It requires reorientation of work, education and financing towards these levels of prevention. A qualitative research design was adopted consisting of semi-structured interviews. A 22 year old male client wants to start an exercise program, but he says he doesn't have … Health Education” lists eight measurement criteria specifying the role of the school nurse as a health educator in the school setting . The success of health promotion in schools depends on teachers’ beliefs about whether they have a contribution to make as well as their beliefs as about whether they actually have the professional capacity to implement it (Lee et al., 2007). (1994), Considering the role of teachers in educating and providing knowledge to future generations, it can positively affect the health of the whole society through effective interventions on this group. St Leger and Young (2009) advocate that a whole school approach to health promotion in schools, improves learning, increases emotional well-being and reduces health risk behaviours. Teacher Careers, Crises, and Continuities The question can be answered so: What is the role of health education in health promotion? According to Day and Gu (2010, p. 33) “teachers teach because they believe in something”. The aim of the health promotion initiative based on teacher education was to give teachers the means to gain autonomy in relationship to their practices in health promotion. The Implementation of Health Promoting Schools: Exploring The Theories of What, Why and How Reorient health services – the role of the health sector must move increasingly in a health promotion direction, beyond its responsibility for providing clinical and curative services. Among those interviewed, 35 (71 per cent) had been involved from the beginning of the initiative. Teachers’ personal experiences and beliefs also strongly influence the construction of their professional identity (Britzman, 1991; Holt-Reynolds, 1992; Richardson, 2003; Lim, 2011). Out of the ten teachers who did not participate, eight were absent at the time interviews took place (sick leave, attendance at professional training or working in another school), and two declined to participate (corresponding to 3 per cent). 2, pp. B05 means school B, teacher 5). IUHPE 16 No. In the literature we now see a stronger call for health education and health promotion as an essential element in teacher training (Lee et al., 2003; Myers-Clack and Christopher, 2001; Jourdan, 2011). Teaching and Teacher Education 74-90. 3 No. (2002), “Mental health promotion”, in To facilitate that process, we must provide people with appropriate information. Two techniques were employed for the content analysis of the interviews, one being a manual “categories” or “significant headings” approach, the other an automatic quantitative descending analysis, using the Tropes software (version 6.2). and Moffett, C. The majority of participating teachers were female (80 per cent), as was also the case for the interviewees (84 per cent female), which correspond to percentage of female teachers in the general population (82.6 per cent). Evaluation: an evaluation of school well-being was carried out each year, involving both student and staff perspectives, taking into account students’ knowledge of health-related issues and the school’s relationship with parents. 462-466. 271-277. The various themes were compiled. , Presses Universitaires de France, Paris. In order for teachers to promote health practices, they must be “health literate”. The full study findings are published in the Journal of School Health, Volume 77 Issue 7 Page 344-350. 311-322. The majority of the teachers (90 per cent) mentioned the effect of the initiative at a professional level, stating that their participation in this initiative had influenced them professionally in relation to their style of carrying out classroom activities, their practice itself and their way of making sense of the activities: I go a bit more deeply into things; I still do the classroom work as usual, but I feel I have another perspective – emphasizing certain things that I used to do more superficially up to now (J 01). This Health Promotion and Education team focusses on applied research investigating ways to support children and adolescents with behavioural, social development, physical and mental health needs; including children with chronic disease and disability, Aboriginal young people, and those who have social development difficulties and mental health problems in both online and offline environments. , Vol. Or view hourly updated newsfeeds in your RSS reader: Keep up to date with the latest news from ScienceDaily via social networks: Tell us what you think of ScienceDaily -- we welcome both positive and negative comments. , Vol. The majority of teachers perceive health promotion in schools as integral to their role. Mental Health Promotion and Young People: Concepts and Practice Bizzoni, C. 