Perceptions about normal physiological changes during adolescence and assessment of the impact made through an educational intervention program for adolescents in school children in a rural set up in Gujarat

2017 ◽  
pp. 1
Author(s):  
Deepak Sharma ◽  
Neha Das ◽  
Utkarsh Shah ◽  
Vidushi Gupta ◽  
Uday Singh
Keyword(s):  
Educational Intervention ◽  
School Children ◽  
Intervention Program ◽  
Physiological Changes ◽  
Set Up ◽  
The Impact

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 14-20
Author(s):  
I Adeosun ◽  
O Ogun ◽  
S Adeyemo ◽  
A Bello ◽  
O Fatiregun
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Intervention Program ◽  
Psychological Treatment ◽  
Child And Adolescent Psychiatry ◽  
School Teachers ◽  
Post Intervention ◽  
Primary School Teachers ◽  
Children With Adhd ◽  
The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

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>

Dealing With the Concepts of “Grief” and “Grieving” in the Classroom: Children’s Perceptions, Emotions, and Behavior

2016 ◽  
Vol 77 (3) ◽  
pp. 240-266 ◽  
Author(s):  
Polyxeni Stylianou ◽  
Michalinos Zembylas
Keyword(s):  
Educational Intervention ◽  
Intervention Program ◽  
Research Study ◽  
Emotional Responses ◽  
Fifth Grade ◽  
Pedagogical Practice ◽  
Personal Experiences ◽  
And Behavior ◽  
The Impact ◽  
Grade Classroom

This article presents an action research study that explores how a fifth-grade classroom of 10- to 11-year-old children in Cyprus perceive the concepts of grief and grieving, after an educational intervention provided space for discussing such issues. It also explores the impact that the intervention program had on children’s emotions while exploring these concepts and illustrates how it affected their behavior. The findings suggest that the intervention had a constructive impact on children’s understandings of grief and grieving along two important dimensions. First, the intervention helped children better define emotional responses to loss (grief). Second, children seemed to overcome their anxiety while talking about grief and grieving and were able to share relevant personal experiences. The study has important implications for curriculum development, pedagogical practice, and teacher training on death education.

scholarly journals Development of a Mindful-Eating Intervention Program among Third Through Fifth Grade Elementary School Children and Their Parents

2016 ◽  
Vol 14 (3) ◽  
pp. 70-76 ◽  
Author(s):  
Shannon Pierson ◽  
Keiko Goto ◽  
Joan Giampaoli ◽  
Alyson Wylie ◽  
Ben Seipel ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Intervention Program ◽  
Eating Behaviors ◽  
The United States ◽  
Health Concern ◽  
Mindful Eating ◽  
Prevalence Of Obesity ◽  
The Impact

The prevalence of obesity among children in the United States is a major health concern and is associated with increased health risks. The goal of this intervention was to develop and pilot test strategies based on mindful eating practices that foster healthy eating behaviors among elementary school children and their families. Mindful eating practice engages all of ones senses and has been shown to decrease impulsive food decisions and increase awareness of hunger and fullness cues. Using Experiential Learning Theory (ELT), class interventions and take-home activities were developed to teach mindful eating strategies to Hispanic and non-Hispanic 3rd through 5th grade elementary school children and their parents. The results of this research will: 1) contribute to the scientific literature regarding the impact of mindful eating practice on children’s eating behavior, 2) provide an alternate strategy for weight loss and management among children, and 3) provide parents and teachers with the knowledge and skills necessary to promote mindful eating among children and families.

scholarly journals Impact of educational intervention in promoting knowledge attitude and practice for prevention of common childhood diseases among 9-11 year old school children in rural Bangalore

2019 ◽  
Vol 6 (2) ◽  
pp. 644
Author(s):  
Achalaa Kamila ◽  
Madhusudan Madaiah ◽  
Santhosh Munipapanna ◽  
Suresha Doddasabbenahalli Sonnappa
Keyword(s):  
Health Education ◽  
Educational Intervention ◽  
School Children ◽  
Primary Schools ◽  
Childhood Diseases ◽  
Knowledge And Attitude ◽  
Initial Survey ◽  
Study Participants ◽  
The Impact ◽  
Knowledge Attitude And Practice

Background: Children are the most vulnerable and easily influence able part of society and thus when subjected to health education the knowledge they gain and the practices they develop are more likely to stay with them throughout their life hence the study was done to assess the impact of health education among school students.Methods: Educational intervention study was carried out in three primary schools in Hoskote, rural Bangalore among 9-11 years school children. Initial survey was done to assess the KAP levels in 9 to 11 years old school children regarding prevention of common childhood disease and intervention was done using an interactive story board to provide health education and impact of intervention was assessed.Results: The study comprised of 200 students (112 boys and 88 girls). It was found that overall general knowledge and attitude regarding prevention of common childhood diseases was poor among the study participants. Following educational sessions using interactive story board (edutainment) a significant improvement was observed in knowledge and attitude of the students as detected by improved correct response rates.Conclusions: Interactive story board was successful in providing educational intervention in 9 to 11 year old school children which may help to prevent common avoidable childhood diseases.

