Two aspects of health literacy and their importance for the use of health-promotion measures by teachers in the school setting

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne-Cathrin Hoppe-Herfurth ◽  
Birgit Burkhardt ◽  
Nancy John ◽  
Ludwig Bilz
Keyword(s):  
Health Promotion ◽  
Health Literacy ◽  
School Setting ◽  
Health Awareness ◽  
Occupational Groups ◽  
Content Type ◽  
Health Value ◽  
School Year ◽  
Intervention Measures ◽  
Starting Point

PurposeTeachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs.Design/methodology/approachIn the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg.FindingsTeachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress.Originality/valueWhile there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health.

scholarly journals Potentials of school nursing for strengthening health literacy: a 2017/18 German longitudinal survey

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
E de Buhr ◽  
A Tannen
Keyword(s):  
Public Schools ◽  
Health Literacy ◽  
Expert Knowledge ◽  
School Setting ◽  
School Nurses ◽  
West Germany ◽  
School Nursing ◽  
Health Awareness ◽  
Relative Contribution ◽  
Short Period

Abstract Background Health literacy (HL) plays a key role in explaining health disparities. School nurses provide health related expert knowledge and skills within the school setting. A positive effect on the HL of children but also their teachers and parents is assumed and supported by some research but gaps persist in the available data. Methods As part of a pilot school nursing project, which placed school nurses in 28 public schools in two German states, all teachers, parents and students (11+ years) attending the schools were invited to participate in a 2017 baseline (T0) and 2018 follow-up (T1) survey. Adult HL was measured using the HLS-EU-Q16 and child HL with the HLSAC. Bi- and multivariate analyses were carried out. Results Comparing T0 and T1, HL scores improved in all populations. In East Germany (Brandenburg), the percentage of teachers with problematic or inadequate HL decreased from 56.6 (N = 173) to 51.5 (N = 173) and among parents from 45.7 (N = 1719) to 43.2 (N = 1080). In West Germany (Hessen), the percentage of teachers with problematic or inadequate HL also decreased, from 43.7 (N = 201) to 42.2 (N = 263), and among parents from 42.2 (N = 2013) to 34.9 (N = 1251). The percentage of children that scored in the moderate or high HL brackets increased from 77.9 (N = 898) to 82.2 (N = 736) in Brandenburg and from 84.9 (N = 1379) to 86.5 (N = 1487) in Hessen. There were strong statistical relationships between child/parental HL and child health behaviors in all datasets. The T0 and T1 comparison showed some improvements over time. The presence of school nurses in public schools seemed to increase health awareness, thus contributing to a “healthy school.” After a short period (18 months) and despite a rather nonspecific spectrum of interventions, the HL of all relevant target groups improved. Further research is needed to quantify the relative contribution of the school nurses to improvements in HL, for example, by implementing a HL curriculum in a controlled setting. Key messages The presence of a school nurse seemed to increase health awareness contributing to a “healthy school.” After 18 months of intervention, the health literacy of children, parents and teachers improved.

GoodYarn: building mental health literacy in New Zealand’s rural workforce

2017 ◽  
Vol 16 (4) ◽  
pp. 180-190 ◽  
Author(s):  
Kate Morgaine ◽  
Louise Thompson ◽  
Katie Jahnke ◽  
Rebecca Llewellyn
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Positive Impact ◽  
National Level ◽  
Mental Health Promotion ◽  
Content Type ◽  
Rural Workforce ◽  
The Impact

Purpose “GoodYarn” is a skills-based workshop that focusses on building mental health literacy in rural communities, members of which are known to experience geographic, attitudinal and service configuration barriers to accessing mental health services. The purpose of this paper is to evaluate the impact of the GoodYarn project on raising mental health literacy in the rural community. Design/methodology/approach GoodYarn is primarily for farmers, their families and farm workers, as well as the “farmer facing” workforce. The focus on mental health literacy aligns with the mental health promotion approach of using methods that foster supportive environments. By raising the mental health literacy of those not directly needing help, but in positions to help those that do – such as employers, rural professionals and rural support industries who are well placed to perceive stressors in farmers – GoodYarn builds a community with the knowledge and skills to identify and approach those experiencing mental distress or illness, and direct them to appropriate support and services. All participants in the GoodYarn workshops (n=430) were invited to complete a questionnaire at the end of the workshop. All participants answered the questionnaire, with over 80 per cent answering all questions. Findings Participant feedback affirmed the utility of GoodYarn as an effective vehicle to facilitate the discussion of mental illness in rural farming communities of New Zealand. GoodYarn had a significant positive impact on the three immediate workshop indicators of awareness, confidence and knowledge (p<0.001 for all three indicators). Further, the high level of concordance in workshop outcomes across various organisations’ delivery indicates programme consistency and quality has been maintained throughout the upscaling of the programme. Originality/value The uptake of the GoodYarn programme by rural organisations and communities at a national level, and the positive evaluation results, provide encouragement that building mental health literacy in the rural workforce is a promising mental health promotion strategy.

