scholarly journals Adolescent Self-Efficacy for Diet and Exercise Following a School-Based Multicomponent Lifestyle Intervention

Nutrients ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 97
Author(s):  
Vasiliki Efthymiou ◽  
Evangelia Charmandari ◽  
Dimitrios Vlachakis ◽  
Artemis Tsitsika ◽  
Artur Pałasz ◽  
...  
Keyword(s):  
Lifestyle Intervention ◽  
Abdominal Obesity ◽  
Self Efficacy ◽  
Normal Weight ◽  
Anthropometric Measurements ◽  
The Self ◽  
Assessment Tools ◽  
Post Intervention ◽  
School Based ◽  
Diet And Exercise

Self-efficacy is perhaps the most important parameter associated with behavioral changes. The main aim of this study was to provide insight into the diet and exercise self-efficacy of Greek adolescents and how they could be modified via a multilevel multicomponent school-based lifestyle intervention. Secondary aims were to study the associations of students’ dietary and exercise self-efficacy indices with their anthropometric and sociodemographic parameters. A representative sample of the adolescent population in Attica, consisting of 1610 adolescents aged 12–17 years, recruited from 23 public high schools in three municipalities of the Attica area in Greece, received a three-component lifestyle educational intervention for health promotion and underwent screening for characteristics of metabolic syndrome with the use of portable telemedicine. All assessments and anthropometric measurements were performed at baseline and after the 6-month intervention. Anthropometric measurements included body mass index, waist circumference (WC), waist-to-height ratio (WHtR) and waist-to-hip ratio (WHR). Assessment tools included the Self-efficacy for Diet and the Self-efficacy for Exercise questionnaires, as well as the Mediterranean Diet Quality Index in Children and Adolescents (KIDMED). Analysis included 1020 adolescent students (421 males and 599 females), who completed the self-efficacy questionnaires pre- and post-intervention. Overall, the dietary (p < 0.001) and exercise (p < 0.001) self-efficacy increased significantly post-intervention. Post-intervention, all adolescents decreased their abdominal obesity indices (WC, WHtR, WHR), and this improvement was even more pronounced and significant (p = 0.019, p = 0.019, p = 0.023 respectively) in the adolescents with overweight/obesity. Post-intervention, the proportion of adolescents with normal weight increased from 73.9% to 78.6%, whereas the proportion of adolescents with overweight and obesity decreased from 20.4% to 15.9% and from 5.7% to 5.5%, respectively. Abdominal obesity also decreased from 10.4% to 9.0%. Female adolescents achieved significantly (p = 0.010) higher changes in diet self-efficacy than males. Other sociodemographic characteristics such as family structure, parental age, parental educational level and family income showed non-significant differences. Adolescents with higher KIDMED scores manifested significantly higher dietary and exercise self-efficacy than those with lower KIDMED scores. Both adolescents with normal weight and overweight/obesity manifested a reciprocal relation between diet and exercise self-efficacy. Multicomponent lifestyle interventions in the school environment may provide a first step in students’ behavior changes and provide grounds for future prevention programs in youth.

scholarly journals Reversal of Prediabetes in Saudi Adults: Results from an 18 Month Lifestyle Intervention

Nutrients ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 804 ◽  
Author(s):  
Osama E. Amer ◽  
Shaun Sabico ◽  
Hanan A. Alfawaz ◽  
Naji Aljohani ◽  
Syed Danish Hussain ◽  
...  
Keyword(s):  
Lifestyle Intervention ◽  
Lifestyle Modification ◽  
Multicenter Trial ◽  
Lifestyle Changes ◽  
Control Group ◽  
Post Intervention ◽  
Exercise Behaviors ◽  
Diet And Exercise ◽  
To Receive

