bluuebunny/crossref_metadata_2025 huggingface dataset:
Community‐Wide Youth Exercise Promotion: Long‐Term Outcomes of the Minnesota Heart Health Program and the Class of 1989 Study
Authors: Kelder Steven H. , Perry Cheryl L. , Klepp Knut‐Inge
Published: October 2009

ABSTRACT: The Class of 1989 Study, part of the Minnesota Heart Health Program (MHHP), involved a population‐wide research and demonstration project to reduce cardiovascular disease in three intervention communities in the North‐Central United States (1980–1993). Beginning in sixth grade (1983), seven annual waves of measurements were taken from students in one of the MHHP intervention communities and its matched pair (baseline N = 2,376). Self‐reported data were collected at each time period describing a variety of health‐related behavior, including hours of exercise engaged in per week and duration and intensity of regular physical activity. Using school as the unit of analysis, physical activity levels throughout most of the follow‐up period were significantly higher in the intervention community for females. Males' average values were higher in the intervention community, but were largely statistically insignificant. Results suggest multiple intervention components such as behavioral education in schools and complementary community‐wide strategies can produce lasting improvement in adolescent physical activity, particularly with female students.
Content and Teaching Strategies in 10 Selected Drug Abuse Prevention Curricula
Authors: Bosworth Kris , Sailes JaDora
Published: October 2009

ABSTRACT: This paper reports on content and teaching strategies in 10 drug abuse prevention curricula available to public and private schools. While similarities existed among the curricula, they employed a range of content as well as strategies. Interactive teaching strategies needed to implement the curricula include full class discussion, small group activities, brainstorm, and role play. Due to the complexity of the strategies, the curricula may not provide sufficient background information or training for teacher implementation in the classroom.
The Politics of School‐Based Clinics: A Community‐Level Analysis
Authors: Rienzo Barbara A. , Button James W.
Published: October 2009

ABSTRACT: School‐based primary health care, supported as an effective means for addressing the health needs of youth, also tends to be perceived as controversial partly due to opposition by national and state level organizations. This investigation used case studies of four selected school‐based clinic (SBC) sites, and of one community in which an SBC was disputed, to investigate the existence of organized opposition, how proponents contended with opposition, and effects of organized opposition on SBC approval and implementation. Four sites experienced opposition affiliated with larger conservative organizations. Opponents' strategies and proponents counterstrategies were identified. Effects ranged from limiting SBC services to preventing an SBC's establishment. Proponents, consisting largely of medical and school administrative professionals, overcame opposition through strategies to increase public awareness about youth health issues and to demonstrate public support in the face of expressed opposition. Implications for planning and implementing potentially controversial programs are offered.
How Can Schools Help Children from Homeless Families?
Authors: Wiley David C. , Ballard Danny J.
Published: October 2009

ABSTRACT: Families represent the fastest growing subgroup among the homeless in America. Most homeless families are headed by women who lack high school diplomas, have poor work skills, little job training, and are long‐term users of Aid to Families with Dependent Children (AFDC). The average homeless family is comprised of two to three children, most of whom are younger than age five. These children suffer from a number of acute and chronic health problems. Once in school, these children often experience developmental and academic delays which increase the potential for school dropout. School districts must address the health and academic challenges these children bring to school. Measures include forming a community‐based task force, working with homeless shelters in addressing needs of these families, increasing awareness of faculty and staff, and developing specific classroom/school environment strategies to encourage these children to succeed. Opportunities for involvement by teachers, counselors, and school nurses are noted, and seven strategies to help the homeless child in school are offered.
A Cardiovascular Health Education Program for Rural Schools
Authors: Barthold Joyce , Pearson Joyce , Ellsworth Anais , Mason Catherine , Hohensee Thomas , McLaud Barbara , Lewis Carol
Published: October 2009

ABSTRACT: Public understanding of cardiovascular disease (CVD) risk factors and primary prevention has increased, due in part to community prevention efforts. However, many segments of society are difficult to reach. Such groups still need public education to acquire the knowledge that can lead to behavior change. Community intervention programs in rural areas face the challenge of disseminating health information to widely scattered populations isolated by difficult terrain and weather, and restricted by the sparsity of channels for mass communication. School health promotion programs, because of the special role schools play in rural communities, can help reach rural populations. During a five‐year period, the Otsego‐Schoharie Healthy Heart Program, a state‐funded community intervention program, provided presentations to 18% of the combined total population of two rural counties through its school‐based component. It also helped promote other program initiatives by establishing linkages in the community. Schools provide an effective channel for health promotion efforts to reach rural populations.
Using Portfolios to Assess Student Performance in School Health Education
Authors: Cleary Michael J.
Published: October 2009

