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The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting / Acadia W. BURO in Research in Autism Spectrum Disorders, 91 (March 2022)
[article]
Titre : The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting Type de document : Texte imprimé et/ou numérique Auteurs : Acadia W. BURO, Auteur ; Heewon L. GRAY, Auteur ; Russell S. KIRBY, Auteur ; Jennifer MARSHALL, Auteur ; Whitney VAN ARSDALE, Auteur Année de publication : 2022 Article en page(s) : 101912 Langues : Anglais (eng) Mots-clés : Nutrition Adolescents Autism Spectrum Disorder Feasibility studies School intervention Index. décimale : PER Périodiques Résumé : Background Adolescents with autism spectrum disorder (ASD) may consume fewer types of foods overall and consume more processed foods than their typically developing peers. This study aimed to collect formative data to develop an eight-week school-based nutrition intervention for adolescents with ASD (Phase I) and to examine the feasibility and acceptability of the intervention in a school setting (Phase II). Method Focus groups, interviews, surveys, and feasibility testing of outcome measures (dietary intake, psychosocial determinants, height, weight) were conducted. Eleven adolescents and nine parents participated in formative focus groups and interviews, and twelve adolescents participated in a subsequent pilot intervention of BALANCE (Bringing Adolescent Learners with Autism Nutrition and Culinary Education). Lessons included group-based activities and tasting sessions and lasted 45?50-min. Descriptive statistics and thematic analysis were conducted. Results Adolescents and parents discussed the importance of having social modeling, visual cues, and student-led initiatives in a nutrition intervention. BALANCE lessons were administered with 100 % adherence, high quality, and 100 % exposure. On average, 11 students attended the intervention lessons (ranged 10–12). Participants reported that the intervention was acceptable; sensory exposure was an important component. Conclusions Instrument feasibility varied by age and social communication skill level, suggesting that measures should be carefully selected. The BALANCE intervention was feasible to implement and acceptable to adolescents with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101912[article] The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting [Texte imprimé et/ou numérique] / Acadia W. BURO, Auteur ; Heewon L. GRAY, Auteur ; Russell S. KIRBY, Auteur ; Jennifer MARSHALL, Auteur ; Whitney VAN ARSDALE, Auteur . - 2022 . - 101912.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101912
Mots-clés : Nutrition Adolescents Autism Spectrum Disorder Feasibility studies School intervention Index. décimale : PER Périodiques Résumé : Background Adolescents with autism spectrum disorder (ASD) may consume fewer types of foods overall and consume more processed foods than their typically developing peers. This study aimed to collect formative data to develop an eight-week school-based nutrition intervention for adolescents with ASD (Phase I) and to examine the feasibility and acceptability of the intervention in a school setting (Phase II). Method Focus groups, interviews, surveys, and feasibility testing of outcome measures (dietary intake, psychosocial determinants, height, weight) were conducted. Eleven adolescents and nine parents participated in formative focus groups and interviews, and twelve adolescents participated in a subsequent pilot intervention of BALANCE (Bringing Adolescent Learners with Autism Nutrition and Culinary Education). Lessons included group-based activities and tasting sessions and lasted 45?50-min. Descriptive statistics and thematic analysis were conducted. Results Adolescents and parents discussed the importance of having social modeling, visual cues, and student-led initiatives in a nutrition intervention. BALANCE lessons were administered with 100 % adherence, high quality, and 100 % exposure. On average, 11 students attended the intervention lessons (ranged 10–12). Participants reported that the intervention was acceptable; sensory exposure was an important component. Conclusions Instrument feasibility varied by age and social communication skill level, suggesting that measures should be carefully selected. The BALANCE intervention was feasible to implement and acceptable to adolescents with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms / Carolina GUZMAN-HOLST in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)
[article]
Titre : Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms Type de document : Texte imprimé et/ou numérique Auteurs : Carolina GUZMAN-HOLST, Auteur ; Mirela ZANEVA, Auteur ; Chloe CHESSELL, Auteur ; Cathy CRESWELL, Auteur ; Lucy BOWES, Auteur Article en page(s) : p.1454-1465 Langues : Anglais (eng) Mots-clés : Child Adolescent Humans Anxiety/prevention & control Mental Health Bullying/prevention & control Crime Victims Peer Group School intervention adolescents antibullying anxiety children depression internalizing Index. décimale : PER Périodiques Résumé : BACKGROUND: Effective antibullying interventions may reduce the impact of bullying on young people's mental health. Nevertheless, little is known about their effectiveness in reducing internalizing symptoms such as anxiety or depression, and what factors may influence intervention effects. The aim of this systematic review, meta-analysis, and metaregression is to assess