[Effect of light therapy on the night sleep of children with sleep problems]. / Wirkung von Lichttherapie auf den Nachtschlaf von Kindern mit Schlafproblemen.

Effect of light therapy on the night sleep of children with sleep problems Abstract. Studies on the effect of light therapy on the nighttime sleep of adolescents revealed earlier sleep onset and longer sleep periods. The present study examines the corresponding effects in children. A group of 28 children (M = 10.0; SD = 1.65 years) with difficulties falling asleep and sleeping through the night received a light therapy device for home application. The effect was investigated by an A-B-A-B design with four measurement points. We detected significant, small- to medium-sized effects on the children's sleep-onset problems and ability to sleep through the night as well as mood. Sleep onset was reduced by approximately 10 minutes. The representativeness of the sample is limited, but the results largely correspond to the findings in adolescents. Because of the weekly switch between application and nonapplication, the true circadian effects might be underestimated. In principle, however, the effects found in adolescents appear to be transferable to children, though further research is necessary.

[Efficacy of variable light in child and adolescent psychiatry]. / Wirksamkeit von variablem Licht in der Kinder- und Jugendpsychiatrie.

Objective:  Studies regarding effects of light on children in regular schools show that variable light can be used to increase concentration capacity and decrease fidgetiness. These results suggest the application of specific lighting techniques in child and adolescent psychiatry to improve the conditions for therapeutic success.  Method:  The lighting programs "concentration" and "soothing" of the variable light were evaluated in a clinic for child and adolescent psychiatry based on an A-B-A-B design. Standard lighting was used as a control condition. In the setting of the clinic school the concentration capacity of n = 30 patients was examined by means of the d2-test and self-assessment was measured by questionnaires. A video-based method of optical analysis assessed the fidgetiness of n = 42 patients during discussions.  Results:  Concerning the concentration capacity this study showed significant medium effects for both main results of the d2-test for intervention conditions. Self-assessment showed a decrease of concentration and an increase of stress and tiredness for interventions conditions. Fidgetiness decreased significantly with a large effect size by using variable light. Conclusions:  The results provide first evidence that variable light can be used to optimize the conditions in child and adolescent psychiatry in order to support the therapeutic success.

Clowning as a supportive measure in paediatrics - a survey of clowns, parents and nursing staff.

BACKGROUND: Hospital clowns, also known as clown doctors, can help paediatric patients with the stress of a hospitalization and to circumvent the accompanying feelings of fear, helplessness and sadness, thus supporting the healing process. The objectives of the present study were to clarify the structural and procedural conditions of paediatric clowning in Germany and to document the evaluations of hospital clowns, parents and hospital staff. METHODS: A nationwide online survey of hospital clowns currently active in paediatric departments and an accompanying field evaluation in Hamburg hospitals with surveys of parents and hospital staff were conducted. In addition to items developed specifically for the study regarding general conditions, procedures, assessments of effects and attitudes, the Work Satisfaction Scale was used. The sample included n = 87 hospital clowns, 37 parents and 43 hospital staff members. RESULTS: The online survey showed that the hospital clowns are well-trained, motivated and generally satisfied with their work. By their own estimate, they primarily boost morale and promote imagination in the patients. However, hospital clowns also desire better interdisciplinary collaboration and financial security as well as more recognition of their work. The Hamburg field study confirmed the positive results of the clown survey. According to the data, a clown intervention boosts morale and reduces stress in the patients. Moreover, there are practically no side effects. Both parents and hospital staff stated that the patients as well as they themselves benefited from the intervention. CONCLUSIONS: The results match those of previous studies and give a very positive picture of hospital clowning, so that its routine use and expansion thereof can be recommended. Furthermore, the intervention should be subject to the rules of evidence-based medicine like other medical treatments.

[Evaluation of the Marburg Spelling Training (MRT) in 2nd- and 3rd-grade students with spelling difficulties]. / Evaluation des Marburger Rechtschreibtrainings an Zweit- und Drittklässlern mit Rechtschreibproblemen.

OBJECTIVE: Children with severe dyslexia are substantially impaired because reading and writing are key competencies necessary for a successful academic and occupational career. METHODS: In this evaluation study, a cohort of 2nd- and 3rd-grade students from a variety of Hamburg primary schools was trained with the Marburger Rechtschreibtraining (MRT) by supervised university graduates. The research questions focused on the feasibility of the MRT as a within-school training, the improvement of spelling and reading skills of the participants, subjective assessments of success, as well as potential predictors. Besides established performance tests, we also considered the subjective appraisals of parents, teachers, and coaches. RESULTS: The results demonstrate that standardized spelling training methods like the MRT can be consistently used during morning hours at schools. Within a year of starting MRT exercises, mean effect sizes in writing and reading were observed in performance tests using test norms. However, parent, teacher, and coach reports failed to replicate these improvements. Changes in writing performance were mainly associated with school class level; improvements in reading ability were dependent on initial writing performance. CONCLUSIONS: The results provide starting points for optimizing current training practices in elementary schools and for posing questions regarding the effectiveness of the MRT, as well as for training programs in general.

Applicability and efficacy of variable light in schools.

There is a range of reliable, empirical data on the effects of special lighting techniques on the performance of adults in the work environment in the literature. However, these studies have not adequately addressed the effects of lighting on school children in the classroom environment. In the present study, the effect of variable lighting (VL) i.e., lighting that is variable in illuminance and color temperature, was studied in the classroom using a variety of student performance and attitude measures. Two classrooms each in two separate schools were studied over a period of nine months; one class in each school served as an intervention group, and a parallel class in each school served as a control group. The effects of the individual VL programs were assessed using standardized test modules. The overall effect was measured using standardized surveys of students and teachers given at the beginning and the end of the project. The results showed that the students made fewer errors, particularly fewer errors of omission, on a standardized test of attention under the VL "Concentrate" program. Reading speed, as measured using standardized reading tests, rose significantly. Reading comprehension also improved, but this improvement was not statistically significant. In contrast, the achievement motivation of the students and the classroom atmosphere did not change over the nine-month period. Overall, the students and teachers rated VL positively and found it useful during lessons. These results are in line with previous research findings. Thus, VL represents an environmental factor that can be useful to optimize general learning conditions in schools in the future.