scholarly journals ‘It put me in their shoes’: challenging negative attitudes towards asylum seekers among Australian children

2021 ◽  
Author(s):  
Lisa Hartley ◽  
Caroline Fleay ◽  
Anne Pedersen ◽  
Alison Cook ◽  
Alenka Jeram
Keyword(s):  
Asylum Seekers ◽  
Red Cross ◽  
Negative Attitudes ◽  
School Based Intervention ◽  
School Year ◽  
School Based ◽  
Short And Long Term ◽  
Intervention Content ◽  
Imagined Contact

This paper evaluates a short school-based intervention run by Australian Red Cross, designed to reduce children’s prejudice towards asylum seekers. A total of 121 children aged between 10 to 12 in four schools in Perth, Western Australia, completed questionnaires at Time 1 (pre-intervention), Time 2 (immediately after the intervention), and Time 3 (8-9 months after the intervention).  The intervention used a mixture of approaches: providing information, encouraging empathy, making positive social norms more explicit, and fostering imagined contact with asylum seekers. The intervention content was also reinforced by teachers throughout the school year. The study found that the intervention was effective in increasing the children’s positivity towards asylum seekers, reducing prejudiced attitudes, and increasing intentions to interact with asylum seekers. It also found that the intervention increased the children’s accuracy in defining ‘asylum seeker’ and ‘refugee’. These results occurred both in the short-and long-term, although there was some regression over time.

scholarly journals Challenges in Implementing School-Based Oral Health Programs: Short- and Long-Term Impact of COVID-19

2021 ◽  
Author(s):  
Tamanna Tiwari ◽  
Lori Cofano ◽  
Christina Wood ◽  
Julie Frantsve-Hawley
Keyword(s):  
Oral Health ◽  
Health Programs ◽  
School Based ◽  
Short And Long Term ◽  
Long Term Impact

scholarly journals Long term effect of a school based intervention to prevent chronic diseases in Tunisia, 2009-2015

2018 ◽  
Vol 17 (4) ◽  
pp. 1137 ◽  
Author(s):  
Rim Ghammam ◽  
Jihen Maatoug ◽  
Nawel Zammit ◽  
Raoudha Kebaili ◽  
Lamia Boughammoura ◽  
...  
Keyword(s):  
Chronic Diseases ◽  
Term Effect ◽  
School Based Intervention ◽  
School Based ◽  
Long Term Effect

Achieving Long-Term Weight Maintenance in Mexican-American Adolescents With a School-Based Intervention

2013 ◽  
Vol 53 (3) ◽  
pp. 335-341 ◽  
Author(s):  
Craig A. Johnston ◽  
Jennette P. Moreno ◽  
Martina R. Gallagher ◽  
Jing Wang ◽  
Maria A. Papaioannou ◽  
...  
Keyword(s):  
Mexican American ◽  
Weight Maintenance ◽  
School Based Intervention ◽  
School Based ◽  
Mexican American Adolescents

The MATCH Program: Long-Term Obesity Prevention Through a Middle School Based Intervention

2016 ◽  
Vol 12 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Suzanne Lazorick ◽  
Xiangming Fang ◽  
Yancey Crawford
Keyword(s):  
Middle School ◽  
Obesity Prevention ◽  
School Based Intervention ◽  
School Based

Effectiveness of a School-Based Intervention on Physical Activity for High School Students in Brazil: The Saude na Boa Project

2009 ◽  
Vol 6 (2) ◽  
pp. 163-169 ◽  
Author(s):  
Mauro Virgílio Gomes de Barros ◽  
Markus Vinicius Nahas ◽  
Pedro Curi Hallal ◽  
José Cazuza de Farias Júnior ◽  
Alex Antônio Florindo ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
School Students ◽  
School Based Intervention ◽  
School Year ◽  
School Based

Background:We evaluated the effectiveness of a school-based intervention on the promotion of physical activity among high school students in Brazil: the Saude na Boa project.Methods:A school-based, randomized trial was carried out in 2 Brazilian cities: Recife (northeast) and Florianopolis (south). Ten schools in each city were matched by size and location, and randomized into intervention or control groups. The intervention included environmental/organizational changes, physical activity education, and personnel training and engagement. Students age 15 to 24 years were evaluated at baseline and 9 months later (end of school year).Results:Although similar at baseline, after the intervention, the control group reported significantly fewer d/wk accumulating 60 minutes+ moderate-to-vigorous physical activity (MVPA) in comparison with the intervention group (2.6 versus 3.3, P < .001). The prevalence of inactivity (0 days per week) rose in the control and decreased in the intervention group. The odds ratio for engaging at least once per week in physical activity associated with the intervention was 1.83 (95% CI = 1.24–2.71) in the unadjusted analysis and 1.88 (95% CI = 1.27–2.79) after controlling for gender.