ABSTRACT: Outcome‐based education is a topic of growing interest in educational circles today. More performance‐oriented than traditional learning approaches, outcome‐based education requires students to demonstrate what they know and what they can do. Because of this emphasis, outcome‐based curricula will require new methods to assess student achievement. One approach is the portfolio, a repository that enables students to document authentic examples of academic work and presentations as well as nonschool accomplishments. The possibility of using portfolio‐based assessment as a viable mechanism to promote comprehensive school health education is examined. Practical recommendations concerning portfolio development and evaluation are offered. (J Sch Health. 1993;63(9):377–381)
The 1993 ASHA Membership Survey: Members Speak Up
Authors: Torabi Mohammad R. , Allensworth Diane D. , Ahua Emmanual , Ogletree Roberta J. , Drolet Judy C.
Published: October 2009

ABSTRACT: Professional organizations, to better serve their members, must strive to communicate regularly with the membership at large and to learn about members' needs, interests, and personal and professional status. The membership survey of the American School Health Association was sent to a stratified random sample of 500 members. A 68% response rate was achieved after a presurvey announcement and two follow‐up mailings. Collected data was subjected to descriptive analysis and the chi‐square test of significance. Survey findings indicated most ASHA members are satisfied with the overall operation and services of the Association. Data revealed satisfaction with overall quality, format, content, and appearance of the Journal of School Health. The ASHA national school health conference, The PULSE, and other ASHA publications also received strong approval. One‐half the respondents reported they are required to earn continuing education credit. More than two‐thirds of respondents had never attended a national conference. Overall ratings of various ASHA functions were statistically related to age, gender, income level, educational background, and primary discipline. (J Sch Health. 1993;63(9):382–385)
Can Nutrition Information Increase Sales of Healthful Vended Snacks?
Authors: Hoerr Sharon Marshall , Louden Victoria Ann
Published: October 2009

ABSTRACT: Snack selections from unrefrigerated vending machines were studied in relation to increasing availability of nutrient‐dense snack options and providing nutrient information at four selected vending sites on a large university campus. Only four of 133 different snacks available for unrefrigerated vending met the criterion for nutrient‐dense snacks. When snack proportion was changed to increase availability of nutrient‐dense snacks, sales dropped. When nutrition information in bar graph form was posted on the machines, sales increased but not back to the original level. Although snack sales increased after graphic nutrition information was posted, sales were primarily for the least nutrient‐dense, perhaps because few well‐liked, nutrient‐dense snacks were available for unrefrigerated vending. Schools concerned about providing a selection of vended snacks in agreement with the U.S. Dietary Guidelines might be advised to maintain refrigerated vending or to pursue a “healthy snack” machine concept. (J Sch Health. 1993;63(9):386–390)
Guidelines for Working with Students Having Special Health Care Needs
Authors: Graff J. Carolyn , Ault Marilyn Mulligan
Published: October 2009

ABSTRACT: Students with special health care needs present challenges to persons involved with their education, but school staff are accepting the challenge to create safe, nurturing, and stimulating environments for these students. This article proposes guidelines for school staff working with students having special health care needs. The guidelines evolved from the authors' experiences and are child‐related, family‐related, and school‐related. Discussion of each guideline includes illustrations of issues arising from them. Considerations for implementing the guidelines are presented and include discussion of school policies and procedures and state laws and regulations related to school staff working with students having special health care needs.
The Linkage Approach Applied to a School‐Based Smoking Prevention Program in the Netherlands
Authors: Dijkstra Margo , de Vries Hein , Parcel Guy S.
Published: October 2009

ABSTRACT: Effective diffusion strategies are necessary to enhance use of innovative health promotion programs. One strategy uses the linkage approach to innovation‐development and diffusion planning. The linkage approach enhances collaboration among three systems: resource system (university‐based researchers), linkage system (district health educators), and user system (teachers). This article illustrates how the linkage approach was applied in a smoking prevention research project. Identification of the linkage system and the collaborative process between the resource system and linkage system are described. Results from a process evaluation indicated the linkage approach was feasible in a school‐based smoking prevention project.
Dissemination and Use of a School‐Based Nutrition Education Program For Secondary School Students
Authors: Olson Christine M. , Devine Carol M. , Frongillo Edward A.
Published: October 2009

ABSTRACT: Program dissemination and implementation represent critical components of effective school‐based health promotion interventions. This study examined the dissemination and implementation of a nutrition teaching program, Nutrition For Life, in New York State secondary schools. Some 1,312 health, home economics, and physical education teachers in junior and senior high schools provided information through random sample mail surveys. Logistic regression procedures examined teacher and school characteristics associated with receipt and use of the program. Overall, 50% of junior high school and 33% of senior high school teachers received the program and three‐quarters of these teachers used it. At both levels, home economics teachers were more likely to receive and use the program than health teachers. Peer‐led teacher training workshops organized through an existing community‐based network provide an effective and efficient mechanism for disseminating nutrition teaching programs.
Teachers' Use of Health Curricula: Implementation of Growing Healthy, Project SMART, and the Teenage Health Teaching Modules
Authors: Smith Dennis W. , McCormick Laura K. , Steckler Allan B. , McLeroy Kenneth R.
Published: October 2009

