Thesis "Health Education in School Books and Educational Reality at Primary School" deals with the realization of Health Education at primary school. Theoretical part of diploma paper results from the content of Health Education in curricular documents, further there is stated up-to-date legislation which regulates this topic. Furthermore the most frequent school books with Health Education are described in this thesis. Practical part of the diploma paper includes the assessment of teachers' attitude on primary schools towards this topic. Thesis evaluates real use of school books by teachers in their effort to achieve the main objectives of Health Education. Further it analyses selected school books of general science considering the health support and protection. In conclusion the results of research work are sumarized in this thesis with the intention to reveal the curent situation in the application of school books and other school materials in the process of realization of Health Education in chosen schools.

Realiza-se um estudo teórico com o objetivo de identificar categorias centrais na promoção da saúde na escola, expressas na concepção de Escola Promotora de Saúde, examinando sua potencialidade em contribuir na construção de um conhecimento-emancipação, no contexto da educação fundamental no Brasil. Utiliza-se como metodologia a análise de conteúdo de uma comunicação conjunta de organismos internacionais, entre eles a Organização Mundial de Saúde, em defesa da implantação de políticas nacionais de promoção da saúde na escola. Emergem no estudo quatro categorias, identificadas em função de sua freqüência e centralidade na defesa da proposição: a efetividade da promoção da saúde na escola, reciprocidade e sinergismo entre saúde e educação, a relevância dos riscos para a saúde de crianças e adolescentes, saúde na escola como estratégia para a promoção da equidade. Essas categorias são exploradas com o apoio de conceitos, experiências e propostas documentadas, tomando-se como eixo estruturante da análise a noção de conhecimento-emancipação apresentada por Boaventura de Souza Santos. Conclui-se que a concepção original do campo da saúde na escola atravessou um século, apesar dos questionamentos profundos do modelo e de seus pressupostos. O movimento da promoção da saúde traz novas dimensões para a questão, mas também vive formas de colonização com as quais a Escola Promotora de Saúde tende a alinhar-se em função do instituído nas tradições desse campo. Avalia-se, entretanto, que a concepção de promoção da saúde apresenta-se como um referencial expressivo da transição paradigmática, oferecendo oportunidades para a construção de um conhecimento-emancipação na medida em que busque alinhar-se com tendências contra-hegemônicas no campo da saúde pública, da educação e da saúde na escola. / A theoretical study is made with the objective of identifying central categories of health promotion in schools, present in the proposal of Health Promoting Schools. The potential contribution of this conception to the construction of an emancipation-knowledge is examined, in the context of fundamental education in Brazil. The methodology is a content analysis of a joint communication of international organisms, among them the World Health Organization, in behalf of the implementation of national policies for health promotion in schools. Four categories emerged, identified due to their frequency and centrality in the advocacy of the proposition: the effectivity of health promotion in schools, reciprocity and synergism between health and education, the relevance of health risks for children and adolescents, school health as an strategy for equity promotion. These categories are explored with support of documented concepts, experiences and proposals, taking the emancipation-knowledge notion presented by Boaventura de Souza Santos as a theoretical reference. The conclusion points out that the original conception of school health survived the XXth century, despite profound questioning of the model and its premises. The health promotion movement brings new dimensions to the question. But this movement also goes through colonization tendencies, with which the Health Promoting School tends to align due to its own traditions. The study reveals health promotion as an expressive referential of paradigmatic transition, thus offering opportunities for the construction of emancipation knowledge in the school health field, depending on the search for counter-hegemonic alliances in the public health, educational and school health fields.

