Friday 20 December 2019


Where to start when you find out a student or colleague is grieving

Did you know that 1 in 20 children experience a significant loss every year? Given that statistic, every teacher likely has a student in their class, right now, who is grieving. Grief is a very common experience in childhood, yet teachers receive little guidance as to how to help their students deal with this very difficult emotional journey.

How can teachers help students experiencing grief?

The subject of death and dying is very rarely discussed in Alberta’s classrooms. Grief and grieving could be taught in health class, however, most adults feel uncomfortable with doing or saying the right thing, or further traumatizing a grieving student, so rather than bring up the topic, it is often avoided. As a result, children and youth might be getting their information about the process of death and dying from television or movies.

Understanding that grief is a complex and unpredictable experience, teachers would benefit from recognizing some of the physical and emotional signs and symptoms of grief. Of concern, the range of physical and emotional responses to grief can inadvertently be mistaken for learning problems, prompting educators to make learning accommodations rather than helping the student cope with the actual cause of their distress. The physical symptoms expressed by grieving students might include body aches, nausea, pain in their head or chest, and fatigue. Their expression of emotions may vary from sadness, anger, frustration, confusion that can manifest as separation anxiety, inability to focus attention, unwillingness to engage in previously enjoyed activities, or self-blame for the death of their loved one.

The Coalition to Support Grieving Students (https://grievingstudents.org/module-section/talking-with-children/) provides an excellent series of modules about grief and the grieving process to help educators to support bereaved students. They suggest taking a student-led approach to conversations with children and youth who are dealing with loss. Asking questions like Can you tell me how you are feeling right now? or What have you been thinking about since your loved one died? is a great way to start the conversation. Children and youth are more likely to feel safe with talking to their teacher about their grief if that adult expresses an openness to listen to them without judgement.

What if the bereaved person is a colleague?

Adults experience the same physical and emotional symptoms as children and youth. The same questions asked of youth can be asked of colleagues. The main recommendation with grieving co-workers is to recognize that grief is a long term process, and that the adult can not simply ‘get over it’. Depending on who the colleague has lost, their responsibilities for executing wills and completing other paperwork, and the overall impact to their daily life, the adult may feel intense and long term symptoms of grief. Offering emotional and other support as needed and over time is a key part of helping colleagues heal.

For more information or resources, check out the following links:

A Child’ Concept of Death by Stanford Children’s Health: https://www.stanfordchildrens.org/en/topic/default?id=a-childs-concept-of-death-90-P03044

Grieving Students (Coalition to Support Grieving Students): https://grievingstudents.org/


Rainbows: Guiding Kids through Life’s Storms: https://www.rainbows.ca/services/programs/


Death and families – when ‘normal’ grief can last a lifetime: https://theconversation.com/death-and-families-when-normal-grief-can-last-a-lifetime-32959


Friday 29 November 2019


Introduction to Hockey Lesson Plan for Grade 1 and 2

Submitted by: Tiffany Archie, 2019 HPEC Membership Conference Grant Recipient
Grade: 3 - 5

General
Outcomes
Specific
Outcomes
Basic
Skills
Application of Basic Skills
Functional Fitness
Body Image
Wellbeing
Communication
Fair Play
Leadership
Teamwork
Effort
Safety
Goal Setting/ Personal Challenge
Active Living in the Community
**



Introduction/Warm-up

Lightsaber Tag
Everyone is a robot except for the 2 (or more) people that are it. The people that are “it” get a pool noodle (aka lightsaber) to tag people with. Everyone else is a robot that has to move around the gym trying not to get tagged. If you get hit by a lightsaber you have to “power down” like a robot. To do this we crouched down in a “standing ball”. To get powered back up someone has to come and enter a power up code in your back. Typically, kids make beep sounds as they “key in the code”. The code must be a certain amount of numbers long, e.g. 5 digits, and must be chosen before you start the game.  
Assessment/
Evaluation

·         Observe the ways students receive, retain and send an object while working with others on a team.
          
·         Observe how students work within a team setting and how they demonstrate etiquette and fair play. 
       
·         Observe students willingness to work with others. 
Learning Activities/Teaching Strategies

4 Corner Pool Noodle Hockey
  • Set up pylons in each corner of the gym to create your nets. 
  • Separate the students into even teams and hand out pool noodles to use as their “hockey sticks”. It is handy if you can give each team the same colour of pool noodle.  
  • The students use the pool noodle as their striking implement. 
Closure/Cool Down

Review the lesson being taught and go over any observations you made during the activity. 

