role of teachers in health promotion

The majority of teachers in this group worked in an urban setting (80 per cent), joined the initiative at a later stage (60 per cent) and did not participate in the initial training session (80 per cent). In order to promote sustained commitment to health promotion, teacher professional development needs to focus on engendering the types of teacher professional identities that place health promotion and the education of the whole person at the heart of teacher practice. Discuss the nature of communities that make churches and other faith community settings ideal for promoting health. Allensworth, D.D. Buijs, G. 19 No. Just as mothers are important providers of health information in the home, teachers serve as role models and can play a valuable role in health promotion in the classroom. 1-22. More than three quarters (76 per cent), of those interviewed described a positive impact on staff collegiality, giving rise to collective reflection on general rules, working together on school activities: At staff meetings we discussed how perhaps we might work together to undertake communal projects (F 02). Teaching and Teacher Education The Implementation of Health Promoting Schools: Exploring The Theories of What, Why and How The health promoting schools approach advocates a similar comprehensive agenda in terms of the intersection between school organisation, school ethos, curriculum and partnerships with parents and the local community (International Union for Health Promotion and Education (IUHPE), 2010). 29 No. The Lives of Teachers Education santé 1, pp. Teaching and Teacher Education Martin, G. 462-466. Lejeune, M.L. Hamel, M. That half identified engagement at the school level is positive given that teachers spend most of their working day in their classrooms, isolated from colleagues and professional interaction with peers can be quite limited. Revue Recherches et Educations A typology to classify the professional positioning of teachers (Figure 1) was developed: The first group consisted of teachers not participating in the initiative (10 per cent). However, teacher professional identity is not only influenced by the more technical aspects of teaching but it is also an interaction between the personal experiences of teachers and the socio cultural and institutional environment in which they work (Day and Gu 2010; Sleegers and Kelchtermans, 1999). (2007), “The status of health-promoting schools in Hong Kong and implications for further development”, Promotion and Education To share experiences, practices […] difficulties, little successes […]. Just as mothers are important providers of health information in the home, teachers serve as role models and can play a valuable role in health promotion in the classroom. and Health Details: Many authors (Robertson, 2001; Tones, 2000) have argued that health education is a component of health promotion.Certainly, health education, a traditional nursing role, is an integral and essential part of health promotion. and Repères Pour L’analyse De L’activité En Ergonomie (Guidelines for Job Analysis) Young, I.M. and The HBSC study in Scotland: can the study influence policy and practice in schools? It covers a wide range of social and environmental interventions that are designed to benefit and protect individual people’s health and quality of life by addressing and preventing the root causes of ill health, not just focusing on treatment and cure. and A further 25 per cent differed, or at least stated that their ability to participate varied from one year to the next according to various contextual factors such as pupil numbers, work conditions and school climate: This year I haven’t got around to it [participating in the initiative]. Florence Nightingale influenced modern definitions of nursing by focusing on the triad of the person, health, and the environment while stressing the promotion of , This indicates that teacher’s role in the promotion of mental health of the respondents is significantly related to the development of the optimal mental health of the students. ' The question can be answered so: What is the role of health education in health promotion? (2011), “Mental health promotion and problem prevention in schools: what does the evidence say?”, Among those interviewed, 35 (71 per cent) had been involved from the beginning of the initiative. I came back because of that – there was major disruption in my class […]. Describe a contemporary issue, local or global, that a family may experience today. Audrey, S. 1, pp. , Vol. (2008), The Role of Schools The promotion of healthy diets and physical activity in school is essential to fight the childhood obesity epidemic. The interview guide and research information were sent out prior to interview to give the teachers an opportunity to familiarise themselves with the focus of the interviews. 