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.

Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2005.

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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.

School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.

A Health Promoting School (HPS) approach is now widely accepted internationally, with a focus on children’s health, the school curriculum, and whole school environment. In Thailand, the health and well-being of children is a fundamental value. HPS programmes have been implemented in schools as a strategy to focus on young people’s health. A number of barriers to successful HPS have been identified. While there is international evidence to show the steps and the key factors in creating successful HPS, little is known about successful HPS in the Thai context, in particular, in Northeastern Thailand which has been classified the poorest region. Ethnographic methods were used to examine what understanding of the meaning of HPS is necessary for a successful school, and how all those involved acted from the adoption of the HPS programmes by the local school until it achieved HPS status. A rural school which was successful in a HPS programme was selected, in Mahasarakham province, Northeastern Thailand. The data were obtained through participant observation, ethnographic interviews, and ethnographic records, and data analysis took place simultaneously with data collection. In this study, Lofland’s strategy for the analysis of the structure of human interaction was used. A variety of techniques for improving and documenting the credibility of the study such as prolonged engagement, persistent observation, and triangulation were used. This research revealed that the informants’ views reflected diverse understandings of the meaning of HPS. Those views were based on their experiences of HPS which differed according to the degree of participation, different levels of knowledge about HPS, and in the roles they played in the implementation of HPS in the school. Thai culture and school ethos influenced the success of HPS. Community participation was also crucial in supporting the school’s achievement. Key factors that underpinned success are identified. Implications of the findings for the HPS programme, health professionals, the school and community are discussed.

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

Att öka möjligheterna för unga att leva ett hälsosamt liv framstår som allt angelägnare både ur ett individuellt och ur ett samhälleligt perspektiv. Skolan är därför en utmärkt arena för ett hälsofrämjande arbete. WHO:s konferenser i Ottawa 1986 och i Sundsvall 1991 betonade behovet av en perspektivförskjutning inom folkhälsoarbetet från att förebygga ohälsa till att främja hälsa. WHO tog också initiativ till flera internationella nätverk. ”Health promoting school” är ett sådant som handlar om att skapa en kontinuerlig process där hela skolans vardag utvecklas som en stödjande och främjande fysisk och psykosocial miljö för hälsa, välbefinnande och lärande samt att stärka hälsoundervisningen. Syftet med föreliggande studie var att kartlägga och beskriva samband mellan några hälso- respektive riskvariabler för att testa en hypotes om skolan som en hälsofrämjande arena. Hypotesen formulerades enligt följande:-Skolor med en hög andel elever med hälsofrämjande upplevelser har en låg andel elever med riskbeteenden och vice versa. Studien genomfördes med hjälp av befintliga data från två enkätundersökningar, ”Hälsoenkäten” och den mer riskrelaterade ”CAN-enkäten”. De båda enkätundersökningarna var totalundersökningar riktade till år 9 elever i Gävleborgs län. Undersökningarna genomfördes vid skilda men nära tidpunkter under våren 2002. Fem frågeställningar valdes ur respektive enkät. Elevernas egna utsagor på dessa frågeställningar utgör materialet till denna studie. Analysen genomfördes i två steg. I steg ett studerades om det förelåg något samband på skolnivå och i steg två studerades samband på individnivå. Resultatet visade inga samband mellan hälsofrämjande upplevelser och riskbeteenden. Den formulerade forskningshypotesen förkastas alltså. I litteraturen finns flera studier som styrker resultatet i denna studie samtidigt som litteraturen också fortsatt visar på vikten av hälsofrämjande arbete i skolan. I framtiden bör begreppet ”Hälsofrämjande skola” förtydligas, en tydlig organisation skapas, tydliga strategier utarbetas och ges ett ledningsansvar. / It is increasingly stressed as more important to increase the possibility for young people to live a healthy life, both through an individual as well as a community perspective. The school is therefore a perfect health promoting setting. WHO:s conferences in Ottawa, 1986 and Sundsvall, 1997 both stressed the need to shift perspective from prevention to promotion. WHO also took initiative to set up several international networks. “Health promoting school” was one example involving creating a supportive and health promoting physical, mental and social environment for health, wellbeing and learning as well as strengthening the health education. The aim of this study was to survey and describe the connection between some health- and risk related variables to test a hypothesis about the school as a health promoting setting. The hypothesis was formulated: -schools with a high percentage of students with health-related experiences has a low percentage of students with risk behaviours and vice versa. Available data from two different questionnaires were used, the “Health questionnaire” and the more risk-related “CAN questionnaire”. The two questionnaires were both conducted among all students within the ninth school year in the county of Gävleborg. They were administrated as separate but adjacent studies during the spring term of 2002. Five questions were chosen from each questionnaire. Responses from the students consists the material used in this study. The analyses were made in two steps. Initially, school level connections were studied, later individual level connections. The result did not find any connections between more health related and risk related variables. The formulated hypothesis is therefore rejected. There are several studies in the literature supporting the findings in this study. At the same time there is continuing or increasing support for the idea of a health promoting school. In the future the concept “Health promoting school” needs to be clarified as well as strategies, organisation and leadership. / <p>ISBN 91-7997-125-3</p>

