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Call re Core Concepts in School Health, Safety, Social Development |
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| Version | User | Scope of changes |
|---|---|---|
| Nov 22 2011, 10:14 AM EST (current) | dmccall | 6 words added, 3 words deleted |
| Nov 22 2011, 10:12 AM EST | dmccall |
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The International School Health Network is calling for writers, contributors, reviewers and sponsors to develop a series of summaries that define and describe several core concepts in school health promotion, safety and social development. These core concepts will be used as reference documents for the many other summaries that will be prepared for this knowledge exchange program.
As with other topics in this program and in this web site, it is expected that each topic will have a Glossary Term (GT) (1-2 paragraphs), an Encyclopedia Entry (EE) (1-2 pages), a Handbook Section (HS) (10-15 pages with sub pages for case studies and a Bibliography/Toolbox (BT) that lists web-linked research articles, reports and resources such as educational programs, training tools and policy documents.
The following topics are anticipated as being among the core concepts (this list is also open for amendment). The items on this list with active links are already prepared in their ""rough draft", first draft" and first edition" versions. The core concepts include:
Individuals and organizations interested in becoming a writer, contributor or sponsor for any one or more of these topics should contact dmccall@internationalschoolhealth.org The deadline for responding to this call is open, because the list of topics is malso open for discussion.
As with other topics in this program and in this web site, it is expected that each topic will have a Glossary Term (GT) (1-2 paragraphs), an Encyclopedia Entry (EE) (1-2 pages), a Handbook Section (HS) (10-15 pages with sub pages for case studies and a Bibliography/Toolbox (BT) that lists web-linked research articles, reports and resources such as educational programs, training tools and policy documents.
The following topics are anticipated as being among the core concepts (this list is also open for amendment). The items on this list with active links are already prepared in their ""rough draft", first draft" and first edition" versions. The core concepts include:
| Topic | Glossary Term (One-two paragraphs) | Encyclopedia Entry (One-two pages) | Handbook Section (10-15 pages with additional pages, presentations, bookmarks, videos etc) | Bibliography/Toolbox (Organized lists of research references, reports and planning/educational resources with web links) |
| History and Evolution of School-based and School-linked Human Development Programs | ||||
| -Healthy schools incl specific health issues | ||||
| - Community Schools including welfare & child protection issues | ||||
| - Safe & caring schools including violence, crime, bullying etc | ||||
| - Educator driven models including effective schools, SEL | ||||
| Understanding the Influence of the Physical and Social Environment of the School & School Practices | ||||
| Child & Adolescent Development (Including Whole Child Approach) | ||||
| Ecological and System-based Approaches to School Health, Safety and Social Development | (First draft EE) | |||
| Comprehensive Approaches, Coordinated Agency-School Programs and Whole School Strategies | (First Draft EE) | |||
| - Comprehensive Approaches (Multi-issue, multi-systems, multi-level) | ||||
| - Coordinated Agency-School Programs (on a specific issue) | ||||
| - Whole school strategy (only educators deliver the program, on a specific issue) | ||||
| Policies in School Health, Safety and Social Development | ||||
| - The Policy-Making Cycle | ||||
| - Ministry/Department Policies (Education, Health, Social Services, Law Enforcement, Municipal/Recreation etc) | ||||
| - School Board Policies | ||||
| - Health Authority Policies | ||||
| - Municipal Policies (Including Recreation) | ||||
| - Police Department Policies | ||||
| - Social Service Agency/Child Protection/Family Services | ||||
| - Guidelines of Self-Regulating Professions | ||||
| Instruction | ||||
| - Curricula Design & Learning Outcomes (Health, Personal-Social Development, Physical Education, Family Studies/Home Economics, Career Education. Moral/Character/Religious Education) | ||||
| - Teaching Methods | ||||
| - Teacher Education (Pre-service), Development (In-service) & Training (Focused on a specific program or skill) | Stages & Structures in Teacher Education and Development (GT) (Draft posted 03-11, Open for edits and comments) | |||
| - Teaching/Learning Materials | ||||
| - Internet-based Learning | ||||
| - Take-home learning Activities | ||||
| - Student Assessment | ||||
| Health, Social and Other Services | ||||
| - Pre-school programs | ||||
| - After School Programs | ||||
| - Health Services (Psychology, Mental Health, Nutrition etc) | ||||
| - Social Services (Child, Family, Social, Housing. protection services) | ||||
| - Student/Guidance Services | ||||
| - Methods of and Issues in Delivery (Screening, Early Identification, Referrals, Case Coordination, School Support for Treatment/Reintegration, youth-friendly) | ||||
| Social Support Interventions through the School | ||||
| - Youth Engagement & Empowerment | ||||
| - Parent Information, Involvement, Education, Support) | ||||
| - School Activities & Special Events | ||||
| - Working with Community Organizations& Campaigns | ||||
| - Peer Helper Programs | ||||
| - Student Leadership Programs | ||||
| - Mentoring Programs | ||||
| - Service Learning (for K-12 students, for Post-secondary students) | ||||
| - Use of New and Social Media | ||||
| Physical Environment interventions at the school | ||||
| - Transportation to School | ||||
| - School Grounds | ||||
| - School Facilities | ||||
| - School Security | ||||
| Evidence-based, Practical and Strategic Implementation Strategies | ||||
| - Adoption of a policy, program or practice | ||||
| - Implementation of a policy, program or practice | ||||
| Use of Diffusion and Education Change Knowledge/Theory | ||||
| Capacity-Building Knowledge/Theory | ||||
| System, Organizational Capacities and Capacity-building in school health, safety and social development programs (Overview) | First draft (EE)Draft, (11-11) Open for editing, comments | Ad-hoc collection (BT) | ||
| - baseline capacity such as minimum staffing, budget, organizational mandate, curriculum time) | ||||
| ||||
| Monitoring, Reporting & Evaluation (Monitoring & Reporting Systems - Monitoring & Reporting Systems (GT, EE, HS, BT) - Self Assessment Tools - School Award/Accreditation Programs - Program Evaluation - Data-based Decision Making - Indicator Development - Survey Development | (GT) | |||
| Consideration of Sustainability (Includes defining and applying the concept, routinization, factors that support and barriers) | ||||
| Consideration of Ecology and System Characteristics | ||||
| - Systems Thinking | ||||
| - Systems Change | ||||
| 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, inter-ministry, inter-agency, inter-professional cooperation) | ||||
| Consideration of Country, Community or Cultural Contexts | ||||
| Application to low or middle income countries | ||||
| Application to countries or communities disrupted by war, conflict, disasters, epidemics | ||||
| Applications, general references to local community/ neighbourhood context in high income communities | ||||
| Specific applications to: Disadvantaged Communities, Urban Communities/Inner City Communities/Multi-ethnic Communities, Rural Communities, Aboriginal Communities/Schools, Affluent Communities/Private Schools | ||||
| Consideration of and Integration within the Constraints and Educational Mandate of the School | ||||
| Consideration of School's Primary Roles, Functions | ||||
| Consideration of Professional Norms & Ideologies | ||||
| Consideration of School's Social, Economic & Political Constraints | ||||
| Correlations between health/social problems and academic achievement | ||||
| Impact of health, safety and social programs on academic achievement | ||||
| Research Methods and Issues |
Individuals and organizations interested in becoming a writer, contributor or sponsor for any one or more of these topics should contact dmccall@internationalschoolhealth.org The deadline for responding to this call is open, because the list of topics is malso open for discussion.
