Association of Friendly School and Family Contexts and Reducing Health Risk Behaviors Among Adolescents: A Cross-National Study in Europe, North America, and China.

BACKGROUND: Social factors play an important role in adolescents' behaviors. This study aims to understand percentages of health risk behaviors across country in Europe, North America, and China; explore the associations between friendly school and family contexts and involvement for several health risk behaviors among adolescents. METHODS: Data derived from health behavior in school-aged children cross-sectional surveys and China Education Panel Survey in 2014-2015. Hierarchical generalized linear modeling was used to analyze data. RESULTS: The highest percentages of health risk behaviors including unhealthy diet, smoking or alcohol, screen-based sedentary behaviors, and violent behaviors across country ranged from 28.62% to 65.24%. National classmate friendliness was negatively associated with 5 out of 9 health risk behaviors prevalence rates in 41 countries (p < 0.05). Adolescents' perceived peer friendly and helpful were common protective factor for engaging in several health risk behaviors (p < 0.01). Individual family contexts were associated with 3 types of health risk behaviors involvement (p < 0.001). SCHOOL HEALTH POLICY IMPLICATIONS: Health risk behaviors among adolescents reducing was associated with the implementation of friendly school and family contexts, emphasizing the significance of the goals of embedding friendly adolescents, along with the home-school collaboration. CONCLUSIONS: Public health strategies should promote national climate of friendship and individual perceived friendly school contexts to reduce health risk behaviors.

Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification.

Environmental education, at least in northwest Spain, is often overlooked in the education system from infant schooling onwards and interventions are needed to raise the profile of this subject. The aim of this study was to examine the impact of a learning program designed for primary school students to broaden their ecological awareness and improve digital literacy using gamification tools. The research was developed using a qualitative approach, with data obtained from 156 subjects, including teachers, students and families. The results show that the children assimilated new habits on the better usage of water and electricity and recycling paper and plastic. Moreover, they acquired more efficient strategies for finding information online, by using apps and developing content with digital tools. Gaming dynamics and resources were the key to students' learning, with the tablet proving an essential tool for boosting motivation, interaction and problem solving.

Feasibility study of a family- and school-based intervention for child behavior problems in Nepal.

BACKGROUND: This study evaluates the feasibility, acceptability, and outcomes of a combined school- and family-based intervention, delivered by psychosocial counselors, for children with behavior problems in rural Nepal. METHODS: Forty-one children participated at baseline. Two students moved to another district, meaning 39 children, ages 6-15, participated at both baseline and follow-up. Pre-post evaluation was used to assess behavioral changes over a 4-month follow-up period (n = 39). The primary outcome measure was the Disruptive Behavior International Scale-Nepal version (DBIS-N). The secondary outcome scales included the Child Functional Impairment Scale and the Eyberg Child Behavior Inventory (ECBI). Twelve key informant interviews were conducted with community stakeholders, including teachers, parents, and community members, to assess stakeholders' perceptions of the intervention. RESULTS: The study found that children's behavior problems as assessed on the DBIS-N were significantly lower at follow-up (M = 13.0, SD = 6.4) than at baseline (M = 20.5, SD = 3.8), p < 0.001, CI [5.57, 9.35]. Similarly, children's ECBI Intensity scores were significantly lower at follow-up (M = 9.9, SD = 8.5) than at baseline (M = 14.8, SD = 7.7), p < 0.005, 95% CI [1.76, 8.14]. The intervention also significantly improved children's daily functioning. Parents and teachers involved in the intervention found it acceptable and feasible for delivery to their children and students. Parents and teachers reported improved behaviors among children and the implementation of new behavior management techniques both at home and in the classroom. CONCLUSIONS: Significant change in child outcome measures in this uncontrolled evaluation, alongside qualitative findings suggesting feasibility and acceptability, support moving toward a controlled trial to determine effectiveness.

Concepções educativas morais de professores / Teacher´s moral educational conceptions / Concepciones educativas morales de profesores

O objetivo desse artigo é apresentar, comparando dois estudos empíricos, um mapeamento das concepções morais de educação de professores quanto à quatro construtos: obediência, respeito, justiça e autonomia, fundamentados na teoria de Jean Piaget. Participaram do primeiro estudo 164 pais/mães profissionais da educação e no segundo 18 professoras. Em ambos os estudos foi utilizado um conjunto com 11 afirmativas inspiradas na Escala de Concepções Educativas Morais. Os resultados do primeiro estudo demonstraram uma considerável diferenciação entre o juízo e a ação moral dos educadores. No segundo estudo, as respostas foram mais comedidas que as encontradas no primeiro estudo. Com base nos resultados considera-se necessário continuar investigando comparativamente a família e escola como contextos de desenvolvimento e educação moral

The aim of this paper is to present, comparing two empirical studies, a mapping of the moral conceptions of adolescents' teacher education, regarding four constructs: obedience, respect, fairness and autonomy, based on the Theory of Moral Judgment of Jean Piaget. 164 educators fathers/mothers participated of the first study and 18 educators participated of the second study. We used a set of 11 items inspired by Scale of Moral Educational Conceptions. The first study`s results showed a considerable difference between judgment and moral action of educators. For the second study the results show more restrained responses than those found in the first study. Results showed the importance to continue investigating comparatively the families and schools as context of development and moral education

El objetivo de este artículo es presentar, comparando dos estudios, un mapeo de las concepciones morales de la formación del profesorado, cuanto a cuatro factores: obediencia, respeto, justicia y autonomía, con base en la Teoría de Jean Piaget. Participaron en el primer estudio 164 padres/madres profesionales de la educación y en el segundo 18 profesoras. En ambos estudios se utilizó un conjunto de 11 afirmaciones inspiradas en la Escala de Concepciones Educativas Morales, pero en la segunda escala fue adaptada a la relación profesor-alumno y respuestas justificadas. Los resultados del primer estudio mostraron una diferencia significativa entre el juicio y la acción moral de los educadores. En el segundo estudio, las respuestas fueron más mesuradas que las que se encuentran en el primer estudio. Basándose en los resultados es importante seguir investigando comparativamente la familia y la escuela como contextos de desarrollo y educación moral

Promotion of family-friendliness at the Medical Faculty of Freiburg - taking stock of study participation.

The survey on family-friendly study organisation in medical schools conducted by the University Hospital in Ulm has identified a need for improvement in various respects in Freiburg. Due to the specific structure of medical school and the high amount of mandatory lectures, students with children face serious problems in balancing family life and their studies at the same time. On the other hand, the freer, modular structure of the clinical curriculum in Freiburg has been mainly rated as positive by the interviewees. In order to improve the situation of students with children, the interviewees favour a more flexible curriculum in general as well as an increase in information and advice services offered by the faculty. In the first place, the results of the study encourage us to maintain the modular structure in the final two clinical years in Freiburg in view of current curriculum developments. Additionally, we aim to offer targeted support to students with children. Furthermore, a wider range of e-learning supported lectures is to help students manage their studies with childcare and family obligations.