A Health Promoting School (HPS) approach is now widely accepted internationally, with a focus on children’s health, the school curriculum, and whole school environment. In Thailand, the health and well-being of children is a fundamental value. HPS programmes have been implemented in schools as a strategy to focus on young people’s health. A number of barriers to successful HPS have been identified. While there is international evidence to show the steps and the key factors in creating successful HPS, little is known about successful HPS in the Thai context, in particular, in Northeastern Thailand which has been classified the poorest region. Ethnographic methods were used to examine what understanding of the meaning of HPS is necessary for a successful school, and how all those involved acted from the adoption of the HPS programmes by the local school until it achieved HPS status. A rural school which was successful in a HPS programme was selected, in Mahasarakham province, Northeastern Thailand. The data were obtained through participant observation, ethnographic interviews, and ethnographic records, and data analysis took place simultaneously with data collection. In this study, Lofland’s strategy for the analysis of the structure of human interaction was used. A variety of techniques for improving and documenting the credibility of the study such as prolonged engagement, persistent observation, and triangulation were used. This research revealed that the informants’ views reflected diverse understandings of the meaning of HPS. Those views were based on their experiences of HPS which differed according to the degree of participation, different levels of knowledge about HPS, and in the roles they played in the implementation of HPS in the school. Thai culture and school ethos influenced the success of HPS. Community participation was also crucial in supporting the school’s achievement. Key factors that underpinned success are identified. Implications of the findings for the HPS programme, health professionals, the school and community are discussed.

A Health Promoting School (HPS) approach is now widely accepted internationally, with a focus on children’s health, the school curriculum, and whole school environment. In Thailand, the health and well-being of children is a fundamental value. HPS programmes have been implemented in schools as a strategy to focus on young people’s health. A number of barriers to successful HPS have been identified. While there is international evidence to show the steps and the key factors in creating successful HPS, little is known about successful HPS in the Thai context, in particular, in Northeastern Thailand which has been classified the poorest region. Ethnographic methods were used to examine what understanding of the meaning of HPS is necessary for a successful school, and how all those involved acted from the adoption of the HPS programmes by the local school until it achieved HPS status. A rural school which was successful in a HPS programme was selected, in Mahasarakham province, Northeastern Thailand. The data were obtained through participant observation, ethnographic interviews, and ethnographic records, and data analysis took place simultaneously with data collection. In this study, Lofland’s strategy for the analysis of the structure of human interaction was used. A variety of techniques for improving and documenting the credibility of the study such as prolonged engagement, persistent observation, and triangulation were used. This research revealed that the informants’ views reflected diverse understandings of the meaning of HPS. Those views were based on their experiences of HPS which differed according to the degree of participation, different levels of knowledge about HPS, and in the roles they played in the implementation of HPS in the school. Thai culture and school ethos influenced the success of HPS. Community participation was also crucial in supporting the school’s achievement. Key factors that underpinned success are identified. Implications of the findings for the HPS programme, health professionals, the school and community are discussed.