3-11. (2002), “L’éducation à la santé et à la sexualité à l’école et au collège” (Health education in primary and middle schools)”, , In keeping with international trends, there was more success at classroom than at whole school level. Wold, B. , Asma P(1), Javad ABM(1), Behzad M(1), Reza RM(1). The study explores the link between a four year health promotion initiative and teacher professional identity. Kelchtermans, G. A qualitative research design was adopted consisting of semi-structured interviews. (1985), How is the nursing process used in developing health education? and , Vol. Weiss, B. Inclusion of exposure to health education and promotion in initial teacher education is intended to promote more openness amongst teacher education students to conceptualise health promotion as having an important role to play in their future practice as teachers. Underpinning principles: this model of teacher education is based on evidence suggesting that teacher education can positively influence teachers’ health promoting practices (Goigoux,2007; Leplat, 2008) and that health promoting schools can enhance the well-being of children and teachers at school, improve the relationship between schools and families (Hamel et al., 2001; Schoonbroodt and Gélinas, 1996), develop children’s health knowledge attitudes and skills, and possibly improve children’s social emotional and physical health. The World Health Organization (WHO) defines health promotion as a process of enabling people to increase control over and to improve their health (WHO, 1986). In a context of over-prescription of educational objectives, it remains very difficult for teachers to clearly identify the nature of what is expected of them and what their core business actually is (Lantheaume and Helou, 2008). Brunton, G. Rowling, L. , Vol. Raths, J. (2009), “The HBSC study in Scotland: can the study influence policy and practice in schools?”, and Ballet, K. and 325-349. The data suggests that the initiative facilitated more collegiate engagement with teachers agreeing modes of working together, increasing their collaborative engagement and facilitating the development of communities of practice (Lave and Wenger, 1998). (1998), , PUF, Paris. Thus, schools had different teacher participation patterns. The analysis of the professional positioning of the teachers showed a large majority of them were involved. and It will then be possible to draw on the findings of the study to enhance training and support initiatives for school teams. Group 3 worked at the classroom level only; group four worked at both classroom and whole school levels. In 1986, health promotion came into full force through the Ottawa Charter for Health Promotion. ESSAY FORMAT, APA, IN CITE QUOTES, ORGINAL WORK ONLY.1. It is therefore important with any health promotion initiative in schools that time is given to supporting teachers to make the connections between what they might understand as their role in the transfer of knowledge and their role in the development of children’s health and well-being, in order to facilitate deeper connection and commitment to the initiative, and that this is done in a socio cultural and institutional context that is health promoting. A qualitative approach was adopted consisting of semi-structured interviews carried out three years after the introduction of the initiative. THE ROLE OF HEALTH SECTOR: Health sector has an essential role in health promotion and disease prevention. Geneix, C. French Ministry of Education Tones, K. Bardin, L. , Vol. 86-94. 33 No. For example, research has consistently shown that students who feel connected to their schools are less likely to engage in risky behavior. These schools had a cumulative enrollment of approximately 4,600 students, and an active school-based health clinic on site, providing a wide range of free physical and mental health services to students during school hours, including primary and reproductive healthcare. Kington, A. Sleegers, P. Teacher health literacy may be defined as "the capacity of teachers to obtain, interpret, and understand basic health information and services, with the competence to use such information and services in ways that enhance the learning of health concepts and skills by … The interviews illustrate diversity in teachers’ practices in relation to the LLBT HP-initiative. In general, teachers interviewed referred a great deal to the initiative – about life in the classroom and in the school itself, as well as about former practice (compared with present practice). They discussed what was perceived as “ways of being” in the classroom, with specific attention to development of personal and social skills: Living in community is, of course, an everyday concern, but the fact of focusing on it a little more means that I go a bit more deeply into things; I still do the classroom work as usual, but I feel I have another perspective – emphasizing certain things that I used to do more superficially up to now (J 02). St. Leger, L. (2000), “Sustaining change: the answers are blowing in the wind”, Both of these degrees can help you play an important role in local, national, and/or global health education programs. Of the total, 49 were interviewed. , Springer, Paris, pp. The ethics committee was co-chaired by a professor from the French School for Higher Studies in Public Health (EHESP) and a school inspector. 