 
Equipment

Pool noodles cut in half of a variety of different colours. Enough for each student to have half a pool noodle. 

8 Pylons
Safety Considerations

General Pool Noodle Rules: 
No hitting above the shoulders.
Noodles are not swords etc. 
They are used for what we intend them for in the game we are playing. 
No hitting the floor and walls with the noodles. 
Differentiation/Modifications

Modification: use multiple balls for large class participation.  


Thursday 31 October 2019


Student Leadership Experience

Submitted by: Kori  Kissinger, HPEC Student Leadership Grant Recipient


On September 24th to September 27th of this year, the Saskatchewan Physical Education Association hosted a Student Leadership Experience at Dallas Valley Ranch in Lumsden Saskatchewan. The goal of this annual conference is to teach students about leadership and what exactly it means to be a leader. Students are challenged emotionally, physically, mentally and socially during the week in order to grow and learn more about themselves. Each year, students participate in physical challenges and view presentations that will challenge what they know about leadership. Throughout this experience students are grouped with mentors who guide them through the week, sharing their knowledge, guidance and support.

I was fortunate enough to participate in the conference this year. Working with students and leaders from across Canada, I was challenged to take a look at the kind of leader I want to be. I was pushed to work with individuals I had never met in order to accomplish common goals. This atmosphere took me out of my comfort zone and forced me to look at myself as a leader. On the first night, we were immediately split up into groups with students from a variety of universities. Being separated from my group of friends immediately pushed me to communicate with new individuals and build quick relationships. In these groups we were asked to complete challenges on high rope and low rope courses. We were also asked to go canoeing as a group, where some of us were challenged to paddle and work together while blindfolded. Once in the middle of the pond, those of us who were blindfolded were asked to put our trust in the group to guide us as we switched canoes with another blindfolded individual. By the end of this experience I had put my trust in complete strangers, jumped off a 15-foot log, and gained the confidence to lead a group through a variety of tasks.

 The conference also provided opportunity to hear presentations from many experienced leaders who joined us from across Canada. Reg Leidl, Andrea Ward, and Stu Robbins inspired and engaged us all with their stories and years of experience. Each of these mentors provided hour long presentations where they told us about their experience as teachers and administrators. Each speaker brought with them a unique history and various stories to help illustrate what being a leader means to them. Further, we had the opportunity to listen to four other speakers in a casual setting around the campfire. Jen Buettner, Darla Armstrong, Justin Oliver, and Lisa Manzini opened up to us as a group to share their stories. They were asked to present when they were first seen as a leader, what their biggest struggle has been, and one piece of advice for us students moving forward. Their vulnerability and honesty was incredibly inspiring and meant so much to myself and many others in the room.

After attending the Student Leadership Experience, I only wish that I had known about it sooner. If I had known about this conference, there is no doubt that I would have been attending it for the past four years. I would highly recommend this experience to any students looking to learn more about themselves and leadership. It is a great place to create connections and network with educators all across Canada. I have learned so much from this experience that I would never have got sitting in a classroom. I will use the advice and stories I heard throughout the week to help guide and inspire me as I grow into the leader I want to be.




Tuesday 22 October 2019


Best Practices to Support Mental Health for Children and Youth…Play your way to Positive Mental Health


Part 2 of a 4 Part Series
(Part 1 of the Series can be found as an earlier post on the HPEC blog. Look back at February 14, 2019)
Submitted by: Stacey Hannay, HPEC Comprehensive School Health

Expanding the conversation with Priscilla Asamoah (MEd, RPC) from Alberta Health
Services in our discussion on “best practices” for teachers’. We opened up the first of
our series with Love, Empathy and Connections providing some simple quick tips to navigate resources and tools that would best serve teachers in their quests to promote safe and caring learning environments for students around mental health. Our second series shall take us into the realm of movement, making the meaningful connection between mind and body.

Being physically active is a key part of good health for all school- aged children. Physical activity is not only helpful for the body but also for the mind. Physical activity releases endorphins that often improve mood. Being active can help to reduce depression and anxiety symptoms. Being active can help one to, feel a sense of control, increase energy, increase self-confidence and self-esteem, improve concentration levels, improves sleep patterns and most of all play leads to fun.

