Interventions In School Settings Research Articles

Training kindergarten children on learning from their mistakes.

This study investigated whether feedback on their errors and speed improves kindergarten children's performance in an executive function (EF) task. Children from Switzerland (N = 213, 49% female, Mage = 6.4 years) were tested in the Hearts and Flowers task pre- and post-training and trained either on a variant of this task with (n = 71) or without feedback (n = 72), or on a control learning task (n = 70). The feedback group performed more efficiently than the no-feedback group during the intervention and partially also in the post-test. Both EF training groups performed more efficiently than the control group in the post-test. These results suggest that kindergarten children detect and monitor their errors and even get better at it given the opportunity to practice. Moreover, they benefit additionally from external feedback. Integrating feedback into computerized cognitive training (and learning apps) could be a potential avenue for interventions in school settings.

A 10-Week School-Based Mindfulness Intervention and Symptoms of Depression and Anxiety Among School Children and Adolescents: A Controlled Study

Mental health problems are increasing among children and adolescents. School-based mindfulness interventions are gaining popularity worldwide and may be a way to decrease depression and anxiety symptoms in students. However, before introducing large-scale mindfulness interventions in school settings, more research is needed on feasible, easily applicable practices that are possible to fit in the school schedule. In this controlled intervention study, a total of 1399 students aged 9–16 were included. The 10-week classroom-based mindfulness intervention comprised daily, brief mindfulness sessions led by schoolteachers or via audio files. Symptoms of depression and anxiety were evaluated with Beck scales prior to and after the intervention. In addition to whole group analyses, subgroup analyses on age, sex as well as mode of delivery were performed. ClinicalTrials.gov ID: NCT03327714. No significant differences between the intervention and control group in change of depression or anxiety symptoms after the intervention were detected. However, the subgroup of students who received teacher-led mindfulness sessions (16%) had a significant decrease of depression and anxiety symptoms after 10 weeks compared to those who received the sessions via audio files. Brief mindfulness sessions on daily basis did not have any detectable overall effect on depression and anxiety symptoms among schoolchildren. Our findings do not support an introduction of large-scale mindfulness interventions in schools although the potential influence of mode of delivery needs to be further examined.Clinical trial registration The study was registered at ClinicalTrials.gov (identifier: NCT03327714).

Dose-Response Effects of MittEcho, a Measurement Feedback System, in an Indicated Mental Health Intervention for Children in Municipal and School Services in Norway.

Including routine client feedback can increase the effectiveness of mental health interventions for children, especially when implemented as intended. Rate of implementation, or dose, of such feedback interventions has been shown to moderate results in some studies. Variation in implementation and use of client feedback may also contribute to the mixed results observed within the feedback literature. This study evaluates dose-response associations of client feedback using a novel Measurement Feedback System (MFS) within an indicated group intervention. The primary aim was to determine whether the rate of MFS implementation predicts symptom reduction in anxiety and depression among school-aged children. The secondary aim was to assess whether the rate of MFS implementation influences children's satisfaction with the group intervention or their dropout rates. Data were collected via a randomized factorial study (clinicaltrials.gov NCT04263558) across 58 primary schools in Norway. Children aged 8 to 12 years (N = 701) participated in a group-based, transdiagnostic intervention targeting elevated symptoms of anxiety or depression. Half of the child groups also received the feedback intervention using the MittEcho MFS. Group leaders (N = 83), recruited locally, facilitated the interventions. The MFS dose was measured using the Implementation Index, which combines the use of MFS by both children and providers (group leaders) into a single dose variable. Results showed no significant additional effect of dose of MFS on change in depression or anxiety scores, on user satisfaction with the intervention or on intervention dropout. The discussion addresses potential reasons for these non-significant findings and implications for MFS implementation in preventive, group-based interventions in school settings.

Mpox in children and adolescents and contact follow-up in school settings in greater Paris, France, May 2022 to July 2023.

