scholarly journals A multiple-case study of intersectoral collaboration in comprehensive school health promotion using the DIagnosis of Sustainable Collaboration (DISC) model

2015 ◽  
Vol 115 (3/4) ◽  
pp. 301-321 ◽  
Author(s):  
K.K. Pucher ◽  
M.J.J.M. Candel ◽  
N.M.W.M. Boot ◽  
A.J.A. van Raak ◽  
N. K. de Vries
Keyword(s):  
Public Health ◽  
Health Promotion ◽  
Change Management ◽  
School Health ◽  
Comprehensive School ◽  
Intersectoral Collaboration ◽  
School Health Promotion ◽  
Content Type ◽  
Comprehensive School Health ◽  
Disc Model

Purpose – Intersectoral collaboration is often a prerequisite for effective interventions in public health. The purpose of this paper is to assess the facilitating and hindering conditions regarding intersectoral collaboration between health authorities, public health services (PHSs), public services stakeholders (PPSs) and the education sector in comprehensive school health promotion (CSHP) in the Netherlands. Design/methodology/approach – CSHP collaborations in five Dutch regions were studied using a questionnaire based on the DIagnosis of Sustainable Collaboration (DISC) model, focusing on: change management; perceptions, intentions and actions of collaborating parties; project organization; and factors in the wider context. Univariate and multivariate analyses with bootstrapping were applied to 106 respondents (62 percent response). Findings – A similar pattern of facilitating and hindering conditions emerged for the five regions, showing positive perceptions, but fewer positive intentions and actions. An overall favorable internal and external context for collaboration was found, but limited by bureaucratic procedures and prioritizing stakeholders’ own organizational goals. Change management was rarely applied. Some differences between sectors emerged, with greatest support for collaboration found among the coordinating organizations (PHSs) and least support among the financing organization (municipalities). Research limitations/implications – The generalization of the findings is limited to the initial formation stage of collaboration, and may be affected by selection bias, small sample size and possible impact of interdepartmental collaboration within organizations. Practical implications – The authors recommend establishing stronger change management to facilitate translation of positive perceptions into intentions and actions, and coordination of divergent organizational structures and orientations among collaborating parties. Originality/value – The results show that it is valuable for collaborating parties to conduct DISC analyses to improve intersectoral collaboration in CSHP.

scholarly journals Predictors and mediators of sustainable collaboration and implementation in comprehensive school health promotion

2017 ◽  
Vol 117 (1) ◽  
pp. 2-23 ◽  
Author(s):  
Katharina K. Pucher ◽  
Math J.J.M. Candel ◽  
Nicole M.W.M. Boot ◽  
Nanne K. de Vries
Keyword(s):  
Project Management ◽  
Change Management ◽  
School Health ◽  
External Factors ◽  
Intersectoral Collaboration ◽  
School Health Promotion ◽  
Content Type ◽  
Comprehensive School Health ◽  
Disc Model ◽  
Explained Variance

Purpose The Diagnosis of Sustainable Collaboration (DISC) model (Leurs et al., 2008) specifies five factors (i.e. project management, change management, context, external factors, and stakeholders’ support) which predict whether collaboration becomes strong and stable. The purpose of this paper is to study the dynamics of these factors in a study of multiple partnerships in comprehensive school health promotion (CSHP). Design/methodology/approach A Dutch two-year DISC-based intervention to support coordinators of five CSHP partnerships in the systematic development of intersectoral collaboration was studied in a pretest-posttest design. To uncover the determinants of sustainable collaboration and implementation of CSHP and to find possible mediators, the authors carried out multi-level path analyses of data on the DISC factors obtained from 90 respondents (response of approached respondents: 57 percent) at pretest and 69 respondents (52 percent) at posttest. Mediation mechanisms were assessed using joint significance tests. Findings The five DISC factors were important predictors of implementation of CSHP (explained variance: 26 percent) and sustainable collaboration (explained variance: 21 percent). For both outcomes, stakeholders’ support proved to be the most important factor. Regarding sustainable collaboration, mediation analysis showed that stakeholders’ support fully mediated the effects of change management, project management, external factors and context. This indicates that the extent of stakeholders’ support (e.g. appreciation of goals and high levels of commitment) determines whether collaboration becomes sustainable. The authors also found that the extent of stakeholders’ support in turn depends upon a well-functioning project management structure, the employment of change management principles (e.g. creation of a common vision and employment of appropriate change strategies), a favorable organizational context (e.g. positive experience with previous collaboration) and external context (e.g. positive attitudes of financing bodies and supporting health and educational policies). For the actual implementation of CSHP, partial mediation by the support factor was found. There was a direct positive effect of change management indicating that organizational knowledge is also necessary to implement CSHP, and a direct negative effect of project management, probably pointing to the negative effects of too much negotiation in the collaboration. Research limitations/implications A design lacking a control group, a small sample and a relatively early assessment after implementation support stopped limit the generalizability of the results. Practical implications Strategies targeting the DISC factors can enhance stakeholders’ support and thereby promote sustainable intersectoral collaboration and the implementation of CSHP. Originality/value The DISC model provides a fruitful conceptual framework for the study of predictors and processes in public health partnerships. The importance of stakeholders’ support and other factors in the model are demonstrated.

