Dissertations / Theses on the topic 'School Health'
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1
Bertrand, Julie A. "New Brunswick approach to Comprehensive School Health: Healthy learners in schools and the community school." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28173.
Abstract:
In this thesis, a multiple case study methodology and semi-structured interviews are used to identify and describe the barriers and facilitators to the implementation of a Comprehensive School Health (CSH) initiative, Healthy Learners in Schools (HLS), in two elementary schools within the same Francophone school district in New Brunswick, Canada. The first article in this thesis identifies five categories of factors that influence the implementation of HLS in the two schools. The second article provides evidence that another initiative, the Community School, is an effective way of implementing the CSH approach in schools. Overall, there was found to be large differences pertaining to school health promotion in the two schools involved in this study; many refinements of the implementation process are necessary if the provincial government's goals are to be met.
2
Carlsson, Dru. "School health services, health promotion and health outcomes: an investigation of the Health Promoting Schools approach as supported by school nurses." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16192/1/Dru_Carlsson_Thesis.pdf.
Abstract:
Health promotion interventions in schools have grown in popularity and have demonstrated varying degrees of effectiveness on the health of the school and its individuals. The School Based Youth Health Nurse (SBYHN) Program introduced in 1999 by Queensland Health into state secondary schools supports and encourages use of the Health Promoting Schools (HPS) approach in addressing health issues, in addition to providing individual health consultations to the school community. This Program is unique in that a health service is entering into the education system with a role of supporting implementation of a comprehensive approach to addressing health issues.
The study investigates how SBYHNs support the implementation of the HPS approach in the secondary school setting and explores the health outcomes for the school community. A statewide survey of SBYHNs examines the variety of health promotion and HPS work being undertaken within schools and identifies key implementation and practice issues. Qualitative case studies of three schools further investigates the barriers faced by nurses in supporting HPS implementation, and explores the perceived outcomes of implementing the HPS approach that have begun to emerge within the school community.
Results found that nurses have the capacity to support the implementation of whole-of-school health promotion, with the presence of enablers influencing the comprehensiveness with which schools address health issues or decide to adopt the HPS approach. The study also indicated several outcomes of nurse and school-supported, comprehensive school health promotion across three major areas corresponding with the HPS framework (curriculum, teaching and learning; school organisation, ethos and environment; partnerships and services) and the addition of outcomes in specific health issues.
Implications for future developments in health promotion-orientated, school health service interventions and research into the evidence of effectiveness of the HPS approach are discussed.
3
Carlsson, Dru. "School health services, health promotion and health outcomes: an investigation of the Health Promoting Schools approach as supported by school nurses." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16192/.
Abstract:
Health promotion interventions in schools have grown in popularity and have demonstrated varying degrees of effectiveness on the health of the school and its individuals. The School Based Youth Health Nurse (SBYHN) Program introduced in 1999 by Queensland Health into state secondary schools supports and encourages use of the Health Promoting Schools (HPS) approach in addressing health issues, in addition to providing individual health consultations to the school community. This Program is unique in that a health service is entering into the education system with a role of supporting implementation of a comprehensive approach to addressing health issues. The study investigates how SBYHNs support the implementation of the HPS approach in the secondary school setting and explores the health outcomes for the school community. A statewide survey of SBYHNs examines the variety of health promotion and HPS work being undertaken within schools and identifies key implementation and practice issues. Qualitative case studies of three schools further investigates the barriers faced by nurses in supporting HPS implementation, and explores the perceived outcomes of implementing the HPS approach that have begun to emerge within the school community. Results found that nurses have the capacity to support the implementation of whole-of-school health promotion, with the presence of enablers influencing the comprehensiveness with which schools address health issues or decide to adopt the HPS approach. The study also indicated several outcomes of nurse and school-supported, comprehensive school health promotion across three major areas corresponding with the HPS framework (curriculum, teaching and learning; school organisation, ethos and environment; partnerships and services) and the addition of outcomes in specific health issues. Implications for future developments in health promotion-orientated, school health service interventions and research into the evidence of effectiveness of the HPS approach are discussed.
4
Davis, Felicia. "School-based Health Centers in High Poverty Schools." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7493.
Abstract:
This capstone project was part of a team project completed by two school principals in Hillsborough County, Florida. The project began because of our passion for meeting the needs of our students in urban high poverty schools being supported by varying district turnaround initiatives. We looked at our district’s previous and current attempts to increase student success in high poverty schools. We questioned the ways in which supports and resources were provided, and we explored ways through which success in high poverty schools might be increased by redefining the supports and resources provided. Our appreciative exploration of the topic was guided by the question, what successful examples of services and supports have contributed to an increase in success for students in high poverty schools? Considering that the majority of SBHCs exist in schools with high poverty rates, I was interested in what services were provided and how accessible they were. I looked for literature using the following keywords: wrap around services, school based health centers, health and student achievement. School-Based Health Centers improve access to healthcare, which can help to identify and
address health risk behaviors and contribute to more stable attendance at school. More instructional seat time can contribute to improved academic outcomes. The preventative role played by SBHCs can reduce barriers to learning, such as treating undiagnosed mental and physical illnesses. School-Based Health Centers provide wraparound services so that issues impacting
students such as obesity or asthma can be addressed on a school’s campus where key mental health, medical and school professionals can collaborate to meet the needs of students.
5
Smith, Dennis Wesley. "Health education and the principal : an analysis of principals' health values, health behaviors and school health instruction components in selected schools /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580264661.
6
Persson, Louise. "Health Promotion in Schools : Results of a Swedish Public Health Project." Doctoral thesis, Karlstads universitet, Institutionen för hälsovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41218.
Abstract:
All children have the right to a safe school environment that promotes good health. The fact that children’s feeling of well-being is declining is a vital public health concern. Health promotion in schools can help to create an environment that fosters good health, and the Swedish school environment is in need of improvement. The main aim of the thesis was to examine the health promotion activities that have been performed in Karlstad municipality primary schools between 2006 and 2012, from different perspectives, focusing on the school environment. This thesis includes four studies. Studies I and II are qualitative, and are based on interviews with all school managers in a municipality and children’s suggestions for improvement, respectively. Studies III and IV are quantitative and feature a cross-sectional design based on a questionnaire that was distributed at different points in time. In study I the categories: ‘Organization and collaboration’, ‘Optimize the arena’ and ‘Strengthening the individual’ emerged as vital by the school managers in health promotion, to enable ‘Opportunities for learning and a good life’. In Study II, ‘Psychosocial climate’ and ‘Influence’ emerge by the children as essential to increase school satisfaction and improve social relations among peers. Study III shows that classmates’ characteristics and class composition were associated with different perceptions of the classroom climate. Study IV shows that the school environment improved during 2005-2011 in the project municipality schools, and compared to the other municipalities in the county. In sum, it is always important to endeavor to provide a health supportive school environment, as it is a vital prerequisite for children’s health, well-being and academic achievements. This thesis contributes to the field by showing what is needed to enhance future health promotion in Swedish schools from different perspectives, to improve children’s opportunities for learning and a good life.All children have the right to a safe school environment that promotes good health. Health promotion in schools can help to create an environment that fosters good health. The aim of this thesis was to examine the health promotion activities that have been performed in Karlstad municipality primary schools, between 2006 and 2012 from different perspectives, focusing on the school environment. The results complement with new knowledge about how schools work with health promotion, and describe how school satisfaction and social relations might be improved, if children’s perspectives are considered in the planning of health promotion. The school environment has improved in the Karlstad municipality secondary schools 2005-2011, at both the municipality- and school level. The thesis contributes to the field of public health sciences, by showing what might be needed to further enhance school health promotion in Sweden and thereby improving schoolchildren’s opportunities for learning and living a good life.
