Neste trabalho mostramos que os conhecimentos da física podem ser utilizados como critérios para uma vida saudável. Isto se dá pela complexificação dos conhecimentos cotidianos com os conhecimentos da física, biomecânica e educação física para prática esportiva. Para construir um processo de ensino-aprendizagem, em um contexto interdisciplinar, que resultasse no uso do conhecimento físico como um critério de decisão para uma vida saudável, elaboramos um conjunto de atividades de multiabordagens com base nos ciclos de aprendizagem de Lawson em suas três fases: exploração, introdução do conceito e aplicação do conceito. Um dos principais objetivos dessas atividades é possibilitar que os estudantes entendam que a prática esportiva não é sinônimo de saúde. Os resultados obtidos após o desenvolvimento e aplicação das atividades em duas Escolas Estaduais de Ensino Médio do interior de São Paulo indicam uma complexificação do conhecimento cotidiano, por meio da apropriação de um conhecimento interdisciplinar, que antes não era identificado. Os resultados nos remeteram a importância da complexificação do conhecimento cotidiano com o conhecimento científico como forma de compreensão do seu papel na vida dos estudantes. / In this work we show that the physics knowledge can be used as criteria for a healthy life. This goal is achieved trough complexification of the quotidian knowledge with the knowledge of physic, biomechanics and physical education for sports practice. To build a teaching-learning process within a interdisciplinary context resulting the use of the Physics knowledge as a decision criteria for a healthy life, we planned a collection of activities based on Lawson learning cycles, using its three phases: exploration, concept introduction and concept application. One of the main objectives of these activities is allow students to know and to understand that the practice of sports is not synonymous of health. The results we obtained after the development and the application of activities at two public high schools of São Paulo, indicated a complexification of the quotidian knowledge, through the appropriation of an interdisciplinary knowledge, which was not identified before. The results drove us to the importance of the quotidian knowledge complexification with the scientific knowledge as a way of understanding the usefulness of those subjects in students\' daily life.

Psykisk ohälsa bland barn och unga är ett växande problem i Sverige. Kommunen bär den största samhällskostnaden för ett barn under uppväxten och därför är det extra viktigt att ta reda på hur resurser kan omfördelas i samhället för att gynna barns hälsa. Syftet med studien var att visa hur en investering i preventiva insatser kan förbättra barns psykiska hälsa och samtidigt spara på samhällets resurser. Kommunal statistik visar att barn i skolan som är i behov av särskilt stöd på grund av depression/ångest, ADHD och psykosocial problematik får insatser så som stöd från elevassistent, lärare eller placerad i särskild undervisningsgrupp. Kostnader för dessa insatser varierar mellan 4424-26000 kronor per barn och månad. Dessa kostnader kan ställas i relation till kostnader för universella preventiva skolprogram som har en bevisad positiv effekt på barns psykiska hälsa, vars driftskostnader för en hel intervention som mest är 1097 kronor per barn. Analysen visar att en omfördelning av resurserna till preventiva interventioner, såsom skolprogram, kan vara en lyckosam satsning för kommunen, både ekonomiskt och hälsomässigt då det kan förbättra barns psykiska hälsa men också leda till samhällsbesparingar. / Children’s mental ill-health is a growing public health problem in Sweden and for the municipality, being an important financial actor during a child’s upbringing, it is crucial to put resources where they give positive effect on the problem. The overall aim of the study is to describe how investing in prevention programs at children’s schools can improve children’s mental health and reduce the societal costs. Municipality statistics show that children in need of special support in school because of depression/anxiety, ADHD and psychosocial problems receive actions such as personal assistant, teacher or placed in a special education group. The cost of these actions varies between 4424-26000 Swedish krona [SEK] per child and month. These costs can be put in relation to preventive universal school interventions that have the highest cost of 1097 SEK per child and have a proven effect on child mental health. The analysis shows that preventing child mental ill-health can save societal costs and provide a healthier life for children compared to the current standard practice of targeting the children’s problems only after they have occurred.

