Priorities for African youth for engaging in DOHaD

2017 ◽  
Vol 9 (1) ◽  
pp. 15-19 ◽  
Author(s):  
A. J. Macnab ◽  
R. Mukisa
Keyword(s):  
At Risk ◽  
Health Promotion ◽  
Health Behaviors ◽  
Good Health ◽  
Economic Factors ◽  
Risk Population ◽  
What Works ◽  
Health Promoting School ◽  
Health Promoting ◽  
African Youth

A challenge for implementing DOHaD-defined health promotion is how to engage the at-risk population. The WHO Health Promoting School (HPS) model has proven success engaging youth and improving health behaviors. Hence, we introduced DOHaD concepts to 151 pupils aged 12–15 years in three HPS programs in rural Uganda, inquired what factors would make DOHaD-related health promotion resonate with them, and discussed how they recommended making learning about DOHaD acceptable to youth. Economic factors were judged the most compelling; with nutrition and responsive care elements next in importance. Suggested approaches included: teach how good health is beneficial, what works and why, and give tools to use to achieve it, and make information positive rather than linked to later harm. Involve youth in making DOHaD learning happen, make being a parent sound interesting, and include issues meaningful to boys. These are the first data from youth charged with addressing their engagement in the DOHaD agenda.

scholarly journals Health Promoting Special Schools for Children and Young People With Intellectual Disabilities in Poland: Development of Standards and Self-Evaluation Procedures

2021 ◽  
Vol 35 (2) ◽  
Author(s):  
Magdalena Woynarowska-Sołdan ◽  
Dorota Danielewicz
Keyword(s):  
Health Promotion ◽  
Intellectual Disabilities ◽  
School Principals ◽  
Evaluation Procedure ◽  
Teaching Staff ◽  
Special Schools ◽  
Self Evaluation ◽  
Evaluation Procedures ◽  
Health Promoting School ◽  
Health Promoting

The purpose of the study was to present the process and results of developing standards and self-evaluation procedures for health promoting special schools (HPSS) for children with intellectual disabilities. The work was undertaken in order to address the needs of special schools interested in establishing a health promoting school (HPS). We used following methods: 1) Preparation: interviews with principals and teachers at 8 special schools, as well as regional HPS network coordinators, visits to 4 schools; 2) Development of HPSS project standards, self-evaluation procedures and tools: consultations with representatives of 8 schools and with regional coordinators; 3) Pilot study of HPSS the self-evaluation procedure and tools at 8 schools and development of a finalised version: direct observation, document analysis, interviews with selected participants, survey studies of school staff and students’ parents, testing students using one of the following methods: “Draw and write”, “Draw and tell”, conversation or written response. The study included people supporting HPS on a national and regional level, school principals and health promotion coordinators from special schools for students with intellectual disabilities. The pilot study was conducted on a group of 341 teaching staff, 148 non-teaching staff, 468 parents of students, and 435 students. The analysis of the study’s reports and consultations with school principals and health-promotion coordinators from participating schools guided the development of the final version of standards, in addition to the associated model of HPSS and self-evaluation procedure along with a set of tools to measure the accomplishment of the standards. The HPSS standards and self-evaluation procedure were approved by the Ministry of National Education and officially disseminated, with special schools gaining the opportunity to apply for the Health Promoting School National Certificate. The self-evaluation element of HPSS makes it possible to improve the activities of special schools with respect to health promotion while encouraging collaboration and exchange of ideas with regular schools.

Are Lebanese schools adopting a health promotion approach in their curricula?

2018 ◽  
Vol 78 (4) ◽  
pp. 476-485 ◽  
Author(s):  
Marwan Akel ◽  
Iqbal Fahs ◽  
Pascale Salameh ◽  
Emmanuelle Godeau
Keyword(s):  
Health Promotion ◽  
Assessment Tool ◽  
Dental Health ◽  
Well Being ◽  
Shared Vision ◽  
Awareness Campaigns ◽  
Health Promoting School ◽  
Health Related ◽  
Health Promoting ◽  
Improve Health