7
Smith, Curtis A. "Forecasting school district fiscal health." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299083055.
8
Clausson, Eva. "SCHOOL HEALTH NURSING : Perceiving, recording and improving schoolchildren’s health." Doctoral thesis, Nordic School of Public Health NHV, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3479.
Abstract:
Aim: The overall aim of this thesis is to explore School health nursing through school nurses’ descriptions of schoolchildren’s health and to analyse factors influencing the recording of school-children’s health in the School Health Record (SHR). An additional aim is to evaluate fam-ily nursing interventions as a tool for the school nurses in the School Health Service (SHS). Methods: The thesis comprises four papers. A combination of qualitative and quantita-tive methods was used through individual interviews with a strategic sample of school nurses (n=12) (PI), a national survey to a representative sample of school nurses (n=129) (PII, III) and the implementation of family nursing models developed in Canada with girls in their early ad-olescence with recurrent health complaints and their families (n=4) in co-operation with their school nurses (n=2) (PIV). The Strengths and Difficulties Questionnaire (SDQ) was used as pre and post test. Evaluation interviews were conducted with the families and the nurses separate-ly. Qualitative content analyses were used to analyze the interview text with the school nurs-es and the families. Manifest content analysis was used to analyze the free text answers of the survey and the evaluation interview with the school nurses. Descriptive statistical analyses were used to describe demographic data in all four papers. The SDQ was hand-scored statistically. Findings: The findings showed that nurses judged the schoolchildren’s mental health as dete-riorated, especially in socially disadvantaged areas and more generally among girls expressed as psychosomatic symptoms. Individual factors related to lifestyle affected the schoolchildren’s physical health, and the mental health was, to a large extent, affected by the school environ-ment and family relations. The latter seemed to be the most important factor affecting school-children’s mental health. The basis for the school nurses judgement of the physical health was health check-ups and the health dialogues. Spontaneous visits were more commonly used to judge the mental health. Recording schoolchildren’s mental health was a challenge for school nurses. Difficulties were related to ethical considerations, tradition, lack of time and the im-proper structure of the SHR. Fears of marking the schoolchild for life related to the schoolchild itself, the parents or to other authorities/successive caregivers were brought up as hinders for recording mental and social health. Family sessions may be useful within the profession when handling recurrent health complaints among adolescence girls. The girls and their families ex-perienced relief, they felt confirmed and that their feelings and reactions were normal in that situation. The families became aware of their own strengths and possibilities and this was sup-ported by the SDQ which showed an increased well-being. The school nurses valued this way of working and meant that the sessions seemed to start a changing process within the families. Conclusions: The results indicate that school nurses have a deep knowledge about schoolchil-dren’s health which is not used to its full potential in a public health perspective. However, the experienced difficulties recording schoolchildren’s mental health seem obvious, which would de-mand developing the SHR for the needs of today. Family sessions in SHS with the school nurse as a collaborator with the family seemed useful and may be transferable to other health problems expressed by the schoolchildren. Bronfenbrenner’s ecological systems theory and other models for health determinants are used to illustrate the school nurse as a mediator working on the bridge over different health streams with schoolchildren’s health on an individual and a population level.
9
Clausson, Eva K. "School health nursing : perceiving, recording and improving schoolchildren's health." Doctoral thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-124.
Abstract:
Aim: The overall aim of this thesis is to explore School health nursing through school nurses’ descriptions of school children’s health and to analyse factors influencing the recording of schoolchildren’s health in the School Health Record (SHR). An additional aim is to evaluate family nursing interventions as a tool for the school nurses in the School Health Service (SHS).Methods: The thesis comprises four papers. A combination of qualitative and quantitative methods was used through individual interviews with a strategic sample of school nurses (n=12) (PI), a national survey to a representative sample of school nurses (n=129) (PII, III) and the implementation of family nursing models developed in Canada with girls in their early adolescence with recurrent health complaints and their families (n=4) in co-operation with their school nurses (n=2) (PIV). The Strengths and Difficulties Questionnaire (SDQ) was used as pre and post test. Evaluation interviews were conducted with the families and the nurses separately. Qualitative content analyses were used to analyze the interview text with the school nurses and the families. Manifest content analysis was used to analyze the free text answers of the survey and the evaluation interview with the school nurses. Descriptive statistical analyses were used to describe demographic data in all four papers. The SDQ was hand-scored statistically.Findings: The findings showed that nurses judged the schoolchildren’s mental health as deteriorated, especially in socially disadvantaged areas and more generally among girls expressed as psychosomatic symptoms. Individual factors related to lifestyle affected the schoolchildren’s physical health, and the mental health was, to a large extent, affected by the school environment and family relations. The latter seemed to be the most important factor affecting schoolchildren’s mental health. The basis for the school nurses judgement of the physical health was health check-ups and the health dialogues. Spontaneous visits were more commonly used to judge the mental health. Recording schoolchildren’s mental health was a challenge for school nurses. Difficulties were related to ethical considerations, tradition, lack of time and the improper structure of the SHR. Fears of marking the schoolchild for life related to the schoolchild itself, the parents or to other authorities/successive caregivers were brought up as hinders for recording mental and social health. Family sessions may be useful within the profession when handling recurrent health complaints among adolescence girls. The girls and their families experienced relief, they felt confirmed and that their feelings and reactions were normal in that situation. The families became aware of their own strengths and possibilities and this was supported by the SDQ which showed an increased well-being. The school nurses valued this way of working and meant that the sessions seemed to start a changing process within the families.Conclusions: The results indicate that school nurses have a deep knowledge about schoolchildren’s health which is not used to its full potential in a public health perspective. However, the experienced difficulties recording schoolchildren’s mental health seem obvious, which would demand developing the SHR for the needs of today. Family sessions in SHS with the school nurse as a collaborator with the family seemed useful and may be transferable to other health problems expressed by the schoolchildren. Bronfenbrenner’s ecological systems theory and other models for health determinants are used to illustrate the school nurse as a mediator working on the bridge over different health streams with schoolchildren’s health on an individual and a population level.Syfte: Avhandlingens övergripande syfte är att undersöka skolsköterskors uppfattning om skolbarns hälsa och att analysera faktorer som påverkar dokumentation av skolbarns hälsa i skolhälsovårdsjournalen. Ett ytterligare syfte är att utvärdera modeller för familjeinterventioner som redskap för skolsköterskor i skolhälsovård.Metoder: Avhandlingen består av fyra delarbeten. En kombination av kvalitativa och kvantitativa metoder användes. I delarbete I genomfördes intervjuer med ett strategiskt urval av skolsköterskor (n=12). Intervjuerna analyserades med kvalitativ innehållsanalys. I delarbeten II och III distribuerades en nationell enkät till ett representativt urval av Sveriges skolsköterskor (n=129). Manifest innehållsanalys användes vid analys av de öppna frågorna. I delarbete IV genomfördes en interventionsstudie med familjesamtal, inspirerad av modeller för familjefokuserad omvårdnad utvecklade i Kanada. Skolflickor i tidig adolescens med återkommande subjektiva hälsoproblem (n=4) och deras föräldrar i samarbete med deras verksamma skolsköterskor (n=2) ingick i studien. Separata utvärderingsintervjuer genomfördes med familjer och skolsköterskor. Intervjuerna analyserades med kvalitativ och manifest innehållsanalys respektive. The Strengths and Difficulties Questionnaire (SDQ) användes som före/efter test vid interventionen och resultatet bearbetades statistiskt manuellt. Deskriptiv