Готові списки джерел за темами / SPHE Social Personal and Health Education

Добірка наукової літератури з теми "SPHE Social Personal and Health Education"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "SPHE Social Personal and Health Education"

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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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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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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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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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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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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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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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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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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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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Дисертації з теми "SPHE Social Personal and Health Education"

Fincham, David William. "Personal, social, health and citizenship education in Catholic secondary schools : stakeholders' views." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/2242/.

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Ball, Steven Derrick. "Drama and the theatre in education with specific reference to personal, social and health education." Thesis, University of Manchester, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664608.

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Nafziger, Mark Arnold. "The relationship of personal dispositional orientation, social support, and stress to physical health and psychological well-being : a theoretical model /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148543051.

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Jerzembek, Gabrielle. "Improving health education practice in secondary school : a social ecological examination of personal and social education policy implementation processes and practice in Welsh secondary schools." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/69178/.

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The effectiveness of school-based health education in changing behaviour and health outcomes is limited. This in part can be attributed to the types of classroom exchanges taking place within health education lessons. There is an evident need to examine the potential link between pedagogy and health education. This study comprises a social ecological examination of the implementation of the Welsh Government’s Personal and Social Education (PSE) policy, which seeks to promote health behaviours alongside social and economic wellbeing. A socio-ecological (SE) perspective aims to understand the different influences on practice and take into account individual, social and organisational level influences on implementation. An exploratory case study is used to examine practice in four systematically selected secondary schools from two local authorities in Wales (FSM entitlement >20% and <10%). Methods incorporate analysis of national and local policy documents, interviews with implementers at local authority (n=5) and school level (n=11), lesson observations (n=12 lessons) and pupil focus groups (n= 23 pupils). The findings suggest that a lack of clarity about how PSE should be implemented in schools seems to lead to uncertainties among implementers. These uncertainties are exacerbated by a focus on graded performance that has shaped school staff beliefs and organisational arrangements. A performance focus also re-emerges in classroom practice that is mainly characterised by a transmission of facts although some competency-focused classroom exchanges are apparent. There is some limited evidence of pupils’ understanding and generalising health knowledge and self-reported self-regulation of health behaviours.

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O'Connor, Phillip John. "Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England : a life history approach." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17416/.

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Christian teachers of Personal social health education (PSHE) can be conflicted when confronted with sensitive and controversial issues in their professional practice. Concerns include unprofessional conduct, exercising undue influence of their personal values and beliefs on students and being untrue to their faith. These can lead to uncertainty in negotiating areas of conscience and controversy. This life history study situated within the south east of England was used to illuminate the complexities which abound when operating within a wider milieu of perceived marginalisation of the Christian faith through advancing secularisation and liberalism. These tensions are reflected in the curriculum, policy frameworks and legal documents and have implications for teachers’ personal values, Christian faith and professional practice. Semi-structured questionnaires were administered to 13 PSHE teachers and analysed for emergent themes, borrowing language from thematic, ethical and theological analysis. The research illuminates insights into a wider context of faith in professional life. It demonstrates the way teachers are in transition in these conflicts, yet understanding faith as a holistic quality. Findings show that the approaches that teachers adopt to the interpretation and application of faith in personal life influence how faith is integrated professionally. The conflicts confronted, reflect responses of resilience, compliance and rebellion, while some teachers remain unchanged in their positions. Analysis of the data suggested that discreetly integrating faith in practice is a coping strategy some teachers employ. My study suggests that silence can be a price to pay for faith, balancing courageous restraint with conflicting compromises and professional hypocrisy. The research captures teachers in transition located in professional practice obligations, ethical and theological positions as they negotiate and navigate the place of their Christian faith and personal values with students’ rights, freedoms and autonomy.

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Cedergren, Anders. "Personal, Behavioral, and Environmental Influences on Employer Facilitated Health Consumerism among Employees of a Large Health System: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384425919.

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Holcomb, Brett C. "A Model for Health? An Examination of the Exercise and Nutritional Attitudes and Behaviors of Personal Trainers and Their Influences on the Individuals They Lead." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273523310.

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McGuire, Wise Stephanie Dawn Ph D. "The Effects of Anti-Stigma Interventions in Resident Advisors' Attitudes Toward Mental Illness." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo148016474472632.

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Carson, Evelyn D. "The Importance of Relational Communication for Effecting Social Change in HIV/AIDS Prevention Messages: A Content Analysis of HIV/AIDS Public Service Announcements." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1269290096.

