Session Information
08 SES 10, Health Promoting Schools and Health Education: Curriculum and Implementation Issues in a European Perspective
Paper Session
Contribution
This study is part of a multi-sectoral intervention project to promote health in childhood and adolescence being developed in the Autonomous Community of Extremadura (Spain). This region is progressively integrating its schools into the Network of Health Promoting Schools which currently consists of 18 educational centres. Training, research and innovation are considered the foundation for the development of health education. WHO (1989) has declared that schools are an excellent setting for health promotion. However, recent reports indicate that a lack of knowledge on the part of health personnel, teachers, community members and families, and the misuse of educational settings can affect the development of health.The theoretical framework for our study includes the principles of Health promotion in the Charter of Ottawa (1986) and the World Health Organization (WHO, 1986), the right to health and education (UN, 1948), European policies and the results of studies from international, European, national and regional areas that have contributed to various projects and programmes for the health promotion today (WHO, 1991, 1997, 2006; IUHPE / CCHPR (2007); PMEpS, 2007; IUPHE, 2009; Vilnius Resolution, 2009.
In this respect, our study analyses some of the interconnections between health promotion and education in social-development contexts. The goal is to generate empirical evidence to implement proposals to improve public education processes related to health promotion and prevention at different levels of intervention in the stages of compulsory education. This is all consistent with an ecological approach to promoting health and its determinants, given international, European, national and regional practices related to health promotion at schools, professional development, curriculum design and the current practices that must be supported by the democratic principles of participation and equity and the interconnection of community resources. Along the same lines, European and international organisations have established that training different types of professionals by encouraging development of appropriate skills is a priority area.
The research questions we have raised are: What is the practice of health promotion at school? What educational model in health education is being developed? Are the professionals of education trained for developing international goals related to health education in the school context? Are taken into account health-related needs of children at the stage of compulsory school in their educational programs? What are the perceived barriers to developing regional and European policies of health promotion at school?
The goals we are pursuing are oriented towards to know about the professional training of teachers in health education and promotion, their educational beliefs and curricular practices that are being developed in health promotion at school, as well as identifying the perceived impact of their implementation of educational programmes for school health.
To study the professional understanding of current policies for health education that contextualise curricular decisions. In addition, to studying perceived barriers from the point of view of practitioners in terms of promoting health in the different areas of school organisation and the relationships established with comunitary resources.
Method
Expected Outcomes
References
Buijs, G; Jociuté, A.; Paulus, P. y Simovska (ed.) (2009). Better Schools trhough Health: Learning from practice. Ministry of Health Welfare and Sport. Didier J. (2010). Éducation a la Santé. Quelle formation pour les enseignants?. Saint Denis: INPES. Dooris, M.(2009): Holistic and sustainable health improvement: The contribution of the settings-based approach to health promotion. Perspectives in Public Health, vol 129, nº 1, 29-36. Green, L.W. and Kreuter, M.W.(2005) Health Program Planning: An Educational and Ecological Approach. 4th edition. NY: McGraw-Hill Higher Education. IUHPE (2009).Achieving Health Promoting Schools: Guidelines for Promoting Health in Schools. http://www.iuhpe.org/uploaded/Publications/Books_Reports/HPS_GuidelinesII_2009_Spanish.pdf. WHO (1986).Otawa Charter for Health Promotion. First International Conference on Health Promotion. Ottawa, 21 November 1986 - WHO/HPR/HEP/95.1 http://www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf Stewart-Brown, S. (2006). What is the evidence on school health promotion in improving school health or preventing disease and specifically what is the effectiveness of the health promoting schools approach?. Copenhagen: World Health Organization. Vilnius Resolution (2009). 3rd European Conference on health promoting schools: Better Schools through Health. SHE, WHO.http://ec.europa.eu/health/ph_determinants/life_style/mental/docs/vilnius_resolution.pdf
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.