statistik användes för analys av demografisk data i samtliga delarbeten.Resultat: Resultatet visade att skolsköterskorna bedömde skolbarnens mentala hälsa som försämrad särskilt bland flickor och i socioekonomiskt utsatta områden. Individuella livsstilsfaktorer påverkade skolbarnens fysiska hälsa och den mentala hälsan var i stor utsträckning påverkad av skolmiljö och familjerelationer. Det sistnämnda verkade vara den mest betydelsefulla påverkansfaktorn för skolbarnens mentala hälsa. Bedömningen av den fysiska hälsan baserades på hälsokontroller och hälsosamtal medan spontana besök var vanligare för bedömning av den mentala hälsan. Dokumentation av mentala hälsa var en utmaning för skolsköterskorna. Svårigheterna kunde relateras till etiska överväganden, tradition och tidsbrist samt till skolhälsovårdsjournalens struktur som inte ansågs uppfylla dagens krav. Skolsköterskorna uttryckte en rädsla för att journalanteckningarna skulle märka skolbarnet för livet. Framtida tolkningar relaterade till skolbarnet själv, föräldrar eller andra/påföljande vårdgivare uttrycktes som hinder för att dokumentera mental och social hälsa. Familjesamtal visade sig vara användbara i skolhälsovården. De medverkande flickorna och deras familjer kände sig bekräftade i att deras känslor och reaktioner var normala. De sade sig bli medvetna om egna styrkor och möjligheter vilket styrktes av SDQ som visade ett ökat välbefinnande efter sammankomsterna, både hos skolbarnen och hos föräldrarna. Skolsköterskorna var positiva till att arbeta med familjesamtal och upplevde sig mer som samverkanspartner än som expert. Samtalen ledde till att en förändringsprocess startade i familjerna enligt skolsköterskorna.Slutsatser: Resultatet indikerar att skolsköterskor har en djup kunskap om skolbarns hälsa som sannolikt kunde tas tillvara på ett bättre sätt ur ett folkhälsoperspektiv på såväl nationell som lokal nivå. Behovet av att utveckla skolhälsovårdsjournalen efter dagens behov och fördjupad kunskap om de upplevda svårigheterna att dokumentera skolbarns mentala hälsa är uppenbar. Familjesamtal, där skolsköterskan intar en roll som samverkanspartner, visade sig användbara och kan sannolikt överföras till andra hälsoproblem bland skolbarn. Bronfenbrenners utvecklingsekologiska systemteori och andra modeller för hälsodeterminanter används för att illustrera skolsköterskans arbete med skolbarns hälsa på såväl en individuell nivå som folkhälsonivå.
10
Luis, Emily. "School-based mental health services delivered by school psychologists." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001153.
11
Lake, Renee A. "School Mental Health: Perceptions and Practices of School Psychologists." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374145318.
12
Fleming, Robin Jo. "The role of school health services in reducing health and educational disparities : examining usage rates of student health services in the Seattle School District /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7735.
13
Rickard, Megan L. "Public school superintendents' perceptions of schools assisting students in obtaining health insurance." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262895549.
Abstract:
Dissertation (Ph.D.)--University of Toledo, 2010.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Health Education." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 160-181.
14
Schwartz, Sandra. "Vocal Health of Middle School and High School Choral Directors." Scholarly Repository, 2006. http://scholarlyrepository.miami.edu/oa_dissertations/52.
Abstract:
Teachers are considered professional voice users because they depend on the regular and uninterrupted use of the voice. The nature of teaching requires more extensive use of the voice than other professions. Therefore, teachers are faced with a greater risk of developing voice problems. In addition to using the voice to present content to students, teachers must also manage the classroom and student behavior. All of these activities have potential to compromise vocal integrity. The purpose of this study was to examine the vocal health of selected middle school and high school choral directors. Specifically, it explored relationships between vocal health condition as determined by the modified Voice Handicap Index (VHI) and self-report vocal health rating and (a) age, (b) gender, (c) years of teaching, (d) level of teaching, (e) vocal health education, and (f) fundamental frequency and intensity ranges of the voice as indicated by the voice range profile (VRP). This study also sought to determine the relationship between VRP, and age, gender, years of teaching, and level of teaching. Results indicate choral directors' vocal intensity range is significantly smaller than the trained and untrained populations, choral directors' minimum vocal intensity is significantly higher than the trained and untrained populations, and choral directors are able to produce significantly fewer semitones resulting in a smaller vocal frequency range than trained and untrained populations.
15
Rowe, Fiona. "Building school connectedness : evidence from the health promoting school approach." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16233/2/Fiona_Rowe_Thesis.pdf.
Abstract:
School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.
16
Rowe, Fiona. "Building school connectedness : evidence from the health promoting school approach." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16233/.
Abstract:
School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.
17
Gunsel, Stacy. "Middle School Health Policies: Teacher Perspectives." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125434359.
18
Miller, Dana Leann. "Mental health practices of school psychologists." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/858.
Abstract:
The current literature suggests an increasing need for mental health services for school-age children (U.S. Department of Health and Human Services, 1999; Friedman, Katz-Levey, Manderschied, and Sondhiemer 1996; Costello, Mustillo, Erkanli, Keeler, and Angold, 2003; Kataoka, Zhang, and Wells 2002 and Kessler, Berglund, Demier, Jin, Merkangas, and Walters, 2005). Research indicates that the schools may be the ideal place for children to receive such services. Studies have found that school psychologists do spend some of their time providing counseling, however the time spent on these services is significantly limited (Curtis et al, 1999; Bramlett et al 2002; Yates 2003; and Villarin,2005; and Curtis et al, 2008). While other studies have examined the provision of individual and group counseling by school psychologists, they have not provided operational definitions of what constitutes mental health services. Moreover, a review of mental health services provided by school psychologists has not been conducted since the reauthorization of IDEA in 2004, which may have impacted the amount of time school psychologists have to provide various services in schools. The purpose of this study was to examine if school psychologists currently provide mental health services. In addition this study examined if school psychologists perceived providing mental health services as their role, and their level of satisfaction with their current role and function. A sample of 118 of 1,000 school psychologists from the National Association of School Psychologists (NASP) listserv completed the survey. The results indicated that, the majority (83.3%) of school psychologists reported being satisfied with their current role and function. The majority (75.2%) of school psychologists also perceived the provision of mental health services as part of their role. While the majority of school psychologists indicated that they provided mental health service, the amount of time dedicated to the provision of services was less than 10% of time per week. The most frequent barriers to providing mental health services were limited time, and the need for additional training. The most frequent barriers for provision of services, by participants not currently providing services were employer policies and procedures and limited time. Determinates of provision of mental health services included training, and employment in areas using Non-categorical classification. Overall, the participants indicated that they did not see any significant changes in the provision of mental health services they provide, since the reauthorization of IDEA in 2004.
19
de, Montigny Joanne G. "Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39223.
Abstract:
Over twenty years ago, the World Health Organization launched a health promoting school movement as part of its settings approach to creating healthy environments. Partnerships across the public health and education sectors are vitally important in efforts to improve the health of children and youth in a school setting. In support of this principle, major advancements have been made within Ontario’s education sector, such as mandating local school systems to incorporate the goal of student well-being into their improvement plans and promoting the use of their Foundations for a Healthy School framework. Furthermore, the provincial ministries of education and health are actively encouraging the strengthening of local school health partnerships. However, there is a lack of knowledge within the health promoting school literature as to how to go about establishing well-functioning partnerships within local school systems.
