No description available.

No description available.

School-based body mass index (BMI) screenings seek can improve parents' recall about their child's weight, increase concern about excess weight, and correct parents' misperceptions to help them make informed decisions about their child's health. However, schools have questioned parents' understanding of and attitudes about BMI, and have expressed concern about parents' reactions to BMI reports. Using a sample of school nurses (n=7) and parents/guardians (n=125) from the School District of Philadelphia (SDP), this research addressed these concerns by clarifying: 1) parents'/guardians' perceptions and knowledge about BMI; 2) the challenges schools face in communicating with parents/guardians; and 3) the messages that can be communicated to parents/guardians to help them understand their child's BMI-for-age category and why their child's BMI is measured in his/her school. The research used framing theory and perceptual mapping methods to study and improve communication about BMI to parents/guardians in the School District. The four-phase study design incorporated qualitative (focus groups and semi-structured in-depth interviews) and quantitative (cross-sectional survey) methods to assist in the development of an evidence-informed BMI report card template for the SDP. Messages were constructed to meet the needs of four distinct groups of parents/guardians that emerged from the factor and cluster analyses - "Passive Parents," "Neutral Parents," "Confident Advocates" and "Active Worriers." Although each cluster of parents/guardians had their own unique perceptions and varying degrees of assuredness and confidence related to BMI concepts, the majority of parents/guardians in this study shared common favorable perceptions about BMI measures, school-based screening programs and BMI report cards. / Public Health

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Inclusive arts education policy considers the arts a viable entry point to a holistic educational experience. It encourages educators to engage with students on a social and emotional level. Several studies have explored challenges with policy implementation that identify educators' interpretation of policy or assimilation to existing policy as a barrier to the full actualization of policy. Through a rigorous convergent mixed-methods study using convenience sampling, I present a thorough analysis of data that reflects internalized values, beliefs, and ideas. Seven contributors, five educational leaders, and two alumni completed interviews, and twenty-one educational leaders completed surveys utilizing Qualtrics (www.qualtrics.com/), a web-based survey tool. The results identify contextual relationships and offer a comprehensive narrative encompassing knowledge and understanding, resource availability, beliefs, and psychological factors influencing the interpretation and implementation of whole-child arts inclusive policy. The results were: Insufficient policy awareness of federal and state policy, significant knowledge of teaching and general assessment practices, and remarkable administrative support coupled with resource limitations; challenges with structural design, prioritization of arts education despite financial challenges, students’ perspective reciprocates structure; and alignment with mission and past experiences in arts education.

The purpose of this study is to explore and describe the nature and extent of school health nurses’ roles and responsibilities in the prevention of drug abuse by learners in schools. The study was conducted at two high schools in Eldorado Park Extension 4 (Region G), in Johannesburg West. A mixed-methods (triangulated) research approach was opted for, in terms of which structured focus group interviews, self-administered questionnaires, and participant observations optimised and complemented the data collection process. The non-probability simple random sampling technique was utilised to select 35 research participants consisting of 9 (nine) educators, 1 (one) school health nurse and 25 community healthcare workers. The 1 (one) school health nurse and the 25 community-based healthcare workers were involved in the study by means of structured self-administered questionnaires, while the nine (9) educators (who were not part of the 26) only participated in the study’s two focus group interview sessions. Among others, the study’s findings indicate that the distribution of professionally trained and registered school health nurses is not yet proportionally commensurate to addressing the problem of drug and substance abuse in schools. There has been a need to augment the shortage of school health nurses with community-based school health workers. / Health Studies / M.A. (Nursing Science)

