School Health
School health club
Shellam (girl in green) and other kids in school health club.
Kollapatti, Tiruchirapalli, Tamil Nadu, India.
(IND-0102-KL58best – Andy Barenberg)
Comprehensive School Health Program Model: A Conceptual Framework for Nepalese Schools
school health
INTRODUCTION:
Ever since human beings have lived, health has been a great concern of nearly every individual, community, society, and country. The battle to achieve optimal health for everyone has never ceased. During the last century, dramatic strides have been made in the health field. In Nepal health status has been greatly improved in the following aspects: prolonged life expectancy, declining mortality rate, declining infant mortality, and advanced modern biomedicine. But these all are not in enough level for Nepal.
Health education is a profession that stands in the forefront of this centuries old battlefield. Its role has never been so heightened as today. The goal of health education is to provide the individual with the information, skill, and motivation necessary to make intelligent decisions concerning lifestyle and personal health behavior. In any case, health education is working to promote health, prevent disease, disability, and premature death. Within its limited space, this paper intends to introduce the concept of school health education programs, and to suggest a comprehensive school health model that might work in Nepal.
EVOLUTION OF SCHOOL HEALTH PROGRAM:
Health education has an ancient and complex history. Its beginnings can be located within the very foundation of civilization. Much of the early history of the profession closely parallels that of medicine and its associated sciences. In later time, particularly since 1800, the history of health education has taken on a richness and character uniquely its own. History of school health education can be dated back to period of recognition (1850-1880) when people start to recognize that school could be used to educate/screen for disease and solve health problems. From 1880 to 1920, school health education experienced a period of exploration when children’s health problems were emphasized and funded studies were done to document these health problems. In 1910, the American Physical Education was renamed American School Hygiene and Physical Education. In 1927, the American School Health Association was founded. Since the 1980s, more sophisticated school health education programs were developed, which brought school health education into a new era. The growing researchers in school health education demonstrated that school health education offers students not only the opportunity for improved health status, but also the opportunity to achieve a life-style that would lead to a satisfying and productive life (Porter, 1987).
Historical School Health Model
From the late 1880s until the late 1990s, school health programs were conceived as having three components: health education, health services, and healthy school environment, which still serve as a base for the school health education program today.
Comprehensive School Health Program (CSHP)
During the 1980s, more sophisticated conceptions of the school health program were proposed. In 1987, Allensworth and Kolbe proposed a model, the Comprehensive School Health Program (CSHP), which extended the classic triad of health education, health services, and healthy school environment to include physical education, counseling and psychological services, nutrition services, health promotion for staff, and parent/community involvement interactive components. This model (Figure 4), broadly adopted in the United States and internationally, is an organized set of policies, procedures and activities designed to protect and promote the health, safety, and well-being of students and school staff (Meek, Heit, & Page, 1996).
The CSHP model requires systematic coordination among eight components to magnify the benefits available in each component. In general, schools by themselves cannot, and should not be expected to address a nation’s most serious health and social problems. Collaborative efforts among families, health care workers, the media, religious organizations, and community organizations must be involved to maintain the well being of young people. The glue that could cement each component is health education, for it is the major source of the one element common to all components — health knowledge.
A SUGGESTED COMPREHENSIVE SCHOOL HEALTH MODEL
FOR NEPAL
Health Education became a required integrated subject in primary and secondary schools in Nepal 2049 BS. To have a comprehensive school health program, with sophisticated curriculum, qualified health educators are needed to promote school health in Nepal and facilitate Nepalese students’ health-related knowledge, attitudes, and practices and to have an impact upon their daily lives.
]]>
The following Comprehensive School Health Education Model (Figure 6), modified based on existing school health education models. Six components are included in this suggested model. They are school health education, school physical education, nutrition services, health clinics, healthy school environment, and parent/community involvement. An overview of the contents, constructs, and qualifications of each component follows.