Aim: This 18 month intervention study aims to determine the efficacy of a lifestyle modification program on prediabetes reversal among Saudi adults. Methods: An 18 month randomized, multicenter trial was conducted among Saudis with prediabetes aged 25–60 recruited from King Salman Hospital and primary care centers in Riyadh, Saudi Arabia. A total of 180 consenting individuals were randomized (1:1) to receive either intensive lifestyle intervention (ILIG) or guidance (control group, CG). ILIG was provided with a personalized lifestyle counseling by nutritionists every 3 months to improve diet and exercise behaviors. CG was given booklets containing information on prediabetes and its prevention. Data from lifestyle assessments and laboratory measurements were analyzed at baseline and every 6 months. The primary outcome was the reversal rate of prediabetes. Results: 158 participants were analyzed (CG:85, ILIG:73) at the 12 month follow-up and 28 participants (CG:11 and ILIG:17) completed the entire 18 month study. Post-intervention, the cumulative incidence of prediabetes reversal in the ILIG was 38 participants (52.1%) which was significantly higher than CG with 26 participants (30.6%) (p = 0.02). Conclusion: A tailored lifestyle intervention is effective in reversing prediabetes, at least for a year, among Arab adults with prediabetes. The challenge of sustaining interest in adopting lifestyle changes for a longer duration should be addressed in this population.

scholarly journals A school-based educational on-site vaccination intervention for adolescents in an urban area in Germany: Feasibility and psychometric properties of instruments in a pilot study

2020 ◽  
Author(s):  
Norma Bethke ◽  
Paul Gellert ◽  
Nina Knoll ◽  
Niklas Weber ◽  
Joachim Seybold
Keyword(s):  
Pilot Study ◽  
Psychometric Properties ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Easy Access ◽  
Cronbach’S Alpha ◽  
Post Intervention ◽  
Vaccination Rates ◽  
Cronbach's Alpha ◽  
School Based

Abstract Background: Vaccination rates for measles, mumps, and rubella (MMR) and diphtheria, tetanus, pertussis, and polio (Tdap-IPV) are not optimal in German adolescents. Education in combination with easy access vaccination may be a promising approach to improve vaccination rates. In a planned cluster randomized controlled trial (cRCT), we aim at improving MMR and Tdap-IPV rates together with knowledge and self-efficacy in a school setting, the present paper describes the pilot study of this trial.Methods: Within this pilot study, 863 students from 41 school classes from four schools were included. Optimization and feasibility of the access to schools, recruitment strategies, intervention, and assessment procedures are examined. The course and content of the educational unit was evaluated with a mixed-methods approach. A pre-post measurement design was applied for the vaccination rate in all schools. Additionally, at two schools improvement on vaccination-related knowledge and perceived self-efficacy were measured pre- (n=287) and post- (n=293) educational unit by questionnaire. The remaining two schools provided data only post intervention. Finally, we evaluated the psychometric properties (i.e., reliability, retest reliability, change rates) of the questionnaire, applying Cronbach’s alpha, factor analyses, Generalized Estimating Equations and Linear Mixed Models.Results: Findings of the pilot study indicated good feasibility. Of the total sample, 437 students (50.9%) brought their vaccination cards to school, 68 students were vaccinated with Tdap-IPV, 11 with MMR. Out of 6 knowledge questions, on average students had M=2.84 (CI 2.69/3.10) correct answers before and M=4.45 (CI 4.26/4.64) after class. Ranging from 1 to 4, self-efficacy scale shown a change of 0.3 points (p <.001) and Cronbach’s alpha was .67 and .76 for pre- and post-educational unit respectively and a one-factor solution was found. Content analysis of the five semi-structured group interviews (n=12, 58.3% female) showed that the length of the intervention was felt by all students to be appropriate. The teaching methods including interactive and social media components were perceived as very good.Conclusion: A school-based educational and on-site vaccination intervention appears to be feasible in terms of procedures and the adequacy of the instruments for the adolescent target group.

