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Search Results: 1 - 10 of 8526 matches for " School Intervention "
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Hands-On Parent Empowerment (HOPE) Project: Comparing Implementation in Social Service Centres and Preschools  [PDF]
Cynthia Leung, Sandra K M Tsang, Suzanne Dean
Advances in Applied Sociology (AASoci) , 2012, DOI: 10.4236/aasoci.2012.23025
Abstract: This project examined the effectiveness and implementation of an early intervention program for children from new immigrant families in Hong Kong in two delivery settings, preschools and social services centres. Participants included 141 new immigrant mothers with preschool children, from 13 preschools and two social services centres. The preschool participants were randomized into an intervention group (30-session HOPE program) and a comparison group (six-session program) at the preschool level, while participants from the two social services centres attended the 30-session HOPE program. Results indicated that the HOPE participants in preschools and social services centres reported lower post-intervention child behavior problem scores than the comparison group. Preschool HOPE participants reported higher post-intervention social support than the social services HOPE participants and comparison group participants. Qualitative information from preschool principals and centre supervisors indicated different dynamics within the two settings. Implications and suggestions for service delivery were discussed.
Improvements of Nutrition Behavior Fitness and Body Fatness with a Short-Term after School Intervention Program  [PDF]
Katia Cristina Portero McLellan, Anna Lucia Vieira Bianchessi, Ana Elisa Rinaldi, Edilaine Michelin, Roberto Carlos Burini
Food and Nutrition Sciences (FNS) , 2013, DOI: 10.4236/fns.2013.410A004

The prevalence of childhood obesity has been increasing worldwide and lifestyle changes are the most important strategies in managing this prevalence. This study aimed to describe the intervention effects of nutrition and physical activities offered as an after school short-term on outcomes of healthy nutrition practices, fitness and lowering fatness. This quasi-experimental study was conducted with a convenience sample of 59 caucasian children, aged 7.7 ± 1.4 years old (52.5% girls) registered on a private school of a middle-size town located in Sao Paulo State, Brazil. The school-based 12-week intervention consisted of 2 weekly 60 minutes section, during 3 months, including a nutritional education and a physical activity curriculum. Anthropometric data was measured for all children at baseline and after 12 weeks. All parents were contacted and requested to complete questionnaire about child’s eating behavior at baseline and after the 12-week program. After the intervention, children showed an increasing in the intake of fruits (64.3%), vegetables (61.9%), and water (52.0%). Overall, 83.3% of the children changed eating behavior according to the questionnaire responded by the parents. Waist circumference was significantly lower and abdominal strength improved after participating in the intervention program. Mean height and weight were significantly higher in boys and girls after a 12-week intervention. Although mean values of BMI remained the same after the intervention it was observed a decreasing in the prevalence of obesity among the children. Thus our study showed that a school-based intervention program focused on nutritional education and physical activity program promoted waist circumference reduction and decreased obesity without affecting the height growth along with improved fitness and healthy eating behavior. This intervention program would be feasible and replicable in others schools around the country.

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil  [PDF]
Daniel Carvalho de Matos, Pollianna Galv?o Soares de Matos
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.811117
Abstract: This paper presents an experience report on the implementation of the Assessment, Research and Intervention in Autism Spectrum Disorder Laboratory—LAPITEA—in a Brazilian University. The Laboratory aims to develop assessment and intervention methods for children with autism in order to establish social skills such as language, communication, imitation, motor and school repertoires, such as reading and writing, based on a multi-methodological proposal that integrates three different dimensions coming from the science of Psychology: Psychological Evaluation; Applied Behavior Analysis; and consulting and collaboration in School Psychology. The implementation of LAPITEA went through four major steps: 1) selection of children referred by NGOs from parents of individuals with autism; 2) psychological assessment for mapping children’s impaired skills; 3) psychological interventions in Applied Behavior Analysis for the teaching of language and related skills; and 4) monitoring of school inclusion of children with autism through counseling in school psychology to Brazilian elementary and middle schools. It is the focus of this article to describe the characteristics that integrate each one of the stages, including the theoretical-methodological foundation and the operationalization of the dimensions of action. Currently, eleven children are attended in the Laboratory and all show evolution with the proposal of teaching and educational accompaniment offered. The current configuration of advances in school inclusion policies in Brazil encourages the accessibility of the autistic student to the formal education system, from elementary to higher education. These aspects stimulate initiatives by Universities to create teaching, research and extension spaces that seek to corroborate with treatment and follow-up actions in school inclusion with the individual with autism and offer support to teachers of educational institutions with practices of school inclusion.