ABSTRACT: This quasi‐experimental study assessed impact of factors associated with classroom implementation of health curricula by North Carolina teachers. School representatives selected and implemented one of three tobacco prevention curricula — Project SMART, Growing Healthy, or the Teenage Health Teaching Modules — in either sixth or seventh grades. Prior to implementation, experimental teachers and administrators received extensive curricula training. Implementation data were collected through teacher completed checksheets and classroom observations for two time periods — initial implementation (n = 69) and maintained implementation (n = 136). While training was associated significantly with whether teachers implemented a curriculum (p < .05), other factors also were important. Variables outside of teachers' direct control, such as supportive administrators, context in which health instruction is taught, and turbulence, affected quantity and quality of curricular implementation.
Nutrition Education in Missouri Schools
Authors: Gates Gail , McDonald Mary , Dalton Molly
Published: October 2009

ABSTRACT: This survey examined the status of nutrition education in Missouri schools, profiled teacher preparation in nutrition, and identified teacher preferences for additional nutrition education resources. Questionnaires were mailed to a systematic sample of 1,664 teachers representing different grade levels K‐12 and subject areas including biological science, health, home economics, and physical education. Responses from 793 teachers indicated most integrated nutrition into other subjects such as health and science. Almost all taught the concept of food groups. Teachers expressed a need for materials on a range of concepts and preferred the videotape format. About one‐third of elementary teachers reported completing a college‐level nutrition course: 70% of secondary teachers had completed such a course. Results indicate the need for materials to integrate nutrition into various subjects and encourage teaching on concepts beyond the food groups.
Using the Youth Risk Behavior Survey to Estimate Prevalence of Sexual Abuse Among Oregon High School Students
Authors: Nelson David E. , Higginson Grant K. , Grant‐Worley Joyce A.
Published: October 2009

ABSTRACT: To estimate the extent of childhood sexual abuse, questions were added to the 1993 Oregon Youth Risk Behavior Survey of students in grades 9–12. Twenty‐five high schools throughout Oregon participated in the survey. Among the 2,332 students who answered sexual abuse questions, 20.9% had ever been sexually abused; females (33.1%) were much more likely to have ever been abused than were males (8.1%). Females (10.3%) also were more likely than males (3.4%) to have been sexually abused within the past year. High school students sexually abused in the past year engaged in many high risk health behaviors such as weapon carrying, substance abuse, seriously considering suicide in the past year, and sexual activity when compared with students who had never been sexually abused. Further educational efforts with teachers, health care providers, parents, and child care providers, as well as development and use of school curricula, are needed to reduce sexual abuse.
Principals' and Teachers' Views of Sexuality Education in Flanders
Authors: Van Oost Paulette , Csincsak Marika , De Bourdeaudhuij Ilse
Published: October 2009

ABSTRACT: This survey was part of the first systematic large‐scale assessment on the practice of sexuality education in Flanders. A representative sample of 400 secondary schools was drawn from a total of 1,050 schools. A positive view toward school‐based sexuality education was found for both school principals and teachers. However, time devoted to sexuality education is too restricted, and teaching strategies are too verbal to expect changes in attitude and behavior with regard to contraception and AIDS prevention. Next to the low popularity of active teaching methods, ignorance of the discrepancy between goals set and methods used, and the low value attached to improving the skills of students in using contraceptives, were critical findings. Rather than increasing instruction time, discussion of the relationship among goals, methods, and training in the use of active methods would be more beneficial to improving sexuality education in Flanders.
A Model to Increase Consumption of Fruit and Vegetables by Implementing the “5‐A‐Day” Initiative
Authors: Neill Kweethai , Allensworth Diane D.
Published: October 2009

ABSTRACT: The National Cancer Institute, in conjunction with the Produce for Better Health Foundation, launched a 5‐A‐Day initiative to increase fruit and vegetable consumption. State departments of health in 24 states were licensed to participate to implement behavior change interventions at the community level aimed at both adults and children. This article describes how schools could use the eight components of the expanded school health program to initiate a 5‐A‐Day program, and why schools need to participate in the 5‐A‐Day initiative. Specific strategies to implement in each component of the comprehensive school health program are described.
Comprehensive School Health Education Programs: Innovative Practices and Issues in Standard Setting
Authors: Jackson Shirley A.
Published: October 2009

“In the great work of education…our physical condition, if not the first step in point of importance, is the first in order of time. On the broad and firm foundation of health alone, can the loftiest and most enduring structures of the intellect be reared.”
The Research Base for Innovative Practices in School Health Education at the Secondary Level
Authors: Allensworth Diane D.
Published: October 2009