The role of principals in school health promotion in South Africa: a qualitative study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Siphokazi Kwatubana ◽  
Velaphi Aaron Nhlapo ◽  
Nomsa Moteetee
Keyword(s):  
Health Promotion ◽  
Teacher Development ◽  
School Health ◽  
School Principals ◽  
Development Programme ◽  
Health Improvement ◽  
School Health Promotion ◽  
Content Type ◽  
Professional Teacher

PurposeSchool principals are presumed to be pillars of school health promotion implementation. Their understanding of their role could enhance school health promotion. This study aims to investigate how principals understood their role in school health promotion.Design/methodology/approachIn this study, semi-structured interviews were conducted with six school principals who participated and completed the first cycle of the Continuous Professional Teacher Development programme that was offered by the South African Council of Educators. Snowball sampling was used to sample participants.FindingsThe findings of this study showed that principals did not differentiate between concepts of health-promoting schools and school health promotion, the meaning was the same for them. They focused on any health improvement within the schools, regardless of its conceptual nature. The second finding pertains to the role of the principal as a manager, while the third was on expedition of collaborations and partnerships.Research limitations/implicationsThis research was limited to school principals who completed the Continuous Professional Teacher Development programme. It, therefore, does not include perceptions of other principals.Originality/valueThe study findings suggest that despite inability of schools in poor communities to implement effective school health programmes, the principals of the sampled schools were aware of their roles. This is positive, as the efforts to enhance health promotion initiatives would focus on developing and empowering principals to improve their performance.

Children as change agents for family health

2017 ◽  
Vol 117 (5) ◽  
pp. 498-510 ◽  
Author(s):  
Lisette Burrows
Keyword(s):  
Health Promotion ◽  
New Zealand ◽  
School Health ◽  
Health Knowledge ◽  
Change Agents ◽  
Family Health ◽  
School Health Promotion ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Agents Of Change

Purpose The purpose of this paper is to explore ways in which children and young people are being positioned as change agents for families through school health promotion initiatives in New Zealand. Design/methodology/approach The paper maps and describes the kinds of policies and initiatives that directly or indirectly regard children as conduits of healthy eating and exercise messages/practices for families. Drawing on post-structural theoretical frameworks, it explores what these resources suggest in terms of how healthy families should live. Findings Families are positioned as central to school health promotion initiatives in New Zealand, especially in relation to obesity prevention policies and strategies. Children are further positioned as agents of change for families in many of the resources/policies/initiatives reviewed. They are represented as key transmitters and translators of school-based health knowledge and as capable of, and responsible for, helping their families eat well and exercise more. Social implications While recognising children’s agency and capacity to translate health messages is a powerful and welcome message at one level, the author need to consider the implications of requiring children to convey health information, to judge their family practices and, at times, to be expected to change these. This may create anxiety, family division and expect too much of children. Originality/value The paper takes a novel post-structural perspective on a familiar health promotion issue. Given the proliferation of family-focussed health initiatives in New Zealand and elsewhere, this perspective may help us to explore, critique and understand more fully how children are expected to be engaged in these initiatives, and the potentially harmful implications of these expectations.

Socio-ecological school environments and children’s health and wellbeing outcomes

2015 ◽  
Vol 115 (3/4) ◽  
pp. 420-434 ◽  
Author(s):  
Yetunde O. John-Akinola ◽  
Saoirse Nic Gabhainn
Keyword(s):  
Health Promotion ◽  
School Environment ◽  
Primary Schools ◽  
School Health ◽  
School Policy ◽  
Ecological Environment ◽  
School Health Promotion ◽  
Content Type ◽  
Health And Wellbeing ◽  
Health Promoting

Purpose – Attention to improving the school environment is a common activity in school health promotion. The role of the school environment in supporting improved health and wellbeing has a theoretical base, but has rarely been directly investigated empirically. The purpose of this paper is to investigate the associations between school socio-ecological environment and health and wellbeing outcomes. Design/methodology/approach – Questionnaire data were collected from 231 pupils in nine primary schools: urban and rural; single and mixed gender; disadvantaged and non-disadvantaged; and health promoting schools (HPS) and non-HPS. Questionnaire items included perceptions of the school socio- ecological environment (school perception, class relationships, teacher relationships, school policy and parental participation) and health and wellbeing outcomes. Findings – Reported school perception (OR 1.21, 95 per cent CI 1.12-1.30), class relationships (OR 1.13, 95 per cent CI 1.06-1.21), relationship with teacher (OR 1.20, 95 per cent CI 1.11-1.29), perception of school policy (OR 1.25, 95 per cent CI 1.13-1.37) and parents’ participation in school life (OR 1.32, 95 per cent CI 1.15-1.51) were all significantly associated with health and wellbeing outcomes for all groups of pupils. Very few differences emerged between different school types on the measures of either school socio-ecological environment or measures of health and wellbeing. Originality/value – The socio-ecological environment is clearly related to general health and wellbeing outcomes, which underlines its relevance to school health promotion. The lack of discernable differences between HPS and non-HPS demonstrate the lack of clarity in definitions of the health promoting status of schools.

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