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PubMedDate not supplied

The effects of regular moderate to vigorous physical activity on student outcomes: a review.

Studies on the effects of regular (three to five times per week) periods of moderate to vigorous physical activity (MVPA) on the health, academic performance, attitudes and classroom behaviour of children at school are reviewed. Conclusions from the literature provide a basis for enhancement of school-based physical education programs that are currently considered to lack sufficient intensity, duration and frequency to benefit the children involved. The review not only confirms the value of and need for inclusion of MVPA in physical education programs but also shows the feasibility of doing so, to the advantage of both students and teachers.

Child↗
PubMedDate not supplied

Psychosocial correlates of alcohol, tobacco and cannabis use amongst secondary school students in Ilorin, Nigeria.

The psychosocial correlates of alcohol, cigarette and cannabis use were examined in a population of secondary school students in Ilorin, Nigeria, using a 117-items substance use questionnaire. Current alcohol use was found to be significantly associated with urban location of schools, self-reported study difficulty, self-reported poor mental health and having fathers who are highly skilled professionals. Current cigarette use was found to be positively correlated with rural location of school, male sex, older age group and self-reported poor mental health. Lifetime cannabis use was found to be significantly associated with male sex, self-rated poor academic performance and self-reported poor mental health. Perceived availability of alcohol, cigarette and cannabis by the respondents was found to be related to the rate of use of these drugs while perceived harmfulness did not appear to serve as a sufficient deterrent against substance use in the student population. These findings indicate the need for preventive strategies that emphasize school based drug education programmes, parent and teacher education, and national health policies that control availability and accessibility to these substances by Nigerian youths.

Adolescent↗
PubMed1994

[Child physical punishment: opinions of the children from 2 schools].

To measure the proportion, reasons and frequency of battering and punishment, we surveyed seventh and eight grade children coming from a low and middle income area, state funded school (n = 84) and from a payed, private and catholic school (n = 98). Of children coming from the payed school, 67% lived with both parents and battering was more intensely rejected, compared to 85% of children coming from the state funded school. The most frequent type of punishments were admotions and restrictions; limb pulling and shaking at the payed school whereas hand and belt battering at the state funded school were the most frequent types of physical punishment. Eighty six percent of children coming from the state funded school and 54% coming from the payed school admitted having been battered. The mother was the leading user of battering for 87% of children at the state funded school and for 77% of children at the payed school; the figures for the father were 36 and 68% respectively. Lack of academical performance, defiance and running away from home were the principal justifications for punishment at the state funded school; defiance and sexual relations were so at the payed school. It is concluded that the frequency of battering is related to the social environment and that its eradication is difficult since 26% of children considered it as an acceptable rearing method.

Adolescent↗
PubMed1975

Effect of long-term treatment of hyperactive children with methylphenidate.

SUMMARY: Three groups of hyperactive children were compared by various measures of outcome 5 years after initial evaluation: 24 who were treated with methylphenidate for 3 to 5 years during the follow-up period, 22 treated with chlorpromazine for 18 months to 5 years, and 20 who had received no medication during the follow-up period. The three groups were matched with respect to age, IQ, socioeconomic class and sex. No statistically significant differences were found between the three groups on the following measures of outcome: emotional adjustment, delinquency, Wechsler Intelligence Scale for Children, Bender Gestalt visual-motor test and academic performance (as measured by number of grades failed). Initially there was a significant difference between the three groups on ratings of hyperactivity and family diagnosis. Hyperactivity scores decreased significantly over the 5 years; family diagnosis ratings changed little. Analysis of covariance for these two measures showed no difference in degree of improvement between the three groups. Our impression was that methylphenidate was helpful in making hyperactive children more manageable at home and at school, but did not significantly affect their outcome after 5 years of treatment.

Child↗
PubMed1994

Cognitive effects of Lyme disease in children.

OBJECTIVE: To measure possible cognitive sequelae of Lyme disease (LD) within a pediatric population. DESIGN: Prospective, blinded, controlled study of cognitive skills in children who had been treated for LD. SETTING: A children's hospital in an area endemic for LD. PATIENTS: Forty-one children with strictly defined LD were compared with 14 control children who had subacute rheumatological diseases, and with 23 healthy sibling controls. OUTCOME MEASURES: Neuropsychologic measures were administered to each child to assess the following cognitive areas: IQ information processing speed, fine-motor dexterity, novel-problem solving and executive functioning, short-term and intermediate memory, and the ability to acquire new learning. Predisease and postdisease academic achievement test scores were also gathered. Impressions from parents concerning the disease's subsequent impact were also obtained. RESULTS: No differences between LD and control groups were found for any of the numerous neuropsychologic measures. Analyses also failed to show differences between LD patients grouped with respect to the presence or absence of known neurologic involvement, disease stage, duration of symptoms before therapy, or type of antibiotic treatment. No predisease versus post-disease difference in academic performance was found. No perceived long-term deterioration in cognitive, social, or personality areas was reported by parents. CONCLUSION: Children appropriately treated for LD have an excellent prognosis for unimpaired cognitive functioning.

