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.

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.

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.

Assessment of the WHO Health Promoting Schools Framework among schools in selected villages of rural Puducherry, South India – a mixed method study

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Krishnamoorthy Yuvaraj ◽  
Dinesh Kumar ◽  
Shanthosh Priyan ◽  
Lakshminarayanan Subitha ◽  
Gokhale Tanmay ◽  
...  
Keyword(s):  
Health Promotion ◽  
Children And Adolescents ◽  
Qualitative Interviews ◽  
World Health Organisation ◽  
World Health ◽  
Promotion Policy ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Almost All ◽  
Depth Interviews

Abstract Background The health of children and adolescents can be promoted through schools as they spend most of their time in school. The Health Promoting Schools (HPS) framework provides a set of policies to be followed in schools for improving the health status of school-going children and adolescents. The current study was done to assess this framework among schools in rural Puducherry. Methods Key informant interviews were done with the teachers under the six World Health Organisation (WHO) HPS framework domains to develop an observation checklist for the assessment of schools in the study area. After the survey, in-depth interviews were conducted as an approach to explore the existing health promotion activities, facilitating or hindering factors in the implementation of health promotion framework and suggestions for improving the same. Results A quantitative survey on nine schools showed that almost all the schools were lacking in domains such as health promotion policy, behaviour counselling and mental and social support. Physical education, facilities and policies for nutrition and community collaboration exist in only some of the schools. Qualitative interviews also showed similar findings and most of the teachers suggested to include training for general health emergencies and behaviour counselling. Conclusion The current study showed that most of the schools were lacking in almost all the domains under the HPS framework. Hence, stakeholders at all levels should be made aware of this framework and develop a strategy for uniform implementation of it in all the schools in the region.

scholarly journals Understanding health education, health promotion and public health

2021 ◽  
Vol 9 (01) ◽  
pp. 1-7
Author(s):  
Kitty R. Van Teijlingen ◽  
Bhimsen Devkota ◽  
Flora Douglas ◽  
Padam Simkhada ◽  
Edwin R. Van Teijlingen
Keyword(s):  
Public Health ◽  
Health Promotion ◽  
Health Education ◽  
World Health ◽  
Education And Health ◽  
The World ◽  
The Difference ◽  
Health Organization ◽  
The Individual ◽  
Theoretical Overview

Across the globe, there can be confusion about the difference between the concepts of health education, health promotion and, often also, public health. This confusion does not limit itself to the individual terms but also to how these terms relate to each other. Some use terms such as health education and health promotion interchangeably; others see them clearly as different concepts. In this theoretical overview paper, we have first of all outlined our understanding of these individual terms. We suggest how the five principles of health promotion as outlined by the World Health Organization (WHO, 1984) fit into Tannahill’s (2009) model of three overlapping areas: (a) health education; (b) prevention of ill health; and (c) health protection. Our schematic overview places health education within health promotion and health promotion itself in the center of the overarching disciplines of education and public health. We hope our representation helps reduce confusion among all those interested in our discipline, including students, educators, journalists, practitioners, policymakers, politicians, and researchers.

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.

scholarly journals Health Promotion in One New Zealand Primary School: a Case Study

2021 ◽  
Author(s):  
◽  
Janet Ruth Pearson
Keyword(s):  
Health Promotion ◽  
New Zealand ◽  
Health Service ◽  
School Community ◽  
World Health ◽  
Access To Health ◽  
Health Promoting School ◽  
Health Promoting ◽  
Health Organization

