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Webinars and Web Meetings

dmccall — Fri, 03 Feb 2012 09:29:11 CST

This page contains the schedule of webinars and web meetings that are organized by the International School Health Network and its partners. Some of these events are provided free of charge because of grants and contracts from various organizations. Others require a registration fee or a paid membership in the International School health Network.

Access to the sponsored sessions will be available by clicking on the Participants Link noted just to the right of the session description on the day of the session. That link will be active 15 minutes prior to the start of the session.

Our archive provides links to several previous events.

Schedule of Upcoming Webinars and Web Meetings

* Click here for detailed instructions on how to access our webinars and web meetings

Date & Time	Title/Description
February 1, 2012 15;00 (Ottawa/Washington time)	Complexity, Constant Change & Fidelity to a Developed Program, Practice or Approach in School Health Promotion Linda Dusenbury, Researcher, Author, Consultant in Substance Abuse Prevention & Teacher Development This topic is a critical issue when adopting or adapting an existing program that has worked well in another community. Participants will discuss this brief summary of fidelity as well as the implications of being faithful to an approach or a program while recognizing the need to use an ecological and systems-based approach. Related topics such as implementation quality, teacher development, the duration and intensity of the intervention, sustainability and others are likely to be discussed in this session. Sponsored by a SMH Consortium Project funded by the Mental Health Commission of Canada	To register, add your name to this list of participants for this series of webinars. To access the webinar, this Participants Link will be active about 15 minutes before the start of webinar. Come back to this page and click on the link at that time. We usually prepare background materials for each webinar and they will be posted on this web page. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations.
February 9. 2012 at 15:00 (Ottawa/Washington time)	Implementation, Capacity, Sustainability and Systems Change: A Web Meeting Drafting an agenda of topics for discussion 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) This session will be the first of several discussions that will serve to build an international, collaborative discussion of several topics over several months. Please join us for a discussion of the draft list of topics in this web meeting or feel free to comment or event edit the list of topics found in this call for contributors.	To register, add your name to this list of participants for this series of webinars and web meetings. To access the webinar, this Participants Link will be active about 15 minutes before the start of webinar. Come back to this page and click on the link at that time. We usually prepare background materials for each webinar and they will be posted on this web page. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations.
TBC	Inter-Ministry Policy, Collaboration & Leadership in School Mental Health Agreements, Joint Procedures, Joint Service Plans/Budgeting, Joint Priorities, Joint Positions and other aspects of inter-ministry cooperation, coordination and leadership will be highlighted in this session. This presentation and discussion will identify case studies, examples and models of inter-ministry cooperation, create a web-linked list and summarise the evidence, experience and examples involved. International contacts will be used to solicit participation from countries such as Australia, Scotland, United States, England and elsewhere. Sponsored by a SMH Consortium Project funded by the Mental Health Commission of Canada	To register, add your name to this list of participants for this series of webinars. To access the webinar, this Participants Link will be active about 15 minutes before the start of webinar. Come back to this page and click on the link at that time. We usually prepare background materials for each webinar and they will be posted on this web page. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations.
TBC	System & Agency Capacities & Capacity Building in School Mental Health Promotion This session will list and discuss the various, multiple components and capacities that need to be built in ministries, agencies/school boards, schools and professionals in order for comprehensive school mental health approaches and programs to be effective. Sponsored by a SMH Consortium Project funded by the Mental Health Commission of Canada	To register, add your name to this list of participants for this series of webinars. To access the webinar, this Participants Link will be active about 15 minutes before the start of webinar. Come back to this page and click on the link at that time. We usually prepare background materials for each webinar and they will be posted on this web page. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations.
TBC	Evidence-based Implementation Planning Models in School Health Promotion The need to select evidence-based programs has been well-discussed in the SH and SMH research literature but not so much has been done on the need to select and use an evidence-based implementation model. For example, M. Deschesnes et all have used such a model in their recent article on Factors influencing the adoption of a Health Promoting School approach in the province of Quebec, Canada. This project will identify and discuss the application of such models in SMH and SH promotion Sponsored by a SMH Consortium Project funded by the Mental Health Commission of Canada	To register, add your name to this list of participants for this series of webinars. To access the webinar, this Participants Link will be active about 15 minutes before the start of webinar. Come back to this page and click on the link at that time. We usually prepare background materials for each webinar and they will be posted on this web page. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations.
TBC	Substance Use/Misuse and the Adolescent Brain Researchers are discovering more each day about how the development of adolescent brains can influence and is influenced by the use of substances. These new understandings can help us to develop more effective prevention and intervention programs.	To register, add your name to this list of participants for this series of webinars. To access the webinar, this Participants Link will be active about 15 minutes before the start of webinar. Come back to this page and click on the link at that time. We usually prepare background materials for each webinar and they will be posted on this web page. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations.
TBC	School and Community Prevention Specialists: Roles, Knowledge, Skills and Training The Council on Drug Abuse has expanded the number and scope of its online training program for youth addictions prevention counselors. The Canadian Addiction Counsellors Certification Federation (CACCF) has awarded the CODA Certified Education (CCE) program with the approval of providing training towards the ICPS (International Certified Prevention Specialist) certification designation and the ICADC (International Certified Alcohol and Drug Counsellor) certification designation. This session will describe the role that police officers, social workers, addictions workers and others can play in schools and communities as well as the skills and knowledge required.	To register, add your name to this list of participants for this series of webinars. To access the webinar, this Participants Link will be active about 15 minutes before the start of webinar. Come back to this page and click on the link at that time. We usually prepare background materials for each webinar and they will be posted on this web page. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations.

Archive of International Webinars, Web Meetings and Online Presentations

dmccall — Fri, 03 Feb 2012 09:26:57 CST

This page provides a list of webinars, web meetings, slide and video presentations that have been presented by the International School Health Network and its partners as well as other organizations that offer relevant sessions of international interest. (These additional sessions are identified regularly in the extensive ISHN information service, the School Health Insider, that includes a blog and private Twitter newsfeed for ISHN members as well as a freely available selection of items posted in our downloadable widget that can be published on your web site.)

For more information on a specific webinar, please contact the organizer or sponsor of that event.

