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| Version | User | Scope of changes |
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| Nov 22 2011, 5:44 PM EST (current) | dmccall | 2 words added |
| Nov 22 2011, 10:27 AM EST | dmccall | 7 words added, 2 words deleted |
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The International School Health Network is calling for contributors, reviewers and sponsors to develop a series of summaries that define and describe several topics relating to implementing and sustaining school health, safety and social development policies, programs, practices and multi-intervention approaches.
This discussion is being led by Louise Rowling, (Adjunct Associate Professor, Faculty of Education & Social Work, University of Sydney), Oddrun Samdal, (Professor, Department of Health Promotion & Development, University of Bergen) and Marthe Déschenes, (Institut national de santé publique du Québec)
As with other topics in this knowledge exchange program and in this web site, it is hoped that each topic in the list below will eventually have a Glossary term (1-2 paragraphs), an Encyclopedia Entry (1-2 pages), a Handbook Section (10-15 pages with sub pages for case studies and a Bibliography or Toolbox that lists web-linked research articles, reports and resources such as educational programs, training tools and policy documents. These topics may eventually form part of an e-book version of a Practitioners/Policy-Makers Handbook on Implementing & Sustaining School Programs that will be prepared from materials in this knowledge exchange program.
However, we expect that we will move gradually towards that goal, with a series of webinars, online discussions and web summaries prepared and shared by participants over several months as resources and time permit. Please feel free to add additional topics to this page by using the "easy edit" tool found above. If you are interested in being part of the writers and contributors to any of these topics, please contact: dmccall@internationalschoolhealth.org
The following lengthy topics are anticipated as being among the many topics relevant to implementing and sustaining school health, safety and social development policies, programs, practices and approaches (this list is also open for amendment).
An Initial List to Start the Discussion
The lead editors of this discussion group have started to work on this theme and developed an initial description of their focus.
Leadership in implementation of health promoting schools as leadership has been identified as a key component for implementation of health promoting schools.Building on implementation theories and principles of health promotioncollaboration, empowerment and competence development within and betweenrelevanttarget groups will be discussed with regard to achieving effective leadership.The relevant target groups are : principals, teachers, students, parents and health personnel. We intend to describe the individual concepts (collaboration, empowerment and competence development) as they relate to implementation of health promoting schools as well as how they relate to each of the target groups. Other concepts may of course emerge as we go through the writing process.
As well, ISHN has secured funding from the Mental Health Commission of Canada to conduct webinars and prepare brief summaries on several important topics in the implementation of comprehensive school mental health programs and approaches. These include:
Implementation, Capacity, Sustainability and Systems Change Issues in School Health, Safety and Social Development
In the list of topics below we differentiate among these essential aspects:
To view the various draft and completed summaries, click on the acronyms that immediately follow the topic title. These acronyms stand for Glossary Terms (GT - one or two paragraphs), Encyclopedia Entry (EE- one or two pages), Handbook Sections (HS- about 15 pages, with additional case studies and articles and including recorded webinars, videos and other materials) and Bibliography/Toolbox (BT-listings of web-linked research articles/reviews and educational/planning/assessment tools).
This discussion is being led by Louise Rowling, (Adjunct Associate Professor, Faculty of Education & Social Work, University of Sydney), Oddrun Samdal, (Professor, Department of Health Promotion & Development, University of Bergen) and Marthe Déschenes, (Institut national de santé publique du Québec)
As with other topics in this knowledge exchange program and in this web site, it is hoped that each topic in the list below will eventually have a Glossary term (1-2 paragraphs), an Encyclopedia Entry (1-2 pages), a Handbook Section (10-15 pages with sub pages for case studies and a Bibliography or Toolbox that lists web-linked research articles, reports and resources such as educational programs, training tools and policy documents. These topics may eventually form part of an e-book version of a Practitioners/Policy-Makers Handbook on Implementing & Sustaining School Programs that will be prepared from materials in this knowledge exchange program.
However, we expect that we will move gradually towards that goal, with a series of webinars, online discussions and web summaries prepared and shared by participants over several months as resources and time permit. Please feel free to add additional topics to this page by using the "easy edit" tool found above. If you are interested in being part of the writers and contributors to any of these topics, please contact: dmccall@internationalschoolhealth.org
The following lengthy topics are anticipated as being among the many topics relevant to implementing and sustaining school health, safety and social development policies, programs, practices and approaches (this list is also open for amendment).
An Initial List to Start the Discussion
The lead editors of this discussion group have started to work on this theme and developed an initial description of their focus.
Leadership in implementation of health promoting schools as leadership has been identified as a key component for implementation of health promoting schools.Building on implementation theories and principles of health promotioncollaboration, empowerment and competence development within and betweenrelevanttarget groups will be discussed with regard to achieving effective leadership.The relevant target groups are : principals, teachers, students, parents and health personnel. We intend to describe the individual concepts (collaboration, empowerment and competence development) as they relate to implementation of health promoting schools as well as how they relate to each of the target groups. Other concepts may of course emerge as we go through the writing process.