<p>This research investigated the way in which one low decile New Zealand primary school in the greater Wellington region practised health promotion, as defined by the World Health Organisation when specifying a health-promoting School. The focus was to discern how one purposefully selected school with many potential social, economic and cultural risk factors undertook the challenge of improving student health. The lens used was that of an experienced community nurse / nurse educator who had previous school nursing experience. Objectives were: to explore the concept of the ‘health-promoting school’ in a specific New Zealand context; to develop and use appropriate research methods to assess a single low decile school in relation to World Health Organization health-promoting school components and checkpoints; to work with the school community to identify health issues; and, to record external and internal changes that could impact on school health over a finite time period. Case study, guided by Hartrick, Lindsey and Hills Health Promotion Nursing framework was selected as the most appropriate method to collect both quantitative and qualitative evidence with the aim of providing a clear understanding of the particular case. Previous research validated an intrinsic case study approach for an inquiry that involved both the process of learning about a specific case and the product of that learning. Triangulated evidence from multiple sources accumulated from multiple data collection methods was used to answer the checkpoints of components within the health-promoting school framework developed by the Western Pacific Region of the World Health Organization in 1996. Results confirmed that the school was working appropriately within the scope of their educational practice to provide a health-promoting school environment for the school community. Gaps and issues identified included an element of talking past each other between the cultures of the education organisation and the nominated health service provider respectively that contributed to a lack of appropriate and accessible health service delivery for the school population. Teaching staff considered that they had insufficient access to health knowledge, and input from health service staff did not meet health education requirements for the school. Staff preference for increased school nurse involvement was not realised. The consequence was that two outside agencies (KiwiCan and Life Education Trust) delivered the bulk of the Health and Physical Education curriculum which resulted in a degree of fragmentation of health education for students. The issues that were identified demonstrated that health services in the area were not satisfactorily meeting the needs of the community and were not addressing the health inequities for the predominantly Pacific Island and Maori students and of their families that formed the school community. The conclusion reached was that a full-service school approach should be considered by the school and the local District Health Board as one way to overcome the current lack of access to health services for the school community.Assertions included the potential integration of locally available services by a school-based nurse coordinator supported by health professionals (Nurse Practitioner and Pacific Island Community Health Worker) and social workers. The vision included professionals working within their professional scopes of practice as part of a Primary Health Organisation with the aim of appropriately addressing the health inequities experienced by the school population.</p>

scholarly journals Applying Salutogenesis in Schools

2022 ◽  
pp. 295-305
Author(s):  
Bjarne Bruun Jensen ◽  
Wolfgang Dür ◽  
Goof Buijs
Keyword(s):  
Health Promotion ◽  
Young People ◽  
School Setting ◽  
Special Focus ◽  
Children And Young People ◽  
Literature Overview ◽  
Health Promoting Schools ◽  
Key Concepts ◽  
Health Promoting School ◽  
Health Promoting

AbstractThe chapter addresses the health of children and young people in the school setting with a special focus on experiences from Health Promoting Schools (HPS) and selected health promotion projects in schools. On the basis of brief definitions of the salutogenic orientation and the health promoting school model, comparisons will be conducted with regard to key concepts and principles of the two approaches to children’s health. A brief literature overview on the use of salutogenic concepts in relation to schools and health-promoting schools also is presented and discussed.

Health education and health promotion revisited

2018 ◽  
Vol 78 (6) ◽  
pp. 705-709 ◽  
Author(s):  
Don Nutbeam
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
World Health ◽  
Sources Of Information ◽  
Environmental Interventions ◽  
Economic Determinants ◽  
Lifestyle Choices ◽  
Public Health Challenges ◽  
Quality Health ◽  
Health Organization

Thirty years ago, the World Health Organization (WHO) Ottawa Charter for Health Promotion created a paradigm shift in addressing major public health challenges. Traditional approaches to health education focused on personal health ‘risks’ and lifestyle choices were quickly overshadowed by the attention given to more comprehensive policy and environmental interventions. Since that time health education has evolved in content, media use and sophistication of communication to fulfil a wider range of purposes. The concept of health literacy has been useful in sustaining this change. As the tools for communication have been transformed by digital communication, and the marketplace for communication has become more crowded and complex, health education has continued to evolve to reflect these changes, enabling people to navigate competing sources of information and to engage meaningfully with social and economic determinants of health. Equitable access to quality health education and lifelong learning remain the cornerstones of modern health promotion.

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