Tools for the school-based mentoring of pre-service teachers: A scoping review

There is a worldwide consensus that the prevention of child maltreatment (CM) is critical in promoting children’s safety. Furthermore, a significant part of the prevention efforts targets the children themselves. This scoping review aimed to map the characteristics of CM prevention programs that targeted children by examining studies that described the relevant implemented programs, published in peer-reviewed journals over the last decade. Thirty-one relevant manuscripts were identified from the online databases. The analysis, guided by scoping review guidelines, examined these programs in terms of content, context of delivery, and practitioners involved. A thematic analysis identified the key messages conveyed to the children. The findings showed that the vast majority of programs are school-based and focused on preventing child sexual abuse (CSA) with considerably less attention given to other forms of maltreatment. In addition, most programs did not promote active parental participation. The content descriptions of the CSA prevention programs revealed several common key messages that focused on children’s individual safety skills, specifically recognition, refusal strategies, and disclosure. The discussion addresses the concepts of blame and guilt as crucial to rethinking the CM prevention messages conveyed to children. Key conclusions that were drawn from the current scoping review highlight the need to better align prevention efforts and recent CM research. Additionally, ceiling effects in several studies indicated that children’s participation, as information sources and partners in program development, should be promoted, so that prevention efforts will meet their needs within their various relevant life contexts.

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Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools

Nutrition Research Reviews ◽

10.1017/s0954422421000111 ◽

2021 ◽

pp. 1-44

Author(s):

Berit M. Follong ◽

Angeliek Verdonschot ◽

Elena Prieto-Rodriguez ◽

Andrew Miller ◽

Clare E. Collins ◽

...

Keyword(s):

Primary School ◽

Nutrition Education ◽

Scoping Review ◽

Primary Schools ◽

Student Outcomes ◽

Overweight And Obesity ◽

Integrative Approach ◽

Intervention Effectiveness ◽

Education Programs ◽

School Based

Abstract Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ program implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary school-based nutrition education programs. Six databases were searched for primary school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programs. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programs often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of program description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

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Understanding sexual and reproductive health needs of immigrant adolescents in Canada: A scoping review

The Canadian Journal of Human Sexuality ◽

10.3138/cjhs.2021-0006 ◽

2021 ◽

pp. e20210006

Author(s):

Samantha Louie-Poon ◽

Mehnaz Rehmani ◽

Megan Kennedy ◽

Shannon Scott ◽

Bukola Salami ◽

...

Keyword(s):

Reproductive Health ◽

Scoping Review ◽

Cultural Sensitivity ◽

Information Needs ◽

Sexual And Reproductive Health ◽

Careful Consideration ◽

Future Research ◽

Immigrant Adolescents ◽

School Based ◽

Strength Based

Despite the large number of immigrant adolescents in Canada, research on their knowledge of sexual and reproductive health and rights (SRHR) and information needs is nearly nonexistent. A scoping review was undertaken following the PRISMA-ScR statement to identify and assess the existing literature regarding SRHR needs of immigrant adolescents in Canada. Of the 1514 articles retrieved from our search strategy, 15 studies met our inclusion criteria. The results from our review identifies three unique themes related to immigrant adolescents’ SRHR needs: knowledge needs, access to SRHR education and services, and approaches to SRHR education and services. Immigrant adolescents’ knowledge needs includes needs on HIV/STI transmission and protection, unintended pregnancy, sexual activity, family planning, pubertal education, navigating the health care system, and confidentiality legislations. Our results revealed that immigrant adolescents’ access SRHR education and services through both school-based and community-based settings. Lastly, approaches to SRHR education and services for immigrant adolescents should include cultural sensitivity, an intersectional approach, interactive learning, a strength-based approach, and reassuring confidentiality rights. The multi-faceted SRHR needs of immigrant adolescents in Canada demonstrates that future research, program development, and policymaking requires careful consideration of these intersecting forces. Inclusive SRHR education and services can be achieved through the employment of a critical cultural approach and intersectional strategies.

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