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Journal articles on the topic 'SPHE Social Personal and Health Education'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Howard, Janet. "Towards Personal Social and Health Education." British Journal of Infection Control 3, no. 2 (April 2002): 28–29. http://dx.doi.org/10.1177/175717740200300210.

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2

Brown, Jackie, Robert Busfield, Alison O’Shea, and Joanne Sibthorpe. "School ethos and personal, social, health education." Pastoral Care in Education 29, no. 2 (June 2011): 117–31. http://dx.doi.org/10.1080/02643944.2011.573491.

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3

Hayman, Joe. "Personal, social, health and economic education: the bridge between public health and education." International Journal of Health Promotion and Education 52, no. 5 (September 3, 2014): 245–49. http://dx.doi.org/10.1080/14635240.2014.927654.

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4

Hayman, Joe. "Personal, social, health and economic education: the bridge between public health and education." International Journal of Health Promotion and Education 54, no. 4 (May 3, 2016): 157–61. http://dx.doi.org/10.1080/14635240.2015.1111770.

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5

Osborn, June E. "AIDS, Social Sciences, and Health Education: A Personal Perspective." Health Education Quarterly 13, no. 4 (December 1986): 287–99. http://dx.doi.org/10.1177/109019818601300402.

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6

Seliet, Hala. "Improving Children Moral Values through Personal Social Health Economics Education." المجلة العربية للقياس والتقويم 2, no. 4 (July 1, 2021): 0. http://dx.doi.org/10.21608/ajme.2021.219117.

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7

Cotton, Richard. "Delivering high quality Personal, Social, Health and Economic (PSHE) education." British Journal of School Nursing 11, no. 4 (May 2, 2016): 175–77. http://dx.doi.org/10.12968/bjsn.2016.11.4.175.

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8

Cheater, Sylvia. "Personal, social and health education in schools – a welcome improvement." International Journal of Health Promotion and Education 58, no. 2 (February 6, 2020): 104–5. http://dx.doi.org/10.1080/14635240.2020.1716136.

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9

McRae, Judy. "Towards Personal, Social and Health Education for key stage one." Primary Health Care 12, no. 9 (November 1, 2002): 12. http://dx.doi.org/10.7748/phc.12.9.12.s13.

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10

Pottage, Dave, and John Warwick. "The personal social services and social work education in the UK." Journal of Social Work Practice 2, no. 4 (May 1987): 9–12. http://dx.doi.org/10.1080/02650538708414979.

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11

Niu, Shuo, Katherine G. McKim, and Kathleen Palm Reed. "Education, Personal Experiences, and Advocacy." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–28. http://dx.doi.org/10.1145/3555624.

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Drug addiction has become one of the most severe worldwide social problems. Recent research has examined utilizing social media to support addiction recovery and the problematic use of social media for selling drugs and glamorizing drug use. Prior studies have focused on textual and networking-based social media such as Twitter, Facebook, and Reddit, but there is limited understanding of how video-based platforms like YouTube allow creators to share drug addiction-related videos and discourse about addiction problems. This work performs a content analysis of 387 drug-addiction-related videos collected from YouTube. The grounded-theory approach based on the health-emergency framework identifies how drug-addiction videos discourse the addiction-related risk, blame, urgency, praise, and solution. Video viewership and comments are also compared between the emerged video themes. Results suggest YouTubers educate others about drug addiction, disclose personal experiences, and advocate for addiction prevention and recovery. Based on our findings, we discuss the opportunities and challenges of using video-sharing to prevent and educate drug addiction.
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12

Nic Gabhainn, Saoirse, Siobhan O'Higgins, and Margaret Barry. "The implementation of social, personal and health education in Irish schools." Health Education 110, no. 6 (October 19, 2010): 452–70. http://dx.doi.org/10.1108/09654281011087260.

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13

MALLICK, JANE, and MIKE WATTS. "Personal Construct Theory and constructivist drug education." Drug and Alcohol Review 26, no. 6 (November 2007): 595–603. http://dx.doi.org/10.1080/09595230701613551.

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14

Denscombe, Martyn. "Personal health and the social psychology of risk taking." Health Education Research 8, no. 4 (1993): 505–17. http://dx.doi.org/10.1093/her/8.4.505.

