School-Based Education Programs for Preparing Children for Natural Hazards: A Systematic Review

2021 ◽  
pp. 1-13
Author(s):  
Hamed Seddighi ◽  
Homeira Sajjadi ◽  
Sepideh Yousefzadeh ◽  
Mónica López López ◽  
Meroe Vameghi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Natural Hazards ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
English Language ◽  
Education Programs ◽  
School Based ◽  
Disaster Education ◽  
The Difference ◽  
And Gender

Abstract Schools have a significant role in disaster education to children. This study investigates the research works about school-based education programs in order to discover challenges and best practices. We conducted a systematic review of English language papers published in peer-review journals. The search identified 2577 publications and 61 articles meeting selection criteria and included in the review. Reviewed studies indicated that disaster education in schools is effective but yet insufficient in many countries. Lack of equipment, financial resources, policy gaps, and teachers’ knowledge are common problems in programs. Main outcomes of this systematic review are showing methods used for health emergency preparedness of children of different ages and gender differences in school-based disaster preparedness, as well as the difference in their lifesaving skills in disasters. This study shows that some disaster education programs reported in the papers reviewed were not high-quality enough, which may lead to insufficient preparedness of children in disasters and consequently may put their health at risk, considering the increasing number of natural hazards.

Disaster Education in Australian Schools

2014 ◽  
Vol 30 (2) ◽  
pp. 187-197 ◽  
Author(s):  
Helen J. Boon ◽  
Paul J. Pagliano
Keyword(s):  
Disaster Preparedness ◽  
Future Research ◽  
Australian School ◽  
Education Programs ◽  
School Aged Children ◽  
Education Resources ◽  
School Based ◽  
Information Center ◽  
Disaster Education ◽  
Critical Literature

AbstractAustralia regularly suffers floods, droughts, bushfires and cyclones, which are predicted to increase and/or intensify in the future due to climate change. While school-aged children are among the most vulnerable to natural disasters, they can be empowered through education to prepare for and respond to disasters. School disaster education is essential to raise awareness among students and their communities and to encourage preparedness action. However, evaluation of Australian school-based disaster education programs has been limited. This article presents the results of a critical literature review of peer-reviewed publications on disaster education programs in Australian schools conducted through Scopus, A Plus, PsycINFO and the Education Resources Information Center (ERIC) databases. Results highlight a significant dearth of studies examining disaster education programs in Australian schools. Recommendations for future research are proposed to bridge knowledge gaps and establish disaster preparedness resources that support children's knowledge and preparedness for disasters.

scholarly journals Students’ preparedness for disasters in schools: a systematic review protocol

2020 ◽  
Vol 4 (1) ◽  
pp. e000913
Author(s):  
Hamed Seddighi ◽  
Homeira Sajjadi ◽  
Sepideh Yousefzadeh ◽  
Mónica López López ◽  
Meroe Vameghi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Disaster Preparedness ◽  
Vulnerable Groups ◽  
Narrative Synthesis ◽  
Ethics Code ◽  
Study Characteristics ◽  
And Gender ◽  
Critical Appraisal Skills ◽  
Meta Analyses

IntroductionChildren are one of the most vulnerable groups in disasters. Improving students’ knowledge and skills to prepare for disasters can play a major role in children’s health. School as a place to teach children can make a significant contribution to provide the necessary skills. This study aims to identify the effects, strengths and weaknesses of interventions in schools to prepare children for disasters.Methods and analysisWe use Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to develop a protocol for this systematic review. The included studies will report on the results of interventions targeting ‘schoolchildren’ defined as individuals between 4 and under 18 years old studying in schools. Different electronic databases will be used for a comprehensive literature search, including MEDLINE, Web of Science, CINAHL, PsycINFO, Cochrane Register of Controlled Trials and EMBASE to identify the records that match the mentioned inclusion criteria published till December 2020. The main search terms are ‘disaster’, ‘preparedness’, ‘children’ and ‘school’. Four types of data will be extracted from the qualified studies including study characteristics (study design, year of publication and geographical region where the study was conducted), participant characteristics (sample size, age and gender), intervention characteristics (aim of intervention, intervention facilitators and barriers) and intervention outcomes. The quality appraisal of the selected papers will be conducted using Cochrane Collaboration’s Risk of Bias for quantitative studies and Critical Appraisal Skills Programme checklist for qualitative studies. We use a narrative synthesis for this systematic review. The narrative synthesis refers to an approach to systematic reviews which focuses mostly on applying words and texts to summarise and explain findings.Ethics and disseminationThis paper is a part of a Ph.D. thesis of Hamed Seddighi at University of Social welfare and Rehabilitation Sciences with ethics code IR.USWR.REC.1399.008 approved by the Ethics Committee of the above-mentioned university.PROSPERO registration numberCRD42020146536.