To address this problem, the thesis project aimed to generate knowledge about partnerships between public health professionals and local school system actors, and to shed light on the potential for collaboration toward the creation of healthy schools. Before embarking on this thesis project, however, a conceptual framework was developed to gain a firm understanding of cross-sector collaboration for social change, since collaboration represents a partnership at the highest level of engagement. Two other literature reviews were carried out to understand further the partnership component of health promoting school models, and to show the extent of the knowledge gap existing in this area. The literature review on health promoting schools identifies, to a limited extent, the fundamental elements that specifically constitute school health partnerships at both the school and school board levels. Likewise, the scoping review that examines the knowledge-base on the different types of partnership for health promotion within school systems revealed an absence of in-depth knowledge on this topic.
When setting out to fill this knowledge gap, an exploratory research methodology that was primarily qualitative in design was chosen. It included a participatory orientation, whereby a research steering committee of 10 public health managers provided guidance with the formulation of the research question, and with the data collection and interpretation stages of the research project’s public health sector phase. An online survey of school health partnership actors from all 36 Ontario public health units was carried out, along with semi-structured interviews with key school health informants from 32 of these public health units and from six school boards in the province. Although the contribution from the education sector was not as pronounced, school board participants corroborated the findings from participating public health professionals and provided additional insights to gain a clearer understanding of partnership challenges and how to strengthen school health partnerships. Thematic analysis of the collected data was performed based on both deductive and inductive reasoning.
From the public health perspective, a school health partnership model for student well-being was constructed. This model was enhanced to some extent by the views of school board representatives. It is composed of two dimensions: the Partnership Generator, and the Collaboration Continuum. The Partnership Generator comprises four inter-related components, namely cross-sector engagement, connection, capacity, and continuity, with relationship building at its core. The cross-sector engagement component encompasses various elements that enrich engagement across the public health and education sectors, while the other three components consist of those elements that enable this engagement. The connection elements motivate school health partners to engage, whereas the capacity elements determine the extent to which engagement can take place. Finally, the elements that make up the continuity component maintain the momentum that motivated cross-sector engagement created based on the capacity that was made available through this engagement. Each of these elements contribute to a school health partnership’s strength. The Collaboration Continuum dimension refers to school health partners’ movement from one partnership arrangement to the next, with increasingly more extensive levels of cross-sector engagement. It includes three sets of supporting conditions to promote movement along the continuum, going from networking to cooperation and then to collaboration.
The resulting model provides the knowledge base for assessing the strengths of a given school health partnership and for shedding light on which partnership areas would need to be further developed. Overall, this model offers any professional, from the field of public health, education, or mental health, a closer look at what would be required for a school health partnership to become truly collaborative and reach its maximum potential. It promises to inspire and guide school health partners in their pursuit of more meaningful engagement with one another toward greater improvements in the well-being of school-age children, in recognition of their shared responsibility.
20
Mokhobo, Ramatshediso Samuel. "School policies and the health promoting school (HPS) : an investigation in primary schools in the North West Province / Ramatshediso Samuel Mokhobo." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1363.
21
Dixon, Decia Nicole. "Mental health service delivery systems and perceived qualifications of mental health service providers in school settings." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002991.
22
Best, Lori Rachelle. "Implementation of comprehensive school health education in secondary schools, a process evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24647.pdf.
23
Bilodeau, Leanne Marie. "Okanagan School organizational health and teacher sustainability : Canadian offshore schools in Egypt." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30482.
Abstract:
Global mobility of the workforce and competition to attract and retain top talent compels organizations to develop healthy workplace environments that support employee engagement, well-being and retention. Within the education sector, many studies examine issues surrounding teacher retention, however, only a few studies were found that examine expatriate teacher turnover in international schools. While these studies contemplate the role of the workplace environment, they do not examine expatriate teacher turnover from a workplace health perspective. Thus, the primary objective of this study was to determine if workplace health plays a role in expatriate teacher sustainability in international schools from the perspectives of expatriate teachers, and in doing so, provide a new way to think about the role of international school environments in supporting expatriate teacher sustainability. Teachers were interviewed at Canadian Offshore Schools in Egypt and qualitative data analysis was undertaken using inductive thematic analysis. The findings of this study revealed that workplace health plays a role in expatriate teachers‟ decisions to leave or remain working at Canadian Offshore Schools in Egypt. Supportive relationships with administrators and colleagues, opportunities for career development and growth, job challenge, work demands and adequate compensation and benefits were among the features described by expatriate teachers as important to retention. Other reasons to stay were associated with the development of relationships beyond the schools and personal motivations. A number of implications arise from this study that may help to support expatriate teacher sustainability in Canadian Offshore Schools in Egypt. In addition to elements associated with workplace health, specific recommendations obtained from teachers concerning the recruitment process and the role schools can play in providing support to teachers to build relationships within and beyond the schools shed light on important issues that can serve to enhance teacher retention. This research supports prior literature and provides a new lens through which to view teacher retention in Canadian Offshore Schools in Egypt. The first-hand perspective of expatriate teachers demonstrated in this study reinforces the role of workplace health in employee retention and provides information to support international workplace practices and recruitment and retention strategies toward organizational sustainability.
24
Jacobs, Melissa Anna. "Health promoting elementary schools in British Columbia : an analysis of school websites." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39785.
Abstract:
The purpose of this study was to explore the Comprehensive School Health approach and its influence on a school's culture of health. In this study, school websites were analyzed for healthy school words, sentences, and placement of content to determine how well three schools in British Columbia are making use of technology for the purpose of sharing attributes of Health Promoting Schools within their school communities. The schools chosen were categorized by the number of years they had been members of the Healthy Schools Network of British Columbia and were located in communities rated “low” and “lowest” vulnerable in the section of Physical Health and Well-Being of the Early Development Instrument. The study was divided into four phases: 1) A pilot study was executed which resulted in a tool for the quantitative analysis; 2) An in-depth qualitative and quantitative content analysis of provincial school websites was conducted classifying healthy school terms into the four pillars of the Comprehensive School Health framework; 3) A thematic analysis of the qualitative data was conducted formulating fifteen themes; and 4) A final analysis was performed which examined the locations or communication trends of healthy schools terms on the websites. Results from the analyses revealed that the health content terms were focused mostly in the Comprehensive School Health categories of Teaching and Learning (26%) and Social and Physical Environment (37%) while 50% of the healthy schools terms were found to be located in school newsletters. This study found that schools did not utilize their websites to support the teaching and learning of the British Columbia Ministry of Education Healthy Living and Physical Education curriculum. Also missing from school websites were Healthy Schools Policy documents and information on teacher wellness. A Comprehensive School Health conceptual framework of attributes of Health Promoting Schools was created from the results.
25
Riebe, Jason D. "Mental health counseling in the schools school psychologists' perceptions and current practice /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008riebej.pdf.
26
Winkle, Albert Leroy. "School restructuring and organizational health in re:learning and non-re:learning high schools /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946312.
27
Marchiolo, Eryn M. "An analysis of Georgia schools' compliance and implementation of federally mandated school wellness policies." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-07242007-162449/.
Abstract:
Thesis (M.P.H.)--Georgia State University, 2007.Title from file title page. Michael Eriksen, committee chair; Robin Tanner, Rodney Lyn, committee members. Electronic text (88 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 9, 2008. Includes bibliographical references (p. 81-83).
28
Nield, Robert, and n/a. "Alientated students' perceptions of school organizational health." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060824.130208.
Abstract:
This thesis explores alienated students' perceptions of the organizational health of a
Year 7 to 10 A.C.T. high school. The study emerged at the theoretical level from a
concern that school effectiveness studies focussed too narrowly on student academic
attainment as an indicator of an effective school. A broader view of effectiveness
would hopefully show that in the case of comprehensive co-educational government
high schools, student alienation could have a powerful effect in undermining the
achievement of academic goals in such schools.
