Schools have been identified as one of the appropriate settings for addiction prevention since this is the place where pupils may come into contact with drugs for the first time and experiment with them, with the possibility of becoming addicted. To be effective, school-based drug education must be firmly based on knowledge of oneself and knowledge of the effects of various addictive substances. Biology education is then an essential part of schoolbased drug education. The aim of this work was to compare the approach taken towards addictive substances in textbooks within 16 countries involved in the European project BIOHEAD-CITIZEN. We used a specific part of the project grid for substance abuse (alcohol, tobacco and other drugs) and focussed on three major indicators: physical effects, psychological effects and social effects. Generally, in all 16 countries, the educative approaches taken in their textbooks include the three dimensions. Textbooks mainly employ text rather than visual images, and some countries' textbooks have only text. Moroccan and Mozambican textbooks do not mention tobacco and other drugs, respectively. The comparative analyses highlighted that the Finnish textbook is the most comprehensive; the only one, in the study, to have a specific Health Education teaching module.
A better understanding of primary school teachers' practices and representations toward health education (HE), and identification of individual or structural resistance as well as the partnership and training needs all constitute important goals in HE research. A quantitative study was conducted between April and December 2001 on a representative sample of the population of primary school teachers (n = 673) in the Auvergne region. The results demonstrate that the majority of teachers declare practicing and implementing HE. The approach is primarily thematic, essentially limited to a few lessons since it is only integrated into a broader project 20% of the time. 30% of teachers work in partnership, mainly with partners in school health; however, parents are rarely involved in HE activities. Parameters which influence the teachers' practices and representations are: (1) prioritizing work within an educational network and an inter-communal pedagogical regrouping, with the advantage that there are a greater number of teachers to do HE in these schools than in others, and (2) receiving initial or in-service training. These results suggest that a policy aiming to generalize the inclusion of HE in French primary schools must develop teacher training as well as support and accompany the collective dynamics within schools.
All countries had health education and health promotion services but the provision of these services varied considerably from country to country. They were provided either by a specific category of professionals (health personnel or teachers) or considered to be the responsibility of the educational community as a whole.
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Objective: To analyse teachers' health views in order to obtain general trends in factors influencing health and health education and to fit them into the negative-positive model of health proposed by Downie and collaborators. Method: This large international study involved 15 countries from Western and Eastern Europe, North and Sub-Saharan Africa, the Middle East and South America, with high socioeconomic and cultural diversity. The questionnaire constructed and validated by the European FP6 project BIOHEAD-CITIZEN was applied in each country to a balanced sample of pre-service teachers (Pre) and in-service teachers (In) of primary schools (P) and secondary schools, teaching biology (B) or national language (L). Results: Women, older persons, those having longer higher university education, primary school teachers (compared to secondary teachers) and language teachers (compared to biology teachers) have a more positive view of health. The major difference was found between countries, rather than religion, where five groups emerged from cluster analysis. Conclusion: The study does not lead to a comprehensive view of factors influencing teachers' perceptions of health but results showed that there is a variety of variables associated with health and health education views. These findings can contribute to facilitate developing appropriate specific health education teachers' training courses.
School health education has been viewed in a large variety of perspectives. In this chapter we present, in a historic approach, the biomedical model, the holistic view as well as the health promotion, autonomy and citizenship perspectives of health education. The aims of the health promoting school and the relevance of partnerships with the health sector, the pupils, their families and the community in health education are emphasised. Social representations, ethics and values in health education are referred. Special attention is given to models of school health education, the nature of knowledge in health education, prevention of health risks, effectiveness of health education practices and also to teachers' practices and their role and training in health education.
BackgroundEmployment conditions are associated with health inequities. In 2013, French young people had the highest unemployment rate and among those who worked as salaried workers most of them had temporary job. The purpose of the study was to assess mental health state of French young people through the prism of their occupational status and to measure whether occupational status is a determinant of health inequities.MethodsA cross-sectional multicentre observational survey was performed in June and July 2010 in 115 French Local Social Centres and 74 Health Examination Centres, who were available to participate. The survey was based on an anonymous self-administrated questionnaire delivered by social workers or healthcare professionals to young people age from 16 to 25 years old. The questionnaire was composed of 54 items. Several health outcomes were measured: self-perceived health, mental health, addictions and to be victim of violence. The association of occupational status and mental health was assessed by adjusting results on age and gender and by introducing other explanatory variables such as social deprivation.ResultsA total of 4282 young people completed the questionnaire, a response rate of 83%, 1866 men and 2378 women, sex-ratio 0.79. French young people having a non-working occupational status or a non-permanent working status were more exposed to poor self-perceived health, poor mental health, addictions and violence. To be at school particularly secondary school was a protective factor for addiction.ConclusionsOccupational status of French young people was a determinant of mental health inequities. Young people not at work and not studying reported greater vulnerability and should be targeted therefore by appropriate and specific social and medical services.Electronic supplementary materialThe online version of this article (doi:10.1186/s12939-017-0634-7) contains supplementary material, which is available to authorized users.
A survey of nurses (n = 188) from the National Education for the Academies of Lyon and Clermont-Ferrand highlights the heterogeneity of their representations and professional practices. These results underline the link between individual conceptions and the nature of the practices being used, and they show the impact of training and experience acquired in the school setting with respect to various practices and the difficulties they encounter in the fulfillment of their objectives as school nurses. The specificity of the school nurse profession is not necessarily solely related to the provision of care, but rather it is more accurately articulated around a set of educational tasks and goals, without of course being in a competitive position with the educational disciplines. This radical change in the fundamental core of the professional mission underlies the need to define a new professionalism and develop specific training tailored to the school setting and its distinctive features.
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