scholarly journals What works to promote walking at the population level? A systematic review

2018 ◽  
Vol 52 (12) ◽  
pp. 807-812 ◽  
Author(s):  
Charlie Foster ◽  
Paul Kelly ◽  
Hamish A B Reid ◽  
Nia Roberts ◽  
Elaine M Murtagh ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mass Media ◽  
English Language ◽  
Environmental Changes ◽  
Controlled Trial ◽  
Population Level ◽  
Eligibility Criteria ◽  
Community Initiatives ◽  
School Based ◽  
Randomised Controlled

ObjectiveInterventions to promote walking have focused on individual or group-based approaches, often via the randomised controlled trial design. Walking can also be promoted using population health approaches. We systematically reviewed the effectiveness of population approaches to promote walking among individuals and populations.DesignA systematic review.Data sources10 electronic databases searched from January 1990 to March 2017.Eligibility criteriaEligibility criteria include pre-experimental and postexperimental studies of the effects of population interventions to change walking, and the effects must have been compared with a ‘no intervention’, or comparison group/area/population, or variation in exposure; duration of ≥12 months of follow up; participants in free-living populations; and English-language articles.Results12 studies were identified from mostly urban high-income countries (one focusing on using tax, incentivising the loss of parking spaces; and one using policy only, permitting off-leash dogs in city parks). Five studies used mass media with either environment (n=2) or community (n=3) approaches. Four studies used environmental changes that were combined with policies. One study had scaled up school-based approaches to promote safe routes to schools. We found mass media, community initiatives and environmental change approaches increased walking (range from 9 to 75 min/week).

School-Based Sleep Education Programs for Short Sleep Duration in Adolescents: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 87 (6) ◽  
pp. 401-408 ◽  
Author(s):  
Ka-Fai Chung ◽  
Man-Sum Chan ◽  
Ying-Yin Lam ◽  
Cindy Sin-Yee Lai ◽  
Wing-Fai Yeung
Keyword(s):  
Systematic Review ◽  
Sleep Duration ◽  
Meta Analysis ◽  
Education Programs ◽  
Short Sleep Duration ◽  
Sleep Education ◽  
Short Sleep ◽  
School Based

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

scholarly journals Improving mental health and wellbeing among sexual and gender minorities using digital interventions: a systematic review

2020 ◽  
Author(s):  
Samia Tasnim ◽  
Nusrat Fahmida Trisha ◽  
Qiping Fan ◽  
Abida Sultana ◽  
Shayla Haque Mishu ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Sexual Minorities ◽  
English Language ◽  
Behavioral Therapy ◽  
Sexual And Gender Minorities ◽  
Digital Platforms ◽  
Digital Interventions ◽  
Gender Minorities ◽  
And Gender

Background:High burden of mental disorders among sexual minorities including lesbian, gay, bisexual, and transgender population is well documented. Digital platforms are increasingly being used by sexual minorities to communicate with each other, but there is no systematic review of digital interventions that can improve mental health among sexual minorities. This systematic review identified and evaluated the digital interventions for mental health among different sexual minorities.Methodology:We searched literature from six major databases and included studies published in the English language, describing interventions that have a component to improve mental health among any of the sexual minorities delivered through any of the digital platforms, and reporting mental health outcomes.Results:Among 1936 citations, only 11 studies fulfilled our criteria. In those studies, most (n=9) interventions were implemented in the U.S. The interventions included varying components including on increasing acceptance and affirmation, increase social support and health education, cognitive behavioral therapy to manage stress, depression, anxiety and other mental health conditions. Only 6 studies had randomized control design. Most of the studies reported reduction in bi/homonegativity and increased affirmation, decreased smoking and substance abuse, improved coping skills, reduced level of depression, anxiety, and stress among participants in the intervention groups.Conclusion:To our knowledge, this is the first systematic review that evaluated digital intervention for mental health among sexual and gender minorities. Despite a low number of studies and heterogeneity across studies, the findings suggest potential improvements in mental health among sexual and gender minorities using digital interventions.

