Centre for Sleep Research, University of South Australia, PO Box 2471, Adelaide SA 5000, Australia.
Sleep Med Rev. 2012 Aug;16(4):355-70. doi: 10.1016/j.smrv.2011.08.002. Epub 2011 Nov 21.
Sleep duration and quality are associated with a range of neuropsychological and psychosocial outcomes in children and adolescents but community awareness of this is low. A small body of literature on sleep education programs in children and adolescents delivered through school-based programs is attempting to address this. A review of the literature found only 8 studies and 4 pilot studies in abstract form. This paper presents these sleep education programs and evaluates their effectiveness. In general, findings suggest that when sleep knowledge was measured it was increased in most programs. However this did not necessarily equate to sleep behaviour change such as increased sleep duration or improved sleep hygiene. Reasons for this are discussed and may include motivation and readiness to change, salience to the individual, delivery, content, time allocation, or methodological underpinnings. This paper attempts to understand this and assess how best to improve future sleep education programs from a theoretical perspective. Specifically, it considers the theory of planned behaviour which may assist in ensuring maximum efficacy for the current and future development of sleep education programs.
睡眠时长和质量与儿童和青少年的一系列神经心理学和心理社会结果相关，但社区对此的认识很低。一小部分关于通过学校计划向儿童和青少年提供的睡眠教育计划的文献正试图解决这个问题。文献综述仅发现了 8 项研究和 4 项初步研究的摘要形式。本文介绍了这些睡眠教育计划，并评估了它们的效果。总的来说，研究结果表明，在大多数计划中，当测量睡眠知识时，它都有所增加。然而，这并不一定等同于睡眠行为的改变，例如增加睡眠时间或改善睡眠卫生。讨论了造成这种情况的原因，包括改变的动机和准备情况、对个人的重要性、交付方式、内容、时间分配或方法基础。本文试图从理论角度理解这一点，并评估如何从理论角度最好地改进未来的睡眠教育计划。具体来说，它考虑了计划行为理论，该理论可能有助于确保当前和未来睡眠教育计划的最大效果。
