| Titre : | Results of the teachwell worksite wellness program. (1998) |
| Auteurs : | K. RESNICOW ; T. BARANOWSKI ; J. BARANOWSKI ; M. DAVIS ; C. DOYLE ; L.S. LIN ; M. Smith ; D.T. WANG ; Rollins School of Public Health. Emory University. Atlanta. USA |
| Type de document : | Article |
| Dans : | American journal of public health (vol. 88, n° 2, 1998) |
| Pagination : | 250-257 |
| Langues: | Anglais |
| Mots-clés : | Programme santé ; Education santé ; Ration alimentaire ; Fruit ; Légume ; Enseignant ; Participation ; Attitude ; Evaluation ; Enfant ; Homme ; Prévention santé ; Etude comparée ; Promotion santé ; Etats Unis ; Amérique du Nord ; Amérique ; Alimentation |
| Résumé : | [BDSP. Notice produite par INIST WacR0x98. Diffusion soumise à autorisation]. Objectives. This study examined whether providing school-based teacher wellness program enhanced the impact of health curriculum on student outcomes and improves cognitive, behavioral, and physiological outcomes among participating teachers. Methods. Thirty-two elementary schools were randomly assigned to experimental or comparison conditions. Comparison group schools received the Gimme-5 program, a curriculam designed to increase fourth and fifth graders'consumption of fruits and vegetables. Experimental schools received Gimme-5 and the teacher wellness program, which included 54 work-shops over 2 years, along with several schollwide health activities. Physiological, behavioral, and cognitive outcomes were assessed in teachers and students. Results. There was no evidence that the intervention favorably modified any student or teacher end points ; nor did intervention teachers deliver the Gimme-5 program with greater fidelity than comparison teachers. Conclusion. confidence in the null results is bolstered by the randomized design, baseline sample equivalence, appropriate mixed-model analyses, and lack of selective or differentialattrition. Insufficient participation in the wellness program appears a likely explanation for the lack of teacher and student effects. Factors specific to the school setting and the intervention may have diminished participation and, thus, intervention effects. |
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