Date	Title/Speakers/Description	Access
February 1, 2012 15;00 (Ottawa/Washington time	Complexity, Constant Change & Fidelity to a Developed Program, Practice or Approach in School Health Promotion Linda Dusenbury, Researcher, Author, Consultant in Substance Abuse Prevention & Teacher Development This topic is a critical issue when adopting or adapting an existing program that has worked well in another community. Participants will discuss thisbrief summary of fidelityas well as the implications of being faithful to an approach or a program while recognizing the need to usean ecological and systems-based approach. Related topics such as implementation quality, teacher development, the duration and intensity of the intervention, sustainability and others are likely to be discussed in this session. Sponsored by a SMH Consortium Project funded by the Mental Health Commission of Canada	Please register for this series of webinars/web meetings, even for viewing the recorded sessionadd your name to thislist of participants Subsequent to each webinar, we activate this link to the recorded webinarand/or slide presentations.
December 8, 2011	Inter-agency Policies, Collaboration & Leadership in School Mental Health Debra Lean, Chief Psychologist, Dufferin-Peel Catholic School Board, Ontario Vincent Colucci, Dufferin-Peel Catholic School Board, Ontario An research-based model from Ontario, Canada will be presented. This unique School-based Integrated Student Support Model (SISSM), which, within the context of exceptional school leadership and instruction, provides a framework for timely and evidence-based integrated and collaborative services to reduce, manage, and prevent barriers to learning for all students. Specific aspects such as Inter-agency agreements, joint procedures and service plans and other will be discussed by participants in this session. Important pitfalls will be also identified, described and discussed in the instant message feature of the session. Following the session, Canadian success stories will subsequently be invited to present and discuss their experiences and to pool their collective experiences in the wiki-based summary that will be prepared as a follow up to the session. Sponsored by a SMH Consortium Project funded by the Mental Health Commission of Canada	To register, even for viewing the recorded session, please add your name to this list of participants for this series of webinars so that we can include you in future discussions. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentation.
November 22, 2011 at 15;00 Ottawa/ Washington time)	A Systems-based Approach and Systems Thinking in School Health Promotion: A Prerequisite for Integration with and within Education Systems Colleen Stanton, Consultant, Health Sustainable Systems, Ontario, Canada Bob Harper, Retired Superintendent of Education, York Region District School Ontario, Canada This session will begin with a presentation and discussion about a systems-based approach and proposed model for revising our basic strategies in promoting health and social development in schools. This model was developed through research and interviews with SH leaders from around the world. It suggests that there are three powerful influences on systems that enable ecological and systems-based approaches. They are empowering, shared and distributed styles of leadership, a culture of continuous learning and a recognition of the inter-relatedness of work and life. The second part of the session will provide an opportunity for participants to discuss a list of proposed topics for an International Discussion Group on integration with and within education systems.	To register, even for the recorded version, please add your name to this list of participants for this series of webinars so that we can include you in future discussions. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentation.
November 21, 2011 at 15:00 Ottawa/ Washington time	Capacity and Capacity Building in School Health Promotion: An Overview Carmen Aldinger, Education Development Center, Boston, USA Tena Hoyle, Superintendent, Des Moines Municipal Schools, New Mexico, USA This discussion will discuss a definition of organizational capacity in SH promotion and then apply an eight-part WHO model of organizational capacity to define and discuss different types of operational capacities required at different levels in school, mental health and health promotion systems and agencies in order to sustain school mental health programs. Participants will be asked to comment on a draft summary prepared for the World Encyclopedia on School Health, Safety, Equity, Social and Sustainable Development. Sponsored by a SMH Consortium Project funded by the Mental Health Commission of Canada	To register, even for the recorded version, add your name to this list of participants for this series of webinars so that we can include you in future discussions. Subsequent to each webinar, we activate this link to the recorded webinar and/or slide presentations. For this webinar, we recorded a separate interview with Dr. Aldinger. (Note: The interview is contained within the recording of the November 21 session and when viewing the recording, you will automatically be switched into that interview. However, we forgot to turn off the recorded in the larger meeting room, so there is no activity between the 56:55 and 1:23:55 minute times. Use the slider bar at the bottom of the page to advance the recording past the silent time and pick up the remainder of the session.)
September 29, 2011	Pre-Conference Webinar: *The Many Approaches to Human Development through Schools* This webinar was part of several sessions leading up to the Quebec, Canada and international school health conference held in Montreal on November 28-29, 2011 Web Tour: - Representatives of the many approaches to school health, safety, equity, social & social development will briefly identify their work and their planned webinar. (Go to the ISHN listing of approaches and synthesis of common success strategies) - Discussion of implications of ecological and systems-based approaches to working with schools including multi-level systems thinking, systems change, etc Introductions to conference themes and online discussions: - Integrating health & social development within education systems led by Peter Paulus (Leuphana University, Germany) and Ian Young (IUHPE) (Go to the online discussion of integration within education systems) - Addressing indigenous cultures and contexts led by Shirley Tagalik (National Collaborating Centre on Aboriginal Health, Canada) (Go to the Indigenous School Health framework)	Click here to access the digital recording of the session.
September 15, 2011	Pre-conference Webinar: Social Media, Implementation/Capacity, Nutrition, Physical Activity, Teacher Education This webinar was part of several sessions leading up to the Quebec, Canada and international school health conference held in Montreal on November 28-29, 2011 Keynote: The Implications of Social Media on Youth, Schools & Health Promotion - Lawrence St. Leger (Honorary Professor, Deakin University, Australia) Introductions to conference themes and online discussions: - Implementation, Capacity, Sustainability & Systems Change led by Marthe Deschenes (Institut national de santé publigue du Québec) and Louise Rowling (University of Sydney, Australia) (Go to the invitation to online discussions about ICSSC)) - Promoting Equity, Addressing Disadvantage led by Dr. Michel Janosz (University of Montreal) and Dwayne Provo (Government of Nova Scotia, Canada) (See the invitation to online discussions on disadvantaged communities in high income countries) Applications in selected groupings of conference workshops - Nutrition & schools led by Mary McKenna (University of New Brunswick) (Go to the invitation to online discussions about nutrition and schools) - Physical Activity and Schools led by Trevor Shilton (Global Advocacy for Physical Activity) & Claire Blanchard (IUHPE) (Go to the invitation to online discussions on Physical Activity and Schools) - Teacher Education & Development led by Didier Jourdan (l’Institut universitaire de formation des maîtres d’Auvergne), Patricia Mannix McNamara(University of Limerick) and Helen Butler (Australian Catholic University) (Go to the invitation to online discussions on Teacher Education & Development in Health & Social Development)	(Go this sub-page for links to the digital recording, slide presentations, on-line discussion and other resources suggested by the speakers and participants)
July 6, 2011	Teacher Education & Development in Health, Personal and Social Development Education (Including Sexual Health) Patricia Mannix McNamara, Faculty of Education and Health Sciences, University of Limerick, Ireland Sharon Moyihan, Graduate Student, University of Limerick, Ireland Fred Renihan, Centre for the Study of Educational Leadership & Policy, SFU Helen Butler, Australian Catholic University in Melbourne, Australia Health Promoting Schools Association This session will discuss how teachers can be better prepared to teach health education through their pre-service education in universities as well as in their induction into teaching and in-service training programs. Previous work funded by HC/PHAC in articulating the required competencies of health education teachers as well as a life-long teacher development model as well as updated work currently underway will be used to develop the web-based summaries. This first session will discuss in the structures and processes by which teachers are trained in developed countries. Subsequent sessions will examine studies documenting teacher practices/ perceptions/concerns and the competencies relevant to teaching health and sexual health. Free Access, Sponsored by the Sexual Health & STI Section, Public Health Agency of Canada in cooperation with the Canadian Association for School Health	Click here to access these web pages listing background and discussion materials for this webinar or web meeting: Teacher Education & Development(Glossary Term) Stages & Structures in Teacher Education & Development: High Income Countries(Glossary Term) Models & Approaches to Teacher Education & Development(Glossary Term) Teacher Education & Development(Bibliography & Toolbox) Click here to access the digital recording or presentation slides of this web meeting discussion. This recording of our web meeting includes a recorded interview with Dr. Fred Renihan, retired school administrator, education faculty Dean and Assistant Deputy Minister, discussing how teacher education and development works in school systems. Note: Once you are "in" the recorded interview with Dr Renihan, your browser will keep you there until you exit that web page. The two recordings overlap at the beginning and you will hear two sets of voices. Simply stop or start one session or the other using the sliding bar controls at the bottom of the page to eliminate the overlap. (Sorry, we are still learning how to use this technology)
June 30, 2011	Principles and Contextually/Culturally Relevant Programs/Practices to Prevent Substance Abuse among Aboriginal Youth This session will discuss how school-based and school-linked substance abuse programs can be developed and implemented in culturally relevant ways with the leadership and involvement of aboriginal students, schools and communities. Panel members will draw from several sources, including the Indigenous School Health framework developed by CASH in partnership with the NCC on Aboriginal School Health with leadership provided by indigenous nations, tribes and communities from around the world as well similar documents on empowering aboriginal youthandsupporting aboriginal families. Discussants will identify the key aspects of indigenous contexts and cultures that should be addressed in school substance abuse prevention programs. Free Access, Sponsored by a Health Canada project led by the Council on Drug Abuse	Click here to access the digital recording of the session. Click here to access this web page listing background and discussion materials for this webinar or web meeting.
June 21, 2011	Towards an Updated Comprehensive Model of School Sexual Health Promotion Jenny Owen, University of Sheffield, Sheffield, UK (Author of 2010 Health Technology Assessment of school-based and school-linked sexual health services) Jenny Walsh, Australian Research Centre in Sex, Health and Society La Trobe University on the Australian whole school framework This session will explore the different features of various statements, guidelines, models of comprehensive, coordinated and whole school frameworks for multiple interventions to promote sexual health. Although there are several recent international statements and guidelines on school sexual health education, there are few such descriptions of comprehensive, multi-intervention programs since they were first published in Canada and elsewhere in the 1990’s. Subsequent sessions will examine the evidence supporting multi-intervention programs in school sexual health promotion. Free Access, Sponsored by the Sexual Health & STI Section, Public Health Agency of Canada	Click here to access this web page listingbackground and discussion materialsfor this webinar or web meeting. Click here to access thedigital recordingor slides of this web meeting discussion
June 10, 2010	Linking Sustainability & Health: Some Selected Innovative Programs Daniel Fisher, UNESCO Chair Environmental Sustainability, Leuphana University of Lueneburg, Germany This session highlighted specific programs, policies and practices that have simultaneous impacts on human health and environmental sustainability. The focus will be on the nature of the program, how it developed and how partnerships were established with the different advocates and sectors promoting health, economic development, environmental sustainability and other aspects of human development.	Click here to access the digital recording or slides of this web meeting discussion. Please note that the recording started early, so please slide the control at the bottom of the screen to the 20 minute mark, when the presentation actually starts.)
June 3, 2010	Human Health and Environmental Sustainability: UNESCO Efforts Bernard Combes, UN Education for Sustainable Development Program, UNESCO The United Nations Decade of Education for Sustainable Development (2005-2014), for which UNESCO is the lead agency, seeks to integrate the principles, values, and practices of sustainable development into all aspects of education and learning, in order to address the social, economic, cultural and environmental problems we face in the 21st century. This webinar will describe the activities of theUNESCO Associated Schools program. In particular, the webinar will focus on UNESCO's 2009 Collection of Best Practices in Education for Sustainable Developmentand the similar 2009UNESCO advice for policy-makerson education for sustainable development	Click here to access the digital recording or slides of this web meeting discussion.
May 27, 2010	Health & Equity: A context for more equity: Low income communities Charles Basch,Richard March Hoe Professor of Health & Education, Teachers College, Columbia University, USA TheWHO Commission on Social Determinants of Healthhas identified the need for the health and other sectors to address poverty and disadvantage. AWHO Technical Committee meetingin 2007 called for action to address disadvantage in several contexts, including low income countries, aboriginal communities, communities disrupted by war and low income communities in high and middle income countries. This webinar will examine an agenda of issues and relevant programs for low income countries in these more affluent countries.	Click here to access this web page listing background and discussion materials for this webinar or web meeting. Click here to access the digital recording or slides of this web meeting discussion.
May 18, 2010	Linking health, equity and sustainability while building capacity for change Blake Poland, Dalla Lana School of Public Health, University of Toronto This session will introduce all of the key concepts of the 2010 International School Health symposium, showing why these three aspects of human and sustainable development need to be addressed in a coherent way. The complexities of ecological and systems-based approaches to settings such as schools will also be discussed in order to show how specific programs and practical actions are more powerful when they are situated within long-term plans based on deep understandings about the local situations and forces blocking progress.	Click here to access this web page listing background and discussion materials for this webinar or web meeting. Click here to access the digital recording or slides of this web meeting discussion.
January 20, 2009	Towards Monitoring Results in Health Education: Concepts, Measures and Work in Progress Koji Miayamoto, Analyst, Centre on Education Research & Innovation, OECD Katherine Wilbur, National Health Education Manager, Alliance for a Healthier Generation Christine Beyer,Health Education Consultant, Department of Education, South Carolina Nancy Hudson, Coordinator, Health Education Assessment Project, Council of Chief State School Officers Health education is a mandatory subject for students in almost all school systems and the social role of the school in promoting health and citizenship has been recognized as a critical component of effective schooling. This extended webinar session will explore how countries and states can develop monitoring systems in health education to ensure that their curricula and instructional programs are achieving intended results in regards to student learning. The session will begin with a presentation on the OECD "Social Outcomes of Learning" (SOL) project overview and Key Findings. Then participants will learn about the key concepts in measuring basic health literacy, higher levels of knowledge and skills and exploratory vocational programs leading to health and related careers. Work which has been done in two US states will be highlighted and the support to US states provided by the CCSSO programwill be described.	Click here to access this web page listing background and discussion materials for this webinar or web meeting. Click here to access the digital recording or slides of this web meeting discussion.
Jan. 13, 2009	National Monitoring & Reporting Systems: Case Study: United States Dr. Laura Kann,Chief, Surveillance and Evaluation Research Branch, Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia, USA This session will highlight some of the monitoring and reporting activities undertaken in the United States, including the Youth Risk Behavior Survey and the School Health Policies and Programs Study as well as related tools such as state School Health Profiles. The session will highlight how this data is disseminated and used in several states as well as at the national level.	Click here to access this web page listing background and discussion materials for this webinar or web meeting. Click here to access the digital recording or slides of this web meeting discussion.

Fidelity & Implementation (GT)

dmccall — Tue, 31 Jan 2012 09:10:14 CST

This initial or rough draft of a summary (formatted in an glossary format) has been started by the International School Health Network.Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft by using the "discussion 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). You can also make a more general comment about this web site or about the topic of this summary by using posting in our Discussions Forum.

Fidelity in Implementing an Approach, Policy, Better Practice, Specified Program or Overall Service or System Improvement

Dusenbury et al (2003) have discussed fidelity and suggest that fidelity of implementation refers to the degree to which a stipulated policy, a specified program or service or a evidence-based, specifically described better practice has been adopted and implemented by professionals such as teachers, health professionals or other program/service providers as intended by the developers of the policies, programs/services. While there is agreement generally about what is intended when research refers to fidelity, in fact, fidelity has come to refer to a broad and loosely collected set of specific definitions.

Discussions of fidelity become even more complicated when one considers fidelity in pursuing a comprehensive approaches, the coordination of agency and school programs or whole school strategies such as healthy schools, community schools or effective schools where multiple interventions are recommended as the better practice. Further, in recent years, attention has turned to the use of ecological and systems-based approaches that pay considerably more attention to the local context, the complex interactions between individual children, their families, neighbourhoods, and communities as well as the characteristics of open, loosely coupled, adaptive and bureaucratic systems.

In 2003, Dusenbury et all described the diversity of definitions given to fidelity of implementation as including:

strict adherence to methods or implementation that conforms to theoretical guidelines (particularly when the intervention is adapted to meet the needs of specific circumstances),
completeness and dosage of implementation,
the quality of program delivery (the way a teacher implements a program),
the degree to which participants are engaged, and
program differentiation (the degree to which elements which would distinguish one type of program from another are present or absent).

They suggested that at that time, a singular term that defines fidelity had not yet emerged. Each of these specific definitions have value and it is important for research projects to be clear about which specific fidelity issues are being addressed.

Diffusion of innovation theory (Rogers, 1995) provides a way of understanding the process by which new ideas are put into practice. It has been used to understand ideas in a number of areas, including education, psychology and public health. In the early days of the theory, most of the emphasis was on program adoption. In the 1960s and 1970s the Research, Development and Diffusion (RD & D) model was commonly used by policy makers. This model emphasized the importance of rigorous evaluation and validation in demonstration projects. A basic assumption of this model was that professionals in the field would value the results of these evaluation studies and base their decisions about whether to adopt an innovation. Professionals, managers, officials and policy-makers were viewed as largely passive in this model and it was expected that programs would be implemented by consumers as intended by program developers (Rogers, 19950).

The assumptions of this model were called into question beginning in the mid-to-late 1970s when various authors argued that various characteristics of individual organizations had a powerful influence on whether or not programs were adopted and the extent to which they would be implemented with fidelity. For example, a Rand report (Berman and McLaughlin, 1976) which analyzed federal programs supporting educational innovation found that teacher-proof programs or ‘pure technologies’ did not exist in practice.The Rand report observed three patterns of implementation in innovative educational programs: (1) cooptation or adapting the program without any changes in organizational behavior, (2) mutual adaptation in which the program is adapted at the same time there are changes in the organization, and (3) non-implementation and non-adoption in which neither happened.High-quality implementation simply did not exist in practice. The Rand report revealed that programs that were mutually adapted were more effective than coopted programs. Only with mutual adaptation did organizational behavior change.

