scholarly journals World Health Organization Approaches for Surveys of Health Behaviour among Schoolchildren and for Health-Promoting Schools

2013 ◽  
Vol 23 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sisko Honkala
Keyword(s):  
World Health Organization ◽  
Health Behaviour ◽  
World Health ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Health Organization

scholarly journals Health Promoting Schools Provide Community-Based Learning Opportunities Conducive to Careers in Rural Practice

2011 ◽  
Vol 2011 ◽  
pp. 1-5 ◽  
Author(s):  
Andrew Macnab ◽  
Arabat Kasangaki ◽  
Faith Gagnon
Keyword(s):  
Rural Areas ◽  
Rural Practice ◽  
World Health ◽  
Community Based ◽  
Personal Involvement ◽  
Health Promoting Schools ◽  
Before And After ◽  
Health Promoting ◽  
Community Based Learning ◽  
Health Organization

The World Health Organization conceived “health-promoting schools” as a means of providing the information and support systems necessary for the worldwide changes in behavior that are needed to improve health globally and decrease health care costs. We developed and evaluated a model of progressively implementing health-promoting schools with support from university medical school trainees in Canada and Uganda. The model uses oral health as a medium for establishing rapport and success around a topic with little stigma. The evaluation involved questionnaires of the Canadian trainees about practice intentions before and after involvement in the health-promoting schools to determine whether community-based learning in health-promoting schools resulted in more trainees planning to work in rural areas or underserved countries. We found that Canadian medical trainees cited their personal involvement and perceived ability to effect significant and identifiable positive change in both the school children and the community as reasons why they were more willing to practice in rural or under-served areas.

Characteristics of health-promoting schools from Iranian adolescents’ point of view

2016 ◽  
Vol 28 (2) ◽  
pp. 155-160 ◽  
Author(s):  
Zohreh Shahhosseini ◽  
Masoumeh Simbar ◽  
Ali Ramezankhani
Keyword(s):  
Cultural Context ◽  
Developed Countries ◽  
Cross Sectional Study ◽  
Point Of View ◽  
World Health ◽  
Mazandaran Province ◽  
Cross Sectional ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Health Organization

Abstract Aim: Although characteristics of health-promoting schools are mentioned in the World Health Organization guidelines, different countries need to design more details of indicators for assessing these schools according to their social and cultural context. The aim of this study was to investigate characteristics of health-promoting schools from Iranian adolescent girls’ point of view. Materials and methods: In this cross-sectional study, 2010 middle school and high school female adolescents were selected from randomly selected schools in Mazandaran province, Iran. They completed a self-completion questionnaire around their views about characteristics of health- promoting schools. Data were analyzed using descriptive statistics and an independent t-test. Results: It is revealed that from Iranian adolescents’ point of view the most important feature of health-promoting schools was the schools with no stressful exams and where notices are kindly given to students for their mistakes. Conclusion: The results suggest that there is a need for more measurable standards of health-promoting schools based on the socio-cultural context of both developing and developed countries.

The European Network of Health Promoting schools - from to Kyrgyzstan

2005 ◽  
Vol 12 (3-4) ◽  
pp. 169-172 ◽  
Author(s):  
Vivian Bamekow Rasmussen
Keyword(s):  
Health Promotion ◽  
School Health ◽  
World Health ◽  
European Network ◽  
Council Of Europe ◽  
Regional Office ◽  
Health Promoting Schools ◽  
Health Promotion Activity ◽  
Health Promoting ◽  
Health Organization

The European Network of Health Promoting Schools (ENHPS) is a practical example of a health promotion activity that has successfully incorporated the energies of three major European agencies in the joint pursuit of their goals in school health promotion. As explained in the editorial, the network had its conceptual origins in the 1980's. However, since 1991 the initiative has been a tripartite activity, launched by the European Commission (EC), the Council of Europe (CE) and the World Health Organization Regional Office for Europe (WHO/EURO) (Barnekow et al. 1999). Starting with only seven countries, the network has enlarged over the years and now has a membership of 43 countries. This article outlines the criteria and principles developed by the network to establish national HPS programmes in Europe. The coordinators of these programmes throughout Europe, taking the the diversity in culture and setting into consideration, have mapped the different models of HPS programmes in their countries and through the EVA project have developed a series of guidelines to monitor progress. All agree that a key element of success is to work together with the school community, parents and young people themselves as well as with health and education ministries, but their different experiences have also allowed them to identify a number of constraints and challenges.