For the first time at the secondary school level, a large‐scale controlled study involving almost 5,000 students, 150 teachers, and schools in seven states across the nation has demonstrated that a self‐reported reduction in drug use, alcohol consumption, and cigarette smoking can be achieved in schools using a comprehensive school health education curriculum.1
The Problematic Promotion of Abstinence: An Overview of Sex Respect
Authors: Goodson Patricia , Edmundson Elizabeth
Published: October 2009

ABSTRACT: A content evaluation of the abstinence‐based sexuality education curriculum Sex Respect was conducted, focusing on the curriculum's message and presentation. The four primary goals for a human sexuality education curriculum according to the SIECUS guidelines, as well as a methodology for designing, using and evaluating health education materials developed by the Pan American Health Organization provided the framework for the evaluation. Results indicate Sex Respect omits basic content and includes misinformation, especially in the areas of reproductive health and human sexual response. Authors conclude that Sex Respect fails to meet professional standards for a comprehensive sexuality education curriculum, and needs further evaluation and revision. Specific topics for future assessments are discussed.
Nutrition Education Needs and Learning Preferences of Michigan Students in Grades 5, 8, and 11
Authors: Murphy Anne S. , Youatt June P. , Hoerr Sharon L. , Sawyer Carol A. , Andrews Sandra L.
Published: October 2009

An assessment of nutrition education needs and learning preferences of students in grades 5, 8, and 11 was conducted to target instruction toward areas of highest need and strongest interest of students using teaching methods they prefer. This research evaluated students knowledge, attitudes, and practices related to the Dietary Guidelines for Americans, including knowledge of the new Food Guide Pyramid; attitudes about school lunches and learning about nutrition; nutrition topics of interest; and preferred methods for learning about nutrition. Although results varied across grade level, generally students need to learn about the Food Guide Pyramid; the relationship between dietary fat, weight status, and health; and food sources of fat, salt, and fiber. They want to learn about personal health — how to control weight, improve diet, and prevent disease — using instructional methods that actively involve them. Results provide information relative to students' interest, understanding, and application of the Dietary Guidelines.
HIV Education Practices and Training Needs of Middle School and High School Teachers
Authors: Gingiss Phyllis Levenson , Basen‐Engquist Karen
Published: October 2009

ABSTRACT: A statewide, cross‐sectional survey was conducted among Texas secondary school teachers to determine the scope of HIV education provided and training needs. Among 269 participants, 199 (75%) taught HIV education. Investigator developed scales measured instructional emphasis, preparation adequacy, desire for future training, comfort, instructional effectiveness, social support, and instructional barriers. Alpha levels indicated high levels of internal consistency on all scales. Considerable variations were noted in instructional emphasis among 18 content areas related to HIV education. Lessons were predominantly self‐developed. Most teachers were self‐taught with no formal training, relied primarily on traditional teacher‐centered instructional methods, felt uncomfortable and ineffective using peer leaders and role plays, wanted additional training in all subject areas, and perceived others to be supportive. Comparisons between groups indicated middle school teachers spent less instructional time on HIV education, reported more instructional barriers, less support from district personnel, a poorer fit (coordination) of HIV education with other subjects, less adequate preparation, and less responsibility and effectiveness. High school teachers were more prone to want additional training. Differences in responses to individual scale items, major instructional barriers, and recommendations for teacher training are provided.
A Primer on School Violence Prevention
Authors: Coben Jeffrey H. , Weiss Harold B. , Mulvey Edward P. , Dearwater Stephen R.
Published: October 2009

ABSTRACT: Violence has reached epidemic proportions in the United States with particularly serious health implications for school‐age children and adolescents. Schools that experience the daily threat of potential student violence have their primary mission of education eroded at great cost to students. This article reviews the problem of violence in public schools and summarizes existing knowledge on school violence prevention. Violence prevention programs that use educational, regulatory, technological, or combined approaches are reviewed. Recommendations are presented addressing both policy and program needs related to control of violence in public schools. School health professionals should be active participants in violence prevention efforts. A critical need exists to carefully evaluate any planned prevention program so future efforts can be built on methods proven successful.
Social Decision‐Making and Life Skills Development: A Critical Thinking Approach to Health Promotion in the Middle School
Authors: Elias Maurice J. , Kress Jeffrey S.
Published: October 2009

ABSTRACT: This article discusses a classroom‐based social decision‐making intervention for health promotion and prevention of problem behaviors. The social decision‐making approach brings together social‐cognitive, affective, behavioral, and social relationship areas with critical thinking skills important for academic achievement. These skills are the same ones needed to promote children's health and prevent substance abuse and related health‐compromising behaviors. Key components of this program, its development, and theoretical background are discussed, focusing on implications for school‐based health promotion. As such, social decision‐making provides an approach to health promotion that enhances coordination among classroom and health education personnel. The middle school years, a time of increasing risk for negative health‐related outcomes, are examined as a key period for intervention. Finally, empirical evidence supporting use of social decision‐making and related approaches is discussed.
Social Context, Sensation Seeking, and Teen‐age Alcohol Abuse
Authors: Thombs Dennis L. , Beck Kenneth H. , Mahoney Colleen A. , Bromley Michael D. , Bezon Karen M.
Published: October 2009