Critics have noted a number of problems which raise serious questions about the conclusions of the Rand report. For example, programs studied in the Rand report could be described more accurately as general policy changes rather than specific, detailed curricula or programs. In addition, the instrument designed to measure implementation assessed ‘the extent to which projects met their own goals, different as they might be for each project. They did not actually assess component specific fidelity’ to a specified program. Finally, the measures relied in many cases on self-reports by users and were very global

Before continuing the debate about fidelity as it has been discussed above, it is more useful to first discuss to what we are seeking fidelity and by whom. Is it a general policy goal such as implementation of a health education curriculum (which has multiple learning objectives), or a specific policy such as prohibiting junk foods in schools? Is it the implementation of a better practice such as counsellors/social workers using theory based clinical practices or health, education and other ministries seeking to implement multi-intervention programs rather than single interventions? Or is it fidelity to a specific program that has been implemented and tested in controlled and likely artificial or specific circumstances? Or, is the fidelity to a systematic change or improvement such as seeking to have an increasing number of schools achieving accredited status as a healthy school?

Fidelity to What	Fidelity from Ministries & Governments	Fidelity from Agencies and School Boards	Fidelity from Schools, School Administrators and Related Staff Assigned to work with schools from other Agencies	Fidelity from Teachers	Fidelity or cooperation from other professionals, parents, youth grouips etc
Building capacity and change to improve the quality of the school-community-neighbourhood-family ecosystems
Identifying, developing, implementing, maintaining and adapting a multi-intervention approach, coordinated agency-school programs or whole school strategy (eg healthy schools, community schools, SEL, safe schools, etc)
Developing, implementing, maintaining and reporting on progress related to a) a general policy (eg implementing a comprehensive approach) b) a specific policy addressing an issue, student population or school, agency or professional practice (eg school food sales, standards for school-based or school-linked delivery of health service, information, screening or testing etc)
Developing, implementing, maintaining, adapting and evaluating: a) a specific instructional program or b) a general provincial/state curriculum c) improvement of teacher skills and knowledge in teaching health or social issues
Developing, implementing, maintaining, adapting and evaluating a health, social or other service delivered with or within schools such as: a) role, training of nurses b) role, training of school psychologists c) role, training of police officers d) universal or emergency vaccination programs through schools e) procedures for coordinated case management or information sharing among care professionals and educators f) minimum wait and/or referral times for adolescent health services delivered in or with schools
Developing, implementing, maintaining programs to increase social support such as: a) a general youth development/ engagement strategy b) a specific youth program addressing a specific problem c) a general parent education program to develop parenting skills d) a specific parent education or support program addressing a particular health problem e) ongoing school participation in a specific community awareness program addressing a particular health issue f) a general teacher wellness program to improve role modeling g) specific or general parent information and awareness programs
Developing, implementing and maintaining programs or requirements to improve the physical environment or practical resources in schools such as: a) criteria for the construction of healthy schools and school grounds b) programs to eliminate environmental hazards in or near schools c) support for active, safe routes to schools d) programs to ensure Internet access for all students and families

References:

Carol L. O’Donnell (2008) Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research REVIEW OF EDUCATIONAL RESEARCHMarch 2008vol. 78no. 133-84

Dusenbury L, Brannigan R, Falco M, Hansen WB (2003) A review of research on fidelity of implementation: implications for drug abuse prevention in school settings Health Education Research, Vol. 18, No. 2, 237-256, April 2003

Elliott DS , Mihalic S (2004) Issues in Disseminating and Replicating Effective Prevention Programs PREVENTION SCIENCE Volume 5, Number1,47-53,DOI:10.1023/B:PREV.0000013981.28071.52

Hill LG,Maucione K, Hood BK (2008) A Focused Approach to Assessing Program Fidelity PREVENTION SCIENCE Volume 8, Number 1,25-34,DOI:10.1007/s11121-006-0051-4

Nutrition: Research Issues (BT)

dmccall — Thu, 19 Jan 2012 09:23:45 CST

H. Consideration of Future Research and Data Needs

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

Marshall TA, Eichenberger Gilmore JM, Broffitt B, Levy SM, Stumbo PJ. (2003) Relative validation of a beverage frequency questionnaire in children ages 6 months through 5 years using 3-day food and beverage diaries. J Am Diet Assoc. 2003 Jun;103(6):714-20; discussion 720.

Nicklas TA, O'Neil CE. (2000) Process of conducting a 5-a-day intervention with high school students: Gimme 5 (Louisiana).
Health Educ Behav. 2000 Apr;27(2):201-12

Lytle LA, Gerlach S, Weinstein AB. (2001) Conducting nutrition education research in junior high schools: approaches and challenges. J Nutr Educ. 2001 Jan-Feb;33(1):49-54

Winkler G, Noller B, Waibel S, Wiest M. (2005) BeKi--an initiative for nutrition education in childrenin the federal state of Baden-Württemberg: description, experiences, and considerations for an evaluation framework. Soz Praventivmed. 2005;50(3):151-60.

Fano TJ, Tyminski SM, Flynn MA. (2004) Evaluation of a collective kitchens program: using the Population Health Promotion Model. Can J Diet Pract Res. 2004 Summer;65(2):72-80.

Moore GF, Tapper K, Moore L, Murphy S. Cognitive, behavioral, and social factors are associated with bias in dietary questionnaire self-reports by schoolchildren aged 9 to 11 years. J Am Diet Assoc. 2008 Nov;108(11):1865-73. Mellor JM,

Rapoport RB, Maliniak D. (2008) The impact of child obesity on active parental consent in school-based survey research on healthy eating and physical activity. Eval Rev. 2008 Jun;32(3):298-312. Epub 2008 Jan 25.

Blom-Hoffman J, Leff SS, Franko DL, Weinstein E, Beakley K, Power TJ. (2009) Consent Procedures and Participation Rates in School-Based Intervention and Prevention Research: Using a Multi-Component, Partnership-Based Approach to Recruit Participants. School Ment Health. 2009 Mar 1;1(1):3-15.

Penkilo M, George GC, Hoelscher DM. (2008) Reproducibility of the School-Based Nutrition Monitoring Questionnaire among fourth-grade students in Texas. J Nutr Educ Behav. 2008 Jan-Feb;40(1):20-7.

Harmon AH, Maretzki AN. (2006) Assessing food system attitudes among youth: development and evaluation of attitude measures. J Nutr Educ Behav. 2006 Mar-Apr;38(2):91-5.

Jansen W, Raat H, Zwanenburg EJ, Reuvers I, van Walsem R, Brug J. (2008) A school-based intervention to reduce overweight and inactivity in children aged 6-12 years: study design of a randomized controlled trial. BMC Public Health. 2008 Jul 25;8:257.

Nutrition: Consideration of Community Context (BT)

dmccall — Thu, 19 Jan 2012 09:23:19 CST

F Consideration of Local Context
We also looked to adaptations to local community contexts or higher risk populations.

Research

Reports & Resources

Shea S, Basch CE, Wechsler H, Lantigua R, 1996, "The Washington Heights-Inwood Healthy Heart Program: a 6-year report from a disadvantaged urban setting", American Journal of Public Health, Feb;86(2):166-71.

Hyndman B, (2000) Feeding the Mind, Ottawa: Breakfast for Learning, February 2000

Gore CJ, Owen N, Pederson D, Clarke A. (1996) Educational and environmental interventions for cardiovascular health promotion in socially disadvantaged primary schools. Aust N Z J Public Health. 1996 Apr;20(2):188-94.

Paradis G, O'Loughlin J, Elliott M, Masson P, Renaud L, Sacks-Silver G, Lampron G. (1995) Coeur en santé St-Henri--a heart health promotion programme in a low income, low education neighbourhood in Montreal, Canada: theoretical model and early field experience. J Epidemiol Community Health. 1995 Oct;49(5):503-12.

Bauer KW, Patel A, Prokop LA, Austin SB.(2006) Swimming upstream: faculty and staff members from urban middle schools in low-income communities describe their experience implementing nutrition and physical activity initiatives. Prev Chronic Dis. 2006 Apr;3(2):A37. Epub 2006 Mar 15.

Macaulay AC, Paradis G, Potvin L, Cross EJ, Saad-Haddad C, McComber A, Desrosiers S, Kirby R, Montour LT, Lamping DL, Leduc N, Rivard M. (1997) The Kahnawake Schools Diabetes Prevention Project: intervention, evaluation, and baseline results of a diabetes primary prevention program with a native community in Canada. Prev Med. 1997 Nov-Dec;26(6):779-90.

Tsey K, Whiteside M, Daly S, Deemal A, Gibson T, Cadet-James Y, Wilson A, Santhanam R, Haswell-Elkins MR. (2005) Adapting the 'family wellbeing' empowerment program to the needs of remote indigenous school children. Aust N Z J Public Health. 2005 Apr;29(2):112-6

Davis SM, Clay T, Smyth M, Gittelsohn J, Arviso V, Flint-Wagner H, Rock BH, Brice RA, Metcalfe L, Stewart D, Vu M, Stone EJ. (2003) Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren. Prev Med. 2003 Dec;37(6 Pt 2):S24-34.

Martens MK, Van Assema P, Paulussen TG, Van Breukelen G, Brug J. (2008) Krachtvoer: effect evaluation of a Dutch healthful diet promotion curriculum for lower vocational schools. Public Health Nutr. 2008 Mar;11(3):271-8. Epub 2007 Jul 3

Little JC, Perry DR, Volpe SL. (2002) Effect of nutrition supplement education on nutrition supplement knowledge among high school students from a low-income community. J Community Health. 2002 Dec;27(6):433-50

O'Brien M. (2008) School meals for better nutrition and bone health. J Fam Health Care. 2008;18(3):103-5

Marquis S, Thomson C, Murray A. (2001) Assisting people with a low income to start and maintain their own community kitchens. Can J Diet Pract Res. 2001 Fall;62(3):130-2.

Stroink ML, Nelson CH. (2009) Aboriginal health learning in the forest and cultivated gardens: building a nutritious and sustainable food system. J Agromedicine. 2009;14(2):263-9.

Engler-Stringer R, Berenbaum S. (2006) Food and nutrition-related learning in collective kitchens in three Canadian cities. Can J Diet Pract Res. 2006 Winter;67(4):178-83

Engler-Stringer R, Berenbaum S. (2007) Exploring food security with collective kitchens participants in three Canadian cities. Qual Health Res. 2007 Jan;17(1):75-84

Greenhalgh T, Kristjansson E, Robinson V. (2007) Realist review to understand the efficacy of school feeding programmes. BMJ. 2007 Oct 27;335(7625):858-61. Epub 2007 Oct 22. Review.

Gittelsohn J, Merkle S, Story M, Stone EJ, Steckler A, Noel J, Davis S, Martin CJ, Ethelbah B. (2003) School climate and implementation of the Pathways study. Prev Med. 2003 Dec;37(6 Pt 2):S97-106.

Greenhalgh T, Kristjansson E, Robinson V.Realist review to understand the efficacy of school feeding programmes.BMJ2007;335:858

Dwyer JT, Hewes LV, Mitchell PD, Nicklas TA, Montgomery DH, Lytle LA, Snyder MP, Zive MM, Bachman KJ, Rice R, Parcel GS. (1996) Improving school breakfasts: effects of the CATCH Eat Smart Program on the nutrient content of school breakfasts. Prev Med. 1996 Jul-Aug;25(4):413-22.

Temple NJ, Steyn NP, Myburgh NG, Nel JH. (2006) Food items consumed by students attending schools in different socioeconomic areas in Cape Town, South Africa. Nutrition. 2006 Mar;22(3):252-8.