Introduction: The concept of the health promoting school offers a coherent approach to promoting health and well-being within a whole school community. This study sought to evaluate the health programmes and policies adopted by different Lebanese schools, and their appropriateness for this role as part of health promotion. Methods: Our research took the form of a prospective observational study involving 50 schools from different areas of Lebanon. Data were collected using a questionnaire based on the Health Assessment Tool for Schools (HATS). Data were analysed to describe school characteristics and to reveal differences in the health topics addressed. Results: Most of the schools included in the study came from Mount Lebanon (56%). Around 70% of the involved schools offered health-related courses in their curricula. Health-related seminars and workshops (60%) and health awareness campaigns took place at the studied schools, with 98% incorporating physical education into the curriculum. Dental health (74%), smoking cessation (72%) and physical activity (68%) were among other most addressed topics, while mental health was the least discussed (20%). The majority (70%) of schools had a shared vision of what promoting health involved and sought to promote the active involvement of community members in the life of the school (60%). Around two-thirds of the schools (66%) provided physical support and facilities, and had developed policies for health promotion. Less than half of these schools’ health committees, however, had developed plans to improve health promotion and review data to ensure the effectiveness of their programmes. Conclusion: The study findings suggest that despite weaknesses, the majority of the sampled schools had either implemented or were in the process of implementing a health promoting school programme to improve health education and students’ well-being.

scholarly journals Measuring health promotion: translating science into policy

2020 ◽  
Vol 59 (S2) ◽  
pp. 11-23
Author(s):  
James C. Griffiths ◽  
Jan De Vries ◽  
Michael I. McBurney ◽  
Suzan Wopereis ◽  
Samet Serttas ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Sector ◽  
Human Microbiome ◽  
Good Health ◽  
Lifestyle Changes ◽  
Phenotypic Flexibility ◽  
Positive Health ◽  
Health Promoting Behaviors ◽  
Health Promoting ◽  
Nutritional Studies

Abstract Commonly, it is the end of life when our health is deteriorating, that many will make drastic lifestyle changes to improve their quality of life. However, it is increasingly recognized that bringing good health-promoting behaviors into practice as early in life as possible has the most significant impact across the maximal healthspan. The WHO has brought clarity to health promotion over the last fifteen years, always centering on language relating to a process of enabling people to increase control over, and to improve, their physical, mental and social health. A good healthspan is not just freedom from morbidity and mortality, it is that joie de vivre (“joy of living”) that should accompany every day of our lifespan. Therefore, health promotion includes not only the health sector, but also needs individual commitment to achieve that target of a healthspan aligned with the lifespan. This paper explores health promotion and health literacy, and how to design appropriate nutritional studies to characterize contributors to a positive health outcome, the role the human microbiome plays in promoting health and addressing and alleviating morbidity and diseases, and finally how to characterize phenotypic flexibility and a physiologic resilience that we must maintain as our structural and functional systems are bombarded with the insults and perturbations of life.

scholarly journals Bricolage and the Health Promoting School

2014 ◽  
Vol 14 (3) ◽  
pp. 318-332 ◽  
Author(s):  
Kerry Renwick
Keyword(s):  
Health Promotion ◽  
Social Justice ◽  
Social Action ◽  
Well Being ◽  
Social Contexts ◽  
School Level ◽  
Thick Description ◽  
Content Type ◽  
Health Promoting School ◽  
Health Promoting

Purpose – The propositional knowledge about the Health Promoting School (HPS) and how it privileges the health sector, and research through intervention and behaviour change rather than gaining an understanding of how social bases of health impact and influence individuals and the wider school community. The purpose of this paper is to explore how bricolage offers opportunity for understanding complexity, thick description and inter- and multi-disciplinary work. The experience of health promotion and what it looks like at the school level and provides epistemological considerations for reframing research about HPSs for purposes of social justice and equity through bricolage. Design/methodology/approach – An introduction reveals the challenges of health promotion settings, and schools in particular to achieve social justice and equity. Bricolage is discussed with reference to complexity, thick description and inter- and multi-disciplinary work. Considerations are given to bricolage as research to gain understanding and to contribute to social change. Findings – As a setting the HPS is a complex site of social interaction and where there is interplay of multiple, casual factors that influence health and well-being. The potential for social justice and equity remains latent and new approaches to investigating and researching are required. Bricolage offers substantial possibilities as it recognises the value of researching social contexts but with a deliberate intent to engage with participants. Practical implications – This paper considers how bricolage can re-focus ontological and epistemological positions to engage in health promotion as a social action. Originality/value – This paper raises questions about the ability of the HPS model to deliver on social justice under current compliance regimes.