A violência na escola: abordagens teóricas e propostas de preven??o
Paula e Silva, Joyce Mary Adam de;Salles, Leila Maria Ferreira;
Educar em Revista , 2010, DOI: 10.1590/S0104-40602010000500013
Abstract: the objective of this text is maturing a reflection, by means of a revision of studies in the area, on the theoretical trends involved on current discussions on school violence. we try to characterize proposals of intervention in the school environment implemented for governmental initiative to prevent violence. these proposals have, as a core objective, the incentive of democratic relations at school. it is pointed in this study that this important incentive to install democratic relations is insufficient to prevent violence pertaining the school scope. the violence determinants go beyond the individual and group characteristics of the people involved, and they are not restricted to the school context. thus, it is important that the violence prevention programs extend the reflection on the different aspects concerned to school violence.
Primary and secondary school mental health teachers in professional identity of intervention programs  [PDF]
Hao Lei, Cheng Guo, Yanling Liu
Health (Health) , 2012, DOI: 10.4236/health.2012.412191
Abstract: To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.
Building Social and Emotional Competence in School Children: A Randomised Controlled Trial  [PDF]
Margiad E. Williams, Tracey Bywater, Eleanor Lane, Nia C. Williams, Judy Hutchings
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.102009
Abstract: Background: This randomised controlled trial took place in primary schools where teachers were already trained in the Incredible Years® (IY) teacher classroom management programme and where the universal IY Classroom Dinosaur School social-emotional skills curriculum was being delivered as part of the statutory Welsh personal and social education curriculum. Aims: The study examined whether the IY Small Group Therapeutic Dinosaur School programme had added benefits for children with identified behavioural, social, and/or emotional difficulties. Method: Children were screened for behavioural difficulties using the teacher-rated Strengths and Difficulties Questionnaire and were eligible for study inclusion if teachers rated them as above the cause for concern cut-off on this measure. Two hundred and twenty-one children were randomised to intervention or wait-list control conditions. Assessments of behaviour and social-emotional competence were completed by multiple respondents, including teachers, children and researchers who completed blinded direct observations (on a subsample). Results: Multilevel modeling analyses showed improvements in the problem-solving knowledge of children in the intervention condition (ES = .39 for prosocial and .41 for agonistic solutions), compared to children in the control condition on the Wally Problem Solving measure. Intervention children were also significantly more likely to achieve teacher set social-emotional academic goals. Conclusion: This study shows limited but promising results for the addition of a targeted school-based social-emotional intervention delivered by teachers, alongside a similar class-wide universal curriculum, to young high-risk children.
The Development of Emotional Regulation in Pre-Schoolers: The Role of Sociodramatic Play  [PDF]
Pilios-Dimitris Stavrou
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.101005
Abstract: The present research focuses on the link between emotion regulation in preschoolers and the efficiency of sociodramatic play as a means of developing emotional and social skills appropriate for each developmental stage. In particular, we examined the effects of sociodramatic play on a four-year-old boy named Andreas, who demonstrated signs of limited emotional regulation, such as angry outbursts, inability to control his emotions and inability to cope in emotion-inducing situations. This swift in his behaviour, caused by his mother’s negative control behaviour, was measured through the Emotion Regulation Checklist, the Delay Gratification Task and the Task of Effortful Control. Drawing from a plethora of theorists who support the benefits of sociodramatic play for the development of emotion regulation skills, we designed a three months school based intervention for Andreas and employed the tests beforehand and after the end of the sociodramatic sessions to explore the efficiency of the intervention. Results are discussed in regards to relevant literature.