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15

Tomes, Nancy, and Martha H. Verbrugge. "Able-Bodied Womanhood: Personal Health and Social Change in Nineteenth-Century Boston." History of Education Quarterly 29, no. 2 (1989): 337. http://dx.doi.org/10.2307/368330.

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16

Lee, J. T. "Volatile Substance Abuse within a Health Education Context." Human Toxicology 8, no. 4 (July 1989): 331–34. http://dx.doi.org/10.1177/096032718900800414.

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1 Drug education has to involve exposure not only to knowledge about drug and volatile substance abuse, but also to the effect that attitudes, values, external influences and personal and social skills have on drug behaviour. 2 Such education has also to consider the methods used, the learning process itself, and the need for self-esteem to be enhanced during this process. 3 There is a need to develop personal and social skills which will form the foundation for considering areas such as volatile substance abuse. The school must be supported by the home and by the community. 4 A range of practical resources produced by TACADE (The Advisory Council on Alcohol and Drug Education) allow the translation of this theory of drug education into a practical approach within education.
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17

Chen, W. William. "The Relationship between Health Education and Health Promotion: A Personal Perspective." American Journal of Health Education 32, no. 6 (December 2001): 369–70. http://dx.doi.org/10.1080/19325037.2001.10603499.

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18

Glen, Sally. "Health Care Education for Dialogue and Dialogic Relationships." Nursing Ethics 6, no. 1 (January 1999): 3–11. http://dx.doi.org/10.1177/096973309900600102.

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This article will address the question: how can health care education best take seriously the task of educating for professional practice within a post-traditional, liberal democratic society? In the setting of modernity, the altered personal and professional self has to be explored and constructed as part of a reflective process of connecting personal and professional change: in essence, to develop self-knowledge. A moral life, or ‘working morality’, that evolves out of a process of ongoing dialogue and conversation is required. What is advocated here is a more social model of health care education that acknowledges a social or communal dimension to knowledge and the centrality of relationships for the full development of the individual personally and professionally, fosters our capacity to identify who we are both personally and professionally, connects reason and dialogue, and educates for dialogue and dialogic relationships.
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19

Bitsadze, Maya, and Marine Japaridze. "PERSONAL AND SOCIAL ASPECTS OF TEACHER BURNOUT IN GEORGIA." Problems of Education in the 21st Century 59, no. 1 (April 15, 2014): 7–14. http://dx.doi.org/10.33225/pec/14.59.07.

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The study aimed to identify personal and social factors having impact on teacher burnout in Georgia. The survey was conducted on 373 Georgian school teachers. Teacher burnout phenomena was studied in connection with psychological factor such as locus of control and social factors - school climate dimensions: Principals' attitude to teachers, teachers' attitude to colleagues and to students. Qualitative and quantitative methods were used for the research. The highest teacher burnout was identified on Emotional Exhaustion subscale of burnout. Correlatios were confirmed between burnout and locus of control, school climate variables and burnout, teacher burnout and number of students. The research findings are important as teacher burnout identification and its prevention is closely connected to teacher well-being and health ultimately having impact on teaching quality. Key words: burnout, locus of control, principal, school climate, teacher.
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20

Laitinen, Satu. "Work-Related Well-Being Profiles among Health Education Teachers." Education Sciences 12, no. 5 (May 13, 2022): 343. http://dx.doi.org/10.3390/educsci12050343.

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The aim of this cross-sectional study was to examine the well-being of Finnish health education teachers (n = 108) by examining the latent profiles of work burnout and work engagement by using a person-centered approach. Additionally, this study explored to what extent different job and personal resources (social support, pedagogical self-efficacy, and social belonging) and job demands (work overload) are associated with teachers’ belonging to the work-related well-being profiles. The Job Demands-Resources model was used as the theoretical framework for this study. The study found that three different work-related well-being profiles could be identified among health education teachers: those who were engaged (45%), those who were already experiencing burnout (43%), and those at risk of burnout (12%). The more demands the teachers experienced, the likelier they were to belong to the burnout profile. Experiences of pedagogical self-efficacy, social belonging, and social support increased the probability of belonging to the engaged profile group. Determining job and personal resources and job demands might be beneficial for health education teacher well-being.
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21

Hopps, June Gary, Robbie Welch Christler Tourse, and Ollie Christian. "From Problems to Personal Resilience." Journal of Ethnic And Cultural Diversity in Social Work 11, no. 1-2 (June 2002): 55–77. http://dx.doi.org/10.1300/j051v11n01_03.