Millions of dollars are spent annually in Canada providing school health support services (SHSS) to children with developmental delays and disabilities (DD) as an important support for inclusive education. However, there is limited information about how allied health professionals (AHP) work together with educators to integrate therapy strategies into educational programming for children with DD. This study examines the strategies AHPs, in Ontario perceived to be successful and are implementing with educators to support participation outcomes for children with DD in the primary grades. This study also describes AHPs’ vision for the future in order to improve their work practices to support participation of children with DD at school. Recognizing that the literature on SHSS has emphasized challenges to providing services to children with DD and collaboration with educators; this study actively employed appreciative inquiry (Preskill, & Catsambas, 2006). Individual in-depth interviews with 15 AHPs (11 OTs, 1 PT, 3 SLPs) were conducted via face-to-face, telephone or video conference. Participants were asked to describe how they viewed participation at school for children with DD, their role in supporting it, the strategies they used to work with educators to support this participation and their vision for the future. AHPs in this study viewed participation of children with DD at school as (a) being in the classroom to provide the opportunity for meaningful engagement with peers and (b) working on similar activities as peers to promote membership and belonging at school. Participants implemented their role to support participation of children with DD by providing equipment, modifying or adapting activities, educating and providing resources to educators. Successful strategies AHPs used to work with educators to facilitate participation of children with DD at school included: finding a key person, developing trust and rapport with an educator, engaging in shared planning with an educator, seeking feedback from educators about their recommendations and listening to educators regarding information about the child with a DD. AHPs also identified their vision for the future in supporting participation of children with DD. Their vision included being a resource to teachers, by consulting to a whole class and being a member of the educational team. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2013-09-11 00:13:12.132

Esta pesquisa que trata do estudo sobre as aproximações entre as políticas de Saúde e Educação materializadas atualmente no Programa Saúde na Escola, implementado em 2007 e que tem como objetivo central, melhorias nas condições de saúde, aprendizagem e desenvolvimento dos estudantes, por meio de ações nos âmbitos de formação, prevenção e promoção da saúde, realizadas em escolas da rede de educação. O objetivo geral norteador da pesquisa é compreender como se processam as aproximações da saúde ao campo da educação por meio de políticas federais brasileiras que propõem melhorias nas condições de vida do público escolar, tomando por referência o Programa Saúde na Escola (2007), no Brasil e, o Programa Nacional de Saúde Escolar, de Portugal (2006). Como objetivos específicos, propomos analisar a configuração do Programa Saúde na Escola (PSE), implantado a partir de 2007, como política interministerial; analisar os marcos referenciais de Programas Federais que aproximam Saúde e Educação, a partir da Lei de Diretrizes e Bases (LDB) de 1971 até o Programa implantado em 2007, no Brasil; apresentar as principais características da Revista Brasileira de Saúde Escolar (RBSE) e articular sua contribuição para a história da Saúde Escolar brasileira; pesquisar e analisar a configuração de programa de Saúde Escolar, presente nas políticas de Saúde e Educação de Portugal. Na pesquisa realizamos o estudo de documentos oficiais dos governos federais do Brasil e Portugal sobre as políticas de saúde escolar/saúde na escola. O desenvolvimento da pesquisa ocorreu parcialmente em território português, por meio do Programa de Desenvolvimento de Estágio Sanduíche no Exterior (PDSE-CAPES). Nesta parte do trabalho, realizamos, além dos estudos sobre os documentos das políticas portuguesas, visitas a escolas e entrevistas semidirigidas com agentes portugueses ligados às políticas de Saúde Escolar. Os nossos estudos estão orientados teórica e metodologicamente pelo enfoque da Psicologia Escolar e Educacional de base histórico-cultural desenvolvida no Brasil. As análises que realizamos nos permitem considerar que: o PSE é um Programa que segue as orientações de acordos internacionais e organismos multilaterais dos quais o Brasil é signatário; é fruto de tentativas compensatórias às demandas advindas de situações de desigualdade social, de vulnerabilidades e riscos; acompanha transições político-econômicas mundiais que assinalam o aprofundamento das premissas neoliberais; configura-se em uma ação intersetorial em que a saúde preconiza as diretrizes para a relação com a educação em uma condição não horizontal. Considera-se que este trabalho apresenta uma contribuição para o tema e poderá ser inspirador para novas pesquisas de políticas intersetoriais / This research is about the study of the similarities between the policies of Health and Education - currently embodied in the Health in School Program (HSP). Implemented in 2007, the HSP proposes improvements in health, learning and development of students, through actions in the training, prevention and health promotion areas, held in public schools. It is based theoretically and methodologically with approach in School and approach Psychology, with historical and cultural basis developed in Brazil. The general aim of this research is to understand how occurs the approach of health to the education field through Brazilian federal policies that proposes improvements in the living conditions of public school, by reference to the Health in School Program (2007), in Brazil and, the National School Health Program, in Portugal (2006), the latter inspired the Brazilian proposal. The specific objectives, we propose to analyze the HSP setting, deployed from 2007 as interministerial policy; analyze benchmarks of Federal programs that approach health and education, from the Guidelines and Baseline Law (GBL) from 1971 until the program implemented in 2007, in Brazil; present the main production characteristics of the subject represented by the publications in the Brazilian Journal of School Health (BJSH) and coordinate their contribution to the history of Brazilian School Health; researching and analyzing the configuration of School Health Program, presented in health policies and Education of Portugal. The research method takes as sources: a) official documents of the federal governments of Brazil and Portugal on school health policies/school health; b) visits to schools in Portugal; c) semi-structure interviews with Portuguese agents related to school health policies. The analyzes performed allow us to consider that: the HSP is a program that follows the guidelines of international agreements and multilateral organizations of which Brazil is a signatory; is the result of compensatory attempts to demands arising from situations of social inequality, vulnerabilities and risks; monitors global political and economic transitions that signal the deepening of neoliberal premises; sets up in an intersectoral action in which health advocates guidelines for the relationship with education in a non-horizontal condition. It is considered that this work presents contributions to the subject and can be inspiring for further research intersectoral policies

