Wellbeing Of Children Through Conceptions And Declared Practices Of Stakeholders And Children

Author(s):

Matthieu Jourdan(presenting / submitting)Dominique Berger(presenting)Frank Pizon

Conference:

ECER 2015

Network:

08. Research on Health Education

Format:

Paper

Session Information

08 SES 06 A, Young People's Positions and Views on Health Education and Promotion in Schools

Paper Session

Time:

2015-09-09

15:30-17:00

Room:

108.Oktatóterem [C]

Chair:

Venka Simovska

Contribution

This research takes place in the Allier French department, in Auvergne region. This department is characterised by a massively rural population, and with a rate of poverty and mortality higher than the national average (however, it is worth noting these rates are a bit lower than the European average)^{^[1]}. The impact of the socio-economics characteristics on the health of a population has been shown (Marmot & al., 2010; Lang & Leclerc, 2010). Moreover, vulnerabilities get during childhood can have consequences during all the life-course (Kemper & al., 1990; Potvin, Ginot, Moquet, 2010). This is why we have chosen to focus our study on the population of young people who can be in situation of vulnerability, and on the means to improve their health and their well-being for today and their future.

In health prevention and education, the role of the school is central (St-Leger, 1999). Concerning the educational French reference texts[2], schools have to establish a healthy environment. Various authors encourage to take into account the physical and social environment, because of the positive effects on students’ health and on learning (Tones, 2005; St Leger, Kolbe, Lee, Mc Call, & Young, 2007; St-Leger and Young, 2009). Furthermore, Ottawa Charter (1986) highlights the importance in health promotion, among others, to create a supportive environment, to strengthen community actions, to develop personal skills.

In the Allier department, our research was involved in two projects linked to the schools and some other institutions: EST (Education, Health and Territories) and Diagnosanté. The aims of these projects are to reduce social inequities in health and promote health of children and teenagers.

The first project, EST, is an interventional-research (Mérini & Ponté, 2008). The main characteristics of EST are:

It is for volunteer stakeholders who works with children from 3 to 16 years old and who are education, social, health, sport or culture workers.
This plan of action aimed at the professionalization of stakeholders, in order to develop their expertise in health promotion.
It used to include stakeholders, trainers, politics, researchers in arguments and consideration of health thematic, for structuring an accompaniment in order to develop interventions in health promotion among children.
It is open planning. Because of the context constant changing, this project continuously adapts with a strong link with research.

The second project is called Diagnosanté. This project is a product of a partnership between few organizations: the MGEN Rhône-Alpes (Mutuelle Générale de l'Éducation Nationale, a mutual health-insurance), with specialist of prevention and health promotion; the National Education; and some researchers of laboratory ACTé EA 4281, from Clermont-Ferrand and Lyon (Berger et al., 2012).

The Diagnosanté project is a participatory plan about global well-being of students (from 11 to 18 years old). Diagnosanté aims:

to involve the school teams in a concrete health project promoting a global approach,
to give to the students the opportunity to discuss with specialist of prevention and health promotion,
to provide some support to the school teams who wants to create a supportive environment.

According to the local context and the scientific literature, we would like to explore how the consideration of children and teenagers well-being in the conceptions and declared practices of education, health or social workers, is hinged with conceptions and declared practices of children and teenagers, and allow a better comprehension of vulnerability and health inequities?

[1] INSEE (French National Institute of Statistics and Economic Studies); regionals, nationals and European comparisons coming from their website: www.insee.fr

[2] Article L121-4-1 of the « Code de l’Education », create by the law number 2013-595, 8^th of July 2013

Method

In order to answer our research question, we decided to collect two sets of data. The first one is related to the stakeholders. 94 semi-structured interviews with open questions were conducted in 2012-2013, just before the involvement of the stakeholders in the EST project. These questions aim to understand stakeholders' daily practices, identify health promotion activities, and identify health questions of children and teenagers they work with. The stakeholders who answered the interviews were chosen according some criteria: they had to work with children from 3 to 16 years old in a vulnerability situation. 3 areas were chosen, 2 in poor neighbourhoods of 2 different cities, one in a rural area. Then, the interviews will be analyse in order to create significant section as Bardin described it (2003). We will focus on the conceptions of stakeholders. For this, we will based our study on the work of Cardot (2011), who divided conceptions in three parts: K (Knowledge), RS (Social Representation) and P (Social Practices). The K item include identifiable scientific knowledge, on a specific theme. The P item depends on professional practices, citizenship ones and all social practices. Finally, item RS, the social representation, depends on values, beliefs, points of views, ideas, which are built with interactions with society. The second set of data comes from a questionnaire filled by student from 11 to 15 years old during the Diagnosanté project. That questionnaire has 18 questions related to health and well-being. For each question, students had to answer twice: • “For my well-being, I think it is: Very important / Important / Moderately important / Not important”. • “In real life, I do it: Very often / Often / Rarely / Very rarely”. 1 170 questionnaire are analysed, 471 coming from Allier and 699 coming from other French departments. The questionnaires were filled from 2013 to 2014 at the schools. The analysis of the data will be done in several steps. First, we are going to examine the pattern of relationships of the different variables (factorial analysis), and identify groups sharing similar characteristics (cluster analysis). Then, bivariate analyses (Chi-square test) will be performed to study the link between individuals’ conceptions and declared practices, individual characteristics and context. Finally, the two sets of data are going to be analysed, in order to highlight (or not) the contrast between the conceptions and declared practices of stakeholders, and the conceptions and declared practices of students.