Achievement↗
PubMedDate not supplied

Substance misuse in the young.

Many young people experiment with alcohol and drugs and a small minority meet the criteria for substance dependency. Yet substance misuse may be overlooked in children presenting with behavioural problems, difficulties at school and associated poor academic performance. This article considers the implications for management and prevention.

Adolescent↗
PubMed1993

Bringing comprehensive health education to the New York City Public Schools: a private-public success story.

The New York Academy of Medicine has pioneered a far-sighted effort which successfully introduced two model health education curricula into the New York City Public Schools at both the elementary and middle school levels. The curriculums for kindergarten through sixth grades, Growing Healthy, are currently being used in 525 of New York's 625 elementary schools, and the curriculum for seventh and eighth grades, Being Healthy, is in place in 60 of 200 junior high schools. These curricula offer a comprehensive approach to health education that promotes emotional well-being as well as physical health by improving health behaviors, attitudes, and academic performance of students through hands-on and interactive activities which develop decision-making skills and the ability to make healthful choices. The program has met with ongoing success and expanding influence, as the result of several important factors. First, the New York Academy of Medicine took a leadership role in supporting a venture outside its own walls and became an active advocate for comprehensive health education in the public schools. The Academy's standing as a prestigious yet independent medical association brought influence to the organizing efforts and contributed the credibility needed to get the program off the ground. Second, the Division of Student Support Services of the New York City Public Schools gave strong acceptance and cooperation leading to ongoing financial support and institutionalization of the program. Added to that is the enthusiasm of teachers, administrators, and other in-school personnel who have made the lessons of Growing Healthy and Being Healthy meaningful by reaching hundreds of thousands of students across New York City. Another important factor is the oversight and longevity which has been provided by the unusual gathering of doctors, educators, public health specialists, funders, and city administrators who created an effective private-public coalition 15 years ago and have remained committed to working together. Last through its ongoing efforts, the Academy's Office of School Health Programs has stayed at the forefront of developments in health education. By continuing to evaluate their activities and by constantly integrating new materials into the existing curricular framework, they have demonstrated that a comprehensive health education program can be both meaningful to children and responsive to community needs by reflecting current public health issues and concerns.

Child↗
PubMed1994

Correlations of family medicine clerkship evaluations with scores on standard measures of academic achievement.

BACKGROUND: The family medicine clerkship at the University of Arizona uses three methods to evaluate students. The purpose of this study is to 1) look for possible sources of bias in each method, 2) validate the evaluation methods by correlating with other measures of academic achievement, and 3) measure the amount of correlation between the three evaluation methods. METHODS: The three clerkship evaluation methods include a final exam, clinical evaluations, and problem-solving scores. The clerkship evaluations received by 482 students were correlated with undergraduate grade point averages, MCAT scores, National Board of Medical Examiners parts I and II subtests and total scores, gender, age, race, college major, and timing of the clerkship. RESULTS: Females and older students scored higher on problem solving and minority students scored lower on the final exam. Students in the second half of the year scored higher on the final exam. There were significant correlations found between the final exam score and all the scores on standard measures of academic performance except the MCAT quantitative subtest. Problem-solving scores correlated only with NBME part II. The clinical evaluations correlated with five NBME part I subtest scores, three NBME part II subtest scores, and both parts I and II total scores. All three evaluation methods correlated significantly with each other. CONCLUSIONS: These analyses highlight the need to examine all evaluation methods used in order to improve their validity and reliability and to find potential biases. In addition, more work is needed to document the predictive validity of clerkship evaluations by correlating them with future clinical performance.

Age Factors↗
PubMedDate not supplied

Clinical efficacy of methylphenidate in children and adolescents.

