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Intervention Schools (intervention + school)
Selected AbstractsRandomised controlled trial of an educational strategy to increase school,based adolescent hepatitis B vaccinationAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 3 2000S. Rachel Skinner ABSTRACT OBJECTIVES: This study aimed to evaluate a specifically designed hepatitis B education/promotion curriculum package as part of a successful hepatitis B vaccination delivery system to adolescents. METHODS: A randomised,controlled trial was used to evaluate the effect of the curriculum package (or intervention) on uptake of vaccine. Schools were randomly selected from the metropolitan region of Melbourne to intervention (66 schools or 7,588 students) or control groups (69 schools or 9,823 students). Class teachers administered the intervention to students over 4 class periods before the vaccination course. RESULTS: The difference in mean school uptake between intervention and control was small at 1,2% per dose. 95% confidence intervals around the differences were ,5% to 2% per dose and not significant. Intervention schools taught an average of 7 items out of 12 from the curriculum package. Immunisation rates increased by 4,10% per dose between low and high implementation schools, but this trend was not significant. Impact evaluation demonstrated significantly greater knowledge of hepatitis B and vaccination among students in the intervention than the control group. CONCLUSION: Hepatitis B vaccination of pre,adolescents was not increased by the implementation of a curriculum package that successfully increased knowledge and awareness of hepatitis B in a school,based vaccination program. Additional strategies directed at the education of parents, the cooperative role of schools and pro,active providers might also be required to maximise vaccine uptake in this age group. [source] Effectiveness of a School-Based Intervention at Changing Preadolescents' Tobacco Use and AttitudesJOURNAL OF SCHOOL HEALTH, Issue 6 2002Esther M. VanDyke MD ABSTRACT: This study evaluated the effectiveness of a tobacco intervention on preadolescents' tobacco use and attitudes. A tobacco assessment questionnaire was distributed to seventh-grade students in May 1997 (N = 229) and 1999 (N = 230). During the 1998,1999 academic year, sixth-grade students at the intervention school received a tobacco intervention. Though not statistically significant the number of smokers at the intervention school decreased from 43.2% to 31.1% after the intervention (p = .09). These students predicted less smoking in five years (29.6% to 19.8%, p = .078) and 20 years (28.4% to 13.2%, p = .004). Because of the difficulty in reducing smoking rates at the population level, the nonsignificant results can be viewed as a success rather than a setback. When faced with increasing use trends, an intervention can at least hope to achieve a decrease or slow the rate of growth, and the program succeeded in that respect. School-based interventions can effectively influence preadolescent' attitudes concerning tobacco use. Future programs should begin earlier and be reinforced yearly. [source] Improving middle school climate through teacher-centered changeJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 6 2009Jean E. Rhodes A collaborative school-based intervention aimed at modifying relationships among administrators and teachers was implemented in three middle and junior high schools. Across the intervention schools, teachers were active collaborators in identifying problems and then articulating and implementing customized interventions to redress those problems. Analyses of both teacher (N=180) and student (N=2,631) data provide support for positive outcomes. Teachers' perceptions of school climate improved, and longitudinal models suggested that these improvements mediated the impact of treatment on teacher reports of affiliation and academic focus. In addition, the treatment had a positive impact on teachers' perceptions of principal support, which led to improvements in teacher attitudes. Furthermore, students in the intervention schools reported improvements in school climate relative to students in the comparison schools. Taken together, these results suggest that a strategy of encouraging and supporting teacher-led interventions, customized to the needs and circumstances of each particular school, can successfully revitalize school settings, leading to improvements not only in school's climate, but also in the quality of interactions within the settings. © 2009 Wiley Periodicals, Inc. [source] Long-term process evaluation of a school-based programme for overweight preventionCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2009R. Muckelbauer Abstract Background The epidemic increase in childhood overweight demands effective and also feasible prevention programmes. A school-based environmental and educational intervention focusing on the promotion of water consumption was found to be effective for overweight prevention in children. Process evaluation and long-term surveillance are necessary to evaluate the feasibility and sustainability of the intervention programme in a school setting. Methods Process evaluation was conducted during the intervention period (one school year) and a 19-month follow-up after the intervention trial on the prevention of overweight in 17 elementary schools. Data were collected through measuring the water flow of water fountains installed in schools, and questionnaires and interviews were administered to teachers and headmasters of intervention schools. Main outcomes were implementation of the intervention components, behavioural modification of the children concerning water consumption, and teacher and headmaster attitudes towards the intervention. Results Eleven out of 17 intervention schools maintained the water fountains until 19-month follow-up. The mean water flow of the fountains decreased initially, but remained stable after the during the follow-up period. The implementation rate of the educational units by teachers varied between the units from 13% to 84%. Teachers graded the overall concept of the intervention as good, continuously during the intervention and follow-up period. The majority of teachers organized the water supply of the fountains on the class level during the intervention period but not during the follow-up. Conclusions The long-term process evaluation showed that the combined educational and environmental intervention has potential for sustained modifications in the beverage consumption habits of children. It also identified barriers and promoting factors of a sustainable and feasible implementation of the preventive programme in a school setting. [source] Assessing the effectiveness of a school-based oral health promotion programme in Yichang City, ChinaCOMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 5 2009Bao-Jun Tai Abstract,,, Objectives:, To assess the outcome of oral health promotion in schoolchildren over a 3-year period in Yichang City, Hubei, China. Methods:, In a cluster randomized controlled trial, the concept of the World Health Organization Health Promoting Schools Project was applied to primary schoolchildren. Seven intervention schools and eight control schools were randomly selected from one district by stratified cluster sampling. The study was conducted as a 3-year follow-up study. After 3 years, 661 children remained in the intervention group and 697 children in the control group. Data on dental caries, plaque accumulation, and sulcus bleeding were collected by clinical examination, while behavioural data were gathered by self-administered questionnaires. Results:, The 3-year net mean DMFS increment score was 0.22 in the intervention schools and 0.35 in the control schools (P < 0.013). A statistically significant difference in mean plaque (P < 0.013) and sulcus bleeding (P < 0.005) increment scores after 3 years was found between the two groups. Statistically significant higher scores were observed in restorations received and sealants placed, and a lower score in untreated dental caries, in children from the intervention group than the control group after 3 years (P < 0.01). In addition, more children in the intervention schools adopted regular oral health behavioural practices such as brushing their teeth at least twice a day, visiting the dentist within the past calendar year, and using fluoride toothpaste. Conclusion:, The study suggests that the school-based oral health promotion was an effective way to reduce new caries incidence, improve oral hygiene and establish positive oral health behavioural practices in the targeted schoolchildren. [source] | ||||||||||