Health Education:
School health education is a planned, and sequential health instruction for grades 1 through 12, which addresses the physical, mental, emotional, social, spiritual, and environmental dimensions of health. It integrates education as a range of categorical health problems and issues at developmentally appropriate ages. The school health education curriculum should focus on not only improving students’ knowledge, but also emphasizing the development of appropriate skills and positive attitudes toward health and healthy lifestyles. The school health education curriculum should give more emphasis on the following content areas:
Personal hygiene
Prevention and control of diseases (infectious and chronic)
Injury prevention and safety
Nutrition
Tobacco prevention
Relationships, sexuality and family planning
Physically active lifestyles
Mental and emotional health
Environmental health
Positive attitudes toward meaningful life and living
The school health education curriculum should have the flexibility to incorporate local or regional health problems as needed. Health instruction should be implemented by qualified, academically trained teachers and certified health educators.To have a dynamic curriculum, it is important to have the programs evaluated by regional government and school administrators so that it could be routinely revised and improved.
Physical Education:
School physical education is a planned, sequential grades 1 through 12 curriculum which provides cognitive content and learning experiences in a variety of activity areas such as basic movement skills, physical fitness, rhythms and dance, games, team, dual, and individual sports, tumbling and gymnastics, and aquatics. School physical education should promote, through a variety of planned physical activities, each student’s optimum physical, mental, emotional, and social development. School physical education should also promote enjoyable, lifelong physical activity and improve the physical and social environments that encourage and enable physical activity. Schools may develop extracurricular physical activity programs that meet the needs and interests of students and involvement of parents and guardians in physical activity instruction and programs for young people. Schools should hire qualified, trained teachers to teach physical education. Schools need to have a regular evaluation of physical activity instruction, programs, and facilities.
Nutrition Services:
Cooperating with health educators, the nutrition staff serving the school should take the opportunity to promote a healthy diet among students. The ultimate purpose of nutrition services is to promote health by emphasizing a balanced and adequate eating habit. Nutrition services should provide student access to a variety of nutritious and appealing
meals that accommodate the health and nutrition needs of all students. The school nutrition services need to offer students a learning laboratory for classroom nutrition and health education, and serve as a resource for linkages with family. Nutrition staff should serve as role models and promote personal hygiene for students. The director of school nutrition services should have educational and professional experiences in nutrition and dietary programs. The director should also routinely provide educational programs for the nutrition services division.
Health Clinic:
No comprehensive school health program could be complete without a health clinic. School health clinics should be staffed by qualified professionals including physicians, nurses, dentists, health educators and pharmacists. These health professionals should have experience and expertise in the areas of school health and school aged children. The purpose of having the health clinic is to appraise, protect, and promote student health. These services should ensure access and/or referral to health care services. It should also focus on prevention and controlling communicable diseases as well as emergency care for illness or injury. The responsibilities of the health clinic include cooperation with other school staff in promoting a sanitary and safe school environment for students. The health clinic staff has an important responsibility in the use of the facility for patient education and student counseling to promote and maintain individual, family, and community health.
Healthy School Environment:
A healthy school environment includes the physical surroundings, psychosocial climate, and culture of the school. School environment has a significant impact on the health and well being of school age children. Additionally, the school environment influences the success of the curriculum on children’s cognitive development. Schools should provide a physical environment free from biological or chemical agents that are detrimental to health. School administrators should provide and promote a positive and healthy environment where students feel safe and happy. Schools should encourage school staff to pursue a healthy lifestyle that contributes to the school’s overall coordinated health programs and create positive role modeling for students.
Parent/Community/Staff Involvement:
School health programs could not be fully implemented without having staff and parents’ cooperation and involvement. Parents, community leaders and teachers often can and do serve as role models for students. Students serve as a linkage with school and family while parents can and should cooperate with schools to help their children. The school health program could impact parents’ knowledge, attitudes and practice regarding healthy lifestyles. Through newsletters, correspondences, meetings and volunteering, schools and parents cooperatively, and collaboratively can and should significantly impact the health and well being of students.