The cultural context of sexual and reproductive health support: an exploration of sexual and reproductive health literacy among female Asylum Seekers and Refugees in Glasgow

2019 ◽  
Vol 16 (1) ◽  
pp. 46-64
Author(s):  
Mari Kaneoka ◽  
William Spence
Keyword(s):  
Health Literacy ◽  
Reproductive Health ◽  
Qualitative Study ◽  
Asylum Seekers ◽  
Sexual And Reproductive Health ◽  
Care Utilization ◽  
Small Scale ◽  
Content Type ◽  
Starting Point ◽  
Asylum Seekers And Refugees

Purpose Sexual and reproductive health (SRH) incorporates prevention of unplanned pregnancies, unsafe abortions, and sexually transmitted infections (STIs). The sourcing, understanding and application of related information are important for health and this defines sexual and reproductive health literacy (SRHL). Health care utilization rates among Asylum Seekers and Refugees (ASRs) may not be high and they are unlikely to seek sufficient SRH information and care in their host countries, leaving some needs unmet. No SRHL research related to Scotland’s Asylum Seeking and Refugee Women (ASRW) exists. In this qualitative study, the purpose of this paper is to explore the SRHL-related views and experiences of adult ASRW living in Glasgow and their views on assistance required to improve their SRHL. Design/methodology/approach In total, 14 semi-structured interviews were audio-recorded and transcribed and qualitative thematic analysis employed. Findings Five themes and 13 sub-themes with four key findings highlighted: experience of unmet SRHL needs, similarities and differences in the source of SRH information, SRH views and behaviours influenced by cultural and religious factors, barriers and facilitators to accessing SRH information/care and developing SRHL. Research limitations/implications This was a small scale qualitative study affording limited transferability. The work addressed a highly sensitive topic among women from conservative home country cultures. Practical implications Routine collection of sexual and reproductive health data by the NHS should be explored for this group. NHS staff should be aware of the rights of asylum seekers, Refugees and failed asylum seekers, to NHS healthcare free at the point of delivery in Scotland (National Health Service, 2019; Scottish Government, 2018), and be well trained in the likely religious and cultural norms of these groups. Host communities should consider improving access to SRH information and care in ASRWs first languages. Social implications The study identified weaknesses in the opportunities for social integration afforded this group and the coordination of existing social opportunities. The stigmatization of immigrants in the UK is well understood and has repercussions for many individuals and societal organizations implicated in the promotion of this. Originality/value This paper addresses a very sensitive topic with women from conservative cultures. With few publications in this area, and none pertaining to Scotland, the paper makes a small but original contribution that might be considered a starting point for researchers and relevant services in Scotland.

Fostering social relationships through food rituals in a New Zealand school

2016 ◽  
Vol 116 (5) ◽  
pp. 434-448 ◽  
Author(s):  
Eva Neely ◽  
Mat Walton ◽  
Christine Stephens
Keyword(s):  
Health Promotion ◽  
New Zealand ◽  
Young People ◽  
Social Relationships ◽  
School Health ◽  
Social Dimensions ◽  
School Health Promotion ◽  
Content Type ◽  
School Year ◽  
Unexplored Area

