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Asthma (BT)
This initial collection or research references, reports and resources has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to add references (using the Easy Edit" tool found at the top of the page or commenting on the collection by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page. Eventually, when time and resources permit, this initial collection will be formatted in accordance with the outline for bibliographies/ toolboxes relating to health,safety and social development issues used in this knowledge exchange program.
Framework for Listing Research, Reports and Resources on Specific Health/Social Topics
This framework or outline includes these sections:
A. Understanding the Problem
A-1 Prevalence & Nature of the Problem Among Young People (Including holistic understanding of the problem and comprehensive approaches to program/policy/practice development)
A-2 Specific Strengths, Problems, Risks, Behaviours, Conditions, Determinants, Chronic/Genetic illnesses related to the issue (These can be a focus on higher risk populations or particularly important factors relevant to the issue)
A-3 Behavioral Theories that Explain the Issue or Approaches to Promotion/Prevention (These can also include a focus on higher risk populations or particularly important behaviours or conditions relevant to the problem)
B. Influence of the School on the Issue
This section examines the impact of the natural social and physical environment of the school on the problem or behaviour. This sub-section is not focused on interventions that can be delivered through the school but rather on the regular features of the school in its normal state or operations.
Overview
B-1 Influence of the School Social Environment on the Problem (This includes student-teacher conduct & relationships, co-curricular and after-school clubs and activities, staff morale, relationships between the school and parents, overall school climate/ethos and more)
B-2 Influence of the School Physical Environment on the Problem (This includes school grounds, transportation routes to school, gymasia and playgrounds, lighting, proximity to fast-food restaurants, exposure to advertising, municipal parks, busy city streets, high crime areas or natural green areas, access to municipal and other cultural facilities, age of the building, natural light, easy access to and quality of the water )
B-3 Influence of School Organization, Practices
(These include age/grade groupings, physical size, location and facilities of the school, age/experience/mobility of the teachers, basic school operations such as transportation/busing, lunches, recesses, and important social rituals in the school such as school assemblies, proms, graduation ceremonies, parent/teacher nights and more.)
B-4 Influence of the School related Transitions
(These include transitions from other schools, family/pre-school into primary school, between primary and secondary schools, secondary schools to post-secondary education/training or into the work force.)
C. Effectiveness of Comprehensive Approaches, Coordinated Agency-School Programs, Whole School Strategies on the Problem, Aspects of the Problem
(Please note the differences between comprehensive approaches (multi-issue, multi-level, multi-agency programs), coordinated agency-school programs (involving personnel from several agencies and professions in implementation) and whole-school Programs (HPS) involving only school-based personnel)
General
C-1 Consensus Statements, Published Multi-Intervention Plans, Models and Frameworks
C-2 Comprehensive Approaches (These approaches looking at the whole child, not just one or a few health/social problems. all children (especially vulnerable), developmental stages/life course, clusters of behaviours and conditions(eg mental health, crime, tobacco, sexual risk-taking, dropouts), community and systems context analysis, synergistic combinations of strategies and initiatives (eg police officers, safe schools, character education, early childhood programs), multi-level , intersectorial strategies, programs and policies)
C-3. Effectiveness of Coordinated Agency-School Programs and Services
C-4 Effectiveness of Whole School (HPS) Strategies (involving only school-based personnel in delivery)
C-5 Effects of Programs on Learning (Educational achievement and school effectiveness)
D. Effectiveness of Individual Evidence-based Interventions (Differentiate among primary, secondary, tertiary prevention of health promotion, prevention, assistance, rehabilitation etc)
D-1 Policy Interventions
D-2 Instructional Interventions (Focus on general as well as specific skills, specific functional knowledge, normative beliefs, teacher skills, support for instruction, better scope/sequence of curricula)
D-3 Health and Other Services Interventions
D-4 Social Support Interventions
D-5 Physical Environment Interventions
E. Implementation and Sustainability (Including the use of Evidenced-based, Practical and Strategic Implementation Strategies, diffusion or education change theories, Capacity-building/Continuous Improvement Strategies and Strategic Consideration of System/Agency/School Characteristics (eg teacher work life research-use of lesson plans, school improvement research, open, loosely-coupled, bureaucratic systems)
E-1 Evidence-based, Practical and Strategic Implementation Strategies