BackgroundDuring the 2022 mpox outbreak in Europe, primarily affecting men who have sex with men, a limited number of cases among children and adolescents were identified. Paediatric cases from outbreaks in endemic countries have been associated with a higher likelihood of severe illness. Detailed clinical case descriptions and interventions in school settings before 2022 are limited.AimTo describe clinical characteristics of mpox cases among children (< 15 years) and adolescents (15-17 years) in the greater Paris area in France, and infection control measures in schools.MethodsWe describe all notified laboratory-confirmed and non-laboratory-confirmed cases among children and adolescents identified from May 2022 to July 2023, including demographic and clinical characterisation and infection control measures in school settings, i.e. contact tracing, contact vaccination, secondary attack rate and post-exposure vaccination uptake.ResultsNineteen cases were notified (13 children, 6 adolescents). Four adolescent cases reported sexual contact before symptom onset. Ten child cases were secondary cases of adult patients; three cases were cryptic, with vesicles on hands, arms and/or legs and one case additionally presented with genitoanal lesions. Five cases attended school during their infectious period, with 160 at-risk contacts identified, and one secondary case. Five at-risk contacts were vaccinated following exposure.ConclusionCases among children and adolescents are infrequent but require a careful approach to identify the source of infection and ensure infection control measures. We advocate a 'contact warning' strategy vs 'contact tracing' in order to prevent alarm and stigma. Low post-exposure vaccination rates are expected.

Acute Physical Activity for Motor and Academic Learning in Education-based Settings

Numerous studies have shown that engaging in physical activity significantly benefits several cognitive domains. Among them, research findings indicate that even a single bout of physical activity positively impacts executive functions, motor learning, and academic performance. For that reason, many school settings have recently implemented acute exercise-based strategies to enhance their student's academic performance, such as active breaks or physically active learning. In this review, we suggest using acute physical activity interventions to improve the learning of motor-related academic skills in education-based settings. We base our recommendations on studies that demonstrate the capacity of acute exercise to facilitate skill acquisition during practice and consolidate long-term declarative and motor memory, thereby promoting motor and academic learning. It is proposed to include strategically located acute exercise strategies throughout the school hours to promote declarative and motor skills learning over the school period. In addition, we will look into the practical considerations for implementing these types of interventions in school settings. Lastly, we evaluated the limitations of the previous research and then discussed what next steps need to be taken.

The impact of storytelling on building resilience in children: A systematic review.

INTRODUCTION: Resilience is a crucial aspect of mental health and coping that enables individuals to effectively recover from challenges. Fostering resilience in children becomes a significant objective. Storytelling is known to positively affect resilience, providing opportunities to share and develop narratives that help make sense of difficult experiences, find meaning in them, and building beliefs around our capacity to adapt well to challenging experiences. The aim of this review is to synthesize peer-reviewed studies on the impact of storytelling interventions in developing resilience in children. The review adhered to the updated PRISMA 2020 guidelines and was registered with PROSPERO (CRD42022365474). We conducted searches in 12 databases with search strings comprising of concepts regarding storytelling, resilience and children. The review included 11 studies published between 2012 and 2022. The narrative synthesis of the studies indicates that storytelling interventions enhanced psychological resilience in children. Storytelling-based interventions in school settings with participatory approaches using cultural stories, and positive psychology-based interventions were effective and feasible. This review has scope for informing future interventions with children, especially those who live in marginalized communities in low- and middle-income countries (LMICs).

Influence of Menstrual Hygiene Management Knowledge, Attitudes and Practices and School Attendance among Girls in Public Primary Schools in Kisumu West Sub-County, Kisumu County, Kenya

School based comprehensive sexuality education that addresses Menstrual Hygiene Management (MHM) knowledge practices – including hygiene practices and management of menstrual pain may be an avenue for addressing both poor MHM practices and absenteeism, if they are locally adapted and practiced. Inadequate knowledge, lack of access to quality sanitary materials, cultural beliefs and taboos around menstruation and MHM, are common challenges that can negatively affect Education, Employment, Health and psychosocial outcomes. The study aimed at examining Menstrual Hygiene Management Knowledge, Attitudes and Practices in public primary schools in public Primary schools in Kisumu west sub-county. The respondents consisted of class 6-8 girls, teachers, Head teachers, and MoE officials who were key informants for the study. Data was collected using structured questionnaires and interview schedules. The data analyzed using Statistical Package for Social Sciences (SPSS) version 22 software. Both quantitative and qualitative findings were presented in the study. The study revealed that there is high prevalence of poor MHM among adolescent girls, and there exist a strong association between poor MHM and low knowledge. The study concluded that menstrual hygiene management in public primary schools is greatly influenced by knowledge, attitudes and practices of school management and girls’ perceptions. The study recommends the need for comprehensive education interventions in school settings, delivered during early adolescence to reach pre-menarche girls, particularly in rural settings for improve menstrual hygiene practices. The government should have a clear monitoring tool to ensure pupils receive accurate and timely information on menstruation and menstrual hygiene management.