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22

Hayes, Derren. "PSHE EDUCATION." Children and Young People Now 2017, no. 16 (December 2, 2017): 31–34. http://dx.doi.org/10.12968/cypn.2017.16.31.

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Personal, social, health and economic education has long been championed as key to teaching children essential life skills, and from 2019 all schools will be required to teach relationships and sex education
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23

Edwards, Steven D. "Disablement and personal identity." Medicine, Health Care and Philosophy 10, no. 2 (November 7, 2006): 209–15. http://dx.doi.org/10.1007/s11019-006-9032-4.

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24

Tones, Keith. "Promoting the health of young people - the role of personal and social education." Health Education Journal 45, no. 1 (March 1986): 14–19. http://dx.doi.org/10.1177/001789698604500104.

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25

Crow, Fergus. "Learning for well‐being: personal, social and health education and a changing curriculum." Pastoral Care in Education 26, no. 1 (March 2008): 43–51. http://dx.doi.org/10.1080/02643940701848612.

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26

FINCHAM, DAVID. "Citizenship and Personal, Social and Health Education in Catholic Secondary Schools: Stakeholders' Views." Pastoral Care in Education 25, no. 2 (June 2007): 22–30. http://dx.doi.org/10.1111/j.1468-0122.2007.00404.x.

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27

Korzh, N. L., L. V. Shuba, V. V. Shuba, and I. A. Cherednychenko. "Students’ attitude towards personal health." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 10(155) (October 26, 2022): 84–89. http://dx.doi.org/10.31392/npu-nc.series15.2022.10(155).20.

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Health deterioration of young people has become an important social problem for modern society. For almost two years, the whole world has been living in the conditions of a pandemic. And for the last six months, Ukraine has also been living in war. This has a negative impact on the health of the Ukrainian nation, in particular on the student youth, as the future generation of Ukraine. That’s why, the main task for a modern specialist in the physical education and sports sphere is the popularization of self-tuition to increase the physical activity level of student-age population as one of the main priorities for the healthy lifestyle formation. The purpose of the research is to create pedagogical conditions for the organization of self-tuition in physical culture to form a conscious attitude of students towards their own health. The research was conducted on the basis of Zaporizhzhya Polytechnic University in the organized process of mixed and online learning forms. The study engaged 319 male students aged 17-18, who were divided into two groups: control - CG (n = 157) and experimental - EG (n = 162). Students setting into the groups, as well as participation in the experiment was voluntarily. All male students were classified in the main medical group. There was developed and implemented the experimental methodology "Organization of physical education self-tuition". Comparison of results before and after the research established positive dynamics in EG with mathematical evidence (р˂0.05; p<0.001) for most indicators of testing the academic education and physical fitness of male students. The data obtained show that the developed methodology is effective and has the right to exist.
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28

Nutbeam, Don. "Health education and health promotion revisited." Health Education Journal 78, no. 6 (April 23, 2018): 705–9. http://dx.doi.org/10.1177/0017896918770215.

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Thirty years ago, the World Health Organization (WHO) Ottawa Charter for Health Promotion created a paradigm shift in addressing major public health challenges. Traditional approaches to health education focused on personal health ‘risks’ and lifestyle choices were quickly overshadowed by the attention given to more comprehensive policy and environmental interventions. Since that time health education has evolved in content, media use and sophistication of communication to fulfil a wider range of purposes. The concept of health literacy has been useful in sustaining this change. As the tools for communication have been transformed by digital communication, and the marketplace for communication has become more crowded and complex, health education has continued to evolve to reflect these changes, enabling people to navigate competing sources of information and to engage meaningfully with social and economic determinants of health. Equitable access to quality health education and lifelong learning remain the cornerstones of modern health promotion.
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29

Knightsmith, Pooky. "Discussing social media in PSHE." Children and Young People Now 2016, no. 3 (February 2, 2016): 32. http://dx.doi.org/10.12968/cypn.2016.3.32.

