Sign in or 
- EasyEdit
- Edit tags
-
(what's this?What are these tools?
People just like you can add or edit the content on this site. If you want to try editing, but aren't ready to add to this site, try our demo area.
Read more about editing pages at Wetpaint Central.
) - Report page
Share this
Oral & Dental Health
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
In this outline, we identify relevant research, reports and resources within an understanding of the issue that we describe as an ecological and systems-based approach to school-based and school-linked health, safety, social and sustainable development. This outline suggests that we need a holistic understanding of the nature, prevalence, aspects and factors affecting the issue, the influence of the school's physical and social environment as well as its core practices, the effectiveness of comprehensive approaches, coordinated agency-school programs and whole school strategies as well as individual interventions, how these interventions can be implemented and sustained while ongoing capacities are built at all levels within education, health and other systems in a manner that respects the complex, open, loosely-coupled and bureaucratic systems that support schools. This outline also lists links that apply these interventions in a variety of local community and country contexts with a deep understanding of the core mandates and constraints of schools and educators. The outline concludes with items relating to future research questions, and methods.
Interventions are defined as including policies (including professional practice guidelines and organizational practices), educational programs, health, social, student & other services, social support activities such as parent involvement, youth engagement, working with media and community and changes to the physical environment or other practical resources such as transportation to and from school. The research cited here includes research reviews, important case studies and textbooks. The reports includes discussion/position papers and status reports. The resources include examples of programs/guidelines/mandates, planning guides/manuals, educational programs/curricula/educational methods guides, health or other agency service/clinical guidelines/mandates to work with schools, policy tools/guidelines/examples, assessment/evaluation tools, training tools and other resources such as key web sites or organizations
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 Risks, Behaviours and Conditions related to the general issue (These can be a focus on higher risk populations or particularly important behaviours or conditions relevant to the problem)
A-3 Behavioral Theories that Explain the Problem or Approaches to Prevention (These can be a focus on higher risk populations or particularly important behaviours or conditions relevant to the problem)
B. Influence of the School on the Issue
B-1 Impact of the School Environment on the Problem (This section examines the impact of the natural social and physical environment of the school on the problem or behaviour. This is not focused on interventions that are listed below)
B-2 Rationale, Connection to the School's mandate, Models and Frameworks that describe a school approach to the problem (These can be a focus on higher risk populations or particularly important behaviours or conditions relevant to the problem)
C. Effectiveness of Comprehensive Approaches, Coordinated Agency-School Programs, Whole School Strategies on the Problem, Aspects of the Problem
C-1 Comprehensive Approaches (looking at Whole Child, not just the health/social problem 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-2. Effectiveness of Coordinated Programs and Services (Differentiate (if possible) between Coordinated School-Community Programs (CSHP) and Whole-School Programs (HPS) involving only school-based personnel
General
Coordinated SH Programs (School-Agency-Community personnel are involved)
Whole School (HPS) (involving only school-based personnel in delivery)
Effects of Programs on Health and Social Development in General
Effects of Programs on the Disease/Social Problem, or speciifc Conditions/Factors/Behaviours in Particular
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 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
H Questions related to Future and Current Research
Major knowledge/practice/policy questions and draft or existing research agendas
Use of new research 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
In this outline, we identify relevant research, reports and resources within an understanding of the issue that we describe as an ecological and systems-based approach to school-based and school-linked health, safety, social and sustainable development. This outline suggests that we need a holistic understanding of the nature, prevalence, aspects and factors affecting the issue, the influence of the school's physical and social environment as well as its core practices, the effectiveness of comprehensive approaches, coordinated agency-school programs and whole school strategies as well as individual interventions, how these interventions can be implemented and sustained while ongoing capacities are built at all levels within education, health and other systems in a manner that respects the complex, open, loosely-coupled and bureaucratic systems that support schools. This outline also lists links that apply these interventions in a variety of local community and country contexts with a deep understanding of the core mandates and constraints of schools and educators. The outline concludes with items relating to future research questions, and methods.