A história da educação em saúde na escola passou por várias fases incluindo a fase higienista, quando se atribuía a \"culpa\" pela falta de higiene e saúde, consideradas praticamente como sinônimos e pela fase biologicista, na qual os distúrbios de desenvolvimento dos escolares eram explicados apenas com base em fatores orgânicos e biológicos. A Escola Promotora da Saúde trouxe uma nova visão para a área considerando que o desenvolvimento infantil está ligado também às condições ambientais; de convivência com a família e com a sociedade em geral; de alimentação e nutrição adequadas; às oportunidades de aprendizagem de habilidades; de construção de conhecimentos e de acesso à recreação e às condições de segurança que lhes são oferecidas. O presente estudo tem como objetivo investigar os conhecimentos, percepções e práticas dos professores da Rede Municipal de Ensino de Vargem Grande Paulista sobre os temas Saúde e Educação em Saúde. Para tanto foram selecionadas cinco escolas em cinco diferentes regiões geopolíticas, distribuídas geograficamente de forma a representar todas as regiões da cidade, denominadas \"Escolas-pólo\". Foi realizado em duas fases, utilizando-se em ambas a mesma metodologia: um questionário semi-estruturado, com questões abertas e fechadas e a entrevista grupal denominada grupo focal. Do seu desenvolvimento participaram 20 professores que lecionavam no ensino infantil ou fundamental. Após a realização da 1a fase, de diagnóstico inicial, e a discussão dos resultados com a Secretária da Educação, com as coordenadoras pedagógicas e com os professores organizou-se um processo de Educação Continuada estabelecendo-se uma relação de \"Temas Geradores\" em educação e em saúde. O diagnóstico situacional permitiu o reconhecimento do despreparo dos professores para atuar como agentes de Promoção da Saúde na Escola, e a avaliação permitiu concluir que a Educação Continuada pode atuar como ferramenta poderosa de transformação de pessoas e de seus locais de trabalho. A 2a fase, de avaliação do impacto das ações, foi realizada ao final da Educação Continuada após terem sido abordados todos os temas selecionados, e a análise feita por meio da comparação qualitativa dos resultados das duas fases. / The history of health education at school has undergone several stages, including the hygienist one, when one would “blame" the lack of hygiene and health, considered practically as synonyms, and the biologicist one, in which the developmental problems presented by the students were explained based only on organic and biological factors. The Health Promoting School brought a new vision for the area, by taking into account that the children’s development is also related to environmental conditions, family relationships as well as interactions in the society; food and nutrition conditions, adequate to the opportunities of skills development; conditions for building up knowledge and having access to recreation and also safety conditions which are offered them. This study aims at investigating the knowledge, perceptions and practices of the teachers at the Municipal Schools of the city of Vargem Grande Paulista, about the Health and Health Education subjects. In order to carry out this research, we selected five schools located in five different geopolitical areas, in such a way as to represent all regions of the municipality; these schools were denominated “Pole-Schools". The study was performed in two phases, with the same methodology applied to both of them: a semi-structured questionnaire, with open and closed questions, and the group interview denominated focal group. 20 teachers who either taught at the kindergarten or at the elementary school participated in the development of this study. Upon the conclusion of the 1st phase – a preliminary diagnosis, - and the discussion of the results with the Secretariat of Education, the pedagogical coordinators and the teachers, a Continuous Education process was organized, with the elaboration of a list of “Generating Themes" in education and health. The situational diagnosis enabled the awareness of the lack of background of the teachers to act as agents of Health Promotion at School, and the evaluation allowed us to conclude that the Continuous Education may act as a powerful tool for the transformation of the people and their working environment. The 2nd phase, - the evaluation of the impact of the actions, - was carried out at the end of the Continuous Education, after the presentation of all themes selected; the analysis was made by means of a qualitative comparison of the results of both phases.

Background: Parents turn to child health nurses for advice and support. The organization therefore needs to be available. The role of the child health care nurses is to promote the health of children and families, which includes supporting families based on general and individual needs. There are risk factors for children's health, including mental illness, violence and migration. It is important that authorities in society collaborate to actively reduce these risk factors. Social services should work to give children and young people a safe upbringing. The family counselor is part of the social service. The family counselor acts at the family center, as well as the child health care nurses, and here they can interact with children and families based on their respective assignments.  Aim: The purpose of this study was to describe the child health care nurses and family counselor's experiences of collaboration in home visits to families with a child eight months of age.  Method: A descriptive design, an inductive approach with qualitative interviews analyzed with qualitative content analysis was used. Results: The experience of the child health care nurse and family counselor is that organizational prerequisites allow collaboration and family adapted home visits can give children and families a better back-up. When organizational prerequisites exist, and home visits can be based on the individual family needs, child health care nurses and family counselors experience that collaborating at home visits can be supportive for children and families in the moment and over time and provide better support for children and families