The Methodology of Psychological Clinical Intervention in School Settings: Case Studies with Students with Special Emotional and Educational Needs

The school context, following an overall complexification of society, presents several situations in which it is necessary to build a transformative setting based on the suspension of educational action and the use of in-depth interpretations of divergent behaviors. Method: Two teachers with psychological training present and discuss cases studies of psychological intervention based on the analysis of demand methodology. Results: The two case studies presented concern, respectively, a difficult inclusion of a foreign pupil in the classroom and a school phobia of a student before graduating. In both cases, the classes are reconceived as clinical settings thereby giving new meaning to the psycho-social relationships of the students. The teachers promoted an overcoming of critical events: in the first case the pupil reaches school inclusion in a short time; in the second case the pupil reaches the diploma. Conclusion: The method of psychological intervention is proposed as an innovative practice of negotiation of new emotional symbolic structures in which to reproduce a coexistence in the scholastic context. It therefore appears necessary to equip schools with professional skills in the analysis of demand in order to train teachers to recognize the emotional dimensions within the class context.

Book Review: Consultation and Mental Health Interventions in School Settings: A Scientist-practitioner’s Guide

Book Review: Consultation and Mental Health Interventions in School Settings: A Scientist-practitioner’s Guide

PREVALENCE OF EMOTIONAL AND BEHAVIOURAL PROBLEMS AMONG ADOLESCENTS IN PAKISTAN: A CROSS-SECTIONAL STUDY

OBJECTIVE To determine the prevalence and severity of emotional and behavioral problems among adolescents. STUDY DESIGN Cross Sectional study PLACE AND DURATION OF STUDY The study was conducted at private sector secondary schools of Karachi, from August, 2021- February, 2022. SUBJECTS AND METHODS Sample comprised o 1470 students between the age 11 to 17 years from different private sector secondary schools of Karachi.. The sample was collected through purposive sampling technique. Socio demographic Information Form, Asian Adolescents Depression Scale (AADS) and School Children Problem Scale (SCPS) were used. SPSS 26 was used to analyze the data. RESULTS The mean age of study respondents was 13.62 years (SD 1.39). Findings of present study reveal that emotional and behavioral problems were more common among female adolescents as compared to their male counterparts. Overall all 20% of study respondents were found to have very severe level of emotional and behavioral problems, and aggression was the most common problem among 14% of adolescents, followed by academic problems in 9.7% of adolescents. About 20% of the school going adolescents struggling with emotional and behavioral problems (i.e., anxiousness, aggression, social withdrawal, rejection, somatic problems, &amp; depression), and academic problems. Further, there found to have statistically significant association between gender and emotional and behavioral problems. Mental health experts should focus on prevention and treatment interventions in school settings to reduce the risk of emotional and behavioral problems of Pakistani adolescents so that they could grow socially and emotionally healthy and excel in their academics and contribute to their family and community.

Challenges of Preadolescence in the School Context: A Systematic Review of Protective/Risk Factors and Intervention Programmes

Preadolescence is a critical period, characterised by changes in physical, hormonal, cognitive, behavioural, and emotional development, as well as by changes in social and school relationships. These changes are accompanied by the transition from elementary school to middle school. The literature shows that this transition is one of the most stressful events for preadolescents, which can have a negative impact on their well-being. The main objectives of this review, focused on the school context, were to identify protective and risk factors influencing the well-being of preadolescent students and to describe the interventions implemented. A systematic search of peer-reviewed papers published between 2011 and 2021 was conducted following the PRISMA reporting guidelines. A total of 36 full-text articles met the inclusion criteria. Studies converge in identifying risk factors that may affect student well-being in this age group: individual factors (levels of emotional awareness and self-esteem) and relational factors (friendship, teachers’ and parents’ supporting actions and roles). Intervention programs are mainly focused on improving emotional and social regulation skills that also influence academic achievement. Our findings have important implications for both research and intervention in school settings.

School-Based meditation in adolescents: an integrative literature review.