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30

Ursin, Lars Øystein. "Personal autonomy and informed consent." Medicine, Health Care and Philosophy 12, no. 1 (June 10, 2008): 17–24. http://dx.doi.org/10.1007/s11019-008-9144-0.

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31

Donovan, Owen M. "Building Personal and Social Competence Through Cancer-Related Issues." Journal of School Health 79, no. 3 (March 2009): 138–43. http://dx.doi.org/10.1111/j.1746-1561.2009.0398.x.

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32

Edwards, Stephen D., David J. Edwards, and Richard Honeycutt. "HeartMath as an Integrative, Personal, Social, and Global Healthcare System." Healthcare 10, no. 2 (February 15, 2022): 376. http://dx.doi.org/10.3390/healthcare10020376.

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COVID-19 is a recent major event, adding to planet Earth’s contexts of chaos, crime, injustice, illness, and violence. The HeartMath system has produced research evidence for scientific interventions that alter contexts characterized by chaos and stress, promoting health, coherence, and interconnectedness. This study provides an updated overview of HeartMath as an interdisciplinary, scientific, coherent, integral heart-based healthcare system, operated locally through various initiatives and globally through the Global Coherence Initiative. The HeartMath approach integrates ancient and contemporary, indigenous and mainstream, popular and folk, Eastern, Western, and African forms of healing. The HeartMath interdisciplinary, personal, social, and global vision and mission have considerable theoretical and practical potential for promoting planetary health, education, and development.
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33

van Hooft, Stan. "Edwards on disablement and personal identity." Medicine, Health Care and Philosophy 10, no. 2 (February 27, 2007): 217–18. http://dx.doi.org/10.1007/s11019-006-9043-1.

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34

Fuchs, Thomas. "Embodiment and personal identity in dementia." Medicine, Health Care and Philosophy 23, no. 4 (August 31, 2020): 665–76. http://dx.doi.org/10.1007/s11019-020-09973-0.

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Abstract Theories of personal identity in the tradition of John Locke and Derek Parfit emphasize the importance of psychological continuity and the abilities to think, to remember and to make rational choices as a basic criterion for personhood. As a consequence, persons with severe dementia are threatened to lose the status of persons. Such concepts, however, are situated within a dualistic framework, in which the body is regarded as a mere vehicle of the person, or a carrier of the brain as the organ of mental faculties. Based on the phenomenology of embodiment, this paper elaborates a different approach to personal identity in dementia. In this perspective, selfhood is primarily constituted by pre-reflective self-awareness and the body memory of an individual, which consists in the embodiment and enactment of familiar habits, practices and preferences. After describing the different types of body memory, the paper develops a phenomenology of dementia as a loss of reflexivity and meta-perspective. This is contrasted with the preservation of individual forms of body memory even in the later stages of the illness. The ethical consequences of an embodied approach to dementia are outlined. A final look is given to narrativistic and constructionist concepts of the self in dementia.
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35

LIU, Liu, Xi LUO, and Yongshun WANG. "Student Self-Efficacy on Personal and Social Responsibility within A Sport Education Model." Revista de Cercetare si Interventie Sociala 72 (March 15, 2021): 236–47. http://dx.doi.org/10.33788/rcis.72.15.

