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.

scholarly journals School-based interventions to address bullying

2016 ◽  
Vol 4 (2) ◽  
pp. 142-164 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Negative Consequences ◽  
School Based ◽  
History Of ◽  
School Based Interventions ◽  
Role Of Parents ◽  
Bullying Interventions ◽  
Meta Analyses

Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

The wider social system

2021 ◽  
pp. 238-281
Author(s):  
Robbie Duschinsky ◽  
Sarah Foster
Keyword(s):  
Mental Health ◽  
Social Environment ◽  
Social System ◽  
Public Mental Health ◽  
Epistemic Trust ◽  
School Based ◽  
System P ◽  
The Social ◽  
The Individual

Critics have alleged that in attempting to adapt to the individual-centric environment of contemporary health provision, mentalization-based therapy itself has been complicit with the atomization of society. Conversations with his colleague Peter Fuggle and Dickon Bevington at the Anna Freud Centre have also had a profound role in highlighting to Fonagy the importance of the wider social system around the individual. Pursuing these questions, this chapter begins by examining the growing attention to the social environment shown by Fonagy and colleagues, and especially their exploration of the role of friends and friendships for mentalization and epistemic trust. It will then examine the reflections and research by Fonagy and collaborators on public mental health. The researchers’ hopes regarding school-based prevention will be given particular attention, and the chapter will also show how this work has shaped Fonagy’s efforts as a policy influencer. Finally, the chapter will appraise the considerations offered by Fonagy and colleagues of the role of culture, in particular the issue of whether attention to cultural processes should be regarded as mentalizing, non-mentalizing or as not mentalizing, and whether organizations and societies can themselves be said to institutionalize cultures of mentalizing or non-mentalizing.

scholarly journals Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems

2017 ◽  
Vol 40 (1) ◽  
pp. 16-24
Author(s):  
Michelle M. Massar ◽  
Kent McIntosh ◽  
Sterett H. Mercer
Keyword(s):  
Behavioral Interventions ◽  
Critical Factor ◽  
Fidelity Of Implementation ◽  
Successful Implementation ◽  
Positive Behavioral Interventions ◽  
School Based ◽  
Confirmatory Factor ◽  
School Based Interventions ◽  
Behavior Systems ◽  
Core Features

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.

The Role of Comprehensive School-Based Interventions.

1991 ◽  
Vol 623 (1 Hyperlipidemi) ◽  
pp. 285-298 ◽  
Author(s):  
KEN RESNICOW ◽  
DONNA CROSS ◽  
ERNST WYNDER
Keyword(s):  
Comprehensive School ◽  
School Based ◽  
School Based Interventions

scholarly journals The Role of Parents in Children Memorizing the Qur'an in Middle School Based on the Amanatul Ummah Islamic Boarding School

2021 ◽  
Vol 2 (2) ◽  
pp. 139-156
Author(s):  
Mizanul Hasanah
Keyword(s):  
Filial Piety ◽  
Secondary Data ◽  
Boarding School ◽  
School Based ◽  
Parents And Children ◽  
Secondary Data Sources ◽  
Role Of Parents ◽  
The Individual ◽  
The Right

This article originated from the author's curiosity about the close inner relationship between parents and children who memorize the Qur'an. For the author of the Qur'an, it is Allah's revelation that was sent down directly to Rasulullah Muhammad SAW through the angel Gabriel. For this reason, the holy book of the Qur'an, which is very sacred and is the word of Allah, cannot be memorized if the individual does not appreciate, understand the signs, and glorify Allah before reading and memorizing it. One of them is filial piety to parents and do good to them. The author conducted direct research on the right target, namely the children who memorized the Quran in SMP-based Pesantren Amanatul Ummah Pacet. The aim of the author to conduct research at this location is that the children in the institution focus on producing Al-Quran memorizers. The method used in this research is descriptive qualitative research. Sources of data used are primary and secondary data sources and use data collection techniques in the form of interviews, observation, and documentation.

Peers as Change Agents

2021 ◽  
Keyword(s):  
Behavioral Interventions ◽  
Change Agents ◽  
Intervention Strategies ◽  
Academic Interventions ◽  
Successful Implementation ◽  
School Based ◽  
School Based Interventions ◽  
The Common

This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of peer-mediated interventions (PMIs), including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each category of PMI, as well as practical chapters detailing the use of different strategies that fit under each of the categories. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and useful resources such as implementation scripts for use in schools.