scholarly journals Depression, anxiety, PTSD, and OCD after stillbirth: a systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Cèline Lossius Westby ◽  
Andrea Røsberg Erlandsen ◽  
Sondre Aasen Nilsen ◽  
Endre Visted ◽  
Jens C. Thimm
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Inclusion Criteria ◽  
Post Traumatic Stress ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Symptoms Of Depression ◽  
Short And Long Term ◽  
Post Traumatic ◽  
And Gender

Abstract Background This systematic review aimed to provide an updated summary of studies investigating depression, anxiety, post-traumatic stress disorder (PTSD), and obsessive-compulsive disorder (OCD) in parents after stillbirth (from 20 weeks gestational age until birth). Methods A literature search was conducted in the databases Web of Science and PsychINFO. Main inclusion criteria were 1) peer-reviewed, quantitative, English-language articles published from 1980; (2) studies investigating depression, anxiety, PTSD, or OCD among parents following stillbirth; and (3) studies defining stillbirth as equal to or after 20 weeks of gestation. Results Thirteen quantitative, peer-reviewed articles were eligible for inclusion. Selected articles investigated depression, anxiety, and PTSD, while no studies on OCD met our inclusion criteria. The majority of studies investigated women, while only two studies included men. The results indicated heightened short- and long-term levels of depression, anxiety, and PTSD in parents after stillbirth compared to those of parents with live birth. Studies investigating predictors found that social support, marital status, negative appraisals, and variables related to care and management after stillbirth affected levels of symptoms. Conclusions Parents who experience stillbirth have a considerably higher risk of reporting symptoms of depression, anxiety, and PTSD compared with parents with live births. More longitudinal studies are needed to increase our knowledge of how symptoms develop over time, and more research on fathers, transgender, non-binary and gender fluid individuals is needed. Research on the association between stillbirth and OCD is also warranted. Knowledge of the severity of anxiety, depression, and PTSD after stillbirth, and predictors associated with symptom severity could provide healthcare professionals with valuable information on how to provide beneficial postpartum care.

scholarly journals Traversing the Funambulist’s Fine Line between Nursing and Male Identity: A Systematic Review of the Factors that Influence Men as They Seek to Navigate the Nursing Profession

2020 ◽  
Vol 10 (3) ◽  
pp. 691-703
Author(s):  
Daniel Terry ◽  
Blake Peck ◽  
Clarissa Carden ◽  
Alicia J. Perkins ◽  
Andrew Smith
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Integrated Design ◽  
Nursing Profession ◽  
Psychological Constructs ◽  
Methodological Rigor ◽  
Language Research ◽  
And Gender ◽  
Critical Appraisal Skills ◽  
Gendered Stereotypes

Nursing has seen a dominance of women within the profession, and today, the presence of men in the role remains less understood and appreciated. Males considering or entering nursing face challenges concerning role misconception, marginalization, and gender bias. With a looming shortage of nurses on the horizon, it is more important now than ever before to find better ways of engaging males into nursing. The aim of the study was to examine the psychological constructs that influence male perceptions of nursing as they seek to navigate the profession, and what aspects influence men to consider nursing as a career. To achieve this, a systematic review and mixed research synthesis (integrated design) was conducted. English language research published between 1999 and 2019 was eligible. The methodological rigor of qualitative articles followed the Critical Appraisal Skills Program, while the Best Evidence Medical Education guided the quantitative review. Among the 24 publications identified, three sub-themes emerged from the overarching theme of the funambulist or tightrope walker. Sub-themes included societal, inner and collective voices that inform men’s place in nursing or their decision making about entering the profession. There is a need to re-visit what it means to be a nurse in order to address the gendered stereotypes that impact men entering the nursing profession.

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