The efficacy of methylphenidate (MTP) is amply documented for children with ADHD. In addition to modifying the central features of the disorder, inattention, impulsive behavior and excessive motor activity, the medication has been shown also to improve social behavior with peers and adults, as well as academic performance. The concerns that these benefits may not extend beyond the period of active intervention, and that treatment efficacy in only partial in some children, has led to the development of other, psychosocial interventions. Behavioral treatment by itself is ineffective, but contributes significantly to clinical change in children who derive incomplete gains from MTP alone. Cognitive training has not been shown to have therapeutic impact either as a single treatment, or as an adjunct to MTP. Clinical indications for MTP extend to children and adolescents with Conduct disorders. Treatment affects antisocial behavior regardless of the concurrent presence of hyperactivity symptomatology. Extended treatment with MTP alone is difficult to implement in older children due to lack of cooperation. MTP has been shown to be safe. Deceleration of growth velocity is the only identified long-term side effect. It occurs after more than one year of treatment at greater than low doses. It appears completely reversible with treatment cessation prior to the adolescent growth spurt. Efficacy in Attention Deficit-Hyperactivity Disorder (ADHD) is especially well demonstrated in preadolescents, with only sparse evidence for efficacy in adolescents.

Adolescent↗
PubMed1996

A multiperspective comparison of peer sociometric status groups in childhood and adolescence.

This study explores the sociometric status group differences in psychosocial adjustment and academic performance in various domains using multiple sources of information (teacher-, peer-, self-ratings, achievement data) and 2 age groups (elementary and secondary school students) in a different educational and cultural context. Gender differences in the profiles of the sociometric groups were also examined. The sample consisted of 1,041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. Findings extended previous descriptions of rejected, neglected, and controversial groups based on the perceptions of all raters. Gender and age differences were found in the profiles of rejected and controversial groups, which were markedly distinguished from the other groups based on all data sets. Neglected children at both age levels were differentiated to a weaker degree.

Achievement↗
PubMed1996

Similarity of risk and protective behaviors among African-American pre- and early adolescent members of naturally occurring friendship groups.

To determine whether self-reported risk and protective behaviors, expectations, and attitudes are more similar among African-American early adolescents within a community-based friendship group than across groups, a cross-sectional study was conducted among 382 African-American youth 9 through 15 years of age forming 76 community-based groups of 3 through 10 same-gender friends. Each member of the friendship group reported his/her own past involvement in nine risk behaviors (sexual intercourse, substance abuse, drug-trafficking, and other delinquent activities) and two protective behaviors (high academic performance and regular church attendance) and their expectations and feelings regarding several of these behaviors. Intraclass correlation coefficients were calculated overall and by gender and age. Members were generally more similar within friendship groups than across groups with regard to several risk behaviors and expectations including sexual intercourse and drug-trafficking. Particularly striking was the similarity among members of "junior" friendship groups (e.g., median age of youth < 11 years) of both risk and protective behaviors and expectations. The finding of enhanced similarity of risk behaviors and expectations among members within groups suggests that intervention delivery through community-based friendship groups may be a useful approach for risk prevention efforts targeting pre-adolescent African-American youth living in low-income settings.

Achievement↗
PubMed1997

Evaluation and management of attention-deficit hyperactivity disorder.

Attention-deficit hyperactivity disorder is the most common pediatric psychiatric disorder, involving one of every 20 children. It is often a disabling condition and is frequently accompanied by high levels of frustration and comorbidity. Diagnosis of attention-deficit hyperactivity disorder requires a detailed history from the family and use of rating scales to collect observations from two or more settings. Effective treatment, including behavior management, appropriate educational placement and stimulant medication, will improve academic performance and behavior in most patients. Armed with an organized approach and a broad general knowledge of stimulant therapy, the family physician can effectively evaluate and coordinate the initial therapy for many of these troubled children within the office setting. Children in whom initial management fails or for whom the diagnosis is unclear or complicated should be referred to appropriate mental health professionals.

Attention Deficit Disorder with Hyperactivity↗
PubMed1996

[Comparative study of school integration of suicidal adolescents and of non-suicidal victims of parents' neglect].

This research analyzes school integration of a sample of 150 adolescents lacking parental attention. A group of 78 suicidal students is compared to a group of 72 non-suicidals. Students are 14 to 17 years old and are recruited in six schools of the Montreal region. Suicidal adolescents do not experience more problems of discipline, absenteeism, academic performance or relationship with their peers than non suicidal adolescents. However they appear less motivated in school than non suicidal adolescents being more frequently late in class. They also participate less in extracurricular activities offered by the school and experience more conflicts with the school's adults than non-suicidals. Moreover, suicidal adolescents have more characteristics related to dropping out than non suicidals. Finally, the differences observed regarding school integration highlight some signs of vulnerability associated with suicidal behaviour during adolescence when they lack parental attention.

Adolescent↗
PubMed1997

Effectiveness of a violence prevention curriculum among children in elementary school. A randomized controlled trial.