Efficacy Study of a Primary Intervention School Violence Program
Ioana E. BELDEAN-GALEA,?tefan I. ?IGAN,Cristian STAN,Anca DOBREAN
Applied Medical Informatics , 2012,
Abstract: School violence is a significant public health problem and the lack of prevention and control strategies can have a major negative impact on the health of the young generation. The goal of this study was to evaluate the efficacy of a prevention and reduction program among middle-school students. The Anti-Violence Program in School is based on "Program Achieve. You Can Do It!" of Bernard to which a component for parents was added. The questionnaire for evaluating violent behavior was filled out before and after the implementation of the Anti-Violence program by a number of 264 students (122 – experimental group; 142 – control group) with an age ranging from 10 to 14 years old. The students were from two middle-schools from Cluj-Napoca, Romania. Despite obtaining an effect size of low intensity or at most medium, the results of the study still have the expected direction. It was pointed out a downward trend on the experimental group and an upward trend on the control group in the posttest stage comparing to pretest stage regarding the frequency of different forms of violent manifestations. Employing the Anti-Violence Program on a longer period of time could increase the program’s efficacy.
A Functional Approach to an Early Diagnosis and Early Intervention Program for Pre-School Children with Special Educational Needs in Hong Kong  [PDF]
Tien-Lun Catherine Sun, De-Hui Ruth Zhou, Sin-Hang Helen Kwok, Chun-Yeung Isaac Yu, Ka-Ying Shirley Wong, Man-Chung Sonia Lo
Open Journal of Social Sciences (JSS) , 2013, DOI: 10.4236/jss.2013.16006
Abstract: This paper briefly introduces the framework of an early diagnosis and early intervention program for Hong Kong pre-school children with special educational needs launched by the Counselling & Research Center at the Hong Kong Shue Yan University and Lok Sin Tong (a charitable organization established under Cap 151 of the Hong Kong Ordinances). The whole program involves 103 pre-school children with SEN and their parents. Prior to enrolling in this program, most of the children have been assessed to have autism, ADHD, or dyslexia. In this program, the Mullen Scales of Early Learning (Mullen, 1995) or Childhood Autism Rating Scale (Schopler, Reichler, DeVellis, & Daly, 1980) were administered to the children by counselling psychologists to measure their cognitive and motor abilities. In addition, their parents were also invited to participate in the survey interview of Vineland Adaptive Behavior Scales (Sparrow, Cicchetti, & Balla, 2008) and Child Behavior Checklist (Achenbach, 1991, 1992). Based on these measures and clinical observation, an Individualized Development Plan (IDP) has been designed for each child. A functional approach, rather than a diagnostic approach, has been applied in designing the IDPs, communicating them to the parents, and providing the children with relevant individual and group counselling and therapeutic services. Through illustration of this approach, we hope to stimulate further clinical and public discussion in the arenas of issues faced by children with SEN and their parents, as well as the perceived and projected advantages of early diagnosis and early intervention.
Developing an Expert and Reflexive Approach to Problem-Solving: The Place of Emotional Knowledge and Skills  [PDF]
Vanessa Hanin, Catherine Van Nieuwenhoven
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.92018
Abstract: Nowadays it is widely accepted that mathematics and, especially, problemsolving tasks, are particularly concerned by the issue of emotions. Yet, educational interventions designed to improve students’ problem-solving competence and performance still mainly focus on cognitive and metacognitive knowledge and skills. The main purpose of this study was to design and assess the benefit of a training program that promotes the development of not only cognitive but also emotional knowledge and skills. This benefit was assessed using four variables, namely, problem-solving performance, problem-solving competence, academic emotions and emotion regulation strategies. 428 fifth and sixth graders took part in the study, split into four conditions: 1) a “cognition” condition which received an intervention on an eight-step problemsolving process; 2) an “emotion” condition in which emotional knowledge and skills were developed through various activities; 3) an “emotion and cognition” condition overlapping the two previous ones, and 4) a “control” condition. The findings showed that the “emotion and cognition” condition and the “cognition” condition had equivalent cognitive efficiency. However, only the former reduced negative emotions, aroused the emergence of positive ones, promoted the use of adaptive emotion regulation strategies and discouraged the use of maladaptive ones. The practical implications for educational practices and possible avenues for further research are discussed.
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