Expected Outcomes

According to Bush and Leeuw (2013), links between adolescents’ psychosocial problems and health behaviours exist. We expect to find similar results with conceptions and declared practices about the well-being of young people. Indeed, we expect to find strong links between the different determinants of well-being, with the relationships (family and friends) of the child. Then, due to the importance of the various factors during the task redefinition by the stakeholder (Leplat, 1997; Simar & Jourdan, 2011), we expect that the professional activities won’t be close to the needing of the students. Finally, the difference between the stakeholders conceptions and the students’ ones about health and well-being doesn’t allow to take into consideration enough the vulnerabilities and inequities in declared practices of stakeholders.

References

Bardin, L. (2003). L'analyse de contenu. 11ème éd. Paris: Presses universitaires de France Berger, D., Flenghi, D., Marchand-Maillet, S., Rochigneux, J.-C., & Mougniotte, A. (2012). Démarche participative de santé globale en collège et lycée : le « diagnosanté » en Rhône-Alpes. Santé Publique, Vol. 24(5), 387 401. Bush V, de Leeuw JRJ – unhealthy behaviors in adolescents: multibehavioral associations with psychosocial problems. Int J Behav Med, 2013; 20(2). Cardot, JP 2011, Formateurs d’enseignants et éducation à la santé : analyse des représentations et identité professionnelle. Ph.D thesis, University Blaise Pascal, France. Kemper, H. C., Snel, J., Verschuur, R., & Essen, L. S. V. (1990). Tracking of health and risk indicators of cardiovascular diseases from teenager to adult: Amsterdam Growth and Health Study. Preventive medicine, 19(6), 642-655. Lang, T., Leclerc, A. (2010). Les inégalités sociales de santé en France : portrait épidémiologique . Réduire les inégalités sociales en santé, INPES, coll.«Santé en action», Saint-Denis, 62-72 Leplat, J (ed.) 1997, Regards sur l’activité en situation de travail. Contribution à la psychologie ergonomique, PUF, Paris. Marmot, M. G., Allen, J., Goldblatt, P., Boyce, T., McNeish, D., Grady, M., & Geddes, I. (2010). Fair society, healthy lives: Strategic review of health inequalities in England. Mérini, C., & Ponté, P. (2008). La recherche-intervention comme mode d'interrogation des pratiques. Savoirs, (1), 77-95. Potvin, L., Ginot, L., & Moquet, M. J. (2010). La réduction des inégalités: un objectif prioritaire des systèmes de santé. Réduire les inégalités sociales en santé, INPES, coll.«Santé en action», Saint-Denis, 52-61 Simar, C Jourdan, D 2010, “Éducation à la santé à l’École : étude des déterminants des pratiques des enseignants du premier degré”, in Revue des sciences de l’éducation, vol.3, pp.739-760 St Leger, L., & Young, I. M. (2009). Creating the document ‘Promoting health in schools: from evidence to action’. Global health promotion, 16(4), 69-71. St Leger, L., Kolbe, L., Lee, A., Mc Call, D., & Young, I. (2007). School Health Promotion Achievements, Challengers and Priorities Global Perspectives on Health Promotion Effectiveness (pp. 107-124). New York: Springer Science & Business Media. St Leger, L 1999, “The opportunities and effectiveness of the health promoting primary school in improving child health: a review of the claims and evidence”, in Health Educ Res, 14(1), pp. 51-69. Tones, B.-K. (2005). Health promotion in schools: The radical imperative. In S. Clift & B. B. Jensen (Eds.), The health promoting school: international advances in theory, evaluation and practice. Copenhagen: Danish University of Education Press.

Author Information

Matthieu Jourdan (presenting / submitting)

University Blaise Pascal, Clermont-Ferrand

Beaumont

Dominique Berger (presenting)

Université Claude Bernard - Lyon 1 - ESPE

Saint Etienne

Frank Pizon

University Blaise Pascal, Clermont-Ferrand, France; Laboratory ACTé EA 4281

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