The Intentional Compassion Framework for school communities

2021 ◽  
pp. 001789692110067
Author(s):  
Carla J Kennedy ◽  
Fiona Gardner ◽  
Anne Southall
Keyword(s):  
Social Constructionist ◽  
Constructivist Grounded Theory ◽  
Cultural Perceptions ◽  
Cultural Shift ◽  
School Communities ◽  
Whole School ◽  
Goal Framing ◽  
Health Promoting ◽  
Strategies For Change ◽  
Study Participants

Objective: This article offers a framework to guide schools in developing a compassionate culture. Using a social constructionist/critical perspective, five spheres of work are identified to help schools achieve this goal. Framing death, dying and bereavement from a health promoting perspective, they involve challenging current cultural perceptions, creating a culture of support, creating a grief-informed culture, establishing a culture of reflection and reflexivity, and developing a whole school plan. Setting: Eight rural primary school communities in central Victoria, Australia. Method: Constructivist grounded theory with interviews and analysis occurring concurrently, allowing categories to develop alongside new questions to explore participants’ thinking and priorities. Results: Participants’ insights, knowledge and priorities fostered understanding and led to the five strategies for change that underpin this framework. Conclusion: Study participants’ desire for a societal, cultural shift in how to understand death, dying and bereavement issues in school communities serves as an important foundation for change.

Perceptions of Palestine: The View from Large Linguistic Datasets

2016 ◽  
Vol 45 (2) ◽  
pp. 41-54
Author(s):  
Terry Regier
Keyword(s):  
Language Use ◽  
Cultural Norms ◽  
Cultural Perceptions ◽  
Cultural Changes ◽  
Cultural Shift ◽  
General Theme ◽  
English Usage ◽  
English Speaking ◽  
English Speaking World

Cultural norms and trends are often reflected in patterns of language use. This article explores cultural perceptions of Palestine and Palestinians in the English-speaking world, through two analyses of large linguistic datasets. The first analysis seeks to uncover current conceptions of participants in the Israel-Palestine conflict, by identifying words that are distinctively associated with those participants in modern English usage. The second analysis asks what historical-cultural changes led to these current conceptions. A general theme that emerges from these analyses is that a cultural shift appears to have occurred recently in the English-speaking world, marked by greater awareness of Palestinian perspectives on the conflict. Possible causes for such a cultural shift are also explored.

scholarly journals Future prospects for dissecting inter-individual variability in the absorption, distribution and elimination of plant bioactives of relevance for cardiometabolic endpoints

2019 ◽  
Vol 58 (S2) ◽  
pp. 21-36 ◽  
Author(s):  
Rikard Landberg ◽  
Claudine Manach ◽  
Frederiek-Maarten Kerckhof ◽  
Anne-Marie Minihane ◽  
Rasha Noureldin M. Saleh ◽  
...  
Keyword(s):  
Bioactive Compounds ◽  
Large Scale ◽  
Drug Exposure ◽  
Dietary Habits ◽  
Individual Variability ◽  
Internal Exposure ◽  
Cardiometabolic Health ◽  
Microbiome Composition ◽  
Health Promoting ◽  
Study Participants

Abstract Purpose The health-promoting potential of food-derived plant bioactive compounds is evident but not always consistent across studies. Large inter-individual variability may originate from differences in digestion, absorption, distribution, metabolism and excretion (ADME). ADME can be modulated by age, sex, dietary habits, microbiome composition, genetic variation, drug exposure and many other factors. Within the recent COST Action POSITIVe, large-scale literature surveys were undertaken to identify the reasons and extent of inter-individual variability in ADME of selected plant bioactive compounds of importance to cardiometabolic health. The aim of the present review is to summarize the findings and suggest a framework for future studies designed to investigate the etiology of inter-individual variability in plant bioactive ADME and bioefficacy. Results Few studies have reported individual data on the ADME of bioactive compounds and on determinants such as age, diet, lifestyle, health status and medication, thereby limiting a mechanistic understanding of the main drivers of variation in ADME processes observed across individuals. Metabolomics represent crucial techniques to decipher inter-individual variability and to stratify individuals according to metabotypes reflecting the intrinsic capacity to absorb and metabolize bioactive compounds. Conclusion A methodological framework was developed to decipher how the contribution from genetic variants or microbiome variants to ADME of bioactive compounds can be predicted. Future study design should include (1) a larger number of study participants, (2) individual and full profiling of all possible determinants of internal exposure, (3) the presentation of individual ADME data and (4) incorporation of omics platforms, such as genomics, microbiomics and metabolomics in ADME and efficacy studies.

scholarly journals The Health Promoting Schools Framework: Known Unknowns and an Agenda for Future Research

