Relevant bibliographies by topics / Healthy school communities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Healthy school communities'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Healthy school communities"

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Mazyck, Donna. "Healthy School Communities." NASN School Nurse 24, no. 2 (March 2009): 51. http://dx.doi.org/10.1177/1942602x08330744.

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Bassett-Gunter, Rebecca, Jennifer Yessis, Steve Manske, and Doug Gleddie. "Healthy school communities in Canada." Health Education Journal 75, no. 2 (February 12, 2015): 235–48. http://dx.doi.org/10.1177/0017896915570397.

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Centeio, Erin Elizabeth, Jeanne M. Barcelona, Kristen Kaszeta, and Nate McCaughtry. "Building Healthy Communities: Creating Policy to Sustain Health-Related School Change." Journal of Youth Development 13, no. 3 (September 18, 2018): 176–90. http://dx.doi.org/10.5195/jyd.2018.602.

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Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as well as proposed changes made as part of a sustainability plan. Findings indicated that evidenced-based tools can spur awareness of the need for health-based school change among administration, which in turn can prompt the adoption of school-level adherence policies. The intersection between school-based health policy and community-based youth programs is explored as an important part of comprehensive youth health promotion.
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Valois, Robert F., Theresa C. Lewallen, Sean Slade, and Adriane N. Tasco. "The ASCD Healthy School Communities project: formative evaluation results." Health Education 115, no. 3/4 (June 1, 2015): 269–84. http://dx.doi.org/10.1108/he-04-2014-0050.

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Purpose – The purpose of this paper is to report the formative evaluation results from the Association for Supervision and Curriculum Development Healthy School Communities (HSC) pilot project. Design/methodology/approach – This study utilized 11 HSC pilot sites in the USA (eight sites) and Canada (three sites). The evaluation question was “What are the levers of change in a school community that allow for the initiation and implementation of best practice and policy for improving school health?” Pre- and post-site visits along with in-depth interviews with school teams, teachers, students, administrators, community stakeholders and other involved individuals, school site report reviews, Healthy School Report Card results and school improvement plans were used for evaluation purposes. Findings – This study identified nine levers of change: principal as leader of the HSC efforts; active and engaged leadership; distributive team leadership; effective use of data for continuous school improvement; integration of the HSC process with the school improvement process; ongoing and embedded professional development; authentic and mutually beneficial community collaborations; stakeholder support of the local HSC effort; and creation or modification of school policy related to HSC that increased the likelihood that school improvement via health promotion would be pursued and sustained. Research limitations/implications – Owing to the qualitative methods used in this study and the number of schools in the pilot project, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation question further. Practical implications – This study has implications for schools seeking to create sustainable, systemic integration of health and education for effective health-promoting schools and continuous school improvement. Originality/value – This study provides evidence that integration of health and education can become a sustainable and integral part of a school’s culture.
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Wihardiyani, Wihardiyani, Wahyudi Wahyudi, and M. Chiar. "Community Empowerment Management in Realizing Healthy School." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 1, 2019): 192. http://dx.doi.org/10.26737/jetl.v4i1.995.

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Schools and communities have a very close relationship in realizing school or education goals. But the reality in implementing school activities is sometimes more often separating between schools and surrounding communities. This study aims to describe the planning, implementation, and evaluation of community empowerment in realizing healthy schools at Public Elementary School (SDN) No. 6 Siantan, Siantan District, Mempawah Regency. The approach used in this study is a qualitative approach with a type of case study research. The data analysis model used is Model Miles and Huberman. Based on the research that has been done, the following results are obtained: 1) The process of planning community empowerment in referring to healthy schools has gone well; 2) The implementation of community empowerment has gone well which can be seen through cooperation in both activities between institutions (SDN No. 6 Siantan) and the community; and 3) Evaluation of community empowerment activities in realizing healthy schools carried out at the end of each activity by the principal of the sub-district education office UPT and the school committee.
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Fekaris, Nina. "School Nurses: Leading the Development of Healthy Communities." NASN School Nurse 33, no. 3 (April 16, 2018): 143–45. http://dx.doi.org/10.1177/1942602x18766050.

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Centeio, Erin E., Nate McCaughtry, E. Whitney G. Moore, Noel Kulik, Alex Garn, Jeffrey Martin, Bo Shen, Cheryl L. Somers, and Mariane Fahlman. "Building healthy communities: A comprehensive school health program to prevent obesity in elementary schools." Preventive Medicine 111 (June 2018): 210–15. http://dx.doi.org/10.1016/j.ypmed.2018.03.005.

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Bolshakova, Virginia L. J., John Gieng, C. Sheena Sidhu, Mary Vollinger, Lorena Gimeno, and Jessica Guild. "Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living." Journal of Youth Development 13, no. 3 (September 18, 2018): 111–35. http://dx.doi.org/10.5195/jyd.2018.621.

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School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer educators and mentors to elementary school youth. The program development model incorporated lessons from sustainable community-based health program interventions and essential elements of teens-as-teachers programs. We share the program logic model and discuss the successes and challenges of this program model that we encountered while developing a long-term, maintainable community garden program to teach healthy living.
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Erickson, Cecelia DuPlessis, Patricia L. Splett, Sara Stoltzfus Mullett, and Mary Bielski Heiman. "The Healthy Learner Model for Student Chronic Condition Management—Part I." Journal of School Nursing 22, no. 6 (December 2006): 310–18. http://dx.doi.org/10.1177/10598405060220060201.

