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Anonymous — Mon, 03 Oct 2011 05:56:15 CDT

Welcome to this international wiki on the effectiveness of comprehensive approaches, coordinated programs and whole school or community-school strategies to promoting health and human development. This wiki has been established to encourage a sharing of the knowledge about comprehensive school health approaches, coordinated school health programs, health promoting, child-friendly schools, school health/nutrition and other programs for low income countries, and similar strategies such as effective schools, safe schools, community schools, open schools and eco-schools. All of these strategies strive to have all facets of the school support the development of the whole child.

The focus of this web site is not on developing yet another model or framework describing what needs to be done through schools on these issues, nor in combining these various concepts that seek to engage the whole school, promote coordinated programs and develop comprehensive approaches. There is an abundance of such models.

Instead, this wiki-based dialogue will focus on the strategies, techniques and lessons learned about how to develop, implement, strengthen and sustain these school-based and school-linked models and frameworks. We have identified ten key points or essential learning gleaned from the evidence, experience and good examples of these school-based health, crime prevention and social development models and approaches.

This wiki is also linked to other wikis that are part of related Canadian and international projects. One of the most famous and respected project is the Hives project, enabling patients with hives to get rid of them. These include a wiki on School Substance Abuse Prevention and another on School Health Indicators. More of these wikis and other web-based collaboration tools are being developed by other organizations and links to them will be posted here as they become available. The Canadian Association for School Health is committed to these new forms of collaboration and have initiated several "tool-box" wikis that list resources instead of presenting research evidence as is done here.

The content of this wiki has been drawn from all of these recognized strategies relating to the social role of the school in promoting human development. While we have used a framework that has identified ten key points that are common to these whole school-community strategies, we are not trying to develop an over-arching model. Each school, each community, each country needs to develop its own comprehensive approach, to coordinate the programs that it has selected and create its own school-based and school-linked strategies to respond to the health, education, social development, equity and environmental challenges faced by its children and families.

This wiki is being developed by a consultative process that has begun in Canada and is now extended to other countries around the world. In this first phase, we invite visotors to this wide open wiki to comment on the overall approach, the structure, listing and organization of the topics as well as to suggest good sources of content or experts/practitioners who could be asked to develop and maintain pages within this wiki.

In this phase, anyone who comes visit this wiki can contribute content. The easiest way to to that is to add a new or respond to an existing "thread" of commentary found at the bottom of each page. Or, you can click on the "easy edit" button at the top of each page to add a brief description of relevant research, reports or people who could be contacted to maintain this page, including yourself. If you want to create a new topic within the wiki, you can add a page using the "Add Page" button in the left hand margin. There are other tools available on this wiki platform but we ask that you refrain from those more elaborate technology functions until this first phase is complete.

Be sure to let us know that you are interested in being a contributor to this wiki by either Joining the Wiki (found in the top navigation bar) or by simply emailing dmccall@cash-aces.ca We have invited experts, practitioners, administrators, government officials and policy-makers to comment on and add to the content of these pages. Please feel free to add content.

Also, please read our Introduction, that includes more information About this Wiki, a One Page Summary, Ten Key Points, Definition of Terms and wiki Discussion Guidelines before adding your comments to the other pages. Also, please read our Table of Contents.

In the second phase of the development of this wiki, we will be asking practitioners, graduate students, researchers and officials to prepare summaries of 2-3 pages and to post them as "pages" within this wiki. These summaries will include a summary of the evidence, identify selected research references, create links to relevant national or international reports and list examples of programs, practices or studies that illustrate the content of the summary.

We will be contacting practitioners, experts, officials and others across Canada and around the world to join us in this wiki because we believe that this knowledge has no boundaries. Please note, however, that we are emphasizing the need to develop school programs differently in different contexts, so we will be seeking a wide diversity of people.

In this wiki discussion we have emphasized several emerging concepts, practices and questions in school-based health promotion, social development, safety and sustainable development. These emerging concepts include:

truly understanding how SH programs work differently in different national and community contexts,
how comprehensive multi-level, multi-issue approaches create synergy and efficiencies,
how to truly recognize the constraints and work within the primary educative role of the school and
how to build capacity in schools, other agencies, professionals and the community.

These emerging ideas should be considered of equal significance to more traditional strategies that seek to select and implement evidence-based programs in response to specific health, safety, environmental or social problems and then to coordinate those multiple programs in and across five areas such as policy, instruction, services, social environment and physical environment.

School-based and school-linked policies, programs and practices can have positive effects on educational achievement, school effectiveness, the health of children and youth, safety/security, social cohesion, child welfare, community and country economic development and the protection of the natural environments in which we live, learn, work and play. This wiki is devoted to sharing the knowledge to enhance our effectiveness in promoting schools for all of these social purposes. We seek to identify what works and what does not work through this dialogue.

The members of the International School Health Network are pleased to host this discussion. This wiki has been established by the Canadian Association for School Health with funding from the Community Initiatives Fund of Health Canada.

If you would like to become a Contributor to this wiki, contact dmccall@cash-aces.ca

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10. Address system, organizational & professional characteristics

dmccall — Sun, 20 Dec 2009 13:31:35 CST

This sub-section begins a discussion of how school programs need to look more deeply into school and other systems to determine how their basic characeristics, norms, structures and other features will affect the adoption, implementation and institutionalization of programs and policies. This section presents several several concepts and related good/promising practices. During this initial phase of our consultation on this wiki, we ask visitors to this page to comment (Use the "Thread" tool at the bottom of the page) and/or to suggest research, resources, experts, examples and other information related to this point (Use the Easy Edit at the top of the page to add suggestions directly on the page).

This section contains these sub-points. Go to the pages on these sub-points to see the related concepts and practices.

10. Use a strategic approach to system characteristics and organizational cultures.

10.1 Understand the impact of openess
10.2 Understand decision-making in loosely-coupled systems
10.3 Understand the features of professional bureacracies
10.4 Know about working across multiple systems

Program planning should first understand and then address the characteristics of public service systems (such as education, welfare, law enforcement and health).

These characteristics can be grouped under these headings:

a) openness,
b) loose-coupling,
c) professional bureaucracies
d) working across multiple systems.

Specific system characteristics that relate to open, loosely coupled, professional bureaucracies such as adopter concerns, structures, professional norms, organizational culture, teacher work-life, the micro-politics of schools, etc. will have a significant impact on the adoption, implementation and sustainability of school health programs.

Open Systems, such as schools or public health systems, that constantly receive feedback from their environment and constituencies, are open to innovations and responsive to criticisms but are difficult to reform or change in substantive ways. While specific SH programs can be considered innovations, an overall shift to becoming a health promoting school supported by a prevention-oriented health system will require reform in at least two major systems.

There are Boundaries between systems, professionals, schools, parents and the public that will be protected by middle managers and be a source of concern if they are not respected.
Contexts will influence program development, implementation and sustainability.
System-environment interactions will continue regardless of other issues and intents to implement specific programs, thereby creating potential opportunities or challenges.

Loosely Coupled systems are not controlled by command style decision-making and are therefore more reliant on shared visions, understanding of system goals at all levels and formal and informal mechanisms for change.

The Ecology/micro-politics of schools will vary among schools and within the same school over time and with the introduction of new staff, students, parents or community members.
The Role of senior leaders in visibly supporting innovations, mentoring and allocating resources will be important to start-up and sustainability.
The Role of middle managers in the knowledge exchange, boundary protection and mentoring processes related to change needs to be better understood in school health promotion by

The Role for front-line staff in loosely coupled systems is driven more by feedback from clients rather than supervisors and systematic controls.

Addressing Adopter Concerns directly in loosely coupled systems is very important because of their relative freedom to ignore or wait out innovations that do not agree with their professional pre-occupations and concerns.

Effective use of Policy levers by governments and agency leaders is another lens that should be applied

Professional Bureaucracies (schools, public health, others) are a specific type of system that requires attention to the status, norms, informal processes and organizational procedures.

Despite the fact that schools and public health are operating in Multi-level systems too little attention has been made to this structural reality and most attention (research, guidelines, strategies) have all been aimed at the lowest level (schools)
The Role of Structures in decision-making is very important in bureaucracies and much of the first stages of an innovation will be spent on restructuring.
Internal communications (both formal, informal) must be respected in SH promotion programs are to be disseminated and implemented effectively.
Social networks within organizations is one example of such communications internally but can also be used with external organizations (eg coalitions) to create change.
Non-rational decision-making theory suggests that individuals and organizations will act in their perceived self-interest and will therefore affect how decisions are negotiated and accepted (or not) at each level in the supply and demand chain.
Routinization and routines within large organizations is an important factor in sustainability.
Knowledge acts as a source of power & influence within organizations sol this should be taken into account in program planning.
The Organizational culture will affect their readiness to adopt an innovation as well as its ultimate sustainability. Program planners should measure, monitor and understand how such cultures will affect their issues and innovations.
Readiness for innovation is a formal concept that can be measured and planned for in regards to school programs.
Professional norms in areas such as schools being a social control and accreditation mechanism are not well understood by school health proponents. Nurse pre-occupations with other issues and norms is often not considered as well. ,
The sociology/ideology & work lives of teachers, nurses and others will also have an effect on school programs.

