No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1946. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 167-173).

Thesis (M.S.)--University of Wisconsin--Madison, 1985 / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 22-24).

This study explored the extent to which teacher stress management and wellness could be mediated by the comprehensive school health [CSH] model, and in turn, if improvements in staff wellness could strengthen engagement and sustainability in CSH. CSH is a framework for promoting wellbeing within school communities, encouraging lifelong engagement in healthy living practices. The research explored the relationship between decreasing teacher stress, improving teacher wellness, and establishing effective, sustainable CSH. Grounded theory methodology was used to explain phenomena of interest to the researcher (CSH and teacher stress and wellness) through interpretation of the perspective and context of those who experienced it (Birks & Mills, 2011). Grounded in field data collected through constructivist design and focused on participants’ perspectives, feelings, and beliefs (McMillan & Schumacher, 2010), in tandem with relevant research literature and researcher memos, an enhanced understanding of CSH and teacher wellness was constructed. Data collection and analysis uncovered the richness of participants’ lived experiences and built understanding of CSH implementation and sustainability. The study suggests that an interdependent relationship exists between CSH and teacher wellness, and emphasizes the importance of relationship building at all stakeholder levels in education. Relationship building encourages shared responsibilities among stakeholders to address challenges and teacher supports, and inspire action to establish effective and sustainable school cultures of wellness. In combination with connections to passion, purpose and ownership, change possibilities and sustainability are enhanced. Healthy stakeholder relationships may be a prerequisite to not only CSH sustainability, but perhaps the success and staying-power of any change initiative in education. Considering the reports of teacher workload and stress, and minimal evidence addressing improvement and empowerment through wellness supports, the results provide important suggestions for enhancing CSH and addressing the fundamental building blocks of change and sustainability: establishing trust, cultivating ownership, and building mutually respectful relationships across the hierarchy of education. The study opens the door for longitudinal exploration of a comprehensive approach to CSH, from teacher education to K to 12 initiatives, observing teacher health outcomes, student health outcomes, the interplay between those and learner outcomes, and determinants of effective and sustainable school cultures of wellness.

Thesis (M.P.H.)--Georgia State University, 2007. / Title from file title page. Michael Eriksen, committee chair; Robin Tanner, Rodney Lyn, committee members. Electronic text (88 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 9, 2008. Includes bibliographical references (p. 81-83).

This study is a retrospective evaluation of the Coordinated Approach To Child Health (CATCH) coordinated school health program. An abundant amount of research has been conducted concerning CATCH, but no data exist that represents the characteristics and attitudes of individuals implementing the program. This study looked to examine organizational readiness, commitment to change, leadership, implementation barriers, innovation perceptions and their influence on the diffusion of CATCH. The primary purpose of this study is to describe and explain why schools in the same area that receive the same CATCH training result in different implementation practices. This study included a retrospective evaluation that evaluated school employees' motivation of CATCH implementation over the 2011-2012 school year. A survey of 284 school employees and health department partners consisting of 33 school administers, 197 classroom teachers, 27 physical education teachers, 21 cafeteria supervisors, and 6 health department partners at elementary school located in the southernmost counties of southern Illinois was conducted. Particular attention was focused upon the differences between classroom teachers, physical education teachers, cafeteria supervisors, and health department partners. Degree of CATCH implementation was the best among cafeteria supervisors and physical education teachers while classroom teachers implemented roughly 50% of the CATCH classroom curriculum. Organizational readiness was a significant predictor of classroom teacher degree of implementation while school leadership served as a significant predictor of degree of implementation by physical education teachers. The study utilizes CATCH; however, this study could be helpful concerning other school health programs to enhance program implementation practices and delivery. The significance of these data provide health educators with evidence of why schools have different implementation practices, what constructs influence degree of implementation, and how addressed constructs that influence implementation can be rectified through school preparation and training protocols to enhance degree of implementation. Additional variables are also discussed that could account for further variation in school employee degree of implementation.

The purpose of this paper is an attempt to show the development, growth, and some of the outstanding accomplishments with methods used in control of communicable diseases in Tyler's School Health Program from 1931-1944.

MPH, Faculty of Health Sciences, University of the Witwatersrand / School-going children have unique health challenges that deserve a focused attention from policy makers, commonly done through the provision of school health programmes. The education system provides the most comprehensive existing infrastructure for reaching school-going children and school health programmes enable health problems to be addressed at relatively low cost. The 2003 South African National School Health Policy (NSHP) aims to deliver equitable and focused health services to school-going children in order to safeguard their right to optimal health and development. There is currently limited information on the process of implementation of the NSHP, implementation context at different schools, as well as facilitating and constraining factors that impact on the implementation of this policy. Aim: The main aim of this study was to evaluate the implementation of the 2003 National School Health Policy in two primary schools in Cape Town. Methods: This was a process evaluation that used qualitative methods primarily. Two schools located in different education districts were selected via convenient sampling for an in-depth study. Within each school, participants were purposively selected based on their potential to provide relevant information. The final sample consisted of seven individuals; five educators and two school health nurses. Data collection tools included an in-depth semi structured interview schedule, selfadministered questionnaire and document review. Interviews were recorded, transcribed and later analysed to obtain key themes. v Results: The evaluation found that the NSHP has been implemented in a phased manner, disadvantaged areas were prioritized, different staff-mix with regards to the composition of the school health team was used and the minimum requirements in terms of health assessment for Grades R and 1 learners (Phase 1 services) were met. Educators and school health nurses did not have the same level of knowledge and understanding of the NSHP, and educators were less informed about this policy than nurses. The policy context influenced working relationships between different actors or stakeholders. Challenges or constraints to policy implementation included broad systemic problems such as poverty and staff shortages, lack of dedicated budget for school health services and insufficient prioritisation of school health services by senior departmental managers, all which constrained effective policy implementation. Although findings of this study cannot be generalized to other schools, they give important insights into the current implementation process of the NSHP. It is one of the few studies focusing on the process of policy implementation in recent years and the in-depth qualitative methods allowed the researcher to explore the complexities and contradictions of policy implementation in post-apartheid South Africa. Conclusion: This policy has for the most part been implemented according to specified policy implementation guidelines and minimum requirements for implementing phase 1 services were met. It is recommended that a dedicated budget should be allocated to school health services and existing structures within the school system such as School Governing Bodies be utilized effectively to encourage parental involvement in school health. Nurses should advocate for increased support for these services among all stakeholders, including managers in the Department of Health.

No description available.

Thesis (M.S.P.H.)--University of Michigan, 1941.