Does sleep intervention for elementary school students improve self-esteem?

小学生の睡眠習慣の改善が自尊感情の向上に影響を及ぼすかを明らかにするため睡眠介入研究を実施した。対象は沖縄県の公立小学校2 校の小学6 年生244 名（介入校149 名、対照校95 名）である。介入校には週1 回の睡眠の授業と毎日の睡眠日誌の記入及び検者によるフィードバックを1 か月間行った。介入の前後に睡眠習慣やその他の生活習慣や自尊感情及び抑うつの質問項目を盛り込んだ質問紙調査を2 度実施した。その結果、事前調査の横断的解析によって、小学生の自尊感情と関連する項目は、睡眠時間、睡眠の質、不眠症、睡眠の満足度、朝食摂取、運動時間であることが明らかとなった。睡眠介入前後の縦断的解析によって、睡眠習慣の改善および自尊感情の向上はみられなかった。しかしながら、抑うつにおいては睡眠介入後有意に改善傾向が見られた。To clarify whether improving sleep habits in elementary school students affects self-esteem, the authors conducted a sleep intervention study. The subjects were 244 sixth grade students (intervention school: 149, control school: 95) at two public elementary schools in Okinawa Prefecture. The intervention school provided weekly sleep lessons, completed daily sleep diaries, and provided weekly examiner’s feedback for one month. Twice questionnaire surveys were conducted before and after the intervention, which included questions about sleep habits, other lifestyles, selfesteem, and depression. As a result, a cross-sectional analysis of the first wave survey revealed that the items related to self-esteem of elementary school students were total sleep time, sleep quality, insomnia, sleep satisfaction, breakfast intake, and exercise duration. Longitudinal analysis before and after sleep intervention did not reveal any improvement in sleep habits or self-esteem. However, there was a significant improvement in depression after sleep intervention

Study of psychological effect of unbalanced diet of infants : Through interventional study for improving unbalanced diet

偏食の改善が幼児の心理面の発達に影響を及ぼすかを明らかにするため、沖縄県の保育園2園の5 歳児とその保護者38 組（介入群26 組、対照群12 組）を対象に偏食改善の介入研究を行った。園児への食育の介入は、約1 か月間に亘り、読み聞かせ、食材体験、調理実習の3 回を行った。保護者には偏食改善に向けたお便りを児童に介入後配布した。介入前後に偏食、食習慣、心理的側面、健康状態などの項目からなる質問紙調査を保護者に2 回実施した。事前調査の横断的解析結果は、偏食と心理的変数には関連がみられず、保護者が食事に気を使うほど児童の情緒が安定し、不安や抑うつが少なく、攻撃性が低いことが明らかとなった。事前事後の縦断的解析結果は、食育の介入による心理面の影響はみられず、ファストフードを摂らないようにするという食行動の改善が有意にみられた。In order to clarify whether the improvement of unbalanced diet affects the psychological development of infants, the authors conducted an intervention study on the improvement of unbalanced diets among 5-year-old children and their parents （38 pairs in the intervention group, 12 pairs in the control group） at two nursery schools in Okinawa Prefecture. There are three dletary education interventions for children: reading a story, experiencing the ingredients, and cooking. Parents were given a letter for improve children’s diet, after the intervention. Before and after the intervention, parents participated two questionnaire surveys, including items such as unbalanced diet, eating habits, psychological aspects, and health status. The results of the cross-sectional analysis of the first wave survey showed that there was no association between unbalanced diet and psychological variables for infants, and that the more parents care about children’s diet, the more stable their emotions are, the less anxiety and depression they have, and the less aggressive they are. As a result of the longitudinal analysis before and after the study, there was no psychological effect due to the intervention of dietary education, and there was a significant improvement in eating behavior as not eating fast food