E-2 Use of Diffusion and Education Change Knowledge/Theory
E-3 Use of Capacity-Building Knowledge/Theory and Sustainability
General use of capacity-building/organizational development
Specific capacities (according to WHO-SHRN model)
Coordinated Policies & Leadership
Staff Assigned to Coordination
Informal/formal Mechanisms for Cooperation
Ongoing Knowledge Synthesis, Transfer, Exchange
Ongoing Workforce Development
Regular Monitoring and Reporting on health/social development, learning and program capacity
Strategic Management of Emerging Issues/Trends
Explicit plan for sustainability
E-4 Consideration of Sustainability (Includes defining and applying the concept, routinization, factors that support and barriers)
E-5 Consideration of Ecology and System Characteristics (This section list studies that specifically examine the attributes of school and other systems with a view to implementation and sustainability gains)
General Use of Ecological Approach/Systems thinking
Specific Applications of Ecological/Systems Thinking & Characteristics
Openness (Includes concepts such as system stasis and stability, open systems theory, boundaries between and within organizations, system-environment interactions, change in context, etc)
Loose-coupling between levels in the system (Includes concepts such as adopter concerns, policy levers, ecology/micro-politics of schools, role/style of senior leaders, role/style of middle managers, role/style of front-line staff)
Professional Bureaucracies (Includes concepts such as multi-level systems, influence of structure, internal communications (formal and informal), social networks within organizations, non-rational decision-making, knowledge as power and influence, organizational culture, readiness for innovation, professional norms/ideologies, sociology and work life, career patterns for teachers, nurses, police officers)
Working across Multiple Systems (Includes concepts such as degree of cooperation (communication-collaboration-merger etc), cooperation at different levels in systems)
F Consideration of Community or Cultural Contexts
General references to local community/neighbourhood context
Disadvantaged Communities
Urban Communities/Inner City Communities/Multi-ethnic Communities
Rural Communities
Aboriginal Communities/Schools
Faith-based/Heritage-based /Cultural Communities/Schools
Affluent Communities/Private Schools
G Consideration of and Integration within the Constraints and Educational Mandate of the School
G-1 Consideration of School's Primary Roles, Functions
G-2 Consideration of Professional Norms & Ideologies
G-3 Consideration of School's Social, Economic & Political Constraints
H Questions related to Future and Current Research
Major knowledge/practice/policy questions and draft or existing research agendas
Use of new research or multiple methods (beyond RCT’s)
Methodological Issues and Questions
Research Showing the Connection between this Issue and Educational Outcomes or School Effectiveness
Research Showing Cost-Effectiveness or Cost-Benefits and/or Economic Burden of this Problem
Framework for Listing Research, Reports and Resources on Specific Health/Social Topics
This framework or outline includes these sections:
A. Understanding the Problem: (Prevalence, nature, aspects of the problem, behaviour theories that explain it)
B. Impact, Role of the School on the Problem (Influence of the physical and social environment, school organization & practices)
C. Effects of Comprehensive Approaches (Multi-issue, multi-level, multi-system programs) Coordinated Programs and Services (School-Agency Programs and Whole School Only Programs)
D. Effects of Individual Evidence-based Interventions (Including Policy, Instruction, Services, Social Support, Physical Environment Interventions)
E. Implementation, Capacity, Sustainability and Systems Change (Including Evidenced-based, Practical and Strategic Implementation Strategies, diffusion or education change theories, Capacity-building/Continuous Improvement and Strategic Consideration of System/Agency/School Characteristics
F Consideration of Local Community Contexts (Including rural, cultural, disadvantaged, faith etc)
G. Consideration of and Integration within the Constraints and Educational Mandate of the School
H Questions related to Future and Current Research (Methods, link to educational outcomes, cost-effectiveness etc)
A. Understanding the Problem
A-1 Prevalence & Nature of the Problem Among Young People (Including holistic understanding of the problem and comprehensive approaches to program/policy/practice development)
| Research | Reports/Resources |
A-2 Specific Strengths, Problems, Risks, Behaviours, Conditions, Determinants, Chronic/Genetic illnesses related to the issue (These can be a focus on higher risk populations or particularly important factors relevant to the issue)
| Research | Reports/Resources |
A-3 Behavioral Theories that Explain the Issue or Approaches to Promotion/Prevention (These can also include a focus on higher risk populations or particularly important behaviours or conditions relevant to the problem)
| Research | Reports/Resources |
B. Influence of the School on the Issue
This section examines the impact of the natural social and physical environment of the school on the problem or behaviour. This sub-section is not focused on interventions that can be delivered through the school but rather on the regular features of the school in its normal state or operations.