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A significant number of children have chronic health conditions that interfere with normal activities, including school attendance and active participation in the learning process. Management of students’ chronic conditions is complex and requires an integrated system. Models to improve chronic disease management have been developed for the medical system and public health. Programs that address specific chronic disease management or coordinate school health services have been implemented in schools. Lacking is a comprehensive, integrated model that links schools, students, parents, health care, and other community providers. The Healthy Learner Model for chronic condition management identifies seven elements for creating, implementing, and sustaining an efficient and effective, comprehensive community-based system for improving the management of chronic conditions for school children. It has provided the framework for successful chronic condition management in an urban school district and is proposed for replication in other districts and communities.
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Rachmathiany, Ridha, Byba Melda Suhita, and Nurdina Nurdina. "Factor that Influence on PHBS Students Female of Islamic Boarding School Al – Huda Kediri City Based on Health Belief Model Theory." Journal for Quality in Public Health 4, no. 1 (November 30, 2020): 265–70. http://dx.doi.org/10.30994/jqph.v4i1.162.

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Boarding school in Indonesia still a lot of problem that are so classic that is about the health of students and problem with diseases. Boarding school must cooperate with health authorities to coaching health for the students, so that the pattern of living behavior is clean and healthy for the students and communities in the boarding schools and their environmental communities. The purpose of the research is exploration factors that influence on PHBS student female Boarding School Al-Huda Kediri City based on the theory of Health Belief Model. The design of research used qualitative research with a case study approach. Data collection uses in-depth interview techniques (in depth interview) with semi -structured questions with samples of 16 informant. From result research shows the science of PHBS is ignorance. PHBS student female is an indicator PHBS boarding school has not been fulfilled. PHBS are important to implement at boarding school. While information about PHBS is require in boarding school. Attitude of PHBS student female is implementing a picket schedule. Obstacles doing PHBS is the individual's own attitude. Management of boarding school gives attention to PHBS. Management of boarding school gives information about PHBS. Management of boarding school help students about PHBS at boarding school. Importance of support from boarding schools. There are motivation yourself to increase PHBS. Importance of the motivation from friends /management boarding school to increase PHBS. Based on the research it needs to be done further research on environmental health in boarding schools.
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Dissertations / Theses on the topic "Healthy school communities"

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Zachara, Coralie Lucia, and n/a. "Healthy school communities : a way forward for the twenty first century." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061113.082047.

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The World Health Organisation has developed a concept of ecological health- a notion that health, using a broad definition, is a product of the societies and environments in which we live. It is the aim of the WHO to achieve "Health for All by the Year 2000." This reform agenda incorporates education as a tool for social change. This study investigates the role of education in social change, with local and global health as an objective. The background to the development of this concept is outlined, as are the social issues that make this such an important perspective. Theories of social formation and the role of the school in relation to society are discussed, and the research that confirms that schools do "make a difference" reported. Definitions of change, factors affecting social change and models of change are described. Factors relating specifically to educational change are outlined and related to examples of educational change, designed to promote social change, in Australia. Case studies, composed of descriptions of schools written by staff members to illustrate the process of working towards becoming "Healthy School Communities" and transcripts of interviews, are analysed to determine the extent and type of change that is taking place within each school, and how the changes are happening. Schools reported changes to attitude, understanding, policies and practice. The analysis is then discussed, and the conclusion reached that this construct of education has some useful conceptual frameworks, for the cultural changes that are occurring in Australia and other Western cultures.
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Meyer, Alan Gert. "School violence in secondary schools : guidelines for the establishment of health promoting schools / Alan Gert Meyer." Thesis, North-West University, 2005. http://hdl.handle.net/10394/479.

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Ten years after the introduction of the new democratic political dispensation in 1994, violence in schools are as rife as before. There has been no significant decrease in school violence during this period. Violence has only increased and become part of people's everyday lives. School violence remains a serious problem for both learners and educators. Various factors contribute to school violence and it has become necessary to determine to what extent school violence influences the learners of South Africa. Education is available for everyone to utilize. For learners to achieve optimally, safe environments need to be created. In order to eradicate the problem of school violence, it is important to know what the concept school violence entails, which factors contribute to school violence and to what extent school violence has influenced the schools up to date. It is also important to keep track of international trends which promote health in schools globally. Health is undoubtedly linked to educational achievement. The World Health Organization has initiated a project to promote health and healthy lifestyles universally. To counteract the persisting violence in schools, the possibility of creating health promoting schools in South Africa deserves attention. In order to unravel the phenomenon of violence in schools, a qualitative method of research was used, with data being collected by means of focus-group interviews, through intentional sampling. The transcriptions were subjected to descriptive analysis. The findings of the research are presented with an overview of school violence in the West Rand region. Factors contributing to school violence in this region have been identified as: drug and alcohol abuse, gangsterism, gambling, intolerance and the influence of educators. Physical and Psychological violence are the two main categories of violence identified in this region with various sub-categories which include fighting, harassment, sexual abuse, intimidation and victimization which enhance the violence and violent behaviour in this region. A nation's wealth lies within the youth of a country. They assure the future and our children are the most important natural resources we possess, therefore we need to respond to the challenges -violent behaviour and crime in our schools.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Odoki, Katherine Helen. "Adiposity in British secondary school children : a population based study." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/67595/.