The Canadian 24-Hour Movement Guidelines for Children and Youth outlines how
much children and youth need to sweat, step, sleep, and sit each day for optimal health. School-aged children should accumulate at least 60 minutes of moderate to vigorous physical activity each day. According to ParticipACTION, only nine per cent of children get enough heart-pumping physical activity. These guidelines are relevant to healthy children and youth (aged 5–17 years) irrespective of gender, race, ethnicity, or the socio-economic status of the family. Children and youth are encouraged to live an active lifestyle with a daily balance of sleep, sedentary behaviors, and physical activities that supports their healthy development.

A reminder that healthy habits start to develop early in life and through positive interactions and deliberate learning opportunities, school communities and families can help children and youth to establish routines that enable them to develop in
healthy ways.

The Canadian 24-Hour Movement Guidelines for Children and Youth

ParticipACTION – Global Matrix 3.0 Canadian Kids need to be more active during the School Day

Mental Health Literacy Series: https://www.cyfcaregivereducation.ca/videos

Play your way to Positive Mental Health Caregiver Handout:

Play your way to Positive Mental Health Video:


Thursday 12 September 2019


Floor Hockey - Stick Handling Lesson Plan

Submitted by: Joe Faught, 2019 HPEC Membership Conference Grant Recipient

Grade: 3 - 5

General
Outcomes
Specific
Outcomes
Basic
Skills
Application of Basic Skills
Functional Fitness
Body Image
Wellbeing
Communication
Fair Play
Leadership
Teamwork
Effort
Safety
Goal Setting/ Personal Challenge
Active Living in the Community

Introduction/Warm-up

Run IF:
Kids line up against the wall with their backs against the wall. The teacher stands in front of them and tells them to run if:
  • They are wearing sweat pants/ shorts
  • Their family has a car/ truck
  • They have a brother/ sister/ only child
  • They prefer white bread/brown bread
  • And so on. 
Be creative in your questioning to learn about your students. Depending on the skill level of your students, they can either simply run to the wall and back, or stick handle to the wall and back
Assessment/Evaluation

Circulate and provide feedback to students as they stick handle

Evaluate hand placement, eyes being up, and proficiency stick-handling around obstacles and controlling the ball (checklist)

Ask students to self reflect on their stick handling at the beginning of the lesson vs stick handling by the end of the lesson (self reflection sheet)
Learning Activities/Teaching Strategies

Review the following items with students about how to handle a floor hockey stick and ball.
  • Parts of a stick - knob, blade shaft, toe
  • Stick length - should be between collarbone and nose
  • How to grip a stick - top hand facing in and bottom hand facing out
  • Right handed vs left handed holds and curves
  • Curve - how to properly curve the floor hockey sticks and what a curve does
  • Stick blade height - never above your waist
  • Head and eyes up
Have the students get a ball and stick and complete the following stick handling challenges:
  1. Stick handle while maintaining eye contact with a friend (2 mins)
  2. Stick handle keeping the ball on top of a gym line (2 mins)
  3. Take off 1 shoe and stick handle in circles around it (ensure proper foot traction) (2 mins)
  4. Take off another shoe and stick handle in a figure 8 between them (ensure proper foot traction (2 mins)
  5. Stick handle between your legs (2 mins)
  6. Come up with your own stick handling “trick” (3 mins)

Game: Payphone stick handling (10-15 mins)

Start students off stick handling around the entire gym, then half the gym, then a quarter of the gym, making the dimensions smaller and smaller. Kids have to be walking around, they can’t stick handle on the spot. As the space shrinks, they will need to focus more and refine their skills. If their skill level is high enough, one or two students should not have a ball, and it is their job to steal someone else's ball. If your ball gets stolen, you need to go steal one from someone else. 
Closure/Cool Down (5-10 mins)

Open the Gates
Divide the children into two groups. Ask one group to hold hands and make a circle and to lift their arms to make arches or doors.

The other children can run in and out through the arches until the teacher says “Shut the gates!”
All the arches are brought down.
Any child caught in the centre joins the circle

Have students complete self assessment (5 mins)

Equipment

Hockey sticks
Balls
Safety Considerations

Stick blades should never be raised higher than the waist

Balls are not to be shot

Reinforce keeping your head and eyes up
Differentiation/Modifications

Sticks of different lengths
Balls of different sizes
Ringette sticks and rings


Wednesday 4 September 2019

Enriching Secondary Physical Education with Social Media - #active365 and Results of a Thesis


Submitted by: Lisa Taylor, Calgary Board of Education and Friends of HPEC Grant Recipient

As a high school teacher, I found my students were constantly on their smartphones; they were texting, taking “selfies” and using social media.  In 2015 I decided that I needed to find a way to use this popular technology to get students even more engaged in physical activity in my physical education (PE) classes.  The #active365 program was born!