ABSTRACT: An anonymous questionnaire was administered to more than 1,200 seventh to 12th grade students in four rural public schools in western New York State. The questionnaire measured alcohol use, the social contexts of drinking, and the personality trait known as “sensation seeking.” A majority (57%) were drinkers, and discriminant function analyses were performed on their scores on these measures to determine if they could distinguish between different levels of alcohol use intensity, alcohol‐impaired driving, and riding with an impaired driver. Results indicated social context measures were effective in distinguishing among levels on each indicant of abuse. In particular, high‐intensity drinkers, impaired drivers, and riders of impaired drivers were more likely to drink in a context of social facilitation, stress control, and defiance of school and adult authority. The drinking context of peer acceptance was important only in distinguishing teen‐agers who ride with drunk drivers from those who do not. Overall, the sensation seeking trait was of moderate importance in distinguishing among different alcohol abuse practices. Implications of these findings for assessment as well as school‐based prevention programs are discussed.
Secondary Health Educators' Perceived Self‐Efficacy in Teaching Mainstreamed Mentally Disabled Students
Authors: Everett Sherry A. , Price James H. , Telljohann Susan K.
Published: October 2009

ABSTRACT: This study examined secondary school health education teachers perceived adequacy of professional training and perceived self‐efficacy in teaching mainstreamed mentally disabled students (MMDS). Subjects included a stratified random sample (N = 333; response rate = 63%) of secondary school health education teachers in nine states which require that health education be taught in the schools. Subjects were 44% female, 92% White, had a mean age of 40.6 years (SD = 8.6) and a mean of 12.1 years (SD = 7.5) of teaching experience. One in four received no training on teaching MMDS. Efficacy expectation (EE) scores were significantly higher in teachers with some training in teaching MMDS (p < .001) but outcome expectation (OE) scores were not significantly different based on training. Also, EE and OE scores were higher in teachers who perceived the need for health knowledge and skills (outcome value) as greater in this population (p < .001). A significant correlation existed between the degree of reward in teaching MMDS and EE and OE (p < .01). Fifty‐four percent believed materials available for teaching this group were inadequate; however, 77% reported that there special education department was supportive in material development. (J Sch Health. 1994;64(6):261–265)
A Survey of Rural Parents' Attitudes Toward Sexuality Education
Authors: Welshimer Kathleen J. , Harris Shirley E.
Published: October 2009

ABSTRACT: Although local attitudes and values influence a community's support for sexuality education, educators rarely assess local views in a systematic way. A survey of community parents provides a simple, relatively inexpensive way to assess support for sexuality education and strengthen the school's leadership in implementing an effective curriculum. This paper describes the use of a parent survey for building a comprehensive sexuality education program in a rural community. Most respondents supported sexuality education even for the elementary grades. Compared to a survey conducted 10 years earlier, respondents were significantly less confident of themselves and other parents as sexuality educators. Attitudes varied by demographic characteristics. Using these findings, the paper illustrates how the strategic use of a parent survey can strengthen school‐based sexuality education by minimizing potential controversy and building a broader base of active community support and involvement for sexuality education. (J Sch Health. 1994; 64(9): 347–352)
A Preliminary Study of Potential Dietary Risk Factors for Coronary Heart Disease Among Chinese American Adolescents
Authors: Sun Wei Yue , Chen W. William
Published: October 2009

ABSTRACT: This study investigated dietary knowledge, attitudes toward diet, behavioral factors affecting diet, and dietary patterns between American Chinese middle school students and Chinese middle school students living in China. Significant differences occurred in these variables between the two groups of students. Chinese students living in China had less knowledge and a less favorable attitude. However, they exhibited more positive behavioral factors affecting diet which include culture, religion, customs, economic factors, beliefs, and values. As for the dietary pattern. Chinese student living in China consumed less meat, dairy products, fat, sweets and snacks, and fast foods, and consumed more fruits, vegetables, and starch. (J Sch Health. 1994; 64(9): 368–371)
Opinions of Rural Texas Parents Concerning Elementary School Health Education
Authors: Colwell Brian , Forman Maia , Ballard Danny E. , Smith Dennis W.
Published: October 2009

ABSTRACT: Parents of elementary school children in rural east‐central Texas were surveyed about their attitudes toward and knowledge of Comprehensive School Health Education. Data indicated widespread support for health education compared to other subject areas. Parents felt alcohol and other drugs, nutrition, and first aid were the most important topics to be covered in elementary school, while sexuality, cancer, and stress were the least important. Parents were most comfortable discussing alcohol and other drugs, family life, and growth and development with their children and least comfortable discussing exercise, cancer, and sexuality. Implications for school health programs are discussed.
Parent and Student Preferences for Services in a School‐Based Clinic
Authors: Weathersby Ann M. , Lobo Marie L. , Williamson Deborah
Published: October 2009

