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Books on the topic 'Healthy school communities'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

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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2

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

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

The impact of concussions on high school athletes: The local perspective : field 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 Selden, NY, September 13, 2010. Washington: U.S. G.P.O., 2010.

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12

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

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13

Tayag, Josefina G. Bringing health to rural communities: Innovations of the U.P. Manila school of health sciences. Manila: University of the Philippines Manila, 2011.

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14

International, Aguirre. Evaluation of the Communities Supporting Health, HIV/AIDS, Gender Equity, and Education in Schools (CHANGES) Program in Zambia. San Mateo, Calif.]: Aguirre International, 2005.

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15

Rowling, Louise. Grief in school communities: Effective support strategies. Phildelphia, Pa: Open University, 2003.

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16

Jay, Short Rick, and Hazel Cynthia, eds. Comprehensive children's mental health services in schools and communities: A public health problem-solving approach. New York: Routledge, 2012.

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17

M, Bullock Lyndal, Gable Robert A, Council for Children with Behavioral Disorders., and Chesapeake Institute, eds. Making collaboration work for children, youth, families, schools and communities: Highlights from the National Invitational Conference on Children with Severe Emotional Disturbances and Their Families. Reston, Va: Council for Children with Behavioral Disorders, 1997.

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18

Ensuring student cyber safety: 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., June 24, 2010. Washington: U.S. G.P.O., 2010.

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19

A Healthy Start - Holistic Approaches to Health Promotion in School Communities. Faculty of Education, Monash University, 1991.

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20

Center for Mental Health Services (U.S.). Special Programs Development Branch, ed. Safe Schools/Healthy Students initiative: The communities, in their own voices. [Rockville, Md.?]: Special Programs Development Branch, Division of Program Development, Special Populations & Projects, Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, 2000.

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21

Miles, Rebecca, Adesoji Adelaja, and Mark Wyckoff. School Siting and Healthy Communities: Why Where We Invest in School Facilities Matters. Michigan State University Press, 2012.

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22

Creating Healing School Communities: School-Based Interventions for Students Exposed to Trauma. American Psychological Association, 2018.

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23

Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.001.0001.

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After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentional focus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educational stakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.
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24

Hess, Robyn S., Rick Jay Short, and Cynthia E. Hazel. Comprehensive Children’s Mental Health Services in Schools and Communities. Routledge, 2013. http://dx.doi.org/10.4324/9780203874530.

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25

Taylor, Neil, Michael Littledyke, Richard K. Coll, and Frances Quinn. Health Education in Context: An International Perspective on Health Education in Schools and Local Communities. Springer, 2012.

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26

Trauma in Schools and Communities: Recovery Lessons from Survivors and Responders. Taylor & Francis Group, 2015.

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27

Trauma in Schools and Communities: Recovery Lessons from Survivors and Responders. Taylor & Francis Group, 2015.

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28

Woodbridge, Michelle, Asha Goldweber, Jennifer Yu, Shari Golan, and Bradley Stein. California K–12 Schools and Communities Collaborate to Support Student Mental Health. RAND Corporation, 2014. http://dx.doi.org/10.7249/rr688.

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29

Dishion, Thomas J., and James Snyder, eds. The Oxford Handbook of Coercive Relationship Dynamics. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.001.0001.

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Since the mid-1980s pioneering research about daily coercive interactions in relationships has shed light on the development and treatment of multiple mental health problems and school safety issues. This handbook brings together the expertise and the perspective of leading scholars and intervention developers in an effort to interpret and clarify coercive dynamics and discuss interventions that reduce coercion and improve health and adjustment. Researchers examine social, physiological, and genetic correlates of coercion dynamics from multiple perspectives, including an evolutionary framework. Coercion is explored with respect to the etiology of aggression, antisocial behavior, violence, anxiety disorders, suicidal behavior, and academic adjustment. Interventions are described that effectively reduce coercion in families, romantic and peer relationships, committed adult intimate relationships, and schools, and among youths and families with autism. Several chapters illustrate methodological, measurement, and conceptual issues that enhance the scientific understanding of how daily coercive interactions influence adjustment over time. Also offered are prospects for prosocial cooperation free of coercive dynamics and strategies for disseminating interventions across global communities for promoting public health and well-being.
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30

Fagan, Abigail A., J. David Hawkins, Richard F. Catalano, and David P. Farrington. Community-Based Prevention of Youth Behavioral Health Problems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190299217.003.0001.

