An Integrative Review of School-Based Interventions for Addressing Childhood Obesity
Bibliographic record
Abstract
An Integrative Review of School-Based Interventions for Addressing Childhood Obesity Introduction: According to Statistics Canada (2016), 1 in 7 children in Canada suffer from obesity. The terms "obesity" and "overweight" are described as abnormal or excessive fat accumulation that is harmful to one's health. Children suffering from obesity have reported a higher incidence of psychosocial distress in comparison to children of healthy weight. Methods: Due to these alarming rates in the surge of childhood obesity, an intervention needs to be addressed and implemented. There have been multiple studies and systematic reviews on the topic, although little has been done to implement successful strategies. We conducted an integrative review of both quantitative and qualitative studies to better understand what has previously been known on this topic and what the next steps are to combat childhood obesity. Whittemore and Knafl's strategies were utilized to create our integrative review to ensure rigour by utilizing their framework (Whittemore & Knafl, 2005). Results: Our initial analysis indicates that implementing health promotion strategies such as increased physical activity, healthy eating in the classroom by using a teach the teacher method and actively involving parents in the intervention group will likely result in long term compliance in reduction of BMI. Thus decreasing mental health illnesses correlated with elevated BMI in youth. Conclusions: This review will be used to educate about the prevalence of childhood obesity and the importance of the implementation of health promotion strategies. Key words: childhood obesity, education, nutrition, chronic disease, prevention
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.025 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.005 |
| Bibliometrics | 0.011 | 0.009 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".