What is a network ? What makes a health promoting schools network ?

Rivett, David

doi:10.1177/10253823050120030119

Cited by 4 publications

(2 citation statements)

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“…In this study, participants signalled the need to develop and utilise new evaluation and implementation tools. In this way, the HPS network could be used to answer specific questions about HPS themselves, the actions developed and stakeholders involved in their coordination (Rivett, 2005; Rosas, 2017). The use of an intervention planning model (Crosby and Noar, 2011) could facilitate the evaluation not only of the network and individuals’ schools but also of health-related behaviours.…”

Section: Discussionmentioning

confidence: 99%

“…However, lack of effective communication often limits network functioning (Rosas, 2017). The ENHPS has indicated that bringing schools, teachers and principals together as part of a network may strengthen the development of health-promoting schools by facilitating the exchange of ideas and experiences (Rivett, 2005). Networks have the potential to facilitate the flow of knowledge to address the complex coordination challenges that can arise within an HPS initiative (Rosas, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Barriers to and ways of facilitating the implementation of Aragon’s Health-Promoting School network

Rodrigo-Sanjoaquín

Murillo-Pardo

Corral-Abós

et al. 2023

Health Education Journal

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Background: The Health-Promoting School (HPS) framework offers a comprehensive approach to promoting health in schools. Aragon’s HPS network is a local organisation which has identified the need for closer cooperation between the education and health sectors as the main challenge facing its programme. Objectives: Previous studies from countries implementing HPS approaches have identified various outcomes and challenges. However, there is insufficient evidence to identify potential barriers to HPS implementation in Spain. This study therefore set out to explore these issues within the context of the HPS network in Aragon. Method: Three focus groups were held in different cities (Zaragoza, Huesca and Teruel) between April and May 2020. The total sample comprised 18 adults ( M = 45.21; SD = 12.61), 60% of whom were men. Eleven participants were HPS stakeholders (i.e. teachers, HPS coordinators) and seven were external collaborators (e.g. university professors, researchers). Results: The main barriers identified were the excessive workload for professionals involved in the network, limitations imposed by contextual factors such as lack of teacher and family involvement, and lack of supervision and communication within the HPS network. Strengthening collaboration with work in other settings, the provision of continuing education for teaching staff and more systematic evaluation were identified as potential ways forward. Conclusion: Using the principles identified in this paper, Aragon’s HPS network should be further developed to enhance effective implementation and improve sustainability.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Barriers to and ways of facilitating the implementation of Aragon’s Health-Promoting School network

Rodrigo-Sanjoaquín

Murillo-Pardo

Corral-Abós

et al. 2023

Health Education Journal

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The Network Model

et al. 2015

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‘Side effects’ of health promotion: an example from Austrian schools

Gugglberger¹,

Flaschberger²,

Teutsch³

2014

Health Promotion International

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While the existence of side effects of medical interventions is common knowledge and widely investigated, possible unintended effects of health promotion (HP) interventions are only sparsely discussed in the HP literature. Drawing on qualitative evaluation data generated within an on-going process evaluation of a regional health-promoting schools network in Austria, we demonstrate which desirable and undesirable effects HP practice can have for teachers. Thirteen group discussions with teachers (n = 63) and headteachers (n = 9) acting as health coordinators in the network schools were conducted between 2010 and 2013. These data were analysed using systems and thematic analyses. In our example, desirable side effects included health coordinators gaining new relationships, new skills and benefiting from improved infrastructure. The undesirable side effects centred on stress, work overload and frustration, due to the additional work brought about by HP practice, negative reactions by colleagues as well as by technicalities of the network. The undesirable side effects of HP predominated in our study, pointing to several implications like the need to accommodate the concept of HP in the teachers' core responsibilities; the participation of all staff members and students in a whole-school approach toward SHP, and the need for changes on an organizational level. Based on this study, we come to the conclusion that a systematic approach to investigating and analysing side effects of HP is currently lacking in HP research and suggest that theoretical examination and more empirical research is needed.

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What is a network ? What makes a health promoting schools network ?

Cited by 4 publications

References 0 publications

Barriers to and ways of facilitating the implementation of Aragon’s Health-Promoting School network

Barriers to and ways of facilitating the implementation of Aragon’s Health-Promoting School network

The Network Model

‘Side effects’ of health promotion: an example from Austrian schools

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