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Preventing childhood and adolescent behavioral health problems such as substance use, delinquency, violence, school drop-out, and mental health problems can reduce the social and financial costs that can occur following these behaviors. Using a public health approach, prevention scientists from diverse fields have created and tested a variety of interventions to reduce the risk factors and increase the protective factors related to these problems. A growing number of these interventions have been demonstrated as effective—that is, they prevent the onset and/or reduce the frequency of multiple behavioral health problems. However, these evidence-based interventions (EBIs) are not widely used by community-based organizations. This chapter discusses how community-based prevention systems, particularly the Communities That Care (CTC) system, can help build the capacity of local communities to implement EBIs. The core components and effectiveness of CTC are reviewed and compared to other community-based prevention systems.
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31

Biglan, Anthony. Coercion and Public Health. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.26.

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This book looks at the evidence of the effects of coercion on multiple psychological, behavioral, and health problems. It discusses these effects in the context of families, schools, communities, neighborhoods, and work sites. Then it provides the encouraging notion that treatment and prevention of coercion can exist within a public health framework. The chapter describes how public health principles can bolster existing knowledge about treatment and prevention to further expand efforts already in place to help reduce the prevalence of coercion. The chapter contains clearly defined steps to challenge researchers and policymakers to bring about the changes that can improve the emotional health of the nation as dramatically as the tobacco control movement affected smoking in this country.
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32

Learning by Heart: AIDS And School Children in America's Communities. Rutgers University Press, 1990.

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33

Community Equity Audits: Communities and Schools Working Together to Eliminate the Opportunity Gap. Corwin Press, 2020.

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34

Crisis Intervention and Crisis Management: Strategies That Work in Schools and Communities. Routledge, 2004.

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35

Crisis Intervention and Crisis Management: Strategies That Work in Schools and Communities. Routledge, 2004.

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36

Perspectives and Contributions of Nursing to the Promotion of Universal Health. Organización Panamericana de la Salud, 2020. http://dx.doi.org/10.37774/9789275122181.

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Perspectives and Contributions of Nursing to the Promotion of Universal Health highlights more than 40 projects, activities, stories, and case studies received from the countries of the Region, illustrating the role of nurses and midwives in advancing toward universal health. It also details these essential health workers' rich contribution to health systems, universities, prisons, communities, governments, and schools in all the countries of the Americas. An epilogue includes a powerful story of two American nurses on the front lines of the COVID-19 epidemic. It is further proof of the vital role these health workers have in advancing health for all.
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37

Dryfoos, Joy G. Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.001.0001.

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Seven million youngsters--one in four adolescents--have only limited potential for becoming productive adults because they are at high risk for encountering serious problems at home, in school, or in their communities. This is one of the disturbing findings in this unique overview of what is known about young people aged 10 to 17 growing up in the United States today. The book explores four problem areas that are the subject of a great deal of public interest and social concern: delinquency, substance abuse, teen pregnancy, and school failure. In examining these problem areas, Dryfoos has three objectives: to present a more cogent picture of adolescents who are at risk of problem behaviors and where they fit in society; to synthesize the experience of programs that have been successful in changing various aspects of these behaviors; and to propose strategies for using this knowledge base to implement more effective approaches to helping youngsters succeed. Among the key concepts emerging from this study are the importance of intense individual attention, social skills training, exposure to the world of work, and packaging components in broad, community-wide interventions. Schools are recognized as the focal institution in prevention, not only in regard to helping children achieve academically, but in giving young people access to social support and health programs. The author also proposes comprehensive youth development initiatives at the local, state and national level, based on programs shown to be effective in real practice. This landmark, state-of-the-art study represents an indispensable resource for anyone interested in the welfare and current problems of youth, including psychologists, sociologists, school administrators, state and federal officials, policymakers, and concerned parents.
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38

Ivanišová, Eva, Ľubomír Belej, and Adriana Kolesárová, eds. CASEE Online Winter School. Food Environment and Health Risk Assessment in Danube Region (DanubeFEHRA). Book of Abstracts. Slovak University of Agriculture in Nitra, Slovakia, 2021. http://dx.doi.org/10.15414/2021.9788055223322.

