry, P. Koch
Objective: To assess whether adolescents who appeared in an after-school cooking nutrition programme (Teen Battle Chef) sustained healthful food behaviours in the ensuing years into young adulthood. Design: Interviews involving a short verbal survey assessing six health behaviours coded dichotomously and open-ended questions coded for themes describing how participants did or did not sustain behaviour change. Setting: Adults who had previously participated in TBC culinary nutrition programme while in high school discussed whether any lifestyle changes prompted by the programme continued into their adult lives. Method: The 30 young people were interviewed (in-person or by telephone) and the interviews were audio-recorded. Transcripts were made verbatim to allow for NVivo analysis of responses. Results: Thirty 17- to 24-year-olds, 6 months to 7 years after TBC programme, reported current favourable health behaviours. Results were similar for participants <3 and 3+ years post TBC. In interviews, 27 of 30 provided in-depth description of how TBC had changed their behaviours. They described cooking skills learned in TBC that they still practised. Participants discussed specific ways in which peers and family supported them to sustain behaviour change. Conclusion: Even modest findings of short-term evaluations of cooking programmes may be significant if impacts are sustained. More longer-term evaluations are needed to confirm these results.
{"title":"Can the effects of high school culinary nutrition education be sustained into adulthood?","authors":"L. Fredericks, J. Utter, Lucille Tang, Anjuman Shah, Casey Wilson Lofts, J. Parry, P. Koch","doi":"10.1177/00178969231178593","DOIUrl":"https://doi.org/10.1177/00178969231178593","url":null,"abstract":"Objective: To assess whether adolescents who appeared in an after-school cooking nutrition programme (Teen Battle Chef) sustained healthful food behaviours in the ensuing years into young adulthood. Design: Interviews involving a short verbal survey assessing six health behaviours coded dichotomously and open-ended questions coded for themes describing how participants did or did not sustain behaviour change. Setting: Adults who had previously participated in TBC culinary nutrition programme while in high school discussed whether any lifestyle changes prompted by the programme continued into their adult lives. Method: The 30 young people were interviewed (in-person or by telephone) and the interviews were audio-recorded. Transcripts were made verbatim to allow for NVivo analysis of responses. Results: Thirty 17- to 24-year-olds, 6 months to 7 years after TBC programme, reported current favourable health behaviours. Results were similar for participants <3 and 3+ years post TBC. In interviews, 27 of 30 provided in-depth description of how TBC had changed their behaviours. They described cooking skills learned in TBC that they still practised. Participants discussed specific ways in which peers and family supported them to sustain behaviour change. Conclusion: Even modest findings of short-term evaluations of cooking programmes may be significant if impacts are sustained. More longer-term evaluations are needed to confirm these results.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"14 4","pages":"611 - 622"},"PeriodicalIF":1.3,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41264322","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 : 2023-05-24DOI: 10.1177/00178969231176786
Deevia Bhana, V. Matswetu
Background: Parents play an important role in shaping young people’s sexual lives and behaviours with implications for their current and future sexual and reproductive health. This study examined the perspectives of rural Zimbabwean parents on young people’s sexual health. Design: Semi-structured individual interviews were conducted with 19 (6 men and 13 women) participants. Setting: Interviews were conducted in a rural district in Zimbabwe. Method: Semi-structured interviews were conducted with Community Field Officers who were the parents or caregivers of teenage learners in two rural secondary schools. Transcripts were coded and thematic analysis conducted by reading, re-reading, interpretation and reflection on the coded texts. Results: Parents approached the question of young people’s sexual health by placing young women’s sexuality under surveillance and regulation. Puberty and female bodily changes triggered concern about heterosexual relationships informed by protectionist and moralising discourses. Abstinence and self-control were promoted as expectations for female sexuality based on cultural norms concerning purity and female virginity. Female sexual purity provided a claim to status, was differentiated from other forms of femininity and was an important cultural and economic resource. In a context of economic precarity, the institutions of marriage and bride wealth, whereby female virginity status is valued, provide opportunities for future economic security and reinforce cultural norms concerning respectability. Conclusion: Working with parents to address the ways in which gender and cultural norms operate within the local social and economic context is vital to understand the enduring processes by which young female sexuality is placed under surveillance while reinforcing gender inequalities.
