Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools

The main objective of the study was to evaluate the interactions between students and schoolteachers during recess before and after the COVID-19 pandemic in primary schools in Catalonia (Spain). In a first phase, using an observational methodology, the behaviors of adults and students were diagnosed according to the type of school. The sample consisted of 23 schools, with 69 observations at different times of the school day. The COVID-19 outbreak made it necessary to extend the present study to identify changes in school recess forced by the pandemic. In this second phase, 34 school schoolteachers were interviewed. The results show little or no adult involvement during recess, beyond mere supervision, and the need for training to improve school recess management. Regarding the changes made during the pandemic, it is concluded that there was a good implementation of protocols, an increase in organization and a reduction in conflicts. The design of school recesses with the participation of schoolteachers and students is important, although during the pandemic, this idea has taken a back seat, with schoolteachers assuming the role of dividing groups and spaces, and supervising transitions. We emphasize the importance of training students to be more proactive in conflict resolution, to ensure self-care and individual and collective responsibility.

The Role of Adults in “Youth Led” Climate Groups: Enabling Empowerment

This research explores young people's attitudes toward adult involvement within “youth led” youth climate groups. Young people were acutely aware of their marginalization and overall, there was a consensus that adults played a useful role as a resource, as experienced adult activists possessed knowledge that they lacked, or in offering practical support on legal issues or liaising with the police. The attitudes of young people to adult involvement is at times paradoxical in that whilst they were aware of its necessity, adults altered the dynamics of the groups, as there was a “power gap” and that adults' views could take precedence. As a result, on some occasions the young people parted ways from the adults. A continual theme from the research was that young people's involvement in “youth climate groups” gave them a sense of empowerment and they were much more aware of how to effect change, and to some extent they did need the support of adults in this process, often due to their structural disempowerment. The findings suggest that adult involvement was most successful when adults were committed to empowering young people and the researchers suggest that Kirshner's model of “cycles of fading” is a useful framework for adult involvement.

Can the Theory of Planned Behavior, predict possible differences in physical activity involvement during COVID-19 lockdown? A preliminary study

This preliminary study aimed to investigate the contribution of the Theory of Planned Behavior to the prediction of attitudes and intention of adult involvement with physical activity during the Pandemic. The sample consisted of 904 individuals, 417 men, and 487 women, aged 18-70 years. Participants completed the Greek version of the "Theory of Planned Behavior" questionnaire. The analyses revealed differences between previous and during COVID-19 physical involvement in (a) attitudes, (b) intention, (c) attitude strength, (d) self-identity, and (e) subjective norms, of the sample.

Can the Theory of Planned Behavior, predict possible differences in physical activity involvement during COVID-19 lockdown? A preliminary study

This preliminary study aimed to investigate the contribution of the Theory of Planned Behavior to the prediction of attitudes and intention of adult involvement with physical activity during the Pandemic. The sample consisted of 904 individuals, 417 men, and 487 women, aged 18-70 years. Participants completed the Greek version of the "Theory of Planned Behavior" questionnaire. The analyses revealed differences between previous and during COVID-19 physical involvement in (a) attitudes, (b) intention, (c) attitude strength, (d) self-identity, and (e) subjective norms, of the sample.

Increasing Older Adult Involvement in Geriatric Assessment: A Mixed-Methods Process Evaluation

Objectives: Goal setting and motivational interviewing (MI) may increase well-being by promoting healthy behavior. Since we failed to show improved well-being in a proactive assessment service for community-dwelling older adults applying these techniques, we studied whether implementation processes could explain this. Methods: Goals set during the comprehensive geriatric assessment were evaluated on their potential for behavior change. MI and goal setting adherence wasassessed by reviewing audiotaped interactions and interviewing care professionals. Results: Among the 280 goals set with 230 frail older adults (mean age 77 ± 6.9 years, 59% women), more than 90% had a low potential for behavior change. Quality thresholds for MI were reached in only one of the 11 interactions. Application was hindered by the context and the limited proficiency of care professionals. Discussion: Implementation was suboptimal for goal setting and MI. This decreased the potential for improved well-being in the participating older adults.

Observations from the playground: Common problems and potential solutions for school-based recess

Objective: This study aimed to examine some common problems observed during school recess and translate findings to evidence-based, practical solutions that can be applied within schools on a more systematic level. Design: Observational study. Setting: Elementary schools in the USA. Method: Data were collected from 112 school recess periods at 25 public elementary schools in three distinct geographical regions of the USA (Midwest, Northwest, Southwest). The Great Recess Framework–Observational Tool (GRF-OT) guided observations and field notes. The GRF-OT measures safety and structure, student behaviour, adult supervision and engagement, transitions, and physical activity. Following data collection, inductive and deductive content analysis examined patterns in the data. Results: Analyses revealed how poorly designed and inadequately maintained schoolyard spaces contribute to common safety issues. A combination of insufficient play space planning and maintenance, lack of play equipment and game availability, and limited adult involvement in the schoolyard reinforced social hierarchies, leading to exclusionary practices. While recess is often deemed a child-led portion of the school-day, results highlighted the important role that adults play in recess. Conclusion: The following evidence-based solutions should be considered by school administrators and policy makers to mitigate problems observed during recess: (1) assess the schoolyard landscape, (2) assess patterns of play, (3) plan an intentional recess and (4) address the social climate. A high-quality recess promotes equitable access to play opportunities.