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Modayil, Maria I. "Global Health Experiences in the Development of Healthcare Professionals." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597416179932742.

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Книги з теми "SPHE Social Personal and Health Education"

Curriculum Committee for Social, Personal and Health Education., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. Social, personal and health education: Curriculum. Dublin: Stationery Office, 1999.

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Ryder, Judith. Balancing acts in personal, social, and health education. London: Routledge, 1988.

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Ofsted. Personal, social and health education in secondary schools. London: Ofsted, 2005.

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Linda, Otten, and Piper Hill High School (Manchester, England), eds. A curriculum for personal and social education. London: David Fulton, 1999.

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Moorcroft, Christine. Citizenship and Personal, Social and Health Education: Teacher guide. Dunstable: Folens, 2000.

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Sally, Inman, Buck Martin 1950-, and Tandy Miles, eds. Enhancing personal, social, and health education: Challenging practice, changing worlds. London: RoutledgeFalmer, 2003.

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Hill, Judith. Eat well...stay well: Personal and social education education for 9 to 12 year olds. London: Channel Four Learning, 1998.

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Smith, Duncan. Fami ly and friends: Personal and social education education for 9 to 12 year olds. London: Channel Four Learning, 1998.

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Randall, Allan. Chan ging school...changing people: Personal and social education education for 9 to 12 year olds. London: Channel Four Learning, 1998.

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Частини книг з теми "SPHE Social Personal and Health Education"

Kaputa, Vladislav, Erika Loučanová, and Fernando A. Tejerina-Gaite. "Digital Transformation in Higher Education Institutions as a Driver of Social Oriented Innovations." In Innovation, Technology, and Knowledge Management, 61–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_4.

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AbstractHigher education institutions have in the digital transformation an opportunity to facilitate access to education for individuals of different social backgrounds. At the same time, it will provide them with the necessary tools and skills to face current global problems (poverty, health quality, income disparities, environmental crises, among others) from a transdisciplinary perspective. Progress in the digitalization of higher education has been significantly accelerated by the onset of a pandemics in early 2020 (in European conditions). Such a rapid and massive transition to distance (online) education with comprehensive support for digital technologies is unparalleled. The survey conducted reflects the consequences of this change. Results shows that digital transformation improves some of the most demanded skills in the new knowledge society (searching and processing information, digital communication and socialization or working with text). Likewise, it has an important role in reducing costs related to education, but also in degradation of abilities in personal communication.

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Haolader, Faruque A., and Shahadat H. Khan. "Case Study: Bangladesh. The Demand Side of Environmental Sustainability Through Skills Recognition." In Education for Sustainability, 65–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_4.

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AbstractThis country case study examines current practices and issues of skills recognition aiming to improve environmental and occupational health and safety for sustainable development in Bangladesh. More specifically, data was collected to examine environmentally friendly practices in enterprises in three service sectors: automotive, waste management, and catering, with a focus on employer and employee perspectives as an important component of the demand side of environmental sustainability. It also examines how employers and workers “recognise” green skills. Recognition here does not mean only “assessment” through testing or certification in a technical way, but also “social recognition”, implying the benefits that employers and workers see in the promotion of green skills in terms of employability and decent work, lifelong learning, and personal development. Finally, the study seeks to clarify a set of enabling factors contributing to green skills and green practices in enterprises as well as the potential for their inclusion in recognition mechanisms. This study argues that an examination of real workplace roles should be the starting point for linking recognition of green skills to green skill standards. The study concludes that learning outcomes and competences within the qualifications framework do not relate to the realities of green skills and green practices in enterprises.

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Bauer, Georg F. "Salutogenesis in Health Promoting Settings: A Synthesis Across Organizations, Communities, and Environments." In The Handbook of Salutogenesis, 277–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_27.

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AbstractSettings are defined by the World Health Organization (1998) as “the place or social context in which people engage in daily activities in which environmental, organizational, and personal factors interact to affect health and well-being.” Such settings range from small-scale home/family to (international) organizations and large cities and thus differ in size, in their degree of formalized organization and their relationships to society.The chapters in Part V review how salutogenesis has been applied to health promotion research and practice in a broad range of settings: organizations in general, schools, higher education, workplace, military settings, neighborhood/communities, cities, and restorative environments. The following synthesis demonstrates that applying salutogenesis to various settings and linking salutogenesis with other models established in these settings has the great potential to generate ideas on how to advance the general salutogenic model.

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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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Jucker, Rolf, and Jakob von Au. "Outdoor Learning—Why It Should Be High up on the Agenda of Every Educator." In High-Quality Outdoor Learning, 1–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_1.

