Mastorci Francesca, Piaggi Paolo, Trivellini Gabriele, Doveri Cristina, Casu Anselmo, Bastiani Luca, Marinaro Irene, Vassalle Cristina, Pingitore Alessandro
Clinical Physiology Institute, Consiglio Nazionale delle Ricerche Area della Ricerca di Pisa (CNR), Pisa, Italy.
Department of Information Engineering, University of Pisa, Pisa, Italy.
JMIR Form Res. 2021 Dec 2;5(12):e24840. doi: 10.2196/24840.
Health and well-being promotions are key points of educational programs for adolescents within schools. There are several health education programs mainly based on lifestyle habit changes; however, social and emotional dimensions should be considered within these educational strategies.
This study aimed to (1) develop a new web-based school support system to assess and analyze individual, classroom, and scholastic institute data on lifestyle habits, social context, emotional status, and scholastic performance; (2) create a web tool for managing the well-being of adolescents through a dynamic and personalized interface that provides immediate feedback that allows the school to monitor progress; and (3) evaluate, in a pilot study, the feasibility of this web-based school support system in order to build health programs that are specific to the needs of the studied population.
The AVATAR (a new purpose for the promotion and evaluation of health and well-being among healthy teenagers) method consists of integrating the information coming from different questionnaires. In particular, to allow planning didactic and educational actions based on the results obtained, the AVATAR approach allows subdivision of the results of the different observed variables and the 4 components into the following 3 percentile categories: modify, improve, and maintain. The AVATAR web platform was designed to collect data on lifestyle, emotional status, and social context from junior high schools in terms of the fundamental aspects of adolescent daily life, with free use by the scholastic community (scholars, teachers, and parents). In this pilot/feasibility study, data from 331 students were acquired between 2018 and 2019 at the beginning of the scholastic year (pre) and at the end following the school-based program (post).
Preliminary results showed that after school planning and specific program implementation, defined after AVATAR feedback, students reported better well-being perception characterized by higher perception in psychological well-being (P=.001), mood (P=.001), self-perception (P=.006), and autonomy (P=.001), and an increase in the perception of financial resources (P=.001), which helped in developing healthy lifestyle habits (P=.007). In the social context assessment, students reported stronger relationships with family (P=.02) and peers (P=.001), and a lower perception of bullying (P=.001).
The AVATAR web-based platform is a feasible and flexible tool for the health and well-being management of adolescents from epidemiological, preventive, and educational points of view. In particular, it can be used to (1) promote information campaigns aimed at modifying risk behaviors in the student population, (2) sensitize students and put them at the center of their growth path, (3) inform institutions about the health and well-being of the school population, (4) ensure health programs are acceptable and feasible to users before launching on a large scale, and (5) improve the relationship of users (school) and educational agencies with research groups.
健康与幸福促进是学校内青少年教育项目的关键点。有几个主要基于生活方式习惯改变的健康教育项目；然而，在这些教育策略中应考虑社会和情感层面。
本研究旨在（1）开发一个新的基于网络的学校支持系统，以评估和分析关于生活习惯、社会环境、情绪状态和学业成绩的个人、课堂及学术机构数据；（2）通过一个动态且个性化的界面创建一个用于管理青少年幸福的网络工具，该界面提供即时反馈以便学校监测进展；（3）在一项试点研究中评估这个基于网络的学校支持系统的可行性，以便构建符合所研究人群需求的健康项目。
AVATAR（促进和评估健康青少年的健康与幸福的新目的）方法包括整合来自不同问卷的信息。特别是，为了基于所获结果规划教学和教育行动，AVATAR方法允许将不同观察变量和4个组成部分的结果细分为以下3个百分位类别：改变、改善和维持。AVATAR网络平台旨在从初中收集关于青少年日常生活基本方面的生活方式、情绪状态和社会环境的数据，供学术社区（学者、教师和家长）免费使用。在这项试点/可行性研究中，于2018年至2019年学年开始时（学前）和基于学校的项目结束后（学后）获取了331名学生的数据。
初步结果显示，在AVATAR反馈后确定的学校规划和特定项目实施后，学生报告的幸福感感知更好，其特征为心理健康（P = 0.001）、情绪（P = 0.001）、自我认知（P = 0.006）和自主性（P = 0.001）方面的感知更高，以及财务资源感知增加（P = 0.001），这有助于养成健康的生活习惯（P = 0.007）。在社会环境评估中，学生报告与家人（P = 0.02）和同伴（P = 0.001）的关系更强，以及对欺凌的感知更低（P = 0.001）。
从流行病学、预防和教育的角度来看，基于AVATAR的网络平台是管理青少年健康与幸福的可行且灵活的工具。特别是，它可用于（1）开展旨在改变学生群体风险行为的宣传活动，（2）使学生敏感并将他们置于其成长路径的中心，（3）向机构通报学校群体的健康与幸福情况，（4）在大规模推出之前确保健康项目对用户是可接受且可行的，以及（5）改善用户（学校）和教育机构与研究团体的关系。
