A Smoking Intervention Program for Primary Four Students in Hong Kong: What it can and cannot achieve

1995 ◽  
Vol 8 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Carol L. Betson ◽  
Jean Peters ◽  
Tai-hing Lam ◽  
Anthony J. Hedley ◽  
Chi-ming Wong ◽  
...  
Keyword(s):  
Hong Kong ◽  
Primary Schools ◽  
Intervention Program ◽  
Smoking Prevention ◽  
Test Results ◽  
Smoking Intervention ◽  
School Based ◽  
Post Test ◽  
Future Intention ◽  
Harmful Effects

The study aimed to assess the feasibility of a smoking prevention intervention program in primary schools in Hong Kong; increase awareness of the purpose of tobacco advertising; record any changes in attitude towards smoking; and measure the effects of the program on the children's knowledge of the harmful effects of smoking on health. Six classes from two primary schools in Hong Kong were involved in the study. The sample of 205 pupils in Primary 4, aged 9-10 years, were presented with a smoking prevention program of three lessons, including homework assignments. The intervention was evaluated by the analysis of pre-and post-test results and through personal interviews with the teachers. There were statistically significant changes in the responses of the children between pre-and post-tests, with a reduction in “don't know” answers and increase, in most cases, in correct responses. There were more improvements in knowledge than in attitude. There were no significant changes in the responses to questions about current behavior or future intention to smoke. School-based smoking prevention programs for primary schools in Hong Kong should be further developed and evaluated. Additional studies with larger numbers of children need to be conducted and implementation should occur quickly once efficacy has been demonstrated by evaluation. We hypothesize that a longer, spiral curriculum spanning Primary 4, 5 and 6 would be more effective in preventing the uptake of smoking, although this shorter program is a feasible and acceptable alternative to the absence of any program.

Language and Literature Division, Faculty of Education, Hong Kong University

2009 ◽  
Vol 43 (1) ◽  
pp. 108-112
Author(s):  
XIE Qin ◽  
Stephen Andrews
Keyword(s):  
Hong Kong ◽  
Primary Schools ◽  
English Language ◽  
Language Teaching ◽  
Full Time ◽  
School Based ◽  
Wide Range ◽  
Language And Literature ◽  
Faculty Of Education ◽  
The Impact

The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are very active in conducting their own research, much of which is rooted in classrooms and focuses on issues that directly concern the teaching and learning of languages, such as reading literacy, school-based assessment and assessment for learning in English Language, the teaching of Chinese characters, and good practices in English Language Teaching in Hong Kong secondary schools (see http://good-practices.edb.hkedcity.net/). Colleagues in the English Language area have played important roles in the HKU Strategic Research Theme ‘Language in education and assessment’. This initiative brought together staff from a range of disciplines in various forms of language-related research collaboration, culminating in two large and highly successful international conferences in June 2008: one focusing on language awareness and the other on language issues in English-medium universities (see http://www.hku.hk/clear/).

scholarly journals Design and implementation of a health promotion program to prevent the harmful effects of ultraviolet radiation at primary school students of rural areas of Greece

2017 ◽  
Vol 3 (3) ◽  
pp. 306 ◽  
Author(s):  
Maria Sakoufaki ◽  
Aravella Stergiopoulou ◽  
Alexander Stratigos
Keyword(s):  
Skin Cancer ◽  
Educational Intervention ◽  
School Children ◽  
Primary Schools ◽  
Intervention Program ◽  
Sun Exposure ◽  
Sun Protection ◽  
School Intervention ◽  
Health Promotion Program ◽  
Harmful Effects