Six-Month Data From a Pilot Self-Management Intervention ForAdolescents With Sickle Cell Disease

Blood ◽  
2013 ◽  
Vol 122 (21) ◽  
pp. 1675-1675 ◽  
Author(s):  
Lori E Crosby ◽  
Naomi Joffe ◽  
Karen Kalinyak ◽  
Alex Bruck ◽  
Clinton H Joiner
Keyword(s):  
Quality Of Life ◽  
Sickle Cell ◽  
Self Efficacy ◽  
The Self ◽  
Self Management ◽  
Cell Disease ◽  
Management Skills ◽  
Post Intervention ◽  
Management Behaviors

Abstract Background Tanabe and colleagues (2010) highlighted the importance of engaging patients with Sickle Cell Disease (SCD) in disease self-management activities to improve health outcomes. Specifically, they recommended interventions that address disease self-efficacy, patient-provider communication, healthy lifestyle behaviors, future planning, and advocacy. The Stanford Chronic Disease Self-Management Program (CDSMP) is a six-week, structured intervention for adults with a chronic disease that helps them develop self-management skills in all of these areas. The CDSMP has been implemented with adults with a variety of chronic diseases (e.g., arthritis, Type II diabetes), and outcome data has shown improvements in health utilization, health status and self-management behaviors for participants six-months post participation in the CDSMP (Lorig et al. 2001). There is limited data available on the effectiveness of the CDSMP for adults with SCD, particularly young adults and adolescents. As a first step in examining the effectiveness of the CDSMP in adolescents with SCD, we conducted two CDSMP intervention groups with SCD patients 16-24 years of age. Objective The objective of the study was to assess: 1) the feasibility, acceptability and utility of the CDSMP with this population, and, 2) changes in disease self-efficacy, quality of life (QOL), and self-management behaviors from pre to 6-months after participation in the CDSMP. Methods Patients were eligible if they: 1) had a diagnosis of SCD; 2) were followed by the University of Cincinnati Health Complex or Cincinnati Children’s Hospital Medical Center (CCHMC) sickle cell clinics; 3) were between the ages of 16 -24; and, 4) had no significant cognitive limitations. Participants received a letter followed by a phone call inviting them to participate in the CDSMP and were compensated at the end of each weekly session. Results Eighteen adolescents completed the CDSMP (i.e., attended four of the six sessions) and have completed their 6-month follow-up. The majority of patients were female (56%) and had Hb SS (SS 67%; SC 28%; Sβ+Thal 5%); the mean age for participants was 19.06 (SD = 2.44). Acceptability data indicated that sessions 2 and 6 (physical activity and exercise, managing difficult emotions, working with your healthcare provider, and planning for the future) were the most beneficial. Overall participant satisfaction with the CDSMP was high, M=8.88 (SD=1.67) on a scale of 1-10 (10=totally satisfied). Qualitative comments suggest that the participants enjoyed interacting with other patients and learning skills to help manage their illness. Repeated measures ANOVAs were used to examine the QOL and disease self-efficacy data. There was not a significant improvement on PedsQL total scores over time. Patient-reported disease self-efficacy scores showed a positive trend (F(1.572, 9.432) = 3.442, P = .083). Participants reported continuing to use a number of the self-management skills/strategies they learned during the intervention such as better breathing (86.7%), problem solving (73.3%), and action planning (66.7%). Discussion Initial Results from this small pilot suggest that the CDSMP may have some promising benefits as an intervention for adolescents and young adults with SCD given its feasibility, acceptability, and potential impact on disease self-efficacy and utilization of skills learned. In addition to participants being satisfied with the content, structure, and opportunity to interact with other participants, they also reported that they continued to use the self-management skills that they had developed. Disease self-efficacy also trended upwards for participants over the course of the intervention. Although improvements in quality of life were not observed at six-months post-intervention, the small sample size likely had an impact. The next steps will be to examine these outcomes for the duration of the post-intervention period (i.e., nine and twelve-month follow-ups) to determine whether the improvements in disease self-efficacy are maintained and whether we see quality of life improving once analyses are completed with a more complete sample size. Disclosures: No relevant conflicts of interest to declare.

scholarly journals Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program

2020 ◽  
Vol 17 (9) ◽  
pp. 3129 ◽  
Author(s):  
Emily Bremer ◽  
Jeffrey D. Graham ◽  
John Cairney
Keyword(s):  
Self Efficacy ◽  
Assessment Tools ◽  
Literacy Intervention ◽  
Literacy Program ◽  
Physical Literacy ◽  
Post Intervention ◽  
Afterschool Program ◽  
Behavioral Challenges ◽  
Program Leaders ◽  
Experimental Group

