What does co-creation mean? An attempt at definition informed by the perspectives of school health promoters in France

2021 ◽  
pp. 001789692110135
Author(s):  
Emily Darlington ◽  
Julien Masson
Keyword(s):  
Decision Making ◽  
Health Promotion ◽  
Creative Thinking ◽  
School Health ◽  
Added Value ◽  
School Health Promotion ◽  
Screening Process ◽  
School Settings ◽  
School Based ◽  
Health Promoting

Background: Capacity building and community-level participation are important to enhance the efficiency and sustainability of health promotion programmes, as well as to promote empowerment and decision-making power. However, stakeholders’ participation in the design and implementation of health promotion projects often involves the provision of information and consultation rather than partnership or citizen control, especially in school settings. Co-creation could be a means to support higher levels of participation, yet its definition remains unclear. A further challenge relates to the methods needed to promote participation. Examining what co-creation represents for health promoters could help in both of these respects. Objectives and goals: This study explored how school health promotion professionals perceived and defined co-creation to gain insight into how to encourage co-creation processes in school-based health promotion. Methods: Qualitative data including documents and illustrations were collected during creative thinking activities undertaken with school health promotion professionals. All data collected were transcribed and analysed using a three-stage screening process. Results: Co-creation is a multi-dimensional construct. Based on our findings, it is a voluntary-based process of bottom-up collaboration informed by values of diversity, mutual trust, openness, autonomy, freedom, respect and shared expertise, responsibility and decision-making. Co-creation can result in out-of-the-box, new or improved tailored health-promoting practices and projects, which address a co-defined need, for the benefit of all members of the group. Conclusion: Co-creation is timely and key in school health promotion practices. Further research is needed into the specific competences needed to promote co-creation, as well as the methods used to evaluate achievements and added value of co-creation at different levels of implementation.

scholarly journals Program Usaha Kesehatan Sekolah: Upaya Kolaboratif Untuk Kesehatan Anak

2020 ◽  
Vol 12 (2) ◽  
pp. 475
Author(s):  
Nurochim Nurochim ◽  
Siti Ngaisah Nurochim
Keyword(s):  
Health Promotion ◽  
School Health ◽  
Children's Health ◽  
Health Conditions ◽  
Children’S Health ◽  
Ministry Of Education ◽  
School Health Promotion ◽  
School Based ◽  
Policy Guideline

This article aims to examine the importance of school-based health promotion as an effort to improve children's health. To improve children's health through school institutions, a policy guideline that is guided by them is needed. Institutional theory is used in this article to describe how efforts to improve student health. Literature relating to students' health conditions and the implementation of health promotion is used as a database in this article. Furthermore, the data from various literatures were analyzed qualitatively based on the study group. It can be concluded that health promotion to improve the quality of health can be carried out through the School Health Promotion. Management with a Joint Regulatio of 4 (four) Ministers, namely the Ministry of Education and Culture; Ministry of Religion, Ministry of Health, and Ministry of Home Affairs. The joint regulation is one of the strengths in institutionalizing programs, namely rules or policies. Policies on school-based health education provide detailed guidance, so that actors can act systematically. With systematic action it can influence social networking and cross-sectoral coordination.

Institutionalization of a School Health Promotion Program: Background and Rationale of the Catch-on Study

2003 ◽  
Vol 30 (4) ◽  
pp. 410-417 ◽  
Author(s):  
Stavroula K. Osganian ◽  
Guy S. Parcel ◽  
Elaine J. Stone
Keyword(s):  
United States ◽  
Health Promotion ◽  
Large Scale ◽  
School Health ◽  
Cardiovascular Health ◽  
The United States ◽  
Health Promotion Program ◽  
School Health Promotion ◽  
Theme Issue ◽  
School Based

Research is lacking on how to make effective programs available on a large scale and how to maintain levels of implementation. CATCH: A Study of Institutionalization (CATCH-ON) was designed to help us understand the conditions under which such programs are institutionalized after the trial has ended. The Child and Adolescent Trial for Cardiovascular Health (CATCH) was the largest field trial of school-based health promotion in the United States conducted in 96 schools in four geographic areas of the United States: California, Louisiana, Minnesota, and Texas. The intervention was multicomponent, targeting school policy and practices in nutrition, physical activity, health education, and smoking. This report provides background on the CATCH study design, the conceptual framework for research on institutionalization of the CATCH program, and an overview of the seven original reports that present results from the CATCH-ON study in this theme issue.