Townsend MS, Johns M, Shilts MK, Farfan-Ramirez L. (2006) Evaluation of a USDA nutrition education program for low-income youth. J Nutr Educ Behav. 2006 Jan-Feb;38(1):30-41

Crone MR, Reijneveld SA, Willemsen MC, van Leerdam FJ, Spruijt RD, Sing RA. (2003) Prevention of smoking in adolescents with lower education: a school based intervention study. J Epidemiol Community Health. 2003 Sep;57(9):675-80

BREAKFAST FOR LEARNING Policy Paper on Child Nutrition
Presents rational for school meal programs. (Breakfast for Learning)

What is the relationship between child nutrition and school outcomes? Summarizes research on effects of school breakfast programs. (Breakfast for Learning)

The Nunavut Food Guide which is culturally appropriate and acknowledges the reality of the Inuit diet which combines Inuit foods, such as bone marrow for calcium, fat for vitamin A, and food available at the market. The food guide was developed collaboratively with the Government of Nunavut and various Inuit and community groups

Programs and Resources from PHAC Best Practices Portal

Child nourishment programs run to varying degrees in all P/T jurisdictions, more often in partnership and with the financial support of Breakfast For Learning. The following provides highlights:

Nutritional Grants in British Columbia are available for breakfast and snack programs. DASH, in partnership with Breakfast for Learning, administers these grants.
The BC School Fruit and Vegetable Snack Pilot Program was launched in September 2005. The goal of the program is to provide twice-weekly BC fruit or vegetable snacks to elementary school students, as well as information to teachers, students and their families to increase awareness and consumption of BC fruits and vegetables. Currently, ten schools receive free fruit and vegetables. An evaluation team is conducting a full evaluation of the pilot.
Yukon Food for Learning in partnership with Breakfast for Learning and the YK Department of Health and Social Services provides child nourishment programs in all Yukon schools.
Breakfast for Learning program in Alberta currently funds 243 schools for breakfast, lunch and/or snack programs which help feed over 10 000 Alberta children healthy meals and snacks daily.
The NWT Food First Foundation (FFF) is the territorial coalition that works closely with, and funds a part time coordinator through Breakfast for Learning. This group is currently working on the development of a website, and uses an allocation of funding from Breakfast for Learning to fund schools in the NWT and Nunavut. The NWT FFF consists of representatives such as nutritionists, Parent Advisory Councils, the Salvation Army and the Women’s Centre. Most of the members are located in Yellowknife at this time. This group is also interested in supporting schools in the development of school food policies. The NWT FFF currently funds schools for breakfast, lunch and/or snack programs, fundraises, and conducts advocacy work with Members of the Legislative Assembly to raise awareness of the nutritional needs of children.
In Manitoba child nourishment related activities include: Breakfast for Learning encourages and funds breakfast clubs (MB has a part- time provincial coordinator). Kids in the Kitchen programs run in some local schools (http://www.youville.ca/english/links.html); workshops are offered in the early stages of the programs and manuals available for participants. There is no official host for the program now and information can be accessed on line. Schools throughout Manitoba organize School Milk Programs. The school organizes milk delivery with a local dairy driver and a teacher or often parent volunteer co-ordinate activities in the school. Dairy Farmers provides a School Milk kit with activity ideas and incentives that make milk drinking fun. Approximately 75% of schools in MB offer their students milk programs.
The Ontario Ministry of Children and Youth Services (MCYS) funds the Student Nutrition Programs. In October 2005, the MCYS announced that the investment in student nutrition programs would increase from $4.5 million to an investment of $8.5 million annually. It has also moved to a decentralized program model. In 2005 a Nutrition Guidelines Working Group developed nutritional guidelines for the student nourishment program to assist program providers in planning and delivering healthy snacks and meals.
5-10 a day – It’s the Healthy Way looks at promoting consumption of vegetables and fruit within communities and includes a healthy food grant program in middle schools in New Brunswick. In addition, the New Brunswick Healthy Minds School Nutritional Partnership Program provides funding to elementary schools to use for a variety of child nourishment related initiatives. A related report of interest on the Healthy Minds Program: a review of the pilot program Oct 1999 - March 2000. The Department of Agriculture, Fisheries and Aquaculture, New Brunswick Farm Products commission runs a subsidized milk program that is available to all NB schools.
In Nova Scotia there is new breakfast program funding that will ensure that all children at the elementary level will have access to breakfast before they start their school day. Nova Scotia Health Promotion and the Department of Education are working together with other partners including the Breakfast for Learning Advisory Council to determine the most effective way to offer this program. New funding is intended to assist, not replace, existing support.
Kids Eat Smart Foundation Newfoundland and Labrador is a non profit charitable organization established to foster the development of sustainable nutritious food programs for school children throughout the province. The government provides financial support to school feeding programs so too does Breakfast for Learning. Newfoundland and Labrador School Milk Foundation offers a school milk program
Club des petit dejeuners du Quebec’s (en anglais: Quebec Breakfast Clubs) runs breakfast programs in elementary schools in Quebec.

Nutrition: Implementation & Sustainability (BT)

dmccall — Thu, 19 Jan 2012 09:22:45 CST

Use of Evidenced-based Implementation Strategies and Diffusion Research

This sub-section examines the use of research-based implementation strategies drawn from health promotion (eg PRECEDE planning model) or education (eg Concerns-based Adoption Model). We also looked for references and resources that described the use of "local mechanisms" such as training champions or truly engaging staff. As well, we looked to items that examined "local drivers" of change/resistance such provincial directives, local incidents or local personalities/relationships.

Research	Reports & Resources
F-1 Use of Evidence-based Planned Implementation Models Intervention Mapping Hoelscher DM, Evans A, Parcel GS, Kelder SH. (2002) Designing effective nutrition interventions for adolescents. J Am Diet Assoc. 2002 Mar;102(3 Suppl):S52-63. Review. Reinaerts EB, de Nooijer J, de Vries NK. (2007) Fruit and vegetable distribution program versus a multicomponent program to increase fruit and vegetable consumption: which should be recommended for implementation? J Sch Health. 2007 Dec;77(10):679-86. Planning Tools such as PRECEDE-PROCEED Practical Aspects of Implementation Local Drivers of Implementation (Incidents, Personalities, Relationships etc)	Practice-based Evidence in Nutrition [PEN] - Dietitians of Canada is currently developing a new service for members and other health professionals that will provide ready access to evidence-based practice guidance, tools and resources designed around knowledge pathways. A priority topic for the initial launch will be on obesity prevention and management.
F-2 Use of Diffusion and Education Change Knowledge/Theory Levine E, Olander C, Lefebvre C, Cusick P, Biesiadecki L, McGoldrick D. (2002) The Team Nutrition pilot study: lessons learned from implementing a comprehensive school-based intervention. J Nutr Educ Behav. 2002 Mar-Apr;34(2):109-16. Franks A, Kelder SH, Dino GA, Horn KA, Gortmaker SL, Wiecha JL, Simoes EJ. (2007) School-based programs: lessons learned from CATCH, Planet Health, and Not-On-Tobacco. Prev Chronic Dis. 2007 Apr;4(2):A33. Epub 2007 Mar 15. Olson AL, Seidler AB, Goodman D, Gaelic S, Nordgren R. (2004) School professionals' perceptions about the impact of chronic illness in the classroom. Arch Pediatr Adolesc Med. 2004 Jan;158(1):53-8 Graham H, Zidenberg-Cherr S. (2005) California teachers perceive school gardens as an effective nutritional tool to promote healthful eating habits. J Am Diet Assoc. 2005 Nov;105(11):1797-800 Parcel, G.S., Perry, C.L., Kelder, S.H., Elder, J.P., Mitchell, P.D., Lytle, L. A., Johnson, C.C., and Stone, E.J. (2003). School climate and the institutionalization of the CATCH Program. Health Education and Behavior, 30 (4), August. Gittelsohn J, Merkle S, Story M, Stone EJ, Steckler A, Noel J, Davis S, Martin CJ, Ethelbah B. (2003) School climate and implementation of the Pathways study. Prev Med. 2003 Dec;37(6 Pt 2):S97-106. Cho H, Nadow MZ. (2004) Understanding barriers to implementing quality lunch and nutrition education. J Community Health. 2004 Oct;29(5):421-35 Mauriello LM, Driskell MM, Sherman KJ, Johnson SS, Prochaska JM, Prochaska JO. (2006) Acceptability of a school-based intervention for the prevention of adolescent obesity. J Sch Nurs. 2006 Oct;22(5):269-77 Davis M, Baranowski T, Resnicow K, Baranowski J, Doyle C, Smith M, Wang DT, Yaroch A, Hebert D. (2000) Gimme 5 fruit and vegetables for fun and health: process evaluation. Health Educ Behav. 2000 Apr;27(2):167-76 Lim YP. (2008) Sharing Singapore's experience in dietetic practice and school nutrition programmes. Asia Pac J Clin Nutr. 2008;17 Suppl 1:361-4. Review. Cohall AT, Cohall R, Dye B, Dini S, Vaughan RD, Coots S. (2007) Overheard in the halls: what adolescents are saying, and what teachers are hearing, about health issues. J Sch Health. 2007 Sep;77(7):344-50. Erratum in: J Sch Health. 2007 Nov;77(9):644. Molina BS, Smith BH, Pelham WE Jr. (2005) Development of a school-wide behavior program in a public middle school: an illustration of deployment-focused intervention development, stage 1. J Atten Disord. 2005 Aug;9(1):333-42. Huhman M, Bauman A, Bowles HR. (2008) Initial outcomes of the VERB campaign: tweens' awareness and understanding of campaign messages. Am J Prev Med. 2008 Jun;34(6 Suppl):S241-8 Naylor PJ, Macdonald HM, Zebedee JA, Reed KE, McKay HA. (2006) Lessons learned from Action Schools! BC--an 'active school' model to promote physical activity in elementary schools. J Sci Med Sport. 2006 Oct;9(5):413-23. Epub 2006 Aug 1. Kool B, Thomas D, Moore D, Anderson A, Bennetts P, Earp K, Dawson D, Treadwell N. (2008) Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools. Aust N Z J Public Health. 2008 Apr;32(2):177-80 Kalafat J, Illback RJ, Sanders D Jr. (2007) The relationship between implementation fidelity and educational outcomes in a school-based family support program: development of a model for evaluating multidimensional full-service programs. Eval Program Plann. 2007 May;30(2):136-48. Epub 2007 Jan 26. Reynolds KD, Buller DB, Yaroch AL, Maloy JA, Cutter GR. (2006) Mediation of a middle school skin cancer prevention program. Health Psychol. 2006 Sep;25(5):616-25. Renaud L, Chevalier S, Dufour R, O"Loughlin J, Beaudet N, Bourgeois A, Ouellet D, 1997, "Evaluation of the implementation of an educational curriculum: optimal intervention for the adoption of an educational program of health in elementary schools", Canadian Journal of Public Health, Sep-Oct;88(5):351-3. Olson CM, Devine CM, Frongillo EA Jr. (1993) Dissemination and use of a school-based nutrition education program for secondary school students. J Sch Health. 1993 Oct;63(8):343-8. Rossiter M, Glanville T, Taylor J, Blum I. (2007) School food practices of prospective teachers. J Sch Health. 2007 Dec;77(10):694-700. Reynolds KD, Franklin FA, Leviton LC, Maloy J, Harrington KF, Yaroch AL, Person S, Jester P. (2000) Methods, results, and lessons learned from process evaluation of the high 5 school-based nutrition intervention. Health Educ Behav. 2000 Apr;27(2):177-86. Vecchiarelli S, Takayanagi S, Neumann C. (2006) Students' perceptions of the impact of nutrition policies on dietary behaviors. J Sch Health. 2006 Dec;76(10):525-31; quiz 540-2 Murphy M, Polivka B. (2007) Parental perceptions of the schools' role in addressing childhood obesity. J Sch Nurs. 2007 Feb;23(1):40-6 Wilson LF. (2007) Adolescents' attitudes about obesity and what they want in obesity prevention programs. J Sch Nurs. 2007 Aug;23(4):229-38. Aldinger C, Zhang XW, Liu LQ, Guo JX, Yu Sen Hai, Jones J. (2008) Strategies for implementing Health-Promoting Schools in a province in China. Promot Educ. 2008;15(1):24-9.	The Institute of Nutrition, Metabolism and Diabetes (INMD) is one of the 13 virtual institutes that make up the CIHR.INMD was designed to link researchers, scientists, community groups, and individuals from around the world who share an interest in enhancing health in relation to diet, digestion, excretion, and metabolism. Effectiveness of Physical Activity Enhancement and Obesity Prevention Programs in Children and Youth The purpose of this Health Canada funded systematic literature review is to provide some national policy direction related to the effectiveness of interventions for promoting healthy weight, preventing overweight/obesity and increasing physical activity among school aged children and youth. Health Canada coordinated the development of a special supplement to the Canadian Journal of Public Health (CJPH), Understanding the Forces That Influence Our Eating Habits: What We Know and Need to Know,which was released in June 2005. One of the topics focused on the determinants of healthy eating related to “children and youth”, providing a synthesis of the literature and recommendations on appropriate research needed to fill evidence gaps.