What is #active365?
The #active365 progam is an optional program that I designed for my PE students.  I informed students that if they took a photo of themselves being active for at least 20 minutes outside of school hours, with a short description of what they were doing in the photo (if it was not otherwise obvious) as well as “#active365” to allow for the use of hashtag functionality search options within social media, they could send their photo post to me via social media for marks (which fit within our PE assessment rubric for comprehensively demonstrating the Alberta Learning (2000) PE curriculum outcome D10-1: students will “demonstrate a commitment to an active lifestyle through participation in and out of class”, and outcome D20-1 & D30-1: students will “model an active lifestyle“).  The program was based on the premise that once students graduate from high school they should be active every day for at least 20 minutes (following the World Health Organization recommended 150 minutes per week for adults, divided by 7 days per week, equalling approximately 21 minutes).  Submissions were accepted based on an honesty policy, knowing that even if my students were not active for the full 20 minutes and merely took a photo in front of a soccer field with a ball (for example), they were still identifying how they could be active within their community as part of an active lifestyle. 

 
My own experience with #active365.
I ran the #active365 program over the course of 3 semesters with 5 separate classes using applications including Twitter, Snapchat, and Instagram.  As few as 12% of students in one class and as many as 50% in another bought in and sent me photos of themselves being active. My students sent me images of their activity in dance classes, badminton practice, biking, hiking, kickboxing, running, lifting weights, walking their dog, walking to the bus stop, playing lacrosse, getting ready for water polo, disc golf, officiating hockey as well as a number of other activities.  It was a wonderful window into my students’ independent physical literacy journeys! The best part was that I got to know my students much better as the #active365 program fostered an opportunity for great conversations in class and therefore improved my student-teacher relationships. The #active365 program also informed my practice, helped me with report card comments, and held me accountable as a role model as I took on 20 minutes of daily physical activity and posted on social media as well.  

Thesis focus: #active365
Having found success in engaging students in the #active365 program in my own classes, I wanted to find out if this program could work for other PE teachers as well.  As a master’s student, I decided to make the #active365 program the focus for my thesis. I engaged 2 dedicated Alberta (AB) PE teachers (“Teacher A” who used a PE 20/30 class in the study and “Teacher B” who used grade 8, 9 and 10 PE and health classes in the study) for the duration of one semester (approximately 4 months) and used data from social media posts, a preliminary questionnaire, brief field notes regarding the beginning of their journeys, as well as a one on one interview at the end of the study to formulate four main themes: 1) social media can support the achievement of secondary level PE outcomes; 2) social media can help improve student/teacher communication and relationships; 3) students can demonstrate resistance to social media program adherence; and 4) age or grade level can affect social media student participation.

1. Supporting PE outcome achievement. Teacher A received active photo posts from 50% of his PE 20/30 students. With an interest in using social media as a platform, Teacher A also worked to engage his students in a variety of other AB PE outcomes as well, such as those targeting body image, performance enhancing substances, and issues related to physical activity among other topics that he perceived to be more difficult to achieve through physical activity in class. Via a public Facebook page or private Google classroom submission, 100% of Teacher A’s students bought in and were awarded grades if they demonstrated the achievement of those targeted PE outcomes.  A number of other studies have also demonstrated that social media can support learning as an extension of the classroom (Al-Dheleai & Tasir, 2017; Becker & Bishop, 2016; Daniels & Billingsley, 2014; Graham, 2014; Krutka, Nowell, & Whitlock, 2017, Loomis, 2018). Teacher B received active photo posts from 30% of his students. He used social media platforms including Snapchat, Instagram, Facebook, as well as Google Classroom. He found that the students who posted #active365 photos were top grade earning students who didn’t need a mark boost and therefore were not awarded grades. 

2. Improving student/teacher relationships.  Improved communication with students led to improved relationships between students and teachers.  Teacher A indicated that using social media as an extension of his PE class invoked conversation which helped strengthen relationships with students.  Teacher B found that students were less shy to communicate with him as they conversed about their #active365 posts with pride. He perceived an increase in student confidence and discovered new aspects to students.  Improved communication or relationship development through social media has been found in a variety of studies (Balcikanli, 2012; Chen & Chen, 2012; Krutka et al, 2017; Nowell, 2014).