A proposta deste estudo foi comparar o desenvolvimento motor de crianças que praticaram Dança Educativa com o desenvolvimento motor de crianças que não praticaram e verificar a permanência dos resultados obtidos, após seis a oito meses do término da intervenção. O estudo foi realizado com 85 crianças matriculadas no 1º ano do Ensino Fundamental de duas escolas da zona sul de São Paulo, randomizadas por sorteio em dois grupos (intervenção e controle). Os dois grupos tiveram seu desenvolvimento motor avaliado em três momentos: antes da intervenção, após a intervenção e após seis a oito meses do término da intervenção. O grupo intervenção participou de um programa de aulas de Dança Educativa por sete meses. Foram excluídas da análise as crianças com deficiência intelectual e/ou física, prematuras, entre outros critérios de exclusão. Os resultados indicaram que as crianças que participaram do programa de Dança Educativa obtiveram ganhos significativos em seu desenvolvimento motor geral e nas bases: equilíbrio, praxia fina e global, em comparação às crianças que não participaram. Foram analisados através de comparação dos resultados dos grupos controle e intervenção com os testes qui-quadrado e test t. A Dança Educativa auxiliou na evolução do desenvolvimento motor de crianças e seus resultados mantiveram- se, parcialmente, meses após o término da intervenção / The purpose of this study was to compare the motor development of children who practiced Educational Dance with the motor development of children who did not practice and to verify the permanence of the results obtained after six to eight months after the intervention. The study was carried out with 85 children enrolled in the first year of Elementary School in two schools in the south of São Paulo, randomized by lottery into two groups (intervention and control). The two groups had their motor development evaluated in three moments: before the intervention, after the intervention and after six to eight months after the intervention. The intervention group participated in an Educational Dance class program for seven months. Children with intellectual and / or physical disabilities, premature, and other exclusion criteria were excluded from the analysis. The results indicated that children who participated in the Educational Dance program achieved significant gains in their general motor development and on the basis of balance, fine and overall praxis, compared to children who did not participate. They were analyzed by comparing the results of the control and intervention groups with chi-square and t-tests. The Educational Dance helped in the development of children\'s motor development and their results were maintained, partially, months after the end of the intervention

