Journal of Education and Health Promotion

Abstract BACKGROUND: Today, one of the biggest concerns of parents is protecting their children and
properly educating them about sex. The aim of this study was to determine the effect of educational
intervention on parental skills in sex education on their children in elementary schools in the northwest
of Tehran‑Iran in 2019 based on literature.
MATERIALS AND METHODS: This quasi‑experimental study was conducted on 125 parents of
elementary schoolchildren in the northwestern of Tehran. The data were collected by valid and
reliable questionnaire. Before the intervention, two intervention and control groups filled up the pretest
questionnaire; the data were collected by valid and reliable questionnaire. Before the intervention,
two intervention and control groups filled the pretest questionnaire, and then the parents participated
in the educational program based on dramatic literature. Two months later, the same questionnaire
was completed by the control and intervention groups. Finally, the data were analyzed by regression
and one‑way ANOVA test.
RESULTS: The results showed that there was a statistically significant difference between the mean
scores of knowledge in the experimental and control groups in the posttest (P < 0.01). There was
also a statistically significant difference between the mean scores of attitude in the experimental and
control groups at the posttest stage (P < 0.01). There was also a statistically significant difference
between the mean scores of performance based on group membership (experimental group and
control group) in the posttest phase (P < 0.01).
CONCLUSIONS: The findings of the study showed that educational intervention on parental skills
in sex education based on the dramatic literature to their children has significant effect on parental
knowledge, attitude, and performance.

Abstract BACKGROUND: Overweight and obesity are one of the most public health problems in the world.
Considering obesity prevalence and its widespread health, economic, psychological, and social
consequences, this study aimed to explain the consequences of obesity among women and men in
the Kurdish region of Mukryan.
SUBJECTS AND METHODS: The present qualitative study was conducted in the Mukryan Kurdish
region in West Azerbaijan province in Iran from June 2017 to November 2017. Data were collected
by deep interview, focus group and dialogue with 111 obese and thin men and women and various
fields experts who were selected by purposive sampling, and analyzed by qualitative content analysis
technique of conventional type and Graneheim and Lundman steps.
RESULTS: Data analysis results were classified into two categories and 12 subcategories: Favorable
consequences of normal obesity (social acceptance, internalization of obesity, and reproduction
of the family institution), unfavorable consequences of extreme obesity (decreasing agency,
physical‑psychological dysfunctionalities, family fragility, prevalence of passive leisure, clothing
obligation, social objectivity, exogenous and endogenous social exclusion, imposing economic costs,
and devaluation of life).
CONCLUSION: With due attention to unfavorable consequences of extreme obesity on health,
illness, social issues and costs, simultaneously with the adoption of preventive approaches to obesity
through targeted policies in education, health literacy, promotion of sport culture, development of
sports context especially for women, improving recreational facilities, etc., appropriate planning and
interventions should be designed and applied for changing the behavior, culture, and community
beliefs in dealing with obesity phenomenon.

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Abstract CONTEXT: Academic learning is the main source of stress among adolescents and is associated with
mental health problems; finding its determinants helps to know the risk factors that influence stress.
AIM: The main aim of the study was to assess the educational stress and their predictors among
adolescent girls.
SETTINGS AND DESIGN: A cross‑sectional study was conducted in ten colleges involving adolescent
girls pursuing preuniversity and university studies at Dharwad city, India.
SUBJECTS AND METHODS: The study included 314 randomly selected adolescent girls aged
between 16 and 19 years. The study was approved by the institutional ethics committee. Data
were collected by employing random sampling technique. Self‑administered questionnaires were
administered which included sociodemographic data sheet, personality inventory, intelligence
quotient (IQ) assessment, and educational stress scale for adolescents.
RESULTS: Mean educational stress was 50.04 ± 10.82 (range 16–80). There was a significant
association between educational stress and religion, father education, number of siblings,
combination of subjects, type of personality, and IQ. Regression analysis revealed that number of
siblings and extrovert neuroticism personality negatively predicted stress (beta = −0.115, P = 0.037;
beta = −0.242, P = 0.001) and considered as protective factors. Introvert neuroticism, Hindu religion,
illiterate father, and commerce combination of subjects positively predicted stress among adolescent
girls (beta = 0.160, P = 0.026; beta = 0.119, P = 0.028; beta = 0.125, P = 0.017; and beta = 0.278,
P ˂ 0.001) and considered as risk factors.
CONCLUSIONS: Findings help in better understanding of educational stress factors among
adolescent girls and consider them while developing stress prevention programs.