scholarly journals Danish ‘add-in’ school-based health promotion: integrating health in curriculum time

2018 ◽  
Vol 35 (1) ◽  
pp. e70-e77 ◽  
Author(s):  
Peter Bentsen ◽  
Ane H Bonde ◽  
Mikkel B Schneller ◽  
Dina Danielsen ◽  
Maria Bruselius-Jensen ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Best Practice ◽  
School Health ◽  
Evidence Base ◽  
School Curriculum ◽  
Home Economics ◽  
Whole School ◽  
School Based ◽  
Health Promoting

Summary Schools provide an important setting for health promotion and health education. In countries where health education is not a specific subject, it is typically undertaken by teachers in health-integrating subjects such as biology, home economics or physical education. More ambitious and holistic frameworks and whole school approaches such as health promoting schools have been considered best practice for the past three decades. Recently, more attention has been given to policy initiatives integrating health activities into school curriculum time. This paper discusses potentials and challenges of school-based health promotion applying an ‘add-in’ approach, that integrates health activities into teachers’ curricular obligations without taking time away from them, based on a presentation of three Danish cases. This may serve as a supplement to health promotion activities that have been initiated over and above the day-to-day teaching (add-on). We contend that an ‘add-in’ approach to school health promotion provides a potential win–win situation where both health and core education stand to gain; makes it possible to reach a wider range of schools; mobilizes additional resources for health promotion; and leads to more sustainable activities. However, potential limitations including not addressing structural aspects of health promotion and reliance on a relatively limited evidence base should also be considered.

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.

scholarly journals Collaborating With Youth in School Health Promotion Initiatives With Photovoice

2018 ◽  
Vol 34 (1) ◽  
pp. 56-61
Author(s):  
Saria Lofton ◽  
Martha Dewey Bergren
Keyword(s):  
Health Promotion ◽  
Critical Thinking ◽  
Social Policy ◽  
School Health ◽  
School Nurses ◽  
School Health Promotion ◽  
Community Based ◽  
Critical Dialogue ◽  
School Settings

Photovoice, a community-based approach that is being embraced in school settings, can help to nurture collaborations with youth, particularly adolescents, and engage them in the development of social policy and health promotion projects. Photovoice is an approach that positions school nurses to inspire youth to take ownership of health promotion issues that directly affect them in the school and in their communities. Engaging youth in Photovoice not only allows advocates to directly work with youth but also promotes critical thinking and the exploration of topics that may not otherwise be considered. Photovoice raises awareness about issues through critical dialogue and is well suited to engage youth and provide a channel for youth to assert their voices.

scholarly journals Process evaluation of the Healthy Primary School of the Future: the key learning points

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
N. H. M. Bartelink ◽  
P. van Assema ◽  
M. W. J. Jansen ◽  
H. H. C. M. Savelberg ◽  
G. F. Moore ◽  
...  
Keyword(s):  
Health Promotion ◽  
Primary School ◽  
Process Evaluation ◽  
School System ◽  
School Health ◽  
Team Cohesion ◽  
School Health Promotion ◽  
Top Down ◽  
Bottom Up ◽  
Health Promoting

Abstract Background While schools have potential to contribute to children’s health and healthy behaviour, embedding health promotion within complex school systems is challenging. The ‘Healthy Primary School of the Future’ (HPSF) is an initiative that aims to integrate health and well-being into school systems. Central to HPSF are two top-down changes that are hypothesized as being positively disruptive to the Dutch school system: daily free healthy lunches and structured physical activity sessions. These changes are expected to create momentum for bottom-up processes leading to additional health-promoting changes. Using a programme theory, this paper explores the processes through which HPSF and the school context adapt to one another. The aim is to generate and share knowledge and experiences on how to implement changes in the complex school system to integrate school health promotion. Methods The current study involved a mixed methods process evaluation with a contextual action-oriented research approach. The processes of change were investigated in four Dutch primary schools during the development year (2014–2015) and the first two years of implementation (2015–2017) of HPSF. The schools (each with 15–26 teachers and 233–389 children) were in low socio-economic status areas. Measurements included interviews, questionnaires, observations, and analysis of minutes of meetings. Results Top-down advice, combined with bottom-up involvement and external practical support were key facilitators in embedding HPSF within the schools’ contexts. Sufficient coordination and communication at the school level, team cohesion, and feedback loops enhanced implementation of the changes. Implementation of the healthy lunch appeared to be disruptive and create momentum for additional health-promoting changes. Conclusions Initiating highly visible positive disruptions to improve school health can act as a catalyst for wider school health promotion efforts. Conditions to create a positive disruption are enough time, and sufficient bottom-up involvement, external support, team cohesion and coordination. The focus should be on each specific school, as each school has their own starting point and process of change. Trial registration The study was retrospectively registered in the ClinicalTrials.gov database on 14 June 2016 (NCT02800616).