Overview
| Research | Reports/Resources |
B-1 Influence of the School Social Environment on the Problem (This includes student-teacher conduct & relationships, co-curricular and after-school clubs and activities, staff morale, relationships between the school and parents, overall school climate/ethos and more)
| Research | Reports/Resources |
B-2 Influence of the School Physical Environment on the Problem (This includes school grounds, transportation routes to school, gymasia and playgrounds, lighting, proximity to fast-food restaurants, exposure to advertising, municipal parks, busy city streets, high crime areas or natural green areas, access to municipal and other cultural facilities, age of the building, natural light, easy access to and quality of the water )
| Research | Reports/Resources |
B-3 Influence of School Organization, Practices
(These include age/grade groupings, physical size, location and facilities of the school, age/experience/mobility of the teachers, basic school operations such as transportation/busing, lunches, recesses, and important social rituals in the school such as school assemblies, proms, graduation ceremonies, parent/teacher nights and more.)
| Research | Reports/Resources |
B-4 Influence of the School related Transitions
(These include transitions from other schools, family/pre-school into primary school, between primary and secondary schools, secondary schools to post-secondary education/training or into the work force.)
| Research | Reports/Resources |
C. Effectiveness of Comprehensive Approaches, Coordinated Agency-School Programs, Whole School Strategies on the Problem, Aspects of the Problem
(Please note the differences between comprehensive approaches (multi-issue, multi-level, multi-agency programs), coordinated agency-school programs (involving personnel from several agencies and professions in implementation) and whole-school Programs (HPS) involving only school-based personnel)
General
| Research | Reports/Resources |
C-1 Consensus Statements, Published Multi-Intervention Plans, Models and Frameworks
| Research | Reports/Resources |
| Creating Asthma Friendly Schools Resource Kit AsthmaInSchools.com Centers for Disease Control & Prevention (2006) Strategies for Addressing Asthma Within a Coordinated School Health Program, Atlanta, GA, Author |
C-2 Comprehensive Approaches (These approaches looking at the whole child, not just one or a few health/social problems. all children (especially vulnerable), developmental stages/life course, clusters of behaviours and conditions(eg mental health, crime, tobacco, sexual risk-taking, dropouts), community and systems context analysis, synergistic combinations of strategies and initiatives (eg police officers, safe schools, character education, early childhood programs), multi-level , intersectorial strategies, programs and policies)
| Research | Reports/Resources |
C-3. Effectiveness of Coordinated Agency-School Programs and Services
| Research | Reports/Resources |
| On the issue | |
| On specific aspects, behaviours, conditions related to the issue |
C-4 Effectiveness of Whole School (HPS) Strategies (involving only school-based personnel in delivery)
| Research | Reports/Resources |
| On the Issue | |
| On specific aspects, behaviours, conditions related to the issue |
C-5 Effects of Programs on Learning (Educational achievement and school effectiveness)
| Research | Reports/Resources |
D. Effectiveness of Individual Evidence-based Interventions (Differentiate among primary, secondary, tertiary prevention of health promotion, prevention, assistance, rehabilitation etc)
| Research | Reports/Resources |
| Canadian Partnership for Children's Health & Environment HealthyEnvironmentForKids.ca “Advancing Environmental Health in Child Care Settings: A checklist for Child Care Practitioners and Public Health Inspectors” |
D-1 Policy Interventions
| Research | Reports/Resources |
| Asthma and School Field Trips |
D-2 Instructional Interventions (Focus on general as well as specific skills, specific functional knowledge, normative beliefs, teacher skills, support for instruction, better scope/sequence of curricula)
| Research | Reports/Resources |
| Wolf, F.M., Guevara, J.P., Grum, C.M., Clark, N.M., Cates, C.J. (2003). Educational interventions for asthma in children. Evid Based Nurs. 2003 Oct;6(4):106-7. Smith J.R., Mugford, M., Holland, R., Candy, B., Noble, M.J., Harrison, B.D., Koutantji, M., Upton, C., Harvey, I. (2005). A systematic review to examine the impact of psycho-educational interventions on health outcomes and costs in adults and children with difficult asthma. Health Technol Asses. 2005 Jun;9(23):1-182. | Roaring Adventures of Puff (RAP) EducationForAsthma.com |
D-3 Health and Other Services Interventions
| Research | Reports/Resources |
| Guo JJ, Jang R, Keller KN , McCracken AL, Pan W, and Cluxton (RJ) (2005) Impact of school-based health centers on children with asthma. The Journal of Adolescent health, 37(4):266–274, October 2005. | Helping to administer medicine Asthma Inhaler TechniqueSheets (The Canadian Lung Association) |
D-4 Social Support Interventions
D-5 Physical Environment Interventions
| Research | Reports/Resources |
E. Implementation and Sustainability (Including the use of Evidenced-based, Practical and Strategic Implementation Strategies, diffusion or education change theories, Capacity-building/Continuous Improvement Strategies and Strategic Consideration of System/Agency/School Characteristics (eg teacher work life research-use of lesson plans, school improvement research, open, loosely-coupled, bureaucratic systems)
