Healthy Schools-Healthy Kids: A controlled evaluation of a comprehensive universal eating disorder prevention program
Healthy Schools-Healthy Kids: A controlled evaluation of a comprehensive universal eating disorder prevention program
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DOI：
10.1016/j.bodyim.2007.01.004
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发表时间：
2007-06-01
期刊：
影响因子：
5.2
通讯作者：
Blackmore, Elizabeth
中科院分区：
文献类型：
--
作者：
McVey, Gail;Tweed, Stacey;Blackmore, Elizabeth
本研究是一项以学校为基础的综合普遍预防计划的对照评估，涉及男女学生、家长、教师、学校管理人员和当地公共卫生专业人员。共有982名六年级和七年级的男女学生（以及91名教师/学校管理人员）在基线上完成了自我报告调查，内容包括身体满意度、媒体理想的内化、尺寸接受、饮食失调、体重挑逗、体重减轻和肌肉增加行为以及对学校气氛的感知（仅限教师）。在8个月的全校干预后，84%的学生立即重复了调查，6个月后，71%的学生再次重复了调查。ANCOVAs的重复测量显示，参与健康学校-健康儿童（HS-HK）计划通过减少男女学生对媒体理想的内化和减少女学生的饮食失调，产生了积极的影响。该计划还与学生减肥行为的减少有关，尽管这种效果在6个月的随访中消失了。当接受干预的学生被细分为低风险组和高风险组时，高风险组似乎从干预中获益最多，随着时间的推移，他们对媒体理想的内化程度显著降低，对身体的满意度更高，饮食失调也减少了。对教师没有干预效果。讨论了教师参与预防的挑战。英国皇家版权所有(C) 2007, Elsevier Ltd.出版版权所有。
This study was a controlled evaluation of a comprehensive school-based universal prevention program involving male and female students, parents, teachers, school administrators and local public health professionals. A total of 982 male and female Grades 6 and 7 middle school students (and 91 teachers/school administrators) completed self-report surveys at baseline on measures of body satisfaction, internalization of media ideals, size acceptance, disordered eating, weight-based teasing, weight loss and muscle-gaining behaviours, and perceptions of school climate (teachers only). Eighty-four percent of the students repeated the surveys immediately following the 8-month school-wide intervention and 71 % again 6 months later. Repeated measures ANCOVAs revealed that participation in the Healthy Schools-Healthy Kids (HS-HK) program had a positive influence by reducing the internalization of media ideals among male and female students and by reducing disordered eating among female students. The program was also associated with reductions in weight-loss behaviours among the students, although this effect was lost by the 6-month follow-up. When the intervention students were sub-divided into low versus high-risk groups, the high-risk group appeared to benefit most from the intervention with significant reductions in internalization of media ideals, greater body satisfaction, and reduced disordered eating over time. There were no intervention effects for teachers. Challenges of engaging teachers in prevention are discussed. Crown Copyright (C) 2007 Published by Elsevier Ltd. All rights reserved.