scholarly journals Resilience Factors, the School-Based Universal Prevention Program "Unplugged" and Healthy Behavior among Early Adolescents

2021 ◽  
Vol 16 (2) ◽  
pp. 55-75
Author(s):  
Lenka Abrinkova ◽  
Oľga Orosová ◽  
Saul Neves De Jesus ◽  
Beata Gajdošová ◽  
Maria Bacikova-Sleskova
Keyword(s):  
Prevention Program ◽  
School Connectedness ◽  
Self Esteem ◽  
Repeated Measure ◽  
Universal Prevention ◽  
Healthy Behavior ◽  
External Resources ◽  
Home Support ◽  
School Based ◽  
Prosocial Peers

The paper investigates the role of the internal asset (IA), perceived external resources (PER) of resilience, and the school-based universal prevention program known as ‘Unplugged’ in explaining persistent healthy behavior among early adolescence. A sample of 425 adolescents was collected in a repeated measure design study with a baseline (T1) and a six-month follow-up (T2) after the Unplugged implementation. Persistent healthy behavior was assessed by a change in the cumulative index of substance use created by combining alcohol use and cigarette smoking in the past 30 days and their change between T1 and T2. Four categories were created: non-users, permanent users, new users and ex-users. A multinominal logistic regression revealed that non-users were more likely to show higher self-esteem when compared to permanent users. Females had a higher probability of being non-users than either being permanent users or new users. Moreover, Unplugged intervention increased the probability of being a non-user rather than a new user. Regarding PER of resilience, non-users were more likely to have higher home support, prosocial peers, and school connectedness compared to permanent users. Non-users were also more likely to have higher levels of prosocial peers compared to new users. In summary, higher self-esteem, home support, prosocial peers and school connectedness are associated with persistent healthy behavior. To maintain this persistent healthy behavior, the school-based universal prevention program Unplugged has been effective; thus internal assets and external resources of resilience, and prevention program Unplugged, play an important role in the absence of alcohol or cigarette use in early teenage years.

scholarly journals Effect of a School-Based Anxiety Prevention Program among Primary School Children

2019 ◽  
Vol 16 (24) ◽  
pp. 4913 ◽  
Author(s):  
Siti Fatimah Ab Ghaffar ◽  
Sherina Mohd Sidik ◽  
Normala Ibrahim ◽  
Hamidin Awang ◽  
Lekhraj Rampal Gyanchand Rampal
Keyword(s):  
Primary School ◽  
Prevention Program ◽  
Coping Skills ◽  
Self Esteem ◽  
Primary School Children ◽  
Control Group ◽  
Anxiety Prevention ◽  
School Based ◽  
Increased Risk ◽  
Significant Difference

Anxiety is one of the most common mental health disorders in childhood, and children with anxiety have an increased risk of psychiatric disorders during adulthood. This study aimed to evaluate the effectiveness of a school-based anxiety prevention program for reducing anxiety among primary school students relative to a school-as-usual control group. Secondary to this, the current study aimed to examine the effect of a school-based prevention program on worry coping skills and self-esteem. A two-group parallel cluster randomized controlled trial of a single-blinded study was conducted to evaluate the effectiveness of the program, with schools as the unit of allocation and individual participants as the unit of analysis. The intervention program was conducted between May 2016 and December 2017. The primary outcome was anxiety, whereas the secondary outcomes were worry coping skills and self-esteem measured at three months post-intervention. Data were analyzed by using a generalized linear mixed model, accounting for the clustering effect. Subgroup analyses were performed for children with anxiety. A total of 461 students participated in this study. At baseline, there was no significant difference between groups for anxiety score, worry coping skills score, and self-esteem score (p > 0.05). The intervention was effective in reducing anxiety for the whole sample (p = 0.001) and the anxiety subgroup (p = 0.001). However, it was not effective in improving worry coping skills and self-esteem. These findings suggest that the program could be effective for reducing symptoms of anxiety when delivered in schools and provide some support for delivering this type of program in primary school settings.

The Influence of Bullying Behaviours on Sense of School Connectedness, Motivation and Self-Esteem

2005 ◽  
Vol 15 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Jason L. Skues ◽  
Everarda G. Cunningham ◽  
Trilochan Pokharel
Keyword(s):  
High School ◽  
Academic Success ◽  
School Connectedness ◽  
Self Esteem ◽  
Female Students ◽  
Intervention Programs ◽  
Male Students ◽  
School Based ◽  
Being Bullied ◽  
Males And Females

AbstractThe aim of the current study was to examine how bullying by peers relates to self-esteem, school connectedness and motivation for academic success in an Australian high school. Questionnaires were completed by 975 students across years 7 to 12. As predicted, male students were subjected to more direct forms of bullying than female students. However, contrary to expectations, there were no significant differences between males and females in their reported experience of indirect forms of bullying. Also, students in the lower year levels of high school reported being bullied more frequently than students in high year levels. Findings supported predictions that students who were bullied by their peers at school tended to report having lower levels of self-esteem, feeling less connected to their peers, teachers and school, and being less motivated to perform well at school. These results may have implications for school-based intervention programs that are designed to reduce bullying behaviours.