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Character education is so important that the essentiality is emphasized in families, schools, societies and even nations nowadays. Modern citizens should cultivate basic character education, in which responsibility is a character trait. In addition to situations, good instructional design and the application of proper instructional strategies, different experience operation in sporting activities, learning social behavior by participating in sports, and developing sportsmanship for social life are covered in character education for developing good character. Nonequivalent pretest/posttest control group design is applied in this study to precede quasi-experimental study, with total 112 students in two classes in a university in Fujian Province as the experimental research subjects. An experimental class (56 students) is taught with Teaching Personal and Social Responsibility, and the other control class (56 students) remains traditional teaching. The experimental teaching research is preceded for 32 weeks (3 hours per week for total 96 hours); Sport Education Model is integrated into the instruction in the last 16 weeks, but not the first 16 weeks. The research results are summarized as followings: Teaching Personal and Social Responsibility presents remarkable effects on sense of responsibility; Teaching Personal and Social Responsibility reveals notable effects on exercise self-efficacy; Sport Education Model appears significant effects on sense of responsibility; Sport Education Model presents remarkable effects on exercise self-efficacy; Teaching Personal and Social Responsibility integrated Sport Education Model could best enhance sense of responsibility; Teaching Personal and Social Responsibility integrated Sport Education Model could best promote exercise self-efficacy. According to the results, suggestions are proposed, expecting to cultivate good physical fitness of students and enhance the motor skills to achieve the idea of Sport for All as well as to cultivate personal responsibility and teamwork spirit of students.
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Gaspar, Tania, Helena Bilimória, Francisca Albergaria, and Margarida Gaspar Matos. "Children with Special Education Needs and Subjective Well-being: Social and Personal Influence." International Journal of Disability, Development and Education 63, no. 5 (February 19, 2016): 500–513. http://dx.doi.org/10.1080/1034912x.2016.1144873.

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37

Williams, Carol W. "Personal Reflections on Permanency Planning and Cultural Competency." Journal of Multicultural Social Work 5, no. 1-2 (May 15, 1997): 9–18. http://dx.doi.org/10.1300/j285v05n01_02.

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38

Adu, Peter, Tomas Jurcik, and Dmitry Grigoryev. "Mental health literacy in Ghana: Implications for religiosity, education and stigmatization." Transcultural Psychiatry 58, no. 4 (June 24, 2021): 516–31. http://dx.doi.org/10.1177/13634615211022177.

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Research on Mental Health Literacy (MHL) has been growing internationally. However, the beliefs and knowledge of Ghanaians about specific mental disorders have yet to be explored. This vignette study was conducted to explore the relationships between religiosity, education, stigmatization and MHL among Ghanaians using a sample of laypeople (N = 409). The adapted questionnaire presented two vignettes (depression and schizophrenia) about a hypothetical person. The results revealed that more participants were able to recognize depression (47.4%) than schizophrenia (15.9%). Religiosity was not significantly associated with recognition of mental disorders but was positively associated with both social and personal stigma for depression, and negatively associated with personal and perceived stigma for schizophrenia. Moreover, education was found to be positively associated with disorder recognition, and negatively with perceived stigma. Finally, perceived stigma was positively associated with disorder recognition, whereas personal stigma for schizophrenia related negatively to recognition of mental disorders. In conclusion, education but not religiosity predicted identification accuracy, but both predictors were associated with various forms of stigma. Findings from this study have implications for MHL and anti-stigma campaigns in Ghana and other developing countries in the region.
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39

Ioannou, Soula, Christiana Kouta, and Angeliki Andreou. "Cyprus Health Education Curriculum from “victim blaming to empowerment”." Health Education 115, no. 3/4 (June 1, 2015): 392–404. http://dx.doi.org/10.1108/he-03-2014-0044.

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Purpose – Health promotion can fall into a victim blaming approach and put social pressure on particular students who could be marginalized due to their personal, economical, cultural, social or ethnic characteristics, for example, students who are obese, drug users or HIV carriers. The purpose of this paper is to present and discuss ways in which the design of the newly reformed Cyprus Health Education Curriculum (CHEC) attempted to protect learners from victim blaming. Design/methodology/approach – The paper describes and reflects on the learning objectives, teaching methods and teaching activities of the CHEC. Findings – The paper gives specific examples of how the design of the CHEC attempts to ensure that the curriculum does not promote victim blaming. It describes learning objectives, content, suggested teaching methods and activities from three thematic areas of the curriculum which are particularly susceptible to victim blaming: “food and health”, “emotional health” and “family planning, sexual and reproductive health”. It discusses how the design of the CHEC attempts to encourage educators to address the underlying social and environmental determinants of health and thus avoid stigmatization. Practical implications – The paper can be useful for curriculum designers and school educators. It describes how the design of a health education curriculum and health education lessons can refrain from burdening the individual with total personal responsibility for health behaviour and lifestyle. Social implications – Understanding and implementing the basic learning themes and objectives of the CHEC has social and community implications. It promotes collective responsibility, emphasizing a non-blaming and community approach. The design of the CHEC challenges the idea of free choice, acknowledges the social determinants of health and promotes students’ empowerment as active members of society. Originality/value – The originality of this paper lies in the description and reflection of the design of the first health education curriculum in Cyprus, which attempts to secure learners from victim blaming in its implementation. The aspects of the design of the CHEC described in this paper may be applicable to other European countries.
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Hatiboğlu, Burcu, Özge Sanem Özateş Gelmez, and Çağıl Öngen. "Value conflict resolution strategies of social work students in Turkey." Journal of Social Work 19, no. 1 (February 28, 2018): 142–61. http://dx.doi.org/10.1177/1468017318757174.

