scholarly journals A pilot and feasibility study of a cognitive behavioural therapy-based anxiety prevention programme for junior high school students in Japan: a quasi-experimental study

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Ikuyo Ohira ◽  
Yuko Urao ◽  
Yasunori Sato ◽  
Toshiyuki Ohtani ◽  
Eiji Shimizu
Keyword(s):  
High School ◽  
Cognitive Behavioural Therapy ◽  
Junior High School ◽  
Junior High ◽  
Intervention Group ◽  
Behavioural Therapy ◽  
Control Group ◽  
School Students ◽  
Cognitive Behavioural

Abstract Background There is a good deal of evidence that cognitive behavioural therapy is effective for children and adolescents with anxiety-related problems. In Japan, an anxiety prevention programme based on cognitive behavioural therapy called ‘Journey of the Brave’ has been developed, and it has been demonstrated to be effective for elementary school students (aged 10–11 years). The purpose of this study was to have classroom teachers deliver the programme to junior high school students (aged 12–13 years) and to test the feasibility and efficacy of the programme in this setting. Methods This study was a prospective observational study and was approved by the Chiba University Review Board. An intervention group consisting of six classes of students in their first year of junior high school at two different schools (n = 149; 81 boys, 68 girls) received seven 50-min programme sessions. Participants in the control group were recruited from four classes of students in their second year of junior high school at one school (n = 89; 51 boys, 38 girls). All participants completed the Spence Children’s Anxiety Scale at pre-test, post-test, and 2–3 month follow-up. Statistical analysis was conducted using a mixed-effects model for repeated measures model. Results Mean total anxiety scores indicated a non-significant decrease at the 2–3 month follow-up for the intervention group compared to the control group. The group differences on the SCAS from baseline to post-test was − .71 (95% CI − 2.48 to 1.06, p = .43), and the 2–3 month follow-up was − .49 (95% CI − 2.60 to 1.61, p = .64). Conclusions In this pilot study, implementation of the programme confirmed the partial feasibility of the programme but did not elicit a significant reduction in anxiety scores. In addition, there are several methodological limitations to this study. In the future, we propose to test the feasibility and efficacy of the programme with the required sample size and by comparing groups with equal characteristics as well as by carrying out additional follow-up assessments. Trial registration UMIN000032517.

scholarly journals Classroom-based cognitive behavioural therapy: a large-scale non-randomised controlled trial of the ‘Journey of the Brave’

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yuko Urao ◽  
Ikuyo Ohira ◽  
Takako Koshiba ◽  
Shin-ichi Ishikawa ◽  
Yasunori Sato ◽  
...  
Keyword(s):  
Cognitive Behavioural Therapy ◽  
Large Scale ◽  
Controlled Trial ◽  
Intervention Group ◽  
Behavioural Therapy ◽  
Anxiety Score ◽  
Small Scale ◽  
Control Group ◽  
Cognitive Behavioural

Abstract Background In Japan, ‘Journey of the Brave’, a cognitive behavioural therapy (CBT)-based anxiety preventive education programme, was previously developed and its effectiveness examined in two small-scale controlled trials. These studies had some limitations, including a small number of participants and not having regular classroom teachers as programme facilitators. Therefore, we conducted a large-scale controlled trial, with teachers as programme implementers. Methods Twenty-seven elementary schools participated: 1622 and 1123 children were allocated to the intervention and control groups, respectively. The intervention group received a programme comprising ten 45-min sessions, while the control group underwent the regular school curriculum. Anxiety symptoms among participants were assessed using the Spence Children’s Anxiety Scale (SCAS) at three stages (pre-intervention, post-intervention, and follow-up). Results Following primary analysis, estimated mean changes in SCAS from baseline to follow-up were − 4.91 (95% CI − 5.91, − 3.90) in the intervention group and − 2.53 (95% CI − 3.52, − 1.54) in the control group; the group difference was 2.37 (95% CI 1.42, 3.33, p < 0.0001). Children in the intervention group showed significant reduction in their anxiety score versus children in the control group. Conclusions The results showed a statistically significant anxiety score reduction in the intervention group, thus verifying the programme’s effectiveness. Trial registration The University Hospital Medical Information Network (UMIN): UMIN000032517. Registered 10 May 2018—Retrospectively registered, https://upload.umin.ac.jp/cgi-open-bin/ctr_e/ctr_view.cgi?recptno=R000037083