As well, ISHN has secured funding from the Mental Health Commission of Canada to conduct webinars and prepare brief summaries on several important topics in the implementation of comprehensive school mental health programs and approaches. These include:
- Capacity and Capacity Building in School Health Promotion: An Overview
- Inter-Ministry Policy, Collaboration & Leadership in School Mental Health
- Inter-agency Policies, Collaboration & Leadership in School Mental Health
- System & Agency Capacities & Capacity Building in School Mental Health Promotion
- Evidence-based Implementation Planning Models in School Health Promotion
- Complexity, Constant Change & Fidelity to a Developed Program, Practice or Approach in School Health Promotion
Implementation, Capacity, Sustainability and Systems Change Issues in School Health, Safety and Social Development
In the list of topics below we differentiate among these essential aspects:
- Some Preliminary Considerations
- Implementation of policies, programs, practices or approaches in a specified context
- Taking an effective program to scale through various means (ie diffusion)
- Capacity-building and continuous improvement
- Systems change: improvement and reform
- Achieving sustainability
To view the various draft and completed summaries, click on the acronyms that immediately follow the topic title. These acronyms stand for Glossary Terms (GT - one or two paragraphs), Encyclopedia Entry (EE- one or two pages), Handbook Sections (HS- about 15 pages, with additional case studies and articles and including recorded webinars, videos and other materials) and Bibliography/Toolbox (BT-listings of web-linked research articles/reviews and educational/planning/assessment tools).
| Topics related to Implementation, Capacity and Sustainability | Related Concepts and Topics | Sub-topics and related topics |
| 1. Some Preliminary Considerations | ||
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| Five functions of schooling are: safe custody of children, teaching basic numeracy & literacy skills/basic subject knowledge, accrediting students (sorting & selecting) for future studies, socializing students in dominant values of society, preparing for workforce transportation routes/school busing, recess procedures & practices, school grounds & facilities, staffing practices and current assignments, reporting to parents, influence of departments in high schools, professional days, etc - adding health status & behaviours to regular student report cards, - adding health and wellness considerations to school, district & ministry annual reports) |
| 2. In discussing the implementation of a program or an approach in a specific school (s), agency of government ministries, we need to: | ||
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| 3. In discussing how to take a Successful Program to a Larger Scale, we need to: | ||
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| 4. In discussing Capacity, Capacity-building and Continuous Improvement, we need to: | ||
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1. Coordination of policy, 2. Staff assigned to coordination, 3. Formal and informal mechanisms to support cooperation, 4. Monitoring, reporting and evaluation, 5. Regular Workforce development, 6. Ongoing knowledge exchange, 7. Strategic issue management, 8. Explicit plan for sustainability | Inter-ministry policy, inter-agency policy, professional guidelines and standards Role of SH coordinator/change agent, skills/training of coordinators Joint program planning, joint budgeting, inter-ministry agreements, inter-agency agreements, school protocols with external service providers, inter-ministry committees, inter-agency committees, school-based health committees, joint professional development sessions, shared goal statements Monitoring & Reporting Systems (GT, EE, HS, BT) Indicator selection & development, Indicator relevance and reliability, survey development,data-based decision-making, school recognition programs, school accreditation/award programs, program evaluation methods and capacity, integration with school accountability reporting Application of adult learning principles, promoting reflective teaching and health promotion practice,staff development theories and models, role & training of teachers, accessing and using teacher professional days effectively, staff development as social development, evidence-based teacher in-service models and practices, better and current practices in university teacher education programs, role & training of school nurses, role & training of school resource officers, role & training of school psychologists, role & training of addictions workers, role & training of school social workers, role & training of school guidance counsellors, role & training of school principals, accessing and working with native teacher education programs Perceptions/knowledge of health issuesstudies of knowledge needs & preferences among teachers, counsellors, principals, school district staff, school nurses, addictions workers, police officers, school psychologists, school social workers, effective use of consultations with experts/master practitioners as models of staff development, effective use of communities of practice withing districts, across provinces or countries, among teachers, administrators, nurses, police officers, social workers etc, Aligning with current or emerging organizational priorities, strategic issue management practices, strategic selection and maintenance of partnerships, |
| - individual professionals - local school & neighbourhood - school board - other local agencies (health, police, social services, housing, employment, etc - education ministry - health ministry - welfare ministry - law enforcement ministries - federal or national agencies - research centres and funding agencies - | |
| 5. In discussing Systems Change that might be required to sustain the program, we need to discuss: | ||
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| In schools, the physical environment, social environment, school organizational practices, transitions between levels of schooling and between schools affect health, safety & social development of children |
| - In education, reform changes the size and slope of participation/ graduation of students - In health, reform shifts attention and resources from treatment to prevention - In law enforcement, reform changes..... In social/welfare services reform changes... | |
| From Education - Fullan (Tri-level change) - Hargreaves - Hall & Hord From Health Promotion From Business - Total Quality Management | |
| - System stasis & stability, - system boundaries, - system-environment interactions, - managing changes, trends of cycles in the context surrounding the system | |
| - Defining loosely coupled systems - Addressing adopter concerns - Effective use of policy levers - Micro-politics of schools - Role/styles/status of senior managers - Role/styles/status of middle managers - Role/styles/status of front-line workers - Roles/styles/status of clients in system | |
| - Theories/models of professional bureaucracies - Influence of structures - internal/informal communications within bureaucracies - Social networks within organizations - multi-level systems - Non-rational decision-making in organizations - Knowledge as power & influence - Organizational culture - Organizational readiness to innovate - Professional norms/ideologies/acculturation - Sociology of teachers, nurses, social workers, police - Work life and career trajectories for teachers, nurses, police, social workers, others | |
| - Types of cooperation - Interprofessional cooperation - Inter-agency cooperation - Interministry cooperation | Models of inter-professional education & training |
| 6. In discussing how to achieving sustainability, we should: | ||
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