Because these schools have little control over their student clientele and require
compulsory student attendance until age 15, it seemed a degree of alienation was
inevitable. The task for high school administrators, it was hypothesized, lay in
minimizing these alienation levels in order to reduce the impact such student
alienation might have on other school effectiveness indicators like teacher
commitment, teacher morale and time on task in classes.
My experience as a practitioner, in the Student Welfare area of a large ACT
government high school, also indicated that the traditional "top down" strategy of
much research in the field of Educational Administration that concentrated on the
perspectives of principals and teachers only gave one view of the processes within a
school. The other, complementary "bottom up" view came from students. In
particular, it was hypothesized, the perspectives the most alienated students in a
government high school held towards the organizational health of the school might
represent an unusual test of school effectiveness.
This was because the commitment of such students towards the school and its stated
academic goals was most problematic. The promotion of a school "culture" or
"ethos" that could integrate low level and high level alienation students, and thereby
foster school effectiveness, appeared to be possible only to the extent that high level
alienation students could be kept on side or neutralized by high school
administrators.
These speculations were largely confirmed in this study. Apart from the interaction
of sex and year level with alienation, the other major finding was that teacher
consideration, or the extent to which teachers show concern for students as
individuals, was the only organizational health dimension that produced a significant
difference between students on the basis of alienation level.
In short, the study is not concerned with student alienation as such. Rather it is
concerned with understanding how alienated students perceive a relatively effective
school. This would hopefully enable that alienation to be minimized and managed.
29
Cohen, Bonnie Lynn. "Health behaviour survey of secondary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0024/MQ51056.pdf.
30
Deepthi, Divya. "Essays on school nutrition and health programs." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/100742/.
Abstract:
This thesis investigates the impact of School Nutrition and Health programs implemented by the Government in Public primary schools in India. Section A focuses on evaluating the National Program of Nutritional support to Primary Education launched in 1995. Under this scheme, children enrolled in government primary schools received 3 kilograms of food grains per month, free of cost, conditional on enrolment and a minimum attendance requirement. In chapter 1, we provide a detailed survey of the related literature, highlighting the multi-dimensional impacts of these programs on educational and health outcomes. In Chapter 2, we evaluate the impact of the School feeding program (SFP) in India on primary school starting age and enrolment using the National sample survey. We adopt two methodological frameworks to estimate the program impact, namely, a difference-in-differences (DID) technique and duration analysis. The findings indicate that the program was effective in increasing enrolment and encouraging children to start school at the stipulated entry age. In chapter 3, we study the impact of the SFP in India on primary school completion using the District Level Household survey. Using the DID methodology, we find that the program had a positive effect on primary school completion, with differential effects by gender and years of program exposure. Additionally, we identify whether the program generated positive educational externalities between siblings in the family. Section B of this thesis evaluates a complementary policy, The School Health Program implemented in Government primary schools in Karnataka, India. The program provided free health services to students in public schools, consisting of- micronutrient supplements, deworming treatment and regular health screenings by Doctors at the school premises. We investigate whether this program was effective in improving pupils’ educational and health status. Using administrative data on student’s academic and health records collected from public schools, we find that the program led to an increase in school participation measures and academic performance, with heterogeneous effects across subjects and performance distribution. The program impacts on anthropometric indicators are positive, but statistically insignificant for both boys and girls. We conclude that School Nutrition and Health programs are extremely beneficial in a developing country context to improve children’s educational and health status, by lowering schooling costs and by providing parents with incentives to send their children to school. These programs have the potential to improve future welfare and quality of life, through increased educational attainment and improved health and nutrition.
31
Jones, Gemma. "Training school staff about student mental health." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4133/.
Abstract:
This thesis comprises of a research and a clinical volume. The research volume contains two papers; a literature review and an empirical paper. For the literature review, a systematic search was conducted of six databases to investigate the effectiveness of brief training workshops with school staff about student mental health. Of 17 papers found, 14 were deemed of sufficient quality and included in the review. The findings of these studies showed that staff knowledge and self-appraisals were generally improved by brief workshops although staff skills, attitudes and behaviours were not. Recommendations are made for more robust international research and training to evaluate workshops on a wider variety of topics and encompassing different methods of delivery. The empirical paper reports the evaluation of a 2.5 hour workshop delivered to five mainstream secondary schools in the West Midlands, UK in 2011. Results showed that the workshop significantly increased staff ability to identify depression in students and their confidence to support students with mental health difficulties. However, it did not increase the frequency that staff accessed mental health information from a web-site or staff dissemination of information to students. It is recommended that future workshops are designed and delivered collaboratively with education professionals to overcome barriers to change and maximise impact. The clinical volume contains five clinical practice reports; a psychological models paper, a service evaluation, a single-case design, a case study and an abstract for an oral presentation.
32
Kimball, Emily Elizabeth. "Teaching Elementary School Students about Respiratory Health." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144541.
33
Torres, Adriana. "SCHOOL-BASED MENTAL HEALTH CARE PROGRAM EVALUATION." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/655.
Abstract:
This study aimed to determine if the Department of Behavioral and Mental Health at a local school district is improving the academic outcomes of the students it provides services to. The purpose was to evaluate its effectiveness in order to improve and expand services. This is important since schools have become a primary setting to address the mental health needs of children and youth. The research design consisted of a quantitative, one-group pretest-posttest as students’ outcomes were assessed before and after treatment. The data was analyzed using a paired samples t-test. The findings from this study demonstrated no statistical significance in students’ grades and attendance, thereby demonstrating the need for further research on this topic.
34
Ramstetter, Catherine. "Participatory Action Research to Assess and Enhance Coordinated School Health in One Elementary School." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276537211.
35
Woolworth, Stephen. "Conflict, collaboration, and concession : a study of the rise and fall of medical authority in the Seattle Public Schools, 1892-1922 /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7533.
36
Lemerle, Kate Anne. "Evaluating the Impact of the School Environment on Teachers' Health and Job Commitment: Is the Health Promoting School a Healthier Workplace?" Queensland University of Technology, 2005. http://eprints.qut.edu.au/16160/.