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Summary: Adiposity is defined as the property of containing fat. Excessive adiposity is a cause of both morbidity and mortality in adults. Important consequences include increased risks of type 2 diabetes, coronary heart disease and stroke, (particularly through the increased risks of high blood pressure, dyslipidaemia and insulin resistance associated with adiposity), osteoarthritis, gall bladder disease and some cancers (particularly endometrial, breast, and colon). There is concern, both in the UK and in other settings, that levels of adiposity have risen during the past 20-30 years or so, both in adults and in children and adolescents, in whom relative increases in risk have been particularly large. Key adiposity indicators include markers of general adiposity, of which body mass index weight (kg)/height2 (m2) is the most commonly used and markers of central adiposity, of which waist circumference is the most commonly used; central adiposity is particularly related to increased risks of cardiovascular disease and type 2 diabetes. High levels of body mass index, and, increasingly waist circumference, have been used to define overweight and obesity, although the definition of cut-offs for abnormality is difficult, especially in children and adolescents. In British adults, there are marked geographic, social and ethnic variations in the occurrence of adiposity. Higher levels of adiposity have been reported in Northern England and Wales when compared to Southern England, in lower social class groups compared to higher ones and among South Asians compared to White Europeans. However, there is limited information on the extent of geographic, social and ethnic variation in adiposity in children. Although raised adiposity in an individual fundamentally reflects an imbalance between energy intake and expenditure, many potential determinants of adiposity have been identified. These include not only recent and previous dietary factors and physical activity, but also early life exposures and parental influences. In a population-based study of British 13-16 year-olds, this Thesis sets out to address four overall aims;- (i) to examine patterns of adiposity, including the interrelationships of different adiposity markers; (ii) to explore geographic, social and ethnic differences in adiposity and relate them to patterns observed in adults; (iii) to examine the association of three individual factors – current physical activity pattern, infant feeding and parental BMI – with adiposity; (iv) to examine the associations between adiposity markers, blood pressure and insulin resistance, particularly to determine which adiposity measures are most strongly related to these factors in adolescence.
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Pallan, Miranda Jane. "Childhood obesity and its prevention in primary school-aged children : a focus on South Asian communities in the UK." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1347/.

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Childhood obesity is a major global concern but there is little evidence for effective childhood obesity prevention strategies. People of South Asian origin are a specific target group for obesity prevention as they are vulnerable to cardiovascular health effects of obesity. This thesis explores the contextual influences on the development of childhood obesity by presenting two studies; a quantitative analysis of routine datasets explores the association between the school physical activity environment and obesity in children, and a qualitative study explores the beliefs of South Asian community members and other stakeholders about the causes of childhood obesity and potential interventions to prevent it. A process of development of a childhood obesity prevention programme tailored to South Asian communities, guided by the MRC framework for complex interventions is described. The contextual information from the stakeholder focus groups is central to this process. Finally, this thesis examines the potential consequences of obesity in South Asian children by exploring its association with body image. Understanding the psychosocial consequences of obesity in target communities will enable future interventions to be appropriately designed. The findings of this thesis highlight the importance of understanding the cultural context with respect to childhood obesity causes, consequences and intervention.
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Briggs-Bolling, Izetta Mounice. "Non Medical Prescription Drug use in Rural Communities and Social Work." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4424.

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This study explored the roles and responsibilities of social workers providing services to nonmedical prescription drug users (NMPDU). Researchers have indicated NMPDU disproportionately affects people living in rural communities. The overarching research question sought to explore the concerns of social workers when providing services to patients coping with NMPDU in the rural community of Ulster County, New York. The intention was to examine systemic challenges facing rural social workers when attempting to decrease morbidity risks and increase the health of Ulster County residents. A total of 7 social workers participated in 3 focus groups to explore their ideas for defining, clarifying, and identifying solutions to the problem. The social exchange theory was used to frame the roles and responsibilities of social workers within rural communities at the macro, mezzo, and micro levels. Qualitative content analysis identified 5 themes: roles and responsibilities, barriers, education, treatment interventions, NMPDU and illicit substances of use. The results of the study included advocating for the fair and equitable distribution of resources for all residents coping with NMPDU in Ulster County, their responsibility to collaborate on pressing matters and educate physicians, community service providers, local legislators, individuals, and families of the warning signs and harmful effects of NMPDU. Findings may effect social change by enhancing the role of social workers by reducing overdose and death rates of NMPDUs.
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Muriel, Ruth. "Eating, Nutrition and of Health Diagnostic of the Elementary Schools of the Communities of Guambo and the Rinconada, Province of Imbabura 2002-2001." BYU ScholarsArchive, 2001. https://scholarsarchive.byu.edu/etd/5406.