Interventions are defined as including policies (including professional practice guidelines and organizational practices), educational programs, health, social, student & other services, social support activities such as parent involvement, youth engagement, working with media and community and changes to the physical environment or other practical resources such as transportation to and from school. The research cited here includes research reviews, important case studies and textbooks. The reports includes discussion/position papers and status reports. The resources include examples of programs/guidelines/mandates, planning guides/manuals, educational programs/curricula/educational methods guides, health or other agency service/clinical guidelines/mandates to work with schools, policy tools/guidelines/examples, assessment/evaluation tools, training tools and other resources such as key web sites or organizations
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, role of school in preventing and models describing school approaches)
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 and Sustainability (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
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 |
| Weyant RJ,Manz M, Corby P. Dental caries status and need for dental treatment of Pennsylvania public school children in grades 1, 3, 9, and 11. J Public Health Dent.2004 Summer; 64(3):136-44. Yu SM, Bellamy HA, Schwalberg RH, Drum MA. Factors associated with use of preventive dental and health services among U.S. adolescents. Journal of Adolescent Health. 2001; 29:395-405. Edelstein, BL. Dental care considerations for young children. Spec Care Dentist. 2002; 22(3 suppl):11S-25S. Mouradian WE. Ethical principles and the delivery of children's oral health care. Ambulatory Pediatrics. 2002; 2 Suppl: 162-168. |
A-2 Specific Risks, Behaviours and Conditions related to the general issue (These can be a focus on higher risk populations or particularly important behaviours or conditions relevant to the problem)
| Research | Reports/Resources |
A-3 Behavioral Theories that Explain the Problem or Approaches to Prevention (These can be 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
B-1 Impact of the School Environment on the Problem (This section examines the impact of the natural social and physical environment of the school on the problem or behaviour. This is not focused on interventions that are listed below)
| Research | Reports/Resources |
B-2 Rationale, Connection to the School's mandate, Models and Frameworks that describe a school approach to the problem (These can be a focus on higher risk populations or particularly important behaviours or conditions relevant to the problem)
| Research | Reports/Resources |
C. Effectiveness of Comprehensive Approaches, Coordinated Agency-School Programs, Whole School Strategies on the Problem, Aspects of the Problem
C-1 Comprehensive Approaches (looking at Whole Child, not just the health/social problem 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-2. Effectiveness of Coordinated Programs and Services (Differentiate (if possible) between Coordinated School-Community Programs (CSHP) and Whole-School Programs (HPS) involving only school-based personnel
General
| Research | Reports/Resources |
| World Health Organization. 2003. Oral Health Promotion: An Essential Element of a Health-Promoting School. Geneva, Switzerland. (Report) |
Coordinated SH Programs (School-Agency-Community personnel are involved)
| Research | Reports/Resources |
| Kay E, Locker D.(1998) A systematic review of the effectiveness of health promotion aimed at improving oral health. Community Dent Health. 1998 Sep;15(3):132-44 Al-Jundi SH, Hammad M, Alwaeli H. (2006) The efficacy of a school-based caries preventive program: a 4-year study. Int J Dent Hyg. 2006 Feb;4(1):30-4. Jackson RJ, Newman HN, Smart GJ, Stokes E, Hogan JI, Brown C, Seres J. (2005) The effects of a supervised toothbrushing programme on the caries increment of primary school children, initially aged 5-6 years. Caries Res. 2005 Mar-Apr;39(2):108-15. Albert DA, McManus JM, Mitchell DA. Models for delivering school-based dental care. J Sch Health. 2005 May; 75(5):157-61. |
Whole School (HPS) (involving only school-based personnel in delivery)
| Research | Reports/Resources |
Effects of Programs on Health and Social Development in General
| Research | Reports/Resources |
Effects of Programs on the Disease/Social Problem, or speciifc Conditions/Factors/Behaviours in Particular
| Research | Reports/Resources |
| York JA, Holtzman JM. Designing and implementing a school-based dental program for students with developmental disabilities. Spec Care Dentist. 2004 Nov-Dec; 24(6):308-12. |