2016 ◽  
Vol 44 (3) ◽  
pp. 463-475 ◽  
Author(s):  
Rebecca Langford ◽  
Christopher Bonell ◽  
Kelli Komro ◽  
Simon Murphy ◽  
Daniel Magnus ◽  
...  
Keyword(s):  
Low Income ◽  
School Health ◽  
World Health ◽  
Current Evidence ◽  
Future Research ◽  
Process Data ◽  
Whole School ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Known Unknowns

The World Health Organization’s Health Promoting Schools (HPS) framework is a whole-school approach to promoting health that recognizes the intrinsic relationship between health and education. Our recent Cochrane systematic review found HPS interventions produced improvements in a number of student health outcomes. Here we reflect on what this review was not able to tell us: in other words, what evidence is missing with regard to the HPS approach. Few HPS interventions engage with schools’ “core business” by examining impacts on educational outcomes. Current evidence is dominated by obesity interventions, with most studies conducted with children rather than adolescents. Evidence is lacking for outcomes such as mental or sexual health, substance use, and violence. Activities to engage families and communities are currently weak and unlikely to prompt behavioral change. The HPS approach is largely absent in low-income settings, despite its potential in meeting children’s basic health needs. Intervention theories are insufficiently complex, often ignoring upstream determinants of health. Few studies provide evidence on intervention sustainability or cost-effectiveness, nor in-depth contextual or process data. We set out an agenda for future school health promotion research, considering implications for key stakeholders, namely, national governments, research funders, academics, and schools.

Health Promoting Schools: Issues and Future Directions for Australia and the Asia Pacific Region

1997 ◽  
Vol 9 (1) ◽  
pp. 33-37 ◽  
Author(s):  
Louise Rowling ◽  
Jan Ritchie
Keyword(s):  
Health Education ◽  
Asia Pacific ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
Future Directions ◽  
School Communities ◽  
Comprehensive Collection ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Settings Approach

This paper sets out to trace the development of health promoting schools in Australia and the Asia Pacific Region. An overview of conceptual frameworks pertinent to promoting health in school is presented, together with a justification for a focus on schools as settings for health. The challenge ahead for school communities is to move from the simple classroom-based topic focused old style health education, to the whole settings approach and the broad-ranging, comprehensive collection of actions that make up this wider view.

scholarly journals A confluence of evidence

2016 ◽  
Vol 116 (2) ◽  
pp. 154-176 ◽  
Author(s):  
Felicity Thomas ◽  
Peter Aggleton
Keyword(s):  
Health Education ◽  
School Connectedness ◽  
International Health ◽  
Evidence Base ◽  
Content Type ◽  
Whole School ◽  
Health Promoting Schools ◽  
Health Related ◽  
Health Promoting ◽  
Whole School Approach

Purpose – The purpose of this paper is to contribute to the evidence base to support whole school approaches. Design/methodology/approach – The authors conduct a review of published evaluations and evidence syntheses across six areas in the international health-promoting schools literature. Findings – Although whole school approaches are often advocated in literature and policy on health-promoting schools, the evidence base for their effectiveness is partial and is often health topic specific. This paper reviews the evidence base across six different health-related areas, namely: sexual health; bullying; alcohol and drug use; mental health; school connectedness; and access to services. It identifies commonalities in learning, enabling a confluence of evidence on the factors central to the provision of effective health education and support within schools. Whilst findings endorse a whole school approach, they also suggest that some of the more subtle evidence-based principles on which such approaches are underpinned are not generally explicitly reflected in practice. Originality/value – The paper offers the first cross-topic synthesis of findings on health education effects and effectiveness in six health-related areas, to identify commonalities in learning. Findings contribute to the evidence base for the use of a whole school approach when undertaking health education in schools.

scholarly journals Parents’ Responses to Relational Bullying in New Zealand

2021 ◽  
Author(s):  
◽  
Tegan Brown
Keyword(s):  
New Zealand ◽  
Online Survey ◽  
Bullying Prevention ◽  
Cultural Shift ◽  
Bullying Perpetration ◽  
Doctoral Research ◽  
Relational Bullying ◽  
Study Participants ◽  
Qualitative Responses ◽  
Insight Into