Working Across Multiple Systems/Multi-sectorial work is a new challenge, requiring a new skill set and additional or re-assigned time within their job/roles for most professionals

There are different Degrees of cooperation, integration or merger that need to be understood when forming the necessary partnerships for school health promotion
Cooperation/integration at different levels in system is also required.
Inter-professional training and capacity building is also needed.

Theory and practices related to learning organizations, staff development, management practices/styles, and organizational development can be used to plan and improve school health programs

Promising, good or better practices at:

All Levels

New research methods and basic research questions should be used to understand the ecologies of school systems and their characteristics. These include multi-level modeling, realist reviews, narrative inquiry, and others. (World Health Organization )

Government Ministries

Local Agencies

Schools/Neighbourhoods

Use more holistic planning frameworks such as Re-AIM and PRECEDE-PROCEED to plan programs.

Ten Key Points with Strategies, Concepts & Practices

dmccall — Sun, 20 Dec 2009 12:48:46 CST

This page begins the central content of this wiki. It includes several pages and sub-pages presenting our initial ten key points about implementing and sustaining common to whole school-community approaches as well as the strategies and good/promising practices related to those points. During this initial phase of our consultation on this wiki, we ask visitors to this page to comment (Use the "Thread" tool at the bottom of the page) to comment on these ten key points as a package. Unlike other pages in this draft wiki, we have "lccked" this page so that we can maintain the initial structure of the wiki at this stage. However, please comment on the appropriateness of these ten points and then go to specific pages (see left hand navigation bar) to make any edits to the wording of these ten points directly on those "unlocked" pages.

The ten points that have been used to strucure the content of this wiki have been drawn from a set of wide-ranging reviews of whole school-community approaches to human development. These ten points are our initial attempt to identify what is common among those approaches and not to develop an overarching model which would cover too much content to be of value to practitioners, policy-makers or researchers.

1. Address the needs of the whole child in a positive, principled, values-based approach over the life course. Understand the health/social problems and the impact of the school on those problems

1.1 Programs should address the needs of the whole child (intellectual, social, physical, psychological, emotional) and identify and address all of the problems, assets, factors and conditions that affect their health, learning and development.
1.2 Prevent specific health and social problems but also build positive individual resilience and personal assets as well as family, community and organizational strengths.
1.3 Programs should also build and support principles, values and beliefs that underlie health promotion, social development and education.
1.4 Programs should be based on a recognition that health and social behaviours, personal health & physical conditions, knowledge/attitudes/skills, occur and develop over the life course.
1.5. Programs should be based on a clear, evidence-based understanding of the nature and prevalence of the health or social problems being addressed.
1.6 Programs should be based on a clear understanding of the impact and effects of the social and physical; environment of the school on the health or social problem being addressed.

2. Serve all children, especially vulnerable and disadvantaged children, families and communities

2.1 Programs should address the needs of all children, but should also include special measures for more vulnerable children, families and sub-populations, or for particularly high risk behaviours or situations. (eg Children of alcoholic parents)
2.2 Programs should explicitly address social, economic, cultural or geographical determinants and seek to alleviate disadvantages relating to such families or communities.

3. Understand the Context

3.1 Program planning should take into account the different, overlapping and interacting contexts (home, school, neighbourhood, community) that affect the health, learning and development of children and families.
3.2 Program planning should first understand the community context and then specifically address the elements of that context that most affect children and youth.

4. Strive towards a comprehensive approach

4.1 Policy-makers, officials, administrators, and practitioners should build a comprehensive approach while simultaneously addressing specific urgent issues or the elements/programs within a coordinated set of interventions.
4.2 Holistic approaches can address clusters of problems and conditions using combinations of synergistic programs, policies and practices .
4.3 Programs should be developed and implemented at multiple levels within systems and across several systems and then delivered using the school as a hub.

5. Use Multiple(Policy, Instruction, Services, Social & Physical Environment) Evidence-based Interventions.

5.1 Policy-makers, officials, administrators, and practitioners should select evidence-based programs, policies and practices.
5.2 Multiple programs should be delivered in several domains that are often defined as the elements of a whole school, comprehensive or coordinated approach to school health promotion. These include:
a) Policies, mandates & procedures
b) Instruction & informal education
c) Health, social & other services
d) Positive social environment and social support
e) Healthy physical environment & practical resources

6 Identify the local mechanisms/drivers of change, implementation and sustainability and use evidence-based implementation strategies.

6.1 Identify, consider and use key mechanisms and local drivers
6.2 Use an evidence-based implementation process and model that includes a) required parent involvement b) required student involvement c) required community involvement d) required staff involvement e) required expert review f) required consultation and g) evaluation and reporting procedures
6.3 Consider carefully how the innovation will be distributed, disseminated or diffused (brought to a larger scale)
6.4 Consider and select the systems change approach and model that is most appropriate to your circumstance

7. Coordinate multiple programs, services and policies.

7.1 Policy-makers, officials, administrators, and practitioners should select or develop a "school multiple intervention approach, coordinated program or whole school strategy coordinate several programs, policies, practices and services across five domains (policy, instruction, services, social environment, physical environment/resources) to achieve maximum impact in whole school and school-community strategies.
7.2 Policy-makers, officials, administrators, and practitioners should seek to influence the whole school environment, not just deliver programs or interventions within the school.
7.3 Policy-makers, officials, administrators, and practitioners should initiate, and support community-school Interactions.

8. Seek congruence with education mandate and constraints.

8.1 Policy-makers, officials, administrators, and practitioners should seek congruence with the educational mandate of school
8.2 Policy-makers, decision-makers and practitioners should and anticipate competition and conflicts caused by divergence or competition with the academic/ educational roles/needs of the school.

9. Build different capacities at all levels in the systems that need to be engaged in school health promotion, social development, safety and the environment.

9.1 Build different types of capacities including:
a) Coordinated policy/leadership
b) Staff for coordination,
c) Formal & informal mechanisms for cooperation
d) Knowledge synthesis & exchange
e) Workforce development
f) Monitoring & Reporting
g) Joint issue management, priority-setting, trend analysis
h) Explicit sustainability planning
9.2 Build capacity at all levels (government, agency, school, professional, community)

10. Use a strategic approach to system characteristics and organizational cultures.

10.1 Program planning should first understand and then address the characteristics of public service systems (such as education, welfare, law enforcement and health). These characteristics can be grouped under these headings:
a) openness,
b) loose-coupling,
c) professional bureaucracies
d) working across multiple systems.

6. Strategic, evidence-based implementation

dmccall — Sun, 20 Dec 2009 12:22:52 CST

This sub-section begins a discussion of the implementation and institutionalization of school programs need to be based on evidence-based, well-planned and well-executived processes, strategies and procedures. Research, monitoring and other attention needs to examine this critical factor in the success or faliure of programs. This section presents several several concepts and related good/promising practices. During this initial phase of our consultation on this wiki, we ask visitors to this page to comment (Use the "Thread" tool at the bottom of the page) and/or to suggest research, resources, experts, examples and other information related to this point (Use the Easy Edit at the top of the page to add suggestions directly on the page).

This section contains these sub-points. Go to the pages on these sub-points to see the related concepts and practices.

6. Identify the local mechanisms/drivers of change, implementation and sustainability and use evidence-based implementation strategies.

6.1 Identify key mechanisms and local drivers.

6.2 Use an evidence-based implementation process including a) planned, evidence-based implementation model b) required parent involvement c) required student engagement d) required community coordination e) required staff involvement f) required expert review g) required evaluation and reporting procedures.

6.3 Consider carefully how the innovation will be distributed, disseminated or diffused (brought to a larger scale)

6.4 Consider and select the systems change approach and model that is most appropriate to your circumstance

1.4 Expect change over the life course

Anonymous — Fri, 28 Aug 2009 03:04:36 CDT

This page begins a discussion of a problem associated with school-based health and human development programs; short-term expectations from decision-makers and program developers that often fail to recognize that chnages in behaviours, beliefs and attitudes requires several years. This page has several sub-pages discussing several concepts and related good/promising practices. During this initial phase of our consultation on this wiki, we ask visitors to this page to comment (Use the "Thread" tool at the bottom of the page) and/or to suggest research, resources, experts, examples and other information related to this point (Use the Easy Edit at the top of the page to add suggestions directly on the page).

1.4 Programs should be based on a recognition that health and social behaviours occur and develop over the life course.

Concepts:

Life long and life-wide learning, health promotion and social development/community development strategies can be developed to address various stages and transitions within child, adolescent and family development trajectories.
Stages of change theory can explain how individuals adopt new behaviours, attitudes and beliefs and then integrate them within their daily lives. Programs can be adapted to accord with these stages. For example, alcohol, drug and tobacco programs should take into account the adolescent development stages of risk-taking, forming peer groups and separation from parents. Consequently, programs in substance abuse prevention should include universal, targeted and indicated programs. (Often called primary, secondary and tertiary prevention) As a result, early childhood substance abuse prevention programs should focus on family support and social skill development, elementary/middle school programs can target tobacco, alcohol and cannabis and secondary programs can include harm reduction messages such as not driving or negotiating sexual encounters if drinking.