ABSTRACT: As a component of program planning for a school‐based clinic in a suburban high school, a sample of 199 students and 196 parents were surveyed about preferences for health services. Parents and students were asked about health services desired and level of interest. Student overall interest in health services was less than parent interest, although both groups indicated at least a moderate level of interest. Both students and parents reported interest in availability of comprehensive services, including general health services, reproductive health services, and counseling services. The process of polling parents and students serves dual purposes of informing the population about school‐based clinics, as well as gathering information to attempt to match the health services offered with needs identified.
Teaching About Sexual Orientation by Secondary Health Teachers
Authors: Telljohann Susan K. , Price James H. , Poureslami Mohammad , Easton Alyssa
Published: October 2009

ABSTRACT: Less than half of a random sample (N = 211) of high school health teachers formally teach about homosexuality. When taught, it most commonly is taught for less than one class period. Only one‐in‐four teachers perceived themselves as very competent in teaching about homosexuality. This is not surprising given the fact that teachers were most likely to identify the mass media as the most commonly used source of information regarding homosexuality. One‐in‐five teachers claimed students in their classes often used abusive language when describing homosexuals. One‐third of health teachers indicated gay and lesbian rights are a threat to the American family and its values. However, one‐third of the health teachers perceived the schools were not doing enough to help homosexual adolescents. Finally, more than half the health teachers indicated gay/lesbian support groups would not be supported by their school administrator. Perceptions and behaviors regarding adolescent homosexuality varied by the teachers' gender, age, educational level, and teaching status regarding homosexuality.
Measurement of Self‐Efficacy for Diet‐Related Behaviors Among Elementary School Children
Authors: Parcel Guy S. , Edmundson Elizabeth , Perry Cheryl L. , Feldman Henry A. , O'Hara‐Tompkins Nancy , Nader Philip R. , Johnson Carolyn C. , Stone Elaine J.
Published: October 2009

ABSTRACT: Health promotion interventions intended to improve dietary behavior frequently incorporate self‐efficacy as a construct to enhance behavior change. This paper presents results from a study to establish psychometric properties of a scale to measure children's self‐efficacy for selecting healthful food. As part of a series of pilot studies to develop instrumentation for the Child and Adolescent Trial for Cardiovascular Health (CATCH), data were collected on third and fourth grade students (n = 1,127). Data analyses were conducted to estimate internal consistency, test‐retest reliability, factorial validity, and criterion related validity. Results revealed acceptable estimates of internal consistency for the dietary self‐efficacy scale (coefficient alpha = .84). Self‐efficacy was strong associated with the children's usual food choices, accounting for about 34% of variance (Multiple R = .58). Findings support using such an instrument for evaluating intervention programs addressing nutrition behavior and for studies to determine the association of self‐efficacy to dietary behavior or related constructs.
A Comprehensive Approach to School Health Program Needs Assessments
Authors: Grunbaum Jo Anne , Gingiss Phyllis , Orpinas Pamela , Batey Lyn Steffen , Parcel Guy S.
Published: October 2009

ABSTRACT: An assessment of health promotion needs represents a fundamental step for developing comprehensive school health programs. This project developed and tested an approach for school districts to use when conducting a district‐wide needs assessment of school health programs. The approach assumes a needs assessment should be multidimensional and comprehensive. Seven priority health‐related behaviors were included as well as eight components of a school health program identified by Kolbe. This paper describes each aspect of the needs assessment, discusses the importance of perspectives provided by each component, and provides recommendations for districts interested in conducting an assessment.
The Delaware School Health Advisory Committee
Authors: Butler J. Thomas
Published: October 2009

ABSTRACT: For nearly 40 years, the Delaware School Health Advisory Committee (SHAC) has been improving school health education and school health services in the state. The SHAC has recommended policies to the Delaware Board of Education and the state legislature, conducted conferences and workshops, and published brochures, studies, resource guides, curricula, and pamphlets. The key to SHAC success has been its diverse membership and the cooperation it engendered in the state.
The MORE HEALTH Bicycle Safety Project
Authors: Liller Karen D. , Smorynski Amy , McDermott Robert J. , Crane Nancy B. , Weibley Richard E.
Published: October 2009