Abstract:
Despite having been endorsed by the World Health Organisation (WHO) almost a decade ago, and its widespread adoption as a model of "best practice" for school health promotion throughout the world, the Health Promoting Schools framework has not been subjected to widespread evaluation in a way that fully recognises its core tenets. Most evaluations have focused on individual targeted interventions addressing students' health behaviours, or implementation issues such as school health policies or access to services. No evaluations of this approach could be found which investigated the impact of the HPS model on teachers, as a critical factor influencing the school climate, or on organisational processes associated with employee wellbeing within the school setting. There is a vast literature pertaining to conditions of the work environment that affect employee health, including work-related stress. Teaching is considered a highly stressful occupation, and as social pressure continues to place teachers and schools in the role of "in loco parentis" for the socialisation of children, it seems timely to identify those characteristics of the school environment that promote positive health and wellbeing for all. In theory, the HPS model provides a set of principles and procedures that aim to promote health and wellbeing for all members of the school community, yet the impact on school staff has yet to be demonstrated. This thesis reports on research investigating the extent to which adoption of the HPS approach creates a positive work environment for teachers, through enhanced organisational and social capital, and whether selected work environment variables impact on teachers' physical and mental wellbeing, health risk behaviours, job stress, and job commitment. After conducting a statewide audit of health promotion activities in Queensland primary schools, two samples of schools that differed significantly in the extent to which they were implementing organisational strategies consistent with the HPS approach were selected, one sample of 20 schools actively implementing HPS strategies, and a comparison sample of 19 schools not implementing the approach. Schools were matched on geographic location (rural/urban), school size (number of student enrolments), and socio-economic rank (IRSED). A cross-sectional design using a mail-out survey to 1,280 teachers was conducted, and statistical comparisons of the two groups were conducted. Apart from providing the samples of schools for the main research, the statewide audit provided a profile of health promotion activity in Queensland primary schools. Urban, rather than rural schools, and those with higher student enrolments, were most frequently implementing HPS strategies. Socio-economic ranking did not have any statistical bearing on adoption of these strategies. Implementation of school health policies was the most common strategy, although the social and physical environments were also addressed to some extent. The instrument designed for the study, the HPS Audit Checklist, proved effective in distinguishing a continuum of HPS "total scores" and demonstrated good psychometric properties. With respect to differences in measures of the school environment, mean scores for all 11 dimensions of school organisational health, and all 4 dimensions of school social capital, were statistically higher in High HPS, although differences between the two groups were not outstanding. Trends in the results did, however, confirm that schools actively adopting a HPS approach provide a more positive work environment than non-health promoting schools. Effect size was most significant for School Morale, Decision Authority, and Co-worker Support. Both organisational and occupational commitment was higher for teachers in High HPS, and Turnover Intention (plans to leave the workforce/workplace) was lower for teachers in High HPS. Teachers in High HPS reported less job strain and higher skill discretion, despite slightly greater job demands (work pressure) in these schools. They also reported significantly less general psychological distress on 5 measures, and significantly better self-rated mental and physical health. Job strain was most strongly associated with co-worker support, appreciation, and school morale in High HPS, but in Low HPS strain was most strongly associated with leadership style, school morale, and role clarity, suggesting more subtle differences between the two sets of schools. No statistically significant differences were found between teachers in High and Low HPS on self-reported weight, daily dietary habits, dental check-ups, preventive health screenings, alcohol consumption, smoking, cholesterol, BP and exercise. Although this research was limited by its dependence on self-report measures, the high response rate suggests that the results provide a valid profile of the health and psychological wellbeing of teachers in Health Promoting Schools in Queensland. These results also suggest that the HPS approach creates a more positive school environment through building social and organisational capital, and this is reflected in better mental health and stronger job commitment of the teaching workforce. Implications of these results for human resource management within the education sector are discussed. In addition, the implications of a healthier "learning environment", including less stressed and more connected teaching staff, for children's psychosocial and educational outcomes are considered in light of potential future directions for this research.
37
Bueno, David. "The relationship between income, health status, and health expenditures in the United States." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65780.
Abstract:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. [29]).
The relationship between income and health has important implications for policy makers and businesses, and will continue to receive attention as healthcare reform takes hold in the U.S. Most existing literature looks at the relationship between income and either health status or health expenditures in isolation. However, in this research, we take advantage of the wealth of data available in the U.S. Department of Health and Human Services' Medical Expenditures Panel Survey (MEPS) to answer two important, related questions regarding the income-health relationship for U.S. adults. First, we seek to determine how much sicker are poorer people than richer people (if at all), both in their perception and in actual terms. Second, we seek to determine if a poorer person is likely to consume more or less care than a richer person for given level of health or condition. To answer the first question, we start by examining the relationship between family income and health status using multiple regression techniques. For both perceived health and actual health, we find a curvilinear relationship between income and health, with diminishing returns associated with membership in successively higher-income groups. Depending on the status metric, the associated health benefits of membership in highincome cohorts tend to flatten once income reaches approximately 500-600% of the federal poverty level (FPL). We also find that marginal income at low income levels tends to be more strongly associated with reduced probability of poor health than increased probability of strong health. Regardless of the dependent variable chosen, we find that the shape of the relationship between income and health status is the same once we normalize the coefficients. Perceived and actual health are strongly related, although some of our results indicate that poorer people may be more pessimistic about their health than richer people. We find similar trends when we examine the relationship between income and health expenditures using the MEPS data. In this case, however, the diminishing returns associated with membership in higher-income cohorts are more accelerated, and the associated reductions in spending for membership in successive cohorts above 200-300% FPL are not significantly different from zero. When we add controls for health status, however, we find that the wealthiest members of the population are most likely to have the highest spending on healthcare, although not drastically so. In addition, we find the poorest members of the population do not have a tendency to overconsume care relative to their level of health.
by David Bueno.
M.B.A.
38
Mier, Taide. "School-based mental health services for St. Anne School| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527995.
Abstract:
The purpose of this project was to locate a potential funding source and write a grant to develop a school mental health program. An extensive literature review was performed to investigate the best way to provide culturally competent services to children and families. A search was conducted to locate an appropriate funder for a school mental health program that will attempt to close the gap between student mental health needs in Catholic schools. The program will employ a staff who will provide case management, individual and group mental health services to students and families in a low-income Catholic school in the city of Santa Ana, California. The goal of the proposed program will be to develop and implement preventive approaches to improve the students' mental health, academic achievement and social competence. Actual submission and/or funding of the grant proposal was not required for successful completion of this project.
39
Cimino, Emily Luis. "Factors associated with school-based mental health services delivered by school psychologists." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001878.
40
Bonner, Melanie Jean. "Psychosocial predictors of health behavior and school functioning in elementary school children." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02052007-072448/.
41
Lemerle, Kate Anne. "Evaluating the Impact of the School Environment on Teachers' Health and Job Commitment: Is the Health Promoting School a Healthier Workplace?" Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16160/1/Kate_Anne_Lemerle_Thesis.pdf.
Abstract:
Despite having been endorsed by the World Health Organisation (WHO) almost a decade ago, and its widespread adoption as a model of "best practice" for school health promotion throughout the world, the Health Promoting Schools framework has not been subjected to widespread evaluation in a way that fully recognises its core tenets. Most evaluations have focused on individual targeted interventions addressing students' health behaviours, or implementation issues such as school health policies or access to services. No evaluations of this approach could be found which investigated the impact of the HPS model on teachers, as a critical factor influencing the school climate, or on organisational processes associated with employee wellbeing within the school setting.
There is a vast literature pertaining to conditions of the work environment that affect employee health, including work-related stress. Teaching is considered a highly stressful occupation, and as social pressure continues to place teachers and schools in the role of "in loco parentis" for the socialisation of children, it seems timely to identify those characteristics of the school environment that promote positive health and wellbeing for all. In theory, the HPS model provides a set of principles and procedures that aim to promote health and wellbeing for all members of the school community, yet the impact on school staff has yet to be demonstrated.
This thesis reports on research investigating the extent to which adoption of the HPS approach creates a positive work environment for teachers, through enhanced organisational and social capital, and whether selected work environment variables impact on teachers' physical and mental wellbeing, health risk behaviours, job stress, and job commitment.
After conducting a statewide audit of health promotion activities in Queensland primary schools, two samples of schools that differed significantly in the extent to which they were implementing organisational strategies consistent with the HPS approach were selected, one sample of 20 schools actively implementing HPS strategies, and a comparison sample of 19 schools not implementing the approach. Schools were matched on geographic location (rural/urban), school size (number of student enrolments), and socio-economic rank (IRSED). A cross-sectional design using a mail-out survey to 1,280 teachers was conducted, and statistical comparisons of the two groups were conducted.
Apart from providing the samples of schools for the main research, the statewide audit provided a profile of health promotion activity in Queensland primary schools. Urban, rather than rural schools, and those with higher student enrolments, were most frequently implementing HPS strategies. Socio-economic ranking did not have any statistical bearing on adoption of these strategies. Implementation of school health policies was the most common strategy, although the social and physical environments were also addressed to some extent. The instrument designed for the study, the HPS Audit Checklist, proved effective in distinguishing a continuum of HPS "total scores" and demonstrated good psychometric properties.