<p class="abstract"><strong>Background:</strong> <span lang="EN-IN">Skin cancer is the most common type of cancer presenting with a dramatic increase in its incidence among Caucasian populations worldwide. Primary prevention in childhood and early detection is important in reducing the risk of skin cancer later in life.</span>The o<span lang="EN-IN">bjectives of the study were to investigate the effect of a focused educational intervention in school children aiming to increase their knowledge about the harmful effects of sun exposure and promote prevention behaviors regarding skin cancer</span></p><p class="abstract"><strong>Methods:</strong> <span lang="EN-IN">The study consisted of a before/after 6-month assessment of a school intervention program applied in two hundred children from four primary Schools (Grades 3-6) at a rural area in Western Greece. The program included the presentation and distribution of educational material (activity guide, manual for pupils, posters). A detailed questionnaire with close-ended questions was distributed before and after the intervention. Both between and in groups analysis was conducted</span>.<strong></strong></p><p class="abstract"><strong>Results:</strong> <span lang="EN-IN">Of the participating pupils, 48% were boys, whereas 78.5% reported a fair skin complexion and 79% reported freckles and 1-20 nevi. After the intervention, an increased number of pupils were taught to enjoy sun exposure while avoiding its harmful effects. A significantly greater number of children stated proper use of sunscreen (74% vs. 31%, p=0.001) and sun protection (that avoided going outside especially at the intense hours of daily UV exposure (65% vs. 25.5% prior to the intervention). Melanoma awareness was also significantly raised. </span></p><p class="abstract"><strong>Conclusions:</strong> <span lang="EN-IN">Students’ knowledge about the effects of sun exposure as well as the need for sun protection increased following a targeted and well-designed educational intervention. The development of preventive educational programs on skin cancer for school children is important to increase awareness in this sensitive age group.</span></p>

scholarly journals A Digital Game and School-Based Intervention for Students in Hong Kong: Quasi-Experimental Design (Preprint)

2018 ◽  
Author(s):  
Angie KY Shum ◽  
Eliza SY Lai ◽  
Wing Gi Leung ◽  
Mabel NS Cheng ◽  
Ho Kit Wong ◽  
...  
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Perspective Taking ◽  
Primary Schools ◽  
Health Knowledge ◽  
Well Being ◽  
Anxiety Symptoms ◽  
Control Group ◽  
Digital Game ◽  
School Based

BACKGROUND In Hong Kong, with an increasing number of children experiencing mental health issues, there is a need to not only develop innovative interventions but also develop comprehensive prevention interventions so as to reduce their anxiety symptoms and enhance their emotional management and interpersonal relationships. OBJECTIVE The aim of this study was to determine the effectiveness of The Adventures of DoReMiFa, an integration model of the cognitive-behavioral approach and positive psychology by using digital game–based and school-based mental health enhancement intervention to magnify the social and emotional health and well-being of the school children in Hong Kong aged 9 to 11 years. METHODS A quasi-experimental design method was used to evaluate this digital game and school-based intervention. The Adventures of DoReMiFa was piloted in 4 primary schools where students were allocated to either an intervention or a control group. The participants were assessed at pre- and postintervention with a 6-month follow-up measuring their mental health knowledge, levels of anxiety symptoms, positive and negative thinking, perspective-taking, and self-esteem. RESULTS A total of 459 primary school students from 4 primary schools participated in the study. The response rate on the questionnaires answered on the Web was up to 85.1% (391/459). Compared with the control group, the intervention group was found to have significant association with improved mental health knowledge at the time immediately after the intervention (beta=.46; P=.01) and in the 6-month postintervention period (beta=.66; P<.001); for perspective-taking, the intervention group had exhibited a significant improvement 6 months after the completion of the universal program (beta=1.50; P=.03). The intervention, however, was found not to be effective in reducing the rates of anxiety symptoms and negative thinking among the participating students. CONCLUSIONS The Adventures of DoReMiFa, an integration of a digital game–based and school-based mental health enhancement intervention, was shown to be effective in elevating the knowledge of mental health and promoting perspective-taking in the primary school students of Hong Kong. Although there was insufficient evidence to support a reduction in symptoms of anxiety and negative automatic thoughts, the overall results were still encouraging in that a preventive effect was found, indicating that the program has the potential to enhance the mental well-being of schoolchildren. It also suggests that knowledge enhancement may not necessarily lead to behavior change, and more focused effort may be needed to achieve the translation. The implications and limitations of this study and suggestions for future research were also discussed.

scholarly journals Effect of multi-component school-based program on body mass index, cardiovascular and diabetes risks in a multi-ethnic study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Paula Costa-Urrutia ◽  
Rafael Álvarez-Fariña ◽  
Carolina Abud ◽  
Valentina Franco-Trecu ◽  
Julián Esparza-Romero ◽  
...  
Keyword(s):  
Risk Factors ◽  
Body Mass Index ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Body Mass ◽  
Primary Schools ◽  
Intervention Program ◽  
Diabetes Risk ◽  
Diabetes Risk Factors ◽  
School Based