Abstract 2426: A Stroke Campaign of Act FAST for Junior High School Students and Their Parents

Stroke ◽  
2012 ◽  
Vol 43 (suppl_1) ◽  
Author(s):  
Tatsuo Amano ◽  
Chiaki Yokota ◽  
Yuki Sakamoto ◽  
Yuya Shigehatake ◽  
Yasuteru Inoue ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Intervention Group ◽  
Signs And Symptoms ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Speech Disturbance

Background and purpose: Early recognition of stroke signs and symptoms is essential for emergent treatment and improvement of clinical outcomes. We examined efficacy of a stroke education program for junior high school students and their parents. Methods: From February 2010 to May 2011, 349 students in 11 classes of the 1 st grade of 3 junior high schools (12 - 13 years old) and their parents were enrolled. The subjects were divided into 2 groups; an intervention group (6 classes, 190 students) and a control group (5 classes, 159 students). Students in the intervention group received a 45-minutes lesson on stroke signs and symptoms, the FAST message (Facial droop, Arm weakness, Speech disturbance, Time to call 119), and stroke risk factors. School items consisting of a pen, file, magnet, sticky note with the FAST message, and stroke pamphlets were also distributed to students in the intervention group. Parents of the intervention group were educated indirectly through the stroke pamphlets and items. For all subjects, questionnaires on stroke knowledge were examined at the baseline, immediate post-lesson time and 3-month after the stroke lesson. Results: Percentages of correct answers were not significantly different between the 2 students groups at the baseline. Three-months after the stroke lesson, students in the intervention group answered more correctly than the control group in the questions of facial palsy (97% in the intervention group vs. 54% in the control group; P<0.001), speech disturbance (98% vs. 67%; P<0.001), hemiplegia (80% vs. 63%; P<0.001), calling 119 for stroke (88% vs. 57%; P<0.001), alcohol drinking (85% vs. 65%; P<0.001), smoking (70% vs. 51%; P<0.001), hypertension (81% vs. 68%; P=0.004) and the FAST message (96% vs. 10%; P<0.001). Parents of the intervention group also answered more correctly in the question of facial palsy (93% vs. 80%; P=0.001), speech disturbance (95% vs. 86%; P=0.008), hemiplegia (87% vs. 78%; P=0.032), calling 119 for stroke (95% vs. 85%; P=0.004), arrhythmia (31% vs. 19%; P=0.016), and the FAST message (78% vs. 26%; P<0.001) than those of the control group 3 month after the stroke lesson. Conclusions: The stroke education program for junior high school students and their parents improved their stroke knowledge, especially of the FAST message.

scholarly journals Cognitive–behavioural therapy combined with music therapy for chronic fatigue following Epstein-Barr virus infection in adolescents: a feasibility study

2020 ◽  
Vol 4 (1) ◽  
pp. e000620 ◽  
Author(s):  
Sadaf Malik ◽  
Tarjei Tørre Asprusten ◽  
Maria Pedersen ◽  
Julie Mangersnes ◽  
Gro Trondalen ◽  
...  
Keyword(s):  
Music Therapy ◽  
Intervention Group ◽  
Chronic Fatigue ◽  
Behavioural Therapy ◽  
Control Group ◽  
Barr Virus ◽  
Cognitive Behavioural ◽  
Epstein Barr ◽  
Harmful Effects

​BackgroundCognitive–behavioural therapy (CBT) is effective in chronic fatigue syndrome. However, CBT has not been investigated in postinfectious chronic fatigue (CF), nor is it known whether addition of therapeutic elements from other disciplines might be feasible. We studied the feasibility of a combined CBT and music therapy intervention for CF following Epstein-Barr virus (EBV) infection in adolescents.​MethodsAdolescents (12–20 years old) participating in a postinfectious cohort study who developed CF 6 months after an acute EBV infection were eligible for the present feasibility study. A combined CBT and music therapy programme (10 therapy sessions and related homework) was compared with care as usual in a randomised controlled design. Therapists and participants were blinded to outcome evaluation. Endpoints included physical activity (steps/day), symptom scores, recovery rate and possible harmful effects, but the study was underpowered regarding efficacy. Total follow-up time was 15 months.​ResultsA total of 43 individuals with postinfectious CF were included (21 intervention group, 22 control group). Seven individuals left the study during the first 3 months, leaving 15 in the intervention group and 21 in the control group at 3 months’ follow-up. No harmful effects were recorded, and compliance with appointment was high. In intention-to-treat analyses, number of steps/day tended to decrease (difference=−1158, 95% CI −2642 to 325), whereas postexertional malaise tended to improve (difference=−0.4, 95% CI −0.9 to 0.1) in the intervention group at 3 months. At 15 months’ follow-up, there was a trend towards higher recovery rate in the intervention group (62% vs 37%).​ConclusionAn intervention study of combined CBT and music therapy in postinfectious CF is feasible, and appears acceptable to the participants. The tendencies towards positive effects on patients’ symptoms and recovery might justify a full-scale clinical trial.​Trial registration numberNCT02499302.