With respect to differences in measures of the school environment, mean scores for all 11 dimensions of school organisational health, and all 4 dimensions of school social capital, were statistically higher in High HPS, although differences between the two groups were not outstanding. Trends in the results did, however, confirm that schools actively adopting a HPS approach provide a more positive work environment than non-health promoting schools. Effect size was most significant for School Morale, Decision Authority, and Co-worker Support. Both organisational and occupational commitment was higher for teachers in High HPS, and Turnover Intention (plans to leave the workforce/workplace) was lower for teachers in High HPS.
Teachers in High HPS reported less job strain and higher skill discretion, despite slightly greater job demands (work pressure) in these schools. They also reported significantly less general psychological distress on 5 measures, and significantly better self-rated mental and physical health. Job strain was most strongly associated with co-worker support, appreciation, and school morale in High HPS, but in Low HPS strain was most strongly associated with leadership style, school morale, and role clarity, suggesting more subtle differences between the two sets of schools. No statistically significant differences were found between teachers in High and Low HPS on self-reported weight, daily dietary habits, dental check-ups, preventive health screenings, alcohol consumption, smoking, cholesterol, BP and exercise.
Although this research was limited by its dependence on self-report measures, the high response rate suggests that the results provide a valid profile of the health and psychological wellbeing of teachers in Health Promoting Schools in Queensland. These results also suggest that the HPS approach creates a more positive school environment through building social and organisational capital, and this is reflected in better mental health and stronger job commitment of the teaching workforce.
Implications of these results for human resource management within the education sector are discussed. In addition, the implications of a healthier "learning environment", including less stressed and more connected teaching staff, for children's psychosocial and educational outcomes are considered in light of potential future directions for this research.
42
Barth, Janice Johnston. "The investigation of the relationship between middle school organizational health, school size, and school achievement in the areas of reading, mathematics, and language." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1875.
Abstract:
Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xi, 156 p. Vita. Includes abstract. Includes bibliographical references (p. 125-138).
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Killea, Anita M. "Addressing school mental health in a texas public school district| An action research study." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601242.
Abstract:
According to the Centers for Disease Control (2013), every year an estimated 13 to 20% of children in the United States suffer from mental health disorders. School mental health services developed to address the learning barriers experienced by these children achieve variable rates of success (Adelman & Taylor, 2011; Center for School Mental Health, 2011). Reasons for this variability include lack of integration of these initiatives into comprehensive school reform efforts (Adelman & Taylor, 2011), lack of inclusion of school mental health staff in the school improvement planning process (Nastasi, Varjas & Moore, 2004), and lack of consideration of the local school context in their selection and implementation (Ringeisen, Hendersen & Hoagwood, 2003). A group of 15 school teachers and mental health staff of a small Texas school district conducted this action research study about the status of its school mental health services. Individual interviews of the participants served as the initial basis for group meetings during which participants identified weaknesses in their mental health services, prioritized issues to be addressed, and developed an action plan to be presented to school administrators, and the Board of Education. Consistent with the findings of other research studies on school mental health (Center for School Mental Health, 2011), the three main areas of concern identified by the group included poor role clarification among school personnel responsible for mental health functions, lack of teacher training about mental health disorders and related classroom management strategies, and unclear policies and procedures. The process and outcome of the study support the use of participant action research as a method to aid in the development of locally relevant school mental health programs.
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Bertills, Karin. "School, learning and mental health : a systematic review of aspects of school climate affecting mental health and positive academic outcomes." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-1734.
Abstract:
Aim This study of a systematic review of systematic reviews on school, learning and mental health investigates the relation between school climate, mental health and positive school outcomes. The aim is to analyze the quality and content of previous reviews and to identify aspects in the school climate that positively affect learning and mental health. Research questions are: What is the quality and content of previous systematic reviews on school, learning and mental health? What is the current state of knowledge concerning causal relationships between school climate, learning and mental health according to systematic reviews? What factors in the school climate can be identified as vital for positive outcomes and good mental health? Method Systematic review of longitudinal or cross-sectional studies. 792 references were identified through literature searches in various databases, with search words considering mental health in combination with search words considering school and learning. Data extraction was performed in three steps; abstract, full text and in-depth data extraction. Criteria for inclusion were: systematic review, published 1999-2009, ages 2-19 years, published in English in peer reviewed journals. The number of reviews that met the criteria set for quality was 37, which were quality rated as of high 27% (10/37), medium 46% (17/37) or low quality 27% (10/37). Results Three categories of content emerge, where much research has been executed: the relation between positive aspects of mental health and learning, between mental health problems and learning and indirect relations between school factors and mental health and learning. The quality is relatively low, only 8% (3/37) meet all the quality criteria. At school level, where the teacher plays an important role, there is a positive relation between school climate and outcome and mental health, as well as on an individual level, where self-efficacy, i.e. will and skill to perform, can be identified as a factor of major importance to school outcome. Conclusions Due to the low quality of research on the relation between school, learning and mental health causal relation cannot be established. There are apparent connections between school outcome, self-efficacy and a positive school climate. Teachers are important in and for school climate and are of vital importance for outcome and mental health. Students’ possibility to influence and control their learning promote school outcome and mental health. Policy aimed at improving achievement and school outcome need to consider perceived self-efficacy.Syfte och frågeställningar Denna studie av en systematisk översikt över systematiska översikter om skola, lärande och psykisk hälsa undersöker relationen mellan skolmiljö, psykisk hälsa och positiva skolresultat. Syftet är att analysera kvalitet och innehåll i tidigare översikter samt att identifiera faktorer i skolmiljön som påverkar lärande och psykisk hälsa positivt. Frågeställningar är: Vad är kvaliteten hos och innehållet i tidigare systematiska översikter om skola, lärande och psykisk hälsa? Hur ser aktuellt forskningsläge ut gällande orsakssamband mellan skolmiljö, lärande och psykisk hälsa enligt systematiska översikter? Vilka faktorer i skolmiljön kan identifieras som avgörande för positiva skolresultat och god psykisk hälsa? Metod Systematisk översikt av longitudinella eller tvärsnittsstudier. 792 referenser identifierades genom litteratursökningar i olika databaser, med sökord avseende psykisk hälsa i kombination med sökord gällande skola och lärande. Dataextraktion genomfördes i tre steg; abstrakt, fulltext och djupare data extraktion. Kriterier för inklusion var: systematisk översikt, publicerad 1999-2009, ålder 2 – 19 år, publicerad på engelska i tidsskrift granskad av sakkunnig. Antalet översikter som uppfyllde uppställda kriterier för kvalitet var 37 som kvalitetsbedömdes som av hög 27% (10/37), medel 46% (17/37) eller låg kvalitet 27% (10/37). Resultat Innehållsmässigt framträder tre kategorier där mycket forskning genomförts: relationen mellan positiva aspekter av psykisk hälsa och lärande, mellan psykisk ohälsa och lärande, samt indirekta samband mellan skolfaktorer och psykisk hälsa och lärande. Kvaliteten är relativt låg, endast 8% (3/37) uppfyller samtliga kvalitetskriterier. På skolnivå, där läraren spelar en viktig roll, finns det en positiv relation mellan skolmiljö och skolprestation och psykisk hälsa, såväl som på individnivå, där self-efficacy, dvs. vilja och kompetens att prestera, kan identifieras som en avgörande faktor för skolprestationer. Sammanfattning På grund av den låga kvaliteten på forskning om relationen mellan skola, lärande och psykisk hälsa, går orsakssamband inte att fastställa. Tydliga kopplingar finns mellan skolresultat, self-efficacy och en positiv skolmiljö. Lärare är viktiga i och för elevernas skolmiljö och spelar en avgörande roll för skolprestation och psykisk hälsa. Elevens möjlighet att påverka och kontrollera sitt lärande bidrar positivt till skolprestation och psykisk hälsa. Policy för att förbättra skolprestation och skolresultat behöver beakta individens upplevda self-efficacy.