{"title":"Girls under surveillance: Engaging Zimbabwean parents on young people’s sexual health","authors":"Deevia Bhana, V. Matswetu","doi":"10.1177/00178969231176786","DOIUrl":"https://doi.org/10.1177/00178969231176786","url":null,"abstract":"Background: Parents play an important role in shaping young people’s sexual lives and behaviours with implications for their current and future sexual and reproductive health. This study examined the perspectives of rural Zimbabwean parents on young people’s sexual health. Design: Semi-structured individual interviews were conducted with 19 (6 men and 13 women) participants. Setting: Interviews were conducted in a rural district in Zimbabwe. Method: Semi-structured interviews were conducted with Community Field Officers who were the parents or caregivers of teenage learners in two rural secondary schools. Transcripts were coded and thematic analysis conducted by reading, re-reading, interpretation and reflection on the coded texts. Results: Parents approached the question of young people’s sexual health by placing young women’s sexuality under surveillance and regulation. Puberty and female bodily changes triggered concern about heterosexual relationships informed by protectionist and moralising discourses. Abstinence and self-control were promoted as expectations for female sexuality based on cultural norms concerning purity and female virginity. Female sexual purity provided a claim to status, was differentiated from other forms of femininity and was an important cultural and economic resource. In a context of economic precarity, the institutions of marriage and bride wealth, whereby female virginity status is valued, provide opportunities for future economic security and reinforce cultural norms concerning respectability. Conclusion: Working with parents to address the ways in which gender and cultural norms operate within the local social and economic context is vital to understand the enduring processes by which young female sexuality is placed under surveillance while reinforcing gender inequalities.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"623 - 635"},"PeriodicalIF":1.3,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47787929","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 : 2023-05-19DOI: 10.1177/00178969231174872
A. Rame, Kenna Kelly-Turner, A. L. Roze des Ordons, J. de Groot, David Keegan, Lynden Crowshoe, R. Henderson, Pamela Roach
Objective: To examine experiences of anti-Indigenous racism in a Canadian medical school and inform the development of critical and action-oriented Indigenous health education necessary to pave the way for reconciliation within health systems. Design: A qualitative study conducted within a constructivist paradigm which involved (1) semi-structured interviews with students, faculty and staff at a Canadian medical school and (2) consensus-building/collaborative analytical sessions with an Indigenous advisory group and a non-Indigenous working group. Setting: Twenty-three semi-structured interviews were completed with students, staff and faculty working across a Canadian medical school. Results: Inductive coding generated 211 codes that were grouped into seven overarching thematic domains. By engaging in an iterative dialogue with the advisory and working groups, we deductively aligned the thematic analysis with faculty-level and institution-level Indigenous education strategies to ensure local relevance. Self-reflective statements were developed with the advisory group to guide areas for action and resulted in 18 statements with five-point Likert-type-style response options. Conclusion: The results of this study suggest that promoting self-reflexivity in health professional education can prompts educators to engage with Indigenous health curriculum and pedagogy; mentorship and role modelling; and accountability. Critically evaluating systemic injustices at an individual level enables educators to resist systemic oppression and create change in the spaces where they work.
{"title":"Informing critical indigenous health education through critical reflection: A qualitative consensus study","authors":"A. Rame, Kenna Kelly-Turner, A. L. Roze des Ordons, J. de Groot, David Keegan, Lynden Crowshoe, R. Henderson, Pamela Roach","doi":"10.1177/00178969231174872","DOIUrl":"https://doi.org/10.1177/00178969231174872","url":null,"abstract":"Objective: To examine experiences of anti-Indigenous racism in a Canadian medical school and inform the development of critical and action-oriented Indigenous health education necessary to pave the way for reconciliation within health systems. Design: A qualitative study conducted within a constructivist paradigm which involved (1) semi-structured interviews with students, faculty and staff at a Canadian medical school and (2) consensus-building/collaborative analytical sessions with an Indigenous advisory group and a non-Indigenous working group. Setting: Twenty-three semi-structured interviews were completed with students, staff and faculty working across a Canadian medical school. Results: Inductive coding generated 211 codes that were grouped into seven overarching thematic domains. By engaging in an iterative dialogue with the advisory and working groups, we deductively aligned the thematic analysis with faculty-level and institution-level Indigenous education strategies to ensure local relevance. Self-reflective statements were developed with the advisory group to guide areas for action and resulted in 18 statements with five-point Likert-type-style response options. Conclusion: The results of this study suggest that promoting self-reflexivity in health professional education can prompts educators to engage with Indigenous health curriculum and pedagogy; mentorship and role modelling; and accountability. Critically evaluating systemic injustices at an individual level enables educators to resist systemic oppression and create change in the spaces where they work.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"569 - 582"},"PeriodicalIF":1.3,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46796053","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 : 2023-05-17DOI: 10.1177/00178969231174685