49 No. , The majority of teachers perceive health promotion in schools as integral to their role. According to Day and Gu (2010, p. 33) “teachers teach because they believe in something”. Life Skills Matter – Not Just Points: A Survey of Implementation of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE) in Second-Level Schools While the importance of exposure to professional development in health promotion has already been widely advocated in the literature (Resnicow and Botvin, 1993; Tones and Tilford, 1994), this study indicates that the same need remains pertinent. (2011), “Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation”, and Lee, A.S. The content of the interview guide and the covering letter, the organisation of data collection was validated by the steering committee. Among those teachers interviewed, 22 (45 per cent) referred to ethical concerns relating to health promotion and extending the boundaries of actions within their teaching role: […] it’s true that at times I am afraid of invading the private life of the parents (C 01). Sixty-three percent of teachers surveyed indicated they had referred a student to the school-based clinic, suggesting that teachers play an important role in facilitating care for youth. Britzman, D.P. , Falmer Press, London. ESSAY FORMAT, APA, IN CITE QUOTES, ORGINAL WORK ONLY. Essentially, it proposes a collective dimension. (2005), “A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform”, The study was conducted in a sample of 11 primary schools (consisting of nursery and elementary schools) availing of the in-service initiative in the Auvergne region of France. Clarke, A. 369-373. Health promotion The Victorian Prevention and Health Promotion Achievement Program recognises achievements in promoting health and wellbeing in: schools and early childhood education and care services local communities. Teacher identity is predominantly constructed from the technical aspects such as classroom management and subject expertise (Beijard et al., 2004). Beijard, D. , Government Publications, Dublin, OH. The delivery of health education and promotion is a very important factor to be considered, as there are many components that can impact the way health education is received by its target recipients. The other two areas where more than half of the teachers were interested in receiving staff development were problems at home and reproductive health issues related to sex, pregnancy, and sexually transmitted infections. Mannix McNamara, P. (2009), “Practices and representations of health education among primary school teachers”, Yet, teachers are among the most important influences in the lives of school-aged children ages six to 18. Simar, C. Columbia University's Mailman School of Public Health. In general, teachers described themselves as being reasonably comfortable addressing many of these problems. The school is seen as well placed to contribute to the area of health promotion. One of the five action domains in the Ottawa Charter was Reorienting Health Services. Kelchtermans, G. Health Promotion International They were less comfortable discussing problems at home, emotional or mental health, and medical problems or illness. Akkerman, S.F. This professional identity helps teachers to situate themselves and to make effective judgements about their practice (James-Wilson, 2001). General health promoters. Global Perspectives on Health Promotion Effectiveness They should take an active role in health promotion within their community, including the school. The creation of a favourable environment is determined by: the support of principals, and teachers; staff’s general attitude towards their role in health promotion; perceptions of the effectiveness and acceptability of health promotion programmes, belief in their own professional effectiveness; and factors linked to the policy itself, such as training and support given to staff (Allensworth and Kolbe, 1987; Shepherd et al., 2002; Han and Weiss, 2005; Barnekow et al., 2006). Implementing mental health promoting schools, Practices and representations of health education among primary school teachers, Gender implications of the teaching of relationships and sexuality education for health-promoting schools, Education et santé à l’école : étude de l’impact d’un dispositif de formation et d’accompagnement sur l’implication des enseignants dans une démarche de promotion de la santé, International Union for Health Promotion and Education (IUHPE), 2010, www.euro.who.int/__data/assets/pdf_file/0017/240344/E89735.pdf, ftp://trf.education.gouv.fr/pub/edutel/dpd/ni0323.pdf, www.iuhpe.org/images/PUBLICATIONS/THEMATIC/HPS/Evidence-Action_ENG.pdf, https://plone2.unige.ch/admee08/communications-individuelles/m-a2/m-a2-3, www.who.int/school_youth_health/media/en/88.pdf, http://rechercheseducations.revues.org/561. In order for teachers to promote health practices, they must be “health literate”. , PUF, Paris. Most of them had little difficulty in understanding their professional identity in this way given that they identified strong compatibility between this health promotion initiative and how they understood their role as educators. Teacher professional identity is primarily derived from subject expertise which, according to Beijard et al. What is health promotion? The success of health promotion in schools depends on teachers’ beliefs about whether they have a contribution to make as well as their beliefs as about whether they actually have the professional capacity to implement it (Lee et al., 2007). , It does not require specialist teachers but is a part of the everyday activity of all school staff. Teaching and Teacher Education The present … The Role of Social Capital on the Health Promotion Behaviors in Women Teachers at Bam Girls' Schools J Med Life. , Editions INPES, Saint Denis. Views expressed here do not necessarily reflect those of ScienceDaily, its staff, its contributors, or its partners. 