Adolescent school-based sexual victimization: Exploring the role of opportunity in a gender-specific multilevel analysis

2010 ◽  
Vol 38 (5) ◽  
pp. 1071-1081 ◽  
Author(s):  
Marie Skubak Tillyer ◽  
Pamela Wilcox ◽  
Brooke Miller Gialopsos
Keyword(s):  
Multilevel Analysis ◽  
Sexual Victimization ◽  
School Based ◽  
Gender Specific

Behavioral Interventions and the Role of Television in the Growing Epidemic of Adolescent Obesity

2005 ◽  
Vol 44 (02) ◽  
pp. 303-309 ◽  
Author(s):  
K. Thiagarajah ◽  
M. Fleming-Moran
Keyword(s):  
Behavioral Interventions ◽  
Eating Habits ◽  
Vigorous Activity ◽  
School Based ◽  
Individual Family ◽  
School Based Interventions ◽  
The Individual ◽  
Increased Activity ◽  
Gender Specific

Summary Objective: To test television exposure’s contribution to overweight (BMI> 95th percentile /age) status in 11.3% of 2001 YRBS respondents, when controlling for moderate/vigorous activity, and eating habits. Methods: Controlling for age, ethnicity, smoking, moderate/vigorous activity, and diet habits, gender-specific SUDAAN models estimate likelihood (O.R.) for overweight in teens watching 2+ hours of TV/day. Results: TV exposure independently increases odds of overweight by 50% for both genders (boys: OR 1.5 [1.2-1.8]; girls: OR 1.6 [1.2-2.0]), when other covariates are controlled. Low vigorous activity rate (1.39 [1.1-1.86]) and smoking independently promote obesity in girls, while boys with fewer fruit/ vegetable servings are less likely to be overweight (.76 [.60-.96]). Conclusion: Current school-based interventions promote environmental and curricular changes for healthier diets and increased activity rates. TV exposure, however, is rarely targeted as a separate risk factor, and requires attention at the individual, family, and community levels.

Evaluation of the Role of Knowledge Broker in School-based Youth Tobacco Control

2004 ◽  
Author(s):  
Steve Manske ◽  
Bill Morrison ◽  
Irene Lambraki ◽  
Cynthia Mathieson
Keyword(s):  
Tobacco Control ◽  
Knowledge Broker ◽  
School Based

Role of the U.N. Convention on the Rights of the Child in School-Based Mental Health

2012 ◽  
Author(s):  
Shereen C. Naser ◽  
Berre Burch ◽  
Meredith Summerville ◽  
Bonnie Nastasi
Keyword(s):  
Mental Health ◽  
School Based ◽  
Rights Of The Child

scholarly journals Model-based evaluation of school- and non-school-related measures to control the COVID-19 pandemic

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ganna Rozhnova ◽  
Christiaan H. van Dorp ◽  
Patricia Bruijning-Verhagen ◽  
Martin C. J. Bootsma ◽  
Janneke H. H. M. van de Wijgert ◽  
...  
Keyword(s):  
Reproduction Number ◽  
Additional Benefit ◽  
Transmission Model ◽  
Time Points ◽  
School Based ◽  
Admission Data ◽  
Age Structured ◽  
The Impact ◽  
Pandemic Wave

AbstractThe role of school-based contacts in the epidemiology of SARS-CoV-2 is incompletely understood. We use an age-structured transmission model fitted to age-specific seroprevalence and hospital admission data to assess the effects of school-based measures at different time points during the COVID-19 pandemic in the Netherlands. Our analyses suggest that the impact of measures reducing school-based contacts depends on the remaining opportunities to reduce non-school-based contacts. If opportunities to reduce the effective reproduction number (Re) with non-school-based measures are exhausted or undesired and Re is still close to 1, the additional benefit of school-based measures may be considerable, particularly among older school children. As two examples, we demonstrate that keeping schools closed after the summer holidays in 2020, in the absence of other measures, would not have prevented the second pandemic wave in autumn 2020 but closing schools in November 2020 could have reduced Re below 1, with unchanged non-school-based contacts.

The Changing Role of the School Psychologist

1984 ◽  
Vol 1 (1) ◽  
pp. 10-13 ◽  
Author(s):  
Margaret Lord ◽  
Vicki McKenzie ◽  
Sue O'Brien ◽  
Cheryl Semmens
Keyword(s):  
Social Workers ◽  
Student Services ◽  
School Psychologist ◽  
Psychological Services ◽  
School Based ◽  
School Psychological Services ◽  
Changing Role ◽  
Speech Therapists

School psychological services in Victoria are provided by Student Services, which is not a school based service. The staff includes Guidance Officers, Psychology Officers, Social Workers, Welfare Officers, Interpreters and Speech Therapists. Services are provided to pre-schools, special facilities, government and registered schools. This paper focuses on the psychological services provided.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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