Tom Madou, F. Depaepe, P. Ward, P. Iserbyt
Objective: To investigate the role of specialised content knowledge in instructor training on the teaching and learning of basic life support (BLS) in secondary schools. Design: Cluster randomised controlled trial. Setting: Data were collected in three Flemish secondary schools during physical education classes. Method: Three secondary schools were randomly assigned to a 60-minute BLS instructor training without (one school, three teachers) or with (two schools, five teachers) a focus on recognising and addressing common errors. Knowledge of common errors in the performance of BLS and how to correct these is referred to as specialised content knowledge. Following instructor training, all teachers taught BLS lessons to different students. Teachers’ use of time and interactions were assessed by means of systematic observation. BLS performance was assessed individually and unannounced to students (n = 294) one week following their training using a validated protocol. Results: On average, specialised content knowledge teachers interacted more with their students compared to common content knowledge teachers (8 vs 3 teacher interactions per lesson to the class as a whole, 43 vs 31 teacher interactions per lesson to students individually). In addition, students taught by specialised content knowledge teachers achieved significantly higher BLS scores (66% vs 61%; p < .05). Overall, average BLS performance of students correlated positively with the amount of time reserved for hands-on practice, r(21) = .51; p < .05. Conclusion: Specialised content knowledge (i.e. recognising and addressing common errors) should be part of BLS instructor training courses.
{"title":"The role of specialised content knowledge in teaching basic life support","authors":"Tom Madou, F. Depaepe, P. Ward, P. Iserbyt","doi":"10.1177/00178969231174685","DOIUrl":"https://doi.org/10.1177/00178969231174685","url":null,"abstract":"Objective: To investigate the role of specialised content knowledge in instructor training on the teaching and learning of basic life support (BLS) in secondary schools. Design: Cluster randomised controlled trial. Setting: Data were collected in three Flemish secondary schools during physical education classes. Method: Three secondary schools were randomly assigned to a 60-minute BLS instructor training without (one school, three teachers) or with (two schools, five teachers) a focus on recognising and addressing common errors. Knowledge of common errors in the performance of BLS and how to correct these is referred to as specialised content knowledge. Following instructor training, all teachers taught BLS lessons to different students. Teachers’ use of time and interactions were assessed by means of systematic observation. BLS performance was assessed individually and unannounced to students (n = 294) one week following their training using a validated protocol. Results: On average, specialised content knowledge teachers interacted more with their students compared to common content knowledge teachers (8 vs 3 teacher interactions per lesson to the class as a whole, 43 vs 31 teacher interactions per lesson to students individually). In addition, students taught by specialised content knowledge teachers achieved significantly higher BLS scores (66% vs 61%; p < .05). Overall, average BLS performance of students correlated positively with the amount of time reserved for hands-on practice, r(21) = .51; p < .05. Conclusion: Specialised content knowledge (i.e. recognising and addressing common errors) should be part of BLS instructor training courses.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"555 - 568"},"PeriodicalIF":1.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45072478","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 : 2023-05-17DOI: 10.1177/00178969231175991
J. Woodall, S. Coan, Michelle Stanley
Objective: This paper reports on a programme which sought to engage individuals and groups who are underrepresented in the UK labour market. The programme aimed to improve access to employment opportunities and provide practical support in job applications. The focus was on encouraging people to seek employment in the health and social care sectors and on tackling health inequalities in the region. Design: Qualitative inquiry. Setting: Leeds, UK. Method: Using focus groups and interviews, this paper explores key learning from the programme and the experience of programme delivery, both from the perspective of the professionals working on the programme and the individuals participating. Results: A coordinated strategic partnership in which key agencies share a common purpose is critical. The value of a localised strategy to engage communities is an important mechanism for success. Working closely with schools and businesses provides opportunities to access individuals who might usually find employment services difficult to access. The programme examined here sought to put people’s aspirations at the heart of delivery, offering choice and tailored opportunities to develop their careers. This could include developing specific skills or raising awareness of potential careers. The programme also promoted opportunities by removing barriers in the job application process. A range of positive health outcomes were reported for participants engaging in the programme that require further exploration. Conclusion: Meaningful employment is an important health determinant, but some communities face barriers to employment and consequently find the labour market difficult to access. Findings suggest a range of ways to engage people in finding meaningful employment and support.
