Diet-related behavioral modification for healthy eating and lifestyle is required to improve childhood obesity. The present study aimed to develop customized nutritional intervention protocol and education program to find barriers to adhere healthy diet and lifestyle for moderate to severe obese children and adolescents and their families. Theoretical framework approaches can be used to change behavior and achieve goals. Previous studies that described the relationship between behavioral modification and nutrition education theory were reviewed. The social cognitive theory and transtheoretical model were employed with behavioral changes to target a healthful diet and lifestyle. The nutrition care process (NCP) model was adopted to customize nutrition care for the participants. Customized nutritional intervention protocol was developed following as the four steps of the NCP. Firstly, nutrition status of the participants was assessed by the nutrition expert. Nutrition problems were described as “inadequate energy intake,” “overweight/obesity,” or “food and nutrition-related knowledge deficit.” All nutrition sessions were designed for nutrition intervention to give nutritional knowledge and a practical mission in real life for individual goal setting and self-control. Meal planning, portion control, healthy snack selection and cooking with fruits and vegetables were consisted of five components of the nutrition education session. During each session, the participants and their families were interviewed by a nutrition expert for monitoring and evaluating diet-related goal setting and achievement. A theoretical and evidence-based nutritional intervention was developed for the secondary to tertiary prevention of childhood obesity. This nutrition intervention protocol and program might be helpful for the further research on childhood obesity. TRIAL REGISTRATION: Clinical Research Information Service Identifier: KCT0002111
Adolescent ; Behavior Therapy ; Child ; Cooking ; Diet ; Eating ; Education ; Fruit ; Humans ; Information Services ; Life Style ; Meals ; Nutrition Assessment ; Nutritional Status ; Pediatric Obesity ; Self-Control ; Snacks ; Tertiary Prevention ; Vegetables

OBJECTIVES: The purpose of this study was to investigate the behavioral modification of obese adults who underwent nutritional and physical activity education. Twenty obese females, aged 20–60 years old, with BMIs (Body Mass Index) >30 or body fat (%) >40 were subjected to this study. METHODS: The physical activity education program consisted of doing exercise in a gymnasium together or home exercise. Dietary attitudes and dietary intakes were assessed using weight control, physical activity, and eating habits. The nutrition-exercise educational period was 12 weeks. RESULTS: After the study period, there was significant improvement in physical activity and eating habits score. Furthermore, there was a significant increase in the dietary intakes of fiber, iron, potassium, vitamin A, vitamin B6, and niacin. Blood pressure, blood glucose, and total cholesterol levels showed a tendency to decrease, but there was no significant difference. BMI, fat mass, abdominal circumference, and visceral fat levels were significantly reduced while muscle mass significantly increased. CONCLUSIONS: This study suggests that behavioral modification by nutrition and physical activity education with feedback has positive effects on dietary intake and anthropometric biomarkers in obese adults. Therefore, lifestyle interventions of this kind could be recommended as a method for obesity management.
Adipose Tissue ; Adult ; Behavior Therapy ; Biomarkers ; Blood Glucose ; Blood Pressure ; Cholesterol ; Eating ; Education ; Female ; Humans ; Intra-Abdominal Fat ; Iron ; Life Style ; Methods ; Motor Activity ; Niacin ; Obesity ; Potassium ; Vitamin A ; Vitamin B 6

OBJECTIVES: The purpose of this study was to investigate the behavioral modification of obese adults who underwent nutritional and physical activity education. Twenty obese females, aged 20–60 years old, with BMIs (Body Mass Index) >30 or body fat (%) >40 were subjected to this study. METHODS: The physical activity education program consisted of doing exercise in a gymnasium together or home exercise. Dietary attitudes and dietary intakes were assessed using weight control, physical activity, and eating habits. The nutrition-exercise educational period was 12 weeks. RESULTS: After the study period, there was significant improvement in physical activity and eating habits score. Furthermore, there was a significant increase in the dietary intakes of fiber, iron, potassium, vitamin A, vitamin B6, and niacin. Blood pressure, blood glucose, and total cholesterol levels showed a tendency to decrease, but there was no significant difference. BMI, fat mass, abdominal circumference, and visceral fat levels were significantly reduced while muscle mass significantly increased. CONCLUSIONS: This study suggests that behavioral modification by nutrition and physical activity education with feedback has positive effects on dietary intake and anthropometric biomarkers in obese adults. Therefore, lifestyle interventions of this kind could be recommended as a method for obesity management.
Adipose Tissue ; Adult ; Behavior Therapy ; Biomarkers ; Blood Glucose ; Blood Pressure ; Cholesterol ; Eating ; Education ; Female ; Humans ; Intra-Abdominal Fat ; Iron ; Life Style ; Methods ; Motor Activity ; Niacin ; Obesity ; Potassium ; Vitamin A ; Vitamin B 6