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The rural communities of the province of Imbabura present multiple problems of environmental, educational, and economic kind. Previous studies show that the rural communities of the Ecuadorian population present serious problems of health and nutrition, among those that excel are: poliparasitosis, respiratory infections and diarrheal, malnutrition, deficiency of micro nutrients, sanitary deficiency, scarce economic resources and low level of instruction. All these factors have caused a decrease in the productive capacity of the country and affected their level of development. In addition, delay exists in size in the students, which leads to a decrease in the capacity for physical work, alterations of mental development and frequent repetitions of the school grade. The malnutrition is a product of biological, social and environmental factors directly influence good health, intellectual development and academic performance. In the province of Imbabura, there is no up to date information relating to diet, nutrition and some aspects of the health of the students. Therefore it has been considered important to perform a food, nutritional and health diagnosis that contributes to the planning and development of actions that will improve the situation.
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Echeverría, Alexandra. "Effect of the consumption of farm animals on the diet and hemoglobin levels of school age children in the rural communities of Topo, Imbabura, Gualabi, Calpaqui, and Compania of the Imbabura province." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/5358.

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This research addressed malnutrition in the villages of Topo, Imbabura, Gualabí, Calpaquí and Compañía in the city Otavalo, which is in the Province of Imbaura, Ecuador. The research determined the effects of consumption of small-animals on the diet and hemoglobin levels in school aged boys and girls. This study involved 311 indigenous children between 6 and 12 years of age. Following parental authorization, blood tests and fecal samples were taken from each child to analyze hemoglobin and parasites. Additional information gathered from this study group included a socio-economic survey, frequency of food consumption, 24 hour inventory, animal production, and basic knowledge on anemia to compare the results with the normal standards. The results showed prevalent anemia, poor nutritional conditions, parasite presence, dietary iron deficiencies, and low school performance. Recommendations from these results include using dietary iron supplements and deworming children. This information increases community knowledge of the nutritional conditions of school children and how to improve these situations in general.
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Chávez, Verónica. "Determination of seric retinol levels in relation to consumed diet and the prevalence of anemia in preschool- and school-aged children in the communities of Cuambo and La Rinconada, Imbabura province." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/5347.

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In this investigation the seric retinol levels were determined in order to relate them with consumed diets by preschool- and school-aged children and the prevalence of anemia in the communities of Cuambo and La Rinconada, Imbabura province, in order to later compare them with reference values. Blood samples were taken from 74 children from the two communities, 30 in La Rinconada and 44 in Cuambo, beneficiaries of the Benson Institute, to determine retinol, ferritin, hemoglobin, and hematocrit. Also, a 24-hour record with frequency of food consumption survey was given to the studied children's parents, making a sample of 56 families. Among the principal results we can determine that the inhabitants of the two communities have a low consumption of foods rich in Vitamin A compared to recommendations, despite having family gardens that include a large quantity of foods rich in this micronutrient.
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Shepherd, Deborah Pamela. "The promotion of mental health and emotional wellbeing of children (5-13) through participatory partnership work with school communities in one local authority : a realistic evaluation of the 'treasure project', a three-year children's fund project." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1613/.

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This is an evaluative study of an ecological, multi-faceted, multi-levelled school-based mental health and emotional wellbeing project , called the ‘Treasure Project’. The project team directly supported 3,452 children and trained 607 staff from 56 schools. Realistic Evaluation (Pawson & Tilley, 1997) informed the evaluation. Theories, developed from a review of literature, were used to derive a framework of hypotheses about effective work in the area of mental health and emotional wellbeing. Data collected about the project was checked against the framework leading to new theories and hypotheses being developed. Findings from the evaluation suggest that: 1) projects aiming to promote children’s mental health and emotional wellbeing have more impact if they are multi-faceted, multi-levelled and include a whole school approach; 2) direct interventions supporting children’s emotional needs are more effective if school staff’s capacity is simultaneously increased through training and partnership work; and 3) capacity building is most effective when it takes place over time, is aimed at building staff’s support skills, and is rooted in evidence-based approaches providing good resources for future reference. The enquiry’s limitations are discussed, together with a consideration of how these findings might useful to professionals, including educational psychologists, working in partnership with schools.
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Rainock, Meagan Rose. "Hope for Utah:? Exploring the Long-Term Impacts of Peer-Based Suicide Prevention Among Adolescents." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7446.

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Current research studies on the success of peer-based outreach programs for adolescent suicide prevention are inconclusive (Mann et al. 2005; Gould et al. 2003). Fewer still have measured the feelings and experiences of the peers who are responsible for reaching out to suicidal friends within such a program. This exploratory research study examines the experiences and perspectives of past participants of an adolescent peer-based outreach program, Hope4Utah. Findings from this mixed-method study of Hope4Utah support that peer-outreach suicide prevention programs have far-reaching benefits, on both the participants and their surrounding communities, which extend into adulthood. Themes that emerged from analysis of interviews are consistent with literature on school communities, adolescent alienation, stigma reduction, compassion fatigue, and formation of social roles and mental health beliefs through the social interactionist framework. Finally, this paper explores promising avenues for future research.
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Books on the topic "Healthy school communities"

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Miles, Rebecca, Adesoji Adelaja, and Mark A. Wyckoff. School siting and healthy communities: Why where we invest in school facilities matters. East Lansing: Michigan State University Press, 2011.

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Winterfeld, Amy. Promoting healthy communities and reducing childhood obesity: Legislative options. Denver, CO: National Conference of State Legislatures, 2009.

