The European Network of Health Promoting Schools – an alliance of health, education and democracy

Rasmussen, Vivian Barnekow; Rivett, David

doi:10.1108/09654280010312397

Cited by 52 publications

(20 citation statements)

References 2 publications

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“…The European Network of Health Promoting Schools (ENHPS) has introduced the concept of 'health-promoting school' across Europe, and most European countries have joined the network since it was launched in 1992. An evaluation carried out in 15 EU member states showed that the ENHPS concept has successfully motivated the compilation of comprehensive health plans in schools (Barnekow Rasmussen and Rivett, 2000). Similar positive results related to the development of healthy school projects have emerged in other contexts, too [e.g.…”

Section: Introductionmentioning

confidence: 80%

How can critical incidents be used to describe health promotion in the Finnish European Network of Health Promoting Schools?

Turunen

Tossavainen²,

Vertio³

2004

Health Promotion International

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The purpose of this study was to elicit critical incidents that illustrate the reality in which health promotion processes take place in the Finnish European Network of Health Promoting Schools (ENHPS). In this study, critical incidents were used as a data collection method. The data were collected by asking representatives (n = 30) of the schools to describe in writing both positive and negative critical incidents related to health promotion in their school community. Altogether 48 critical incidents were analysed using qualitative content analysis. The results show that collaboration in a network of participants from inside and outside the school community to plan and implement a special school health day was the most commonly described positive critical incident. In addition, the organizational culture of the schools seemed to improve in a positive way. The reorganization of resources for health promotion resulted in positive progress, whereas a lack of resources had a frustrating and negative effect. The most commonly described negative critical incident was a failure to discourage smoking by pupils.

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Section: Introductionmentioning

confidence: 80%

How can critical incidents be used to describe health promotion in the Finnish European Network of Health Promoting Schools?

Turunen

Tossavainen²,

Vertio³

2004

Health Promotion International

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“…1990s within a number of smaller``mesolevel'' settings such as schools (Barnekow Rasmussen and Rivett, 2000) and hospitals (Tsouros, 1993).…”

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confidence: 99%

The “Health Promoting University”: a critical exploration of theory and practice

Dooris

2001

Health Education

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The settings-based approach to health promotion The settings-based approach to health promotion has its roots in the World Health Organisation (WHO)``Health for All'' initiative (WHO, 1980, 1985, 1991, 1998a) and Ottawa Charter for Health Promotion (WHO, 1986). The latter, which drew on both``Health for All'' and the work of theorists concerned with the creation of positive health ± what Antonovsky (1987, 1996) has called``salutogenic'' research ± reflected a growing consensus that health is a socio-ecological product that can be developed most effectively and efficiently by investing outside of the healthcare sector. The Charter stated that: Health is created and lived by people within the settings of their everyday life; where they learn, work, play and love. Health is created by caring for oneself and others, by being able to take decisions and have control over one's life circumstances, and by ensuring that the society one lives in creates conditions that allow the attainment of health by all its members. With its five-fold focus on healthy public policy, the creation of environments supportive to health, strengthening community action, developing personal skills and reorienting health services, the Ottawa Charter served as a catalyst to shift health promotion away from problems (as characterised by particular behaviours or by specific at-risk groups) and towards environments and settings. This shift is also reflected in recent work on``investment for health'' (Levin and Ziglio, 1996; Ziglio et al., 2000), developed through the Verona Initiative (http://www.who.dk/verona/main.htm). The first and perhaps best known initiative that has been retrospectively labelled settingsbased health promotion is Healthy Cities. Initiated as a small WHO project in 1986, with the aim of taking the rhetoric of Health for All and the Ottawa Charter``off the shelves and into the streets of European cities'' (Ashton, 1988, p. 1232), Healthy Cities rapidly grew to become a major global movement for the new public health (Tsouros, 1991). Drawing on this``macrolevel'' experience, parallel initiatives were established during the late 1980s and early The author

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“…One of the most important tasks in the implementation phase of the plan in the United States was the mobilization of facilities and human resources and the use of all players including policymakers, public and private sectors, students, teachers and parents together as a whole ( 18 ). Furthermore, the major issues listed by European countries were the need to strengthen cooperation between the education, health, technical and support divisions, as well as an adequate budget ( 19 ). A systematic study of the implementation of health promotion programs in schools in the UK has identified the conditions and actions that have contributed to the successful implementation of school health-promotion programs with the help of a team of high-level officials, university professors, and health and education specialists.…”

Section: Discussionmentioning

confidence: 99%

A study on school health policies and programs in the southeast of Iran: a regression analysis

et al. 2018

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BackgroundInvesting in adolescent health is one of the most important interventions in the health system. Accordingly, health-promoting schools organize their policies, methods, infrastructures, and activities towards protecting and promoting the health and well-being of the students, teachers, directors, authorities and society as a whole.ObjectiveTo study the health policies of schools in the southeast of Iran.MethodsThis cross-sectional study was carried out on all governmental high schools (113 schools) which were enrolled by census sampling method in January 2017, in Zahedan, in the southeast of Iran. The study tool was a validated questionnaire about the “School Health Policies and Programs” that was completed by the principals or staff of the schools. Data were analyzed by SPSS version 15, using descriptive statistic and linear regression test.ResultsAbout one-third of the schools did not have a health educator. Some policies, including annual medical examinations, having a healthy breakfast at school, healthy food supply at lower prices in school buffets, and counseling the students with special conditions in schools were not implemented. The most inter-sectoral cooperation was among the health centers (47.8%). The mean score of health policy implementation in schools was 89.70±11.51. Linear regression analysis demonstrated a significant relationship between type of school (p<0.05) and number of students in schools as well as attendance of a health educator in schools (p<0.001) with health policiesConclusionsDespite the implementation of the program in Iran in recent years, there are no clear and identical policies in the schools. Therefore, there is need to establish health policy committees in schools from among staff, teachers, parents, and students. In addition, success of the program requires inter-sectoral collaboration, supporting environmental health and improvement of parents’ relationships with the school.

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The European Network of Health Promoting Schools – an alliance of health, education and democracy

Cited by 52 publications

References 2 publications

How can critical incidents be used to describe health promotion in the Finnish European Network of Health Promoting Schools?

How can critical incidents be used to describe health promotion in the Finnish European Network of Health Promoting Schools?

The “Health Promoting University”: a critical exploration of theory and practice

A study on school health policies and programs in the southeast of Iran: a regression analysis

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