Thesis (M.S.P.H.)--University of Michigan, 1939.

Thesis (M.S.P.H.)--University of Michigan, 1939.

Thesis (M.S.P.H.)--University of Michigan, 1945.

Thesis--Southern Connecticut State University, 2000. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Dissertation (Ph.D.)--University of Toledo, 2010. / Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Health Education." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 160-181.

The Health Promoting School (HPS) is s a model that advances both the health and learning needs of students. Yet there is a lack of consensus on student indicators that reflect a HPS or a coherent understanding of what a HPS represents amongst various stakeholders. The goal of this research was to establish indicators of student health and wellbeing associated with policies and practices in schools, and to further our understanding of health promoting schools. The research proceeded in three phases. The first phase established a relationship between student health and academic achievement. The second phase examined the associations amongst student health and wellbeing and student and school-level factors. The third phase involved case studies of two schools in Ontario to examine the organisational and structural elements associated with achieving a HPS, and the mechanisms by which these elements support student health and wellbeing. The association between students’ self-rated health and their academic achievement found in the first phase provides a platform for advancing the health promoting school agenda in Canada at the research and policy levels. Subsequent findings established an association between the environment and disciplinary climate in schools, and the school’s academic and socioeconomic standing to student health and wellbeing outcomes. These findings also suggest overlapping effects of schools and neighbourhoods on students’ health and wellbeing, implying that school health promoting efforts will be more successful when partnered with efforts within neighbourhoods and communities. Finally, the case studies suggest that embracing a HPS philosophy that addresses students’ emotional and physical wellbeing may help support students’ overall learning. Findings, presented in an implementation model of a HPS, emphasise key action areas that need to be addressed when implementing HPS initiatives and enhancing the capability of the education system to improve the health and learning of students. / Thesis (Ph.D, Education) -- Queen's University, 2009-10-05 13:45:06.342

It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.

A shool-based support programme for the intermedediate learner wuth depression This study is aimed at determining whether a school-based support programme can aid the intermediate learner with depression in decreasing his depression levels. It focuses on: the world of experience of the intermediate learner with depression; the role of the school as an overall health-promoting environment; and the creation of a school-based support programme for the intermediate learner with depression. The learner (the intermediate learner included) spends most of the day at school, so the educator can play an important role in identifying and following up problems and getting the school to function as a health-promoting environment. South African schools are focused mainly on primary and tertiary intervention, while secondary intervention reveals a serious deficiency. In the empirical investigation, 16 intermediate learners who were identified with depression were, involved in a purposeful convenience test sample by means of the CDI questionnaire. There was an experimental and a control group of eight members respectively. According to the results of the pretestposttest, the school-based support programme in which the experimental group participated caused their depression levels to decrease significantly. The need for a school support programme for the intermediate learner with depression was validated from this point of view. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2005.

A educação em saúde tem sido foco de muitas discussões e pesquisas no campo científico, pois se trata de uma estratégia imprescindível à promoção da saúde implicando no processo de educação crítica, a fim de estabelecer a possibilidade de transformação de fatores vulnerabilizantes individuais e sociais que incidem sobre a saúde da população. O espaço da escola possui importante papel político no processo de formação do ser humano, pois proporciona a construção e desconstrução de valores, o desenvolvimento humano e a cidadania. Diante disso, estratégias de educação em saúde têm sido implementadas no contexto escolar, com objetivo de gerar impacto positivo na qualidade de vida dos sujeitos, principalmente daqueles que de alguma forma se apresentam vulneráveis, capacitando-os para que se tornem protagonistas da sua própria história e sejam capazes para tomada de decisão consciente e assertiva, por meio do seu empoderamento. Como questões de pesquisa estabeleceu-se: De que forma o trabalho da educação em saúde contribui para o empoderamento de adolescentes escolares? Na perspectiva dos adolescentes escolares, como o empoderamento pode gerar autonomia e cidadania em suas vidas?. Para tanto, o objetivo deste estudo foi verificar como o trabalho de educação em saúde pode contribuir para o empoderamento de adolescentes escolares. O estudo foi aprovado pelo Comitê de Ética em Pesquisa (CEP) da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo sob o protocolo CAAE nº 56799616.6.0000.539. Os sujeitos foram adolescentes, educandos do ensino médio de uma escola estadual da cidade de Ribeirão Preto, que participam ou já participaram de atividades de promoção de saúde na escola. A pesquisa fundamenta-se na abordagem qualitativa. Trata-se de um estudo de caso, cujos dados foram coletados por meio de entrevistas semiestruturadas e observação participante. Para análise dos dados, utilizou-se o método de análise de conteúdo, modalidade temática, obedecendo uma trajetória analíticointerpretativa cujos os resultados apontaram três núcleos temáticos: \"A saúde para os adolescentes e o papel dos agentes externos\", \"As atividades de promoção da saúde, os instrumentais e estratégias utilizadas\", e \"O empoderamento\". Por fim, a análise dos resultados confirma nosso pressuposto de que atividades de educação em saúde quando realizadas sob a concepção crítica de uma educação libertadora, que promovam a formação de sujeitos reflexivos, quando bem implementadas no espaço escolar, considerando as características e fase de vida dos sujeitos, e que utilizem estratégias ativas, contribuem para o desenvolvimento da autonomia e posteriormente do empoderamento, fatores estes propulsores de escolhas assertivas para uma melhor qualidade de vida e transformação social / Health education has been the focus of many discussions and research in the scientific field, since it is an essential strategy for the promotion of health, implying in the process of critical education, in order to establish the possibility of transforming individual and social vulnerability factors that affect on the health of the population. The school space has an important political role in the process of human formation, since it provides the construction and deconstruction of values, human development and citizenship. In view of this, health education strategies have been implemented in the school context, with the objective of generating a positive impact on the subjects\' quality of life, especially those who are in some way vulnerable, enabling them to become protagonists of their own history and are capable of conscious and assertive decision-making, through their empowerment. As research questions was established: How does the work of health education contributes to the empowerment of school adolescents? From the perspective of school adolescents, how can empowerment and autonomy in their lives generate autonomy? Therefore, the objective of this study was to verify how the work of health education can contribute to the empowerment of school adolescents. The study was approved by the Research Ethics Committee (CEP) of the Escola de Enfermagem de Ribeirão Preto Universidade de São Paulo, under the CAAE protocol no. 56799616.6.0000.539. The subjects were adolescents, high school students of a state school in the city of Ribeirão Preto, who participate or have participated in health promotion activities at school. The research is based on the qualitative approach. It is a case study, whose data were collected through semi-structured interviews and participant observation. To analyze the data, the content analysis method, thematic modality was used, obeying an analytic-interpretative trajectory whose results pointed to three thematic nuclei: \"Health for adolescents and the role of external agents\", \"The activities of health promotion, the tools and strategies used, \"and Empowerment\". Finally, the analysis of the results confirms our assumption that health education activities when carried out under the critical conception of a liberating education, that promote the formation of reflexive subjects, when well implemented in the school space, considering the characteristics and stage of life of the subjects, and that use active strategies, contribute to the development of autonomy and later to empowerment, factors that propel assertive choices for a better quality of life and social transformation

