An analysis using the Consolidated Framework for Implementation Research is reported in the July 2019 issue of Preventing Chronic Disease. The HPV Vaccine Program pilot was a multilevel, evidence-based intervention conducted by the American Cancer Society in 30 federally qualified health centers (FQHCs) in the United States."We conducted in-depth interviews (N = 32) by telephone with representatives of 9 FQHC partners. We structured the interview guides on Consolidated Framework for Implementation Research (CFIR) domains. We asked about project start-up activities, implementation strategy selection, policy- and practice-level changes, staffing structure, challenges, and key factors leading to project success. At least 2 researchers coded each interview transcript verbatim. Participants most frequently identified the electronic health record system, training and education, concrete tools and resources, and provider champions as facilitators to implementing HPV VACs. Limited staff resources, challenges of electronic health records, issues with state immunization registries, patient misinformation about vaccines and vaccine stigma, cultural/language barriers, competing priorities, levels of funding, staff buy-in, training needs, and low health literacy were identified as barriers. .Thirty FQHC systems implemented the project in 130 clinical or school-based sites. ACS randomly placed the systems into 3 intervention groups, with 10 systems in each group: one group received a $90,000 2-year grant, another group received a $10,000 12-month grant, and another group received training and technical assistance but no funding. Intervention requirements differed somewhat between groups, allowing us to explore the effect of varying funding levels, time frames, and requirements." Read more....
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There has been increased attention to the beliefs and attitudes of teachers regarding health & social issues. However, the beliefs and attitudes of other professionals such as nurses and police officers that work with and in schools are less examined thus far in the research. An article in Issue #6, 2019 of Educational Psychology provides a tool that can measure professional commitment to social justice. The authors "demonstrate a method for answering this question empirically – cognitive diagnostic modelling (CDM). We used the four dimensions of the Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek, Linnemeyer, Bahner, & Hanson Misialek, 2011 Nilsson, J. E., Marszalek, J. M., Linnemeyer, R. M., Bahner, A. E., & Hanson Misialek, L. (2011). Development and assessment of the Social Issues Advocacy Scale. Educational and Psychological Measurement, 71(1), 258–275. doi:10.1177/0013164410391581[Crossref], [Web of Science ®], , [Google Scholar]) as attributes of SJA, and fit SIAS responses to a CDM of 16 attribute mastery profiles. One-quarter of the sample had a profile suggesting SJA attitudes without action; one-fifth, a profile suggesting monitoring SJA in politics without participation; and one-eighth, a profile suggesting individuals rarely engage in action without SJA attitudes. We also found significant relationships between mastery profiles and degree pursued, degree field, and political affiliation. These results demonstrated the utility of CDM for training program assessment of SJA." Read more...
Comprehensive School Guidance programs enable counsellors and schools to address health and social issues in a holistic, integrated way. An article in Issue #1m 2919 of Professional School Counseling describes how the CSG approach can be used to prevent suicide. The researchers propose "a common standard for the development of an effective, comprehensive school suicide prevention program using a five-step process and frame these approaches within the American School Counselor Association National Model. Read more...
An article in Issue #5, 2019 of the Journal of Physical Education, Recreation & Dance discusses how professional development can teachers understand and use physical literacy more effectively in their practice. "Physical literacy refers to an individual's capacity for sustaining a physically active lifestyle. Applying physical literacy as a concept to elementary physical education proposes a new, more inclusive, and potentially more effective approach to promoting lifelong engagement in physical activity. This article explores the role of professional development for generalist classroom teachers and specialist physical education teachers in nurturing physical literacy within physical education teaching practice, by identifying the desired characteristics of effective physical literacy professional development. The professionals at the forefront of delivering physical education, the teachers, need support in understanding the complexity of the concept of physical literacy and how it can be nurtured within their practice. Providing effective and responsive professional development for teachers is essential if children are to become more physically active over their lifetime. Read more...
The July 2019 Issue of School Psychology delves deep into family-school engagement. Articles examine how parental engagement varies as children and adolescents development and as they attend primary and middle schools. The relationships between parents and their children as a factor is also examined. Two articles examine how parents of children with autism can be engaged successfully in school teams, Read more....
The link between social & emotional intelligence has been established in many research studies. Recently, there has been increased interest in the protective factor of faith in promoting healthy behaviours and overall social development. A study reported in the July 2019 Issue of the International School health Journal reports on a controlled trial on Spiritual Intelligence. "the study was conducted with the objective of determining the effectiveness of spiritual intelligence training in responsibility and resilience of secondary high school students in the city of Baghmalek.The study was a semi-experimental study with pretest-posttest design and experimental/control groups. The research population included all secondary high school students from Baghmalek city during 2017 - 2018. Finally, 60 students were selected by the multistage cluster sampling method and randomly assigned to experimental and control groups. Data collection was done using the Connor-Davidson resilience scale (CD-RISC) and Kordlou’s responsibility questionnaire. The experimental group participated in eight 90-min sessions for spiritual intelligence instruction while the control group was placed in a waiting list and did not receive any instructions. After the termination of the sessions, both of the groups were subjected to posttest.Results: The results indicated that there was a linear significant relationship between the pretest and posttest scores of resilience (F = 56.32, P < 0.001) and the pretest and posttest scores of responsibility (F = 12.98, P = 0.004) in the experimental and control groups. The results of univariate analysis for resilience (F = 15.55, P < 0.001) and responsibility (F = 7.14, P = 0.016) as dependent variables were found significant. Thus, spiritual intelligence instruction increased resilience and responsibility in students. Read more...
Produced under the auspices of the SDG - Education 2030 Steering Committee, this special report shows the different ways that countries have taken on the challenge of implementing SDG 4 at the national level. It showcases good practices from countries that have reflected SDG 4 in their policies since 2015 and suggests a new framework for assessing the extent to which their policies match their 2030 commitments in the future. Read more...
Co-produced with the UNESCO Institute for Statistics, this paper highlights the first ever projections for SDG 4 targets. A third of the way to 2030, it shows that the world is drastically off track. By 2030, one in six children, adolescents and youth will still be out of school. Only six in ten young people will be completing secondary education. Read more....
In April 2019, the Advisory Committee for the OECD Education 2030 initiative met and learned that the first phase of this initiative has been completed. The OECD Learning Compass has several components, described in seversl concept notes, many of which relate to the health, personal and social development of students. ISHN has prepared a brief analysis listing of the components and their implications for HPSD education.Here are a few of the ISHN observations:
The WHO 2021 Program budget was approved at the May 2019 World Health Assembly. ISHN has prepared a brief analysis that identifies school-related elements in red font with brief comments added in the margin.
The budget describes a significant shift towards an integrated approach that tries to coordinate various WHO programs (usually focused on a single or collection of health problems) to achieve multi-sectoral action. Actions through schools are noted in several areas of the document. Equity, climate, social and safety issues are addressed in section 3.1 while physical health issues (risk factors for NCD’s) are addressed in 3.2. Settings and partnerships are addressed in 3.3. Most of the traditional WHO programs are listed in these and other broad categories, so it is difficult to see if the reporting structures in WHO will truly be influenced by the new budget. (e.g. Infectious diseases are discussed in another section of the budget). However, it is heartening to see the words on settings and schools. Read more... |
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