3. Student resistance to program adherence.  Both Teacher A and B found that getting students to post was a struggle at times. Teacher A found himself often commenting to push student thinking past “yes” or “no” answers in response to his evolved question and comment style posts on social media.  Teacher B indicated that he used a number of strategies to encourage the students to post active photos including providing reminders in class, hanging posters with program related information around the school, role modeling desired behaviour, doing selfies with students in class, and offering all requested social media applications to students.

4. The impact of grade level or age.  Teacher B indicated that a few of his students’ parents prohibited their child from using social media.  Furthermore, Teacher B also found that a few parents did not allow their child to be posted online in association with the school whatsoever.  However, Teacher A did not experience any limitations or restrictions set by the parents of his grade 11 and 12 students. Teacher B also found it difficult to assign marks or improved grades to students for work demonstrated online as the #active365 program was not mandatory, took place outside of the classroom, and not all students participated.  However, Teacher A did not experience any difficulties assigning improved grades when students demonstrated outcomes using social media. This may have been due to a difference in grading systems (for example, 4 point scale grading versus percentage grading) or adding a separate grade book task for social media work as opposed to considering social media as an extension of the classroom where no additional tasks need to be created in a grade book.  There is a lack of literature comparing grade levels or age when assigning marks for course work demonstrated through social media.

Additional Benefits to Incorporating Social Media in PE
Along with the four themes mentioned above, a number of student benefits were also noted in reviewing the data from the study as well as the literature related to the themes.  First, when publicly posting thoughts on social media regarding question and answer style posts, as done with Teacher A’s students, students stand to gain a more in-depth understanding of outcomes when their opinions are challenged (Daniels & Billingsley, 2014; Loomis, 2018).  Second, with Teacher B, students were educated on some of the differences between posting publicly or privately on social media including the potential long-term impact of posting information or images publicly; something Feng and Xie (2014) advocate is especially important for less experienced social media users.  Third, when students post online, they can take time to formulate responses as opposed to being put on the spot to answer during class (Loomis, 2018). Fourth, when students use social media to be active, they communicate that healthy behaviour to their online peers, which can be positively influential as teens tend to mimic their peers (Wouters & Greenen, 2013).  Lastly, students can benefit from using technology that is typically correlated with sedentary behaviour and a decrease in wellness (Barkley & Lepp, 2016; Kenny & Gortmaker, 2017; Marques, Calmeiro, Loureiro, Frasquilho, & de Matos, 2015; Mitchell, Pate, & Blair, 2012) to be active!

Limitations from the Study

First, the results of this study were based on the experience of 2 Alberta PE teachers.  While these two cases give insight as to how a social media program such as #active365 can work in a PE class, they can not generalize what all teachers might experience taking on a similar endeavour.  Second, students did not directly participate in the study and therefore all results were informed by teacher and researcher perceptions of the data. Third, Teacher A’s PE 20/30 class was made up of predominantly male students (26 boys and 2 girls) which may have impacted the engagement of students as females are often more involved in social media than boys (Ahn, 2011; Feng & Xie, 2014; Sampasa-Kanyinga & Chaput, 2016; Van Kessel, Kavanagh, & Maher, 2016). 

Recommendations for Teachers
If you are interested in bringing social media into your PE class, consider the following recommendations.  First, be flexible. Students may like to engage using different social media applications, others may prefer to email you an image or simply show a photo to you in class.  Second, consider focusing your social media work on outcomes that your students can benefit from most and use this opportunity to target outcomes that may be more difficult to achieve in class.  Third, consider educating your students on the differences between private and public social media posts and the long term impact of publicly posting photos and content online.


For any teachers interested in setting up #active365 in their classes, feel free to contact me via Twitter @lisamptaylor with any questions.  Furthermore, you can access a Start-up Guide and Program Poster by clicking on the links below. 

#active365 PE Teacher Start-up Guide: https://bit.ly/2UKCdVW
#active365 Program Poster: https://bit.ly/2HuS5ZG

MRS. TAYLOR
PE 10/20/30
Interested in bonus marks?

Happy Tweeting/InstaGramming/SnapChatting!
#active365

References
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