(An item from the ISHN Member information service) An article in Issue #6, 2013 of Prevention Science analyzes the implementation of the widely used Positive Behavior Intervention & Supports (PBIS) program. The researchers report that "Data from 27,689 students and 166 public primary and secondary schools across seven states included school and student demographics, indices of PBIS implementation quality, and reports of problem behaviors for any student who received an office discipline referral during the 2007–2008 school year. Results of the present study identify three key components of PBIS that many schools are failing to implement properly, three program components that were most related to lower rates of problem behavior (i.e., three “active ingredients” of PBIS), and several school characteristics that help to account for differences across schools in the quality of PBIS implementation." Read more>>
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(An item from the ISHN Member information service) An article in Issue #6, 2013 of Health Organization & Management, prepared by staff at the WHO European office, identifies and compares five different models of school health services used in Europe. The authors note that "The purpose of this article is to produce a taxonomy of organizational models of school health services (SHS) in the WHO European Region, and to reflect upon the potential of each model to be effective, equitable, responsive and efficient. The authors used data from the WHO survey to identify organizational models. To produce a taxonomy of organizational models, three features of SHS organization were analyzed – the presence of health personnel specifically dedicated to school health services provision (school nurse and/or school doctor); the statutory involvement of other health professions in SHS provision; and the proximity of service provision to pupils (school-based or not school-based). There are five organizational models of school health services in the Member States of the WHO European Region: dedicated school-based, dedicated community-based, integrated with primary care, mixed school-based, and mixed community-based. Preliminary reflections show that school based models are more likely to produce better outcomes in terms of effectiveness, equity, responsiveness, and efficiency." Read more>>
(An item from the ISHN Member information service) ISHN has suggested that the organizational development concept of "non-rational decision-making" should be used to understand how education, health and other systems truly operate. An article in Issue #6, 2013 of the Journal of Health Organization & Management may offer the application of a similar analytical framework. The article "explores the reasons for the sometimes seemingly irrational and dysfunctional organisational behaviour within the NHS in the UK. It seeks to provide possible answers to the persistent historical problem of intimidating and negative behaviour between staff, and the sometimes inadequate organisational responses. The aim is to develop a model to explain and increase understanding of such behaviour in the NHS. his paper is conceptual in nature based upon a systematic literature review. The concepts of organisational silence, normalised organisational corruption, and protection of image, provide some possible answers for these dysfunctional responses, as does the theory of selective moral disengagement". While the concept of "non-rational decision-making" is far less judgmental than the one discussed here, this type of analysis is necessary, rather than expecting organizations to behave logically. Read more>>
(An item from the ISHN Member information service) A systematic review published in Volume 24, 2013 of Health & Place describes the various theories that explain how the social and physical environment of the school impacts student health. A composite model has been developed by the reviewers. The authors note that "We included 37 reports drawing on 24 theories. Narrative synthesis summarised and categorised theories. We then produced an integrated theory of school environment influences on student health. This integrated theory could inform complex interventions such as health promoting schools programmes. Using systematic reviews to develop theories of change might be useful for other types of ‘complex’ public-health interventions addressing risks at the individual and community levels." Their "Integrated theory of school environment explains influences on students. A figure illustrates the integrated theoretical model of the ways in which the ‘school environment’, at the top of the figure, influences at multiple inter-acting levels: (1) student–school commitment; (2) students–peer commitment; (3) student cognitions; and (4) students’ behaviours. Key theoretical concepts addressing upstream, medial and proximal pathways are identified in italics. The ‘feedback’ loops in the diagram illustrate how both the school environment influences health, but also the enactment of health behaviours influences the school environment and each preceding pathway." Read More>>
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