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AbstractIn a world challenged by increasingly complex crises, a sound understanding of reality and high quality learning become crucial elements for strengthening children and making societies more resilient and fit for the future. This chapter argues that outdoor learning—even given the fact that quite a few aspects of it are under-researched—can play an important role in contributing to the kind of learning the twenty-first century needs. Outdoor learning enables cumulative, fundamental fostering of learning in multiple dimensions, such as academic learning, social interaction, personal development and well-being, mental, physical and social health, creativity, and much more. It is an add-in approach, easy to integrate into normal schooling, at very low cost. It therefore should be very high up on the agenda of any decision maker who is concerned with the future of our education systems. The chapter elaborates why the reminder of the book is a toolbox for just such decision makers in education authorities, teacher-training universities, schools and research institutions, to systemically embed outdoor learning in their respective practices.

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Miedema, Frank. "Science in Transition How Science Goes Wrong and What to Do About It." In Open Science: the Very Idea, 67–108. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_3.

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AbstractScience in Transition, which started in 2013, is a small-scale Dutch initiative that presented a systems approach, comprised of analyses and suggested actions, based on experience in academia. It was built on writings by early science watchers and most recent theoretical developments in philosophy, history and sociology of science and STS on the practice and politics of science. This chapter will include my personal experiences as one of the four Dutch founders of Science in Transition. I will discuss the message and the various forms of reception over the past 6 years by the different actors in the field, including administrators in university, academic societies and Ministries of Higher Education, Economic Affairs and Public Health but also from leadership in the private sector. I will report on my personal experience of how these myths and ideologies play out in the daily practice of 40 years of biomedical research in policy and decision making in lab meetings, at departments, at grant review committees of funders and in the Board rooms and the rooms of Deans, Vice Chancellors and Rectors.It has in the previous chapters become clear that the ideology and ideals that we are brought up with are not valid, are not practiced despite that even in 2020 they are still somehow ‘believed’ by most scientists and even by many science watchers, journalists and used in political correct rhetoric and policy making by science’s leadership. In that way these ideologies and beliefs mostly implicitly but sometimes even explicitly determine debates regarding the internal policy of science and science policy in the public arena. These include all time classic themes like the uniqueness of science compared to any other societal activity; ethical superiority of science and scientists based on Mertonian norms; the vocational disinterested search for truth, autonomy; values and moral (political) neutrality, dominance of internal epistemic values and unpredictability regards impact. These ideas have influenced debates about the ideal and hegemony of natural science, the hierarchy of basic over applied science; theoretical over technological research and at a higher level in academic institutions and at the funders the widely held supremacy of STEM over SSH. This has directly determined the attitudes of scientists in the interaction with peers within the field, but also shaped the politics of science within science but also with policy makers and stakeholders from the public and private sector and with interactions with popular media.Science it was concluded was suboptimal because of growing problems with the quality and reproducibility of its published products due to failing quality control at several levels. Because of too little interactions with society during the phases of agenda setting and the actual process of knowledge production, its societal impact was limited which also relates to the lack of inclusiveness, multidisciplinarity and diversity in academia. Production of robust and significant results aiming at real world problems are mainly secondary to academic output relevant for an internally driven incentive and reward system steering for academic career advancement at the individual level. Similarly, at the higher organizational and national level this reward system is skewed to types of output and impact focused on positions on international ranking lists. This incentive and reward system, with flawed use of metrics, drives a hyper-competitive social system in academia which results in a widely felt lack of alignment and little shared value in the academic community. Empirical data, most of it from within science and academia, showing these problems in different academic disciplines, countries and continents are published on virtually a weekly basis since 2014. These critiques focus on the practices of scholarly publishing including Open Access and open data, the adverse effects of the incentive and reward system, in particular its flawed use of metrics. Images, ideologies and politics of science were exposed that insulate academia and science from society and its stakeholders, which distort the research agenda and subsequentially its societal and economic impact.

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Mirowsky, John, and Catherine E. Ross. "Education, Personal Control, Lifestyle, and Health." In Education, Social Status, and Health, 50–70. Routledge, 2017. http://dx.doi.org/10.4324/9781351328081-3.

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"Personal, Social, Health and Economic Education (PSHE Education)." In Children's Learning in Primary Schools, 203–29. Routledge, 2012. http://dx.doi.org/10.4324/9780203111932-20.