Abstract Background Mexico occupies one of the first places worldwide in childhood obesity. Its Mestizo and Indigenous communities present different levels of westernization which have triggered different epidemiological diseases. We assessed the effects of a multi-component school-based intervention program on obesity, cardiovascular and diabetes risk factors. Methods A physical activity, health education and parent involvement (PAHEPI) program was developed and applied in six urban (Mestizo ethnic group) and indigenous (Seri and Yaqui ethnic groups) primary schools for 12 weeks. A total of 320 children aged 4–12 years participated in intervention program; 203 under Treatment 1 (PAHEPI program) and 117, only from Mestizo groups, under Treatment 2 (PAHEPI+ school meals). For Body Mass Index (BMI), cardiovascular and diabetes factors, pairwise comparisons of values at baseline and after treatments were done using Wilcoxon signed rank test. Generalized linear models were applied to assess the intervention effect by age, sex and nutritional status in relation to ethnicity and treatment. Results We observed improvements on BMI in children with overweight-obesity and in triglycerides in the three ethnic groups. The Mestizo ethnic group showed the largest improvements under Treatment 2. While Seris showed improvements only in cardiovascular risk factors, Yaquis also showed improvements in diabetes risk factors, though not in BMI. Conclusions This study showed that the same intervention may have positive but different effects in different ethnic groups depending on their lifestyle and their emerging epidemiological disease. Including this type of intervention as part of the school curriculum would allow to adapt to ethnic group in order to contribute more efficiently to child welfare. Trial registration This study was retrospectively registered under the identifier NCT03768245.

Efficacy of a school-based primary prevention program for coping with exposure to political violence

2008 ◽  
Vol 32 (4) ◽  
pp. 348-358 ◽  
Author(s):  
Michelle Slone ◽  
Anat Shoshani
Keyword(s):  
Psychological Distress ◽  
Political Violence ◽  
Repeated Measures ◽  
Violence Exposure ◽  
Intervention Program ◽  
Repeated Measures Design ◽  
School Based ◽  
Post Test ◽  
Children's Coping ◽  
Meaning Attribution

A paradigm conceptualizing resilience as factors moderating between political violence exposure and psychological distress administered in a 7-year research project yielded a profile of factors promoting Israeli children's coping in conflict conditions. Three factors — social support mobilization, selfefficacy, and meaning attribution — were incorporated into a school-based primary intervention program. In a repeated measures design, the study assessed pre to post-test modifications in the three resilience factors and psychological distress in a primary and control intervention condition and the interaction of actual political violence exposure on distress reduction. Results validated modification only of the mobilization of support factor, but nonetheless confirmed the primary program's efficacy in moderating psychological distress particularly among children with low actual political violence exposure, who showed greater distress increases in the control condition. Findings reinforce the educational system's role in promoting resilience among children in conflict environments.

Evaluation of a school-based self-esteem intervention program for adolescents

2021 ◽  
Vol 30 (2) ◽  
pp. 197-205
Author(s):  
Umme Kawser ◽  
Tahneena Mehreinn ◽  
Rajon Das Jony ◽  
Muhtasabbib Matin
Keyword(s):  
Intervention Program ◽  
Self Esteem ◽  
Substantial Effect ◽  
Self Concept ◽  
Self Confidence ◽  
School Based ◽  
Social Efficacy ◽  
Post Test ◽  
Target Skills ◽  
Test Result

The researchers aimed to evaluate a school-based self-esteem intervention program. The program's focus was to implement a culturally appropriate selfesteem intervention tool for school-going adolescents through selfhood, affiliation, competence, mission, and security activities. This study randomly recruited 183 nine-grade students aged 13 - 16 years. A pre-post design and two distinct measures were utilized to measure the intervention's social efficacy validity. The target skills' specific measures (Self-esteem, self-concept, selfconfidence) and effect measures (nature of friend connections, the suitability of intervention for youths) were introduced. Comparisons of scores using ANOVA's and t-tests discovered that the intervention had the most substantial effect on girls' self-confidence (p = 0.001) and changes in the self-concept, disruptive behavior, self-confidence, and social competence. The study's results provided satisfactory evidence of intervention effectiveness, and the post-test result showed little change across the study period. Dhaka Univ. J. Biol. Sci. 30(2): 197-205, 2021 (July)

scholarly journals EFFECTIVENESS OF THE PROGRAMS UNPLUGGED AND UNPLUGGED 2 ON ALCOHOL USE AND SMOKING AMONG SCHOOLCHILDREN

