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Biomedical subjects

L J Kolbe

Publications and source records attributed to L J Kolbe.

At least 55 records · Page 3Linked to original sources
PubMed1991

HIV-related knowledge, beliefs, and behaviors among high school students in the United States: results from a national survey.

The Secondary School Student Health Risk Survey measured the prevalence of sexual intercourse and illegal drug injection among a national probability sample of U.S. high school students and assessed their HIV-related knowledge and beliefs. Ninety-nine (81%) of the 122 selected schools and 8,098 (83%) of the eligible students participated. Nearly all high school students knew the major modes of HIV transmission. Three percent reported injecting illegal drugs, and 1% reported sharing needles used to inject drugs. In addition, 59% of students reported having sexual intercourse and, of students who reported having sexual intercourse, 40% reported having four or more sexual partners. HIV-related knowledge, beliefs, and behaviors among high school students suggest the need for school-based HIV education programs that help young people acquire the knowledge and skills to adopt and maintain behaviors that reduce risk of HIV infection and other related health problems.

Adolescent↗
PubMed1991

HIV instruction, HIV knowledge, and drug injection among high school students in the United States.

BACKGROUND: The prevalence of HIV-related behaviors and determinants of these behaviors among adolescents in the United States have not been well studied. METHODS: To determine the prevalence of HIV-related drug behaviors and to assess the effects of HIV-related school-based instruction and HIV knowledge on these behaviors, data were analyzed from a 39-item, self-administered questionnaire completed by a probability sample of all students in grades 9 through 12 in the United States. RESULTS: Usable responses were obtained from 8098 students. Of these, 2.7% (95% confidence interval [CI] = 2.3-3.2) and 1.7% (95% CI = 1.3-2.1) reported injecting illicit drugs ever and during the past year, respectively. Corresponding prevalences of needle sharing were 0.8% (95% CI = 0.5-1.1) and 0.5% (95% CI = 0.3-0.7). Regression analysis revealed that students with higher knowledge scores were less likely and males more likely to have ever injected drugs. HIV knowledge was similarly associated with other outcome measures of drug-injection behavior. Although HIV instruction did not directly influence drug-injection behavior independently of demographic characteristics, it was positively associated with HIV knowledge. CONCLUSIONS: While these results do not establish a causal relationship, they suggest that HIV knowledge and school-based instruction may play a role in maintaining low levels of drug-injection behavior among high school students.

Adolescent↗
PubMed1989

Establishing a system of complementary school-based surveys to annually assess HIV-related knowledge, beliefs, and behaviors among adolescents.

The Division of Adolescent and School Health, Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control has responsibility for assisting national, state, and local education agencies to provide effective HIV education for youth. In fall 1987, 14 state and 9 local education agencies that serve areas with the highest cumulative incidence of AIDS cases convened to develop a common set of data items that could provide comparable information about HIV-related knowledge, beliefs, and behaviors among adolescents in their respective jurisdictions over time. Surveys were administered during spring 1988 to representative samples of adolescents in each participating state and city. These education agencies will use the results from this complementary system of school-based surveys as a guide in planning HIV education, setting program priorities, allocating resources, and monitoring changes in HIV-related knowledge, beliefs, and behaviors among adolescents.

Acquired Immunodeficiency Syndrome↗
PubMed1988

AIDS education.

Explore the source record for details and available documents.

Acquired Immunodeficiency Syndrome↗
PubMed1988

Health promotion: integrating organizational change and student learning strategies.

The background and conceptual support for a model for planned change in schools are presented to facilitate the adoption, implementation, and maintenance of health promotion innovations. The model proposes four phases of change: (1) institutional commitment, (2) alterations in policies and practices, (3) alterations in roles and actions of staff, and (4) student learning activities. The model can be applied to influence organizational change in multiple components of the school health program to predispose, enable, and reinforce student health behavior.

Health Behavior↗
PubMed1987

School promotion of healthful diet and exercise behavior: an integration of organizational change and social learning theory interventions.

In the Go For Health project, interventions based on organizational change and social learning theory facilitate changes in diet and exercise behavior by elementary school children. Baseline data documented the need for behavior change. Based on chemical analyses, average per meal amounts of total fat and sodium were higher than national recommendations: total fat was 29.3% higher than U.S. Dietary Goals; sodium was 107.4% greater than recommended levels. Observations of students in physical education class revealed children moved through space 50.1% of the time and moved continuously an average of 2.2 minutes per class period. These findings suggest the need for policy and practice changes in the school environment to enable children to engage in more healthful diet and exercise behavior.

Attitude to Health↗
PubMed1985

Avoiding type III errors in health education program evaluations: a case study.