scholarly journals Heart Disease, Now What? Improving Quality of Life through Education

2021 ◽  
Vol 18 (6) ◽  
pp. 3077
Author(s):  
Lisa Gomes ◽  
Cristina Liébana-Presa ◽  
Beatriz Araújo ◽  
Fátima Marques ◽  
Elena Fernández-Martínez
Keyword(s):  
Quality Of Life ◽  
Acute Coronary Syndrome ◽  
Educational Intervention ◽  
Intervention Program ◽  
Control Group ◽  
Care Organization ◽  
Coronary Syndrome ◽  
Quasi Experimental ◽  
The Impact

Introduction: The management of chronic illness assumes a level of demand for permanent care and reaches a priority dimension in the health context. Given the importance of nursing care to post-acute coronary syndrome patients, the objective of this study is to evaluate the impact of an educational intervention program on quality of life in patients after acute coronary syndrome. Method: Quasi-experimental study with two groups: an experimental group exposed to the educational intervention program and the control group without exposure to the educational intervention program. Results: The results showed statistically significant differences between both groups (p < 0.001). Although only valid for the specific group of subjects studied, the educational intervention program enabled significant gains in quality of life. Conclusions: According to the findings of the study, a systematized and structured educational program, integrated into the care organization and based on transition processes, is effective in developing self-care skills and improves the quality of life in patients after acute coronary syndrome.

Efficacy of Crisis Intervention

Crisis ◽  
1999 ◽  
Vol 20 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Thomas Reisch ◽  
Petra Schlatter ◽  
Wolfgang Tschacher
Keyword(s):  
Crisis Intervention ◽  
Intervention Program ◽  
Suicide Ideation ◽  
Indirect Evidence ◽  
Well Being ◽  
Term Therapy ◽  
Contributing Factors ◽  
Step Therapy ◽  
Long Term Therapy ◽  
The Impact

This study assesses the efficacy of the treatment approach implemented in the Bern Crisis Intervention Program, where particular emphasis is placed on the remediation of suicide ideation and suicidal behavior, and depression, fear, and phobia are generally considered to be contributing factors. Four questionnaires addressing psychopathology, emotional well-being, social anxiety, and personality were administered prior to and after the treatment of 51 patients over a period of 2 to 3 weeks. The reduction of symptoms contributing to suicidal ideation and behavior was interpreted as indirect evidence of an antisuicidal effect of the program. Significant improvements were found in the psychopathology ratings, with depression and anxiety showing the largest reductions. The impact on personality and social phobia, however, was only moderate, and on average patients still exhibited symptoms after attending the program. This residual symptomatology points to the necessity of introducing a two-step therapy approach of intensive intervention targeted at the precipitating causes of the crisis, augmented by long-term therapy to treat underlying problems.

Reducing the Social Stigma Associated with Obsessive Compulsive Disorder: A Controlled Trial of an Intervention Program in a Turkish Community Sample

2020 ◽  
Vol 20 (2) ◽  
pp. 101-120
Author(s):  
Ayça Aktaç Gürbüz ◽  
Orçun YORULMAZ ◽  
Gülşah DURNA
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Intervention Program ◽  
Controlled Trial ◽  
Community Sample ◽  
Case Vignette ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Significant Difference ◽  
The Impact

Scientific research into the reduction of stigmatization, particularly related to specific problems such as Obsessive-Compulsive Disorder (OCD), is scarce. In the present study, we examine the impact of a video-based antistigma intervention program for OCD in a pretest-posttest control group research. After being randomly assigned to either an intervention (n= 101) or control group (n= 96), the participants reported their attitudes on a hypothetical case vignette before and after OCD vs. Multiple Sclerosis (MS) videos, and again six months later as a follow up assessment. The mixed design analyses for the group comparisons indicated that although there was no significant difference in the measures of the control group, the participants watching the anti-stigma OCD video, in which the focus was psychoeducation and interaction strategies, reported significantly lower scores on social distances and negative beliefs for the case vignettes they read, and this difference was maintained six months later. Then, the present results indicate the effectiveness of our anti-stigma intervention program for OCD. Interventions to reduce stigmatization can also be viewed as effective tools for changing the attitudes of people toward OCD, although further research and applications are needed related to specific disorders if a longlasting impact is to be achieved.

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