scholarly journals Clustering Lifestyle Risk Behaviors among Vietnamese Adolescents and Roles of School: A Bayesian Multilevel Analysis of Global School-Based Student Health Survey 2019

2021 ◽  
Author(s):  
Quynh Long Khuong ◽  
Ngoc-Anh Hoang Thi ◽  
Hong Phuong Nguyen ◽  
Tuyet Hanh Tran Thi ◽  
Kidong Park ◽  
...  
Keyword(s):  
Risk Factors ◽  
Health Promotion ◽  
Risk Behaviors ◽  
School Health ◽  
Latent Class ◽  
Student Health ◽  
School Health Promotion ◽  
School Based ◽  
Health Promotion Programs ◽  
Lifestyle Risk

Background: Adolescence is a vulnerable period for many lifestyle risk behaviors. In this study, we investigated the clustering of risk behaviors and role of the school health promotion programs among adolescents in Vietnam. Methods: We analyzed data of 7,541 adolescents aged 13-17y from the 2019 nationally representative Global School-based Student Health Survey, conducted in 20 provinces and cities in Vietnam. We applied the latent class analysis to identify groups of clustering and used Bayesian 2-level logistic regressions to evaluate the effects of school health promotion programs on these clusters. We reassessed the school effect size by incorporating different informative priors to the Bayesian models. Findings: The most frequent lifestyle risk behavior among Vietnamese adolescents was unhealthy diet (~67%), followed by sedentary behavior (37% in boys and 48% in girls) and low fruit/vegetable intake (~31%). More than half of students had a cluster of at least two risk factors and a quarter with three risk factors. Latent class analysis detected 18% boys and 15% girls being at high-risk of lifestyle behaviors. Consistent through different priors, high quality of health promotion programs associated with lower the odds of lifestyle risk behaviors (highest quality schools vs. lowest quality schools; boys: Odds ratio (OR) = 0.69, 95% Highest Density Interval (HDI): 0.49 - 0.99; girls: OR = 0.62, 95% HDI: 0.42 - 0.92). Interpretation: Our findings demonstrated the clustering of specific lifestyle risk behaviors among Vietnamese adolescents, suggesting a special need for required courses in schools and join interventions that target sex-specific multiple risk behaviors.

scholarly journals Associations between Perceived Child-Parent Relationships and School Engagement among 9–11 Aged Children

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 595
Author(s):  
Pirita Markkula ◽  
Anja Rantanen ◽  
Anna-Maija Koivisto ◽  
Katja Joronen
Keyword(s):  
Health Promotion ◽  
Confidence Intervals ◽  
School Engagement ◽  
School Health ◽  
Multivariate Analyses ◽  
Dropping Out ◽  
School Health Promotion ◽  
Parent Relationships ◽  
School Burnout ◽  
Finnish Study

School engagement has been shown to protect students from dropping out of education, depression and school burnout. The aim of this Finnish study was to explore the association between child-parent relationships and how much 99,686 children aged 9–11 years liked school. The data were based on the 2019 School Health Promotion Study, conducted by the Finnish Institute for Health and Welfare. This asked children whether they liked school or not and about their child-parent relationships. Univariate and multivariate analyses were used to examine the data separately for boys and girls and the results are presented as odds ratios (OR) and 95% confidence intervals (CI). According to the results, girls showed more school engagement than boys (81.9% versus 74.0%), and it was more common in children who felt that their parents communicated with them in a supportive way. This association was slightly stronger for girls than boys (OR 2.46 95% CI 2.33–2.59 versus OR 2.10 95% CI 2.02–2.20). It is important that child-parent relationships and communication are considered during school health examinations, so that children who have lower support at home can be identified.

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