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All teachers over the course of the four years participated in 3×(1/2) days sessions three times a year. Jourdan, D. and Rowling, L. Glandier, P.Y. Sammons, P. French Ministry of Education 32 No. How is the nursing process used in developing health education? Finally, the average of health promotion behaviors and social capital in women teachers were evaluated at the desirable level. "We found that teachers agreed that schools were an important venue for discussing and providing health messages," says Alwyn T. Cohall, MD, associate professor of clinical Sociomedical Sciences, director of the Harlem Health Promotion Center, and lead author. Question 2. Measor, L. That’s due simply to the fact that that year I had a double class (I 03). , Vol. Tsang, C. World health relies on health educators. (2011), “Mental health promotion and problem prevention in schools: what does the evidence say?”, and Question 2. This research examines the compatibility of an HP-initiative with teacher professional identity. Hamel, M. Where teacher identity is predominantly drawn from subject specialisation, it can be more challenging to implement whole school initiatives in health promotion because teachers may not necessarily perceive the relevance to their individual role as teachers. The motivations that they cited for participating in the initiative were the compatibility of the terms of the initiative with their own ideas of their professional role and the role of the school, and the perceived relevance of the initiative (clarity of objectives, training and support, ethical questions): Personally, I do think, learning to live better together is a priority for our society (I 02). , Just as mothers are important providers of health information in the home, teachers serve as role models and can play a valuable role in health promotion in the classroom. The study results indicate that teachers provide valuable information to school personnel about what health issues are important to adolescents, in particular, because they hear feedback from adolescents on a daily basis. The third and fourth groups consisted of teachers who actively participated in the initiative (78 per cent). Resnicow, K. , Kelchtermans, G. 108, pp. , Routledge, London, pp. School participation: two school districts were selected in the Auvergne region in central France. (2006b), “Comité d’éducation à la santé et à la citoyenneté (CESC)” (school health committees), BOEN no. 77-95. Day, C. 6, pp. and 4 classes and big 4 classes) and socioeconomic status of the school area (privileged vs underprivileged). and The implied impression of teachers as approachable, credible sources of information, regardless of race/ethnicity, has important implications. The current “official” view of health education in the French education system by the French Ministry of Education is that it is integral to the education of the person and the citizen (FME, 2001). and , Vol. The Role of Teacher in Primary School Students' Mental Health Promotion For the aforementioned reasons, it is important to analyze the significance of teachers' role as mental health promoters, as the mental health problems of children have increased in schools, and teachers are not trained to detect them. That’s why I came back into the initiative (B 05). Health Education/Health Promotion Health promotion is the process of enabling people to increase control over and to improve their health. French Ministry of Education Clermont-Ferrand, France), (Education and Public Health research group ESPE Clermont-Auvergne, Clermont 4, pp. This requires paying more attention to the empowerment and promote the individual and groups of teachers. British Educational Research Journal (2006), “Contexts which shape and reshape new teachers’ identities: a multi-perspective study”, Revue Recherches et Educations (2011), “The influence of professional factors in determining primary school teachers’ commitment to health promotion”, Lee, A. And you can enter this vital field by earning an MS in Health Education and Promotion or a PhD in Health Education and Promotion. The promotion of health in schools needs to be sensitive to professional identity and be tailored specifically to blend more successfully with current teacher identity and practice. (Ed. Pommier, J. 4, pp. The delivery of health education and promotion is a very important factor to be considered, as there are many components that can impact the way health education is received by its target recipients. Differently from how we might have used them in general before now, with infant classes, […] and as well, I ‘d say the value of sharing practice (C 02). (1993), “On the effects of school health education programs: why do they decay?”, Also how effectively teachers conceptualise their role in health promotion as commensurate with their professional identity as a teacher has a bearing on the sustainability of their engagement with school health education and promotion. 26 No. Some of the risk factors are: Seventy percent of teachers stated they were actively approached by students one to three times per semester or more with personal problems or health concerns. In keeping with international trends, there was more success at classroom than at whole school level. 2, pp. 665-679. (2000), “The activist professional”, Teacher professional identity is primarily derived from subject expertise which, according to Beijard et al. 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