Exploring program sustainability: Identifying factors in two educational initiatives in Victoria

2006 ◽  
Vol 6 (1) ◽  
pp. 36-44 ◽  
Author(s):  
Graeme Harvey ◽  
Rosalind Hurworth
Keyword(s):  
Program Development ◽  
Healthy Eating ◽  
Change Theory ◽  
Program Sustainability ◽  
Drug Education ◽  
Factors Associated ◽  
School Based ◽  
Sustained Use ◽  
Health Initiatives ◽  
Successful School

This paper examines two recent successful school-based health initiatives in Victoria, particularly in relation to factors that seem to foster program sustainability. These programs, dealing with drug education and healthy eating, are described before presenting two different methods (individual and group) used to determine elements that allow for the continuation of such projects. The findings on sustainability from each program are discussed using the broad areas of factors associated with the programs themselves; those associated with the context in which the programs were implemented; and finally, those factors external to the programs and their implementation contexts. These results indicate a strong congruence with factors identified in the literature but also highlight the influence of the use of change theory in strengthening sustainability approaches in program development as well as the need to focus on funding options in forward planning. The possible roles for evaluators in assisting program development and supporting the integration of factors supporting sustained use are also discussed.

Community and School-Based At-Risk Program Development and Evaluation

2010 ◽  
Author(s):  
Joe N. Crank ◽  
John P. Crank ◽  
Rebecca Nathanson
Keyword(s):  
At Risk ◽  
Program Development ◽  
School Based

scholarly journals Factors Associated with Attrition of Girls Students from School in Bangladesh

2020 ◽  
Vol 12 (1) ◽  
pp. 29-38
Author(s):  
M. N. Hasan
Keyword(s):  
Wealth Index ◽  
Fifth Grade ◽  
Child Marriage ◽  
Multiple Logistic Regression ◽  
Factors Associated ◽  
School Based ◽  
Stepwise Method ◽  
Multiple Indicator ◽  
Girls School ◽  
Mlr Model

Many girls who enrolled in a school but didn’t complete elementary or secondary education, have become a serious problem in the last few decades in Bangladesh. Several studies have been conducted to identify the determinants of school dropout by constructing bivariate and multiple logistic regression (MLR) model. Bangladesh multiple indicator cluster surveys (MICS) 2012 data were selected in this investigation. This study was based on girls aged between 15 and 17 years since all these girls should have been in school or have completed primary education. The backward stepwise method was used for model selection and fitting to the dataset. From 4800 girls, 29.1% were out of school and 70.9% were attending school. Backward stepwise method confirmed that girl’s marital status, area, division, wealth index, religion, mothers and father’s aliveness and household education were the major reasons of girl’s dropout and these covariates are only considered in the analysis. The MLR analysis showed that married girls were significantly (OR 11.06; 95% CI 9.05–13.56) more likely to attrition compared to unmarried girls. School-based programs aimed at preventing child marriage should target girls from the fifth grade because of their escalated risk, and they need to prioritize girls from disadvantaged groups.

scholarly journals Prevalence and Factors Associated with Interpersonal Violence among In-School Adolescents in Ghana: Analysis of the Global School-Based Health Survey Data

Adolescents ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 186-198
Author(s):  
Richard Gyan Aboagye ◽  
Abdul-Aziz Seidu ◽  
Francis Arthur-Holmes ◽  
James Boadu Frimpong ◽  
John Elvis Hagan ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Health Survey ◽  
Interpersonal Violence ◽  
Statistical Significance ◽  
Final Analysis ◽  
Risky Behaviors ◽  
Health Concern ◽  
Negative Consequences ◽  
Factors Associated ◽  
School Based

Interpersonal violence is a critical public health concern that is linked with many negative consequences, including mortality. It is the second most predominant cause of death among male adolescents aged 15–19. This study used a nationally representative data from the recent Ghana Global School-based Health Survey to examine the prevalence and factors associated with interpersonal violence among Ghanaian in-school adolescents. A total of 2214 in-school adolescents were included in the final analysis. Multivariable binomial logistic regression analysis was performed to determine the factors assciated with interpersonal violence. The results of the regression analysis were presented as adjusted odds ratios (aOR) with 95% confidence level (CI) in all the analyses. Statistical significance was set at p < 0.05. The overall prevalence of interpersonal violence was 55.7%, of which the prevalences of physical fighting and attack were 38.2% and 41.5%, respectively. In-school adolescents who had an injury were more likely to experience interpersonal violence (aOR = 2.29, 95% CI = 1.71–3.06) compared with those who did not have an injury. The odds of interpersonal violence were higher among in-school adolescents who were bullied (aOR = 2.48, 95% CI = 1.84–3.34) compared with those who were not bullied. In addition, in-school adolescents who attempted suicide (aOR = 1.56, 95% CI = 1.22–2.47), consumed alcohol at the time of the survey (aOR = 1.88, 95% CI = 1.15–3.06), and were truant (aOR = 1.58, 95% CI = 1.29–1.99) had higher odds of experiencing interpersonal violence. These factors provide education directors and school heads/teachers with the relevant information to guide them in designing specific interventions to prevent interpersonal violence, particularly physical fights and attacks in the school settings. School authorities should organize parent–teacher meetings or programs to help parents improve their relationships with in-school adolescents to prevent or minimize their risky behaviors, including physical fights.