F-3 Use of Capacity Building and Continuous Improvement Strategies to Build Sustainability
This sub-section also examines system, agency, school and professional capacity in areas such as coordinated policy, mechanisms for cooperation, assigning staff to coordination, regular monitoring and reporting, workforce development, planning for sustainability and strategic management of issues.

Research

Reports & Resources

Worsley A. (2005) Children's healthful eating: from research to practice. Food Nutr Bull. 2005 Jun;26(2 Suppl 2):S135-43. Review.

Perry CL, Sellers DE, Johnson C, Pedersen S, Bachman KJ, Parcel GS, Stone EJ, Luepker RV, Wu M, Nader PR, Cook K. (1997) The Child and Adolescent Trial for Cardiovascular Health (CATCH): intervention, implementation, and feasibility for elementary schools in the United States. Health Educ Behav. 1997 Dec;24(6):716-35.

Hoelscher DM, Feldman HA, Johnson CC, Lytle LA, Osganian SK, Parcel GS, Kelder SH, Stone EJ, Nader PR. (2004) School-based health education programs can be maintained over time: results from the CATCH Institutionalization study. Prev Med. 2004 May;38(5):594-606.

Lytle LA, Ward J, Nader PR, Pedersen S, Williston BJ. (2003) Maintenance of a health promotion program in elementary schools: results from the CATCH-ON study key informant interviews. Health Educ Behav. 2003 Aug;30(4):503-18.

Contento IR. (2008) Nutrition education: linking research, theory, and practice. Asia Pac J Clin Nutr. 2008;17 Suppl 1:176-9. Review Pérez-Rodrigo C, Aranceta J. (2003) Nutrition education in schools: experiences and challenges. Eur J Clin Nutr. 2003 Sep;57 Suppl 1:S82-5. Review.

O'Rourke TW. (1995) Creating capacity: a research agenda for school health education. J Sch Health. 1995 Jan;65(1):33-7. Roberts-Gray C, Gingiss PM, Boerm M. (2007) Evaluating school capacity to implement new programs. Eval Program Plann. 2007 Aug;30(3):247-57. Epub 2007 Apr 19

Inchley J, Muldoon J, Currie C. (2007) Becoming a health promoting school: evaluating the process of effective implementation in Scotland. Health Promot Int. 2007 Mar;22(1):65-71. Epub 2006 Dec 18 Hoyle TB, Samek BB, Valois RF. (2008) Building capacity for the continuous improvement of health-promoting schools. J Sch Health. 2008 Jan;78(1):1-8.

Smith BJ, Potts-Datema W, Nolte AE. (2005) Challenges in teacher preparation for school health education and promotion. Promot Educ. 2005;12(3-4):162-4.

Hawe P, Stickney EK. (1997) Developing the effectiveness of an intersectoral food policy coalition through formative evaluation. Health Educ Res. 1997 Jun;12(2):213-25

Alfonso ML, Nickelson J, Hogeboom DL, French J, Bryant CA, McDermott RJ, Baldwin JA. (2008) Assessing local capacity for health intervention. Eval Program Plann. 2008 May;31(2):145-59. Epub 2008 Jan 24.

Levine J, Gussow JD. (1999) Nutrition professionals' knowledge of and attitudes toward the food industry's education and marketing programs in elementary schools. J Am Diet Assoc. 1999 Aug;99(8):973-6.

Contento IR, Koch PA, Lee H, Sauberli W, Calabrese-Barton A. (2007) Enhancing personal agency and competence in eating and moving: formative evaluation of a middle school curriculum--Choice, Control, and Change. J Nutr Educ Behav. 2007 Sep-Oct;39(5 Suppl):S179-86.

Webber LS, Johnson CC, Rose D, Rice JC. (2007) Development of ACTION! Wellness Program for Elementary School Personnel. Obesity (Silver Spring). 2007 Nov;15 Suppl 1:48S-56S Heath EM, Coleman KJ. (20020 Evaluation of the institutionalization of the coordinated approach to child health (CATCH) in a U.S./Mexico border community. Health Educ Behav. 2002 Aug;29(4):444-60

Bere E, Veierød MB, Bjelland M, Klepp KI. (2006) Free school fruit--sustained effect 1 year later. Health Educ Res. 2006 Apr;21(2):268-75. Epub 2005 Oct 11.

Kirchofer G, Telljohann SK, Price JH, Dake JA, Ritchie M. (2007) Elementary school parents'/guardians' perceptions of school health service personnel and the services they provide. J Sch Health. 2007 Nov;77(9):607-14; quiz 645-6.

McCullum-Gomez C, Barroso CS, Hoelscher DM, Ward JL, Kelder SH. (2006) Factors influencing implementation of the Coordinated Approach to Child Health (CATCH) Eat Smart School Nutrition Program in Texas. J Am Diet Assoc. 2006 Dec;106(12):2039-44.

Dickin KL, Dollahite JS, Habicht JP. (2005) Nutrition behavior change among EFNEP participants is higher at sites that are well managed and whose front-line nutrition educators value the program. J Nutr. 2005 Sep;135(9):2199-205.

Bisset S, Potvin L. (2007) Expanding our conceptualization of program implementation: lessons from the genealogy of a school-based nutrition program. Health Educ Res. 2007 Oct;22(5):737-46. Epub 2006 Dec 2

McLeod PJ, Brawer J, Steinert Y, Chalk C, McLeod A. (2008) A pilot study designed to acquaint medical educators with basic pedagogic principles. Med Teach. 2008 Feb;30(1):92-3.

Marx E, Hudson N, Deal TB, Pateman B, Middleton K. (2007) Promoting health literacy through the health education assessment project. J Sch Health. 2007 Apr;77(4):157-63.

Singh AS, Chinapaw MJ, Brug J, van Mechelen W. (2009) Process evaluation of a school-based weight gain prevention program: the Dutch Obesity Intervention in Teenagers (DOiT). Health Educ Res. 2009 Oct;24(5):772-7. Epub 2009 Mar 20

Garcia-Dominic O, Wray LA, Treviño RP, Hernandez AE, Yin Z, Ulbrecht JS. (2009) Identifying Barriers That Hinder Onsite Parental Involvement in a School-Based Health Promotion Program. Health Promot Pract. 2009 Apr 1. [Epub ahead of print]

Whatley Blum JE, Davee AM, Devore RL, Beaudoin CM, Jenkins PL, Kaley LA, Wigand DA. (2007) Implementation of low-fat, low-sugar, and portion-controlled nutrition guidelines in competitive food venues of Maine public high schools. J Sch Health. 2007 Dec;77(10):687-93.

Dwyer JJ, Vavaroutsos D, Lutterman A, Hier M, Hughes M, Makarchuk MJ. (2006) Empowerment evaluation in redesigning a public health unit nutrition program. Can J Diet Pract Res. 2006 Spring;67(1):36-40.

Scarborough P, Rayner M, Stockley L, Black A. (2007) Nutrition professionals' perception of the 'healthiness' of individual foods. Public Health Nutr. 2007 Apr;10(4):346-53.

Santerre CR. (2005) X-train: teaching professionals remotely. J Nutr. 2005 May;135(5):1248-52

Arbeit ML, Serpas DC, Johnson CC, Forcier JE, Berenson GS. (1991) The implementation of a cardiovascular school health promotion program: utilization and impact of a school health advisory committee: the Heart Smart program. Health Educ Res. 1991 Dec;6(4):423-30.

Parcel GS, Perry CL, Kelder SH, Elder JP, Mitchell PD, Lytle LA, Johnson CC, Stone EJ. (2003) School climate and the institutionalization of the CATCH program. Health Educ Behav. 2003 Aug;30(4):489-502.

Jones SE, Costello S. (2008) The contribution of community parent advisors to improving health in school communities in a primary care trust in northern England. J Clin Nurs. 2008 Aug;17(16):2232-4. No abstract available.

McVey G, Gusella J, Tweed S, Ferrari M. (2009) A controlled evaluation of web-based training for teachers and public health practitioners on the prevention of eating disorders. Eat Disord. 2009 Jan-Feb;17(1):1-26.

Kubik MY, Lytle LA, Hannan PJ, Story M, Perry CL. (2002) Food-related beliefs, eating behavior, and classroom food practices of middle school teachers. J Sch Health. 2002 Oct;72(8):339-45.

Tanaka H, Ishikawa M, Adachi M. (2008) [Processes of sharing issues among participating groups in the form of a food and nutrition education network: the case of the "S Network"] Nippon Koshu Eisei Zasshi. 2008 Mar;55(3):147-55. Japanese.

Heinrichs N, Bertram H, Kuschel A, Hahlweg K. (2005) Parent recruitment and retention in a universal prevention program for child behavior and emotional problems: barriers to research and program participation. Prev Sci. 2005 Dec;6(4):275-86

Sherwood-Puzzello CM, Miller M, Lohrmann D, Gregory P. (2007) Implementation of CDC's School Health Index in 3 midwest middle schools: motivation for change. J Sch Health. 2007 Aug;77(6):285-93.

Schmitz Bde A, Recine E, Cardoso GT, da Silva JR, Amorim NF, Bernardon R, Rodrigues Mde L. (2008) [Promotion of healthy eating habits by schools: a methodological proposal for training courses for educators and school cafeteria owners] Cad Saude Publica. 2008;24 Suppl 2:S312-22. Portuguese

Thibault I, Marquis M.(2006) [Nutrition education in schools] Can J Diet Pract Res. 2006 Winter;67(4):202-5. French.

Olson CM, Devine CM, Frongillo EA Jr.(1993) Dissemination and use of a school-based nutrition education program for secondary school students. J Sch Health. 1993 Oct;63(8):343-8.

Hausman AJ, Ruzek SB (1995) Implementation of comprehensive school health education in elementary schools: focus on teacher concerns. J Sch Health. 1995 Mar;65(3):81-6. Review.

Gingiss PL.(1992) Enhancing program implementation and maintenance through a multiphase approach to peer-based staff development. J Sch Health. 1992 May;62(5):161-6. Review.

Pérez-Rodrigo C, Aranceta J (2003) Nutrition education in schools: experiences and challenges. Eur J Clin Nutr. 2003 Sep;57 Suppl 1:S82-5. Review.

Gingiss PL.(1993) Peer coaching: building collegial support for using innovative health programs. J Sch Health. 1993 Feb;63(2):79-85. Review.

Han SS, Weiss B (2005) Sustainability of teacher implementation of school-based mental health programs. J Abnorm Child Psychol. 2005 Dec;33(6):665-79. Review.

Dusenbury L, Brannigan R, Falco M, Hansen WB.(2003) A review of research on fidelity of implementation: implications for drug abuse prevention in school settings.Health Educ Res. 2003 Apr;18(2):237-56. Review.

Orwin RG.(2000) Assessing program fidelity in substance abuse health services research. Addiction. 2000 Nov;95 Suppl 3:S309-27. Review.

Cahill HW.(2007) Challenges in adopting evidence-based school drug education programmes. Drug Alcohol Rev. 2007 Nov;26(6):673-9. Review.

Elliott DS, Mihalic S.(2004) Issues in disseminating and replicating effective prevention programs. Prev Sci. 2004 Mar;5(1):47-53. Review.