3, pp. Day, C. (2006), “What is the evidence on school health promotion in improving health or preventing disease and, specifically, what is the effectiveness of the health promoting school approach ?”, WHO Regional Office for Europe (Health Evidence Network report), Copenhagen, available at: www.euro.who.int/document/e88185.pdf (accessed 11 November 2015). Rowling, L. None of this group had attended the initial one week training, 83 per cent of them having joined the initiative after it had begun. British Educational Research Journal Lee, S. Health Promotion International (1999), “Inleiding op het themanummer: Professionele identiteit van leraren (Introduction to the theme issue: teachers’ professional identity)”, and 665-679. Teachers expressed satisfaction with the training reflectively, pedagogically and collegially: We had very interesting training sessions […] in terms of the encounters it allowed us to have with our colleagues […]. (2011), “A dialogue approach to conceptualizing teacher identity”, What steps would the nurse take to address these as part of a health education plan? Education et didactique There is a real need to … Barry, M.M. . 27 No. The current “official” view of health education in the French education system by the French Ministry of Education is that it is integral to the education of the person and the citizen (FME, 2001). improvement and promotion of pupil health. (2003), “A comprehensive “Healthy schools programme” to promote school health: the Hong Kong experience in joining the efforts of health and education sectors”, (2011), Teachers have many competing pressures in terms of time and experience, in particular distinct pressures to teach what are considered core curriculum subjects in the face of exam pressures. The best form of health promotion goes beyond education on healthy living to include disease prevention. Teachers’ Lives and Careers Finally, the average of health promotion behaviors and social capital in women teachers were evaluated at the desirable level. 57 No. This requires paying more attention to the empowerment and promote the individual and groups of teachers. The Implementation of Health Promoting Schools: Exploring The Theories of What, Why and How Seventy percent of teachers stated they were actively approached by students one to three times per semester or more with personal problems or health concerns. Pommier, J. (2002), “Barriers to, and facilitators of, the health of young people: a systematic review of evidence on young people’s views and on interventions in mental health, physical activity and healthy eating – Vol. How is the nursing process used in developing health education? L’Analyse De Contenu (Content Analysis) The present study focuses on teachers' role in promoting mental health of students with emotional difficulties in primary schools. Weare, K. , (2006a), “Socle commun de connaissances et de compétences” (common core of knowledge and skills), BOEN no. For the purposes of this paper the focus is on the intersection between health education and teacher identity. Oakley, A. , Routledge, London, pp. This paper examines the link between teacher professional identity and health promotion in the context of a specific health promotion initiative in schools. It offered a framework to explore teachers’ perspectives of: the link between the initiative and their professional role; the impact of the initiative on their role, their practice, on students’ behavior and on relationships within the school community; what they themselves had gained from the initiative, professionally and personally; and their experience of implementation of the initiative in their schools as well as their views on the initiative itself. and 77-95. (2013), “Overview of implementation in health promoting settings”, in The second group consisted of teachers (12 per cent) who said they applied some of the methodologies in the classroom to a limited extent, or in some way enhanced their usual daily practices drawing on aspects of the initiative. As a result health promotion in schools often remains a marginal aspect of teachers’ work (Audrey et al., 2008). Botvin, G. 26 No. Scandinavian Journal of Educational Research Carvalho, G.S. Teachers’ personal experiences and beliefs also strongly influence the construction of their professional identity (Britzman, 1991; Holt-Reynolds, 1992; Richardson, 2003; Lim, 2011). Teachers and Health Promotion. (2013), “Implementing mental health promoting schools”, in 2, pp. Lee, A. Social capital is a decisive factor in lifestyle modification. Sikes, P. 79 No. (2008), “Faire équipe pour améliorer le climat scolaire”, ADMEE Genève du 8 au 11 Janvier, available at: https://plone2.unige.ch/admee08/communications-individuelles/m-a2/m-a2-3 (accessed 11 November 2015). Teacher to engaging in professional leaning ( Day and Gu ( 2010, P. ( 2016 ), a... ( Merini et al., 2008 ) education interventions remain focused on developing students ’ ability make... On healthy living to include disease prevention contributors, or its partners 2010, 33! 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