Youth and Adult Perceptions of Their Relationships Within Community-Based Youth Programs

This study examined perceptions and experiences of youth and adults engaged in various types of community-based youth-adult relationships. Involvement and interaction rating scales were completed by 108 participants involved in community groups from 12 communities in 10 states. The rating scale measured three constructs: youth involvement, adult involvement, and youth- adult interaction. Significant gender differences in participants’ perceptions were found on all three constructs, with females being more positive. Rural participants were found to be significantly more positive than urban participants on the construct of youth involvement. Finally, significant differences were found between all participants within categories of the youth-adult relationship continuum. Participants in youth-led collaborations were significantly more positive toward youth involvement than participants in adult-led collaborations. Moreover, adults in youth-adult partnerships were significantly more positive toward youth involvement and youth-adult interaction than those adults in adult-led collaborations.

Safe online ethical code for and by the “net generation”: themes emerging from school students’ wisdom of the crowd

Purpose Children are becoming heavy users of communication and information technologies from an early age. These technologies carry risks to which children may be exposed. In collaboration with the Israel Ministry of Education (IME), the authors launched a week-long safe online awareness program for school children in 257 elementary and middle schools in Israel. Each class independently composed a safe and ethical code of online behavior following two classroom debate sessions. The purpose of this study was to analyze these codes and learn how school children perceive and understand the proper use of the network using thematic analysis. Design/methodology/approach A total of 8,181 students between the ages of 8 and 14 years in 303 classes from 257 schools participated in the program. These classes composed 303 ethical codes, which were decomposed into 2,201 elements (phrases, sentences, or paragraphs). Using mixed-methods research combining quantitative and qualitative methodologies, the elements of the ethical codes were analyzed, interpreted, and classified to identify the dominant themes and discourses used by the students when addressing issues related to safe online use. Findings Findings indicate that Israeli students are aware of the dangers and risks of the internet, and these concerns are reflected in their own ethical codes. The students discouraged online self-exposure and encouraged precautions and wariness towards members of out-groups. The themes included sentences which asked for responsible, appropriate, and lawful use, expressed concern about privacy issues, and stated the need for adult involvement. Most of them reflected an “us against them (strangers)” perspective. Originality/value The current study presents an innovative “bottom-up” program based on wisdom of the crowd approach, that can be implemented in schools internationally in order to encourage reflexivity and teach children the necessary skills for safe online experiences. In addition, this study analyses the school children’s own views of the dangers of social media and learn about their perspective and understanding of internet use.

Co-Designing Technology for Aging in Place: A Systematic Review

Background and Objectives There is a growing interest to involve older adults in the co-design of technology to maintain their well-being and independence. What remains unknown is whether the beneficial effects of co-designed solutions are greater than those reported for non co-designed solutions. The aim of this study was to evaluate the effects and experiences of co-designed technology that support older adults to age in place. Research Design and Methods We conducted a systematic review to (a) investigate the health and well-being outcomes of co-designed technology for older adults (≥60 years), (b) identify co-design approaches and contexts where they are applied, and (c) identify barriers and facilitators of the co-design process with older adults. Searches were conducted in MEDLINE, EMBASE, CINAHL, Science Citation Index (Web of Science), Scopus, OpenGrey, and Business Source Premiere. Results We identified 14,649 articles and included 34 projects. Four projects reported health and well-being outcomes; the effects were inconsistent. Co-design processes varied greatly and in their intensity of older adult involvement. Common facilitators of and barriers to co-design included the building of relationships between stakeholders, stakeholder knowledge of problems and solutions, and expertise in the co-design methodology. Discussion and Implications The effect of co-designed technology on health and well-being was rarely studied and it was difficult to ascertain its impact. Future co-design efforts need to address barriers unique to older adults. Evaluation of the impact of co-designed technologies is needed and standardization of the definition of co-design would be helpful to researchers and designers.

The Mechanism of Onychomadesis (Nail Shedding) and Beau’s Lines Following Hand-Foot-Mouth Disease

Background: Nail changes, including onychomadesis (nail shedding) and Beau’s line, following hand-foot-mouth disease (HFMD) are a common emergence at the stage of late complications of HFMD. However, the exact mechanism is still unknown. Therefore, we conducted this study to elucidate the mechanism of nail changes following HFMD. Methods: We collected 11 patients suffering from onychomadesis following HFMD. Nail samples from all of them were collected. Real time reverse transcription polymerase chain reaction (RT-PCR) and sequencing for human enteroviruses (HEV) were performed. Throat swabs for RT-PCR and sequencing for HEV were performed for three cases. Results: RT-PCR demonstrated the presence of Coxackievirus A6 (CVA6) in nail samples from three patients and one with Echovirus. Conclusion: In conclusion, we believe that the major cause of onychomadesis following HFMD is that certain novel viruses, mostly CVA6, are virulent and may damage nail matrix. Direct injury caused by cutaneous lesions of HFMD around nail matrix is a minor cause. There are still other virulent HEV which may result in onychomadesis. In addition, the novel strain of CVA6 also causes atypical clinical presentations, such as adult involvement and delayed-onset palmar and plantar desquamation. Physicians should be familiar with atypical presentations caused by novel viruses to avoid misdiagnosis and even inform patients of the possibility of onychomadesis that may take place weeks later to reassure patients.