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 |
D-1 Policy Interventions
| Research | Reports/Resources |
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 |
D-3 Health and Other Services Interventions
| Research | Reports/Resources |
| Locker D, Frosina C, Murray H, Wiebe D, Wiebe P. Identifying children with dental care needs: evaluation of a targeted school-based dental screening program. J Public Health Dent. 2004 Spring; 64(2):63-70. Morrant AM,Holloway PJ, Taylor GO. A novel school dental screening program. Community Dent Health.1995 Sep; 12(3):128-32. Crall JJ. Children's oral health services: organization and financing considerations. Ambulatory Pediatrics. 2002; 2 Suppl: 148-153. Disney JA, Bohannan HM, Klein SP, Bell RM. A case study in contesting the conventional wisdom: school-based fluoride mouth rinse programs in the USA. Community Dent Oral Epidemiology. 1990 Feb; 18(1):46-54. Greene-McIntyre M, Finch MH, Searcy J. Smile Alabama! Initiative: interim results from a program to increase children's access to dental care. J Rural Health. 2003; 19 Suppl: 407-15. Haugejorden O, Lervik T, Birkeland JM, Jorkjend L. An 11-year follow-up study of dental caries after discontinuation of school-based fluoride programs. Acta Odontol Scand. 1990 Aug; 48(4):257-63. Herman NG,Rosenthal M,Franklin DM. Delivery of comprehensive children's dental services using portable dental clinics in NYC public schools: a six-year analysis. NY State Dent J.1997 Apr; 63(4):36-41. Kumar JV, Davila ME, Green EL, Lininger LL. Evaluation of a school-based sealant program in New York State. J Public Health Manag Pract. 1997 May; 3(3): 43-51. Kumar JV,Wadhawan S. Targeting dental sealants in school-based programs: evaluation of an approach. Community Dent Oral Epidemiology.2002 Jun; 30(3):210-5. Venker DJ,Kuthy RA,Qian F,Kanellis MJ. Twelve-month sealant retention in a school-based program using a self-etching primer/adhesive. J Public Health Dent.2004 Fall; 64(4):191-7. Scanlan BJ. An holistic approach to school dental health. J Sch Nurs. 1991 Dec; 7(4):12-5. Tetuan T. The role of the nurse in oral health. Kans Nurse. 2004 Nov-Dec; 79(10):1-2. |
D-4 Social Support Interventions
| Research | Reports/Resources |
| Sanzi-Schaedel S,Bruerd B,Empey G. Building community support for a school dental sealant program. J Dent Hyg.2001 Fall; 75(4):305-9. |
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 |
| Simoyan O, Badner V. Implementing a school-based dental health program: the Montefiore model. J Sch Health. 2002 Aug; 72(6):262-3. |
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 |
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 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 |
| Edelstein, BL. Access to dental care for Head Start Enrollees. J Public Health Dent. 2000 Summer; 60 (3):221-229. Edelstein, BL. Disparities in oral health and access to care: findings of national surveys. Ambul Pediatr. 2002 Mar-Apr; 2(2 suppl):141-7. Kenney GM, McFeeters JR, Yee JY. Preventive dental care and unmet dental needs among low-income children. Am J Public Health. 2005 Aug; 95(8):1360-6. Modifi M, Rozier RG, King RS. Problems with access to dental care for Medicaid-insured children: what caregivers think. American Journal of Public Health. 2002 Jan; 92(1):53-58. Zabos GP,Glied SA,Tobin JN,Amato E,Turgeon L,Mootabar RN,Nolon AK. Cost-effectiveness analysis of a school-based dental sealant program for low-socioeconomic-status children: a practice-based report. J Health Care Poor Underserved.2002 Feb; 13(1):38-48. |
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
| 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 methods (beyond RCT’s)
| Research | Reports/Resources |
Methodological Issues and Questions
| Research | Reports/Resources |
| Kim S,Lehman AM,Siegal MD,Lemeshow S. Statistical model for assessing the impact of targeted, school-based dental sealant programs on sealant prevalence among third graders in Ohio. J Public Health Dent.2003 Summer; 63(3):195-9. |
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 |
| Werner CW, Pereira AC, Eklund SA. Cost-effectiveness study of a school-based sealant program. ASDC J Dent Child. 2000 Mar-Apr; 67(2):93-7, 82. Zabos GP,Glied SA,Tobin JN,Amato E,Turgeon L,Mootabar RN,Nolon AK. Cost-effectiveness analysis of a school-based dental sealant program for low-socioeconomic-status children: a practice-based report. J Health Care Poor Underserved.2002 Feb; 13(1):38-48. |
dmccall |
Latest page update: made by dmccall
, Jun 20 2011, 9:31 PM EDT
(about this update
About This Update
Edited by dmccall
277 words added view changes - complete history) |
|
More Info: links to this page
|
There are no threads for this page.
Be the first to start a new thread.