Monitoring the implementation of a program being evaluated can improve the interpretability of data collected and help evaluators to avoid committing a Type III error: evaluating a program that has not been adequately implemented. This article describes an evaluation that analyzed the implementation of a school health education curriculum, assessed cognitive learning outcomes attributable to the curriculum, and examined the relationship between classroom implementation and changes in students' knowledge. Five fifth-grade classes (n = 101) participated in the curriculum, and five classes (n = 84) served as a comparison group. Data collection procedures involved a pretest and posttest of all students' health-related knowledge, daily monitoring of classroom implementation by the five teachers participating, and questionnaires completed by principals and teachers. Analysis methods included descriptive statistics, parametric and nonparametric tests of significance, and qualitative assessment procedures. Results indicated that the curriculum had a positive effect on learning in students; curriculum implementation varied considerably among the five classes participating; teaching/learning activities that were most and least likely to be implemented could be identified and described; both teachers and principals perceived the program favorably; some health instruction was occurring in the comparison classes, so it was not appropriate to consider them as pure controls; and no statistically significant relationship between curriculum implementation and cognitive outcomes was observed. This study provides evidence of the need for and value of measuring implementation of programs being evaluated. Implications for developing implementation measures and the role of formative evaluation in health education practice are considered.

Curriculum↗
PubMed1984

The role of school health education in preventing heart, lung, and blood diseases.

The scope and dynamics of heart, lung, and blood diseases in the United States are reviewed and the need for research about the primary prevention of these conditions among large populations of children and youth is explained. Ways in which school health education could contribute to the primary prevention of these diseases are delineated; risk factors and social issues that might be addressed by the nation's schools are identified. A brief review of educational efforts to discourage adolescent cigarette smoking during the last 30 years illustrates some of the problems and opportunities presented by school health education research.

Adolescent↗
PubMed1983

Evolution of the national disease prevention and health promotion strategy: establishing a role for the schools.

The history and evolution, during the past decade, of the national disease prevention and health promotion strategy is recounted, culminating with a description of the national prevention objectives. Objectives that directly could be attained by: (1) school health education; (2) school health services; (3) efforts to ensure healthy school environments; and (4) school physical education programs are delineated, as are objectives that could be influenced in important ways by school health programs. The nation's schools could contribute significantly and measurably toward improving the health of all Americans, if school health professionals, individually as well as within their various organizations, could seize and create opportunities to work with other health and educational professionals, and the public, to impel and enable schools to attain relevant national prevention objectives.

Adolescent↗
PubMed1983

Integrating school of community efforts to promote health: strategies, policies, and methods.

The purposeful integration of school and community efforts indeed may be the critical element in a formula to promote the health of school-aged children and youth. Obviously there are numerous strategies, policies, and methods to functionally integrate school and community activities. As concluded by the Director of the U.S. Office of Maternal and Child Health in a paper on "New Policies in School Health": What is required, then, are not new policies in school health, but, a reaffirmation and implementation of policies that have been with us for many years.

Adolescent↗
PubMed1981

Implementing comprehensive health education: educational innovations and social change.

The effectiveness of health education is ultimately determined by whether it is implemented, and how it is implemented. Although a given health education innovation may be designed and experimentally assessed to promote well-being with some measure of effectiveness and efficiency, the actual impact of the innovation will depend upon the manner in which it is disseminated, initiated, and maintained. The implementation of health education programs in schools or elsewhere is a function of the types of innovations available, certain characteristics of those innovations that influence their use, and the manner in which the innovations are brought into practice. This paper has been prepared to review, synthesize, and apply current and relevant information about educational innovations and social change to provide a conceptual base for the design, execution, and analysis of efforts to implement health education in schools. The American system of public and private schools could be an agent vitally important to the realization of a second public health revolution. Indeed, in a democratic society, the implementation of health education in schools seems a condition necessary for such a revolution. By analyzing and learning from our own health education efforts, as well as the efforts of those experienced with implementing other types of educational innovations in schools, we might ensure that future populations are informed sufficiently about factors that influence their health and well-being.

Adolescent↗
PubMed1980

The school health curriculum project: its theory, practice, and measurement experience.

The School Health Curriculum Project (SHCP), initiated over a decade ago to provide a health education curriculum package for elementary students, has been widely and variously evaluated. In analyzing studies designed to assess the effectiveness of the SHCP, it was recognized that the measured impact of this project (or any health education intervention) would derive from the adequacy of the theory upon which the program is based, the adequacy of its implementation, and the adequacy of its measurement. Hence, an examination of the theoretical base of the SHCP and its variance in practice was conducted. In addition, a metaevaluation of 24 studies designed to access the effectiveness of the SHCP was completed. Results suggest that the project is effective in influencing health-related knowledge and attitudes. A rationale for future evaluation efforts in school health education is subsequently outlined.

Curriculum↗