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Summary The aim of this study is to examine various strategies of social work students for resolving conflicts between their personal and professional values in the atmosphere of rising conservatism in neoliberal Turkey. Grounded theory was chosen to reflect the feelings and thoughts of 34 students attending a creative drama-based group on critical value education designed by the researchers. Purposeful sampling was employed to identify the participants. Notes and memos, reflective diaries, in-group discussions and a semi-structured focus-group discussion were used to collect data. The data on the conflict resolving strategies of the students are discussed in detail within anti-oppressive perspective in social work practice, theory and education in a neoliberal and neoconservative Turkish context. Findings The study reveals three main categories of conflict resolution strategies: (1) “Suppression”: An uncomfortable way to neutralize personal values, (2) Stretching boundaries via “sanctification”, and (3) “Fatalism” and pussyfooting around the status-quo. Uncomfortable feelings and fears are the basic triggers of these strategies when personal and professional values are in conflict. Applications The study gives us insight about the necessity to be more emotionally reflective and powerful practitioners while challenging the uncomfortable feelings and fear triggered when personal and professional values are in conflict. We argue that we need to adopt anti-oppressive perspective in professional practice, theory and education to overcome conflicts between personal and professional values in a neoliberal context.
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41

Stephens, Thomas M. "Personal Behavior and Professional Ethics." Journal of Learning Disabilities 18, no. 4 (April 1985): 187–92. http://dx.doi.org/10.1177/002221948501800402.

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42

Mill, Therese. "Implications for nursing of the new national curriculum in personal, social and health education and education in citizenship." Children & Society 15, no. 3 (2001): 146–57. http://dx.doi.org/10.1002/chi.640.

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43

Parmet, Wendy E., and Peter Enrich. "Health and Education: A Tale of Two Crises." Journal of Law, Medicine & Ethics 22, no. 1 (1994): 53–62. http://dx.doi.org/10.1111/j.1748-720x.1994.tb01275.x.

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This is a tale of two social structures, health care and education. Both systems are undeniably critical to our social fabric, and even to our national prosperity. Both systems also provide services that are uniquely personal and vital to individual well-being. And both systems are now widely perceived as being in “crisis,” as needing “fundamental reform.”At the same time, there are fundamental differences in the ways the two sectors are organized and understood. Health care is essentially a system of private relationships; education a system of public responsibilities. Although each system is extraordinarily complex and contains elements that defy neat categorization, by highlighting the contrasting visions and structures of the two, one gleans useful insights both into the distinctive failings of each and into potential directions for reform.
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44

Wyngaerden, François, Marie Tempels, Jean-Louis Feys, Vincent Dubois, and Vincent Lorant. "The personal social network of psychiatric service users." International Journal of Social Psychiatry 66, no. 7 (June 5, 2020): 682–92. http://dx.doi.org/10.1177/0020764020927447.