Good/Promising Practices:

These practices can be implemented at these levels:

All Levels

Apply methods to improve health over the lifespan (Public Health Agency of Canada)

Programs and curricula should be based on an evidence-based scope and sequence of health, social and transition topics consistent with the stages within child development

Evaluation should include the premise that program outputs cannot be expected to have a life ling impact unless they include boosters or later age programs to address the needs at that stage of life. (eg school literacy programs are not held accountable for life-ling reading habits but rather on knowledge, skills and attitudes appropriate to high school graduation)

Government Ministries

Local Agencies

Alcohol Abuse Rehab

Schools/Neighbourhoods

Contents (map) of this Wiki

dmccall — Sun, 01 Mar 2009 13:36:16 CST

The following structure has been used to organize the content/pages of this wiki. They are listed under each of the ten points, then related key concepts and then good/promising practices. Contributors are asked to comment on the overall structure of this content (by using the "thread" tool at the bottom of the page) or to amend or add to the lists of concepts or practices by editing this page using the Easy Edit command found at the top of the page.

The content of this wiki is organized in this structure:
(Note: Each of the Ten Points listed below has several sub-pages lsiting key concepts and good/promising practices)

Introduction	Contents of this Wiki	Ten Key Points (Common to School-Home-Community Approaches to Human Development)	Additional Information
About this wiki	Definition of Terms	1. Serve whole child over life course 1.1 Address needs of whole child 1.2 Prevent problems while building assets 1.3 Respect/develop values & principles 1.4 Expect change over the life course 1.5 Truly understand nature of problems 1.6 Understand influence of school	About the International School Health Network
Guidelines for Adding to this Wiki		2. Serve all children 2.1 Support childrem more vulnerable to specific problems 2.2 Support disadvantaged/ addresss social determinants	About the Canadian Association for School Health
Using Tags to identify pages in this wiki		3. Understand the local context 3.1 Understand school-family-community connections 3.2 Identify problems, strengths and weaknesses derived from different local community contexts	Other Wikis on Health/ Human Development
Ten Key Points Common to School-Community Strategies		4. Strive towards a Comprehensive Approach 4.1 Build for long-term while responding to short-term and specific 4.2 Address clusters of related problems and conditions 4.3 Make changes at multiple levels
One-page Summary and Diagrams		5. Use multiple (policy, instruction, services, social & physical environment), evidence-based interventions 5.1 Select evidence-based programs 5.2 Deliver multiple programs across several domains: a) Policy b) Instruction/education c) Health, social, other services d) Social support/environment e) Physical environment/practical resources
		6. Strategic, evidence-based implementation 6.1 Identify local drivers, mechanisms 6.2 Use evidence-based implementation a) Select diffusion model b) Require parent involvement c) Require student engagement d) Require community involvement e) Require staff involvement f) Require expert review g) Require formal evaluation, reporting
		7. Coordinate multiple programs, policies, services, practices 7.1 Develop shared vision, select a coordinated delivery model (eg Healthy school, safe school etc) 7.2 Seek to involve whole school 7.3 Coordinate school-agency-community-home programs and activities
		8. Seek congruence with education mandate, constraints 8.1 Seek congruence, anticipate/reduce conflicts with school mandate
		9. Build capacity 9.1 Build different types of capacities (policy, coordination, knowledge, monitoring etc) 9.2 Build capacityies at all levels (government, agency, school, professional, community)
		10. Address system, organizational, professional characteristics 10.1 Understand the impact of openess 10.2 Understand decision-making in loosely-coupled systems 10.3 Understand the features of professional bureacracies 10.4 Know about working across multiple systems

Behavioural theories

dmccall — Mon, 23 Feb 2009 21:18:22 CST

This page introduces several theories and explanations about social and health behaviours of children and youth.

There are several theories used to explain child/youth health and social behaviours and to guide programs seeking to influence these behaviours. They include:

Social Intelligence

dmccall — Mon, 23 Feb 2009 20:19:20 CST

This page explains the concept of social intelligence

Social Intelligence (Taken from http://en.wikipedia.org/wiki/Social_intelligence)

Social intelligence according to the original definition of Edward Thorndike, is "the ability to understand and manage men and women, boys and girls, to act wisely in human relations" [1]. It is equivalent to interpersonal intelligence, one of the types of intelligences identified in Howard Gardner's Theory of multiple intelligences, and closely related to Emotional intelligence. Some authors have restricted the definition to deal only with knowledge of social situations, perhaps more properly called social cognition.

[show]

[edit] Scientific studies

There are various types of intelligence. As society became more complex, intellectual competences became more sophisticated. This competence is social intelligence and can be defined as the intelligence that lies behind group interactions and behaviours.
This type of intelligence is closely related to cognition and emotional intelligence, and can also be seen as a first level in developing systems intelligence. One specific interest in studying social intelligence is in applying it to robotic systems and artificial animals (commonly known as 'animats' and 'agents'). The discipline of social intelligence enhances the field of artificial intelligence with a variety of theories from system theory, adaptive systems, simulation, game theory, biologically inspired algorithms, software agents, etc. Application examples of social intelligence are social robots, the swarm intelligence paradigm, action selection and the foraging procedure.
Research psychologists studying social cognition and social neuroscience have discovered many principles which human social intelligence operates. In early work on this topic, psychologists Nancy Cantor and John Kihlstrom outlined the kinds of concepts people use to make sense of their social relations (e.g., “What situation am I in and what kind of person is this who is talking to me?”), and the rules they use to draw inferences (“What did he mean by that?”) and plan actions (“What am I going to do about it?”)
In 2005, business writer Karl Albrecht proposed a five-part model of social intelligence in his book Social Intelligence: the New Science of Success, presented with the acronym "S.P.A.C.E." - 1) Situational Awareness, 2) Presence, 3) Authenticity, 4) Clarity, and 5) Empathy.
More recently, popular science writer Daniel Goleman has drawn on social neuroscience research to propose that social intelligence is made up of Social Awareness (including empathy, attunement, empathic accuracy, and social cognition) and Social Facility (including synchrony, self-presentation, influence, and concern).
Psychotherapy often involves helping people to modify their patterns of social intelligence, particularly those that cause them problems in their interpersonal relations. Some efforts are also underway to use computer-based interventions to help people develop their own social intelligence. Paul Ekman, for example, has created the MicroExpression Training Tool, to allow people to practice identifying the brief emotional expressions that flit across people’s faces. The website MindHabits.com offers a research-based software program with which people learn to modify their mind habits, focusing attention on positive social feedback and inhibiting attention to the social threats and rejections that can cause stress. Other interventions, for example to help autistic individuals develop social perception and interaction skills, are also in development.

[edit] Measuring social intelligence

Social IQ is a measure of social intelligence compared to other people of their age. Like IQ, Social IQ is based on the "100 point" scale, in which 100 is the average score. Scores of 140 or above are considered to be very high. Social IQ has until recently been measured by techniques such as question and answer sessions. These sessions assess the person's pragmatic abilities to test eligibility in certain special education courses, however some tests have been developed to measure social intelligence. One of these is the EQ Test, which stands for Emotional Intelligence. This test is often useful in diagnosing autism spectrum disorders, including autism and Asperger's Syndrome. Other, non-autistic or semi-autistic conditions such as Semantic Pragmatic Disorder or SPD, Schizophrenia, dyssemia and ADHD, are also of relevance. People with low social IQ will be considered "child like" and immature, even at the adult age group. This test could also be used to assess people that might have some sort of a personality disorder such as Schizophrenia or ADHD.
A good way to measure Social IQ is to use the basic IQ system, adapted for social skills. Most people have social IQ's from 85-115, but many exceed these limits. People with social IQ's below 80 may show symptoms of autism spectrum disorders such as Asperger's Syndrome and have trouble with making friends, and with communication, and might need some social skill training or extra support from specialists. People with social IQ's over 120 are considered very socially skilled and well adjusted and will work well with very social jobs such as social work, education, and law enforcement.
The following example chart shows (assuming a person aged 17 is being tested, with an average social IQ of 100 for that age) how a person's social age can be higher or lower based on scores in the social IQ test.:

Social IQ	Social Age
120 (above average - socially mature for age)	20.4
110	18.7
100 (average)	17
90	15.3
80	13.6
70 (below this level, help is recommended)	11.9
60	10.2
50	8.5
40	6.8
30	5.1
20	3.4

[edit] References

^ Thorndike, E. L. (1920). "Intelligence and its use". Harper's Magazine 140: 227–235.

Health Belief Model

dmccall — Mon, 23 Feb 2009 20:09:22 CST

This page explains the Health Belief Model. (Janz & Becker, 1984)

Health Belief Model

The Health Belief Model attempts to explain health-behaviour in terms of individual decision-making, and proposes that the likelihood of a person adopting a given health-related behaviour is a function of that individual's perception of a threat to their personal health, and their belief that the recommended behaviour will reduce this
threat.