Dane AV, Schneider BH (1998) Program integrity in primary and early secondary prevention: are implementation effects out of control? Clin Psychol Rev. 1998 Jan;18(1):23-45. Review.

Hawkins JD, Abbott R, Catalano RF, Gillmore MR. (1991) Assessing effectiveness of drug abuse prevention: implementation issues relevant to long-term effects and replication. NIDA Res Monogr. 1991;107:195-212. Review

Pérez-Rodrigo C, Aranceta J. (2003) Nutrition education in schools: experiences and challenges. Eur J Clin Nutr. 2003 Sep;57 Suppl 1:S82-5. Review

Han, S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-679

Nove, T. (2002). Reorienting health services with capacity building: A case study of the core skills in health promotion project. Health Promotion International, Dec;17(4), 341-350.

Johnson, K., Hays, C., Daley, C., & Hayden Center. (2004). Building capacity and sustainable prevention innovations: A sustainability planning model. Evaluation and Program Planning, 27, 135-149

Swisher, J.D. (2000). Sustainability of prevention. Addictive Behaviors, 25, 965-973

Bond, L., Glover, S., Godfrey, C., Butler, H., & Patton, G.C. (2001). Building capacity for system-level change in schools: Lessons from the gatehouse project. Health Education and Behavior, 28(3), 368-383

Inchley, J., Muldoon, J., & Currie, C. (2007). Becoming a health promoting school: Evaluating the process of effective implementation in Scotland. Health Promotion International, 22(1), 65-71

Adams, J.D. (1988). Creating critical mass to support change, The OD Practitioner, 29(2)

Dressendorfer, R. H., Raine, K., Dyck, R. J., Plotnikoff, R. C., Collins-Nakai, R. L., McLaughlin, W. K. et al. (2005). A conceptual model of community capacity development for heart health promotion in the Alberta Heart Health Project. Health Promotion Practice, Jan;6(1), 31-36

Dusenbury, L., Brannigan, R., Hansen, W.B., Walsh, J., Falco, M. (2005). Quality of implementation: Developing measures crucial to understanding the diffusion of preventive interventions. Health Education Research, 20(3), 308-313.

Earl, L., Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, Nov;33 (3), 384-394

Ebbesen, L.S., Health, S., Naylor, P.J., Anderson, D. (2004). Issues in measuring health promotion capacity in Canada: A multi-province perspective. Health Promotional International, 19(1), 85-94

Edge, K. (2005). Powerful public sector knowledge management: A school district example. Journal of Knowledge Management, 9(6), 42-52

Germann, K., Wilson, D. (2004). Organizational capacity for community development in regional health authorities: A conceptual model. Health Promotion International, Sep;19(3), 289-298

Hawe, P., Noort, M., King, L., Jordens, C. (1997). Multiplying health gains: The capital role of capacity building with health promotion programs. Health Policy, 39, 29-42.

Hord, S.M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Austin, Texas: Southwest Educational Development Laboratory.

Ottoson, J.M., Streib, G., Thomas, J.C., Rivera, M., Stevenson, B. (2004). Evaluation of the National School Health Coordinator Leadership Institute. Journal of School Health, 74(5), 170-176.

Pluye, P., Potvin, L., Denis, J. L., Pelletier, J. (2004). Program sustainability: Focus on organizational routines. Health Promotion International, Dec;19(4), 489-500

Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Currency Doubleday.

Swerissen, H., Crisp, B.R. (2004). The sustainability of health promotion interventions for different levels of social organizations. Health Promotion International, 19(1), 123-130.

American Dietetic Association, 1991, "Position of the American Dietetic Association: nutrition education of health professionals", Journal of American Dietetic Association, May;91(5):611-3.

O'Toole TP, Anderson S, Miller C, Guthrie J. (2007) Nutrition services and foods and beverages available at school: results from the School Health Policies and Programs Study 2006. J Sch Health. 2007 Oct;77(8):500-21.

Kubik MY, Lytle LA, Hannan PJ, Story M, Perry CL. (2002) Food-related beliefs, eating behavior, and classroom food practices of middle school teachers. J Sch Health. 2002 Oct;72(8):339-45.

Thibault I, Marquis M.(2006) [Nutrition education in schools] Can J Diet Pract Res. 2006 Winter;67(4):202-5. French.
Olson CM, Devine CM, Frongillo EA Jr.(1993) Dissemination and use of a school-based nutrition education program for secondary school students. J Sch Health. 1993 Oct;63(8):343-8.

Hausman AJ, Ruzek SB (1995) Implementation of comprehensive school health education in elementary schools: focus on teacher concerns. J Sch Health. 1995 Mar;65(3):81-6. Review.

Gingiss PL.(1992) Enhancing program implementation and maintenance through a multiphase approach to peer-based staff development. J Sch Health. 1992 May;62(5):161-6. Review.

Pérez-Rodrigo C, Aranceta J (2003) Nutrition education in schools: experiences and challenges. Eur J Clin Nutr. 2003 Sep;57 Suppl 1:S82-5. Review.

Gingiss PL.(1993) Peer coaching: building collegial support for using innovative health programs. J Sch Health. 1993 Feb;63(2):79-85. Review.

Han SS, Weiss B (2005) Sustainability of teacher implementation of school-based mental health programs.

Dusenbury L, Brannigan R, Falco M, Hansen WB.(2003) A review of research on fidelity of implementation: implications for drug abuse prevention in school settings.

Orwin RG.(2000) Assessing program fidelity in substance abuse health services research. Addiction. 2000 Nov;95 Suppl 3:S309-27. Review.

Cahill HW.(2007) Challenges in adopting evidence-based school drug education programmes. Drug Alcohol Rev. 2007 Nov;26(6):673-9. Review.

Elliott DS, Mihalic S.(2004) Issues in disseminating and replicating effective prevention programs. Prev Sci. 2004 Mar;5(1):47-53. Review.

Dane AV, Schneider BH (1998) Program integrity in primary and early secondary prevention: are implementation effects out of control? Clin Psychol Rev. 1998 Jan;18(1):23-45. Review.

Hawkins JD, Abbott R, Catalano RF, Gillmore MR. (1991) Assessing effectiveness of drug abuse prevention: implementation issues relevant to long-term effects and replication. NIDA Res Monogr. 1991;107:195-212. Review
J Abnorm Child Psychol. 2005 Dec;33(6):665-79. Review.

Health Educ Res. 2003 Apr;18(2):237-56. Review.

Steinert Y, Boillat M, Meterissian S, Liben S, McLeod PJ. (2008) Developing successful workshops: a workshop for educators. Med Teach. 2008;30(3):328-30

Wicklander MK. (2006) Implementing and evaluating the National Healthy School Program in England. J Sch Nurs. 2006 Oct;22(5):250-8. Review.

The Newfoundland survey on active healthy schools: an assessment tool covering physical activity and nutrition in schools. See: www.lsb.ca/PR/Healthy%20Schools%20Needs%20Assessment.pdf Manitoba recently conducted a 2006 survey of school nutrition policies.

British Columbia The School Food Sales and Policies Provincial Report [127KB] examines the status of food sales in BC schools;

The Department of Health and PEI Healthy Eating Alliance are currently finalizing success indicators for the policy development work including such indicators as: - % schools adhering to specific elements in regulations (e.g. providing 20 minutes for lunch); - % schools providing only foods from “Foods to Serve Most Often” or “Foods to Serve Sometimes” lists in policy regulations. - % students consuming healthy/less healthy choices at lunch. - Use of CCHS data to assess changes in BMI; - Qualitative assessment of policy acceptance and adherence.

The Canadian Community Health Survey (CCHS) Cycle 2.2 on Nutrition, a joint initiative between Statistics Canada and Health Canada, will provide population level nutrition data on Canadians of all ages.

The Canadian Institute of Health Research is funding an initiative to provide an enhanced opportunity for expert analysis of CCHS data, including one theme focused on the analysis of nutrient and food intake of Canadian children in relation to chronic disease.

F-5 Consideration of Systems Thinking, Characteristics and Change
This includes in-depth analysis of issues such as teacher work life and sociology of teachers, school improvement research, open, loosely-coupled, bureaucratic systems and more.

Research

Reports & Resources

US Centers for Disease Control and Prevention. School Health Index for Physical Activity, Healthy Eating, and a Tobacco-Free Lifestyle: A Self-Assessment and Planning Guide. Middle school/High school version. Atlanta, Georgia. 2002.

Cass Y, Price P, Rimes T. (2005) Finding the common ground: where health and educational agendas meet--the School Health Incentive Program (SHIP) grants scheme. Health Promot J Austr. 2005 Aug;16(2):134-7.

Schwartz M, Laughlin A (2008) Partnering with schools: a win-win experience. J Nurs Educ. 2008 Jun;47(6):279-82. Review.

Butler H, Bowes G, Drew S, Glover S, Godfrey C, Patton G, Trafford L, Bond L. (2008) Harnessing Complexity: Taking Advantage of Context and Relationships in Dissemination of School-Based Interventions. Health Promot Pract. 2008 Mar 19. [Epub ahead of print]

Gross S, Cohen HA, Kahan E. (2006) Survey of parents, nurses, and school principals on their perceptions of the controversial role of schools in health promotion. Pediatr Int. 2006 Feb;48(1):44-7.

Smith A, Coveney J, Carter P, Jolley G, Laris P. (2004) The Eat Well SA project: an evaluation-based case study in building capacity for promoting healthy eating. Health Promot Int. 2004 Sep;19(3):327-34.

Nollen NL, Befort CA, Snow P, Daley CM, Ellerbeck EF, Ahluwalia JS. (2007) The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel. Int J Behav Nutr Phys Act. 2007 May 18;4:18

Leurs MT, Bessems K, Schaalma HP, de Vries H. (2007) Focus points for school health promotion improvements in Dutch primary schools. Health Educ Res. 2007 Feb;22(1):58-69. Epub 2006 Jun 9.

Goh YY, Bogart LM, Sipple-Asher BK, Uyeda K, Hawes-Dawson J, Olarita-Dhungana J, Ryan GW, Schuster MA. (2009) Using community-based participatory research to identify potential interventions to overcome barriers to adolescents' healthy eating and physical activity. J Behav Med. 2009 Oct;32(5):491-502. Epub 2009 Jun 21

Simovska V. (2007) The changing meanings of participation in school-based health education and health promotion: the participants' voices. Health Educ Res. 2007 Dec;22(6):864-78. Epub 2007 Jun 25.

Bresson JL. (2007) [School-based nutrition programs and behaviour: what should we expect?] Arch Pediatr. 2007 Jun;14(6):721. Epub 2007 Apr 6. French. No abstract available.

Greenhalgh T, Kristjansson E, Robinson V. (2007) Realist review to understand the efficacy of school feeding programmes. BMJ. 2007 Oct 27;335(7625):858-61. Epub 2007 Oct 22. Review.

Wicklander MK. (2006) Implementing and evaluating the National Healthy School Program in England. J Sch Nurs. 2006 Oct;22(5):250-8. Review. Tuohy, D., Coghlan, D. (1997). Development in schools: A systems approach based on organizational levels. Educational Management & Administration, 25(1), 65-77.

Weijck, J. (1982). Administering education in loosely-coupled school. Phi Delta Kappan, 63, 673-676.

Deschenes, M., Martin, C., Jomphe-Hill, A. (2003). Comprehensive approaches to school health promotion. How to achieve broader implementation. Health Promotion International, 18(4), 387-396.

Rowling, L., Jeffreys, V. (2006). Capturing complexity: Integrating health and education research to inform health-promoting schools policy and practice. Health Education Research, 21(5), 705-718.

Southwest Educational Development Laboratory. The Ecology of the School. Retrieved 8/17, 2006 from http://www.sedl.org/change/school/ecology.html

Hausman, A. J., Ruzek, S. B. (1995). Implementation of comprehensive school health education in elementary schools: Focus on teacher concerns. Journal of School Health, Mar;65(3), 81-86

Stokols, D. (1996). Translating social ecological theory into guidelines for community health promotion. American Journal of Health Promotion, 10, 282-298.