ABMA (aller bien pour mieux apprendre) est un dispositif de promotion de la santé en milieu scolaire élaboré à partir des données de la littérature internationale. Il a été expérimenté dans 19 établissements volontaires de l'académie de Lyon. Le dispositif a pour objectif de rendre l'établissement promoteur de santé. Les établissements bénéficient d'un accompagnement par un référent académique, de formations et de conseils méthodologiques. C'est un dispositif expérimental innovant élaboré dans le cadre du fonctionnement académique. Il s'appuie sur une démarche de projet construite avec les équipes d'établissement. Le dispositif de recherche est celui d'une recherche-intervention et repose sur une co-construction avec les établissements et les personnels académiques afin d'obtenir des données probantes sur l'approche globale de la santé en milieu scolaire. L'évaluation de processus a été mise en place dès le début de l'expérimentation. La question de recherche porte sur l'analyse des freins et des leviers pour intégrer ce type de dispositif au système éducatif français. La méthode d'évaluation est mixte, qualitative et quantitative et fait appel à des entretiens semi-directifs, à une analyse documentaire et des données quantitatives. Les variables indépendantes renvoient aux caractéristiques de l'établissement, aux résultats scolaires et au climat scolaire. Les variables dépendantes renvoient au niveau et à la qualité d'implantation du dispositif dans l'établissement. Les résultats confirment l'importance d'un accompagnement méthodologique des établissements et montrent que l'implantation du dispositif au niveau académique est essentielle dans ce type de démarche, d'abord centré sur les établissements / ABMA (increased well-being for better learning) is a health promoting school program based on international literature on the concept of health promoting schools. The planning and implementation of the health promotion program ABMA was constructed in the Lyon school board in 19 pilot schools. The program goal is to guide a school to become a health promoting school. The project is within the framework of interventional research. Our study consisted of identifying the enabling and inhibiting factors in the implementation of a health promotion program in the French education system. Evaluation methods are mixed: quantitative, but primarily qualitative. Independent variables correspond to individual characteristics of the school, to academic performance and to school climate. The dependent variables correspond to the level and quality of implementation of the program as well as the support process in the school. The results highlight the importance of the support process and show that the implication of the school board is essential for the long-term success. For schools, the main facilitating factors for global health promotion development are the involvement of the principal, regular communication to the entire educational community, a good initial evaluation of current conditions and individualized support

Made available in DSpace on 2015-04-22T22:17:26Z (GMT). No. of bitstreams: 1 Antonia Paiva Teixeira.pdf: 430157 bytes, checksum: d5512cf8160a1460ce30ab984f83a8a0 (MD5) Previous issue date: 2011-02-21 / Fundação de Amparo à Pesquisa do Estado do Amazonas / The aim of this study was to evaluate the potential of purple yam (Dioscorea trifida), as possible health-promoting ingredient in bread making, in the state of Amazonas. Thus, we determined the centesimal composition, energy, and antioxidant activity of purple yam and four formulations of purple yam bread (0%, 10%, 15% and 20%). We also performed an acceptance test and microbiological analysis of the formulations 10%, 15% and 20%. The Kruskal-Wallis ANOVA revealed no significant differences for the parameters of the centesimal composition and energy of the four formulations, except for lipid. That is, in the process of purple yam bread making, an addition of purple yam in natura up to 20%, instead of wheat flour in ordinary bread (0%), can be made with no effect on the diet s energy, since their chemical composition are similar. By the DPPH method, the samples of purple yam revealed a high antioxidant activity, with values exceeding 70%. The three purple yam breads showed some antioxidant activity with the maximum values above 40%. The LPO method confirmed the antioxidant activity in purple yam and in purple yam breads. In both methods (DPPH and LPO), the antioxidant activity increased as the ratio of purple yam tubers, in substitution of wheat flour, was incorporated in the breads. The Friedman ANOVA was applied to compare the three formulations of purple yam breads; a significant difference only in the attribute color was revealed in the acceptance test. The 20% bread received the best evaluation; the more purple yam in the breads, the higher was the average score. Considering that, for the other sensory attributes, there were no preference differences detected among the breads, they can be considered approved. The results suggest the feasibility of purple yam bread consumption, and its possible use as a health-promoting food. / O objetivo desse estudo foi avaliar o potencial do cará-roxo (Dioscorea trifida) no estado do Amazonas como ingrediente funcional na fabricação de pães. Desse modo, foram determinadas a composição centesimal, valor calórico, e atividade antioxidante do cará-roxo e de quatro formulações de pães de cará-roxo (0%, 10%, 15% e 20%). Foram realizados também teste de aceitação e análise microbiológica das formulações 10%, 15% e 20%. A ANOVA de Kruskal-Wallis não revelou diferença significante para os parâmetros da composição centesimal e valor calórico das quatro formulações, a exceção do