Thus, a person would be more likely to adopt a given behaviour (e.g. walk or cycle regularly) if non-adoption of that behaviour (e.g. unclean air or confused traffic situations) is perceived as a health threat and adoption is seen as reducing that threat.

To date, the Health Belief Model has not received consistent or strong support in explaining behaviour change. When the concept of self-efficacy is added to the model, however, prediction of behaviour increases.

Health Belief Model (HBM)

The Health Belief Model (HBM) is a psychological model that attempts to explain and predict health behaviors by focusing on the attitudes and beliefs of individuals. The HBM was developed in the 1950s as part of an effort by social psychologists in the United States Public Health Service to explain the lack of public participation in health screening and prevention programs (e.g., a free and conveniently located tuberculosis screening project). Since then, the HBM has been adapted to explore a variety of long- and short-term health behaviors, including sexual risk behaviors and
the transmission of HIV/AIDS. The key variables of the HBM are as follows (Rosenstock, Strecher and Becker, 1994):

Perceived Threat: Consists of two parts: perceived susceptibility and perceived severity of a health condition.
Perceived Susceptibility: One's subjective perception of the risk of contracting a health condition, Perceived Severity: Feelings concerning the seriousness of contracting an illness or of leaving it untreated (including evaluations of both medical and clinical consequences and possible social consequences).
Perceived Benefits: The believed effectiveness of strategies designed to reduce the threat of illness.
Perceived Barriers: The potential negative consequences that may result from taking particular health actions, including physical,psychological, and financial demands.
Cues to Action: Events, either bodily (e.g., physical symptoms of a health condition) or environmental (e.g., media publicity) that motivate people to take action. Cues to actions is an aspect of the HBM that has not been systematically studied.
Other Variables: Diverse demographic, socio-psychological, and structural variables that affect an individual's perceptions and thus indirectly influence health-related behavior.
Self-Efficacy: The belief in being able to successfully execute the behavior required to produce the desired outcomes. (This concept was introduced by Bandura in 1977.)

Implications for Health Behaviors

HBM research has been used to explore a variety of health behaviors in diverse populations. For instance, researchers have applied the HBM to studies that attempt to explain and predict individual participation in programs for influenza inoculations, Tay-Sachs carrier status screening, high blood pressure screening, smoking cessation, seatbelt usage,
exercise, nutrition, and breast self-examination. With the advent of HIV/AIDS, the model also has been used to gain a better understanding of sexual risk behaviors (Rosenstock et al., 1994). Participants in these studies, most of which were conducted in the United States, include people from the general population, homosexual men, adolescents, and
pregnant women. Research designs also vary from longitudinal to crosssectional and from retrospective to prospective studies.

Janz, N.K., and Becker, M.H. (1984). The Health Belief Model: A decade later. Health
Education Quarterly. 11(1), 1-47

Stages of Change/Trans-theoretical Model

dmccall — Mon, 23 Feb 2009 19:59:48 CST

This page explains the theories related to stages of behavioural change or the Transtheoretical model developed by Prochaska and DiClemente (1986).

STAGES OF CHANGE (Copied with permission from:http://www.afm.mb.ca/Learn%20More/Stages%20of%20Change5.pdf)
The Transtheoretical Model, or ‘Stages of Change Approach’ provides a framework that helps to understand not only the process involved in making changes, but also the activities individuals can engage in to make self-changes, or to assist others to make changes. The Transtheoretical Model is a model of intentional change that focuses on individual decision-making.

The Stages of Change is a simplistic framework, based on a number of basic beliefs about intentional change--it is gradual, logical, sequential and controllable. The framework does not look at different schools of psychology and sociology that attempt to explain why individuals have problems; it instead focuses on how people change. This model has attracted worldwide attention amongst health professionals, and addictions specialists,particularly in Canada and Great Britain.The AFM has incorporated this model into its programming.

Precontemplative - the stage where the client is not considering change as there is noperceived need for any change.
Contemplative - the stage where the client is thinking about making some changes.
Preparation - the stage where the client is preparing or becoming determined to make change.
Action - the stage where the client actively making changes through modifying behaviour.
Maintenance - the stage where the client is consistently maintaining changes made over a period of time.
Recycle - the stage where the client falls back to an earlier stage of change.
Termination - the stage where the client no longer needs to attend to the task ofmaintaining the change.

The model is founded on three elements that are of equal importance—the stages ofchange; the processes of change; and the techniques of change. These three elements are inter-related and inter-dependent. To be most effective, someone making change in their own life, or those assisting others to make changes must focus on all three elements at once.

The stages of change describe how willing an individual is to make particular changes in their life at that moment. As well, the stages describe what type of work the individualneeds and is able to do to make the change. The processes of change describe strategies that are useful to make changes. The techniques of change describe individual activities, specific to each person making changes.

The techniques of change help to achieve the strategies of the processes of change. When effectively combined, the stages, processes and techniques of change suggest a menu of options that help changers to know what to do, why to do it, and when to do it to be most successful in their change efforts. The Stages of Change Approach has been widely adopted as a practice model for service delivery by addictions agencies throughout Canada.

Stage Theories of Behaviour Change (Taken from http://www.travelsmart.vic.gov.au)

Mounting evidence suggests that behaviour change occurs in stages or steps and that movement through these stages is neither unitary or linear, but rather, cyclical, involving a pattern of adoption, maintenance, relapse, and readoption over time.

The work of Prochaska and DiClemente (1986) and their colleagues have formally identified the dynamics and structure of staged behaviour change. In attempting to explain these patterns of behaviour, Prochaska and DiClemente developed a transtheoretical model of behavioural change, which proposes that behaviour change occurs in five distinct stages through which people move in a cyclical or spiral pattern.

The first of these stages is termed precontemplation. In this stage, there is no intent on the part of the individual to change his or her behaviour in the foreseeable future. The second stage is called contemplation, where people are aware that a problem
exists and are seriously considering taking some action to address the problem. However, at this stage, they have not made a commitment to undertake action. The third stage is described as preparation, and involves both intention to change and
some behaviour, usually minor, and often meeting with limited success. Action is the fourth stage where individuals actually modify their behaviour, experiences, or environment in order to overcome their problems or to meet their goals. The fifth and final stage, maintenance, is where people work to prevent relapse and consolidate the gains attained in the action stage. The stabilization of behaviour change and the avoidance of relapse are characteristic of the maintenance stage.

Prochaska and DiClemente further suggest that behavioural change occurs in a cyclical process that involves both progress and periodic relapse. That is, even with successful behaviour change, people likely will move back and forth between the five stages for some time, experiencing one or more periods of relapse to earlier stages, before moving once again through the stages of contemplation, preparation, action and eventually, maintenance. In successful behavioural change, while relapses to earlier stages inevitably occur, individuals never remain within the earlier stage to which they have regressed, but rather, spiral upwards, until eventually they reach a state where most of their time is spent in the maintenance stage. Further work undertaken and reported by Prochaska et el (1992) suggests that behaviour change can only take place in the context of an enabling or supportive
environment

MAINTENANCE: practice required for the new behaviour to be consistently maintained,incorporated into the repertoire of behaviours
available to a person at any one time.

ACTION: people make changes, acting on previous decisions, experience, information, new skills, and motivations for making the
change.

PREPARATION: person prepares to undertake the desired change - requires gathering information, finding out how to
achieve the change, ascertaining skills necessary, deciding when change should take place - may include talking with others to
see how they feel about the likely change, considering impact change will have and who will be affected.

CONTEMPLATION: something happens to prompt the person to start thinking about change - perhaps hearing that someone has
made changes - or something else has changed - resulting in the need for further change.

PRECONTEMPLATION: changing a behaviour has not been considered; person might not realise that change is possible or
that it might be of interest to them.

Source: The Behavior Change spiral from "What do they want us to do now?" AFAO 1996

Prochaska's and DiClemente's model has received considerable support in the research literature. Their model has also been shown to have relevance for understanding, among other things, patterns of physical activity participation and adherence and would have relevance in bringing about change in travel behaviours. Consistent with the above perspective, Sallis and Nader (1988) also have suggested a stage approach to explaining movement behaviour, particularly in family groups, with research aimed at understanding better the cyclical patterns of movement activity

SOCIAL FEATURES - nature of personal relationships; expectations of class, position, age, gender; access to knowledge, information.

CULTURAL FEATURES - the behaviours and attitudes considered acceptable in given contexts - eg. relating to sex, gender, drugs,
leisure, participation.

ETHICAL & SPIRITUAL FEATURES - influence of personal and shared values and discussion about moral systems from which
those are derived - can include rituals, religion and rights of passage.

LEGAL FEATURES - laws determining what people can do and activities to encourage observance of those laws .

POLITICAL FEATURES - systems of governance in which change will have to take place - can, for example, limit access to
information and involvement in social action.