Six components in the Comprehensive School Health Model should reflect six aspects of a contemporary school health program in China. Coordination of these six components could have complementary, if not synergistic, effects. All six components need to “work” together as a whole to address a health behavior or health problem, though each of the six components has its own content, constructs and qualifications in the field. Further study is needed to provide empirical evidence for effectiveness and acceptability of this suggested model.
SUMMARY AND CONCLUSION
Professionals in the health education field believe in the power of education and its potential impact on one’s health behavior choices. While major leading causes of death are widely linked to unhealthy behaviors, health professionals see the promise through prevention. However, they don’t look at the promise through rose colored glasses. On the
Contrary, they do recognize the coexistence of challenges and opportunities. Unhealthy behaviors of adults are usually sewn during their childhood. Since the greatest majority of children go to school, there is no place better than schools to provide health knowledge and skills. Researchers have shown that the most effective school health education programs are those following comprehensive school health program models, theory informed, sequentially designed from kindergarten to the 12th grade, and with family and community involvement.
This paper suggested a comprehensive School health model, which functions under the assumption that it might work in the Nepalese system.
REFERENCES
DHS, (2007), Annual Report, Kathmandu, Government of Nepal, MOH and population department of health services.
Maharjan, H,(2006), Historical Glimpse of health and health Education ,Kathmandu, HEPASS , Journal, T.U. , Kirtipur
Meeks, L., Heit, P., & Page, P. (1996). Comprehensive School Health Education. Columbus, OH: Meeks Heit Publishing Company.
Pate, R. R., Small, M. L., Ross, J. G., Young, J. C., Flint, K. H., & Warren, C. W. (1995). School physical education. Journal of School Health, 65, 312-318.
Porter, P. (1987). School health is a place, not a discipline. Journal of School Health, 57(10), 418-420.
Manual of School Health: A Handbook for School Nurses, Educators, and Health Professionals
school health – click on the image below for more information.
school health
Completely updated, the 3rd edition of this practical, highly portable manual offers quick access to the most relevant health and wellness information for children — from birth through age 21 – in the school setting. You’ll find valuable guidance on developmental stages, learning domains, acute and chronic illnesses, first aid, medical syndromes, special education, and emergency illness. This edition also addresses the growing array of issues affecting today’s children, including mental health
Manual of School Health: A Handbook for School Nurses, Educators, and Health Professionals
Click on the button for more school health information and reviews.
school nutrition law takes youths' health to heart
school health
They are invariably backed up by a principal committed to the belief that what kids eat affects their health and learning. The USDA is trying to make it easier for schools to serve healthier meals. Write your congressional representatives to support …
school health question by Ren Kratzer: Is it normal in for a high school health class to not mention same sex relationships?
In our school, “Health” is the name for a class we all have to take in which we learn about body development, drugs, alcohol, sexual harassment and relationships. Our teacher always talks about your typical boy and girl relationships and safe sex, but i’ve never heard anything about other kinds of relationships. Even though our school has its own LGBT, would it be unreasonable to ask the teacher to include information vital to the health of all students, both gay and straight? Or should I just ask LGBT to host their own class?
school health best answer:
Answer by Sweetner
ask the teacher, they should have no problem talking about it, but the students on the other hand will respond immaturely to the teachings, based on my experence.
School Health
Girl from school health club
Girl from school health club.
Kollapatti, Tiruchirapalli, Tamil Nadu, India.
(IND-0102-KL03best – Heather Arney)
Introduction of School Health Education
school health
INTRODUCTION:
Ever since human beings have lived, health has been a great concern of nearly every individual, community, society, and country. The battle to achieve optimal health for everyone has never ceased. During the last century, dramatic strides have been made in the health field. In Nepal health status has been greatly improved in the following aspects: prolonged life expectancy, declining mortality rate, declining infant mortality, and advanced modern biomedicine. But these all are not in enough level for Nepal.
Health education is a profession that stands in the forefront of this centuries old battlefield. Its role has never been so heightened as today. The goal of health education is to provide the individual with the information, skill, and motivation necessary to make intelligent decisions concerning lifestyle and personal health behavior. In any case, health education is working to promote health, prevent disease, disability, and premature death. Within its limited space, this paper intends to introduce the concept of school health education programs, and to suggest a comprehensive school health model that might work in Nepal.