Flannery, D.J., Torquati, J. (1993). An elementary school substance abuse prevention program: Teacher and administrator perspectives. Journal of Drug Education, 23(4), 387-397.

Schaafsma, H. (1997). A networking model of change for middle managers. Leadership & Organization Development Journal, 18(1), 41-49.

Berryhill, J.C., & Prinz, R.J. (2003). Environmental interventions to enhance student adjustment: Implications for prevention. Prevention Science, 4(2)

Payne, A.A., Gottfredson, D.C., & Gottfredson, G.D. (2006). School predictors of the intensity of implementation of school-based prevention programs: Results from a national study. Prevention Science, 7(2), 225-237

Alavi, S.B., McCormick, J. (2004). A cross-cultural analysis of the effectiveness of the Learning Organization model in school contexts. International Journal of Educational Management, 19(7), 408-416

Aldrich, H. E. (1971). Organizational boundaries and interorganizational conflict. Human Relations, Aug;24(4), 279-293

American Association of School Administrators. (1999). Systems thinking: Untangling the Gordian knots of systemic change. Strategies for School System Leaders on District Level Change, 6(1).

Anderson, D., Plotnifoff, R.C., Raine, K., Cook, K. Smith, C., Barrett, L. (2004). Towards the development of scales to measure ‘will’ to promote heart health within health organizations in Canada. Health Promotion International, 19(4), 471-81

Austin, S.B., Fung, T., Cohen-Bearak, A., Wardle, K., Cheung, L.W.Y. (2006). Facilitating change in school health: A qualitative study of schools’ experiences using the School Health Index. Preventing Chronic Disease. Public Health Research, Practice and Policy. 3(2), 1-8.

Bellinger, G. (2004). Bureaucracy & Organizational Politics. Retrieved 6/25, 2006 from http://www.systems-thinking.org/bop/bop.htm

Boyd, W.L., Crowson R.L. (2002). The quest for a new hierarchy in education: From loose coupling back to tight?Journal of Educational Administration, 40(6), 521-533

Champagne, R., Leduc, N., Denis, J.L., Pineault, R. (1993). Organizational and environmental determinants of the performance of public health units. Soc Sci Med, 37(1), 85-95.

Church, A. H. (1994). The character of organizational communication: A review and new conceptualization. The International Journal of Organizational Analysis, Jan;2(1), 18-53.

Couglan, R. J. (1970). Social structure in relatively closed and open schools. Educational Administration Quarterly, May;6(2), 14-35.

Davies, P., Coates, G. (2005). Competing conceptions and values in school strategy: Rational planning and beyond. Educational Management Administration & Leadership, 33(1), 109-124

Fusarelli, L.D. (2002). Tightly-coupled policy in loosely coupled system: Institutional capacity and organizational change. Journal of Educational Administration,40(6), 561-575.

Goldman, K. D. (1994). Perceptions of innovations as predictors of implementation levels: The diffusion of a nationwide health education campaign. Health Education Quarterly, Winter;21(4), 433-445.

Goodman, R.M., McLeroy, K.R., Steckler, A.B., Hoyle, R.H. (1993). Development of level institutional scales for health promotion programs. Health Education Quarterly, 29(2), 161.178

Goodman, R.M., Steckler, A.B., Kegler, M.C. (1996). Mobilizing organizations for health enhancement: Theories of organizational change. In K. Glanz, M.F. Lewis & B.K, Rimers (eds.), Health Behavior and Health Education: Theory, Research and Practice (pp. 287-314). San Francisco: Jossey-Bass

Jones, R. A., Jimmieson, N. L., Griffiths, A. (2005). The impact of organizational culture and reshaping capabilities on change implementation success: The mediating role of readiness for change. Journal of Management Studies, Mar;42(2), 361-386.

Leischow, S.J., Milstein, B. (2006). Systems thinking and modeling for public health practice. American Journal of Public Health, 96(3), 403-405.

Lortie, D.C. (2002). School Teacher: A Sociological Study. Chicago, IL: University of Chicago Press.

Zeichner, K., Gore J. (1990). Teacher socialization in W.R. Houston (ed.) Handbook of Research on Teacher Education, New York, NY: Macmillan.

Melia, K.M. (1998). Learning and working: The occupational socialization of nurses. In Mackay, L., Soothill, K., Media, K. (eds.). Classic Texts in Health Care. Elsevier Health Sciences.

Robinson S.E. (2004). Punctuated equilibrium, bureaucratization, and budgetary changes in schools. Policy Studies Journal, 32(1), 25.

Schraeder, M., Tears, R.S., Jordan, M.H. (2005). Organizational culture in public sector organizations: Promoting change through training and leading by example. Leadership and Organization Development Journal, 26(6), 492-502.

Markova, D., Holland B.M., (2005). Appreciative inquiry: A strategy for change in systemic leadership that builds on organizational strengths, not deficits. School Administrator, 62(2), 30.

Nutrition: Individual Interventions (BT)

dmccall — Thu, 19 Jan 2012 09:21:41 CST

D. Evidence-based Single Interventions/Programs This sub-section examines single intervention programs in five areas with various aspects; policy (school board, other agencies), instruction (curriculum, educational materials and methods, teacher training, etc), health and other services (screening, early identification, school clinics, access to youth friendly services, case coordination and referrals etc); social support (parent involvement, peer programs, working with local media, working with social media etc), phtsical environment (school grounds, facilities, transportation etc)

D-1 Policy Interventions

Research

Reports/Resources

D-1 Policy Interventions

Foster GD, Sherman S, Borradaile KE, Grundy KM, Vander Veur SS, Nachmani J, Karpyn A, Kumanyika S, Shults J. (2008) A policy-based school intervention to prevent overweight and obesity. Pediatrics. 2008 Apr;121(4):e794-802.

Cullen KW, Watson K, Zakeri I, Ralston K. (2006) Exploring changes in middle-school student lunch consumption after local school food service policy modifications. Public Health Nutr. 2006 Sep;9(6):814-20.

US Department of Agriculture, Food and Nutrition Service. Children’s diet in the mid-1990s: dietary intake and its relationship with school meal participation. 2001.

NGA Center for Best Practices. Issue brief: preventing obesity in youth through school-based efforts. National Governors Association. February 4, 2003.

Simone A. French, PhD, Mary Story, PhD, Jayne A. Fulkerson, PhD and Anne Faricy Gerlach, MPH, RD (2005) Food Environment in Secondary Schools: À La Carte, Vending Machines, and Food Policies and Practices July 2003, Vol 93, No. 7 | American Journal of Public Health 1161-1168

Gary D. Foster, Sandy Sherman, Kelley E. Borradaile, Karen M. Grundy, Stephanie S. Vander Veur, Joan Nachmani, Allison Karpyn, Shiriki Kumanyika, Justine Shults, (2008) A Policy-Based School Intervention to Prevent Overweight and Obesity, PEDIATRICS Vol. 121 No. 4 April 2008, pp. e794-e802 (doi:10.1542/peds.2007-1365)

Mary L. Mckenna (2007) Issues in Implementing: School Nutrition Policies, Canadian Journal of Dietetic Practice and Research, Volume 64, Number 4 / Winter 2003

Claudia Probart Elaine McDonnell, Terryl Hartman J. Elaine Weirich Lisa Bailey-Davis (2006) Factors Associated with the Offering and Sale of Competitive Foods and School Lunch Participation, Journal of the American Dietetic Association Volume 106, Issue 2, February 2006, Pages 242-247

Klazine van der Horst, Anna Timperio, David Crawford, Rebecca Roberts, Johannes Brug, Anke Oenema (2008) The School Food Environment: Associations with Adolescent Soft Drink and Snack Consumption, American Journal of Preventive Medicine, Volume 35, Issue 3, September 2008, Pages 217-223

Karen W. Cullen, Jill Hartstein, Kim D. Reynolds Maihan Vu, Ken Resnicow, Natasha Greene, Mamie A. White Improving the School Food Environment: Results from a Pilot Study in Middle Schools, Journal of the American Dietetic Association Volume 107, Issue 3, March 2007, Pages 484-489

Meenakshi M. Fernandes (2008) The Effect of Soft Drink Availability in Elementary Schools on Consumption, Journal of the American Dietetic Association Volume 108, Issue 9, September 2008, Pages 1445-1452

Buscher, L.A., Martin, K.A., Crocker, S. (2001). Point-of-purchase messages framed in terms of cost, convenience, taste and energy improve healthful snack selection in a college foodservice setting. Journal of the American Dietetic Association, 101(8), 909-913.

French, S.A., Story, M., Jeffery, R.W., Snyder, P.,Eisenberg, M., Sidebottom, A., et al. (1997). Pricing strategy to promote fruit and vegetable purchase in high school cafeterias. Journal of the American Dietetic Association, 97(9), 1008-1010.

Jeffery, R.W., French, S.A., Raether, C., Baxter, J.E. (1994). An environmental intervention to increase fruit and salad purchases in a cafeteria. Preventive Medicine, 23, 788-792

French SA, Wechsler H.(2004) School-based research and initiatives: fruit and vegetable environment, policy, and pricing workshop. Prev Med. 2004 Sep;39 Suppl 2:S101-7.

Schmid TL, Pratt M, Howze E, 1995, "Policy as Intervention: Environmental and Policy Approaches to the Prevention of Cardiovascular Disease", American Journal of Public Health, 85:1207-1211. 208-213 (2007)

Sherry JS. (2008) An evaluation of elementary school nutrition practices and policies in a southern Illinois county. J Sch Nurs. 2008 Aug;24(4):222-8.

Mâsse LC, Frosh MM, Chriqui JF, Yaroch AL, Agurs-Collins T, Blanck HM, Atienza AA, McKenna ML, Igoe JF. (2007) Development of a School Nutrition-Environment State Policy Classification System (SNESPCS). Am J Prev Med. 2007 Oct;33(4 Suppl):S277-91

French SA, Wechsler H (2004) School-based research and initiatives: fruit and vegetable environment, policy, and pricing workshop. Prev Med. 2004 Sep;39 Suppl 2:S101-7. Review.

Metos J, Nanney MS. (2007) The strength of school wellness policies: one state's experience. J Sch Health. 2007 Sep;77(7):367-72.

Walton M, Pearce J, Day P. (2009) Examining the interaction between food outlets and outdoor food advertisements with primary school food environments. Health Place. 2009 Sep;15(3):811-8. Epub 2009 Feb 14

Whatley Blum JE, Davee AM, Devore RL, Beaudoin CM, Jenkins PL, Kaley LA, Wigand DA. (2007) Implementation of low-fat, low-sugar, and portion-controlled nutrition guidelines in competitive food venues of Maine public high schools. J Sch Health. 2007 Dec;77(10):687-93.

Wharton CM, Long M, Schwartz MB. (2008) Changing nutrition standards in schools: the emerging impact on school revenue. J Sch Health. 2008 May;78(5):245-51. Review.

Finkelstein DM, Hill EL, Whitaker RC. (2008) School food environments and policies in US public schools. Pediatrics. 2008 Jul;122(1):e251-9.

Wechsler H, Brener ND, Kuester S, Miller C. (2001) Food service and foods and beverages available at school: results from the School Health Policies and Programs Study 2000. J Sch Health. 2001 Sep;71(7):313-24.

Malone SK. (2005) Improving the quality of students' dietary intake in the school setting. J Sch Nurs. 2005 Apr;21(2):70-6. Review.

Snelling AM, Korba C, Burkey A. (2007) The national school lunch and competitive food offerings and purchasing behaviors of high school students. J Sch Health. 2007 Dec;77(10):701-5.

Rideout K, Levy-Milne R, Martin C, Ostry AS. (20070 Food sales outlets, food availability, and the extent of nutrition policy implementation in schools in British Columbia. Can J Public Health. 2007 Jul-Aug;98(4):246-50

Hercberg S, Chat-Yung S, Chaulia M. (2008) The French National Nutrition and Health Program: 2001-2006-2010. Int J Public Health. 2008;53(2):68-77.