RESOURCE FEATURES - affect what is required to make things happen - covers human, financial and material resources;
community knowledge and skills; and items for exchange

Source: The Behavior Change spiral from "What do they want us to do now?" AFAO 1996

involvement, including adoption, maintenance, and relapse, and interventions aimed at minimizing the amount of time individuals spend in the relapse stage as well as maximizing time spent in action or maintenance.

This stage approach is contrasted to the "all or none" approach to physical activity participation that often characterized early research on exercise adherence. Such a staged approach sits well with any school based program that is focused on travel behaviour change – given that the context in which the program is to be applied would see fluctuations in the positive and negative influences according to such things as work and time demands of family members, weather, events or incidents in the local neighbourhood that may influence perceptions of safety.

5. Use multiple, proven interventions (Policy, Instruction, Services, Social & Physical Environment)

dmccall — Wed, 18 Feb 2009 10:56:02 CST

This sub-section begins a discussion of how school programs need to use programs and strategies that are backed by research evidence or extensive experience that has been evaluated. This section presents several several concepts and related good/promising practices. During this initial phase of our consultation on this wiki, we ask visitors to this page to comment (Use the "Thread" tool at the bottom of the page) and/or to suggest research, resources, experts, examples and other information related to this point (Use the Easy Edit at the top of the page to add suggestions directly on the page).

This section contains these sub-points. Go to the pages on these sub-points to see the related concepts and practices.

5. Use Evidence-based Programs, Policies and Practices.

5.1 Policy-makers, officials, administrators, and practitioners should select evidence-based programs, policies and practices.

5.2 These evidence-based programs can be delivered in several domains that are often defined as the elements of a whole school, comprehensive or coordinated approach to school health promotion. These include policy interventions, educational programs, health/other services delivered in or near the school, a positive social environment and a healthy physical environment.

New Understandings about SH Promotion

dmccall — Wed, 21 Jan 2009 17:37:15 CST

This page discusses several new perspectives and understandings about how schools influence health, social development and learning.

Health/Personal-Social Development Education

dmccall — Tue, 20 Jan 2009 10:07:48 CST

This page describes the evidence, experience and good examples of curricula and instructional programs in health, personal and social development education.

Note: This early draft is provided for comments using the "thread" tool found at the bottom of this page. When the draft is more developed, it will be opened up for editing by all visitors. All suggestions and comments are welcome. at all stages of development.

If you prefer to read or comment on a printed or word version of this summary, go to the bottom of this page to download and print the attached copy. Please send your comments to dmccall@internationalschoolhealth.org

A Collaborative Summary of the Evidence, Experience and Examples in school Health, Personal, Social Development Education

Introduction

This summary describes the evidence, professional experience underlying effective health education programs and practices as well as selected examples illustrating better practices.

It has been prepared in a format often used in encyclopedia; one which we hope can serve both as a basic reference tool as well as a starting point for future discussion and improved practice. However, our form of publishing will use the Internet as a means to update, review and discuss this summary in a form used by Wikipedia as well as the `knols` published by Google.

This summary has been prepared by (list authors), reviewed by (list names), presented to an international webinar on (add date) and opened up to the international school health community and professions for comments on (add date).

Note: Underlined words in the text of this summary will eventually be web-linked to related summaries prepared by other authors, reviewers and audiences.

Outline of this Summary:

Defining key Terms
What: Essential Concepts related to Health Education
Why: The Impact of HE on Learning, Health & Development (Evidence)
How: Development and Delivery in Health Education from the Evidence on Learning, Diffusion and Implementation
How: Key Challenges and How to Address Them based on Experience
How: Examples that have worked
Long-term systems thinking: Instruction within whole school, school-community, coordinated programs and comprehensive approaches
Strategic Advice: Building Capacity, Adapting to different Contexts, Systems Change
So What: Implications on Policy, Program and Practices in Education, Health and Other Systems
Recommendations and Checklists for Different Systems, Different Levels: Governments, School Boards & Other Local Agencies, Schools and Front-line Professionals
Selected Planning, Assessment, Policy and Educational Resources
References, Bibliography and Selected Examples/Case Studies

1. Defining Key Terms

The World Health Organization defines health education as a program that comprises consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health. Health education is not only concerned with the communication of information, but also with fostering the motivation, skills and confidence (self-efficacy) necessary to take action to improve health. Health education includes the communication of information concerning the underlying social, economic and environmental conditions impacting on health, as well as individual risk factors and risk behaviours, and use of the health care system. Thus, health education may involve the communication of information, and development of skills which demonstrates the political feasibility and organizational possibilities of various forms of action to address social, economic and environmental determinants of health.

The term "health education" is often used to describe one of the key programs needed as an essential part of school health promotion. However, the term "health" actually includes a variety of educational goals related to the overall development of the child. These include learning about physical health (nutrition, drugs, injuries, infections, tobacco, etc) safety (crime, bullying, etc) and social issues (gender, equity, racism), personal development in areas such as social responsibility, empowerment and moral/ethical/character development, family life and functioning, and so on.

Social and emotional learning, social responsibility/character education are terms that regroups some of the concepts related to personal and social development. Educational programs within safe and caring schools is often geared to preventing anti-social behaviours and promoting positive social behaviours. Global education, human rights education, peace education and citizenship education are also variations on the theme of positive social development but with an international and environmental perspective.

Consequently, this summary has used the term “Health, Personal-Social Development (HPSD) Education. Physical education, family studies, moral/ethical/religious education and career/life planning are related bodies of knowledge that should also be taught in mandatory, sequenced curricula throughout primary and secondary education.

Basic health literacy, a life-long interest or regard in our own health and career exploration in health and related careers are three basic outputs from school-based health education. Health Literacy is defined by the World Health Organization as the ability to access, understand, evaluate and communicate information as a way to promote, maintain and improve health, personal and social development in a variety of settings over the life course. Various definitions describe health literacy as a continuum of skills and knowledge but most often “health literacy” is discussed in relation to basic skills such as reading and understanding prescriptions or accessing health care services and therefore is often discussed in connection with welfare and equity perspectives. Families, health-care providers, schools, community agencies and organizations, and governments share the responsibility for developing and enhancing the health literacy of citizens. All students graduating from schools should achieve this basic level of knowledge, skills and attitudes.

Life-long regard for health is a more optimal level of achievement that many if not most students should achieve before graduation. Not only will students with this level of knowledge, skill and attitude be able to use health as a “resource for daily living”, but they will consciously maintain their physical and emotional health, seek balance in their work and life and promote healthier conditions for all citizens.

Career exploration in health and related careers is a third type of output for school-based health education programs. Senior high school students can be offered programs that lead them towards careers in nursing, medicine, recreation, sports, social work, health technology and more.

2. Essential Concepts related to Health Education

Classroom-based instruction about health, personal development, relationships and social development is best delivered through a K-12 curriculum in health education/personal-social development.

Similar curricula are needed in physical education and family studies/home economics. Other important curricula include courses in career/life planning, human rights, global education, moral/religious development and environmental studies as well as across the curricula in a variety of subjects.

Decisions about how to deliver the content of such curricula (descriptions of obligatory or recommended learning outcomes) are best made by local and state/provincial authorities, interpreted by local school boards and implemented by teachers with advice from local health professionals and school principals.

These learning outcomes defined in curricula can then be delivered through instructional programs that include suggested teaching strategies, teacher and staff development and training/educational resources, sample lesson plans and assessment tools.

Effective curriculum, instruction and student assessment includes a age-appropriate, well-scoped, sequential curricula, high quality and supportedinstructional programsthat include up-to-date teaching/learning materials, a wide variety of teaching methods including experiential and cooperative learning and a variety of forms of instruction, the use of the Internet and new media, parental involvement in take home learning activities, peer-led educational activities and careful use of external presenters.

Student assessment in HPSD education can include fact-based tests/quizzes, student portfolios (including electronic portfolios), review of student health journals, project-based assignments such as creating posters or role plays and participation in class and small group discussion. Rubric-based assessment is one of the methods that is more appropriate to health education, offering multi-faceted scales for measuring understanding and student performance. Regular assessment of progress of all students, using standardized instruments to measure changes in knowledge, skills, attitudes, behavioural intentions is recommended so that the overall impact of instructional programs is monitored and reported.

Curriculum, instruction and assessment should be supported by regular monitoring/reporting on student learning of skills and knowledge pre-service teacher training and ongoing teacher development based on adult learning principlesreflective practice and social learning approach. within a

To be effective, health and other similar education programs should be based on well-designed curricula that require instruction over several years with the learning outcomes being organized in an evidence-based scope and sequence for such curricula. This education for health and social development can be delivered throughhealth/personal development, family studies/home economics, physical education, career/life planning and other curricula as well as across the curriculum.

Most education ministries structure their curricula in these typical ways:

· All aspects of health, personal development and social development (HPSD) are delivered in an mandatory elementary school curriculum that is accompanied by a separate physical education (PE) program. In religious schools, aspects of personal and social development are taught in a moral, religious or ethics education (MRE) curriculum.
At the junior high school level, HPSD is sometimes combined with a mandatory PE or Career Education (CE) curriculum or it is delivered as a separate mandatory curriculum with parallel PE and CE curricula. In religious schools, aspects of Personal and social development are taught in a moral or religious education curriculum.
At the senior high school level, the HPSD, PE, CE, MRE curricula often become optional. Other elective curricula in Family Studies (FS), service learning/leadership, and similar courses are offered as career development options.

