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Impact of a School-Based Disordered Eating Prevention Program in Adolescent Girls: General and Specific Effects Depending on Adherence to the Interactive Activities

Published online by Cambridge University Press:  10 January 2013

Gemma López-Guimerà ,
David Sánchez-Carracedo ,
Jordi Fauquet ,
Mariona Portell  and
Rosa M. Raich
Gemma López-Guimerà*
Affiliation:
Universitat Autònoma de Barcelona (Spain)
David Sánchez-Carracedo
Affiliation:
Universitat Autònoma de Barcelona (Spain)
Jordi Fauquet
Affiliation:
Universitat Autònoma de Barcelona (Spain)
Mariona Portell
Affiliation:
Universitat Autònoma de Barcelona (Spain)
Rosa M. Raich
Affiliation:
Universitat Autònoma de Barcelona (Spain)
*
Correspondence concerning this article should be addressed to Gemma López-Guimerà. Dept. Psicología Clínica y de la Salud, Edificio B, Campus de la Universitat Autònoma de Barcelona. 08193 Bellaterra. Cerdanyola del Vallès. Barcelona. (Spain). Phone: +34-935813855, Fax: +34-935812125. E-mail: [email protected].
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Abstract

This study assessed the impact of a school-based program aimed at preventing disordered eating. The program was based on the media-literacy approach and has interactive format. The program was assessed under strong methodological conditions. Seven schools with 263 Spanish adolescent girls in the area of Barcelona, were randomly assigned to either the complete prevention program condition, the partial program condition or the non-treatment control condition, and assessed at pre, post and 6-month follow-up. The program was effective in generating positive changes at follow-up. The effects sizes (ESd = 0.29 to ESd = 0.38) were greater, on average, than that obtained up to now in selective-universal programs, and similar or greater than that achieved by targeted prevention programs. The results indicate a greater and relevant effect size of the intervention in those participants who completed the inter-session interactive activities (ESd = 0.29 to ESd = 0.45) although the differences were not significant. These results suggest the importance of monitoring adherence to the activities in all programs defined as “interactive”. The implications and limitations of this study are discussed.

Este estudio evaluó el impacto de un programa basado en la escuela dirigido a prevenir las alteraciones del comportamiento alimentario. El programa se fundamentó en la perspectiva de alfabetización en medios de comunicación, tiene un formato interactivo y fue evaluado mediante rigurosas condiciones metodológicas. La muestra del estudio estaba constituida por 263 chicas adolescentes procedentes de siete escuelas del área geográfica de Barcelona, que fueron asignadas aleatoriamente a la condición de programa completo, a la condición de programa parcial o a la condición de grupo control sin tratamiento. La evaluación se realizó en tres momentos: pre, post y seis meses de seguimiento. El programa se ha mostrado eficaz produciendo cambios favorables en el seguimiento. Los tamaños del efecto (ESd = 0.29 a ESd = 0.38), en promedio, son superiores a los obtenidos por programas universal-selectivos, y similares o superiores a los obtenidos por programas de prevención dirigida. Los resultados indican un mayor tamaño del efecto de la intervención en los participantes que completaron las actividades interactivas entre sesiones (ESd = 0.29 a ESd = 0.45), aunque las diferencias no fueron estadísticamente significativas. Estos resultados sugieren la importancia de monitorizar la adhesión a las actividades en los programas definidos como “interactivos”. Se discuten las implicaciones y las limitaciones de este estudio.

Keywords

disorders eatingthinness idealadolescent girlsschool-based programalteraciones alimentariasideal de delgadezchicas adolescentesprogramas basados en la escuela
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 14 , Issue 1 , May 2011 , pp. 293 - 303
Copyright
Copyright © Cambridge University Press 2011

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