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Associations between Chronotype, Adherence to the Mediterranean Diet and Sexual Opinion among University Students.
Rodríguez-Muñoz, PM, Carmona-Torres, JM, Rivera-Picón, C, Fabbian, F, Manfredini, R, Rodríguez-Borrego, MA, López-Soto, PJ
Nutrients. 2020;(6)
Abstract
A person's chronotype determines different habits, among which are eating and physical activity. Furthermore, at the university stage, social and organisational factors have a direct effect on students' daily attitudes and habits. Adherence to the Mediterranean diet is linked to better sleep quality and less social jet lag, but association with chronotype or sexual opinion remains unclear. The aim of this study was to assess the associations between chronotype, adherence to the Mediterranean Diet, and sexual opinion. A multicentre observational study enrolled 457 students, from the University of Castilla-La Mancha and the University of Cordoba. Sociodemographic data and adherence to the Mediterranean diet, chronotype, physical activity, and sexual opinion were collected with validated questionnaires. The study period was from December 2017 to January 2018. Our results reported that students with an evening chronotype (E-type), with evening preferences, had a lower adherence to the Mediterranean diet and showed a higher tendency towards erotophilia. E-type students reported a significantly lower intake of fruits, vegetables, pulses, cereals, and olive oil, and higher breakfast skipping. Therefore, among the measures to promote healthy habits (obesity prevention, sexual education, socialisation, etc.), chronotype and an analysis of the impact of the schedules established by the universities must be considered.
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Evaluation of Orthorexia Nervosa and Symptomatology Associated with Eating Disorders among European University Students: A Multicentre Cross-Sectional Study.
Brytek-Matera, A, Onieva-Zafra, MD, Parra-Fernández, ML, Staniszewska, A, Modrzejewska, J, Fernández-Martínez, E
Nutrients. 2020;(12)
Abstract
The objectives of the present study were to (1) evaluate prevalence of orthorexia nervosa (ON) in university students in Spain and Poland, (2) assess differences in ON and eating disorder (ED) pathology in both samples and (3) examine the relationship between ON and ED symptoms among Spanish and Polish university students. Eight hundred and sixty university students participated in the present study (Mage = 21.17 ± 3.38; MBMI = 22.57 ± 3.76). The Spanish and Polish samples comprised 485 and 375 students, respectively. The Düsseldorf Orthorexia Scale and the Eating Disorder Inventory were used in the present study. ON prevalence rates of 2.3% and 2.9%, respectively, are found in the Spanish and Polish samples. Compared to Polish students, Spanish university students reported increased drive for thinness and lower body dissatisfaction, lower level of ineffectiveness and lower level of interpersonal distrust. ON was positively related to drive for thinness, bulimia, body dissatisfaction, perfectionism interoceptive awareness (in both Spanish and Polish students) and ineffectiveness (in Spanish students). Our findings suggest that ON significantly overlaps with ED symptoms, which is in line with recent studies. Longitudinal studies are needed to assess how ON develops in a sample of young adults and whether it develops in isolation of or in parallel with ED pathology.
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Implementing School-Based Policies to Prevent Obesity: Cluster Randomized Trial.