Functional knowledge, attitudes, normative beliefs, general and specific skills, self-worth/knowledge, behavioural intentions (goals/health action plans) and social responsibility can be taught or learned when they are delivered through health/personal-social education programs.

Such knowledge, attitudes, intentions or skills can have positive effects on specific health and social behaviours but they may also be a pre-requisite for more significant behaviour change. All students should achieve a basic level of health literacy Schools should strive to instil a lifelong interest in health so that their own health is a resource for daily living. As well, schools can provide some students with health career education and exploration programs that enable them to enter health and related occupations/professions.

When health education is coordinated with other programs, services, policies and practices, the effect is much more significant on health behaviours, social development and learning. These coordinated SH programs can lead to whole-school effects, including a health-promoting school and be part of comprehensive approaches that link synergistic interventions and address clusters of related health/social problems at multiple levels

Learning occurs in stages, going from awareness about a topic, a desire for more information, gaining knowledge and then understanding, identifying personal concerns/interests about the topic, practicing how to use the new knowledge, skills or beliefs (sometimes with social, physical or other support required, reflecting on the learning and evolving in new ways based on the learning. In health promotion, these stages of change have been expressed in similar ways about specific health or social behaviours, such as contemplation, experimentation, adoption etc. Health education programs must be based on solid, evidence-based behavioural theories as well as evidence-based learning theories.

Learning styles among children can affect instruction about health and social issues. Educators have defined and described several different styles of learning (common sense. innovative, dynamic, and analytic) and we have learned more about how people construct meaning from what they are learned based on previous knowledge and experiences. The science of learning and teaching has also benefitted from improved knowledge about brain development and how this relates to the development of the whole child.

There are several types of learning objectives that can be achieved in effective HPSD curricula and programs. These include:

Focusing on functional or practical knowledge rather than simply presenting facts about health/social issues (eg too much detail on how STI are transmitted and not on enough on the fact that a person can have an STI and still look healthy)
Developing and practicing general social, decision-making, life, media and decision-making/reasoning skills as well as practice in tactics for specific situations
Promoting specific, practical age-appropriate behaviours (e.g. how to discuss/negotiate/refuse sex with partner) and providing specific pre-planned situational options (e.g. having a back-up drive home from parties) that can be sustained by the students rather than general and unrealistic calls for abstinence, alarmist messages contrary to prevailing social norms (alcohol is bad for you in communities where most adults drink)
Addressing social pressures and influences through media literacy education, instruction about puberty, relationships with peers and peer pressure, how to communicate with parents and other adults
Influencing normative beliefs, perceptions and attitudes through deconstructing misperceptions and providing factual information and investigation of collective behaviours of their peers/fellow students
Personalizing information and risks about health and social problems and behaviours through inquiry-based learning, reflective journaling, role plays and other activities
Increasing self-awareness and awareness of the values and expectations of their parents, schools and communities
Developing stronger empathy with others and greater social responsibility for promoting the health and welfare of others

Different instructional methods (direct, inquiry/project-based, theatre etc) can be used to achieve different pedagogical objectives. These include:

Direct Instruction (Overviews, lectures, whole class discussions, explicit teaching, drill and practice, compare and contrast, didactic questioning, demonstrations, guides for reading, individual webquests and homework assignments)
Indirect Instruction (problem solving, case studies,, inquiry, reading for meaning, reflective discussion, concept formation, health journaling, use of art, drama, music, use of social studies, science and math project learning)
Experiential, active, project or cooperative learning (field trips, conducting experiments, simulations, games, focused imagery, model building, surveys, student projects, small group discussions, video projects, web site building, group webquests etc)
Independent study (essays, computer assisted learning, report writing, learning contracts, research projects, assigned questions, learning centres etc)
Interactive Instruction (debates, role playing, online role playing (second life), panels, brainstorming, peer-led discussions, laboratory groups, study groups, and interviewing.
Internet based Learning includes social networks, web-based role plays, webquests, YouTube projects, wiki projects, web site projects, IM projects, blog projects, podcasting, gaming and more.

These instructional strategies can be delivered in different school and classroom configurations, including mixed agesegregated gender grouping, individualized or remedial instruction and alternative schools/programs for students at higher risk.

Instructional programs can focus on skills such as critical thinking, decision-making, media literacy, social skills/influences, life skills, social-emotional learning and others.

These different teaching strategies should be matched to the different learning objectives defined in the HPSD curriculum as well as the age, characteristics and context of the students. For example;

Increased awareness, better access to information and knowledge can be achieved through lectures, class/group work, video/media, displays, Internet projects, research and homework assignments, tests, etc
Personalization of information and risk can be achieved through quizzes, gaming, role plays, simulations, investigations into collective behaviours of peers, school surveys
Self-awareness, changes in beliefs, attitudes can be achieved through small group work, use of health journals, role plays, videos, ranking and categorizing facts and situations, role playing
Skills can be enhanced through role plays, debates, simulations, writing assignments, student presentations,
Behavioural intentions can be developed through health journaling, external presentations, individual student projects
Access to health services can be strengthened through field trips to local clinics, interviews with local physicians
Social responsibility and service learning can be achieved through class and school projects

Peer-based, parent-linked and interactive media/web-based based programs can be effective. The use of external speakers and testimonials in class and school presentations may also be effective as part of longer-term, comprehensive educational programs as long as these presenters are accompanied and directed by the regular teachers. Such outside speakers can include police, health professionals, community representatives, victims/reformed addicts and others.

Classroom-based instruction can be complemented by informal class/school activities led by and for students and co-curricular activities such as student clubs.

3. Why: The Impact of Effective HE on student learning, school effectiveness, child/youth health and social development

(This section will summarize systematic reviews, meta-analyses, landmark studies)

4. How to Develop and Deliver Health Education from the Evidence about Learning, Diffusion and Implementation

There are a number of foundational supports for HPSD education that should be built and maintained to accompany the development and delivery of HPSD programs. These include theory and evidence about learning/instruction as well as evidence on effective diffusion of innovations. From learning theory, we know that:

Selection and fidelity with evidenced-based models of learning, models and theories about health/social behaviour and models and systematic approaches organizational/systems/education change so that curricula are well-designed, behavioural goals are appropriate, fit within education, health and other systems and are realistic and congruent with normal school and education practices.
Adequate instructional time is planned for and provided within the overall curriculum assigned to schools so that HPSD program receives at least 50 hours of instructional time per year over at least ten years (preferably 12) of schooling. Additional time should be provided for Physical Education, Career/Life Education and Family Studies/Home Economics Education.
Learning objectives within the HPSD curriculum are specific, understandable to teachers, sequenced and based on specific health behaviour research identifying age-appropriate objectives.
Teaching/learning materials and practices are relevant, updated regularly, sensitive to cultures and student characteristics
Teachers selected for HPSD programs are qualified, university trained in appropriate teaching methods, oriented to behavioural research to guide their selection of lesson plans and materials, as well as provided on-going opportunities for development, reflection, interaction with peers and formal continuing education opportunities
Parental involvement in the instructional process through take-home learning activities, regular reporting on student health/development and HPSD learning, parent education programs and more.
Youth/student engagement in the instructional process as well as in providing regular feedback on instructional program content, materials and methods.
Community and agency involvement in curriculum design, instruction, providing educational materials and in referring students identified as facing risks to appropriate services or alternative forms of education

From diffusion theory, as well as the research literature on organizational/systems change and education change, we know that:

(This section will use planned change to structure this sub-section while still being practical in language and content)

5. How: Key Challenges and How to Address Them

There are several challenges in the development of HPSD curricula, delivery of HPSD instructional programs and evaluation of students and program effectiveness. These include:

The behavioural research that should be the basis for HPSD curriculum design is incomplete and that does exist is not well understood. Most research has been done on an individual health/social topic basis, without due regard for the development of the whole child, all potential issues
The pressure to teach too much information and knowledge as well as the costs and time of curriculum development, the expense of maintaining a central health education textbook for students and the pressure to decentralize education decision-making has led to vague curricula, the discarding of planned K-12 scope and sequence in curricula and simplistic combinations of prevention programs and packages rather than as planned spiral of learning based on age, context and skills development.
There is intense pressure on governments to respond to the emerging health and social issues confronting youth and families. They respond with “programs” (actually packages of lesson plans) that are often distributed to schools without training support. Competition for funding based on such health topics also leads to distorted curriculum development that seeks to respond to short term problems when curricula and student learning need to be based on a 12 year planning frame.
Complex concepts such resilience and empowerment are difficult to operationalize in curricula
Often the bias of health professionals to convey health facts related to their disease combines with teacher comfort in teaching such facts and then test for student recall results in curricula that undervalues the applied knowledge required for behaviour, attitude or skill change. (eg teaching the nutrition guide rather than how to read food labels and prepare healthy meals) The use of higher order, inter-active teaching and learning methods requires pre-service teacher training, ongoing staff development and adequate time in the curriculum. All of these are opften in short supply.
It is difficult and problematic to evaluate the acquisition of HPSD skills, attitudes, beliefs, applied knowledge in real life situations when the essential means available to schools is still the standard pen and paper test. Further, the regular evaluation, monitoring and reporting on HPSD learning of all students is almost never done by school systems. As a result, sporadic health surveys that are topic/issue specific are used in a piece-meal manner.