{"title":"Reducing health inequalities through skills training, support and removing barriers to employment","authors":"J. Woodall, S. Coan, Michelle Stanley","doi":"10.1177/00178969231175991","DOIUrl":"https://doi.org/10.1177/00178969231175991","url":null,"abstract":"Objective: This paper reports on a programme which sought to engage individuals and groups who are underrepresented in the UK labour market. The programme aimed to improve access to employment opportunities and provide practical support in job applications. The focus was on encouraging people to seek employment in the health and social care sectors and on tackling health inequalities in the region. Design: Qualitative inquiry. Setting: Leeds, UK. Method: Using focus groups and interviews, this paper explores key learning from the programme and the experience of programme delivery, both from the perspective of the professionals working on the programme and the individuals participating. Results: A coordinated strategic partnership in which key agencies share a common purpose is critical. The value of a localised strategy to engage communities is an important mechanism for success. Working closely with schools and businesses provides opportunities to access individuals who might usually find employment services difficult to access. The programme examined here sought to put people’s aspirations at the heart of delivery, offering choice and tailored opportunities to develop their careers. This could include developing specific skills or raising awareness of potential careers. The programme also promoted opportunities by removing barriers in the job application process. A range of positive health outcomes were reported for participants engaging in the programme that require further exploration. Conclusion: Meaningful employment is an important health determinant, but some communities face barriers to employment and consequently find the labour market difficult to access. Findings suggest a range of ways to engage people in finding meaningful employment and support.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"583 - 592"},"PeriodicalIF":1.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42607194","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 : 2023-05-16DOI: 10.1177/00178969231173270
M. Lahti, Joonas Korhonen, E. Sakellari, V. Notara, A. Lagiou, N. Istomina, J. Grubliauskienė, Monika Makutienė, Daiva Šukytė, K. Erjavec, G. Petrova, V. Lalova, S. Ivanova, Camilla Laaksonen
Background: The mental health od school-age children is of growing concern in many countries. School professionals require the competences and methods to intervene effectively to promote mental health in schools. Objective: The objective of this study was to describe school professionals’ perceptions of the competences needed and effective methods to promote mental health in primary schools. Design and setting: Qualitative study conducted in five European countries. Method: Multidisciplinary focus group interviews were conducted with teachers, school nurses, psychologists and social workers in Greece (n = 2), Lithuania (n = 3), Slovenia (n = 2), Bulgaria (n = 2) and Finland (n = 2). Data were analysed using qualitative content analysis. Results: Competences perceived as required for mental health promotion in primary schools were related to (1) knowledge of child development and mental health among primary school age children, (2) skills such as communication and empathy and (3) teachers’ self perception as health promoters. Insufficient attention is currently given to the development of these competences in basic teacher education and ongoing professional development. Providing a safe and inclusive school environment for children and families, early intervention and the use of structured models of support were viewed as effective approaches to use. Digital tools, online materials, and online support were seen as having a valuable role to play in children’s mental health promotion. Conclusion: School professionals require multiple competences to undertake mental health promotion in primary schools. The development of these competences is best supported by basic and ongoing education. Teachers, school nurses, psychologists and social workers see mixed methods as likely to be most effective in promoting mental health in primary schools.