School-Based Prevention Program Associated With Increased Short- and Long-Term Retention of Safety Knowledge

2015 ◽  
Vol 36 (3) ◽  
pp. 387-393 ◽  
Author(s):  
Karla S. Klas ◽  
Peter G. Vlahos ◽  
Michael J. McCully ◽  
David R. Piche ◽  
Stewart C. Wang
Keyword(s):  
Prevention Program ◽  
School Based ◽  
Term Retention ◽  
Short And Long Term ◽  
Long Term Retention ◽  
Safety Knowledge

Advancing Social-Communication and Play (ASAP): Development of a Supplemental Intervention for Public Preschools Serving Children With Autism

2011 ◽  
Vol 12 (3) ◽  
pp. 91-100
Author(s):  
Jessica Kinard ◽  
Kaitlyn Wilson ◽  
Jessica Dykstra ◽  
Linda Watson ◽  
Brian Boyd
Keyword(s):  
Clinical Practice ◽  
Young Children ◽  
Social Communication ◽  
Children With Autism ◽  
Language Outcomes ◽  
School Based Intervention ◽  
School Based ◽  
School Based Interventions ◽  
Young Children With Autism

Research indicates that targeting social-communication and play in young children with autism can lead to improved long-term language outcomes. Thus, there is a critical need for school-based interventions that target these pivotal skills. Speech-language pathologists (SLPs) have a unique opportunity to teach these skills and collaborate with other practitioners as they provide services to children with autism in classroom settings. Advancing Social-Communication and Play (ASAP) is a school-based intervention for preschool-aged children with autism. A description of the development and features of ASAP is presented, and implications for clinical practice are discussed.

scholarly journals Current Status of State Policies That Support School-Based Health Centers

2008 ◽  
Vol 123 (6) ◽  
pp. 731-738 ◽  
Author(s):  
John J. Schlitt ◽  
Linda J. Juszczak ◽  
Nancy Haby Eichner
Keyword(s):  
Technical Assistance ◽  
The State ◽  
Current Status ◽  
Provider Type ◽  
Sustainable Resources ◽  
School Year ◽  
School Based ◽  
Social Security Act ◽  
School Based Health Centers

Objectives. This study explored the current status of the role of state school-based health center (SBHC) initiatives, their evolution over the last two decades, and their expected impact on SBHCs' long-term sustainability. Methods. A national survey of states was conducted to determine ( 1) the amount and source of funding dedicated by the state directly for SBHCs, ( 2) criteria for funding distribution, ( 3) designation of staff/office to administer the program, ( 4) provision of technical assistance by the state program office, ( 5) types of performance data collected by the program office, ( 6) state perspective on future outlook for long-term sustainability, and ( 7) Medicaid and the State Children's Health Insurance Program (SCHIP) policies for reimbursement to SBHCs. Results. Nineteen states reported allocating a total of $55.7 million to 612 SBHCs in school year 2004–2005. The two most common sources of state-directed funding for SBHCs were state general revenue ($27 million) and Title V of the Social Security Act ($7 million). All but one of the 19 states have a program office dedicated to administering and overseeing the grants, and all mandate data reporting by their SBHCs. Sixteen states have established operating standards for SBHCs. Eleven states define SBHCs as a unique provider type for Medicaid; only six do so for SCHIP. Conclusions. In 20 years, the number of state SBHC initiatives has increased from five to 19. Over time, these initiatives have played a significant role in the expansion of SBHCs by earmarking state and federal public health funding for SBHCS, setting program standards, collecting evaluation data to demonstrate impact, and advocating for long-term sustainable resources.

scholarly journals Acute and chronic effects of exams week on cortisol production in undergraduate students

2021 ◽  
Author(s):  
Filipy Borghi ◽  
Priscila Cristina da Silva ◽  
Fernando Canova ◽  
Aglecio Luiz Souza ◽  
Aline Barbedo Arouca ◽  
...  
Keyword(s):  
Biological Sciences ◽  
Undergraduate Students ◽  
Psychosocial Stress ◽  
Long Term Effects ◽  
School Year ◽  
Final Exams ◽  
Short And Long Term ◽  
Acute And Chronic Effects ◽  
Stressful Stimulus

ABSTRACTUndergraduate students experience many levels of stress throughout their university trajectory. The pressure to achieve good results highlight the exams week in the Universities as a stimulus that triggers psychosocial stress and increased release of cortisol. Considering the increasingly experience an undue amount of stress, we aimed in this study to investigate the short- and long-term effects of exams week on HPA axis in undergraduates by the cortisol production. Twenty-eight undergraduates aged 18-24 years from biological sciences during the final exams’ week at the end of the school year collected hair and saliva for cortisol measures. Hair cortisol was significantly higher in exams month. They exhibited cortisol rhythmicity and preserved CAR (cortisol awakening response) even under psychosocial stress. The exams week is a trigger for psychosocial stress, however, did not generate significant short-term changes in cortisol rhythmicity. Thus, it is evident that young people adapt to the stressful stimulus, avoiding a possible trigger for mental illness.

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