EVOLUTION OF SCHOOL HEALTH PROGRAM:
Health education has an ancient and complex history. Its beginnings can be located within the very foundation of civilization. Much of the early history of the profession closely parallels that of medicine and its associated sciences. In later time, particularly since 1800, the history of health education has taken on a richness and character uniquely its own. History of school health education can be dated back to period of recognition (1850-1880) when people start to recognize that school could be used to educate/screen for disease and solve health problems. From 1880 to 1920, school health education experienced a period of exploration when children’s health problems were emphasized and funded studies were done to document these health problems. In 1910, the American Physical Education was renamed American School Hygiene and Physical Education. In 1927, the American School Health Association was founded. Since the 1980s, more sophisticated school health education programs were developed, which brought school health education into a new era. The growing researchers in school health education demonstrated that school health education offers students not only the opportunity for improved health status, but also the opportunity to achieve a life-style that would lead to a satisfying and productive life (Porter, 1987).
Historical School Health Model
From the late 1880s until the late 1990s, school health programs were conceived as having three components: health education, health services, and healthy school environment, which still serve as a base for the school health education program today.
Comprehensive School Health Program (CSHP)
During the 1980s, more sophisticated conceptions of the school health program were proposed. In 1987, Allensworth and Kolbe proposed a model, the Comprehensive School Health Program (CSHP), which extended the classic triad of health education, health services, and healthy school environment to include physical education, counseling and psychological services, nutrition services, health promotion for staff, and parent/community involvement interactive components. This model (Figure 4), broadly adopted in the United States and internationally, is an organized set of policies, procedures and activities designed to protect and promote the health, safety, and well-being of students and school staff (Meek, Heit, & Page, 1996).
The CSHP model requires systematic coordination among eight components to magnify the benefits available in each component. In general, schools by themselves cannot, and should not be expected to address a nation’s most serious health and social problems. Collaborative efforts among families, health care workers, the media, religious organizations, and community organizations must be involved to maintain the well being of young people. The glue that could cement each component is health education, for it is the major source of the one element common to all components — health knowledge.
A SUGGESTED COMPREHENSIVE SCHOOL HEALTH MODEL
FOR NEPAL
Health Education became a required integrated subject in primary and secondary schools in Nepal 2049 BS. To have a comprehensive school health program, with sophisticated curriculum, qualified health educators are needed to promote school health in Nepal and facilitate Nepalese students’ health-related knowledge, attitudes, and practices and to have an impact upon their daily lives.
]]>
The following Comprehensive School Health Education Model (Figure 6), modified based on existing school health education models. Six components are included in this suggested model. They are school health education, school physical education, nutrition services, health clinics, healthy school environment, and parent/community involvement. An overview of the contents, constructs, and qualifications of each component follows.
Health Education:
School health education is a planned, and sequential health instruction for grades 1 through 12, which addresses the physical, mental, emotional, social, spiritual, and environmental dimensions of health. It integrates education as a range of categorical health problems and issues at developmentally appropriate ages. The school health education curriculum should focus on not only improving students’ knowledge, but also emphasizing the development of appropriate skills and positive attitudes toward health and healthy lifestyles. The school health education curriculum should give more emphasis on the following content areas:
Personal hygiene
Prevention and control of diseases (infectious and chronic)
Injury prevention and safety
Nutrition
Tobacco prevention
Relationships, sexuality and family planning
Physically active lifestyles
Mental and emotional health
Environmental health
Positive attitudes toward meaningful life and living
The school health education curriculum should have the flexibility to incorporate local or regional health problems as needed. Health instruction should be implemented by qualified, academically trained teachers and certified health educators.To have a dynamic curriculum, it is important to have the programs evaluated by regional government and school administrators so that it could be routinely revised and improved.