<p>Relational bullying is a significant and widespread issue that is experienced by many young people in New Zealand. To implement effective and consistent prevention and intervention strategies, it is crucial to understand the perspectives of everyone involved. However, there is currently limited research on parents’ perspectives of relational bullying. While research in the field of bullying prevention is increasingly focused on the perspectives and responsibility of multiple parties, a significant gap in the literature remains: the perspectives of the parents of children who are involved as perpetrators of bullying, as well as those parents of children who are both bullies as well as victims. The present doctoral research yielded findings describing parents’ responses to their child’s involvement in relational bullying, including those involved in bullying perpetration. This project was comprised of three studies focussing specifically on relational bullying. The first study examined parents’ responses to hypothetical scenarios depicting their child perpetrating or experiencing exclusion, rumour spreading, and manipulation. The second study asked parent participants to reflect on any actual experience they had with supporting their child as a victim or perpetrator of relational bullying. In the third study, participants reflected on their own experiences with relational bullying during their childhood or adolescence, considering the continued impact on their current lives and on their parenting. Data collection was via one anonymous, online survey. These qualitative responses were analysed thematically to produce both individual study findings and overarching themes that reflected the participants’ perspectives. The responses revealed that parents respond to the three distinct forms of relational bullying (exclusion, rumour spreading, and manipulation) in different ways, with some forms of relational bullying viewed as less serious than others. In addition, the findings provide insight into how parents supported their child when they were involved in relational bullying perpetration. Parents responding to their child’s involvement in the perpetration of relational bullying often took action, assisted their child to make amends, and continued to monitor their child’s progress. When parent participants considered their own experiences of relational bullying, they identified being deeply impacted by the bullying at the time it happened, and they explained that it continued to have an ongoing impact on their current lives and on their parenting behaviour with their own children. The findings from the project overall illustrate the need for a cultural shift in the attitudes towards bullying that permeate the New Zealand context.</p>

scholarly journals An examination of Health Promoting Schools in Ireland

2016 ◽  
Vol 116 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Sharon Moynihan ◽  
Didier Jourdan ◽  
Patricia Mannix McNamara
Keyword(s):  
Primary Schools ◽  
Quantitative Research ◽  
Good Practice ◽  
Content Type ◽  
Whole School ◽  
Health Promoting Schools ◽  
Starting Point ◽  
Diet And Exercise ◽  
Health Promoting ◽  
Policy And Planning

Purpose – The purpose of this paper is to report the results of a national survey that examined the extent of implementation of Health Promoting Schools (HPS) in Ireland. Design/methodology/approach – A quantitative research design was adopted. A questionnaire was administered to all post-primary schools in the country (n=704). Data were analysed with the support of the software packages, SPSS and MaxQDA. Findings – A response rate of 56 per cent (n=394) was achieved. Over half of these schools (56 per cent) self-identified as health promoting. Schools reported success in the areas of environment and curriculum and learning, however, partnerships and policy and planning required more attention. Some models of good practice emerged from the data but these were in the minority. Many schools, when asked to describe health promotion in their school, placed emphasis on physical health (diet and exercise) and curriculum predominately rather than the broader whole school conceptualisation. Only 35 per cent of HPS schools had a team supporting HPS developments. Only 36 per cent identified the existence of a school policy to support HPS. This suggests that further coherence for sustained and comprehensive implementation of HPS is necessary. Research limitations/implications – The research was conducted with school staff, in the first instance who self-reported their school’s level of HPS engagement. Originality/value – This paper offers the first national baseline data available in relation to engagement in HPS in Ireland. It provides a valuable starting point from which further research with schools in this field can be conducted.

scholarly journals “Blaming, shaming, humiliation”: Stigmatising medical interactions among people with non-epileptic seizures

2017 ◽  
Vol 2 ◽  
pp. 55 ◽  
Author(s):  
Catherine Robson ◽  
Olaug S. Lian
Keyword(s):  
Health Professionals ◽  
Epileptic Seizures ◽  
Quality Of Healthcare ◽  
Social Constructionist ◽  
Free Text ◽  
Negative Experiences ◽  
Health And Illness ◽  
Survey Responses ◽  
Study Participants

Background: People with non-epileptic seizures (NES) describe challenging relationships with health professionals, and explain negative interactions as common and expected. Despite these difficulties, little is known about how people with NES experience difficult healthcare encounters. Methods: Using a thematic discourse analysis approach, we analysed the free-text survey responses of 135 people with NES and asked: what kind of challenges do people living with this condition encounter when interacting with health professionals, and how do they experience the consequences of difficult interactions? We explore their experiences by interpreting the latent meaning of participants’ texts from a social-constructionist perspective on health and illness. Results: The overarching narrative depicts a fundamental breakdown in patient-provider relationships. According to our data, the negative experiences of study participants emerge from more than practitioners’ lack of awareness of NES and access to information about the condition - to the extent that it is available. In examining the challenges people with NES encounter when interacting with health professionals, their main experiences centre on blame and humiliation. When exploring their experiences, theories of stigma serve as a useful theoretical framework. Conclusions: Normative judgements arising from psychogenic understandings of NES are stigmatising and restrict professional displays of respectful (patient-centred) care. Those with the condition depict being negatively stereotyped, illegitimated and held morally culpable by health professionals. Perceived to lack medical, moral and credible status, participants describe practitioners who treat them with disrespect, and some recount conduct that defies all ethical and professional obligations and standards. These encounters can have wide-ranging adverse consequences for patients: emotionally, physically, and for their future healthcare. The quality of healthcare interactions for people with NES requires urgent improvements. In addition to increased awareness of the condition, practitioners need to be conscious of making and acting on adverse moral appraisals when interacting with this patient group.

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