Purpose – Food practices, including associated routines, rituals, and habits, are an unexplored area in school health promotion. The purpose of this paper is to fill this gap through exploring how food rituals act as vehicles for young people to establish, maintain, and strengthen social relationships. Design/methodology/approach – Through an ethnographic inquiry, including observations and interviews with teachers and 16-18 years old students in New Zealand, everyday practices were explored in-depth across one school year. Findings – The findings include three food rituals as significant for young people in managing their social relationships, including the lunch walk, ritualised sharing, and gifting food. The findings highlight the importance of everyday food rituals for young people’s social relationships. For instance, gifting cake mediated care to friends, showed trust in the relationship, and allowed to reciprocate; the lunch walk encouraged social interaction and was a means by which young people could integrate into a new group; and ritualised sharing food involved negotiating friendship boundaries. Research limitations/implications – The study is exploratory with findings reported from one school. Further research exploring how young people use food rituals in their everyday lives for managing social relationships is needed. Originality/value – A focus on social relationships in settings such as schools could broaden the scope of nutrition promotion to promote health in physical, mental, and social dimensions. Implications for school health promotion are discussed.

Implementing a Mentally Healthy Schools Framework based on the population wide Act-Belong-Commit mental health promotion campaign

2016 ◽  
Vol 116 (6) ◽  
pp. 561-579 ◽  
Author(s):  
Julia Anwar-McHenry ◽  
Robert John Donovan ◽  
Amberlee Nicholas ◽  
Simone Kerrigan ◽  
Stephanie Francas ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Time Management ◽  
School Setting ◽  
Mental Health Promotion ◽  
World Health ◽  
Structured Interviews ◽  
Content Type ◽  
Whole School ◽  
Healthy Schools

Purpose Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages schools to adopt a whole-of-school approach to mental health promotion based on the World Health Organisation’s Health Promoting Schools framework. The paper aims to discuss these issues. Design/methodology/approach A process evaluation was conducted consisting of six-monthly activity reports from 13 participating Western Australian schools. Semi-structured interviews were also conducted with key school contacts in November 2011 with nine schools who had signed partner agreements prior to July 2011. Findings The schools valued promoting the mentally healthy message and the majority felt the programme was implemented successfully. More intensive implementation was facilitated by a proactive and enthusiastic school “champion” who had influence over other staff, and who did not have too many competing priorities. Factors inhibiting implementation included a lack of effective time management, lack of whole school commitment, and evaluation demands. Originality/value Act-Belong-Commit is a positive, proactive message making it easier for teachers to talk about mental health with their students. For schools reporting implementation success, the Mentally Healthy Schools Framework raised the profile of mental health in the school setting and fostered a sense of belonging among students.

Initializing phase of lesson study: communication a special didactic tool in mathematics

2020 ◽  
Vol 9 (3) ◽  
pp. 261-275 ◽  
Author(s):  
Helena Sjunnesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Structured Interview ◽  
Content Type ◽  
School Year ◽  
Starting Point ◽  
Lesson Content ◽  
Teaching Team ◽  
Common Understanding

PurposeThis study examined participating teachers' expressions about teaching and learning when implementing lesson study (LS) about communication as a special didactic tool in mathematics; it also investigated their experience with LS. The initializing phase was characterized by letting the teachers become familiar with LS as a model for their professional development (PD). It also provided an opportunity for the participants to acquire common understanding of their starting point.Design/methodology/approachAn adapted version of LS was used as a model for teachers' PD. The methods for data collection were a semi-structured interview and discussions with the teachers. From a teaching team in school year 1, two class teachers participated. The data obtained were qualitative and subjected to a thematic analysis. The teachers participated together in the different discussions during the study. All the discussions were audio-recorded.FindingsDuring the discussions, the teachers raised some critical points: how to gain students' attention during lesson reviews; how to make follow-ups of the students' understanding of lesson content; how to plan and factors that could have been changed in education that could assist in all students' progress.Originality/valueBoth the initializing phase and the concept of special didactics have not received full attention in research. This study highlights the importance of capturing the teachers' attained competence toward understanding what is needed for future competence concerning communication as a special didactic tool in mathematics.

Qualitative insight into primary school children’s nutrition literacy

2019 ◽  
Vol 119 (2) ◽  
pp. 98-114 ◽  
Author(s):  
Stefania Velardo ◽  
Murray Drummond
Keyword(s):  
Health Literacy ◽  
Primary School ◽  
State Government ◽  
Population Group ◽  
Nutrition Information ◽  
Structured Interviews ◽  
Content Type ◽  
Starting Point ◽  
Children's Nutrition ◽  
Insight Into

Purpose Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives. Design/methodology/approach The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques. Findings Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy. Originality/value This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.