scholarly journals IMPROVING MATHEMATICAL COMMUNICATION ABILITY OF JUNIOR HIGH SCHOOL STUDENTS CLASS VII THROUGH REALISTIC MATHEMATICS EDUCATION

2021 ◽  
Author(s):  
Herlawan
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Statistical Tests ◽  
Control Group ◽  
School Students ◽  
Mathematical Communication ◽  
Ability Test ◽  
Learning Mathematics ◽  
Communication Ability

The main purpose of this study to investigate the ability of mathematical communication ofHigh School Students, as a result of learning mathematics through application RealisticMathematics Education (RME). Research design used was a quasi experimental. Subjects inthis study consisted of 70 students of class VII Junior High School, Junior High School on oneof the states in Bandung academic year 2015/2016. Subject determined by purposivesampling techniques, and this study using pretest-posttest design of the control group. Datacollected with a mathematical communication ability test descriptions. Data were analyzedusing parametric statistical tests which is Test Independent Sample T-Test and nonparametrical tests which is Test Mann-Whitney. The results showed that: (1) students wholearn math with RME approach has a better ability mathematical communication of studentswho do not learn math with RME; (2) increasing mathematical communication ability ofstudents who learn with RME better than students who do not learn with RME; (3) students'attitudes toward learning mathematics through RME showed a positive attitude.

scholarly journals PENGARUH PROMOSI KESEHATAN MELALUI VIDEO VLOG TERHADAP TINGKAT PENGETAHUAN TENTANG PENYALAHGUNAAN NARKOBA PADA SISWA SISWI DI SMP STRADA MARGA MULIA JAKARTA SELATAN

2018 ◽  
Vol 2 (1) ◽  
pp. 59
Author(s):  
Agnes Berlina Printina
Keyword(s):  
High School ◽  
Health Promotion ◽  
Drug Abuse ◽  
Junior High School ◽  
Junior High ◽  
Intervention Group ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Control Group Design

ABSTRAKPendahuluan: Penyalahgunaan narkoba merupakan masalah yang serius di berbagai negara bahkan di Indonesia. Keterbatasan informasi menjadi kendala kurangnya pengetahuan remaja tentang narkoba. Penelitian ini bertujuan untuk mengetahui pengaruh video vlog terhadap tingkat pengetahuan tentang penyalahgunaan narkoba pada siswa siswi di SMP Strada Jakarta Selatan. Metode: Penelitian ini merupakan quasi eksperiment dengan pre -post test control group design yang dilakukan pada Oktober 2017. Kelompok kontrol terdiri dari 52 responden dari SMP Asisi Jakarta Selatan dan 67 responden merupakan kelompok intervensi dari SMP Strada Marga Mulia Jakarta Selatan. Responden didapatkan dengan cara Total Sampling. Data dianalisa dengan Uji t-test independent dan paired sampel t-test. Hasil: Penelitian ini menunjukan terdapat perbedaan tingkat pengetahuan antara kelompok kontrol yang tidak diberikan perlakuan dan kelompok intervensi yang diberikan promosi kesehatan melalui video vlog dengan p value 0,000. Penelitian ini juga menunjukan pengaruh yang signifikan terhadap tingkat pengetahuan pada kelompok intervensi dengan video vlog  p value 0,000. Simpulan: Promosi kesehatan dengan video vlog bagi siswa dapat meningkatkan pengetahuan tentang penyalahgunaan narkoba sehingga dapat terhindar dari penyalahgunaan  narkoba. Kata Kunci: promosi kesehatan,  pengetahuan,  narkoba, vlog ABSTRACT Introduction: Drug abuse is a serious problem in many countries include Indonesia. The limitdness informations of knowledge for teenegers being obstacle. This purpose of this study was to determine the influence of health promotion through a vlog toward on the level knowledge about drug abuse at students in Strada Marga Mulia Junior High School. Method: this study is an quasi eksperiment with pre test post test control group design that alrady implemented on October 2017. The control group consist of 52 respondents in Asisi Jakarta Selatan Junior High School and 62 respondents of intervention group in Strada Marga Mulia Junior High School. The respondents obtained by total sampling. The data are analysed with independent t-test anda paired sampel t-test. Result: this study show that there is difference of knowledge’s level between control group that no treatment and intervention group that significant health promotion through vlog with p value 0,000. This study show the significant influence toward knowledge level in intervention group of vlog with p value 0,000. Conclution: health promotion with vlog for students can improve the knowledge about drug abuse, allowing can be escape by drug abuse. Keywords: health promotion, knowledge, narcotics, vlog 