Ickovics, JR, Duffany, KO, Shebl, FM, Peters, SM, Read, MA, Gilstad-Hayden, KR, Schwartz, MB
American journal of preventive medicine. 2019;(1):e1-e11
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Abstract
INTRODUCTION Healthier school environments can benefit students, and school wellness policies may result in meaningful enhancements. Schools participating in federal child nutrition programs must implement wellness policies as mandated by law. The primary study objective is to assess effectiveness of implementing school-based nutrition and physical activity policies on student BMI trajectories. STUDY DESIGN Cluster randomized trial using 2 × 2 factorial design. SETTING/PARTICIPANTS Twelve randomly selected schools in an urban district. Students were followed for 3 years through middle school, fifth to eighth grades (2011-2015, n=595 students, 92.3% participation, 85.2% retention). INTERVENTION Specific to randomized condition, support was provided for implementation of nutrition policies (e.g., alternatives to food-based rewards/celebrations) and physical activity policies (e.g., opportunities for physical activity during/after school). MAIN OUTCOME MEASURES Sex-/age-adjusted BMI percentile and BMI z-score; behavioral indicators. Data collected via standardized protocols. RESULTS Analyses followed intention-to-treat principles, with planned secondary analyses (conducted 2016-2018). Students at schools randomized to receive support for nutrition policy implementation had healthier BMI trajectories over time (F=3.20, p=0.02), with a greater magnitude over time and cumulatively significant effects 3 years post-intervention (β=-2.40, p=0.04). Overall, students at schools randomized to receive the nutrition intervention had an increase in BMI percentile of <1%, compared with students in other conditions, whereas BMI percentile increased 3%-4%. There was no difference in student BMI between those in schools with and without physical activity policy implementation. Examining behavioral correlates in eighth grade, students at schools randomized to the nutrition condition consumed fewer unhealthy foods and sugar-sweetened beverages, and ate less frequently at fast-food restaurants (all p<0.03). CONCLUSIONS This cluster randomized trial demonstrated effectiveness of providing support for implementation of school-based nutrition policies, but not physical activity policies, to limit BMI increases among middle school students. Results can guide future school interventions. TRIAL REGISTRATION This study is registered at www.clinicaltrials.gov NCT02043626.
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Study Protocol of MINI SALTEN: a technology-based multi-component intervention in the school environment targeting healthy habits of first grade children and their parents.
Kovalskys, I, Rausch Herscovici, C, Indart Rougier, P, De Gregorio, MJ, Zonis, L, Orellana, L
BMC public health. 2017;(1):401
Abstract
BACKGROUND MINI SALTEN is a program developed to increase moderate to vigorous physical activity (PA) and improve eating habits at home and school in first grade children. It aims to assess the effects of a technology family-based and PA school-based intervention. The purpose of this manuscript is to describe the protocol design and the MINISALTEN intervention. METHODS This is cluster-randomized controlled trial designed to run from July 2015 to November 2016 in 12 public schools of the city of Buenos Aires, matched for socio-demographic characteristics. The intervention is based on two main components: (a) "active breaks" (AB): implemented during school breaks by a PA instructor; (b) "virtual" (V): web-based contents delivered to the families via a multiplatform application. Using a computer generated random sequence participants are allocated to one of four intervention conditions: (AB), (V), (AB + V), and control (C). Outcomes are measured at baseline and 12 months post intervention, and will include data collected from the child and her/his mother/father or guardian. Primary outcome measures are: PA and sedentary behaviour (measured with accelerometers). Secondary outcome measures related are: percentage of kilocalories (kcal) from added sugars, and from total and saturated fats; grams of fruits and vegetables; and number of snacks and kcal coming from their added sugars and total and saturated fats. Family socio-economic level, home environment, and school environment will also be assessed. Statistical analysis is on an intention-to-treat principle. Baseline characteristics are described using summary measures and mixed models (with school as random effect). The effect of the two interventions will be estimated using a generalized mixed linear model with link and distribution selected according to the type of outcome. Included random effects are: child (or mother/father or guardian) accounting for repeated measures; school accounting for cluster induced by school. The most parsimonious model for each outcome will be reported. The False Discovery Rate criterion will be used to correct for multiple testing in non-planned analyses. DISCUSSION It is a pioneer assessment of the impact of a technology-based virtual intervention and a school-based PA program, designed to prevent obesity, and involving the parents at public schools of Buenos Aires. TRIAL REGISTRATION Current Controlled Trials ISRCTN58093412 . Registered March 14th, 2016 (retrospectively registered).
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Effectiveness of Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetables consumption.
Battjes-Fries, MC, Haveman-Nies, A, van Dongen, EJ, Meester, HJ, van den Top-Pullen, R, de Graaf, K, van 't Veer, P
Appetite. 2016;:519-26
Abstract
Experiential learning methods seem to be promising to enhance healthy eating behaviour in children. Therefore, this study compared the effectiveness of the Dutch programme Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetable consumption. In a quasi-experimental design, 800 children aged 8-11 years old from 34 elementary schools participated in a Taste Lessons (TL: 5 lessons) group, a Taste Lessons Vegetable Menu (TLVM: TL with 3 added experiential learning activities) group, and a control group. During a baseline and follow-up measurement, children completed a questionnaire on psychosocial determinants towards vegetables consumption. Multilevel regression analyses were conducted to compare changes in the determinants between the TLVM group and the TL group, and between the two intervention groups and the control group. The TLVM group showed a significantly higher increase in knowledge (p < 0.001), attitude and subjective norm of the teacher (both p < 0.05), whereas the TL group only showed a significantly higher increase in knowledge (p < 0.001) compared to the control group. Increases in knowledge (p < 0.10), subjective norm (p < 0.10) and cooking self-efficacy (p < 0.05) were higher in the TLVM group than in the TL group. Therefore, more and stronger effects were found in children who participated in the additional hands-on activities.