{"title":"Competences for promoting mental health in primary school","authors":"M. Lahti, Joonas Korhonen, E. Sakellari, V. Notara, A. Lagiou, N. Istomina, J. Grubliauskienė, Monika Makutienė, Daiva Šukytė, K. Erjavec, G. Petrova, V. Lalova, S. Ivanova, Camilla Laaksonen","doi":"10.1177/00178969231173270","DOIUrl":"https://doi.org/10.1177/00178969231173270","url":null,"abstract":"Background: The mental health od school-age children is of growing concern in many countries. School professionals require the competences and methods to intervene effectively to promote mental health in schools. Objective: The objective of this study was to describe school professionals’ perceptions of the competences needed and effective methods to promote mental health in primary schools. Design and setting: Qualitative study conducted in five European countries. Method: Multidisciplinary focus group interviews were conducted with teachers, school nurses, psychologists and social workers in Greece (n = 2), Lithuania (n = 3), Slovenia (n = 2), Bulgaria (n = 2) and Finland (n = 2). Data were analysed using qualitative content analysis. Results: Competences perceived as required for mental health promotion in primary schools were related to (1) knowledge of child development and mental health among primary school age children, (2) skills such as communication and empathy and (3) teachers’ self perception as health promoters. Insufficient attention is currently given to the development of these competences in basic teacher education and ongoing professional development. Providing a safe and inclusive school environment for children and families, early intervention and the use of structured models of support were viewed as effective approaches to use. Digital tools, online materials, and online support were seen as having a valuable role to play in children’s mental health promotion. Conclusion: School professionals require multiple competences to undertake mental health promotion in primary schools. The development of these competences is best supported by basic and ongoing education. Teachers, school nurses, psychologists and social workers see mixed methods as likely to be most effective in promoting mental health in primary schools.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"529 - 541"},"PeriodicalIF":1.3,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588373","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 : 2023-05-16DOI: 10.1177/00178969231172727
C. Byker Shanks, M. Stenberg, K. Bark, Betty T. Izumi, Casey Hoff, C. Parks
Introduction: Fruit and vegetable (FV) consumption is low among adolescents, and waste of these foods is high in school cafeterias. The objective of this research was to determine the impact of behavioural economic strategies and structural lunchroom changes on FV selection and waste in high-school lunch programmes using the collaborative efforts of teachers, food service directors and students. Methods: A pre-post quasi-experimental design was used to collect plate waste data for 3 days in the autumn and 3 days in the spring semesters. Five high-school cafeterias from three rural and two urban counties in Montana participated. School Lunch Advisory Councils selected and implemented behavioural economic strategies that focused on increasing selection and decreasing waste of FVs served on the main service line and salad bar. Plate waste data were collected using direct weighing and the quarter-waste method. Preintervention to postintervention plate waste amounts were compared using descriptive statistics and the Mann-Whitney U test. Results: Vegetable selection at the salad bar significantly increased (p < .05). Vegetable waste significantly decreased at the main service line (p < .05). Fruit selection and waste did not significantly change. Conclusion: Changes in the lunchroom environment through behavioural economic strategies provide one avenue to increase selection and decrease waste of vegetables, ultimately influencing overall dietary quality among high-school students and creating more sustainable food systems.
{"title":"School Lunch Advisory Councils’ use of behavioural economics influences vegetable selection and waste","authors":"C. Byker Shanks, M. Stenberg, K. Bark, Betty T. Izumi, Casey Hoff, C. Parks","doi":"10.1177/00178969231172727","DOIUrl":"https://doi.org/10.1177/00178969231172727","url":null,"abstract":"Introduction: Fruit and vegetable (FV) consumption is low among adolescents, and waste of these foods is high in school cafeterias. The objective of this research was to determine the impact of behavioural economic strategies and structural lunchroom changes on FV selection and waste in high-school lunch programmes using the collaborative efforts of teachers, food service directors and students. Methods: A pre-post quasi-experimental design was used to collect plate waste data for 3 days in the autumn and 3 days in the spring semesters. Five high-school cafeterias from three rural and two urban counties in Montana participated. School Lunch Advisory Councils selected and implemented behavioural economic strategies that focused on increasing selection and decreasing waste of FVs served on the main service line and salad bar. Plate waste data were collected using direct weighing and the quarter-waste method. Preintervention to postintervention plate waste amounts were compared using descriptive statistics and the Mann-Whitney U test. Results: Vegetable selection at the salad bar significantly increased (p < .05). Vegetable waste significantly decreased at the main service line (p < .05). Fruit selection and waste did not significantly change. Conclusion: Changes in the lunchroom environment through behavioural economic strategies provide one avenue to increase selection and decrease waste of vegetables, ultimately influencing overall dietary quality among high-school students and creating more sustainable food systems.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"518 - 528"},"PeriodicalIF":1.3,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44316427","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 : 2023-05-10DOI: 10.1177/00178969231173266
Smita Shah, Kym Rizzo Liu, Catriona Lockett, E. Sainsbury
Objective: The objectives of this study were to (1) measure the acceptability of Students As LifeStyle Activists (SALSA) Youth Voices (SYV) programme, (2) determine the skills gained by peer leaders from their participation in SYV and (3) determine whether peer leaders were able to design and implement an action to promote healthy eating and physical activity in their school. Design: Process evaluation. Setting: Peer leaders (aged 15–16 years) from high schools in Western Sydney, Australia. Method: We conducted a process evaluation to determine the reasons why students participated in SYV, which workshop activities they enjoyed, the skills they gained from participating in SYV and whether the actions were designed and implemented. Peer leaders completed an online survey at the end of the Leadership Day. The peer leaders then presented their actions at an SYV Action Day event and completed a further online survey. Results: Eighty-four peer leaders from seven high schools in Western Sydney participated in SYV. Peer leaders reported their involvement with the SYV programme as positive, with 68% rating it as ‘very valuable’. Skills gained by the peer leaders included teamwork (90%), communication (85%), leadership (77%) and confidence (65%). Peer leaders planned and devised actions, which included installing water refill stations, fitting the school gymnasium with new equipment, redesigning girls’ sports shorts, and other strategies to engage girls in physical activity. Students from all seven schools presented their actions to receive feedback and expressed confidence that their actions were sustainable. Conclusion: The SYV programme showed that providing peer leaders with ownership of their actions was successful in creating healthy school environments, while building leadership, teamwork, communication skills and confidence in adolescents.