lipídio. Isto é, na fabricação de pão de cará-roxo, uma adição de cará-roxo in natura até 20%, em substituição à farinha de trigo no pão comum (0%), pode ser feita sem afetar o valor calórico da dieta, uma vez que a composição centesimal entre os pães é semelhante. As amostras de cará-roxo revelaram uma elevada atividade antioxidante pelo método de sequestro de radicais livres (2,2-difenil-1-picrilhidrazila-DPPH), com valores superiores a 70%. Os pães de cará-roxo (10%, 15% e 20%) apresentaram certa atividade antioxidante com os valores máximos acima de 40%. O método da lipoperoxidação (LPO) confirmou a atividade antioxidante no cará-roxo e nos pães de cará-roxo. Em ambos os métodos (DPPH e LPO), a atividade antioxidante aumentou na proporção em que os tubérculos do cará-roxo foram incorporados ao pão, em substituição à farinha de trigo. A ANOVA de postos de Friedman aplicada para comparar as três formulações de pães de cará-roxo, no teste de aceitação revelou diferenças significantes apenas para o atributo cor. O pão a 20% apresentou uma melhor avaliação. Quanto mais cará-roxo nos pães, maior a nota média obtida. Considerando que, para os demais atributos sensoriais não foram detectadas diferenças de preferência entre os pães, estes podem ser considerados aprovados. Os resultados sugerem a viabilidade do consumo de pão à base de cará-roxo, e seu uso como alimento funcional.

A história da educação em saúde na escola passou por várias fases incluindo a fase higienista, quando se atribuía a \"culpa\" pela falta de higiene e saúde, consideradas praticamente como sinônimos e pela fase biologicista, na qual os distúrbios de desenvolvimento dos escolares eram explicados apenas com base em fatores orgânicos e biológicos. A Escola Promotora da Saúde trouxe uma nova visão para a área considerando que o desenvolvimento infantil está ligado também às condições ambientais; de convivência com a família e com a sociedade em geral; de alimentação e nutrição adequadas; às oportunidades de aprendizagem de habilidades; de construção de conhecimentos e de acesso à recreação e às condições de segurança que lhes são oferecidas. O presente estudo tem como objetivo investigar os conhecimentos, percepções e práticas dos professores da Rede Municipal de Ensino de Vargem Grande Paulista sobre os temas Saúde e Educação em Saúde. Para tanto foram selecionadas cinco escolas em cinco diferentes regiões geopolíticas, distribuídas geograficamente de forma a representar todas as regiões da cidade, denominadas \"Escolas-pólo\". Foi realizado em duas fases, utilizando-se em ambas a mesma metodologia: um questionário semi-estruturado, com questões abertas e fechadas e a entrevista grupal denominada grupo focal. Do seu desenvolvimento participaram 20 professores que lecionavam no ensino infantil ou fundamental. Após a realização da 1a fase, de diagnóstico inicial, e a discussão dos resultados com a Secretária da Educação, com as coordenadoras pedagógicas e com os professores organizou-se um processo de Educação Continuada estabelecendo-se uma relação de \"Temas Geradores\" em educação e em saúde. O diagnóstico situacional permitiu o reconhecimento do despreparo dos professores para atuar como agentes de Promoção da Saúde na Escola, e a avaliação permitiu concluir que a Educação Continuada pode atuar como ferramenta poderosa de transformação de pessoas e de seus locais de trabalho. A 2a fase, de avaliação do impacto das ações, foi realizada ao final da Educação Continuada após terem sido abordados todos os temas selecionados, e a análise feita por meio da comparação qualitativa dos resultados das duas fases. / The history of health education at school has undergone several stages, including the hygienist one, when one would “blame” the lack of hygiene and health, considered practically as synonyms, and the biologicist one, in which the developmental problems presented by the students were explained based only on organic and biological factors. The Health Promoting School brought a new vision for the area, by taking into account that the children’s development is also related to environmental conditions, family relationships as well as interactions in the society; food and nutrition conditions, adequate to the opportunities of skills development; conditions for building up knowledge and having access to recreation and also safety conditions which are offered them. This study aims at investigating the knowledge, perceptions and practices of the teachers at the Municipal Schools of the city of Vargem Grande Paulista, about the Health and Health Education subjects. In order to carry out this research, we selected five schools located in five different geopolitical areas, in such a way as to represent all regions of the municipality; these schools were denominated “Pole-Schools”. The study was performed in two phases, with the same methodology applied to both of them: a semi-structured questionnaire, with open and closed questions, and the group interview denominated focal group. 20 teachers who either taught at the kindergarten or at the elementary school participated in the development of this study. Upon the conclusion of the 1st phase – a preliminary diagnosis, - and the discussion of the results with the Secretariat of Education, the pedagogical coordinators and the teachers, a Continuous Education process was organized, with the elaboration of a list of “Generating Themes” in education and health. The situational diagnosis enabled the awareness of the lack of background of the teachers to act as agents of Health Promotion at School, and the evaluation allowed us to conclude that the Continuous Education may act as a powerful tool for the transformation of the people and their working environment. The 2nd phase, - the evaluation of the impact of the actions, - was carried out at the end of the Continuous Education, after the presentation of all themes selected; the analysis was made by means of a qualitative comparison of the results of both phases.