Neste trabalho mostramos que os conhecimentos da física podem ser utilizados como critérios para uma vida saudável. Isto se dá pela complexificação dos conhecimentos cotidianos com os conhecimentos da física, biomecânica e educação física para prática esportiva. Para construir um processo de ensino-aprendizagem, em um contexto interdisciplinar, que resultasse no uso do conhecimento físico como um critério de decisão para uma vida saudável, elaboramos um conjunto de atividades de multiabordagens com base nos ciclos de aprendizagem de Lawson em suas três fases: exploração, introdução do conceito e aplicação do conceito. Um dos principais objetivos dessas atividades é possibilitar que os estudantes entendam que a prática esportiva não é sinônimo de saúde. Os resultados obtidos após o desenvolvimento e aplicação das atividades em duas Escolas Estaduais de Ensino Médio do interior de São Paulo indicam uma complexificação do conhecimento cotidiano, por meio da apropriação de um conhecimento interdisciplinar, que antes não era identificado. Os resultados nos remeteram a importância da complexificação do conhecimento cotidiano com o conhecimento científico como forma de compreensão do seu papel na vida dos estudantes. / In this work we show that the physics knowledge can be used as criteria for a healthy life. This goal is achieved trough complexification of the quotidian knowledge with the knowledge of physic, biomechanics and physical education for sports practice. To build a teaching-learning process within a interdisciplinary context resulting the use of the Physics knowledge as a decision criteria for a healthy life, we planned a collection of activities based on Lawson learning cycles, using its three phases: exploration, concept introduction and concept application. One of the main objectives of these activities is allow students to know and to understand that the practice of sports is not synonymous of health. The results we obtained after the development and the application of activities at two public high schools of São Paulo, indicated a complexification of the quotidian knowledge, through the appropriation of an interdisciplinary knowledge, which was not identified before. The results drove us to the importance of the quotidian knowledge complexification with the scientific knowledge as a way of understanding the usefulness of those subjects in students\' daily life.

Bakgrund: Människors stillasittande beteende är ett av dagens stora folkhälsoproblem och är en betydande riskfaktor för sjukdom och död hos befolkningen över hela världen. I undersökningar om svenska barns aktivitetsvanor visar det sig att tonåringarna är inaktiva större delen av sin vakna tid och att andelen barn med fetma mer än dubblerats de senaste 30 åren. För att främja ungdomars hälsa bör den fysiska aktiviteten öka både i skolan och på fritiden, och för att ändra ett beteende behövs det motivation. Syfte: Syftet med denna litteraturstudie var att undersöka om det fanns vetenskapligt stöd för att motivationsarbete genom autonomistöd i idrott- och hälsoundervisningen i skolan kan leda till en ökad inre motivation hos eleverna att fortsätta med fysisk aktivitet på fritiden. Metod: Jag har gjort en systematisk litteraturstudie där jag granskat 8 vetenskapliga artiklar där forskargrupper genom skolinterventioner undersökt effekten av autonomistödjande undervisning på idrottslektionerna. Databaserna ERIC, One Search, Web of science citation index samt Pub Med användes i min litteratursökning. Kvalitetsgranskning gjordes med hjälp av SBU:S granskningsmall. Resultat: Av 8 granskade studier visade 4 signifikanta effekter på ökad motivation till fysisk aktivitet på fritiden medan övriga 4 studier inte kunde stärka det sambandet. Slutsats: Jag fann ett mycket svagt stöd för att autonomistödjande undervisning har effekt på den fysiska aktiviteten utanför skolan. För att bättre kunna analysera hälsoeffekterna av autonomistödjande undervisning behövs det dels längre uppföljningstid, men också längre implementeringstid. Genom att stärka elevers inre motivation till att röra på sig ökar chanserna till att beteendet integreras i livsstilen. Det behövs dock mer forskning för att stärka den hypotesen.

The objective of this study was to determine the effectiveness of a 6 week afterschool nutrition and physical activity intervention administered by a registered dietitian with the help of a humanoid robot targeting elementary school aged children aged 6-12 years. The study was conducted across four Young Men’s Christian’s Association (YMCA) sites in Miami-Dade County, Florida (N= 114, Mean age: 8.16 ±1.57 years) using a pretest-posttest quasi-experimental design via randomly assigned intervention (two sites; n=63) and comparison groups (two sites; n=51). The validated Coordinated Approach to Child Health (CATCH) kids club questionnaire and the validated Previous Day Physical Activity Recall (PDPAR) were used to assess nutrition and physical activity knowledge, attitudes/beliefs and behavior change. The Inbody 230 instrument (Biospace, California) was used to calculate body composition and weight. Body Mass Index (BMI) percentiles and associated BMI z-scores for age and gender were calculated based on the Center for Disease Control and Prevention (CDC) growth charts. Data measures were collected at baseline (week 0) and one-week post intervention (week 7). Statistical analysis included independent t-test, paired t-test, chi-squared test, Wilcoxon signed ranks test and logistic regression. Results indicated that nutrition knowledge score significantly increased from 67.43% ±21.03 to 81.31% ±18.47 in the intervention group (p

Promoting Alternative Thinking Strategies (PATHS) is an intervention program for children with behavioral and emotional deficits, designed for use, and shown to be effective when used in the classroom a minimum of 3 times per week. However, in some settings, as in the current study, PATHS is being used just once per week. The purpose of this quantitative study was to determine whether PATHS was beneficial in helping elementary school aged children improve their behavioral and emotional health when implemented once per week in a group therapy setting. PATHS was developed based on cognitive behavioral theory, which focuses on improving internalizing symptoms of mental health disorders (thoughts) as well as the externalizing symptoms (behaviors). A one-way, repeated measures ANOVA was utilized to analyze archival data of 193 scores, collected over a single school year. Results indicated that elementary school aged children who received PATHS once per week in a group setting showed a decrease in aggression and disruptive behaviors, and an increase in concentration and attention as well as social and emotional competence. Social change implications could involve the results of the study informing how we might promote overall emotional and behavioral well-being in children. At the organizational level, the expansion of the use of PATHS at reduced costs and time within other settings will extend these benefits to more children with behavioral and emotional deficits. Future studies are suggested to examine further the effectiveness of PATHS when implemented in other programs and alternative ways.