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Cardiovascular risk reduction intervention among school-students in Kolkata, West Bengal - the CRRIS study protocol.
Kumar, S, Ray, S, Mahapatra, T, Gupta, K, Mahapatra, S, Das, MK, Guha, S, Deb, PK, Banerjee, AK, ,
Indian heart journal. 2015;(1):33-9
Abstract
BACKGROUND Increasing burden of cardiovascular risk-factors among adolescent school-children is a major concern in India. Dearth of information regarding the burden of these factors and the efficacy of educational intervention in minimizing them among urban school-students of India called for a school-based, educational intervention involving a representative sample of these students and their caregivers. METHODOLOGY Using a randomized-controlled design with stratified-random sampling, 1000 students (approximately 50/school) of 9th grade from 20 randomly selected schools (representing all socio-economic classes and school-types) and their caregivers (preferably mothers) will be recruited. Objectives of the study will include: estimation of the baseline burden and post-interventional change in cardiovascular risk-factors, related knowledge, perception and practice among participants in Kolkata. DATA COLLECTION After obtaining appropriate consent (assent for adolescents), collection of the questionnaire-based data (regarding cardiovascular disease/risk-factor related knowledge, perception, practice), anthropometric measurements, stress assessment and cardiological check-up (pulse and blood pressure measurement along with auscultation for any abnormal heart sounds) will be conducted for each participating students twice at an interval of six months. In between 6 educational sessions will be administered in 10 of the 20 schools randomized to the intervention arm. After the follow-up data collection, same sessions will be conducted in the non-interventional schools. DATA ANALYSES AND DELIVERABLE Descriptive and inferential analyses (using SAS 9.3) will be conducted to determine the distribution of the risk-factors and efficacy of the intervention in minimizing them so that policy-making can be guided appropriately to keep the adolescents healthy in their future life.
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Psychosocial assistance to students with posttraumatic stress disorder in primary and secondary schools in post-war Bosnia Herzegovina.
Hasanović, M, Srabović, S, Rasidović, M, Sehović, M, Hasanbasić, E, Husanović, J, Hodzić, R
Psychiatria Danubina. 2009;(4):463-73
Abstract
BACKGROUND The 1992-1995 war in Bosnia and Herzegovina (BH) has had a tremendous impact on civilians; thousands of inhabitants were left with numerous traumatic experiences. Many children suffered or witnessed horrifying acts of violence and aggression. Although young trauma victims are often resilient, many experience mental health difficulties, including PTSD. The aim of the study was to estimate whether psychosocial support given by the School Project of Humanitarian Association of " Prijateljice" reduced posttraumatic consequences in students in primary and secondary schools in Bosnia and Herzegovina after 1992-1995 war. SUBJECTS AND METHODS A stratified sample of 336 students in primary and secondary schools located in two entities of North-East Bosnia and Herzegovina, involved in psychosocial support, was compared with 72 voluntarily selected same-age students from the same schools who were not involved in this project. Data were collected on two occasions, beginning of December 2005 and end of May 2006, by using a self-evaluation survey method for measuring symptoms of posttraumatic stress disorder (PTSD) according to DSM IV. The Index of Children Post-traumatic reactions were used. RESULTS The severity of PTSD symptoms among students involved in the School Project decreased from (mean+/-standard deviation=35.3+/-10.2 to 26.7+/-8.7) (t=13.1, P<0.001, Paired sample test), whereas in the group with no psychosocial assistance this reduction was from (29.7+/-10.9 to 28.1+/-11.8) (t=0.9, P=0.396, Paired sample test). CONCLUSION This study suggests that work with students by giving them psychosocial support within the School Project resulted in significant reduction of PTSD symptoms' severity.