Utility of cognitive-behavioral practice interventions in school settings have been discussed by the scientific community regarding their possibility of insertion in the educational field. In this way, this review article analyzes thescientific production on the practice of meditation offered at school in adolescents, since the appropriation ofstudies that point to reflections and perspectives of meditative practice can favor the development of new pedagogical trajectories in the school environment. The electronic databases VHL, PubMed, and CAPES were consulted, using the combination of the terms related to meditation, adolescents, and school. This analysis resulted in eight articles, including field research and reviews, published between 2010 and 2021. The articles showed improvement in emotional coping skills, social relationships, self-regulation, control of mood levels, stress, depression, and anger, and significant gains in self-reflection and academic attention. They pointed out that elementary and high school students present more significant responses, and these factors, such as duration, frequency, and systematization of the session, can interfere with these responses. These results indicate that meditation practice in adolescents can be a valuable strategy for health promotion and educational training in the school environment.

Feasibility of a Psychodynamic School-Partnered Mental Health Service: A Pilot Study

ABSTRACT Despite a long and rich history of psychoanalytically informed interventions in school settings, influencing child guidance and psychotherapeutic services provided to children and families, cognitive behavioral interventions have become the predominant method for working with children in schools. In the last 20 years there has been a reemergence of psychodynamic school partnerships, addressing many of the barriers to the provision of school-based psychotherapy. However, little research exists on the implementation and feasibility of delivering psychodynamic psychotherapy services through partnerships between psychodynamic clinical teams and schools. This pilot study examines psychotherapy outcomes within one such partnership between the New York Psychoanalytic Society and Institute and six New York City public schools during the 2020–21 school year. Therapists provided treatment using Regulation Focused Therapy for Children (RFP-C), a short-term manualized, psychodynamic intervention for children presenting with externalizing behaviors (delivered remotely/online due to the ongoing COVID-19 pandemic and hybrid school formats). After participation in RFP-C, parents reported a significant decrease in children’s symptoms of oppositional defiant disorder and some improvement in secondary attentional problems. This study also assessed the feasibility of implementing a school-based telemental health program in New York City. Strengths and limitations of the study, implications for future research, and clinical implications are also discussed.

Effects of nutritional intervention strategies in the primary prevention of overweight and obesity in school settings: systematic review and network meta-analysis

ObjectiveTo examine the effects of different nutritional intervention strategies in the school setting on anthropometric and quality of diet outcomes by comparing and ranking outcomes in a network meta-analysis.DesignSystematic review...

Teachers' Familiarity, Confidence, Training, and Use of Problem Behavior Interventions for Learners with Autism Spectrum Disorder in School Settings.

The online version contains supplementary material available at 10.1007/s10882-022-09885-2.

Does Gratitude Work at School? Piloting the Modified Interventions for Managing Academic Stress in Pakistani High Schools

The present research measures the effectiveness of gratitude interventions in dealing with academic stress and daily hassles among Pakistani high school students. A total of 162 students randomly assigned in experimental (82) and control groups (80) took part in a four week interventions program. The gratitude interventions included Count Your Blessings, writing Gratitude Letters, and Loving Kindness Meditations which were modified &amp;amp; adapted into Urdu. The pretest and posttest assessment was done. The results of paired sample t-test showed significant decrease in academic expectation scores (t = 5.76**, M1 + SD1 = 31.44 + 6.56, M2 + SD2 = 27.30 + 6.75) with medium effect size (Cohen’s d = 0.65), and also for daily hassles decrease. Further results showed high level of stress about personal future, academic concerns and excessive social demands which were decreased after interventions. This study supports the use of gratitude interventions in school setting especially in developing country like Pakistan where structured counseling services are limited.

A Web-Based Intervention to Improve Health Literacy and Obesogenic Behaviors Among Adolescents: Protocol of a Randomized Pilot Feasibility Study for a Parallel Randomized Controlled Trial.