Children (N = 90) from eight afterschool programs (n = 4 experimental sites with 47 children; n = 4 control sites with 43 children), along with the program leaders (N = 7) from the experimental sites, participated in a 12-week physical literacy intervention. Children were assessed on their physical literacy (movement competence, affect, confidence, and motivation) pre- and post-intervention using a suite of assessment tools that included the PLAYfun assessment of movement competence and a comprehensive child questionnaire. Experimental participants engaged in a daily physical literacy intervention at their afterschool program; controls engaged in their usual afterschool programming. Experimental group program leaders were assessed on their cognitions pre- and post-training and post-intervention, alongside questions regarding program acceptability and feasibility. Program leaders’ perceived knowledge and self-efficacy to implement the physical literacy program increased (p < 0.05) from pre- to post-training and these effects were maintained at post-intervention. No group differences were observed in the change of children’s motor competence, self-efficacy, or motivation from baseline to post-intervention. However, significant increases in affect were observed among participants in the experimental group (p < 0.05). Program leaders said they would recommend the program to future leaders. However, they reported challenges with implementation due to equipment availability and behavioral challenges. Results suggest a comprehensive physical literacy program during the afterschool period can be feasible to implement and can lead to improvements in the affective domain of children’s physical literacy. Further research on childhood physical literacy interventions is warranted.

BMI Health Report Cards: Parents’ Perceptions and Reactions

2018 ◽  
Vol 19 (6) ◽  
pp. 896-904 ◽  
Author(s):  
Marla Jones ◽  
Cassie Huffer ◽  
Tom Adams ◽  
Logan Jones ◽  
Bryan Church
Keyword(s):  
Public Schools ◽  
Normal Weight ◽  
Report Cards ◽  
Physical Educators ◽  
Limited Information ◽  
Obesity Epidemic ◽  
Screening Programs ◽  
School Based ◽  
Health Report ◽  
Diet And Exercise

In 2003, Arkansas became the first state to require body mass index (BMI) testing in public schools to raise awareness of the growing obesity epidemic among children and adolescents. Limited information exists regarding the effectiveness of school-based BMI screening programs. The purpose of this study was to determine if BMI health report cards affected parents’ knowledge or actions regarding their child’s health and to determine the accuracy of parents’ perceptions of their child as underweight, normal weight, or overweight according to their child’s BMI. A questionnaire was developed with the help of physical educators, pediatricians, and exercise scientists to determine parents’ perceptions and behaviors regarding BMI report cards. The questionnaire was distributed to parents/guardians of children who sought medical care at two pediatrician’s offices in Arkansas. Based on responses to survey questions, parents are not making changes to their child’s diet and exercise habits if their child is classified as “at risk” or “overweight.” However, parents did report that BMI health report cards are influencing their knowledge about their child’s health. The majority of parents in the study (approximately 66%) did not accurately perceive their child’s BMI category.

scholarly journals Comparing the Effect of Simulated Patient and Lecture Training Methods in the Clinical Self-Efficacy of Nurses Caring for Patients With Acute Coronary Syndrome

2020 ◽  
Author(s):  
Asghar Khalifehzadeh ◽  
Hamid Reza Ranjbar Jahromi ◽  
Mahdi Karimyar Jahromi
Keyword(s):  
Acute Coronary Syndrome ◽  
Self Efficacy ◽  
Clinical Performance ◽  
Simulated Patient ◽  
The Self ◽  
Training Methods ◽  
Post Intervention ◽  
Coronary Syndrome ◽  
Lecture Method ◽  
Significant Difference

Various training methods can be used to enhance the clinical self-efficacy of nurses caring for patients with the acute coronary syndrome (ACS). The present study aimed at investigating and comparing the effect of simulated patient and lecture training methods in the self-efficacy of nurses' clinical performance caring for ACS patients in 2016. This was a quasi-experimental study. The population consisted of 62 nurses working in cardiac intensive care units (CICU) of associated hospitals with Jahrom University of Medical Sciences. Sampling was done with the conventional method and divided into two groups; "lecture" and "simulated patient" education through random assignment. Data was collected with the Self-efficacy of Nurses' Clinical Performance Questionnaire before and after the intervention. Data analysis was performed with SPSS v16.0 software and paired and independent t-tests. There was a significant difference between pre- and post-intervention self-efficacy mean scores in the two groups (P<0.05). In addition, there was no significant difference between pre-intervention self-efficacy mean scores in the two groups (P>0.05). The simulated patient training method was more effective in enhancing nurses' self-efficacy in caring for ACS patients than the lecture method.