The benefits of student-led health promotion intervention

2019 ◽  
Vol 14 (6) ◽  
pp. 436-446
Author(s):  
Athene Lane-Martin
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Structured Interview ◽  
Mental Health Promotion ◽  
Health Awareness ◽  
Health Promotion Intervention ◽  
Content Type ◽  
Mental Health Awareness ◽  
Mental Health Support

Purpose The benefits of a student-led mental health promotion intervention on World Mental Health day result in tangible learning benefits for those students. The event occurs within the students’ own university. The paper aims to discuss this issue. Design/methodology/approach This case study evaluates students’ experience on a mental health promotion intervention. This intervention was to enable students to experience running a health promotion intervention and develop their health promotion skills outside of their lectures. Students were recruited who had just completed a module on health promotion. Students had to plan and organise the intervention, which included involving other organisations and facilities both external and internal to the university. The experience was evaluated through the case study using as data collection a semi-structured interview. Findings Results indicated that students found the experience to be beneficial in deepening their understanding of health promotion, mental health awareness and in increasing their self-esteem. Limitations of this case study are in the argument for reproducibility of results, which is affected by the small number of students who took part. Research limitations/implications There are opportunities to develop this idea further and to broaden the availability of the initiative, enabling more students from diverse backgrounds to experience putting theory into practice. Originality/value To the best knowledge of the author, this study, although with limitations, provided a good understanding on how to develop health promotion skills within a university setting. The outcomes of this study are mainly applicable to a health studies course, educators of mental health promotion, university mental health support services and research related to this topic, especially on promoting mental health awareness and education.

Food practices and school connectedness: a whole-school approach

2016 ◽  
Vol 116 (3) ◽  
pp. 320-340 ◽  
Author(s):  
Eva Neely ◽  
Mat Walton ◽  
Christine Stephens
Keyword(s):  
School Connectedness ◽  
School Setting ◽  
School Level ◽  
Content Type ◽  
Food Practices ◽  
Whole School ◽  
School Year ◽  
Health Promoting ◽  
Whole School Approach ◽  
Ethnographic Methodology

Purpose – The health-promoting schools (HPSs) framework has emerged as a promising model for promoting school connectedness in the school setting. The purpose of this paper is to explore the potential for food practices to promote school connectedness within a HPSs framework. Design/methodology/approach – This study explores food practices within a New Zealand secondary school by using an ethnographic methodology, with interviews and observations, to explore in-depth the range of food practices that occurred within the school across a whole school year. Thematically the data were ready for school connectedness indicators across the recorded events, and categorically the practices were coded according to their level of occurrence within the HPS framework. Findings – The findings showed that food practices occurred across class- and school-level organisation, ethos, environment, and community partnerships, and indicated that they may be valuable assets for a HPS approach to school connectedness. By integrating the findings of the present study with previous literature the authors suggest a HPS framework for promoting school connectedness through food practices. Originality/value – This paper contributes to the emerging research on whole-school approaches to building school connectedness, and provides a first contribution on the value of food practices for school connectedness.

Health psychology and health promotion

2008 ◽  
Vol 16 (3) ◽  
pp. 123-126 ◽  
Author(s):  
Toni Faltermaier
Keyword(s):  
Health Psychology ◽  
Health Promotion ◽  
Health Resources ◽  
Target Groups ◽  
Occupational Groups ◽  
Socially Disadvantaged ◽  
Research Activities ◽  
Health And Illness ◽  
Prevention And Health Promotion ◽  
Basic And Applied Research

Abstract. The Flensburg health psychology group takes a salutogenic perspective and aims at developing innovative health promotion approaches. It stands in the interdisciplinary context of health and educational sciences. Our focus in research is on both, stress processes and lay representations of health and illness in the context of salutogenic theories of health. Basic and applied research activities aim at developing subject-oriented approaches of prevention and health promotion that are designed to promote health resources and competencies in selected settings and target groups. Current research is concentrated on socially disadvantaged groups, on occupational groups and on men to develop tailored health promotion approaches that reach groups in need and which show sustainable effects.

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