Physical Education:
School physical education is a planned, sequential grades 1 through 12 curriculum which provides cognitive content and learning experiences in a variety of activity areas such as basic movement skills, physical fitness, rhythms and dance, games, team, dual, and individual sports, tumbling and gymnastics, and aquatics. School physical education should promote, through a variety of planned physical activities, each student’s optimum physical, mental, emotional, and social development. School physical education should also promote enjoyable, lifelong physical activity and improve the physical and social environments that encourage and enable physical activity. Schools may develop extracurricular physical activity programs that meet the needs and interests of students and involvement of parents and guardians in physical activity instruction and programs for young people. Schools should hire qualified, trained teachers to teach physical education. Schools need to have a regular evaluation of physical activity instruction, programs, and facilities.
Nutrition Services:
Cooperating with health educators, the nutrition staff serving the school should take the opportunity to promote a healthy diet among students. The ultimate purpose of nutrition services is to promote health by emphasizing a balanced and adequate eating habit. Nutrition services should provide student access to a variety of nutritious and appealing
meals that accommodate the health and nutrition needs of all students. The school nutrition services need to offer students a learning laboratory for classroom nutrition and health education, and serve as a resource for linkages with family. Nutrition staff should serve as role models and promote personal hygiene for students. The director of school nutrition services should have educational and professional experiences in nutrition and dietary programs. The director should also routinely provide educational programs for the nutrition services division.
Health Clinic:
No comprehensive school health program could be complete without a health clinic. School health clinics should be staffed by qualified professionals including physicians, nurses, dentists, health educators and pharmacists. These health professionals should have experience and expertise in the areas of school health and school aged children. The purpose of having the health clinic is to appraise, protect, and promote student health. These services should ensure access and/or referral to health care services. It should also focus on prevention and controlling communicable diseases as well as emergency care for illness or injury. The responsibilities of the health clinic include cooperation with other school staff in promoting a sanitary and safe school environment for students. The health clinic staff has an important responsibility in the use of the facility for patient education and student counseling to promote and maintain individual, family, and community health.
Healthy School Environment:
A healthy school environment includes the physical surroundings, psychosocial climate, and culture of the school. School environment has a significant impact on the health and well being of school age children. Additionally, the school environment influences the success of the curriculum on children’s cognitive development. Schools should provide a physical environment free from biological or chemical agents that are detrimental to health. School administrators should provide and promote a positive and healthy environment where students feel safe and happy. Schools should encourage school staff to pursue a healthy lifestyle that contributes to the school’s overall coordinated health programs and create positive role modeling for students.
Parent/Community/Staff Involvement:
School health programs could not be fully implemented without having staff and parents’ cooperation and involvement. Parents, community leaders and teachers often can and do serve as role models for students. Students serve as a linkage with school and family while parents can and should cooperate with schools to help their children. The school health program could impact parents’ knowledge, attitudes and practice regarding healthy lifestyles. Through newsletters, correspondences, meetings and volunteering, schools and parents cooperatively, and collaboratively can and should significantly impact the health and well being of students.
Six components in the Comprehensive School Health Model should reflect six aspects of a contemporary school health program in China. Coordination of these six components could have complementary, if not synergistic, effects. All six components need to “work” together as a whole to address a health behavior or health problem, though each of the six components has its own content, constructs and qualifications in the field. Further study is needed to provide empirical evidence for effectiveness and acceptability of this suggested model.
SUMMARY AND CONCLUSION
Professionals in the health education field believe in the power of education and its potential impact on one’s health behavior choices. While major leading causes of death are widely linked to unhealthy behaviors, health professionals see the promise through prevention. However, they don’t look at the promise through rose colored glasses. On the
Contrary, they do recognize the coexistence of challenges and opportunities. Unhealthy behaviors of adults are usually sewn during their childhood. Since the greatest majority of children go to school, there is no place better than schools to provide health knowledge and skills. Researchers have shown that the most effective school health education programs are those following comprehensive school health program models, theory informed, sequentially designed from kindergarten to the 12th grade, and with family and community involvement.