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Using school wellness plans to help fight childhood obesity: Hearing before the Subcommittee on Healthy Families and Communities, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Washington, DC, May 10, 2007. Washington: U.S. G.P.O., 2008.

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Examining innovative practices to improve child nutrition: Hearing before the Subcommittee on Healthy Families and Communities, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, October 8, 2009. Washington: U.S. G.P.O., 2010.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Healthy Families and Communities. Strengthening school safety through prevention of bullying: Joint hearing before the Subcommittee on Healthy Families and Communities and the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, July 8, 2009. Washington: U.S. G.P.O., 2009.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Healthy Families and Communities. Strengthening school safety through prevention of bullying: Joint hearing before the Subcommittee on Healthy Families and Communities and the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, July 8, 2009. Washington: U.S. G.P.O., 2009.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Early Childhood, Elementary, and Secondary Education., ed. Strengthening school safety through prevention of bullying: Joint hearing before the Subcommittee on Healthy Families and Communities and the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, July 8, 2009. Washington: U.S. G.P.O., 2009.

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Improving child nutrition programs to reduce childhood obesity: Hearing before the Subcommittee on Healthy Families and Communities, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, May 14, 2009. Washington: U.S. G.P.O., 2009.

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Corporal punishment in schools and its effect on academic success: Hearing before the Subcommittee on Healthy Families and Communities, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, second session, hearing held in Washington, D.C., April 15, 2010. Washington: U.S. G.P.O., 2010.

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Oregon Health Authority. Adolescent and School Health Program. Investment in school health capacity: Payoffs in health, achievement and stronger communities. Portland, Oregon]: Oregon Health Authority, Public Health Division, Center for Prevention and Health Promotion, Adolescent and School Health Program, 2013.

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Book chapters on the topic "Healthy school communities"

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Owens, Julie Sarno, Yuko Watabe, and Kurt D. Michael. "Culturally Responsive School Mental Health in Rural Communities." In Handbook of Culturally Responsive School Mental Health, 31–42. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_3.

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Santiago, Catherine DeCarlo, Tali Raviv, and Lisa H. Jaycox. "Pre-intervention strategies for school mental health providers." In Creating healing school communities: School-based interventions for students exposed to trauma., 53–64. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000072-006.

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Golden, Jeannie A., Dorothy Dator, Kathryn Gitto, and Christelle Garza. "Contributions of Applied Behavior Analysis to School-Based Mental Health Services in Rural Communities." In Handbook of Rural School Mental Health, 289–304. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64735-7_19.

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Durlak, Joseph A., Roger P. Weissberg, Elena Quintana, and Francisco Perez. "Primary prevention: Involving schools and communities in youth health promotion." In Participatory community research: Theories and methods in action., 73–86. Washington: American Psychological Association, 2004. http://dx.doi.org/10.1037/10726-004.

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Chandra-Mouli, Venkatraman, and Sheila Vipul Patel. "Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries." In The Palgrave Handbook of Critical Menstruation Studies, 609–36. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_46.

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Abstract This review aims to answer the following questions: (1) how knowledgeable are adolescent girls in low- and middle-income countries (LMIC) about menstruation and how prepared are they for reaching menarche, (2) who are their sources of information regarding menstruation, (3) how well do the adults around them respond to their information needs, (4) what negative health and social effects do adolescents experience as a result of menstruation, and (5) how do adolescents respond when they experience these negative effects and what practices do they develop as a result? Using a structured search strategy, articles that investigate young girls’ preparedness for menarche, knowledge of menstruation, and practices surrounding menstrual hygiene in LMIC were identified. A total of 81 studies published in peer-reviewed journals between the years 2000 and 2015 that describe the experiences of adolescent girls from 25 different countries were included. Adolescent girls in LMIC are often uninformed and unprepared for menarche. Information is primarily obtained from mothers and other female family members who are not necessarily well equipped to fill gaps in girls’ knowledge. Exclusion and shame lead to misconceptions and unhygienic practices during menstruation. Rather than seek medical consultation, girls tend to miss school, self-medicate, and refrain from social interaction. Also problematic is that relatives and teachers are often not prepared to respond to the needs of girls. LMIC must recognize that lack of preparation, knowledge, and poor practices surrounding menstruation are key impediments not only to girls’ education, but also to self-confidence and personal development. In addition to investment in private latrines with clean water for girls in both schools and communities, countries must consider how to improve the provision of knowledge and understanding and how to better respond to the needs of adolescent girls.
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LoGrippo, Maria Torchia. "The Role of the School Nurse in Building Healthy Communities." In School Nursing. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826135377.0004.

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Rakow, Donald A., Meghan Z. Gough, and Sharon A. Lee. "Access to Healthy Food and Promoting Healthy Lives." In Public Gardens and Livable Cities, 69–89. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501702594.003.0004.