2021 ◽  
Author(s):  
Viera Čurová ◽  
◽  
Oľga Orosová ◽  
Lenka Abrinková ◽  
Marcela Štefaňáková ◽  
...  
Keyword(s):  
Alcohol Use ◽  
Program Implementation ◽  
Primary Schools ◽  
Drug Prevention ◽  
Preventive Program ◽  
Moderation Effect ◽  
School Based ◽  
Booster Sessions ◽  
Post Test

"Objectives: The aim of the study is to examine the long-term effectiveness of the school-based drug prevention programs Unplugged and Unplugged2 using a Solomon design and supplemented with n-Prevention booster sessions on the cumulative index (CI) of reported alcohol use (AU) and smoking. Methods: In 2013/2014, Unplugged was implemented during 12 consecutive weeks in Slovak primary schools. A sample of 744(M=12.5; 58.72%girls) was collected before program implementation(T1) and 12months later(T3). In 2017/2018, Unplugged2 was implemented by each school over 6months. A sample of 408(M=14.48; 51.96%girls) was collected before program implementation (T1), immediately after implementation(T2) and 12months later(T3). Participation in Unplugged was divided into control and experimental groups and Unplugged2 into control, experimental and experimental groups with n-Prevention, a pre-test and post-test or with post-test only. CI in the past 30 days was dichotomized (0-not used,1-AU, smoking or both). Binary logistic regressions were used to analyze the data at every measurement point. The moderation effect of gender was examined. The CI at T1 in Unplugged and Unplugged2 with a pre-test and post-test, and CI at T2 in Unplugged2 with a post-test were used as the control variables. Results: There was no significant effect of Unplugged and Unplugged2 with the pre-test and post-test. Unplugged2 with a post-test was significantly associated with CI at T3. The experimental group with n- Prevention was less likely to use alcohol and/or smoke. There was no significant effect or moderation effect of gender. Conclusions: The results show the long-term effectiveness of a preventive program is more pronounced with booster sessions, specifically with the post-test design."

scholarly journals PENERAPAN METODE ROLE PLAYING UNTUK MENINGKATKAN PEMAHAMAN KONSEP MENGHARGAI KERAGAMAN SUKU BANGSA DAN BUDAYA DI INDONESIA PADA PEMBELAJARAN IPS KELAS V SDN CIJATI

2016 ◽  
Vol 1 (2) ◽  
pp. 231-241
Author(s):  
Rahma Intan Talitha ◽  
Tiara Cempaka Sari
Keyword(s):  
Social Skills ◽  
Action Research ◽  
Cultural Diversity ◽  
Primary Schools ◽  
Role Playing ◽  
Class Action ◽  
Test Results ◽  
Class V ◽  
Post Test ◽  
Planning Implementation

This study aims to improve understanding of the concept of students in respect of material diversity of tribes and cultures in Indonesia in class V SDN Cijati by applying Role Playing. Based on the lack of understanding of students during the learning takes place so that the study of students is less satisfactory. This study uses a Class Action Research (PTK) with system cycle of planning, implementation, observation and reflection. This research was conducted in two cycles of the techniques used in this study is a technique tests, questionnaires and observations. Assessment Rubric RPP RPP using the first cycle has a percentage of 95% and cycle II has pesentase 100% results. Observation sheet IPS implementation of learning by using role playing in the first cycle has pesentase 96.3% and cycle II has pesentase 100% results. The results of post-test students who complete the first cycle has a percentage of 70%, while incomplete 30%, while the post-test results of students in the second cycle is finished to have a percentage of 100%. The result of understanding the concept of learners who complete the first cycle has pesentase 87%, while the result of understanding the concept of the second cycle which has pesentase 100% complete. Application of the method Role Playing very supportive towards the understanding of the concept of cherishing diversity of tribes and cultures in Indonesia, especially in primary schools Cijati. This is due to the application of methods Role Playing educators must be more active in learning, can accept ethnic and cultural diversity, as well as to develop social skills.

