Teacher perceptions of sun protection practices in the secondary school setting: Barriers, enablers and recommendations for future

2020 ◽  
Vol 31 (2) ◽  
pp. 258-267 ◽  
Author(s):  
Anna K. Nicholson ◽  
Jane Hill ◽  
Heather Walker ◽  
Sue Heward ◽  
Suzanne Dobbinson
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
School Setting ◽  
Sun Protection ◽  
Sun Protection Practices

scholarly journals Effectiveness of Sun Protection Interventions Delivered to Adolescents in a Secondary School Setting: A Systematic Review

2021 ◽  
Vol 2021 ◽  
pp. 1-15
Author(s):  
Bronwen M. McNoe ◽  
Kate C. Morgaine ◽  
Anthony I. Reeder
Keyword(s):  
Systematic Review ◽  
Secondary School ◽  
Public Health Practice ◽  
School Setting ◽  
Sun Protection ◽  
Use Of Technology ◽  
Study Results ◽  
Quality Rating ◽  
Physiological Outcomes ◽  
Practice Framework

Aim. The aim of this systematic review is to summarise the evidence of the effectiveness of interventions targeted to adolescents (13 to 18 years inclusive) and delivered in a secondary school setting with the purpose of improving sun protection behaviour, reducing ultraviolet radiation (UVR) exposure, and/or improving physiological outcomes related to UVR exposure (such as erythema or naevi development). Methods. Peer-reviewed journal articles were identified from seven database searches (Cochrane, Embase, CINAHL, Scopus, Medline, PsycInfo, and Web of Science) to January 2020, forward citation searches of relevant articles, and monitoring of WHO INTERSUN UVR list server for recent publications. Relevant articles were collected and critically analysed using the Effective Public Health Practice framework. Two reviewers independently reviewed, and when deemed eligible, extracted data and performed quality appraisals for each study. Results. Thirteen studies met the criteria for inclusion in the review. There were no studies that met a “strong” quality rating, five received a “moderate” quality rating, and eight studies a “weak” quality rating. Three of those with a moderate rating found evidence for effectiveness. The most promising interventions overall (including the pilot/uncontrolled studies) were those that moved beyond a pure health education approach and used innovative approaches such as the provision of shade, or use of technology (e.g., appearance-based apps or real-time ultraviolet index (UVI) monitors). Conclusions. There is a lack of high-quality published studies investigating the interventions delivered in a secondary school setting to protect students from UVR. The evidence could be strengthened if researchers used consistent, standardised outcome measures for sun protection exposure and behaviour. Other factors limiting the strength of evidence were short follow-up times (largely less than 6 months) and/or nonrobust study design.

Skin cancer and sun protection practices in Fanconi anemia patients: a cross-sectional study

2021 ◽  
Author(s):  
Jenna L. Ruggiero ◽  
Rebecca Freese ◽  
Kristen P. Hook ◽  
Ingrid C. Polcari ◽  
Sheilagh M. Maguiness ◽  
...  
Keyword(s):  
Skin Cancer ◽  
Fanconi Anemia ◽  
Sun Protection ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Sun Protection Practices

scholarly journals Assessment of Knowledge, Behaviour and Sun Protection Practices among Health Services Vocational School Students

2012 ◽  
Vol 9 (7) ◽  
pp. 2378-2385 ◽  
Author(s):  
Eray Yurtseven ◽  
Tumer Ulus ◽  
Suphi Vehid ◽  
Selçuk Köksal ◽  
Merve Bosat ◽  
...  
Keyword(s):  
Health Services ◽  
Sun Protection ◽  
Vocational School ◽  
School Students ◽  
Sun Protection Practices

A decade of sun protection in Australian early-childhood services: analysis of cross-sectional and repeated-measures data

2020 ◽  
Vol 35 (2) ◽  
pp. 99-109
Author(s):  
Hugh Hunkin ◽  
Julia�N Morris
Keyword(s):  
Early Childhood ◽  
Repeated Measures ◽  
Critical Time ◽  
Sun Protection ◽  
Cross Sectional ◽  
New Members ◽  
Protection Strategies ◽  
Ultraviolet Radiation Exposure ◽  
Sun Protection Practices ◽  
The Impact

Abstract Limiting ultraviolet radiation exposure during early childhood can significantly reduce the risk of developing skin cancer, making early childhood a critical time for sun protection strategies. This study aimed to measure sun protection practices utilized in Australian early-childhood services over the past decade and evaluate the impact of Cancer Council Australia’s SunSmart Early-Childhood Program. Results are presented from cross-sectional and repeated-measures survey data, completed by directors or other staff at randomly sampled early-childhood services in 2008, 2013 and 2018 (N�=�3243). Most sun protection practices were used by a significantly greater proportion of services in 2018 relative to earlier years, such as requiring the use of sunscreen (98.4%), and sun-protective hats (99.7%) and clothing (88.8%). However, only a small and declining proportion of services (16.3%–22.4%) required the use of specific items of sun-protective clothing. SunSmart program members reported enacting significantly more sun protection practices compared to non-members, while new members showed an increase in the use of those practices relative to services whose status did not change (d�=�0.48). The results demonstrate improvements in sun protection in Australian early-childhood settings, and highlight the benefits and limitations of the SunSmart program.