Realiza-se um estudo teórico com o objetivo de identificar categorias centrais na promoção da saúde na escola, expressas na concepção de Escola Promotora de Saúde, examinando sua potencialidade em contribuir na construção de um conhecimento-emancipação, no contexto da educação fundamental no Brasil. Utiliza-se como metodologia a análise de conteúdo de uma comunicação conjunta de organismos internacionais, entre eles a Organização Mundial de Saúde, em defesa da implantação de políticas nacionais de promoção da saúde na escola. Emergem no estudo quatro categorias, identificadas em função de sua freqüência e centralidade na defesa da proposição: a efetividade da promoção da saúde na escola, reciprocidade e sinergismo entre saúde e educação, a relevância dos riscos para a saúde de crianças e adolescentes, saúde na escola como estratégia para a promoção da equidade. Essas categorias são exploradas com o apoio de conceitos, experiências e propostas documentadas, tomando-se como eixo estruturante da análise a noção de conhecimento-emancipação apresentada por Boaventura de Souza Santos. Conclui-se que a concepção original do campo da saúde na escola atravessou um século, apesar dos questionamentos profundos do modelo e de seus pressupostos. O movimento da promoção da saúde traz novas dimensões para a questão, mas também vive formas de colonização com as quais a Escola Promotora de Saúde tende a alinhar-se em função do instituído nas tradições desse campo. Avalia-se, entretanto, que a concepção de promoção da saúde apresenta-se como um referencial expressivo da transição paradigmática, oferecendo oportunidades para a construção de um conhecimento-emancipação na medida em que busque alinhar-se com tendências contra-hegemônicas no campo da saúde pública, da educação e da saúde na escola. / A theoretical study is made with the objective of identifying central categories of health promotion in schools, present in the proposal of Health Promoting Schools. The potential contribution of this conception to the construction of an emancipation-knowledge is examined, in the context of fundamental education in Brazil. The methodology is a content analysis of a joint communication of international organisms, among them the World Health Organization, in behalf of the implementation of national policies for health promotion in schools. Four categories emerged, identified due to their frequency and centrality in the advocacy of the proposition: the effectivity of health promotion in schools, reciprocity and synergism between health and education, the relevance of health risks for children and adolescents, school health as an strategy for equity promotion. These categories are explored with support of documented concepts, experiences and proposals, taking the emancipation-knowledge notion presented by Boaventura de Souza Santos as a theoretical reference. The conclusion points out that the original conception of school health survived the XXth century, despite profound questioning of the model and its premises. The health promotion movement brings new dimensions to the question. But this movement also goes through colonization tendencies, with which the Health Promoting School tends to align due to its own traditions. The study reveals health promotion as an expressive referential of paradigmatic transition, thus offering opportunities for the construction of emancipation knowledge in the school health field, depending on the search for counter-hegemonic alliances in the public health, educational and school health fields.