scholarly journals Health Promotion in One New Zealand Primary School: a Case Study

2021 ◽  
Author(s):  
◽  
Janet Ruth Pearson
Keyword(s):  
Health Promotion ◽  
New Zealand ◽  
Health Service ◽  
School Community ◽  
World Health ◽  
Access To Health ◽  
Health Promoting School ◽  
Health Promoting ◽  
Health Organization

<p>This research investigated the way in which one low decile New Zealand primary school in the greater Wellington region practised health promotion, as defined by the World Health Organisation when specifying a health-promoting School. The focus was to discern how one purposefully selected school with many potential social, economic and cultural risk factors undertook the challenge of improving student health. The lens used was that of an experienced community nurse / nurse educator who had previous school nursing experience. Objectives were: to explore the concept of the ‘health-promoting school’ in a specific New Zealand context; to develop and use appropriate research methods to assess a single low decile school in relation to World Health Organization health-promoting school components and checkpoints; to work with the school community to identify health issues; and, to record external and internal changes that could impact on school health over a finite time period. Case study, guided by Hartrick, Lindsey and Hills Health Promotion Nursing framework was selected as the most appropriate method to collect both quantitative and qualitative evidence with the aim of providing a clear understanding of the particular case. Previous research validated an intrinsic case study approach for an inquiry that involved both the process of learning about a specific case and the product of that learning. Triangulated evidence from multiple sources accumulated from multiple data collection methods was used to answer the checkpoints of components within the health-promoting school framework developed by the Western Pacific Region of the World Health Organization in 1996. Results confirmed that the school was working appropriately within the scope of their educational practice to provide a health-promoting school environment for the school community. Gaps and issues identified included an element of talking past each other between the cultures of the education organisation and the nominated health service provider respectively that contributed to a lack of appropriate and accessible health service delivery for the school population. Teaching staff considered that they had insufficient access to health knowledge, and input from health service staff did not meet health education requirements for the school. Staff preference for increased school nurse involvement was not realised. The consequence was that two outside agencies (KiwiCan and Life Education Trust) delivered the bulk of the Health and Physical Education curriculum which resulted in a degree of fragmentation of health education for students. The issues that were identified demonstrated that health services in the area were not satisfactorily meeting the needs of the community and were not addressing the health inequities for the predominantly Pacific Island and Maori students and of their families that formed the school community. The conclusion reached was that a full-service school approach should be considered by the school and the local District Health Board as one way to overcome the current lack of access to health services for the school community.Assertions included the potential integration of locally available services by a school-based nurse coordinator supported by health professionals (Nurse Practitioner and Pacific Island Community Health Worker) and social workers. The vision included professionals working within their professional scopes of practice as part of a Primary Health Organisation with the aim of appropriately addressing the health inequities experienced by the school population.</p>

scholarly journals Applying Salutogenesis in Schools

2022 ◽  
pp. 295-305
Author(s):  
Bjarne Bruun Jensen ◽  
Wolfgang Dür ◽  
Goof Buijs
Keyword(s):  
Health Promotion ◽  
Young People ◽  
School Setting ◽  
Special Focus ◽  
Children And Young People ◽  
Literature Overview ◽  
Health Promoting Schools ◽  
Key Concepts ◽  
Health Promoting School ◽  
Health Promoting

AbstractThe chapter addresses the health of children and young people in the school setting with a special focus on experiences from Health Promoting Schools (HPS) and selected health promotion projects in schools. On the basis of brief definitions of the salutogenic orientation and the health promoting school model, comparisons will be conducted with regard to key concepts and principles of the two approaches to children’s health. A brief literature overview on the use of salutogenic concepts in relation to schools and health-promoting schools also is presented and discussed.