INTRODUÇÃO: A saúde passou a ser avaliada sob a óptica de qualidade de vida, a partir de 1948, com a definição da Organização Mundial da Saúde, como bem estar físico, mental e social e não mais ausência de doença. A saúde em crianças tem sido definida como um conceito subjetivo e multidimensional que deve incluir a avaliação física, o impacto psicossocial da doença sobre a criança e sua família. Em sociedades desenvolvidas ou em desenvolvimento é grande a importância epidemiológica da doença respiratória. Tal fato decorre do importante impacto exercido sobre seus expressivos índices de morbidade e de mortalidade na população infantil. Fazse necessário então, pela importância epidemiológica da doença respiratória, a incorporação de novas técnicas e processos para o estudo das condições de saúde da população com e sem problemas respiratórios sob a óptica da percepção dos pais ou responsáveis. Com o objetivo de estudar o impacto das doenças respiratórias nas condições de saúde das crianças de 5 a 9 anos de idade residentes no Distrito de Saúde Escola do Butantã foi utilizado, no presente estudo, o instrumento Child Health Questionnaire versão destinada aos pais(CHQ-PF-50), validado no mundo e no Brasil. Avaliou-se também a relação da declaração de doença respiratória segundo a instituição de ensino, instrução dos pais, faixa de renda e etnia MÉTODOS: Avaliaram-se as condições de saúde de 959 crianças na faixa etária de 5 a 9 anos de idade residentes no Distrito do Butantã, na Cidade de São Paulo, com e sem doença respiratória declarada pelos pais ou responsáveis. No período de março a julho de 2004. A pesquisa foi do tipo descritivo, com enfoque retrospectivo através da análise de dados disponibilizado junto a um banco de dados. Para tanto foi utilizado o método de levantamento de informações junto aos elementos amostrais, por meio de instrumento de coleta de dados estruturado e não disfarçado, utilizando o CHQ-PF50. As doenças respiratórias perguntadas e declaradas foram: rinite, sinusite, otite, laringite, faringoamigdalite, pneumonia, asma ou quadro asmatiforme. Os dados apresentados nesse trabalho foram analisados a partir de um conjunto de procedimentos aplicados aos dados originais coletados, conforme orientação metodológica encontrada em Landgraf et al.RESULTADOS:O estudo indicou que as crianças cujos pais referiram doença respiratória apresentaram condições de saúde insatisfatórias, quando comparadas às crianças sem doença respiratória. Pais de crianças que estudam em escolas privadas e com maior grau de escolaridade referiram mais doença respiratória em seus filhos. A renda mensal ou etnia não interferiu na declaração de doença respiratória. CONCLUSÕES: Para melhorar as condições de saúde das crianças com doença respiratória é necessário o entendimento dessas patologias no âmbito global, biopsico e social, além do aprimoramento educacional da população. / BACKGROUND: The health has been evaluated in terms of quality of life, from 1948, with the definition of the World Health Organization, as well the physical, mental and social rather than absence of disease. The health of children has been defined as a subjective and multidimensional concept that includes a physical evaluation, the psychosocial impact of disease on the child and his family. In societies developed or developing is great epidemiological importance of respiratory disease. This fact stems from the important impact on their expressive rates of morbidity and mortality in children. It becomes necessary then, the epidemiological importance of respirator tract disease, the incorporation of new techniques and processes for the study of the health of the population with and without respiratory problems in terms of the perception of parents or guardians. In order to study the impact of respiratory tract diseases in the health conditions of children from 5 to 9 years of age in the District Health School of Butantã was used in this study, the instrument Child Health Questionnaire version aimed at parents (CHQ - PF-50), validated in the world and Brazil. Was also evaluated the relationship of the declaration of respiratory tract disease according to the university, education of parents, track income and ethnicity METHODS: We evaluated the health of 959 children aged from 5 to 9 years of age residing in District of Butantã in the city of Sao Paulo, with and without respiratory tract disease declared by the parents or guardians. From March to July 2004. The research was a descriptive, with a focus through the retrospective analysis of data provided with a database. To that end we used the method of lifting elements of information from the sample by means of data collection instrument structured and not undercover, using the CHQ-PF50. Respiratory tract diseases were asked and declared: rhinitis, sinusitis, ear infections, laryngitis, pharyngitis, pneumonia, asthma or asthma framework. The data presented in this study were analyzed from a set of procedures applied to the original data collected as methodological guidance found in Landgraf et al.RESULTS: The study indicated that children whose parents had reported respiratory tract disease conditions of poor health, compared to children without respiratory tract disease. Parents of children who study in private schools and with a higher degree of education reported more respiratory disease to their children. The monthly income or ethnicity did not interfere in the declaration of respiratory tract disease. CONCLUSIONS: To improve the health conditions of children with respiratory tract disease is necessary to understand such conditions in the global context, and social biopsico, in addition to improving education of the population.