This paper suggested a comprehensive School health model, which functions under the assumption that it might work in the Nepalese system.
REFERENCES
DHS, (2007), Annual Report, Kathmandu, Government of Nepal, MOH and population department of health services.
Maharjan, H,(2006), Historical Glimpse of health and health Education ,Kathmandu, HEPASS , Journal, T.U. , Kirtipur
Meeks, L., Heit, P., & Page, P. (1996). Comprehensive School Health Education. Columbus, OH: Meeks Heit Publishing Company.
Pate, R. R., Small, M. L., Ross, J. G., Young, J. C., Flint, K. H., & Warren, C. W. (1995). School physical education. Journal of School Health, 65, 312-318.
Porter, P. (1987). School health is a place, not a discipline. Journal of School Health, 57(10), 418-420.
The responsibility of school health education is to provide the complete positive experience and the knowledge structure to the student, including the establishment of health education curriculum, the creation of school health environment and carrying out the appropriate school health education plan through principal, teacher, guardian and the broad cooperation which leads in the community.
The significance of school health education:
Health is one of the main factors which affect young students’ learning capability. So the government has the responsibility to provide the best study conditions. This goal can be achieved by school health education. The school health education program can systematically organize all the factors that promote young people’s health.
The significance of school health education is: Young students are in the life preparation time, health education work, may help them to accept systematic health education since childhood. It will be very helpful for young people to establish a healthy life style, strengthen the self-health care consciousness and ability, prevent common disease, frequently-occurring disease, and even adult sickness. School health education builds the good foundation for their life and the effect is lifelong.
The implementation scope of school health education:
School health education is not only limited to the health education curriculum but also through many kinds of health education in young people’s daily study and the life such as food security, nutrition, smoking control, personal hygiene and so on.
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The teaching of school health education:
Health education should be a part of the entire school education system.
1) The health education curriculum: young students may start their health habit since the baby time. But they usually obtain the systematic medicine and health knowledge in school. So the school health education curriculum should be the main way for students to obtain this kind of knowledge.
There is huge difference in receptivity and thinking mode among the young students of different ages. So the goal, content, teaching style and materials of health education curriculum should be accordant of the characteristics of different age sections. Because our work is to help student to be active learning not non-passive learning.
Healthy behavior instruction:
The goal of healthy behavior instruction is to help the students to have the basic healthcare knowledge and to command the basic skills of self-healthcare. Health behavior instruction helps students to develop a faith of health and medicine, correct judge and the appraisal ability and healthy behavior. Good behavior may affect not only the individual but also the family and the society.
There are two ways of healthy behavior instruction: Collective activity and individual consultation. Collective activity aims at the existing behavior question among students. Individual consultation helps each individual student who has special health behavior or medical care questions.
The school health service:
School health service is directly related to students’ health activities. It is also the essential part of the entire school health plan. The school health service mainly includes: medical examination, dental examination, immunity vaccination, infectious disease control, common disease prevention and the psychological consultation as well. The school should also provide the necessary services to the disabled students.
The school health environment:
School health environment stimulates and promotes the student to participate in the beneficial health activities, raises their health consciousness of the external environment, including interpersonal and material environment.
The interpersonal environment mainly includes the school interpersonal relationship between the teachers and students, schoolmate and the other personnel.
The material environment is related to the school constructions, the ground size, the drainage, the garbage disposal system and so on.
How to provide a harmonious and healthy environment to all the students should be considered by all the school health educators.
Health/Jealousy
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school health
Health/Jealousy
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Many Autistic Teens Use School Mental-Health Services
school health
4 (HealthDay News) — Many teens with autism rely on school-based mental health services, a new study finds. Researchers analyzed data from a 10-year study of more than 920 adolescents with an autism spectrum disorder who were enrolled in special …
school health question by jatinchopra30: Should middle school health clinics provide birth control pills to students?
The health clinic at a Maine middle school caused an uproar by planning to prescribe and distribute the birth control pill to students who request it.
What do you think?
school health best answer:
Answer by janetjones1985
gsdfg