Effects of implicit affect on emotional coping and school adjustment: A short-term longitudinal study with a school-based universal prevention program for enhancing emotional abilities

2016 ◽  
Vol 33 (S1) ◽  
pp. s219-s219
Author(s):  
K. Uchida ◽  
T. Yokoshima ◽  
K. Yamasaki
Keyword(s):  
Prevention Program ◽  
Classroom Climate ◽  
School Adjustment ◽  
Hierarchical Regression ◽  
Universal Prevention ◽  
Implicit Affect ◽  
School Based ◽  
Emotional Coping ◽  
Motivation For Learning ◽  
Competing Interest

In recent years, affect and emotions are hot research topics in the domains of psychology and brain science. Moreover, an increasing number of studies have started to investigate the effects of implicit affect on health and adjustment. The purpose of this study was to examine the effects of implicit affect on explicit emotional coping with others’ emotions and school adjustment in children.MethodsParticipants were 5th- and 6th-grade children in two public elementary schools in Japan. The final samples were fifty-six children (25 boys and 31 girls). Participants completed a battery of three questionnaires just before (T1) and after (T2) an school-based universal prevention program for enhancing emotional coping abilities with others’ emotions, which was implemented in eight classes during one month. The questionnaires were utilized for assessing implicit positive and negative affect (IPA and INA), explicit emotional coping abilities to identify, understand, and regulate others’ emotions, and the adaptive status of children at school.ResultsHierarchical regression analyses showed that higher IPA at T1 was associated with higher explicit emotional coping and motivation for learning at T2. Also, higher INA at T1 was related to better peer relationship at T2. Moreover, higher IPA and INA at T1 were concerned with higher scores of classroom climate and approval at T2.ConclusionThis study suggested that higher IPA leads to higher explicit emotional coping with others’ emotions. Also, it suggested that higher implicit affectivity (i.e., both higher IPA and INA) causes more adaptive status of children at school.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals For Whom Does It Work? Subgroup Differences in the Effects of a School-Based Universal Prevention Program

2013 ◽  
Vol 14 (5) ◽  
pp. 479-488 ◽  
Author(s):  
Jantine L. Spilt ◽  
Johannes M. Koot ◽  
Pol A. C. van Lier
Keyword(s):  
Prevention Program ◽  
Universal Prevention ◽  
Subgroup Differences ◽  
School Based

scholarly journals Developing the universal unified prevention program for diverse disorders for school-aged children

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Shin-ichi Ishikawa ◽  
Kohei Kishida ◽  
Takuya Oka ◽  
Aya Saito ◽  
Sakie Shimotsu ◽  
...  
Keyword(s):  
Prevention Program ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Childhood And Adolescence ◽  
Classroom Teachers ◽  
Preliminary Evaluation ◽  
Universal Prevention ◽  
User Centered Design ◽  
Social Burden ◽  
School Based

Abstract Background Psychological problems during childhood and adolescence are highly prevalent, frequently comorbid, and incur severe social burden. A school-based universal prevention approach is one avenue to address these issues. Objective The first aim of this study was the development of a novel, transdiagnostic cognitive-behavioral universal prevention program: The Universal Unified Prevention Program for Diverse Disorders (Up2-D2). The second aim of this study was to examine the acceptability and fidelity of the Up2-D2. Methods Classroom teachers who attended a 1-day workshop implemented the Up2-D2 independently as a part of their regular curricula. To assess the acceptability of the Up2-D2, 213 children (111 boys and 102 girls) aged 9–12 years completed questionnaires about their enjoyment, comprehension, attainment, applicability, and self-efficacy after completing Lessons 1–12. For fidelity, research assistants independently evaluated audio files that were randomly selected and assigned (27.3%). Results Our preliminary evaluation revealed the program was highly enjoyable, clear, and applicable for students. In addition, self-efficacy demonstrated a trend of gradually increasing over the 12 sessions. The total fidelity observed in the two schools was sufficient (76.2%), given the length of the teacher training. Conclusions The results of this study supported the theory that the Up2-D2 could be feasible in real-world school settings when classroom teachers implement the program. We discussed current research and practical issues of using universal prevention to address mental health problems in school, based on implementation science for user-centered design.

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