BackgroundPredictive theoretical models suggest that health knowledge works in conjunction with motivation and behavioral skills to influence adolescents’ obesogenic behavior. However, most of the existing adolescent interventions target these variables in isolation. Furthermore, health literacy (HL), a precursor to health knowledge, is necessary for translating health knowledge into behavior and is negatively related to adolescents’ obesity status. However, HL has not been included in obesity interventions targeting adolescents.ObjectiveThis study aims to pilot the feasibility of a 2-armed web-based obesity prevention intervention in school settings and assess the preliminary effectiveness of adding an HL module to an obesity prevention intervention for adolescents.MethodsThis web-based pilot feasibility study will take place in the Northeastern United States. Participants will be adolescents (aged 13-16 years) attending school, and recruitment will be conducted through flyers to parents and adolescents in participating classes or advisory groups at the school. The intervention includes 2 arms: an experimental arm that will receive an HL module and 3 obesity prevention modules and a comparison arm that will receive a vaping module and 3 obesity prevention modules. A blinded randomized procedure will be used to allocate classrooms and advisory groups to the experimental and comparison arms. The intervention will be fully web-based. Participants will complete measures of their HL and obesogenic behavior–related health knowledge, motivation, and behaviors at 3 time points (baseline, 1 month after the intervention, and 3 months after the intervention) via web-based surveys. The primary outcomes will be the measures of study feasibility (recruitment, retention, completion, and treatment fidelity rates). Secondary outcomes will be preliminary efficacy, as measured by logistic and linear regressions and calculation of effect sizes. Descriptive statistics will be calculated for all measures at each time point.ResultsThis study was approved by the City University of New York Institutional Review Board in August 2020. As of June 2022, the web-based intervention design is complete and ready for use. Recruitment, data collection, and intervention implementation are scheduled to begin in September 2022. These results are expected to be published in 2023.ConclusionsThis study’s feasibility findings will inform changes to the intervention content and randomized controlled trial design. The study’s efficacy findings will inform the sample size for the full-scale randomized controlled trial and the preliminary utility of the intervention.Trial RegistrationClinicalTrials.gov NCT04252677; https://clinicaltrials.gov/ct2/show/NCT04252677International Registered Report Identifier (IRRID)PRR1-10.2196/40191

The Food Waste Lab: Improving food waste reduction behavior through education

Research has demonstrated the relevance of addressing food waste (FW) in private households in mitigating climate change. There is, however, little research on the potential of educational interventions in school settings to reduce this household FW. This paper explores the potential of education to positively shape 9th to 11th graders' behavioral determinants regarding FW reduction, and offers insights into the potential to develop FW reduction strategies. The FW-related educational intervention (“Food Waste Lab”) engaged the participants (n = 81) in the development and application of FW reduction strategies at home. There was a significant reduction in FW reported over time. However, this reduction cannot necessarily be attributed to the reduction strategies, but may be a result of decreasing engagement in FW measurement activities. The main contribution of the intervention was increased awareness among participants of FW as a driver of climate change. Participation in the Food Waste Lab increased the likelihood of participants using taste as a judgment criterion of edibility, and eating up leftovers. No significant changes could be identified with regard to food literacy and Theory of Planned Behavior constructs. Unexpectedly, the perceived feasibility of the FW reduction goals decreased over time. This study provides recommendations to correct this shortcoming. Notably, highlighting the ease of reducing FW at home is key to increasing the perceived feasibility of this goal and motivating participants to engage in FW reduction. Focusing on a specific behavior related to the use of leftovers is relevant when designing an intervention targeted to adolescents. Nevertheless, the study's limitations indicate that the future intervention design should consider reactance and fatigue as important constraints in educational interventions involving FW measures. Finally, this study calls for more robust experimental designs to evaluate the impact of various FW reduction interventions.

Ester Cole – Maria Kokai (Eds): Consultation and mental health interventions in school settings: A scientist-practitioner’s guide

Ester Cole – Maria Kokai (Eds): Consultation and mental health interventions in school settings: A scientist-practitioner’s guide

“That is simply one thing that goes with it”: former extremists in school settings and empirical evidence

ABSTRACT The involvement of former extremists in preventing and countering violent extremism has attracted many advocates. Interventions in school settings by or with former extremists have been commonplace for a long time, and in some countries even for decades, which is reason enough to focus on the current research state. We did this through a synoptic examination of the empirical literature on the subject. Hence, we took an in-depth look at four experimental studies with robust samples. These studies investigated projects from Ireland, the Basque Country, Denmark, and Germany. The findings demonstrated two main points: (1) the empirical evidence showed a contrast to the anecdotal evidence, which mostly provided a positive assessment of former extremists in school settings, and (2) thus far, students’ perspectives on these initiatives have not been considered in a sufficiently differentiated way.