ABSTRACT: A K‐2 MORE HEALTH bicycle safety education program was provided in nine elementary schools in Hillsborough County, Florida. This innovative community program consisted of interactive education sessions and reduced‐cost bicycle helmet sales. Evaluation of the pilot program showed that it affected helmet use in the intervention schools compared to nine other schools that served as controls. More than 1,000 helmets were distributed through the bicycle helmet sales. Approximately 3,500 children participated in the education sessions. The preprogram helmet use rate among all schools was 8.5%. Postprogram results showed that the helmet use rate among intervention schools was significantly greater than among control schools (p < .01). This report describes the MORE HEALTH bicycle helmet promotion program.
A Preliminary Study of Eighth Grade Students' Attitudes Toward Rape Myths and Women's Roles
Authors: Boxley Jeanne , Lawrance Lynette , Gruchow Harvey
Published: October 2009

ABSTRACT: This preliminary study examined the relationship between sex‐role stereotypes of women and beliefs in rape myths among adolescents. A 35‐item survey was completed by 211 female and males in eighth grade health classes. Findings indicate both females and males accept some rape myths and sex‐role stereotyping of women. The data also indicated an association between belief in rape myths and sex‐role stereotyping of women. Few racial and age differences emerged. The most profound differences involved gender. Most adolescents rejected rape myths, but 10% of girls and 30% of boys tended to accept rape myths. Most females (98.2%) and males (83.3%) rejected sex‐role stereotypes of women. According to feminist perspective, sex‐role stereotyping of women's role in society is associated with tolerance of sexual violence toward women.
Parents' Attitudes and Beliefs About HIV/AIDS Prevention with Condom Availability in New York City Public High Schools
Authors: Guttmacher Sally , Lieberman Lisa , Ward David , Radosh Alice , Rafferty Yvonne , Freudenberg Nicholas
Published: October 2009

ABSTRACT: In 1991, the New York City Board of Education expanded HIV/AIDS education to include condom availability in every public high school. The evaluation was designed to examine the impact of the program on students and monitor changes in parent's knowledge, attitudes, and beliefs. Findings are reported from the first wave of data from the parent survey, 716 parents from 12 randomly chosen NYC high schools and 81 parents from 12 focus groups held at six of the schools. Sixty‐nine percent of parents believed students should be able to receive condoms at school, although nearly half felt they should have the right to keep their children from doing so. Most believed making condoms available would result in safer sex practices among students who were sexually active. Data suggest parents support the school's role in reducing HIV/AIDS transmission among adolescents and believe making condoms available represents an acceptable component of an HIV/AIDS prevention program.
Using the Health Belief Model to Explain Parents' Participation in Adolescents' At‐Home Sexuality Education Activities
Authors: Brock Gay C. , Beazley Richard P.
Published: October 2009

ABSTRACT: The Health Belief Model (HBM) was used to study parents' involvement in six at‐home sexuality education activities for ninth grade students. These activities are part of Skills for Healthy Relationships: A Program About Sexuality, AIDS, and Other STD (SHR). Some 216 parents, 62% of the population, completed and returned a self‐administered questionnaire. Perceived barriers correlated most strongly with lack of parents' involvement in SHR. Additionally, perceived barriers and perceived self‐efficacy were the most significant factors differentiating parents involved in SHR at‐home activities from those who were uninvolved. Compared with highly involved parents, noninvolved parents were: 1) less confident their children wanted to do the activities with them (F[4,204] = 19.58, p < .0005), 2) less sure of their children's desire to talk with them about sex‐related issues (F[4,213] = 7.03. p < .0005), and 3) less certain their AIDS‐related facts were current (F[4,213] = 2.39, p = .05). Parents highly involved in SHR reported becoming more comfortable talking with their adolescents about STDs (F[4,205] = 4.04, p = .004) and felt their children talked a little more openly with them about AIDS and STDs (F[4,205] = 2.54, p = .04). In contrast, uninvolved parents reported no changes relative to communicating with their children about sexuality. For these reasons, SHR's inclusion of at‐home activities shows promise for increasing parent‐adolescent communication about sexuality. (J Sch Health. 1995;65(4):124–128)
Development and Dissemination of a Manual to Promote Teacher Preservice in Health Education
Authors: Lovato Chris Y. , Rybar Jill
Published: October 2009

ABSTRACT: Teacher preparation at the preservice level plays an important role in ensuring implementation of comprehensive school health education in the classroom. This article describes development and dissemination of a resource manual to provide college instructors with materials that support a health education course for teacher education majors. A statewide survey was administered to instructors one year following distribution to examine the dissemination and use of the resource manual. Results suggest provision and dissemination of model materials for preservice education provides an acceptable and feasible step toward curricular change in teacher preservice training in health education. Increased use of the manual was associated with attendance at a training workshop.
A Statewide Institute to Deliver Professional Development Programs to School Health Personnel in Massachusetts
Authors: Piessens Patricia Wing , King M. Christine , Ryan Josephine , Millette Brenda , Sheetz Anne , Douglass Janet Berube , Rissmiller Patricia N.
Published: October 2009