Characterization of the action of tachykinin signaling on pulsatile LH secretion in male mice

Endocrinology ◽  
2021 ◽  
Author(s):  
Rajae Talbi ◽  
Ferrari Kaitlin ◽  
Ji Hae Choi ◽  
Achi Gerutshang ◽  
Elizabeth A McCarthy ◽  
...  
Keyword(s):  
Pulse Generator ◽  
Neurokinin A ◽  
Male Mice ◽  
Intact Male ◽  
Stimulatory Action ◽  
The Individual ◽  
Lh Secretion ◽  
Increased Activity

Abstract The alternation of the stimulatory action of the tachykinin neurokinin B (NKB) and the inhibitory action of dynorphin within arcuate (ARH) Kiss1 neurons has been proposed as the mechanism behind the generation of GnRH pulses through the pulsatile release of kisspeptin. However, we have recently documented that GnRH pulses still exist in gonadectomized mice in the absence of tachykinin signaling. Here, we document an increase in basal frequency and amplitude of LH pulses in intact male mice deficient in substance P (SP), neurokinin A (NKA) signaling (Tac1KO) and NKB signaling (Tac2KO and Tacr3KO). Moreover, we offer evidence that a single bolus of the NKB receptor agonist senktide to gonad intact WT males increases the basal release of LH without changing its frequency. Altogether, these data support the dispensable role of the individual tachykinin systems in the generation of LH pulses. Moreover, the increased activity of the GnRH pulse generator in intact KO male mice suggests the existence of compensation by additional mechanisms in the generation of kisspeptin/GnRH pulses.

scholarly journals Implementasi Manajemen Berbasis Madrasah Dalam Peningkatan Mutu Pendidikan Di Madrasah

2021 ◽  
Vol 7 (1) ◽  
pp. 321
Author(s):  
Karseno Handoyo ◽  
Mudhofir Mudhofir ◽  
Maslamah Maslamah
Keyword(s):  
Subjective Experience ◽  
Active Role ◽  
Research Subjects ◽  
Democratic Leadership ◽  
Islamic Schools ◽  
School Based ◽  
Analysis Technique ◽  
Using Data ◽  
The Individual

The purpose of this study was to explore the uniqueness of the implementation of School Based Management (MBS) in Madrasahs. Madrasah education is interesting to study because after Pesantren, Madrasah became a reference for Islamic schools, which are formal schools with modern Islamic ideas. However, Madrasahs also have various problems related to quality and quality, both input and process and output. Using data from Madrasah Ibtidaiyah Negeri (MIN) 2 Sukoharjo and Madrasah Ibtidaiyah Negeri (MIN) 4 Sukoharjo, researchers will compare how the implementation of SBM in each Madrasah. Data collection techniques using interviews, documentation and field observations. The analysis technique used in the research is phenomenology, where the researcher tries to reveal the reality and experiences experienced by the individual, to understand something that is not visible from the individual's subjective experience. Researchers will go directly to the field, describe and construct existing realities and make approaches to information sources, so that it is hoped that the data obtained will be maximized. The research subjects were the principals of Madrasah Ibtidaiyah Negeri (MIN) 2 Sukoharjo and Madrasah Ibtidaiyah Negeri (MIN) 4 Sukoharjo, while the informants in this study were Deputy Heads, Administration, Teachers, Employees, Head of the Ministry of Religion of Sukoharjo Regency, Kasi who could provide information. about SBM policies, stakeholders and parents. The results of the research on the Concept of School-Based Sharia Management (MBS) implemented in Madrasah Ibtidaiyah Negeri 2 Sukoharjo and Madrasah Ibtidaiyah Negeri (MIN) 4 Sukoharjo are good enough. Some of the components in the SBM concept can be implemented well, such as the democratic leadership of the principal, the principal has been able to carry out the roles of educators, managers, leaders, administrators, supervisors, innovators and motivators well. In addition, the active role of the community has also been It seems that this can be seen with the assistance given to MIN 2 Sukoharjo and MIN 4 Sukoharjo both material and non-material.

scholarly journals Individual-, Family-, Community-, and Policy-Level Impact of a School-Based Cardiovascular Risk Detection Screening Program for Children in Underserved, Rural Areas: The CARDIAC Project

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Lesley Cottrell ◽  
Collin John ◽  
Emily Murphy ◽  
Christa L. Lilly ◽  
Susan K. Ritchie ◽  
...  
Keyword(s):  
Rural Areas ◽  
Screening Program ◽  
Overweight And Obesity ◽  
Screening Guidelines ◽  
The Past ◽  
School Based ◽  
Risk Detection ◽  
Individual Family ◽  
Family Based ◽  
The Individual

The Coronary Artery Risk Detection In Appalachian Communities (CARDIAC) Project has screened more than 80,000 children (10–12 years) for cardiovascular and diabetes risk factors over the past 15 years. Simultaneous referral and intervention efforts have also contributed to the overall program impact. In this study, we examined evidence of programmatic impact in the past decade at the individual, family, community, and policy levels from child screening outcomes, referral rates, participation in subsequent services, and policies that embed the activities of the project as a significant element. Within this period of time, fifth-grade overweight and obesity rates were maintained at a time when rates elsewhere increased. 107 children were referred for additional screening and treatment for probable familial hypercholesterolemia (FH); 82 family members were subsequently screened in family-based screening efforts. 58 grants were distributed throughout the state for community-appropriate obesity intervention. A state wellness policy embedded CARDIAC as the method of assessment and national child cholesterol screening guidelines were impacted by CARDIAC findings. The sustainability and successful impact of this school-based program within a largely underserved, rural Appalachian state are also discussed.

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