School‐based Programs for Health‐risk Reduction

Nicklas, Theresa A.; Johnson, Carolyn; Webber, Larry S.; Berenson, Gerald S.

doi:10.1111/j.1749-6632.1997.tb48208.x

Cited by 14 publications

(6 citation statements)

References 29 publications

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“…Furthermore, in a long-term study, Friel et al (1999) reported significant improvements in nutritionrelated behaviour. Additional studies support this finding (Lytle et al 1996;Nicklas et al 1997;Manios et al 1999;Müller et al 2001;Himmelreich et al 2004). Nevertheless, interventions in those studies were administered over a period of more than 1 year up to several years and, therefore, sustainable, repeatable, and long-term effects could be shown.…”

Section: Discussionsupporting

confidence: 64%

Nutrition education for children?results and perspectives

Wägner¹,

Meusel²,

Kirch³

2005

J Public Health

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Aim Recent scientific literature reveals a tremendous change in the health status of children and adolescents caused by malnutrition and changes in general lifestyle. Thus, the crucial value of a sustainable nutrition education has long been recognised as a major component of public health nutrition strategies. This paper describes a study that took several requirements for nutrition education programmes into account by developing and evaluating a new age-adapted version of an existing nutrition education programme.Methods The objective of the evaluation was to draw conclusions about the effects of the intervention's success. A quasi-experimental field study design was utilised, arranging subjects into intervention, comparison and control groups. For each group, a pre-and post-test was assessed. Between the pre-test and post-test, a period of 4 months elapsed. In total, data from 616 children, 474 parents and 47 teachers were included in the evaluation. ResultsIn general, all children in the intervention group (IG) across all ages showed a statistically significant improvement of general nutrition-related knowledge between the pre-test and post-test, which was measured in one section of the questionnaire. The comparison between intervention group (IG) and control group (CG) revealed significantly stronger improvement for the intervention group (IG). In comparison with the control group, the intervention group did not show any meaningful improvement in any of the five age groups. Parents, kindergarten-teachers and school teachers of all intervention groups reported serious changes for the healthconscious attitudes in children.Conclusion In summarising, the presented age-adapted nutrition education programme and its evaluation could show a clear improvement of nutrition-related knowledge and less clear improvements in nutrition-related attitudes and behavioural intentions. A sustainable prolongation of the programme could lead to even higher improvement.

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Section: Discussionsupporting

confidence: 64%

Nutrition education for children?results and perspectives

Wägner¹,

Meusel²,

Kirch³

2005

J Public Health

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“…23 In comparison, a negative home environment and evening light, which is less likely to be under early adolescents' control, lead to later BTs. Despite the resounding agreement among health professionals that health habits need to be taught early in life, 23–25 only some school districts have started to include sleep hygiene as part of their numerous health education standards (eg, California, Michigan, and Virginia). 26–28 It is unclear, however, as to whether the focus is on teaching about sleep health vs working with adolescents to change their sleep health behaviors.…”

Section: Introductionmentioning

confidence: 99%

Effects of the Young Adolescent Sleep Smart Program on sleep hygiene practices, sleep health efficacy, and behavioral well-being

et al. 2015

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Objectives Using a social learning model, the aim of the Sleep Smart Program was to primarily improve sleep health behaviors and secondarily improve academic performance and behavioral well-being. Design Randomized control trial for a social learning-based preventive intervention program. Participants A diverse group of seventh graders from 2 urban, middle schools were randomly assigned, according to school, to an 8-session Sleep Smart Program (SS = 70) or a comparison group (comparison = 73). Measurements Sleep patterns, sleep hygiene, and sleep health efficacy; academic performance; and behavioral well-being were assessed at 4 times of measure (baseline, postintervention, 2 follow-up times in eighth grade). Results SS seventh graders experienced significantly greater sleep health efficacy, improved physiological and emotional sleep hygiene, more time in bed, and earlier bedtimes vs comparison group. SS (vs comparison) participants also reported a significant decrease in internalizing behavior problems and sustained academic performance. Finally, although not maintained at time 4, SS participants continued to report improved sleep health efficacy at time 3, whereas the comparison group participants' sleep health efficacy declined. Conclusion The Sleep Smart preventive intervention was effective in improving sleep health efficacy, sleep hygiene, time in bed, and bedtimes; in maintaining grades; and in reducing internalizing behavior problems, yet these changes were not sustained at follow-up.

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“…Physical activity has been identified as a mediator of childhood and adolescent cardiovascular health, reducing various cardiovascular disease (CVD) risk factors [2,3]. Epidemiologic investigations have demonstrated that major adult CVD has origins in childhood [2,4,5]. According to the Canadian Fitness and Lifestyle Research Institute, 51% of children aged 5-12 years are physically inactive and this increases to 58% in youths aged 13-17 years [6].…”

mentioning

confidence: 99%