scholarly journals FROM WRINKLES TO WISE: DISRUPTING AGING PERCEPTIONS AMONG COLLEGE STUDENTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S48-S48
Author(s):  
Katherine Bridges ◽  
Donna Fedus ◽  
Erica Michalowski
Keyword(s):  
College Students ◽  
Intervention Program ◽  
Control Group ◽  
Test Results ◽  
Evaluation Design ◽  
Post Test ◽  
Aging Change ◽  
Perceptions Of Aging ◽  
Positive Effect ◽  
Aging Perceptions

Abstract What words come to mind when students are asked about aging? Wrinkles, grumpy, gray. What words come to mind when students are asked about aging after Disrupt Aging Classroom? Wise, wisdom, opportunity. Disrupt Aging Classroom is a successful curriculum created by AARP Connecticut and Borrow My Glasses to help dispel the myths of aging among college students in multiple disciplines. In comparison to a control group, pre-and post-test results show college students’ perceptions of aging change to a more positive frame after being exposed to this intervention administered in the classroom. There is also evidence to suggest that this program has a positive effect on behavior with students reporting they talked differently about aging and acted differently toward older adults since participating in this program. Presenters will describe the curriculum as well as the evaluation design and results collected in 2018-2019 from this successful intervention program.

scholarly journals Effectiveness and acceptability of a novel school-based healthy eating program among primary school children in urban Sri Lanka

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sumudu Nimali Seneviratne ◽  
Sanathanee Sachchithananthan ◽  
Pavithra Sewwandi Angulugaha Gamage ◽  
Renuka Peiris ◽  
Vithanage Pujitha Wickramasinghe ◽  
...  
Keyword(s):  
Sri Lanka ◽  
Primary School ◽  
Healthy Eating ◽  
School Children ◽  
Primary Schools ◽  
Eating Habits ◽  
Primary School Children ◽  
School Based ◽  
Post Test ◽  
Diet And Lifestyle

Abstract Background Obesity rates are rising rapidly in low-middle-income-countries (LMICs). School-based interventions have shown moderate efficacy in improving diet and lifestyle associated with obesity in high-income countries. However, there is little data available on effective interventions suitable for LMICs. We devised a novel program for primary school children including a simple storybook and sticker-based food-diary (FD) and conducted a pilot study to evaluate the acceptability and short-term effectiveness of the program. Methods This pre-post intervention study included grade 1 and 2 students from four public schools in Colombo, Sri Lanka. Weight and height were assessed, and participating children self-monitored their diet using sticker-based FDs for one week at baseline (pre-test). The following week, class teachers discussed the storybook, which incorporated the benefits/disadvantages of a healthy/unhealthy diet and lifestyle in classrooms. At the end of the intervention, participating children were self-monitoring their diet again for a week (post-test). A simple scoring system was used to derive a weekly score based on the healthiness of the meals consumed each week (FD-score). The primary outcome of the study was change in eating habits following the story book discussion (post-test FD score - pre-test FD score). Acceptability and effectiveness were also assessed by anonymized feedback questionnaires for parents and teachers. Results One thousand and forty-two students completed the program. There was an improvement in eating habits of participating children, with FD scores improving by 12% from 51 ± 23 at baseline to 63 ± 24 following the intervention (p < 0.001). Further, when considering BMI category of participants: 69.1% were normal weight (NW), 18.3% underweight (UW), 7.4% overweight (OW) and 5.2% obese (OB). Improvement in eating habits were seen among children of all BMI categories (change in FD-score: UW 13.2%, NW 12.3%, OW 10.4% and OB 12.4% (p < 0.001)). Furthermore,> 90% parents(n = 1028) and > 95% teachers(n = 39) strongly agreed/agreed that the intervention was easy to implement, motivated children and led to an observable improvement in healthy eating. Conclusion This novel program led to an immediate improvement in eating habits and was well accepted by parents and teachers making it a potentially suitable intervention for wider implementation in primary schools in urban Sri Lanka.

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