Abstract

2005 ◽  
Vol 12 (3-4) ◽  
pp. 180-181
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Latin American ◽  
School Setting ◽  
World Health ◽  
School Settings ◽  
Health Promoting Schools ◽  
Comprehensive Health ◽  
Health Promoting ◽  
Health Organization

In Latin America, comprehensive health promotion programmes and activities are being implemented in the school setting, which take into account the conceptual framework of the Health-Promoting Schools Regional Initiative of the Pan American Health Organization, Regional office of the World Health Organization (PAHO/WHO). These programmes help to strengthen the working relationships between the health and education sectors. The Health-Promoting Schools Regional Initiative, officially launched by PAHO/WHO in 1995, aims to form future generations to have the knowledge, abilities, and skills necessary for promoting and caring for their health and that of their family and community, as well as to create and maintain healthy environments and communities. The Initiative focuses on three main components: comprehensive health education, the creation and maintenance of healthy physical and psychosocial environments, and the access to health and nutrition services, mental health, and active life. In 2001, PAHO conducted a survey in 19 Latin American countries to assess the status and trends of Health-Promoting Schools in the Region, for the appropriate regional, subregional, and national planning of pertinent health promotion and health education programmes and activities. The results of this survey provided information about policies and national plans, multisectoral coordination mechanisms for the support of health promotion in the school settings, the formation and participation in national and international networks of Health-Promoting Schools and about the level of dissemination of the strategy. For the successful development of Health-Promoting Schools is essential to involve the society as a whole, in order to mobilise human resources and materials necessary for implementing health promotion in the school settings. Thus, the constitution and consolidation of networks has been a facilitating mechanism for the exchange of ideas, resources and experiences to strengthen the work and commitment of all involved with the strategy. The Latin American and Caribbean Networks of Health-Promoting Schools were created to promote these exchanges and to support the integration of the national networks, to constitute multidirectional channels of communication that are linked and that converge for the improvement of education and health in the school setting. Networks meetings have been held between 1996 and 2004, where the work and topics of priority and interest have been addressed, methodologies have been disseminated, good practices have been shared, and National Commissions and participants have been strengthened. This article synthesises successful examples of countries that reflect health promotion activities in the school settings, as well as the development of Networks. It also notes the future prospects for strengthening the Health-Promoting Schools Regional Initiative.

Adherence to components of Health Promoting Schools in schools of Bengaluru, India

2018 ◽  
Vol 34 (6) ◽  
pp. 1167-1178 ◽  
Author(s):  
Sugavanesh Periyasamy ◽  
Pushpanjali Krishnappa ◽  
Piddennavar Renuka
Keyword(s):  
Health Promotion ◽  
Oral Health ◽  
World Health ◽  
Structured Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Strict Adherence ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Health Organization

Abstract Schools provide a crucial platform for health promotion as the school years are a vital stage in one’s life, where lifelong general and oral health-related behaviours are developed and established. The components of Health Promoting Schools (HPSs) suggested by World Health Organization provide guidance for facilitating health promotion within this setting. This study aimed to assess the adherence to the components of HPSs amongst schools in Bengaluru, India utilizing a comprehensive tool developed for the purpose. A cross-sectional survey was conducted among randomly selected 61 schools. Data were collected through structured interviews with the head of the schools, direct observation of school premises and verification of records. The significant findings of the study were that 80.3% of the schools had proper ventilation and separate washrooms for boys and girls, 83.6 and 88.5% of the schools had natural light and adequate water supply correspondingly. Only 39.3% of the schools had washrooms that were cleaned daily, and 55.7% of the schools were in proximity to business that sold tobacco products. Oral health education was not integrated into the curriculum in 39.3% of the schools, and 29.5% of the schools had no playgrounds. The study tool appeared to be sensitive in identifying the finer components of HPSs, indicating the lack of strict adherence to the components of HPSs in Bengaluru. This information can be utilized to design appropriate interventions at micro, meso and macro level to strengthen the capacity of schools for the attainment of health promotion.

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