A Model for Creating a Common Health Promoting School Environment

2021 ◽  
pp. 12-21
Author(s):  
SB Sokolova
Keyword(s):  
Health Promotion ◽  
School Environment ◽  
Well Being ◽  
Educational Process ◽  
Health Improvement ◽  
Behavioral Risk ◽  
Comprehensive Schools ◽  
Health Promoting School ◽  
Health Promoting ◽  
Health Promotion Interventions

Introduction: Deterioration of students’ health, the absence of scientific substantiation of consistent actions, key directions and indicators of work of comprehensive schools in the sphere of health protection of participants in the educational process determine the purpose of the study to give a rationale for the algorithm and model of creating a common health promoting school environment. Materials and methods: The study was carried out in four directions: 1) study of health promoting activities in modern schools; 2) analysis of indicators of socio-psychological climate of schools; 3) study of the lifestyle, work pressure and schedule, health status and psychological well-being of teachers; and 4) study of foreign instruments for assessing health promotion interventions at schools. The objects of the study included comprehensive schools, schoolchildren, teachers, and foreign instruments for assessing health promotion interventions at schools. The research materials were statistically processed by nonparametric methods using Statistica 13.3 software. Results: Most of the surveyed Russian schools are at the initial stages of developing health promoting frameworks. Based on the expert statistical analysis of health promotion interventions of Russian schools at different levels of development and having different achievements in the field of preventive activities, effective directions and specific indicators for assessing results at each stage of creating a common preventive environment in a comprehensive school were identified and substantiated. Conclusions: An algorithm and a model of a common preventive school environment consisting of seven components have been developed and a system for its monitoring by key indicators, the subjects and objects of which are students, their parents and teachers, has been substantiated. The results of health promoting activities at school include health improvement in schoolchildren and teachers, their emotional well-being, a decreased prevalence of behavioral risk factors, and improvement of knowledge and skills in relation to health and of the academic performance of students.

Health Promoting Effects of Friends and Family on Health Outcomes in Older Adults

2000 ◽  
Vol 14 (6) ◽  
pp. 362-370 ◽  
Author(s):  
Teresa E. Seeman
Keyword(s):  
Older Adults ◽  
Health Promotion ◽  
Health Behaviors ◽  
Health Outcomes ◽  
Social Interactions ◽  
Health Effects ◽  
Social Relationships ◽  
Biological Pathways ◽  
Protective Effects ◽  
Health Promoting

Objective. To highlight the significant impact of social relationships on health and illness and suggest implications of these effects for health promotion efforts among older adults. Data Sources. Published studies on social relationships and health (or health behaviors) for the period 1970–1998 were identified through MEDLINE by using the key words social relationships, social support, and health, as well as review of health-related journals such as the American Journal of Epidemiology, Annals of Epidemiology, American Journal of Public Health, Journal of Health and Social Behavior, Social Science and Medicine, and the Journals of Gerontology. Study Selection. Major published original research was considered. Where published research was too extensive for full discussion of all studies, preference was given to studies focusing on older adults and those using stronger methodology (i.e., representative samples, longitudinal data, or multivariate analyses controlling for potential confounders). Data Extraction. Reported findings were organized in terms of three major categories: (1) results related to major health outcomes such as mortality, CHD, and depression; (2) findings related to health behaviors; and (3) findings related to potential biological pathways for observed health effects of social relationships. Data Synthesis. Protective effects of social integration with respect to mortality risk among older adults are the most thoroughly documented, although protective effects have also been documented with respect to risks for mental and physical health outcomes and for better recovery after disease onset. There is also now a growing awareness of the potential for negative health effects from social relationships that are characterized by more negative patterns of critical and/or demanding interactions, including increased risks for depression and angina. Biological pathways are suggested by evidence that more negative social interactions are associated with physiological profiles characterized by elevated stress hormones, increased cardiovascular activity, and depressed immune function, whereas more positive, supportive social interactions are associated with the opposite profile. Conclusions. Available data clearly indicate that social relationships have the potential for both health promoting and health damaging effects in older adults, and that there are biologically plausible pathways for these effects. Such evidence suggests that aspects of the social environment could play an important role in future health promotion efforts for older adults, although careful consideration of both potentially positive as well as negative social influences is needed.

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