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Background: For psychiatric service users, the personal social network offers resources such as behavioural guidance, social support, and coherence of care delivery. So far, most research on the subject has assessed the availability of these resources using size and composition measures. However, the availability of network resources also depends on the cohesion of the relationships between network members, a topic that is rarely addressed in the literature. Aims: In this article, we aim to describe the cohesion of psychiatric service users’ networks. Method: We carried out a personal network survey and collected data on the social networks of 380 service users recruited in outpatient and inpatient services in Belgium. We used an ego-network mapping technique. The data were analysed using several structural metrics describing size, composition, and cohesion. We carried out analysis of variance (ANOVA) in relation to residential status, level of education, psychiatric history, and psychosocial functioning and analysed three cohesion indicators (density, fragmentation, and centralisation) with regression analyses. Results: Personal social networks were small and not very cohesive. Most were composed of a dense subgroup as well as several isolated network members. The analyses revealed that highly educated psychiatric service users had more fragmented networks, while users living in independent accommodation had less dense networks. Density and fragmentation were not associated with the severity of psychosocial functioning, whereas centralisation was. Conclusions: The low level of cohesion may indicate that service users aim to access multiple and diverse social resources and that better-off service users are more successful at doing so. On the whole, however, these personal social networks were fragile, because they contained a high number of isolated network members. Finally, it could be beneficial for professionals to pay special attention to the central persons within the networks of psychiatric service users.
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Starks, Briana. "Care, concern, and Covid-19: Academic and personal positionalities in social work education." Qualitative Social Work 20, no. 1-2 (March 2021): 568–69. http://dx.doi.org/10.1177/1473325020986021.

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46

Greig, Janis, and Rhona MacKenzie. "Widening Access and learner diversity in health and social care:." Journal of Practice Teaching and Learning 7, no. 3 (December 20, 2012): 43–48. http://dx.doi.org/10.1921/jpts.v7i3.354.

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Summary: The attempt to recruit non-traditional students to health and social work is not just to compensate for the decreased availability of traditional students but because it is socially just. The non-traditional student journey can be lengthy; starting with community-based Widening Access courses then typically on to Access courses in Further Education, before entering Higher Education. One such community based course is described here. Positive evaluation of the courses reflect their local nature, affordable child care and identifiable personal, family and community benefits. Lessons for practice teachers dealing with increased learner diversity are outlined.
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Lang, Phung, and M. Idali Torres. "Vietnamese Perceptions of Community and Health: Implications for the Practice of Community Health Education." International Quarterly of Community Health Education 17, no. 4 (January 1998): 389–404. http://dx.doi.org/10.2190/lv42-btgc-wv98-x9tt.

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This article examines the perceptions of community, community-based organizations, and their attributed influence on health and behavior. This case study is based on data from sixty survey questionnaires and forty-three in-depth interviews conducted with Vietnamese community residents, including a group of health workers. Some participants attributed the same supportive role and function to the community as a social unit (“cong dong”) and the community-based organizations (“co quan cong dong”). Health was considered by far the most important component when compared to family, finance, and community. While the influence of the community on their own personal health was perceived as limited, significant influence was attributed to community expectations in personal behaviors. Findings are examined within the context of an evolving process of adaptation to a new environment, the role of culture as a barrier or facilitator for health promotion, and the limitations of the study.
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Haydon, Graham. "The Importance of PSHE: A philosophical and policy perspective on Personal, Social and Health Education." Impact 2005, no. 10 (March 2005): viii—47. http://dx.doi.org/10.1111/j.2048-416x.2005.tb00081.x.

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Tones, Keith. "The Role of the School in Health Promotion: the primacy of personal and social education." Westminster Studies in Education 11, no. 1 (January 1988): 27–45. http://dx.doi.org/10.1080/0140672880110103.

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50

Jones, Barbara, Jen Currin-McCulloch, Liana Petruzzi, Farya Phillips, Shivani Kaushik, and Blake Smith. "Transformative Teams in Health Care." Advances in Social Work 20, no. 2 (September 10, 2020): 424–39. http://dx.doi.org/10.18060/23671.

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This paper describes social work pedagogy and outcomes in a multi-year longitudinal interprofessional education (IPE) course incorporating B.S.W, and M.S.S.W. students. Social work students participated in an IRB-approved mixed-method study designed to evaluate individual growth and identity transformation throughout the two-semester course. Students’ semi-structured reflection papers (n=113) were analyzed qualitatively to identify core themes. Students voluntarily completed Interprofessional Assessment Scale (IPAS) surveys, a measure of core competencies in interprofessional care, before and after the class (n=48). Social work students reported that they developed increased personal and interprofessional confidence, awareness of social work role in health care, increased social work skills and leadership to use their voice in interprofessional health care teams. All levels of social work students can and should be incorporated into IPE education. Social work educators and practitioners should continue to take leadership in IPE education at all levels of curriculum design and implementation.
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