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Bye-Brooks, Natasha. "Personal, Social, Health and Economic (PSHE) education." In Surviving and Thriving in the Secondary School, 101–20. Routledge, 2019. http://dx.doi.org/10.4324/9781351037143-10.

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"Personal, Social and Health Education: A Communal Approach." In Key Issues for Secondary Schools, 92–96. Routledge, 2013. http://dx.doi.org/10.4324/9780203158029-23.

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Тези доповідей конференцій з теми "SPHE Social Personal and Health Education"

Rahayu, Nur Indri, Adang Suherman, and Yati Ruhayati. "Physical Education - Based Teaching Personal Social Responsibility." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007071608340837.

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Mu’arifin, Febrita Paulina Heynoek, and Ari Wibowo Kurniawan. "Physical Education Teacher’s Understanding of the Learning Model Personal Social and Responsibility." In 5th International Conference on Sport Science and Health (ICSSH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220203.001.

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Rusdiyanto, Rajip Mustafillah, Raden Boyke Mulyana, and Mulyana Mulyana. "Impact of Teaching Personal and Social Responsibility Models on Cognitive, Affective and Psychomotor Aspects." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007068006810684.

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Dupri, Dupri, and Rices Jatra. "Teaching Personal Social Responsibility and Cooperative Learning Models on the Students Responsibility in Physical Education." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007058802390242.

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Patah, Ihsan Abdul, Juntika Nur Ihsan, Amung Ma’mun, and Mulyana. "The Effectiveness of Teaching Personal and Social Responsibility Teaching Model in Improving Responsibilities." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.011.

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Ralnikova, I. A., N. A. Luzhbina, O. S. Gurova, and S. S. Darenskikh. "Attitudes to the Personal Future of Boys and Girls with Different Degrees of Social Anxiety and Social Fears." In International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/iceder-19.2020.48.

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Maughan, Geraldine. "THE BENEFITS OF PERSONAL DEVELOPMENT MODULES FOR HEALTH AND SOCIAL CARE LEARNERS WITHIN HIGHER EDUCATION." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2025.

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Arribas Estebaranz, José M. "Evidence Of The Importance Of Education As A Determining Factor In Personal And Social Promotion." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.20.

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Bezverhii, A. I., and T. S. Eremeeva. "SOCIAL EDUCATION AND ASSISTANCE FAMILY DEVICE FOR CHILDREN-ORPHANS AND CHILDREN REMAINING WITHOUT PARENT CARE, AS A CONDITION OF DEVELOPMENT HEALTHY PERSONALITY OF PUPILS." In PSYCHOLOGICAL HEALTH AND PERSONAL DEVELOPMENT IN THE MODERN WORLD. Amur State University, 2019. http://dx.doi.org/10.22250/phpdmw.2019.26.

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Noyanzina, О., S. Maximova, and D. Omelchenko. "Migrants’ Social Moods in the Border Regions of Russia with Different Levels of Security of Personal Relations." In International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/iceder-19.2020.65.

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Звіти організацій з теми "SPHE Social Personal and Health Education"

Kenny, Caroline, and Aine Kelly. Unpaid Care. Parliamentary Office of Science and Technology, July 2018. http://dx.doi.org/10.58248/pn582.

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Анотація:

This POSTnote looks at the numbers of unpaid carers across the UK, and the amount and type of care provided. It examines the impacts of providing unpaid care on carers’ education, employment, finances, health and wellbeing, and personal and social relationships. The note reviews the different types of support available for carers and examines evidence on their effectiveness.

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Rural NEET Youth Policy Brief - Challenges Associated with Formal Education in Rural Areas. COST Action 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, May 2022. http://dx.doi.org/10.15847/cisrnyn.neetpb.2022.05.

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Анотація:

The youth demographic in rural areas continues to experience a global decline despite significant efforts from both national and international organisations to downturn this ne- gative trend. Such efforts aim to create conditions for learning as well as opportunities that can enable young people to develop knowledge, skills, and competencies. Despite the economic recovery trends of recent years (before the COVID-19 pandemic), young people continue to be particularly vulnerable and especially during times of crisis. Youth disengagement from the labour market can lead to economic loss, demotivation, margina- lisation, and be reflected in challenges such as a lack of qualifications, health issues, poverty, and other forms of social exclusion. To address such challenges, it is vital that a detailed understan- ding of youth needs is developed. This work should be based on heterogeneous characteristics (personal vs institutional) that include (although not limited to) socio-economic, demographic, financial, technical, and institutional perspectives. This information should subsequently inform both future policy-making and decision-making processes.

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