6. How: Examples of Curricula and HPSD Instructional Programs that have Worked

(This section will list evaluated programs and where they have been implemented effectively. (Do mini-case studies, with web links where possible)

7. Long-term & Systems Thinking: Education within Whole School Community, Coordinated Programs, Comprehensive Approaches

This section will describe how HPSD, PE, FS and other forms of Health Education within a Healthy, Safe, Caring School that is supported by synergistic Coordinated School Health Programs that are situated within a Comprehensive Approach linking clusters of related health/social behaviours/conditions and multiple levels of interventions.

8. Strategic Advice: Capacity, Context, Change

This section will discuss newer research and real life experience that shows why and how HE needs to be adapted to different community contexts, why and how to build capacity for sustainability and how to address specific mechanisms and systems characteristics to effect lasting change and institutionalization.

9. Implications on Education, Health and Other Systems Policy, Programs, Organization/Structures and Practices

This section will discuss macro implications and where the opposition and opportunities might come from in relation to current politics, economics, trends etc

10. Recommendations and Checklists for Different Systems, Different Levels

This section will list realistic recommendations for:

national research funding agencies,
national and state/provincial government ministries
local agencies and school boards,
schools and school staff, local health clinics/other agencies and professionals.

The document should provide examples for each recommendation wherever possible.

11. Selected Resources

(This section will list selected planning, assessment, policy and educational resources from different countries, by low income, middle income, high income country context (or specify which country context at the beginning of the summary)

12. References and Bibliography

(This section will list key research references and landmark reports)

Appendices:
a) CV of authors and reviewers
b) Digital recording of webinar that presented the summary
c) Copy of survey results from webinar participants about the paper
d) The wiki will include comments from reviewers and from viewers of the paper in the wiki

Checklists for these levels within multiple systems

The remainder of the document provides checklists for these organizations:

a) National research, knowledge and monitoring organizations
b) National or State/Provincial/Territorial Government Ministries
b) Local Agencies (School Boards, Health Authorities, Police Departments
d) Front-line Professionals (Teachers, Nurses, Police Officers, Guidance Counsellors, Social Workers, Psychologists, Others

Sample Checklists for Health, Personal and Social Development Education
Note: Essential roles in HPSD are underlined, only key, minimum, sustainable tasks are identified in these checklists

National Research, Knowledge Broker and Monitoring/Policy Organizations

Education Sector	Health Care, Mental Health, Addictions & Public Health Sector	Law Enforcement Sector	Social Development Sector
Develop, Exchange Knowledge about Curriculum Design Develop, Exchange Knowledge about Delivery of Instruction Fund Data collection and Analysis of Student Assessment/ Monitoring & Reporting	Develop, exchange Knowledge about Curriculum Design Develop, exchange about Delivery of Instruction Fund Data collection and Analysis of Student Assessment/Monitoring & Reporting	Develop, exchange Knowledge about Curriculum Design Develop, exchange Knowledge about Delivery of Instruction Fund Data collection and Analysis of Student Assessment/ Monitoring & Reporting	Develop, exchange Knowledge about Curriculum Design Develop, exchange Knowledge about Delivery of Instruction Fund Data collection and Analysis of Student Assessment/Monitoring & Reporting

Government Ministries

Education Ministry	Health Care and Public Health Ministries and mandated Addictions/Mental Health Foundations/Agencies	Law Enforcement Ministries	Social Development Ministries
Decide on Curriculum Design, Require use of learning objectives - Has selected learning theory will be the basis for HPSD curriculum - has decided and planned a curriculum for at least 50 hours of HPSD instruction per year - has published a scope and sequence of age-appropriate skills, attitudes, beliefs, functional knowledge, learned intentions etc for K-12 - has determined minimum health literacy levels to be attained by all students - has decided on career exploration courses in health/related careers to be offered at senior high level Provide Support for Delivery of Instruction - has established a review process for authorizing or recommending teaching/learning materials in HPSD - has funded or organized ongoing teacher in-service training on HPSD curriculum Decide on minimum student achievement, Monitor and report on Student Assessment/ - monitors and reports regularly on student achievement in HPSD education - reports on proportion/numbers of students opting to take elective career courses related to health - monitors the teaching practices and instruction delivery models periodically to ensure adherence with selected learning theory and approach	Influence Curriculum Design - Has selected the health/social behaviour theory that will be the basis of the curriculum - has identified emerging health/social problems, documented their prevalence in their jurisdiction and funded curriculum supplements on these issues within the overall HPSD framework Provide Support for Delivery of Instruction - funds and mandates local health authorities (including public and mental health staff) to identify or develop good teaching/learning materials for schools (provides minimum ratio of PH & MH staff for schools) - funds the development of instructional programs geared to the HPSD curriculum and provided funds to schools to adopt and implement these programs - funds parent education materials on health and mental health issues in a way that is coordinated (content and timing) with the delivery of the HPSD curriculum - funds youth groups to work with schools on health and mental health issues - funds community/voluntary health and mental health groups to work with schools Support Student Assessment/ Monitoring & Reporting - funds regular surveys and analyses of youth knowledge, attitudes, skills and behaviours in a way that is coordinated with the HPSD curriculum - monitors the practices of public health and mental health staff and agencies periodically to ensure adherence with selected health/social behaviour theory and approach	Influence Curriculum Design - Has selected the health/social behaviour theory that will be the basis of the curriculum - has identified emerging health/social problems, documented their prevalence in their jurisdiction and funded curriculum supplements on these issues within the overall HPSD framework Provide Support for Delivery of Instruction - funds and mandates local police departments/police to identify or develop good teaching/learning materials for schools (provides minimum ratio of police staff for schools) - funds the development of instructional programs geared to the HPSD curriculum and provided funds to schools to adopt and implement these programs - funds parent education materials on crime prevention and drug awareness issues in a way that is coordinated (content and timing) with the delivery of the HPSD curriculum - funds youth groups to work with schools on crime prevention and drug awareness issues - funds community/voluntary crime prevention & drug awareness groups to work with schools Support Student Assessment/ Monitoring & Reporting - funds regular surveys and analyses of youth knowledge, attitudes, skills and behaviours in a way that is coordinated with the HPSD curriculum - monitors the practices of police and other law enforcement staff and agencies periodically to ensure adherence with selected health/social behaviour theory and approach	Influence Curriculum Design - Has selected the health/social behaviour theory that will be the basis of the curriculum - has identified emerging health/social problems, documented their prevalence in their jurisdiction and funded curriculum supplements on these issues within the overall HPSD framework Provide Support for Delivery of Instruction - funds and mandates local social services staff and agencies to identify or develop good teaching/ learning materials for schools (provides minimum ratio of SS staff for schools) - funds the development of instructional programs geared to the HPSD curriculum and provided funds to schools to adopt and implement these programs - funds parent education materials on social issues in a way that is coordinated (content and timing) with the delivery of the HPSD curriculum - funds youth groups to work with schools on social issues - funds community/voluntary welfare/social development groups to work with schools Support Student Assessment/Monitoring & Reporting - funds regular surveys and analyses of youth knowledge, attitudes, skills and behaviours in a way that is coordinated with the HPSD curriculum - monitors the practices of welfare and child protection services staff and agencies periodically to ensure adherence with selected health/social behaviour theory and approach

Local Agencies

School Board	Health	Police department/Detachment	Social service, mandated family, youth programs
Select Instructional Programs, provide funds for purchase or development Provide Support for Delivery of Instruction Monitor Student Achievement, Provide support for Assessment/Monitoring & Reporting	Support Selection of Programs Provide Support for Delivery of Instruction Provide support for Student Assessment/Monitoring & Reporting	Support Selection of Programs Support for Delivery of Instruction Provide support for Student Assessment/Monitoring & Reporting	Support Selection of Programs Support for Delivery of Instruction Provide support for Student Assessment/Monitoring & Reporting

Front Line Workers

Schools	Health Sector	Police	Social services, family, youth professionals

b) Intructional and informal education programs

dmccall — Sat, 17 Jan 2009 09:53:51 CST

This page presents a list of good practices in designing and implementing effective health education curricula, programs and instruction as well as informal learning opportunities.

All health education programs should be based on evidence-based learning theories.

Instruction about health, personal development, relationships and social development is best delivered through a K-12 curriculum in health//personal-social development education.

Similar curricula are needed in physical education and family studies/home economics. Other important curricula include courses in human rights, global education, moral/relgious development and environmental studies as well as across the curricula in a variety of subjects.

