Japanese Journal of School Health
Online ISSN : 2434-835X
Print ISSN : 0386-9598
Volume 62, Issue 5
Displaying 1-5 of 5 articles from this issue
Original Article
  • Noriko Watanabe, Masako Kobayashi
    2020 Volume 62 Issue 5 Pages 273-283
    Published: December 20, 2020
    Released on J-STAGE: February 09, 2021
    JOURNAL FREE ACCESS

    Background: We had investigated the correlation between menarche and pubertal growth spurt using a smoothing spline function in a preceding study to predict the onset of menarche and concluded that “subjects with an early start in the pubertal growth spurt have a relatively short period until menarche, while those with a late start in the pubertal growth spurt tend to have an extended period before menarche.” However, a prediction method using a smoothing spline function would be challenging as the analysis method for the general public.

    Objective: We aimed at proposing a less complicated and more practical method for the prediction of the onset of menarche in schools using results of physical checkups.

    Methods: The subjects were the same as those in the previous study: 320 female third-year high school students studying from 2012 to 2014 at a private combined junior high and high school in the Tokyo metropolitan area. We implemented two approaches for identifying the starting age of pubertal growth spurt. One was “visual observation method,” using data of 12 years of height data during physical checkups at school from the first grade to the third year in high school to obtain the target age from the growth chart. The other was the calculation approach applying “Matsumoto equation” implemented in the calculation of maximum increment age.

    Results: We successfully identified the starting age of pubertal growth spurt of 99.1% subjects via the visual observation method and 83.1% subjects by applying the Matsumoto equation. As for the correlation between the starting age of pubertal growth spurt and menarche, we could confirm a high positive correlation (correlation coefficient, 0.735) via the visual observation method, while 0.134 by applying the Matsumoto equation. Thus, the visual observation method would be more suitable to identify the starting age of pubertal growth spurt in the viewpoint of enabling prediction of the onset of menarche in practice at schools. The average starting age of pubertal growth spurt was 9.6 years old. We divided the subjects into three groups according to their menarcheal age distribution to compare the differences in the starting age of pubertal growth spurt, which showed a similar trend with the results of the previous study. However, there was a slight significant difference among the three groups; it concentrated in the range of 2-3 years of difference.

    Conclusion: To predict the menarcheal age in schools from the starting age of pubertal growth spurt, we should first identify the starting age of the subjects' pubertal growth spurt from their growth charts by visual observation and then predict that the subjects will experience menarche within the following 2-3 years. We should also consider that subjects with an early start of pubertal growth spurt tend to have a slightly shorter period before menarche than those with a late start of the pubertal growth spurt. We should note that there are some exception cases as well, such as small stature or early yet more prolonged pubertal growth spurt. Therefore, it is mandatory to follow each individual's growth by drawing growth charts.

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Practical Report
  • Gen Fudeno, Nobuki Nishioka
    2020 Volume 62 Issue 5 Pages 284-296
    Published: December 20, 2020
    Released on J-STAGE: February 09, 2021
    JOURNAL FREE ACCESS

    Background: Goal-setting skills development programs conducted at schools are now implemented in Japan and other countries. However, results are unclear because the evaluation studies using the goal-setting skills scale were inadequate.

    Objective: The purpose of this study was to evaluate short- and medium-term effectiveness of a program designed to develop goal-setting skills in upper graders of elementary schools.

    Methods: The study was conducted using quasi-experimental design. A group of 31 boys and 37 girls in Grade 5 participated in the 12-session program to develop goal-setting skills. The comparison group consisted of 31 boys and 31 girls from the same grade and school. A pre-test was administered before the first session, a post-test after the 12th session, and a follow-up (f/u) test was conducted in Grade 6, nine months after the intervention to evaluate the effects. The tests used the goal-setting skills scale and questionaire to evaluate responses to the situations in which goal-setting skills had to be used. Repeated-measure ANOVAs were conducted, presupposing a group and time factor to evaluate the effect. Wilcoxon's signed-rank test was used to analyze changes in responses to the questionaire.

    Results:

    (1) Group × time interaction was significant in overall goal-setting skills. As a result of simple main effect tests and multiple comparisons, the post-test score was significantly higher than the pre-test score and the f/u test score. Moreover, the f/u test score was significantly higher than the pre-test score, and lower than the post-test score in the intervention group. (pre<f/u<post)

    (2) Interactions were also significant in the subscales “willingness to achieve,” “planning for achievement,” and “flexible goal setting.” The post-test score was significantly higher than the pre-test score in the intervention group. However, the f/u score was significantly lower than the post-test score in the “willingness to achieve” and “planning for achievement” subscales (pre, f/u<post), while the post-test score in the subscale “flexible goal setting” showed no significant difference in the f/u test score (pre<post, f/u). Interaction was not significant in the “consultation with surroundings.”

    (3) Concrete responses such as consultation with surroundings and, small goal-setting to cope with goal-setting situations in the questionaire significantly increased in the intervention group.

    Conclusion: The results suggested the possibility of the effectiveness of this program for upper graders in elementary schools. However, there was a problem in the continuity of the acquired goal-setting skills. Follow-up learning is necessary to establish goal-setting skills.

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  • ―For University Students of the Yogo Teacher Program and Ones Planning to Enter the Public Health Nurse Program―
    Risako Saito, Takashi Asakura
    2020 Volume 62 Issue 5 Pages 297-313
    Published: December 20, 2020
    Released on J-STAGE: February 09, 2021
    JOURNAL FREE ACCESS
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Research Note
  • Chinatsu Hoka, Atsuko Kasai
    2020 Volume 62 Issue 5 Pages 314-323
    Published: December 20, 2020
    Released on J-STAGE: February 09, 2021
    JOURNAL FREE ACCESS
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  • ―Focusing on the Role of the Yogo Teacher―
    Takeshi Suzue, Yuko Kamazuka, Kiyoko Yano, Kenji Tani
    2020 Volume 62 Issue 5 Pages 324-330
    Published: December 20, 2020
    Released on J-STAGE: February 09, 2021
    JOURNAL FREE ACCESS

    Background: Recently, the importance of cancer education has been increasing in Japan, and various discussions have been made on how to promote cancer education.

    Objective: The purpose of this study was to clarify the recognition of “cancer education” practice from narrative by cancer survivors and to obtain basic knowledge that will contribute to the promotion of cancer education in Japan in the future.

    Methods: Records of interviews with cancer survivors (3 breast cancers, 1 gastric cancer) were analyzed by qualitative descriptive approach.

    Results: A total of 204 recognitions of cancer survivors were obtained. After abstraction, total of 11 recognitions were identified as follows: “The general public has little medical knowledge about cancer”, “Little is known about cancer education”, “Early cancer education is important”, “It is necessary to consider cancer education as part of disease prevention education”, “Cancer education should be elementary”, “Cancer education should not scare people”, “Cancer education should be conducted in accordance with the background and level of understanding of the subject”, “It is appropriate for medical doctors and nurses to be in charge of cancer education”, “It is appropriate for cancer survivors to speak in cancer education”, “It is appropriate for a Yogo teacher to act as a coordinator in cancer education”, “It is important for Yogo teachers to listen to children before and after cancer education”.

    Conclusion: The recognition of cancer survivors about “cancer education” practice were clarified in this study. It was considered that the Yogo teacher was important as a person who act as a coordinator in cancer education and listen to children. Statistical verification is necessary for generalization in future. It is also necessary to carry out examination by expanding the object person in future.

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