Are parents eating their greens? Fruit and vegetable consumption during a school intervention

2014 ◽  
Vol 116 (4) ◽  
pp. 585-597 ◽  
Author(s):  
Jessica Aschemann-Witzel ◽  
Tino Bech-Larsen ◽  
Alice Grønhøj
Keyword(s):  
Healthy Eating ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Self Regulation ◽  
School Intervention ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Positive Interaction ◽  
Content Type ◽  
School Based

Purpose – The aim of this paper is to study the extent of change in parents' fruit and vegetable consumption during a period when their children participate in a school-based healthy eating intervention. Design/methodology/approach – A total of 256 12-year-old Danish schoolchildren took part in a text-message feedback intervention promoting fruit and vegetable consumption. One parent of each child filled out self-administered questionnaires at three points during the 40-week study period. In the questionnaire, stated consumption, perceived influence factors on their consumption and self-efficacy and self-regulation were measured. Findings – Only half of the parents stated that they met the “five a day” target. These parents reported good availability of fruit and vegetables in their household, high consumption among their friends and frequent exercise and they were characterised by high self-efficacy levels. Stated consumption increased during the period of the intervention targeted at their children. Parents that reported an increase had, at the start of the intervention, reported low levels of consumption, lack of encouragement to eat healthy at their workplace and lower autonomous self-regulation. Research limitations/implications – The consumption data is limited to self-report. Practical implications – The results indicate that parents can be influenced indirectly by school-based interventions targeted at their children. Future interventions should include the family with the intent to support positive interaction that might further promote and sustain healthy eating habits. Originality/value – The study considers the possible effects school interventions targeting children may have on the immediate family, an aspect generally overlooked in school-based health initiatives.

A Sustainable Dietetics Bridging Program: Development and Implementation in Atlantic Canada

2014 ◽  
Vol 75 (2) ◽  
pp. 95-100
Author(s):  
Daphne Lordly ◽  
Jennifer Guy ◽  
Paula Barry ◽  
Jennifer Garus
Keyword(s):  
Best Practices ◽  
Program Development ◽  
Collaborative Leadership ◽  
Lessons Learned ◽  
Atlantic Canada ◽  
Program Sustainability ◽  
Multiple Stakeholders ◽  
Dietetics Education ◽  
Foreign Credential Recognition ◽  
Canada Data

A provincial focus on immigration and improved foreign credential recognition has led to an investigation of best practices and subsequent recommendations for the development and implementation of a sustainable university-based bridging program for internationally educated dietitians in Atlantic Canada. Data were collected from various sources and used to inform program decisions and direction. An advisory framework was established through a core group representing dietetics education and regulation and internationalization. Subsequently, a key stakeholder group was formed. As a result of this collaboration and research, a dietetics bridging framework was developed and a program pilot tested. Lessons learned may inform similar endeavours and highlight the importance of collaborative leadership and collaboration among multiple stakeholders, and of creatively addressing program sustainability issues while keeping learners (internationally educated dietitians) at the centre.

scholarly journals Actively Involving Middle School Students in the Implementation of a Pilot of a Behavioral Economics–Based Lunchroom Intervention in Rural Schools

2018 ◽  
Vol 20 (5) ◽  
pp. 675-683 ◽  
Author(s):  
Natoshia M. Askelson ◽  
Patrick Brady ◽  
Grace Ryan ◽  
Cristian Meier ◽  
Cristina Ortiz ◽  
...  
Keyword(s):  
Behavioral Economics ◽  
Healthy Eating ◽  
Eating Behaviors ◽  
Assessment Tool ◽  
Food Service ◽  
Environmental Interventions ◽  
School Based ◽  
Service Staff ◽  
Policy Systems ◽  
Healthy Eating Behaviors

School-based interventions can play an important role in improving childhood and adolescent nutrition and preventing obesity. Schools offer a unique opportunity to implement policy, systems, and environmental interventions targeting healthy eating behaviors. An intervention was piloted in six middle schools featuring behavioral economics–based changes to the lunchroom, communication training, and communicate cues for food service staff. The pilot study employed a multicomponent evaluation with students and food service directors and staff including a lunchroom assessment, online surveys, production records, and interviews. Five schools increased their scores on the lunchroom assessment tool, and four schools increased the number of servings produced of healthy food items. Interviews with food service directors indicated the interventions was feasible and well received. School-based policy, systems, and environmental interventions targeting healthy eating behaviors may play a role in preventing obesity in children and adolescents.

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