scholarly journals Effectiveness of school-based intervention programs in reducing prevalence of overweight

2014 ◽  
Vol 39 (2) ◽  
pp. 87 ◽  
Author(s):  
Sajid Mahmood ◽  
Allah Dino ◽  
Faisa Ibrahim ◽  
Jaishri Mehraj ◽  
Tahira Perveen
Keyword(s):  
Intervention Programs ◽  
School Based Intervention ◽  
School Based

Bullying, Cyberbullying, and Interventions in Schools

2020 ◽  
pp. 265-282
Author(s):  
Elena Bianchini
Keyword(s):  
Best Practices ◽  
Intervention Programs ◽  
Public Concern ◽  
School Based Intervention ◽  
School Settings ◽  
School Based ◽  
The World ◽  
Definition Of

Issues of bullying and cyberbullying among schoolchildren are nowadays a matter of international concern, with school bullies, cyberbullies, and victims having become a topic of public concern and research in various countries around the world. This chapter, besides a definition of bullying and cyberbullying, explains the characteristics, types, causes, and consequences of these acts based on findings from various studies. In addition, the chapter presents some school-based intervention programs, implemented in different school settings, with the aim of effectively reducing levels of bullying and cyberbullying in schools. Finally, the chapter aims to provide guidelines and propose best practices in order to fight acts of violence and aggression.

Bullying victimisation and adolescents: Implications for school-based intervention programs

2013 ◽  
Vol 57 (2) ◽  
pp. 107-123 ◽  
Author(s):  
Leanne Lester ◽  
Donna Cross ◽  
Julian Dooley ◽  
Thérèse Shaw
Keyword(s):  
Intervention Programs ◽  
School Based Intervention ◽  
School Based ◽  
Bullying Victimisation

scholarly journals School-Based Intervention Programs for Preventing Obesity and Promoting Physical Activity and Fitness: A Systematic Review

2020 ◽  
Vol 17 (1) ◽  
pp. 347 ◽  
Author(s):  
Hidayet Suha Yuksel ◽  
Fatma Neşe Şahin ◽  
Nebojsa Maksimovic ◽  
Patrik Drid ◽  
Antonino Bianco
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Assessment Tool ◽  
Intervention Programs ◽  
Eligibility Criteria ◽  
Content Quality ◽  
School Based Intervention ◽  
School Based ◽  
Promotion Of Physical Activity ◽  
School Based Interventions

With the significant decrease in physical activity rates, the importance of intervention programs in the schools, where children spend a significant part of the day, has become indisputable. The purpose of this review is to systematically examine the possibility of school-based interventions on promoting physical activity and physical fitness as well as preventing obesity. A systematic approach adopting PRISMA statement was implemented in this study. Three different databases (2010–2019) were screened and primary and secondary school-based intervention programs measuring at least one variable of obesity, physical activity, or physical fitness were included. The risk of bias was assessed using the validated quality assessment tool for quantitative studies. Among 395 potentially related studies, 19 studies were found to meet the eligibility criteria. A general look at the studies examined reveals that among the outcomes, of which most (18/19) were examined, a significant improvement was provided in at least one of them. When the program details are examined, it can be said that the success rate of the physical activity-oriented programs is higher in all variables. School-based interventions can have important potential for obesity prevention and promotion of physical activity and fitness if they focus more on the content, quality, duration and priority of the physical activity.

scholarly journals Can Schools Reduce Adolescent Psychological Stress? A Multilevel Meta-Analysis of the Effectiveness of School-Based Intervention Programs

2020 ◽  
Vol 49 (6) ◽  
pp. 1127-1145
Author(s):  
Amanda W. G. van Loon ◽  
Hanneke E. Creemers ◽  
Wieke Y. Beumer ◽  
Ana Okorn ◽  
Simone Vogelaar ◽  
...  
Keyword(s):  
Psychological Stress ◽  
Meta Analysis ◽  
Intervention Programs ◽  
School Based Intervention ◽  
School Based

The Effect of Two School-based Intervention Programs on Depressive Symptoms in Preadolescents

1980 ◽  
Vol 17 (1) ◽  
pp. 111-119 ◽  
Author(s):  
Lenora Butler ◽  
Solveiga Miezitis ◽  
Ronald Friedman ◽  
Ester Cole
Keyword(s):  
Depressive Symptoms ◽  
Role Play ◽  
Cognitive Restructuring ◽  
Sixth Grade ◽  
Self Report ◽  
Intervention Programs ◽  
School Based Intervention ◽  
School Based

Fifty-six fifth- and sixth-grade children, manifesting depressive symptoms as judged by teachers and in response to a self-report Depression Battery were assigned to one of the following 10-week intervention conditions: Role Play (treatment), Cognitive Restructuring (treatment), Attention Placebo, or Control. Both quantitative and qualitative improvements were observed for several children in the Role Play and Cognitive Restructuring treatments, though the gain was more dramatic in Role Play.

Exposure to “Low-Level” Aggression in School: Associations With Aggressive Behavior, Future Expectations, and Perceived Safety

2003 ◽  
Vol 18 (6) ◽  
pp. 691-705 ◽  
Author(s):  
Paul Boxer ◽  
Laura Edwards-Leeper ◽  
Sara E. Goldstein ◽  
Dara Musher-Eizenman ◽  
Eric F. Dubow
Keyword(s):  
Psychosocial Functioning ◽  
Intervention Programs ◽  
School Students ◽  
Future Expectations ◽  
Perceived Safety ◽  
Future Studies ◽  
School Based Intervention ◽  
Low Level ◽  
School Based ◽  
Suburban School District

Examined associations with witnessing and being victimized by “low-level” aggressive acts (e.g., pushing, gossip) and three indicators of psychosocial functioning in a sample of 771 elementary school students from one urban and one suburban school district. Results indicated that exposure to low-level aggression appears to relate to psychosocial functioning in ways similar to more severe forms of aggression. Students who were exposed to higher levels of both witnessing and victimization by low-level aggression reported the highest levels of engagement in aggression, the lowest levels of positive expectations for the future, and the lowest levels of perceived safety. Findings are discussed in the context of research on exposure to aggression in general, with suggestions offered for future studies. Implications of the findings for school-based intervention programs are raised.

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