ABSTRACT: Schoolchildren suffer from health problems ranging from chronic medical and developmental problems to new morbidities related to drugs, violence, and sexual behavior. To help administrators, teachers, and health personnel meet the new challenges in schools, nursing educators from the University of Massachusetts and Simmons College developed the UMass‐Simmons School Health Institute. The Institute delivers a series of professional development programs in all regions of the commonwealth to: 1) devise innovative strategies to remove health barriers to learning and to promote the health of children and adolescents, and 2) enhance the design, implementation, integration, and management of comprehensive school health programs, including those mandated and regulated by the Commonwealth of Massachusetts. This article describes a statewide model to prepare school health personnel for delivery of comprehensive school health services.
Benefits and Challenges of School‐Based Crisis Response Teams
Authors: Kline Marsha , Schonfeld David J. , Lichtenstein Robert
Published: October 2009

ABSTRACT: Given the increasing prevalence of schoolchildren's experience with crises and resulting loss through sudden or violent death, adoption of a school‐based crisis prevention and response plan becomes crucial. This article reviews a model of regional, district, and school‐based levels of response designed collaboratively by four school districts and consultants from Yale University. The team approach on which the model is based is examined through benefits it affords students, staff, parents, and the community. Obstacles that can impede full implementation of the model are identified, and strategies for overcoming logistical and systemic resistances are offered. This proactive design helps promote individual and organizational resiliency to traumatic events by promoting communication, collaboration, and service provision in an efficient and comprehensive manner.
The Claxton Elementary School Health Program: Merging Perceptions and Behaviors to Identify Problems
Authors: Landis Suzanne E. , Janes Cynthia L.
Published: October 2009

ABSTRACT: The Claxton Elementary School Health Program was developed to improve the health of a school community in a western North Carolina city of 60,000. Using the principles of Community‐Oriented Primary Care (COPC) in fall 1991, a health advisory board composed of interested parents, teachers, and physicians was organized. A comprehensive needs assessment was implemented, including focus groups with teachers and parents, a self‐administered health behavior survey for children in grades three‐five, and a self‐administered survey of parents' health problems. Teachers, children, and parents agreed on perceived problems requiring attention. The Board then prioritized health problems, selecting nutrition and self‐concept as the most critical areas in which to develop programs. Using target population members to identify needs can be a valuable approach to the development of community‐based programs for improving children's health behaviors.
Factors Associated with the Stages of Alcohol Use Among Inner City School Youth
Authors: Werch Chudley E. , Anzalone Debra , Castellon‐Vogel Eduardo , Carlson Joan , Brokiewicz Lynn , Felker Jennie
Published: October 2009

ABSTRACT: This study explored stages of alcohol acquisition and risk factors associated with stages based on the Multi‐Component Motivational Stages model. Two hundred fifty‐four sixth‐eighth grade students from an urban school completed a confidential questionnaire. Most students were in a precontemplation stage (86%), preparation stage (6%), or action stage (5%) for alcohol use. Significant differences were found across stage status on 11 of 22 risk factors. Discriminant analysis results indicated alcohol use, perceived prevalence of alcohol consumption, and intentions to drink in the future successfully discriminated youth in action and preparation stages from those in precontemplation and contemplation stages. Meanwhile, tobacco use discriminated students in preparation and action stages. Multiple regression analysis showed alcohol use was the most powerful predictor of acquisition stage status, followed by intentions, influenceability, and perceived severity of alcohol use. Implications for school‐aged youth alcohol use prevention are discussed.
Using Administrative Data to Identify Elementary Schools at Increased Risk for Student Absences
Authors: Kozinetz Claudia A.
Published: October 2009

ABSTRACT: The ability to use administrative databases to identify elementary schools at risk for high percentages of school absence may prove useful in targeting elementary schools to receive absence reduction interventions. This report demonstrates an analysis method using easting administrative data for generating relative risks. Taking advantage of administrative databases can save resources and assist efforts in developing ways to reduce elementary school absence.
Eleven Components of Effective Drug Abuse Prevention Curricula
Authors: Dusenbury Linda , Falco Mathea
Published: October 2009

ABSTRACT: A review of school‐based drug abuse prevention programs was conducted for 1989–1994. In addition to a comprehensive literature review, interviews were conducted with a panel of 15 leading experts in prevention research. Key elements of promising prevention curricula were identified. Effective prevention programs were found to be based on a sound theoretical or research foundation. They included developmentally appropriate information about drugs, social resistance skills training, and normative education. Broader based personal and social skills training appeared to enhance program effects. Effective programs used interactive teaching techniques and teacher training, and provided adequate coverage and sufficient follow‐up. Cultural sensitivity to the target population was found to be critical to program success. Additional program components were expected to enhance curriculum effectiveness. Finally, experts agreed that adequate evaluation of prevention curricula was critical. Unfortunately, despite information about the types of curricula that are effective, the most promising prevention curricula are not widely disseminated. Reasons for under‐utilization are explored, and recommendations made for correcting the situation.