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Why have we organized winter school? We believe everyone should be able to understand how important is Food Environment and Health Risk Assessment in Danube Region. The environment plays a crucial role in people’s physical, mental and social well-being. The degradation of the environment, through air pollution, noise, chemicals, poor quality water and loss of natural areas, combined with lifestyle changes, may be contributing to substantial increases of civilisation diseases. The production and consumption of sufficient, affordable and nutritious food, while conserving the natural resources and ecosystems on which food systems depend, is vital. Food systems play a central role in all societies and are fundamental to ensuring sustainable development. Sustainable food systems are critical to resolving issues of food security, poverty alleviation and adequate nutrition, and they play an important role in building resilience in communities responding to a rapidly changing global environment. 13 students from around the world joined our 2- week Winter School Programme in Slovak republic, Slovak University of Agriculture in Nitra, Faculty of Biotechnology and Food Sciences. CASEE Online Winter School was multidisciplinary, encompassing chemistry, environment, microbiology, nutrition, quality assurance, sensory analysis, management, food engineering and manufacturing and also about very actual problematic Covid-19 and its impact on agri-food sector. The Winter School gave our participants an idea of how interesting these topics really are. Online lectures were provided by experts in agri-food sector from Slovak University of Agriculture in Nitra, professional lecturers from prestige universities all over the world, state authorities, research institutes and SMEs as well as representatives from CASEE universities.
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39

Fagan, Abigail A., J. David Hawkins, Richard F. Catalano, and David P. Farrington. Improving Community Capacity to Conduct Comprehensive Prevention Needs Assessments. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190299217.003.0005.

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Prevention science emphasizes the need for data-driven prevention, but communities often face significant challenges in determining how to collect and analyze data to inform their prevention efforts. Based on the guidance provided to community coalitions in the CTC system, this chapter describes the ways that communities can gather and assess data on risk and protective factors and behavioral health problems experienced by local youth. The advantages and disadvantages of using archival and self-reported data are compared and the benefits of conducting the CTC Youth Survey with middle and high school students are highlighted. Methods for analyzing these data and creating community consensus on the prioritized risk and protective factors that should be targeted by EBIs are also discussed.
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40

Karapliagou, Aliki, Allan Kellehear, and Klaus Wegleitner. The public health end-of-life care movement: history, principles, and styles of practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198806677.003.0001.

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This chapter briefly outlines the history, key concepts, and main practice methods from public health approaches to end-of-life care. Although linked to psychosocial care approaches, its main methods draw not from psychology or health services inspired approaches but rather from health promotion, community development, and civic engagement. Key methods covered include community volunteering, social networking, community engagement, and compassionate communities and cities. The aim of these kinds of approaches is to embed palliative care practice as a social and civic practice in all sectors of society and to ensure that palliative care as a policy is represented in all civic policies (e.g. schools, workplaces, faith groups, and cultural activities) and not solely in health care.
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41

Lavelle, Brooke D., Lisa Flook, and Dara G. Ghahremani. A Call for Compassion and Care in Education. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.33.