Decisions about how to deliver the content of such curricula (descriptions of obligatory or recommended learning outcomes) are best made by local and state/provincial authorities.

These learning outcomes defined in curricula can then be delivered through instructional programs that include suggested teaching strategies, teacher and stadd development and training,educational resources, sample lesson plans and assessment tools.

Effective curriculum, instruction and student assessment includes a age-appropriate, well-scoped, sequential curricula, high quality and supported instructional pgrams that include up-to-date teaching/learning materials, a wide variety of teaching methods including experiential and cooperative learning and a variety of forms of instruction, the use of the Internet and new media, parental involvement in take home learning activities, peer-led educational activities and careful use of external presenters. Curriculum, instruction and assessment should be supported by regular monitoring/reporting on student learning of skills and knowledge pre-service teacher training and ongoing teacher development based on adult learning principles within a reflective practice and social learning approach.

To be effective, health and other similar education programs should be based on well-designed curricula that requires instruction over several years with the learning outcomes being organized in an evidence-based scope and sequence.

This education for health and social development can be delivered through health/personal development, family studies/home economics, physical education, career/life planning and other curricula as well as across the curriculum

Functional knowledge, attitudes, normative beliefs, skills, self-worth/knowledge, behavioural intentions (health action plans) and social responsibility can be taught or learned when they are delivered through health and personal-social development education programs.
Such knowledge, attitudes, intentions or skills can have positive effects on specific health and social behaviours but they may also be a pre-requisite for more significant behaviour change. All students should achieve a basic level of health literacy. Schools should strive to provide as many students as possible with optimum levels of health learning so that their own health is a resource for daily living. As well, schools can provide some students with health career education and exploration programs that enable them to enter health and related occupations/professions. When health education is coordinated with other programs, services, policies and practices, the effect is much more significant on health behaviours, social development and learning. These coordinated SH programs can lead to whole-school effects, including a health-promoting school and be part of comprehensive approaches that link synergistic interventions and address clusters of related health/social problems at multiple levels

Learning styles among children can affect instruction about health and social issues. Different instructional methods (direct, inquiry/project-based, theatre etc) can be used to achieve different pedagogical objectives. These also include experiential/project-based learning, cooperative learning, mixed grouping, individualized instruction and programs, focus on skills such as critical thinking, decision-making, media literacy, social skills/influences and others.

Peer-based, parent-linked and interactive media/web-based based programs can be effective. The use of external speakers and testimonials in class and school presentations may also be effective as part of longer-term educational programs.

Promising, good or better practices at:

All Levels Government Ministries

The health, physical education and family studies curricula should consider fundamental issues such as accuracy, acceptability and respect the fundamentals of curriculum design. (CDC Health Curriculum Analysis Tool, Curriculum Audit, National Health Service, Scotland)

Curricula should be periodically reviewed using tools based on scientific evidence. (CDC Curriculum Analysis Tool)

Health education curricula should be based on scientific evidence and focus on generic themes as promoting life skills, core competencies and empowerment. (US Health Education Standards, WHO Guidelines)

Local Agencies

Schools/Neighbourhoods

Attachment Theory

dmccall — Wed, 14 Jan 2009 08:37:37 CST

This page explains attachment theory and how it applies to school-community programs to promote health, learningh and social development.

Overwiew
(Pasted from <http://en.wikipedia.org/wiki/Attachment_theory)

Attachment theory, originating in the work of John Bowlby, is a psychological, evolutionary and ethological theory that provides a descriptive and explanatory framework for understanding interpersonal relationships between human beings. Attachment theorists consider the human infant to have a need for a secure relationship with adult caregivers, without which normal social and emotional development will not occur.

Within attachment theory, infant behaviour associated with attachment is primarily a process of proximity seeking to an identified attachment figure in stressful situations, for the purpose of survival. Infants become attached to adults who are sensitive and responsive in social interactions with the infant, and who remain as consistent caregivers for some months during the period from about six months to two years of age. During the later part of this period, children begin to use attachment figures (familiar people) as a secure base to explore from and return to. Parental responses lead to the development of patterns of attachment which in turn lead to internal working models which will guide the individual's feelings, thoughts and expectations in later relationships.[1] Separation anxiety or grief following serious loss are normal and natural responses in an attached infant. An extreme deficit in appropriate parenting can lead to a lack of attachment behaviours in a child and may result in the rare disorder known as reactive attachment disorder.

Developmental psychologist Mary Ainsworth, an important figure in the formulation and development of attachment theory, introduced the concept of the "secure base" and developed a theory of a number of attachment patterns or "styles" in infants in which distinct characteristics were identified; these were secure attachment, avoidant attachment, anxious attachment and, later, disorganised attachment. Other theorists subsequently extended attachment theory to adults. Methods exist for measurement of attachment patterns in older infants and adults, although measurement in middle childhood is problematic. In addition to care-seeking by children, one may construe other interactions as including some components of attachment behaviour; these include peer relationships of all ages, romantic and sexual attraction, and responses to the care needs of infants or sick or elderly adults. In order to formulate a comprehensive theory of the nature of early attachments, Bowlby explored a range of fields including evolution by natural selection, object relations theory (psychoanalysis), control systems theory, evolutionary biology and the fields of ethology and cognitive psychology.[2] There were preliminary papers from 1958 onwards but Bowlby published the full theory in the trilogy Attachment and Loss, 1969–82. Although in the early days academic psychologists criticized Bowlby and the psychoanalytic community ostracised him,[3] attachment theory has become the dominant approach to understanding early social development and given rise to a great surge of empirical research into the formation of children's close relationships.[4] There have been significant modifications as a result of empirical research but attachment concepts have become generally accepted.[3] Criticism of attachment theory has been sporadic, some of it relating to an early precursor hypothesis called "maternal deprivation", published in 1951.[5] Past criticism came particularly from within psychoanalysis, and from ethologists in the 1970s. More recent criticism relates to the complexity of social relationships within family settings,[6] and the limitations of discrete patterns for classifications.[7] There are current efforts to evaluate a number of interventions and treatment approaches, that are based on applications of attachment theory

Cooperative Learning

dmccall — Mon, 12 Jan 2009 13:39:06 CST

This page explains the concept of cooperative learning.

Collaborative Learning (From WikEd) Jump to: navigation, search
Contents

Pasted from <http://wik.ed.uiuc.edu/index.php/Collaborative_Learning>

Experiential Learning

dmccall — Mon, 12 Jan 2009 13:29:44 CST

This page explains the concept of experiential learning.

Experiential Learning (C. Rogers)
Copied with permission from <http://tip.psychology.org/rogers.html>
Overview: Rogers distinguished two types of learning: cognitive (meaningless) and experiential (significant). The former corresponds to academic knowledge such as learning vocabulary or multiplication tables and the latter refers to applied knowledge such as learning about engines in order to repair a car. The key to the distinction is that experiential learning addresses the needs and wants of the learner. Rogers lists these qualities of experiential learning: personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner.
To Rogers, experiential learning is equivalent to personal change and growth. Rogers feels that all human beings have a natural propensity to learn; the role of the teacher is to facilitate such learning. This includes: (1) setting a positive climate for learning, (2) clarifying the purposes of the learner(s), (3) organizing and making available learning resources, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts with learners but not dominating.
According to Rogers, learning is facilitated when: (1) the student participates completely in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. Rogers also emphasizes the importance of learning to learn and an openness to change.
Roger's theory of learning evolved as part of the humanistic education movement (e.g., Patterson, 1973; Valett, 1977). Scope/Application: Roger's theory of learning originates from his views about psychotherapy and humanistic approach to psychology. It applies primarily to adult learners and has influenced other theories of adult learning such as Knowles and Cross. Combs (1982) examines the significance of Roger's work to education. Rogers & Frieberg (1994) discuss applications of the experiential learning framework to the classroom.
Example: A person interested in becoming rich might seek out books or classes on ecomomics, investment, great financiers, banking, etc. Such an individual would perceive (and learn) any information provided on this subject in a much different fashion than a person who is assigned a reading or class.
Principles: 1. Significant learning takes place when the subject matter is relevant to the personal interests of the student 2. Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum 3. Learning proceeds faster when the threat to the self is low 4. Self-initiated learning is the most lasting and pervasive.
References: Combs, A.W. (1982). Affective education or none at all. Educational Leadership, 39(7), 494-497. Patterson, C.H. (1973). Humanistic Education. Engelwood Cliffs, NJ: Prentice-Hall. Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill. Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/Macmillan. Valett, R.E. (1977). Humanistic Education. St Louis, MO: Mosby.
Relevant Web Sites: For more about Rogers and his work, see: http://oprf.com/Rogers http://www.infed.org/thinkers/et-rogers.htm http://www.ship.edu/~cgboeree/rogers.html

Resilience theory

dmccall — Mon, 12 Jan 2009 13:24:24 CST

There is no abstract available for this page revision.

Risk Reduction Theory

dmccall — Mon, 12 Jan 2009 13:23:24 CST

There is no abstract available for this page revision.