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Pub Date : 2023-05-09DOI: 10.1177/00178969231168496
Wasantha P. Jayawardene, M. Parker, Catherine Blume, J. McDaniel, J. Agley
Background: Tobacco retailers have an important role to play in reducing access to tobacco among youth, but in the USA, their role has become more complicated because of recent developments in policies and industry, such as the Indiana Tobacco-21 law and the rising popularity of electronic nicotine delivery systems (ENDS) products. This study aimed to explore Indiana retailers’ knowledge, attitudes, and skills related to the prevention of underage sales of tobacco and ENDS products and identify retailers’ needs for further education and training. Methods: The study involved a secondary analysis of anonymous cross-sectional data from the 2020 Indiana Tobacco Compliance Survey conducted by the Indiana Division of Mental Health and Addiction (DMHA). Managers and owners of retail stores who sold tobacco or ENDS products (i.e., large corporate-owned stores and smaller venues such as tobacco shops, vapour shops, and convenience stores) were eligible for inclusion. Records of retailers’ tobacco certificates were utilised for random sampling. Subgroup comparisons were conducted using chi-square tests. Results: The survey sample (n = 102) included participants from all 10 DMHA planning regions in Indiana and all types of tobacco retail stores. Many retailers did not know about or understand the negative impacts of ENDS products on young people or existing regulations to minimise these impacts and the Indiana State Tobacco-21 law. Retailers in larger stores had a greater objective knowledge and reported more frequent prevention programme utilisation than smaller stores (e.g., by means of ‘We Card’). Conclusions: Underage tobacco sale prevention procedures varied significantly, but resources such as ‘We Card’ and ‘This is Our Watch’ were more popular than alternatives. Retailers reported a need for more convenient education and training options on how to check photo identification and refuse sales to minors.
背景：烟草零售商在减少年轻人获得烟草方面发挥着重要作用，但在美国，由于最近政策和行业的发展，如印第安纳州烟草-21法和电子尼古丁输送系统（ENDS）产品的日益普及，他们的作用变得更加复杂。本研究旨在探讨印第安纳州零售商在预防未成年人销售烟草和ENDS产品方面的知识、态度和技能，并确定零售商对进一步教育和培训的需求。方法：该研究对印第安纳州心理健康和成瘾部（DMHA）进行的2020年印第安纳州烟草依从性调查的匿名横断面数据进行了二次分析。销售烟草或ENDS产品的零售店（即大型企业所有的商店和较小的场所，如烟草店、蒸汽店和便利店）的经理和所有者有资格入选。零售商的烟草证书记录被用于随机抽样。使用卡方检验进行亚组比较。结果：调查样本（n = 102）包括来自印第安纳州所有10个DMHA规划地区和所有类型烟草零售店的参与者。许多零售商不知道或不了解ENDS产品对年轻人的负面影响，也不了解将这些影响降至最低的现行法规和印第安纳州Tobacco-21法律。大型商店的零售商比小型商店更了解客观情况，并报告更频繁地使用预防计划（例如，通过“We Card”）。结论：预防未成年人烟草销售的程序差异很大，但“We Card”和“This is Our Watch”等资源比其他资源更受欢迎。零售商报告称，需要更方便的教育和培训选项，了解如何检查带照片的身份证明并拒绝向未成年人销售。
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