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This chapter talks about community gardens that serve as sites for both food production and community education. The Bronx Green-up (BGU) is an initiative of the New York Botanical Garden. The BGU provides the technical support and materials needed for community gardens to succeed. The Green Corps, run by the Cleveland Botanical Garden, introduces at-risk youth to organic farming methods and provides them with opportunities to learn about gardening, nutrition, and environmental issues. The Growing to Green program, from the Franklin Park Conservatory and Botanical Gardens, has helped start, strengthen, and sustain approximately three hundred community or school gardens in Ohio. The Sankofa Farm at Batram's Garden involves the youth to enable them to get to college. Reflecting on the case studies in the chapter, it is clear that moving a community from a failing to a healthy state requires the participation of multiple entities: municipal agencies, social service organizations, community activists, for-profit organizations, and cultural and religious institutions. Each can play a role in making fresh produce more available and more appealing to those living in food deserts. By involving low-income residents in growing their own food, such initiatives will also enable them to feel in control of their diet and not at the mercy of what is available at the corner store. As gardens spring up in previously underserved neighborhoods, communities experience the ripple effects of reduced vandalism, trash, petty crime, and loitering.
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Plough, Alonzo L. "Linking Education and Health to Support the Whole Child." In Culture of Health in Practice, 59–74. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071400.003.0006.

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This chapter examines the bidirectional connection between education and health. The complex, bidirectional connection between education and health can foster opportunity, making it a key component of the mantra, “Health starts where we live, learn, work, and play.” Yet access to quality education and the knowledge and foundation it provides are not distributed equitably. Schools located in areas of concentrated poverty often lack resources to fully provide even the basic academic materials and supports needed for an adequate educational experience, let alone the complete range of associated services that can help ensure a child's educational and developmental success. By making the commitments needed to support the whole child, schools, families, health care providers, and communities can help ensure that children across all population groups and geographic regions can succeed. The chapter then looks at the Whole School, Whole Community, Whole Child model, and considers a research program designed to advance the broad implementation of that model, especially in under-resourced environments. It also highlights a school-based initiative to encourage healthy eating and active living and to build resilience and foster wellness for school staff and students.
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Rohde-Collins, Dorothy. "Students Exposed to Community Violence." In Supporting and Educating Traumatized Students, edited by Eric Rossen, 147–64. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.003.0008.

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Exposure to community violence has a detrimental effect on the academic, social-emotional, and physical functioning of children, adolescents, and their families. Schools and educators are instrumental in enabling children and adults to process violence and trauma in order to develop a healthy worldview. Schools can counter the effects of community violence by emphasizing the development of sincere relationships between staff, students, and families; offering a warm, welcoming atmosphere; and providing a safe school environment conducive to learning. Educators can embed writing prompts and other opportunities for self-reflection within the academic curriculum as well as teach stress management, coping mechanisms, mindfulness, and relaxation techniques which can be used when a demanding situation arises. Educators and administrators are uniquely positioned to offer supports and opportunities within the school context to substantially improve the outcome for students, families, and communities experiencing community violence.
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Dryfoos, Joy G. "Classification and Organization of Programs." In Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0012.

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Simulated risk estimates provide a quantitative framework for addressing the need of a significant number of children in the United States who are in dire straits: failing in school, delinquent, taking drugs, and having unprotected intercourse. Of the 28 million girls and boys aged 10 to 17, it is estimated that 1 in 10 (almost 3 million) are in critical situations. Another group of 4 million (15%) have excessively high prevalence rates for some but not all of the high-risk behaviors. Thus the future of 7 million youth—one in four in this country—is in jeopardy unless major and immediate changes are made in their school experiences, in their access to opportunities for healthy adolescent development, and in the quality of life in their communities. The children and their families require intensive support services to ameliorate their problems. The school systems must undergo rapid reorganization to respond to the needs of the families in these communities. Another 25 percent of youth (7 million) are at moderate risk, because of school problems, minor delinquencies, light substance use, and early, but protected, intercourse. These young people would make up the target population for concentrated prevention approaches including school remediation, counseling, and comprehensive services. About half of the nation’s youth (14 million) experience few problems and are probably at low risk of negative consequences from their behavior, but they too require general preventive services and health promotion programs. And, of course, effective schools are a social necessity for everyone. From these rough estimates, it may be possible to conceptualize a more logical, less fragmented strategy for implementing programs aimed at reducing problem behaviors. It is apparent that some children need a great deal of help, others a little, and some not any. Interventions aimed at the common predictors or antecedents of behaviors may have a better chance of success than those that are focused on only one behavior, such as drugs or sex. It seems reasonable to conclude that fewer children would be failing to achieve if the separate categorical interventions of the past had been more successful.
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Conference papers on the topic "Healthy school communities"

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Yusniawati, Yustina Ni Putu, and Putu Inge Ruth Suantika. "Analysis of Earthquake Preparedness Measures in Students at Elementary School, Denpasar, Bali." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.24.