E-1 Evidence-based, Practical and Strategic Implementation Strategies
| Research | Reports/Resources |
E-2 Use of Diffusion and Education Change Knowledge/Theory
| Research | Reports/Resources |
E-3 Use of Capacity-Building Knowledge/Theory and Sustainability
General use of capacity-building/organizational development
| Research | Reports/Resources |
Specific capacities (according to WHO-SHRN model)
Coordinated Policies & Leadership
| Research | Reports/Resources |
Staff Assigned to Coordination
| Research | Reports/Resources |
Informal/formal Mechanisms for Cooperation
| Research | Reports/Resources |
Ongoing Knowledge Synthesis, Transfer, Exchange
| Research | Reports/Resources |
Ongoing Workforce Development
| Research | Reports/Resources |
Canadian Lung Health Framework PROJECT TITLE: Asthma Aware LEAD ORGANIZATION: Lung Association of Nova Scotia OVERVIEW: Provide asthma education to sports coaches, school teachers and other leaders who have children in their care. The goal is to improve their awareness and management of asthma and create a safer environment for children. ♦ The Lung Association of Nova Scotia, with the assistance of a team of medical experts in the field of respiratory care, developed Asthma Aware, an educational program using materials containing core content and supplemental resources on education about asthma. The purpose of the program is to provide a learner friendly, efficient and effective way to transfer “the need to know” information regarding asthma to the caregivers of children, namely teachers, sport coaches, and other community leaders. Contact: Jonathan Clarke Manager, Health Initiatives Lung Association of Nova Scotia 902-443-8141 Ext. 27 jonathanclarke@ns.lung.ca |
Regular Monitoring and Reporting on health/social development, learning and program capacity
| Research | Reports/Resources |
Strategic Management of Emerging Issues/Trends
| Research | Reports/Resources |
Explicit plan for sustainability
| Research | Reports/Resources |
E-4 Consideration of Sustainability (Includes defining and applying the concept, routinization, factors that support and barriers)
| Research | Reports/Resources |
E-5 Consideration of Ecology and System Characteristics (This section list studies that specifically examine the attributes of school and other systems with a view to implementation and sustainability gains)
General Use of Ecological Approach/Systems thinking
| Research | Reports/Resources |
Specific Applications of Ecological/Systems Thinking & Characteristics
Openness (Includes concepts such as system stasis and stability, open systems theory, boundaries between and within organizations, system-environment interactions, change in context, etc)
Loose-coupling between levels in the system (Includes concepts such as adopter concerns, policy levers, ecology/micro-politics of schools, role/style of senior leaders, role/style of middle managers, role/style of front-line staff)
Professional Bureaucracies (Includes concepts such as multi-level systems, influence of structure, internal communications (formal and informal), social networks within organizations, non-rational decision-making, knowledge as power and influence, organizational culture, readiness for innovation, professional norms/ideologies, sociology and work life, career patterns for teachers, nurses, police officers)
Working across Multiple Systems (Includes concepts such as degree of cooperation (communication-collaboration-merger etc), cooperation at different levels in systems)
F Consideration of Community or Cultural Contexts
General references to local community/neighbourhood context
| Research | Reports/Resources |
Disadvantaged Communities
| Research | Reports/Resources |
Urban Communities/Inner City Communities/Multi-ethnic Communities
| Research | Reports/Resources |
Rural Communities
| Research | Reports/Resources |
Aboriginal Communities/Schools
| Research | Reports/Resources |
Faith-based/Heritage-based /Cultural Communities/Schools
| Research | Reports/Resources |
Affluent Communities/Private Schools
| Research | Reports/Resources |
G Consideration of and Integration within the Constraints and Educational Mandate of the School
G-1 Consideration of School's Primary Roles, Functions
| Research | Reports/Resources |
| Taras, H., Potts-Datema, W., (2005). Childhood asthma and student performance at school. Journal of School Health, Oct;75(8):296-312. |
G-2 Consideration of Professional Norms & Ideologies
| Research | Reports/Resources |
G-3 Consideration of School's Social, Economic & Political Constraints
| Research | Reports/Resources |
H Questions related to Future and Current Research
Major knowledge/practice/policy questions and draft or existing research agendas
| Research | Reports/Resources |
Use of new research or multiple methods (beyond RCT’s)
| Research | Reports/Resources |
Methodological Issues and Questions
| Research | Reports/Resources |
Research Showing the Connection between this Issue and Educational Outcomes or School Effectiveness
| Research | Reports/Resources |
Research Showing Cost-Effectiveness or Cost-Benefits and/or Economic Burden of this Problem
| Research | Reports/Resources |
dmccall |
Latest page update: made by dmccall
, Nov 30 2010, 11:21 AM EST
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143 words added view changes - complete history) |
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