scholarly journals Assessment tools for the measurement of the self-efficacy of drug users: protocol for a systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e019019
Author(s):  
Selene Cordeiro Vasconcelos ◽  
Iracema da Silva Frazão ◽  
Everton Botelho Sougey ◽  
Sandra Lopes de Souza ◽  
Tatiana de Paula Santana da Silva ◽  
...  
Keyword(s):  
Systematic Review ◽  
Psychometric Properties ◽  
Self Efficacy ◽  
Drug Users ◽  
Assessment Tool ◽  
Meta Analysis ◽  
The Self ◽  
Assessment Tools ◽  
Evaluation Approach ◽  
Cosmin Checklist

IntroductionThe abuse of alcohol and other drugs is a worldwide problem, the treatment of which poses a challenge to healthcare workers.ObjectiveThis study presents a proposal for a systematic review to analyse the psychometric properties of assessment tools developed to measure the self-efficacy of drug users with regard to resisting the urge to take drugs in high-risk situations.Methods and AnalysisThe guiding question was based on PICOS (Population Intervention Comparator Outcome Setting), and the report of the methods of review protocol was written in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P). Searches will be performed in the PsycINFO, Cochrane, Pubmed, Web of Science, SCOPUS and CINAHL databases, followed by the use of the ‘snowball’ strategy. The inclusion criteria for the articles will be (1) assessment tool validation studies; (2) assessment tools developed to measure self-efficacy; (3) quantitative measures; (4) measures designed for use on adults; (5) data from self-reports of the participants; (6) studies involving a description of psychometric properties of the measures; and (7) studies that explain how the level of self-efficacy is scored. The search, selection and analysis will be performed by two independent reviewers. In cases of a divergence of opinion, a third reviewer will be consulted. The COSMIN checklist will be used for the appraisal of the methodological quality of the assessment tools and the certainty of the evidence in the articles (risk of bias) will be analysed using the GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach.Ethics and disseminationThis protocol does not require ethical approval. However, this protocol is part of the thesis entitledDrug-Taking Confidence Questionnairefor use in Brazil, presented for obtaining a doctorate in neuropsychiatry and behavioural sciences from the Federal University of Pernambuco, and has received approval from the human research ethics committee of the Federal University of Pernambuco (reference number: 1.179.162).The results will be disseminated to clinicians and researchers through peer-reviewed publications and conferences.PROSPERO registration numberCRD42017068555.

scholarly journals From Education Policy to Class Practices: Indonesian Secondary EFL Teachers’ Self-Efficacy in Developing School-Based EFL Syllabi

2014 ◽  
Vol 4 (2) ◽  
pp. 86-107
Author(s):  
Dairabi Kamil ◽  
Amirul Mukminin ◽  
Noor Lide Abu Kassim
Keyword(s):  
Education Policy ◽  
Secondary School ◽  
Foreign Language ◽  
Self Efficacy ◽  
Rasch Analysis ◽  
The Self ◽  
English As Foreign Language ◽  
School Based ◽  
Efl Teachers

The purpose of this quantitative inquiry was to examine the self-efficacy of Indonesian secondary school English as foreign language (EFL) teachers in developing a school-based EFL syllabus. The data were collected through a survey to 98 secondary school EFL teachers in the District of Kerinci, Jambi Sumatra, Indonesia. The data were analyzed through the Rasch Analysis (Linacre 2004, 2006). The results revealed that the teachers had a high-self efficacy in developing the syllabus. However, they tended to be less efficacious on theoretical tasks in the syllabus development and on tasks that were not part of their responsibility in previous curricula. In addition, this study also produced an instrument for measuring teachers’ self-efficacy in developing the syllabus that can be used for similar purposes in other contexts.

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

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