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ABSTRACT Background: In addition to unsuccessful policies to prepare communities for disaster reduction, the high risk of earthquakes and their harmful consequences indicate that more consideration should be given to social factors in this regard. All community shelters are vulnerable to disasters, especially children, so efforts are needed to determine disaster preparedness factors for elementary school students in Denpasar City. This study aimed to analyzed of earthquake preparedness measures in students at elementary school, Denpasar, Bali. Subjects and Methods: This was a descriptive study conducted at an elementary school in Denpasar from January to September. A sample of 350 elementary school students in Denpasar whose schools have a disaster preparedness school (SSB) program selected by purposive sampling. The inclusion criteria were elementary school students grades 5 and 6 in Denpasar City, who can read fluently and are willing to be research respondents. The exclusion criteria were respondents who refused to be research subjects. The data were collected by 40 questions, where knowledge was 10 items, attitude was 10 items, facilities and infrastructure were 10 items, and IEC was 10 items. The data was analyzed by descriptively Results: The preparedness factors of elementary school students in facing earthquake disasters were still low. There were five earthquake preparedness factors for elementary students in Denpasar, namely (1) experience, (2) knowledge, (3) attitude, (4) facilities and (5) infrastructure, and IEC. The dominant knowledge variable of elementary school students is less than 233 (63.7%), the prevalent attitude variable is negative 244 (64%), the prevalent facilities and infrastructure variable are less than 215 (61.4%), and 300 (85.7%) dominant information and education communication. Conclusion: It is essential to be able to improve these preparedness factors with a variety of continuous education and training for elementary students, and health workers should work together with regional disaster management agency to establish disaster prepared schools in Denpasar City. Keywords: preparedness factors, students, and earthquake Correspondence: Yustina Ni Putu Yusniawati. Institute of Technology and Health, Bali. Jl. Tukad Balian no. 180 Renon Denpasar-Bali. Email: yustinaindrayana@gmail.com. Mobile: 087860000191 DOI: https://doi.org/10.26911/the7thicph.01.24
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Nakaoka, Sadao, Sadao Nakaoka, Yasunori Kozuki, Yasunori Kozuki, University Tokushima, University Tokushima, Mitsuko Tsuboi, et al. "ENVIRONMENTAL EDUCATION: LEARNING THE CYCLE OF LIFE BY CONNECTING SEA AND SOIL OF AMAGASAKI." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b43161d851e.

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In order to remove the excessive nutrient salt at Port of Amagasaki, we have established the method to utilize the cycle of life: by cultivating seaweed at the port, removing shellfish from the upright sea walls, and turning them into compost. In cooperation with the local junior high school students, local citizens, experts, and administration, the junior high schools of Amagasaki provided the environmental study through this activity, based on the theme of “Cycle of Life”. In this report, we describe about the effects of this study. 1) Before the study, a survey showed that most of the students had bad impression toward Amagasaki Sea, such as “dirty” and “smelly”. However, after the study, the impression turned into better impression such as “fun” and “more familiar”. 2) In the Technology class, the students successfully cultivated more than 50 kinds of vegetation. As the students cooked and ate the vegetables and fruits they grew, the study also developed into “Food Education”-learning the connection between their health, environment, and food. 3) The students cooked using the oil extracted from the seeds of rape blossoms cultivated with their compost. Then they watched waste oil being refined and turned into bio diesel fuel, which activated car engine. Through such experiences, many students realized the cycle of life as “the life continues in different forms”, and the respect for life as well as developing their awareness to improve the natural environment.
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Nakaoka, Sadao, Sadao Nakaoka, Yasunori Kozuki, Yasunori Kozuki, University Tokushima, University Tokushima, Mitsuko Tsuboi, et al. "ENVIRONMENTAL EDUCATION: LEARNING THE CYCLE OF LIFE BY CONNECTING SEA AND SOIL OF AMAGASAKI." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b942059c7f6.32423155.

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In order to remove the excessive nutrient salt at Port of Amagasaki, we have established the method to utilize the cycle of life: by cultivating seaweed at the port, removing shellfish from the upright sea walls, and turning them into compost. In cooperation with the local junior high school students, local citizens, experts, and administration, the junior high schools of Amagasaki provided the environmental study through this activity, based on the theme of “Cycle of Life”. In this report, we describe about the effects of this study. 1) Before the study, a survey showed that most of the students had bad impression toward Amagasaki Sea, such as “dirty” and “smelly”. However, after the study, the impression turned into better impression such as “fun” and “more familiar”. 2) In the Technology class, the students successfully cultivated more than 50 kinds of vegetation. As the students cooked and ate the vegetables and fruits they grew, the study also developed into “Food Education”-learning the connection between their health, environment, and food. 3) The students cooked using the oil extracted from the seeds of rape blossoms cultivated with their compost. Then they watched waste oil being refined and turned into bio diesel fuel, which activated car engine. Through such experiences, many students realized the cycle of life as “the life continues in different forms”, and the respect for life as well as developing their awareness to improve the natural environment.
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Maha F, Abou-Hatab, Abd El-Kareem Duaa A, and Fekry Aliaa M. "Efficacy of Peer Learning Communities in Developing a Model of School Health Education." In The International Conference on Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/icreconf.2019.04.213.

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Esenwein, Fred. "“Planetary Reconstruction”: Richard Neutra’s School Lessons from Puerto Rico." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.59.

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Puerto Rico, while a U.S. territory, lacked the education, health, and sanitation infrastructure found in the continental United States. Neutra’s task was to design facilities to improve the infrastructure. While the aesthetic of the buildings is considered Modernist architecture, Neutra was very sensitive to the structures of local communities. His school designs were didactic in the way people engaged the architecture by learning about fluid mechanics and sanitation through passive designs and planning. Gardens and agricultural practices were introduced to improve food and nutrition. Education and food reforms required local knowledge even though there is a broader scientific knowledge that understands how these conditions can thrive in a particular locality. Architecturally, Neutra adjusted the Modernist style to perform in tropical Puerto Rico. Having contributed to the development of Puerto Rico and anticipating the economic boom in the U.S., Neutra’s proposal for the American community is one that was developed from the global south meant to conserve local values, and yet it was conceived as a model plan that was independent of a particular location.
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Holm, Mikayle A., Erik Gaasedelen, and Paul A. Iaizzo. "Using WebGL for Teaching Bone Identification." In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6966.