The world is becoming a global place in which science, technology, engineering and mathematics hold a key to a successful future. To help secure this future it is important to engage students early with relevant curriculum that sparks interest and success in STEM fields. However, education reform occurs slowly, so this paper looked at a potential paradigm that can help to bring about change in a middle school environment that harnesses the long standing strengths of learning and education with the integration of technology to create changes in the pedagogy of learners and teachers. The study implemented a transmedia STEM book and evaluated the impact it had on student perceptions of STEM, school attitude, academic achievement, and preferred activity types, providing an example vehicle for change that can be adopted over time. The main findings showed that students who used a 3-Dimensional printer had higher math achievement and a more positive perception of math.

Thesis (Ph.D.)--Indiana University, 2010. / Title from screen (viewed on May 3, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Valerie N. Chang, Nancy Chism, Rebecca S. Sloan, Lorraine Blackman, Matthew C. Aalsma. Includes vitae. Includes bibliographical references (leaves 216-241).

This research report presents the findings of an evaluation of a school-based substance abuse prevention programme presented as part of Project Awareness. The programme was presented as a one-day intervention for grade ten learners in eleven schools in Tshwane. The prevention program taught substance abuse refusal skills, anti-substance norms, personal self-management skills, and general social skills in an effort to provide students with skills and information for resisting substance offers, to decrease motivations to use substances, and decrease vulnerability to substance use social influences. The study evaluated this school-based substance abuse prevention intervention in a sample of learners (N=300) in six of the eleven schools. Measures were obtained on a behavioural survey to ascertain whether any knowledge, behaviour or attitude change occurred between the pre-intervention and post-intervention phases. In addition, focus group data and observational measures were implemented to determine how the learners experienced the programme and whether the programme was effective in capturing the attention of the learners. Results indicated that, from learners perceptions of the programme, the intervention seems to have had a positive impact on substance abuse prevention, but not on changing the behaviour of learners already engaging in substance abuse. The results from the behavioural survey indicated some change in learner attitudes to some degree, but not behavioural change. Suggestions for the improvement of the programme were made throughout the report, and the observational measures specifically indicated that the more practical oriented tasks were more efficient in capturing the attention of learners. It is concluded that although the programme certainly had room for improvement, that the programme did indeed address relevant issues. The program also had a direct positive effect on several cognitive, attitudinal, and personality variables believed to play a role in adolescent substance use. / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents’ experiences of what occurs before, during, and after reporting bullying to school officials. Therefore, this dissertation study examined parents’ experiences in discovering, reporting, and living through the aftermath of their child being bullied. This study used a purposeful sample that was criterion-based. Nine mothers and one mother/father pair were tape-recorded using face-to-face semi-structured interviews. Follow-up phone interviews followed. Key themes and patterns were analyzed using the philosophical method of interpretive phenomenology based on Heidegger’s philosophy of being. Exemplars were used to illuminate several themes. Results suggest three unique stages. In the first stage, discovery, parents often noticed psychosocial changes in their child related to bullying. Parents often responded initially by providing advice to their children. When signs of their schoolchildren being bullied persisted, parents decided to report the incidents to school officials. Nine parents reported incomplete interventions that let their youths’ victimization continue. One parent, a paradigm case, shared understandings of how her son’s school official provided a full intervention that was restorative. However, all other parents who received an incomplete intervention found themselves rethinking how to protect their children from bullying. In this aftermath, several parents moved their children out of the school into a new district or began to home school. However, half the parents were left unable to move their child and therefore could not provide protection. Indiana’s anti-bullying law was unknown to eight parents and was unsuccessful in leveraging protection for one parent who used it with school officials as a threat. School official’s responses to bullying were incongruent with student handbook procedures. Recommendations from a parent’s perspective indicate school officials must: 1) have a clear process in place for parents to report, 2) follow through by calling parents back with results from investigating and procedures that will be taken to intervene, and 3) call the bullies’ and victims’ parents to notify what has occurred and what will be done to ensure safety. Discussed are implications for school officials, including social workers, and state policymakers. There is a proposed intervention model (Appendix J) that addresses how parents can respond to school officials who are hesitant to provide bullied youth protection.