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Gaines, Alisha Beth Gropper Sareen Annora Stepnick. "Evaluation of Alabama public school wellness policies and state school mandate implementation." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/FALL/Nutrition_and_Food_Science/Thesis/Gaines_Alisha_46.pdf.
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Vidourek, Rebecca. "Elementary & Middle School Teachers’ Use and Perceptions of School Connectedness Strategies." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250797889.
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Rising, Holmström Malin. "The Health Dialogue concept : School children's Self-Reported-Health in a Swedish Context." Doctoral thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-20073.
Abstract:
The overall aim of this thesis was to explore and describe schoolchildren's selfreported-health based on the Health Dialogue concept as well as to identify healthindicators and their possible associations in the perspective of 6 to 16 year-olds,and to provide an analysis of school nurses´ experiences of using the HealthDialogue concept, in the County of Västernorrland. The thesis was based on fourstudies (I-IV). Study I was qualitative using a descriptive design, based onindividual interviews with school nurses who had working experience of using theHealth Dialogue concept. Studies II-IV were quantitative with cross sectional andlongitudinal design based on statistical data from the Health Dialogue concept, apopulation survey among schoolchildren. The data were analyzed usingqualitative content analysis (I) and regression analyses (II-IV).Study I showed that the school nurses had developed their own commonapproach, a health promotion model derived from experiences of working with theHealth Dialogue concept. Study II showed that the most important health variablesinfluencing pre-schoolchildren´s positive self-reported-health were experience ofcomfort in preschool, good sleep, absence of headaches, being physicalactive/playing daily, and not being a victim for bullying. Both boys and girlsneeded to experience comfort, being physical active, and not being bullied. Forgirls, positive self-reported-health seemed to be more dependent on comfort, beingphysical active/playing, and not being bullied, whereas boy’s health was moredependent on eating school lunch daily and not experiencing headaches.Study III revealed that in 10-year-old children´s positive self-reported-health,comfort in school, normal iso- body mass index and absence of headaches wereshown to be significantly important health indicators. Normal iso- body massindex (girls) and absence of headaches (boys) were shown to have a potentiallycausal effect on 10-year-old children's positive self-reported-health. Study IVrevealed several significantly important health indicators in schoolchildren´shealth during three school transitions in the Swedish Education system (betweenthe ages of 6-10, 10-13 and 13-16); not experiencing being sad/depressed,afraid/worried, experiencing the school environment positively (schoolyard andivrestrooms), not being bullied, having good sleep, daily physical activity/play andability to concentrate. Gender and age differences were also identified. The HealthDialogue concept, contributes increased knowledge and a new cross sectional andlongitudinal perspective to individual, school, community and organization’sperception of schoolchildren´s self-reported-health. Furthermore, these resultsdemonstrate the importance and validity of children´s experiences in the context ofhealth and should contribute to future health promotion activities and schoolbasedinterventions.Key words: Health promotion, health dialogue, longitudinal design, school nurses,schoolchildren, self-reported-health.Det övergripande syftet med avhandlingen var att undersöka och beskrivaskolbarns självrapporterade hälsa baserat på Hälsosamtals konceptet, attidentifiera hälsoindikatorer och deras möjliga samband för skolbarn självskattadehälsa i ett 6 till 16- års perspektiv, och att analysera skolsköterskornas erfarenheterav att använda Hälsosamtals konceptet i Västernorrlands län. Avhandlingenbygger på fyra studier (I-IV). Studie I var kvalitativ med en deskriptiv design,baserad på individuella intervjuer med skolsköterskor med arbetserfarenhet frånHälsosamtals konceptet. Studie II-IV var kvantitativ med tvärsnitt ochlongitudinell design baserat på statistisk data på länsnivå från Hälsosamtalskonceptet bland skolbarn i ålder 6-16 år. Data analyserades med kvalitativinnehållsanalys (I) och regressions analys (II-IV). Studie 1 visade attskolsköterskorna i länet hade utvecklat en egen gemensam strategi och modell förhälsofrämjande arbete. Studie II visade att de viktigaste hälso- indikatorer för barni förskoleklass avseende positivt självrapporterade hälsa var trivsel, god sömn,frånvaro av svår huvudvärk, vara fysiskt aktiv/leka varje dag, samt att inte varautsatt för mobbning. Både pojkar och flickor behövde trivas, vara fysisktaktiva/leka, och inte vara utsatta för mobbning. Flickorna visade sig vara merberoende av trivsel, vara fysiskt aktiva/leka, och inte vara utsatta för mobbning föratt rapportera sin hälsa positivt medan pojkarnas positivt självrapporterande hälsavisade sig bero på daglig skollunch och att inte ha huvudvärk. Studie III visade attför 10-åriga barns positivt självrapporterade hälsa var, trivsel i skolan, normalt iso-BMI och frånvaro av huvudvärk viktiga hälsoindikatorer. Normal iso-BMI visadeett potentiellt kausalt samband för 10-åriga flickors, och frånvaro av huvudvärkvisade ett potentiellt kausalt samband för 10-åriga pojkars positivtsjälvrapporterad hälsa. Studie IV visade flera signifikant viktiga hälsoindikatorer iskolbarns (6-16 år) positivt självrapporterade hälsa, under tre skolövergångar i detsvenska utbildningssystemet (6-10, 10-13, 13-16 år). Att inte känna sigledsen/deprimerad, rädd/orolig, uppleva skolmiljön positivt (skolgården ochtoaletter), inte vara mobbad, sova gott, vara dagligt fysiskt aktiv/leka och att kunnakoncentrera sig visade sig vara viktiga hälsoindikatorer. Dessa hälsoindikatorerviskilde sig avseende på ålder och kön. Denna avhandling bidrar med ökad kunskapom skolbarns självrapporterade hälsa grundat på Hälsosamtals konceptet.Hälsosamtals konceptet tillför nya perspektiv avseende barns hälsa på individ,skola, samhälls/organisations nivå i ett tvärsnitts och longitudinellt perspektiv.Hälsofrämjande arbete i skolan och samhället bör ta barns upplevelser,erfarenheter och synpunkter i beaktande och som giltiga. Resultatet i dennaavhandling hoppas kunna bidra till framtida hälsofrämjande arbete och insatser iskolan.
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Williams, Aldo. "Sexual Health; the role of the health visitor and school nurse in Wales." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517451.
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Dominguez, Alva M. "SCHOOL-BASED MENTAL HEALTH REFERRALS’ REPRESENTATION OF ACTUAL MENTAL HEALTH DISORDERS AMONG ADOLESCENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/894.
Abstract:
Increasingly, health providers are recognizing the importance of providing behavioral and mental health services to children and adolescents. As a result, school districts are adopting the School-Based Mental Health Program approach to provide mental health services to their students. The purpose of this study is to test if there is a disparity between children being referred due to externalizing behavior versus internalizing behaviors. The data was collected from archival sources, and it was analyzed utilizing the SPSS software for a quantitative and descriptive study. The findings indicated that students experiencing Internalizing and/or Externalizing behaviors are almost equally receiving services. This study found that most of the referrals were made by school counselors, only a few by parents and even less by students themselves. For this reason, the study’s recommendation is for social workers to engage in providing training for parents and students in identifying mental health issues before they become a significant problem.
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Gosser, Brooke. "Anxiety Interventions in Schools: A Survey of School Psychologists." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914.