scholarly journals Teaching Solar System Topic through Predict-Observe-Explain-Apply (POEA) Strategy: A Path to Students’ Conceptual Change

2019 ◽  
Vol 4 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Ugi Supriatna ◽  
Achmad Samsudin ◽  
Ridwan Efendi
Keyword(s):  
High School ◽  
High School Students ◽  
Solar System ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Difference

The misconception of the Solar System topic is still found in students so that it becomes one of the obstacles in the learning process. The purpose of this study is to analyze the effectiveness of the implementation of Predict-Observe-Explain-Apply (POEA) learning to change the junior high school students' conception in the Solar System topic. Quasi-experimental research with the non-equivalent control group design was conducted in one of the private junior high schools in Bandung city. Samples were selected based on the test of the average significance of the pretest score of the population. Furthermore, 30 students of the experimental class and 32 students of control class were selected. The research instrument, which consisted of 15 four-tier diagnostic test questions about Solar System were used to collect data before and after treatment. The tests were analyzed quantitatively by using the Mann-Whitney statistical test to determine the significance of the difference in the acceptable conception changes (Acceptable Change) of students in the experimental class with changes in the conception of students in the control class. The results of the research show that the implementation of POEA learning is significantly more effective than POE learning in changing the conception of Solar System topic. The findings of this study can be an alternative for junior high school teachers in planning learning about the Solar System, especially in an effort to change students' misconception about the Solar System.

Treatment of Mixed Anxiety-Depression Disorder: Long-Term Outcome

2005 ◽  
Vol 34 (1) ◽  
pp. 95-101 ◽  
Author(s):  
Enrique Echeburúa ◽  
Karmele Salaberría ◽  
Paz de Corral ◽  
Raúl Cenea ◽  
Tomás Berasategui
Keyword(s):  
Drug Therapy ◽  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Control Group ◽  
Standard Drug ◽  
Cognitive Behavioural ◽  
Anxiety Depression ◽  
Depression Disorder

The aim of this paper was to test the long-term contribution of cognitive-behavioural therapy to the treatment of mixed anxiety-depression disorder. Fifty-seven patients, selected according to DSM-IV diagnostic criteria, were assigned to: 1) cognitive-behavioural therapy; 2) combined therapy (drug and cognitive-behavioural therapy); or 3) a standard drug therapy control group. A multigroup experimental design with repeated measures of assessment (pretreatment, posttreatment, and 3-, 6- and 12 month follow-ups) was used. Most patients who were treated (71%) in experimental groups showed significant improvement at the 12-month follow-up, but there were no differences between the two therapeutic modes. No improvement was shown by the control-group participants at the 6-month follow-up. The results of the present trial do not support the beneficial effects of drug therapy by itself for this disorder. Finally, several topics that may contribute to future research in this field are discussed.

scholarly journals The Implementation of Tactical Approach in Developing Football Games Performance and Understanding of Junior High School Students

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
S Sucipto
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mean Difference ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference

The purpose of this study was to implement the tactical approach in developing junior high school students’ understanding and games performance in football. The method used in this research was experimental method with pre-test post-test control group design. The research involved two groups, including experimental group with tactical approach intervention and a group with technical approach intervention for developing understanding and skills in playing football of junior high school students. Two instruments were used in this study, namely (1) cognition instrument, multiple choice type, with C1 to C3 difficulty levels to measure students’ understanding in football games learning and (2) Game Performance Assessment Instrumen (GPAI) for measuring football games performance. The reseach involved junior high school students in Bandung. The data collected were analysed by using one-way MANOVA to see the relationship between the groups related to the development of uderstanding and enjoyment. The result of the analysis showed that the t value of understanding variable was -1.64 and significant at the level 0,05 (0,05≤ 0,05) with mean differences -1.32. It showed that there was a significant difference between the tactical and technical group in understanding aspect. Meanwhile, in football games performancevariable, the t value was -5.71 and significant at the level 0,00 (0,00 ≤ 0,05) with mean difference -3.97. It showed that there was a significant difference between the tactical and technical group in football playing skills. According to the result of analysis, it concludes that (1) The implementation of the tactical approach had an effect on students’ understanding in football games learning, (2) The implementation of tactical approach had an effect on games performance of the students in football games learning. AbstrakTujuan utama penelitian ini adalah mengimplementasikan pendekatan taktis terhadap pengembangan pemahaman dan keterampilan bermain sepak bola siswa SMP. Metode yang akan digunakan dalam penelitian ini adalah eksperimen dengan rancangan pretest posttest control group design. Melibatkan  dua kelompok, yaitu satu kelompok eksperimen dengan intervensi pendekatan taktis dan satu kelompok dengan intervensi pendekatan teknis (tradisional) terhadap pengembangan  pemahaman  dan keterampilan bermain sepakbola siswa SMP. Terdapat dua instrument yang akan digunakan dalam penelitian ini yaitu (1) instrument kognisi jenis multiple choise pada tingkat kesukaran C1 sampai dengan C3 yang akan digunakan untuk mengukur pemahaman siswa dalam permbelajaran bermain sepak bola, (2) instrument tes keterampilan bermain sepakbola dengan menggunakan Game Permomance Assessment Instrumen (GPAI). Penelitian akan dilakukan pada siswa-siswi SMP dilingkungan kota Bandung. Semua data yang diperoleh akan analisis dengan menggunakan teknik manova satu jalur yang bertujuan untuk melihat pengaruh antar kelompok baik pada pengembangan pemahaman dan kesenangan secara bersama-sama maupun masing-masing variabel. Hasil analisis menunjukan bahwa pada variable pemahaman diperoleh nilai t sebesar -1.64 dan signifikan pada 0,05 (0,05 ≤ 0,05) dengan mean difference sebesar -1.32. Hal tersebut menunjukan bahwa terdapat perbedaan yang signifikan antara kelompok taktis dan teknis terhadap pemahaman Sedangkan pada variable keterampilan bermain sepak bola diperoleh nilai t sebesar -5.71 dan signifikan pada 0,00 (0,00 ≤ 0,05) dengan mean difference sebesar -3.97. Hal tersebut menunjukan bahwa terdapat perbedaan yang signifikan antara kelompok taktis dan teknis terhadap keterampilan bermain sepak bola. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa (1) Implementasi pendekatan taktis memberikan pengaruh terhadap pemahaman siswa dalam pembalajaran sepak bola, (2) Implementasi pendekatan taktis memberikan pengaruh terhadap keterampilan dasar bermain sepak bola siswa dalam pembalajaran sepak bola.

scholarly journals INCREASING STUDENT’S UNDERSTANDING ABILITY AND MATHEMATICAL REASONING AND LEARNING MOTIVATION OF JUNIOR HIGH SCHOOL STUDENTS USING DISCOVERY LEARNING METHOD

2018 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Ida Juhanah ◽  
Jozua Sabandar
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Reasoning ◽  
Discovery Learning ◽  
Junior High School Students ◽  
Control Group ◽  
Learning Method ◽  
School Students

This research aims to examine the improvement of understanding ability and mathematical reasoning as well as the motivation of learning of junior high school students by discovery learning method conventional method. In addition, it aims to check the improvement of understanding ability and mathematical reasoning as well as the motivation of learning though junior high school students. This research was quasi experiment which was designed to nonequivalent control group. The study The population on this research was all the junior high school students of Cipeundeuy 2 Junior High School West Bandung Regency. The Sample was two classes of 7th grade students. The data was attained by understanding thinking and mathematical test which using material of algebraic form and questionnaire motivation to learn

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