O fortalecimento da promoção da saúde considerando o espaço escolar como um ambiente de potencialidades para seu desenvolvimento está previsto nas ações intersetoriais entre a escola e os serviços de saúde, e está entre os objetivos centrais do trabalho da equipe Estratégia Saúde da Família (ESF) e do Programa Saúde na Escola (PSE). O estudo teve por objetivo analisar as significações de professores do ensino fundamental sobre as ações da equipe de saúde na escola em um município do interior paulista. O estudo foi realizado a partir de abordagem qualitativa de pesquisa, utilizando como técnica de construção de dados a entrevista semiestruturada com professores dos 1º aos 5º anos do ensino fundamental das escolas de abrangência de Unidades de Estratégia Saúde da Família de um município do interior paulista. Participaram do estudo 16 professores de seis escolas públicas municipais. A pesquisa fundamentou-se nos conceitos de promoção e educação em saúde, utilizando a abordagem histórico-cultural de Vigotski como referencial teórico. Utilizou-se a proposta de análise temática de Braun e Clarke (2006). Os resultados evidenciaram as significações construídas pelos professores, que indicam a importância da parceria entre saúde e educação. No entanto, outras significações indicaram fragilidades de tal parceria, com a tendência de os profissionais da educação significarem saúde a partir de uma concepção preventivista e de culpabilização das famílias pelos comportamentos não saudáveis dos alunos. Associado a isso, os professores relatam ações pontuais e fragmentadas relacionadas à saúde ocorrendo no contexto escolar, com pouca corresponsabilidade entre os setores. Quanto às ações programáticas de saúde, os professores construíram significações que indicam a importância de se construir um planejamento conjunto e identificaram estratégias para práticas intersetoriais mais efetivas. Considera-se que novas posturas devem ser adotadas pela equipe da ESF e do PSE, no sentido de fortalecer a relação com a equipe da escola, a partir de uma visão de que os sujeitos se transformam e se modificam a partir das relações / The strengthening of health promotion by considering the school space as an environment of potential for its development is foreseen in the intersectoral actions between the school and the health services and it is among the central goals of the work of the Family Health Strategy (FHS) team and Health in School Program (HSP). The aim of this study was to analyze the meanings of elementary school teachers about the actions of the health team in the school in a city in the countryside of São Paulo. The study was carried out from a qualitative research approach, using as a data construction technique the semi-structured interview with elementary school teachers from first to fifth grade of the schools surrounding the Family Health Strategy Units of a city in the countryside of São Paulo. Sixteen teachers from six municipal public schools participated in the study. The research was based on the concepts of promotion and health education, using the historical-cultural approach of Vygotsky as a theoretical reference. It was used the thematic analysis proposal of Braun and Clarke (2006). The results showed the significations built by the teachers that indicate the importance of the partnership between health and education. However, other meanings indicated fragilities of this partnership, with the tendency of the education professionals to mean health from a preventivist conception and blame of the families for the unhealthy behaviors of the students. Associated with this, the teachers report punctual and fragmented actions related to health occurring in the school context, with little co-responsibility between the sectors. As for programmatic health actions, the teachers built meanings that show the importance of constructing a joint planning and identified strategies for more effective intersectoral practices. It is considered that new postures should be adopted by the FHS and HSP team, in order to strengthen the relationship with the school team, based on a view that the subjects transform and change themselves from the relations