<p>The perspective on health among school pupils needs to be extended. School is animportant arena for the promoting of health among youth, primarily from a healthpromoting perspective and a proactive perspective. A holistic approach has gatheredsome ground in the policy documents for the nine year compulsory school in Sweden, butin what way, and what effect does it have on the governing authorities and on schoollevel?The aim of the study is to investigate the coherence between national, municipal andlocal levels regarding the view on health among pupils. In order to do this, the guidelinesfor pupil health in the municipality of Örebro and operational plans for seven F9 schoolsin the municipality of Örebro will be studied and compared to the government bill”Health, learning and sense of security”. In order to obtain a theoretical understanding ofthe course of events between the different organizational levels, intervention theory hasbeen used as an explanatory model.Through analysis of the municipal guidelines for youth and pupil health, shows that thedocument very much resembles the government bill, which becomes apparent through thesame abstract formulations used. The content of the operational plans, particularly thequestion of preventing ill-health, therefore generally stays on an abstract level as well.Consequently, no concrete measures are taken on school level.From what the government bill emphasizes, the strongest reflection in the operationalplans is the point of quality control in the pupil health work and the participation ofparents. The operational plans are influenced by documents that describe how the pupilhealth work is to be organized, but there is still no policy document available for pupilhealth on local school level that includes health promoting and preventive measures. Thusthe schools lack the tools needed to tackle ill-health from a holistic point of view.However, several measures are available when it comes to reactive measures such asbullying and abusive behaviour.</p> / <p>Det finns ett behov av en utvidgad syn på elevhälsa som uppmärksammar fler aspekter avhälsa. Skolan är en viktig arena för arbetet med barn och ungdomars hälsa, inte minstutifrån ett hälsofrämjande och förebyggande perspektiv. I de dokument som styr skolanhar ett helhetsperspektiv på elevers hälsa fått ett allt större utrymme men på vilket sättoch vad innebär det, från de styrande organen för skolan och ner till personalen som skabemöta eleverna?Syftet med studien är att undersöka överensstämmelsen mellan en nationell och enkommunal och en lokal nivå vad gäller elevhälsa. Konkret innebär det att granska Örebrokommuns riktlinjer för barn- och elevhälsa och sju verksamhetsplaner för F9-skolor iÖrebro kommun utifrån regeringspropositionen ”Hälsa, lärande och trygghet”. För att fåen sammanhängande teoretisk beskrivning av skeendet mellan de olika organisatoriskanivåerna har en interventionsteori används som förklaringsmodell.Det som framkommit genom analys av det kommunala dokumentet är att det i stort ärväldigt likt propositionen, vilket bland annat innebär att det som formulerats i abstraktaordalag i propositionen sällan formuleras mer konkret i kommunens riktlinjer. Det somblir skrivet i verksamhetsplanerna, i synnerhet det som rör att förebygga psykisk ohälsa,blir därför också i vissa fall bara till abstrakta målformuleringar som aldrig tar form ikonkreta åtgärder eller insatser.Det som starkast avspeglas i verksamhetsplanerna utifrån det som framhålls ipropositionen är vikten av att kvalitetssäkra elevhälsoarbetet och att arbeta med eleversoch föräldrars delaktighet. Till stor del formas verksamhetsplanerna utifrån dokumentsom konkret beskriver hur arbetet med elevhälsa ska bedrivas, dock finns det inte någotelevhälsodokument på lokal nivå som generellt beskriver ett förebyggande ochhälsofrämjande arbete. Således har skolorna få verktyg för att angripa ohälsa ur etthelhetsperspektiv. Däremot finns det ett flertal specifika åtgärder till redan befintligproblematik, likt mobbning och kränkande behandling.</p>

Robertsson, T. &amp; Söderström, M. (2011). En analys av hälsoinspiratörsverksamheten inom Umeå kommun - I vilken utsträckning tillämpas policydokumenten i praktiken? (An analyze of the health coach organization in Umeå municipality – to what extent are the policy documents used in practice?) Bachelor Essay in Swedish. Umeå: Umeå University, Department of Education. Abstract The purpose of this study was to analyze in what extent Umeå municipality health coaches uses their policy "work environment, health and rehabilitation" in social services workplaces. Furthermore was the purpose to analyze the policy "work environment, health and rehabilitation" with help from Bacchi’s policy analyzing model. The study was based on a qualitative design and involved seven health coaches from the social service. Interviews were conducted and analyzed with sentence concentration. The result showed that it differs from person to person on which view on health they have and what they believe represent health promoting work. Most of the interviewees notions and understandings of health and health promoting work are however the same as the municipality’s. The health coaches follow the municipality’s directions on how the assignment should be executed, though they vary in the degree of engagement. Furthermore, all of the interviewees experience that they have the support from the municipality that they need. A few of them though lack the support from their leader. Finally, the result from the policy-analyze showed that Umeå municipality’s problem was that their quality of work was inadequate. It also showed that the municipality put a lot of responsibility on the leaders, but that they should take more accountability themselves.