OBJECTIVE: To determine if a commonly used violence prevention curriculum, Second Step: A Violence Prevention Curriculum, leads to a reduction in aggressive behavior and an increase in prosocial behavior among elementary school students. DESIGN: Randomized controlled trial. SETTING: Urban and suburban elementary schools in the state of Washington. PARTICIPANTS: Six matched pairs of schools with 790 second-grade and third-grade students. The students were 53% male and 79% white. INTERVENTION: The curriculum uses 30 specific lessons to teach social skills related to anger management, impulse control, and empathy. MAIN OUTCOME MEASURES: Aggressive and prosocial behavior changes were measured 2 weeks and 6 months after participation in the curriculum by parent and teacher reports (Achenbach Child Behavior Checklist and Teacher Report Form, the School Social Behavior Scale, and the Parent-Child Rating Scale) and by observation of a random subsample of 588 students in the classroom and playground/cafeteria settings. RESULTS: After adjusting for sex, age, socioeconomic status, race, academic performance, household size, and class size, change scores did not differ significantly between the intervention and control schools for any of the parent-reported or teacher-reported behavior scales. However, the behavior observations did reveal an overall decrease 2 weeks after the curriculum in physical aggression (P=.03) and an increase in neutral/prosocial behavior (P=.04) in the intervention group compared with the control group. Most effects persisted 6 months later. CONCLUSIONS: The Second Step violence prevention curriculum appears to lead to a moderate observed decrease in physically aggressive behavior and an increase in neutral and prosocial behavior in school.

Aggression↗
PubMed1997

Assessment of preclinical problem-based learning versus lecture-based learning.

Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.

Attitude↗
PubMed1997

Description of an outpatient psychiatric population in a youthful offender's prison.

Prisons are receiving increased numbers of inmates with mental and emotional problems. This study describes some of the characteristics and treatment of such an outpatient population. It was determined that a typical patient is a white male, 19 years old, of average intelligence, with a sporadic work record and poor academic performance, who quits high school in his freshman year. He has a history of substance abuse and is likely to have a multidrug habit. He is likely to have had a traumatic childhood and had psychiatric treatment as a child or young adolescent, as well as having attended special classes in school and counseling for drug abuse. The great majority of patients were diagnosed as having either mood, adjustment, or psychotic disorders. All were treated with a psychotropic medication and case management and also with some type of accepted individual and/or group counseling. In this population, there is a high incidence of expression of aggression requiring medication and counseling with the patient's permission. Patients responded well to treatment, but usually requested to discontinue treatment when symptoms diminished. However, approximately half of them returned for medication when symptoms recurred.

Adolescent↗
PubMed1997

Predicting who will choose a family medicine residency.

PURPOSE: To create and evaluate a screening instrument and a revised interview format for use in the selection of family medicine residents at the McGill University Faculty of Medicine. METHOD: The screening tool consisted of two sections an assessment of academic performance (the TASS) and an evaluation of applicants' generalist versus specialist orientation (the GSSS); each applicant's file was assessed by two raters. The revised interview included specific questions and scenarios related to family medicine. All three parts were tested on 143 applicants from outside the region of Quebec in 1994-95. The results on both parts of the screening tool and the interview were compared with the students' first choices of residency and then were compared with the performances of the 24 accepted into the program as reflected in their first six-month summative evaluation forms. Data were analyzed through several statistical methods. RESULTS: Only the GSSS accurately predicted the applicants' first choices (for agreement between both raters: sensitivity, 81%; specificity, 70%; accuracy, 78%). No significant association was found when comparing matching applicants' scores obtained during the selection process with their scores on the six-month evaluation forms. CONCLUSION: The GSSS may prove useful as a tool in the review of applicants' files. More studies are needed to reevaluate the use of the interview in the selection process and to help determine whether any selection instrument can accurately predict applicants' subsequent performances in a residency.

Career Choice↗
PubMed1998

The perceptions of first-year medical students on animal and human experiments in physiology.

This study was conducted to ascertain the attitudes of first year medical students to human and animal experimentation, while undergoing a course in Muscle and Nerve experimental Physiology. At the time of administration of the questionnaire, students had been exposed to both human as well as animal experiments. Approximately 81% of the students preferred human experiments (P < 0.05). This preference, however, was related more to the issue of enjoyability rather than the extent to which the experiment contributed to overall understanding and learning. 55% of students identified ethical issues related to laboratory experimentation. Gender and academic performance were not determinants of student's attitude to animal and human experimentation, although ethical insight was. The results suggest that while students recognize the importance and value of animal experiments, they would prefer the introduction of a larger number of human experiments.

Adult↗