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Newly developed interactive tutorials and applications which teach human anatomy are often set up as pay-to-play websites. Examples of these include the Visible Body app1 and the 3D Organon Anatomy2. Though these applications can be very educational, they may be costly, thus many students and members of the education community will not access these programs because of the upfront charges. These teaching programs are also frequently anatomically limited because they utilize idealized models, like KineMan3, instead of renderings or imaging data sets obtained from humans (clinical or from cadavers). This characteristic may make them useful study tools, but will not best prepare future doctors, nurses, and other health professionals for true, variable patient anatomies they will encounter in their various practices. Further, such students would likely gain more by studying 3D objects of real human anatomies instead of 2D images. We have designed a strategy to bring 3D human anatomies from real cadavers to the scientific and education communities completely open source (free of charge). Our interactive application is geared toward students of all ages (grade school to medical school) or by anyone interested in learning more about human bone anatomy.
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Abdi, Abdiaziz Hussein, and Hasan Zorlu. "Rural Electrification with Solar Powered Mini-Grids and Stand-Alone Solar System Installations: Case of Somali." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.026.

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Access to electricity still remains a distant dream in many parts of sub-Saharan Africa. In the energy sector, Somalia is one of the most underdeveloped in the region. Especially in rural areas, the rate of electrification is the lowest with the high cost of power, for electricity generation, Somalia depends on imported petroleum products, and cooking relies on biomass resources, and only a small fraction of the population has safe, reliable, and affordable energy services. Generally, the population in rural areas is composed of a high percentage of poor households and low population density. For this reason, there are not attractive economic benefits for electricity supply utilities or private investors to offer electricity services to these villages. So, this work presented technical and economic challenges for introducing solar-powered mini-grid and stand-alone solar system installations in Somalia's rural areas. Solar-powered mini-grid and stand-alone solar system have been considered for supplying an electrical load in a rural area.to design an off-grid system a well-known freeware HOMER modeling tool has been used. To supply electricity directly to the load solar energy is considered as the primary source and when excess generation happens a battery bank is considered for electrical storage. During the design of this power system the community's load has been suggested for lighting, fan, school, and health clinic equipment load, television, radio, and the simulation and optimization of the system were done based on the electrical load, sources of climatic data, the economics of the power components and other parameters. Finally, a solar-powered mini-grid is developed for a collection of communities and a standalone solar system for clustered buildings is also developed. For further research, the limitations, availability, and areas have also been identified.
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Towler, Ian, Ben Mills, Matthew Lofts, Brandon Mills, and William Benson. "B2P Rutaka Footbridge – Improving Safety using Innovative Deck Pull Method." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0242.

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<p>In developing nations, rural communities often lack year-round safe access to local markets, farms, schools, health clinics and other critical services. Bridges to Prosperity has developed standard footbridge designs and construction methodologies to successfully construct over 200 footbridges.</p><p>This paper presents a case study of the 40m long suspended footbridge constructed in the community of Rutaka in Rwanda in 2017. The normal deck construction method required the operatives to spend a significant amount of time working at height. The industry team set themselves a challenge to reduce this.</p><p>The team successfully developed and trialled a methodology for launching the deck from a platform on the river bank, improving safety and quality control. It is a significant step forward in the development of safety and construction methods for Bridges to Prosperity.</p>
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Santa G., Ramiro. "Political Education as an Alternative in Working with Communities: The Experience of the School for Democracy and Local Development in Neiva, Colombia." In SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 2000. http://dx.doi.org/10.2118/61143-ms.

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Velazquez, Ana I., Leela Wong, Tania Dugatkin, Bianca Dal Bo, and Laura Fejerman. "Abstract PO-052: Teens for Screens: Implementation of a breast cancer awareness education program among high school students from minority communities in San Francisco." In Abstracts: AACR Virtual Conference: Thirteenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; October 2-4, 2020. American Association for Cancer Research, 2020. http://dx.doi.org/10.1158/1538-7755.disp20-po-052.

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Reports on the topic "Healthy school communities"

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Mapping the evidence on WASH promotion in communities, schools and health facilities. International Initiative for Impact Evaluation (3ie), August 2018. http://dx.doi.org/10.23846/b/egm/201810.

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'Place2Be: advancing mental health care in schools' Catherine Roche. ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16240.

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Catherine Roche, Chief Executive, Place2Be, recorded on 16 June 2017 at 'The Jack Tizard Memorial Lecture and Conference; Public mental health for children and young people: addressing mental health needs in schools and communities'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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'Measuring Mental Health and Wellbeing in Schools: Challenges and opportunities' Prof Miranda Wolpert. ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16238.

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Recorded on 16 June 2017 at 'The Jack Tizard Memorial Lecture and Conference; Public mental health for children and young people: addressing mental health needs in schools and communities'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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