Perceptions and Knowledge About the MenB Vaccine Among Parents of High School Students

AbstractSerogroup B meningococcal disease (MenB) causes almost 60% of meningitis cases among adolescents and young adults. Yet, MenB vaccine coverage among adolescents remains below 10%. Since parents are the primary medical decision makers for adolescents, we examined MenB vaccination rates and parent attitudes about meningitis and the MenB vaccine. In 2018, in conjunction with a county-wide, school-based immunization campaign, we conducted a mixed methods study among parents of 16- to 17-year-olds. We facilitated focus groups asking parents about their knowledge of meningitis and reactions to educational materials and sent behavioral surveys based on Health Belief Model constructs to parents through the county high school system. Parents in three focus groups (n = 8; participation rate = 13%) expressed confusion about their child’s need to receive the MenB vaccine in addition to the meningococcal conjugate vaccine (MenACWY), but conveyed strong trust in their physicians’ recommendation. Among survey participants (n = 170), 70 (41%) had heard of the MenB vaccine. Among those 70 parents, the most common barriers to vaccination were concerns about side effects (55%) and uncertainty of susceptibility due to receipt of the MenACWY vaccine (30%). The percentage of teens that received at least one dose of the MenB vaccine was 50% (n = 35) by parent report and 23% (n = 16) by state vaccination records. Parents demonstrated uncertainty and confusion about the MenB vaccine particularly due to the existence of another meningitis vaccine and limited health care provider recommendations. Confirmatory studies of parent confusion about the MenB vaccine are needed to develop interventions.

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High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors

Health Behavior and Policy Review ◽

10.14485/hbpr.8.4.5 ◽

2021 ◽

Vol 8 (4) ◽

Author(s):

Marie Dubuc ◽

Seira Fortin-Suzuki ◽

Sylvie Beaudoin ◽

Felix Berrigan ◽

Sylvain Turcotte

Keyword(s):

Physical Activity ◽

High School ◽

High School Students ◽

Focus Groups ◽

Qualitative Content Analysis ◽

School Students ◽

Online Questionnaire ◽

Physical Activity Interventions ◽

School Based ◽

Facilitating Factors

Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.

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The Effect of Education Based on the Health Belief Model on Osteoporosis Prevention Behaviors in Female High School Students

Jundishapur Journal of Chronic Disease Care ◽

10.17795/jjcdc-34852 ◽

2016 ◽

Vol 5 (4) ◽

Cited By ~ 1

Author(s):

Sajedeh Mousaviasl ◽

Houshang Alijani Renani ◽

Mahin Gheibizadeh ◽

Amal Saki Malehi

Keyword(s):

High School ◽

High School Students ◽

Health Belief Model ◽

Health Belief ◽

Osteoporosis Prevention ◽

School Students ◽

Female High School ◽

Belief Model ◽

The Health Belief Model

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An entertainment–education study of stereotypes and prejudice against fat women

Health Education Journal ◽

10.1177/0017896911414043 ◽

2011 ◽

Vol 70 (4) ◽

pp. 374-382 ◽

Cited By ~ 4

Author(s):

Anat Gesser-Edelsburg ◽

Ronit Endevelt

Keyword(s):

High School ◽

High School Students ◽

Performance Analysis ◽

Focus Groups ◽

Additional Treatment ◽

Entertainment Education ◽

School Students ◽

Method Performance ◽

Theoretical Approaches ◽

The Impact

Objective: To evaluate the impact of Fat Pig on the attitudes of high school students towards fat women and investigate the perspective of dietitians as health professionals on the messages in Fat Pig. Design: Performance analysis, pre–post analysis of students’ responses to self-administrated pre-constructed questionnaires, students’ focus groups and personal interviews with dietitians. Setting: Tenth grade (15–16 year-old) high school students in Israel who saw Fat Pig as part of their high school’s educational–cultural curriculum, and dietitians from four different healthcare organizations in Israel that came to see the play as a group. Method: Performance analysis, quantitative analysis of students’ responses using SPSS, and qualitative analysis of students’ focus groups and personal interviews with dietitians. Results: Students’ responses indicate that the play’s impact is completely opposite to the playwright and the educator’s original intention to challenge stereotypes and prejudice towards fat women in society. Moreover, the play reinforces the student’s social and cultural norms that glorify the ‘thinness ideal’. In addition, according to the dietitians, the play cannot serve them as an additional treatment tool. Conclusion: Creating or using drama in education not according to theoretical approaches, such as the entertainment–education (EE) approach, may lead to paradoxical outcomes, completely contradict educational intentions, and even reinforce undesired attitudes and behaviours.

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