OBJECTIVES: To initiate and develop a treatment guideline in multidisciplinary approaches for related professions who are either working and/or living with children and adolescents with neurodevelopmental disorders who show behavioral problems. METHODS: To collect and reflect opinions from multiple professions who assumedly have different interventions or mediations on behavioral problems, a self-report survey and Focus Group Interview (FGI) were conducted for a group of child and adolescent psychiatrists, behavioral therapists, special education teachers, social welfare workers, and caregivers. RESULTS: According to a self-report survey and FGI results from multiple professional groups, aggressive behavior is the mostly common behavioral problem necessitating urgent interventions. However, both mainly used intervention strategies and effective treatment methods were different depending on professional backgrounds, such as pharmacological treatment, parent training, and behavior therapy, even though they shared an importance of improving communication skills. In addition, there was a common understanding of necessity to include parent training in a guideline. Lastly the data suggested lack of proper treatment facilities, qualified behavior therapists, and lack of standardized treatment guideline in the field needed to be improved for a quality of current therapeutic services. CONCLUSION: It is supported that several subjects should be included in the guidelines, such as how to deal with aggressive behavior, parent training, and biological aspects of neurodevelopmental disorders. Also, it is expected that publishing the guideline would be helpful to above multiple professions as it is investigated that there are lack of treatment facility and qualified behavioral therapists compared to need at the moment.
Adolescent* ; Autistic Disorder ; Behavior Therapy ; Caregivers ; Child* ; Developmental Disabilities ; Education, Special ; Focus Groups ; Humans ; Negotiating* ; Neurodevelopmental Disorders* ; Parents ; Problem Behavior* ; Psychiatry ; Social Welfare

PURPOSE: The purpose of this study was to investigate how interprofessional education has been designed, implemented, and evaluated in undergraduate programs in nursing through a systematic review. METHODS: The literature was searched using the PubMed, CINAHL, EMBASE, and Cochrane central databases to identify interventional studies including teaching-learning activities among nursing students and other disciplines in English between January 2000 and May 2017. Thirty studies were selected for the analysis. RESULTS: Twenty-four studies out of 30 were designed as a pre-post, no control group, quasi-experimental study design. Interprofessional education learners were primarily engaged in medicine, physical therapy, dentistry, occupational therapy, pharmacy, and respiratory therapy. Patient care related activity was the most frequently selected topic and simulation was the most common teaching-learning method. Evaluation of learning outcomes was mainly based on the aspects of teams and collaboration, professional identity, roles and responsibilities, patient care, and communication skills. Nursing students in 26 out of the 30 reviewed studies were found to benefit from interprofessional education, with outcome effects primarily related to changes in learning outcomes. CONCLUSION: The development and integration of interprofessional education with collaborative practices may offer opportunities in nursing education for training professional nurses of the future.
Cooperative Behavior ; Education* ; Education, Nursing ; Humans ; Interprofessional Relations ; Learning ; Methods ; Non-Randomized Controlled Trials as Topic ; Nursing* ; Occupational Dentistry ; Patient Care ; Pharmacy ; Physical and Rehabilitation Medicine ; Respiratory Therapy ; Students, Nursing*

PURPOSE: This purpose of this study was to examine the effects of a rational emotive behavior therapy (REBT) counseling program on self-efficacy and adjustment to college life for nursing freshmen. METHODS: This study used a nonequivalent control pretest-posttest quasi-experimental design. Thirty-eight new nursing students were randomly assigned to either an experimental group (n=18) or a control group (n=20) recruited from a four-year nursing college. An REBT counseling program was composed of 8 group sessions of orientation, understanding the theory of REBT, finding irrational beliefs, internalizing rational beliefs, and closing over a duration of 5 weeks. The duration of each session was 90 minutes. Self-efficacy and adjustment to school life were measured by the Sherer's Self-Efficacy Scale and Baker & Siryk's Student Adjustment to College before and after the REBT counseling program. Data were analyzed using t-tests and paired t-tests. RESULTS: The experimental group showed a significant improvement in self-efficacy compared to the control group. There was no significant change in college life adjustment between the experimental and control groups. CONCLUSION: An REBT counseling program could be applied as an effective program in enhancing self-efficacy resulting in positive and goal-oriented behavior for new nursing students in college.
Behavior Therapy* ; Cognitive Therapy ; Counseling* ; Education, Nursing ; Humans ; Nursing* ; Self Efficacy ; Students, Nursing