the effects of school-based antibullying interventions on children's and adolescent's internalizing symptoms. The secondary aims are to explore potential moderators, intervention components, and reductions in bullying as mediators of intervention effects on internalizing symptoms. METHODS: We searched nine databases: PsycINFO, Web of Science, ERIC, SCOPUS, CINAHL, Medline, Embase, ProQuest, and Cochrane Library, and performed an author search of included studies in English from January 1983 to April 2021. We included studies that evaluated school-based antibullying interventions using controlled designs and reporting on both bullying and internalizing outcomes. Random-effects and metaregression models were used to derive Hedges g values with pooled 95% CIs as estimates of effect size and to test associations between moderator variables and effect size estimates. Path analysis was used to test potential mediation using effect size measures of victimization, perpetration, and internalizing outcomes. Quality and risk of bias were assessed using Cochrane collaboration tools. RESULTS: This review included 22 studies with 58,091 participants in the meta-analysis. Antibullying interventions had a very small effect in reducing overall internalizing symptoms (ES, 0.06; 95% CI, 0.0284 to 0.1005), anxiety (ES, 0.08; 95% CI, 0.011 to 0.158), and depression (ES, 0.06; 95% CI, 0.014 to 0.107) at postintervention. The reduction in internalizing symptoms did not vary significantly across geographic location, grade level, program duration, and intensity. The intervention component 'working with peers' was associated with a significant reduction, and 'using CBT techniques' was associated with a significant increase in internalizing outcomes. Bullying victimization and perpetration did not mediate the relationship between intervention condition and internalizing outcomes. CONCLUSIONS: Antibullying interventions have a small impact on reducing internalizing symptoms. Ongoing development of antibullying interventions should address how best to maximize their impact on internalizing symptoms to safeguard young people from the damaging mental health outcomes of bullying. En ligne : http://dx.doi.org/10.1111/jcpp.13620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1454-1465[article] Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms [Texte imprimé et/ou numérique] / Carolina GUZMAN-HOLST, Auteur ; Mirela ZANEVA, Auteur ; Chloe CHESSELL, Auteur ; Cathy CRESWELL, Auteur ; Lucy BOWES, Auteur . - p.1454-1465.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1454-1465
Mots-clés : Child Adolescent Humans Anxiety/prevention & control Mental Health Bullying/prevention & control Crime Victims Peer Group School intervention adolescents antibullying anxiety children depression internalizing Index. décimale : PER Périodiques Résumé : BACKGROUND: Effective antibullying interventions may reduce the impact of bullying on young people's mental health. Nevertheless, little is known about their effectiveness in reducing internalizing symptoms such as anxiety or depression, and what factors may influence intervention effects. The aim of this systematic review, meta-analysis, and metaregression is to assess the effects of school-based antibullying interventions on children's and adolescent's internalizing symptoms. The secondary aims are to explore potential moderators, intervention components, and reductions in bullying as mediators of intervention effects on internalizing symptoms. METHODS: We searched nine databases: PsycINFO, Web of Science, ERIC, SCOPUS, CINAHL, Medline, Embase, ProQuest, and Cochrane Library, and performed an author search of included studies in English from January 1983 to April 2021. We included studies that evaluated school-based antibullying interventions using controlled designs and reporting on both bullying and internalizing outcomes. Random-effects and metaregression models were used to derive Hedges g values with pooled 95% CIs as estimates of effect size and to test associations between moderator variables and effect size estimates. Path analysis was used to test potential mediation using effect size measures of victimization, perpetration, and internalizing outcomes. Quality and risk of bias were assessed using Cochrane collaboration tools. RESULTS: This review included 22 studies with 58,091 participants in the meta-analysis. Antibullying interventions had a very small effect in reducing overall internalizing symptoms (ES, 0.06; 95% CI, 0.0284 to 0.1005), anxiety (ES, 0.08; 95% CI, 0.011 to 0.158), and depression (ES, 0.06; 95% CI, 0.014 to 0.107) at postintervention. The reduction in internalizing symptoms did not vary significantly across geographic location, grade level, program duration, and intensity. The intervention component 'working with peers' was associated with a significant reduction, and 'using CBT techniques' was associated with a significant increase in internalizing outcomes. Bullying victimization and perpetration did not mediate the relationship between intervention condition and internalizing outcomes. CONCLUSIONS: Antibullying interventions have a small impact on reducing internalizing symptoms. Ongoing development of antibullying interventions should address how best to maximize their impact on internalizing symptoms to safeguard young people from the damaging mental health outcomes of bullying. En ligne : http://dx.doi.org/10.1111/jcpp.13620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490