School Uniforms and Person Perception

1994 ◽  
Vol 79 (2) ◽  
pp. 723-729 ◽  
Author(s):  
Dorothy Behling
Keyword(s):  
Secondary School ◽  
Private School ◽  
Repeated Measures ◽  
Person Perception ◽  
School Setting ◽  
School Uniforms ◽  
Public High School ◽  
Repeated Measures Analysis ◽  
Dependent Variables ◽  
School Uniform

For this study of perceived behavior and academic ability in a secondary school setting, four clothing styles including two styles of school uniforms were photographed and manipulated. 270 students and 20 teachers from a public high school and a private school, in which uniforms are required, participated. A repeated-measures analysis of variance as well as a Tukey's test were used for data analysis. Independent variables were sex of the model, school, and style of clothing. Dependent variables were perception of behavior, scholastic achievement, and scholastic potential. Perception of school-related behavior and scholastic ability of the models dressed in four styles of clothing varied significantly by style of dress. There were also significant effects for sex of the model and status (teacher vs student) of the perceiver. Results were similar for the two schools in that a school uniform positively affected the perception of academic abilities and school-related behavior of the clothed models for students and teachers.

scholarly journals A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer

2018 ◽  
Vol 53 (3) ◽  
pp. 303-311 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica Kirby ◽  
Stacy E. Walker
Keyword(s):  
Clinical Practice ◽  
Secondary School ◽  
Narrative Analysis ◽  
School Setting ◽  
Transition Process ◽  
Previous Experience ◽  
Athletic Trainer ◽  
Full Time ◽  
Transition To Practice ◽  
Past Experiences

Context:  The transition to clinical practice is an important topic in athletic training because it is viewed as a stressful time that is accompanied by self-doubt. Mentorship and previous experience support the transition to practice, but little information is available on the organizational entry of the athletic trainer (AT) who is employed full time in the secondary school setting. Objective:  To understand the experiences of newly credentialed ATs in full-time positions in the secondary school setting. Design:  Qualitative study. Setting:  Secondary schools. Patients or Other Participants:  Seventeen ATs (4 men, 13 women; age = 25 ± 4 years) were employed full time in the secondary school setting. On average, the full-time ATs worked 40 ± 10 hours per week. Data Collection and Analysis:  All participants completed a semistructured telephone interview with 1 researcher. Data were analyzed using a narrative analysis, and credibility was established by peer review and researcher triangulation. The narrative research paradigm guided our protocol and supported the rigor of the study. Results:  Our analyses revealed that transition to practice was organic, such that the newly credentialed AT gained awareness by engaging in the role daily. Additionally, the transition process was facilitated by previous experience in the setting, mostly from educational training. Ongoing communication with various stakeholders (athletic directors, team physicians, and peer ATs) in the setting also assisted in the process of transitioning. Finally, mentorship from previous preceptors provided support during the transition process. Conclusions:  Transitioning into full-time clinical practice in the secondary school setting was informal and supported by professional relationships and past experiences. Past experiences allowed for awareness but also the development of mentoring relationships that continued beyond the clinical education experience. Communication also assisted the newly credentialed AT, as it provided feedback for legitimation by multiple stakeholders.

scholarly journals Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework

2020 ◽  
pp. 082957352097255
Author(s):  
Rick N. Noble ◽  
Nancy Heath ◽  
Amanda Krause ◽  
Maria Rogers
Keyword(s):  
High School ◽  
Secondary School ◽  
Working Alliance ◽  
School Engagement ◽  
School Setting ◽  
Drop Out ◽  
Central Component ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counseling and healthcare, working alliance has only recently begun to be investigated in an education setting. The present study sought to investigate working alliance between students and teachers as a broader framework for relationships in a high school setting. Specifically, the primary objective was to examine the use of the working alliance framework in teacher-student relationships to predict risk of high school student drop-out. A series of multiple regressions was used to test this objective. Results demonstrated that student-rated school working alliance predicted risk of drop-out, and that the relationship was partially mediated by student engagement. These results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting. Implications for educators and practitioners are discussed.

Psychodynamic Counselling in a Secondary School Setting

1997 ◽  
Vol 14 (2) ◽  
pp. 25-35
Author(s):  
Margot Lynch
Keyword(s):  
Secondary School ◽  
School Setting ◽  
Present Situation ◽  
States Of Mind ◽  
The Past ◽  
Transference And Countertransference ◽  
The Relationship ◽  
Ways Of Being ◽  
Psychodynamic Counselling ◽  
Anxiety And Fear

ABSTRACTPsychodynanzic counselling is based upon, and informed by, psychoanalytic insights. The origins include the work of Freud, the Post Freudians, and the Object Relations school. These schools of thought embrace concepts of primitive infantile emotions and states of mind that produce overwhelming feelings of anxiety and fear and against which defences are formed to maintain a psychic equilibrium. Although these defences may have roots in the past, changes can only be effected by thinking about their significance in the present. The psychodynamic counsellor attempts to help clients make sense of their current situation by focussing on the actual dynamics of what is happening outside the counselling room with others and inside the counselling room with the counsellor: Thus, repeated and “stuck” ways of being with others are brought to light in tertms of transference and countertransference. In addition, painful and unbearable feelings are shared and contained in the relationship so that clients are more able to reflect upon and understand their own contribution to their present situation and to respond more constructively to that situation.

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