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Students are challenged by stressors that negatively impact their physical health and well-being as well as their ability to thrive in school. Many educators have mobilized to address these issues, as mounting evidence suggests that enhancing the social, emotional, cultural, and ethical aspects of schooling improves student well-being. These movements have stirred a variety of prosocial education initiatives—including Social and Emotional Learning (SEL) and mindfulness-based programs—which have been shown to make a positive impact. Yet in spite of this growing interest in prosocial education, these movements have proceeded largely independently of one another and without a comprehensive theoretical model of prosocial development. In this chapter, we review the evidence of compassion-based interventions and offer a compassion-based framework as an organizing principle for the field that may help integrate diverse prosocial approaches and help educators respond most effectively to needs of our school communities.
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42

Bullock, Lyndal M., National Invitational Conference on Chil, and Robert A. Gable. Making Collaboration Work for Children, Youth, Families, Schools and Communities: Highlights from the National Invitational Conference on Children wit. Council for Exceptional Children, 1997.

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43

Wright, Almeda M. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190664732.003.0001.

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Young African Americans regularly experience racism, poverty, sexism, violence, and other affronts to their humanity. Though they are often highly active and vocal contributors to their churches, schools, and neighborhood communities, they are often silent about the possibility of God working to address the injustices in their lives. The disconnection between the issues young people face, their community involvement, and their conceptions of God point toward the pervasiveness of “fragmented” spirituality among African American youth. Spiritual fragmentation does not necessarily inhibit healthy development or functioning. However, the African American community and church are at risk if they fail to challenge the myth that the personal and the communal or the spiritual and political are in fact disconnected. But why are African American Christian adolescents experiencing spiritual fragmentation? Is spiritual fragmentation symptomatic of an irreparable chasm between the Black church and Black youth? Or are there other factors at play?
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44

Maltzman, Sara. Treatment Processes and Outcomes in Psychology. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.47.

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ThisOxford Handbook of Treatment Processes and Outcomes in Psychologyoffers a multidisciplinary, biopsychosocial approach to research and practice in psychology pertinent to applied settings. It is written for practitioners from varying disciplines and perspectives (e.g., counseling, clinical, school, and developmental psychology; social work), researchers in these areas, as well as oversight bodies (e.g., mental health clinics and government agencies) tasked with the oversight of mental health services provided to the communities they serve. Practitioners and researchers in various disciplines tend to be “siloed,” accessing a restricted literature that typically does not extend far beyond their area of study. The result is suboptimal exposure to an accurate science base that can inform practice and research. ThisHandbookpresents a multidisciplinary approach from experts in their respective fields to understanding clients and treatment across the life span. It includes detailed discussions in several chapters that expand on core areas of research and practice that already have a substantive research base, such as the therapeutic alliance, temperament, therapist variables, and career counseling. TheHandbookalso provides chapters in new areas of research (e.g., neuroimaging, the role of medications, and evaluating the placebo effect) to provide a data-based assessment of the current state of the research in these areas. ThisHandbookprovides “hands-on” guidance and suggestions, based on research, for identifying interventions that are effective, determining what factors can affect treatment effectiveness, and considerations for the evaluation of the provision of mental health services for children, adolescents, adults, and families at the case or aggregate level.
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45

Hershkoff, Helen, and Stephen Loffredo. Getting By. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190080860.001.0001.

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Over the last generation, inequality has risen, wages have fallen, and confidence that children will have a better future is at an all-time low. To be sure, a new generation is speaking up in support of universal health care, better public schools, affordable housing, and livable wages. But until the United States adopts and adheres to policies that ensure dignity and decency for all, people need to get by. This book addresses that imperative. Getting By offers an integrated, critical account of the programs, rights, and legal protections that most directly affect poor and low-income people in the United States, whether they are unemployed, underemployed, or employed, and whether they work within the home or outside the home. Although frayed and incomplete, the American safety net nevertheless is critical to those who can access and obtain its benefits—indeed, in some cases, those benefits can make the difference between life and death. The book covers cash assistance programs, employment and labor rights, food assistance, health care, housing programs, education, consumer and banking laws, rights in public spaces, judicial access, and the right to vote. The book primarily focuses on federal laws and programs, but in some contexts invites attention to state laws and programs. The rules and requirements are complicated, often unnecessarily so, and popular know-how is essential to prevent a widening gap between rights that exist on paper and their enforcement on the ground. The central goal of this volume is to provide a resource to individuals, groups, and communities that wish to claim existing rights and mobilize for progressive change.
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