PURPOSE: This study was a systematic review and meta-analysis designed to investigate effects of psychoeducational intervention for cancer survivors. METHODS: Ten databases were searched. Two reviewers independently performed the selection of the studies, data extraction and assessment. The risk of bias was assessed using Cochrane Collaboration's tool. To estimate the effect size, meta-analysis of the studies was performed using Comprehensive Meta-Analysis and RevMan programs. RESULTS: Of 18,781 publications identified, 35 met inclusion criteria, and 25 studies were used to estimate effect size of psychoeducational intervention. Effect sizes (standardized mean difference [SMD]) were heterogeneous and random effects models were used in the analyses. Psychoeducational intervention was effective for quality of life (n=2,410, ES=0.23; 95% CI: 0.09~0.37), coping and self-efficacy (n=179, ES=0.68; 95% CI: 0.26~1.11), anxiety (n=1,786, ES=-0.26; 95% CI: -0.37~-0.15), depression (n=1,910, ES=-0.28; 95% CI: -0.37~-0.18), and psychological distress (n=2,242, ES=-0.31; 95% CI: -0.46~-0.17). Subgroup analysis showed that counseling was the most effective intervention for quality of life, and behavioral therapy was an effective intervention for all positive and negative outcomes. Publication bias was not detected except for psychological distress. CONCLUSION: Psychoeducational intervention appears to be effective in improving quality of life and coping and self-efficacy, and it is effective in reducing psychological symptoms in cancer survivors. Behavioral therapy, especially, is commonly effective in improving psychosocial outcomes. However, low-quality evidence, variability in the designs of existing studies, and publication bias suggest that additional high-quality trials should be conducted in the future.
Anxiety ; Behavior Therapy ; Bias (Epidemiology) ; Counseling ; Depression ; Education ; Humans ; Publication Bias ; Quality of Life ; Survivors*

Education about self-management is critical for improving the lifestyles of diabetic patients. Medical nutritional therapy is especially important to keep blood glucose levels in the normal range. Several studies report that education involving cooperation with patients to actually improve lifestyle habits, as opposed to lecture-based education, was more effective in controlling blood glucose level as well as improving eating behavior. This review examines the current status and the effects of medical nutritional therapy and practical training in Korea and abroad. The findings of this review suggest that practical education involving hands-on training should be used as an essential treatment method of diabetic patients.
Blood Glucose ; Diabetes Mellitus ; Education ; Feeding Behavior ; Humans ; Korea* ; Life Style ; Methods ; Nutrition Therapy ; Reference Values ; Self Care

Communicable Diseases, Emerging ; Communication ; Dengue ; prevention & control ; Dengue Vaccines ; therapeutic use ; HIV Infections ; prevention & control ; Health Education ; Health Policy ; Humans ; Mosquito Control ; Obesity ; prevention & control ; therapy ; Public Health ; Public Health Practice ; Risk ; Risk Reduction Behavior ; Sexually Transmitted Diseases ; prevention & control ; Singapore ; Tobacco Use ; prevention & control ; therapy

OBJECTIVES: Clinical symptoms and related psychological problems in children with attention deficit hyperactivity disorder (ADHD) are associated with low self-control and problematic interpersonal relationship between family members. A therapeutic narrative treatment based on "Treating Huckleberry Finn" by David Nylund was reported to be effective in reduction of individual or family conflicts. We hypothesized that therapeutic narrative treatment would improve self-control and parent-child relational problems. METHODS: Sixteen children who were diagnosed as ADHD participated in the current study. They were classified according to two groups, narrative treatment group and medication treatment group. The narrative treatment group (NTG) was asked to participate in 6 weeks combined therapy of medication and 11 sessions of narrative therapeutic treatment. The medication group (MG) was asked to participate in 6 weeks combined therapy of medication and education for behavior controls in ADHD children. RESULTS: During the 6-week treatment period, the clinical symptoms in NTG improved at a trend level, compared to MG [F(1,16)=4.32, p=0.054]. During the 6-week treatment period, the sub-scale of respecting for children in parent-child interaction scores [F(1,16)=8.65, p=0.010] and self-control scores [F(1.16)=3.78, p<0.01] in NTG improved significantly, compared to MG. CONCLUSION: Based on the current results, therapeutic narrative treatment can be a complementary trial for improving self-control and parent-child interaction in children with ADHD.
Attention Deficit Disorder with Hyperactivity* ; Behavior Control ; Child* ; Education ; Family Conflict ; Huckleberry Plant ; Humans ; Narrative Therapy*