Izumi BT, Rostant OS, Moss MJ, Hamm MW. (2006) Results from the 2004 Michigan Farm-to-School Survey. J Sch Health. 2006 May;76(5):169-74.

Richards R, Darling H, Reeder AI. (2005) Sponsorship and fund-raising in New Zealand schools: implications for health. Aust N Z J Public Health. 2005 Aug;29(4):331-6.

Serrano E, Kowaleska A, Hosig K, Fuller C, Fellin L, Wigand V. (2007) Status and goals of local school wellness policies in Virginia: a response to the child nutrition and WIC Reauthorization Act of 2004. J Nutr Educ Behav. 2007 Mar-Apr;39(2):95-100.

Howell Davies O, Suleiman S, Nicholas J, Bradbury J, Msebele S, Prior G, Hall L, Wreford S, Jarvis L, McGee A, Poulter J, Nelson M. (2008) Food portion weights in primary and secondary school lunches in England. J Hum Nutr Diet. 2008 Feb;21(1):46-62.

Cooke L, Sangster J, Eccleston P. (2007) Improving the food provided and food safety practices in out-of-school-hours services. Health Promot J Austr. 2007 Apr;18(1):33-8

Maddock J, Maglione C, Barnett JD, Cabot C, Jackson S, Reger-Nash B.(2007) Statewide implementation of the 1% or Less Campaign. Health Educ Behav. 2007 Dec;34(6):953-63. Epub 2006 Dec 15

Centre for Science in the Public Intyerest (2007) ARE SCHOOLS MAKING THE GRADE? SCHOOL NUTRITION POLICIES ACROSS CANADA OCTOBER Ottawa, ON, Author

The School Food Sales and Policies Provincial Report
Examines the status of food sales in BC schools. (BC Health Ministry)

Consistent national school food guidelines needed for healthier children Position paper. (Dietitians of Canada)

Centers for Disease Control and Prevention. Report on US School Nutrition Policies, 2006

Nutrition Guidelines for Schools by Public Health Nutritionists of Saskatchewan Research Centre.

Une nouvelle politique fut adopte au Québec qui limite la consommation des produits néfaste afin d’améliorer la nutrition des élèves dans les écoles. http://www.infobourg.com/sections/chemises/afficheChemise.php?idChemise=33&id=10094

Since the spring of 2003, the School Healthy Eating Policy Project (an initiative of the PEI Healthy Eating Alliance) has worked with the three school boards of Prince Edward Island to develop healthy eating policies using a consultative process. PEI School Nutrition Policies for elementary (Grades 1-6) and consolidated (Grades 1-8) schools now exist in all three school boards.

The Dietitians of Canada developed School Food and Nutrition Recommendations for the Ontario Ministry of Education Regarding Snacks and Beverages Dispensed by Vending Machines which accompanied this Policy and Program Memorandum The Ontario Ministry of Education’s Healthy Schools plan includes policy direction on daily physical activity, healthy foods and beverages in elementary school vending machines, anaphylaxis, Community Use of Schools, swimming survival programs, health and physical education curriculum and a high school cardiopulmonary resuscitation program.

The Dietitians of BC have created a draft document entitled Tips and Recipes for School Food Services: Meeting the Guidelines for Food and Beverage Sales in BC Schools. http://healthyeatingatschool.ca/wp-content/uploads/TipsRecipes_Sep08.pdf This new resource has been created to assist people who prepare food for sale to students in implementing the Guidelines. It includes tips on how to choose healthy recipes, substitutions to make favourite recipes healthier and a selection of recipes that meet the Guidelines. If you would like to provide feedback on its suitability you can complete the questionnaire in the resource.
Dial-A-Dietitian isa free nutrition information line for British Columbians funded by the B.C. Ministry of Health. Dial-A-Dietitian specializes in easy-to-use nutrition information for self-care, based on current scientific sources
Manitoba School Nutrition Information Line helps school communities with guidelines and policies? Call 1-888-547-0535 toll free (MB only) to get assistance from the school nutrition support team.
Center for Weight and Health, University of California, Berkeley. (2007). Dollars and sense: The financial impact of selling healthier school foods. Retrieved January 21, 2008 from http://www.cnr.berkeley.edu/cwh/PDFs/Dollars_and_Sense_FINAL_3.07.pdf
Healthy Fundraising for Schools guide from BC: http://www.dashbc.org/upload/Healthy%20Fundraising.pdf

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) Fahlman MM, Dake JA, McCaughtry N, Martin J. (2008) A pilot study to examine the effects of a nutrition intervention on nutrition knowledge, behaviors, and efficacy expectations in middle school children. J Sch Health. 2008 Apr;78(4):216-22. Contento I, Balch G I, Bronner Y L, Lytle L A, Maloney S K, Olson C M, Swadener S S.The effectiveness of nutrition education and implications for nutrition education policy, programs, and research: a review of research.Journal of Nutrition Education1995;27(6):277-418 Perez-Rodrigo, C. & Aranceta, J. (2001). School-based nutrition education: Lessons learned and new perspectives. [Review] [73 refs]. Public Health Nutrition, 4, 131-139. Perez-Rodrigo, C. & Aranceta, J. (2003). Nutrition education in schools: Experiences and challenges. European Journal of Clinical Nutrition, 57(9), 582. Moore JB, Pawloski LR, Goldberg P, Kyeung MO, Stoehr A, Baghi H. (2009) Childhood obesity study: a pilot study of the effect of the nutrition education program Color My Pyramid. J Sch Nurs. 2009 Jun;25(3):230-9. Epub 2009 Apr 10. Olson CM, Devine CM, Frongillo EA Jr. (1993) Dissemination and use of a school-based nutrition education program for secondary school students. J Sch Health. 1993 Oct;63(8):343-8. Rossiter M, Glanville T, Taylor J, Blum I. (2007) School food practices of prospective teachers. J Sch Health. 2007 Dec;77(10):694-700. Kozłowska-Wojciechowska M, Uramowska-Zyto B, Jarosz A, Makarewicz-Wujec M. (2002) [Impact of of school children's nutrition education program on the knowledge and nutritional behavior of their parents] Rocz Panstw Zakl Hig. 2002;53(3):253-8. Polish Matvienko O. (2007) Impact of a nutrition education curriculum on snack choices of children ages six and seven years. J Nutr Educ Behav. 2007 Sep-Oct;39(5):281-5. Kreisel K. (2004) Evaluation of a computer-based nutrition education tool. Public Health Nutr. 2004 Apr;7(2):271-7 McVey G, Gusella J, Tweed S, Ferrari M. (2009) A controlled evaluation of web-based training for teachers and public health practitioners on the prevention of eating disorders. Eat Disord. 2009 Jan-Feb;17(1):1-26. Powers AR, Struempler BJ, Guarino A, Parmer SM. (2005) Effects of a nutrition education program on the dietary behavior and nutrition knowledge of second-grade and third-grade students. J Sch Health. 2005 Apr;75(4):129-33. Agozzino E, Esposito D, Genovese S, Manzi E, Russo Krauss P. (2007) [Evaluation of the effectiveness of a nutrition education intervention performed by primary school teachers] Ann Ig. 2007 Jul-Aug;19(4):315-24. Italian Fraser J, Alexander C, Simpkins B, Temperley J. (2003) Health career promotion in the New England area of New South Wales: a program to support high school career advisers. Aust J Rural Health. 2003 Aug;11(4):199-204. Gordon LV, Haynes DK. (1982) Parental participation in nutrition education homework. J Am Diet Assoc. 1982 Oct;81(4):445-8. Little JC, Perry DR, Volpe SL. (2002) Effect of nutrition supplement education on nutrition supplement knowledge among high school students from a low-income community. J Community Health. 2002 Dec;27(6):433-50 Kulik TB, Wrońska I. (2001) Education on rational nutrition of elementary school children in the city of Lublin. Ann Univ Mariae Curie Sklodowska Med. 2001;56:375-80. Saladin G, Provencher HJ, Sévigny J, Desaulniers M. (1982) [Evaluation of a nutrition education program in kindergartens] Can J Public Health. 1982 Mar-Apr;73(2):95-100. French. Weiss EH, Kien CL. (1987) A synthesis of research on nutrition education at the elementary school level. J Sch Health. 1987 Jan;57(1):8-13. Review. Brenowitz N, Tuttle CR. (2003) Development and testing of a nutrition-teaching self-efficacy scale for elementary school teachers. J Nutr Educ Behav. 2003 Nov-Dec;35(6):308-11. Hawthorne KM, Moreland K, Griffin IJ, Abrams SA. (2006) An educational program enhances food label understanding of young adolescents. J Am Diet Assoc. 2006 Jun;106(6):913-6. Savige GS. (2005) E-learning: a nutritionally ripe environment. Food Nutr Bull. 2005 Jun;26(2 Suppl 2):S230-4. Review. Abdel Gawwad ES, Fetohy EM, Fiala L, Al Orf SM, Al Saif M. (2006) Impact evaluation of nutrition education intervention for an elementary school in riyadh city. J Egypt Public Health Assoc. 2006;81(1-2):75-97 Struempler BJ, Raby A. (2005) Pizza Please: an interactive nutrition evaluation for second and third grade students. J Nutr Educ Behav. 2005 Mar-Apr;37(2):94-5. No abstract available.	CASH and several other organizations have published a lesson plan gateway and student webquests on nutrition education. The [Mission Nutrition] program from the Dietitains of Canada supports teachers with credible curriculum-based resources, easy-to-use lesson plans, and fun student activities. Freggie Tales (Bilingual): Provides children with the opportunity to learn about fruits and vegetables in a fun and exciting manner Virtual grocery store Canadian Diabetes Association The Teach Nutrition web site, published by the Dairy Farmers of Ontario has several nutrition education programs, each with several lesson plans, for teachers. *Discover Healthy Eating!* A Teacher's Resource for Grades 1-8 (http://www.peelregion.ca/health/eating/htmfiles/healthy-eating.htm) Is an elementary school teacher targeted resource that supports the (ON) healthy eating component of the Healthy Living Strand in the Ontario Curriculum, Grades 1-8: Health and Physical Education (1998). It contains background information, glossaries, activities and handouts specific to each grade level. It was developed in cooperation with three southern ON Health Departments. Virtual Kitchen The Dietitians of Canada have published a A virtual kitchen revealing interesting nutrition facts about the foods. Healthy Eating Resources for Yukon Schools -, the Recreation and Parks Association for the Yukon is offering teachers healthy eating resources as well as training and support by a registered dietitian. Teacher training workshops on a new healthy eating curriculum resource package Alberta Healthy Eating Resources for Teachers ; Amazing Little Cookbook for Kids and Moving Towards a Healthy U — a personal Logbook (a tool for parents and teachers). The Menu of Choices Secondary School Resource was developed as part of an OPHEA Initiative. Two additional curriculum supplements for Ophea's School Nutrition Initiative Menu of Choices Secondary School Resource have been developed for Family Studies and Business Studies and are nowavailable for free download. Discover Healthy Eatingis a Grade 1-8 curriculum support resource developed by Toronto Public Health, York Region Health Services and Region of Peel Health Department This curriculum support resource offers a choice of teaching activities that correspond to the Health and Physical Education Curriculum (1998). Smiling Within: a curriculum linked resource created by local nutritionists and the Nutrition Education Resource Centre at Acadia University in Nova Scotia, is intended for teachers and peer educators working with students between grades primary to 6. This user-friendly guide allows teachers to introduce/supplement body image and healthy lifestyle information (i.e. healthy eating and physically active living) in class without additional searching for information and lesson planning. Healthy Eating Alliance of PEI produces a list of curriculum resource and school-based materials and ideas to promote healthy eating in school. Drop the Pop is a NWT program to reduce the sale of sugary drinks in schools. Dairy Farmers of Canada is active across Canada in the areas of school nutrition by way of producing curriculum support materials, Web-related support, teacher training, conducting scientific research, advising on school-related health policies and programs, offering school and nutrition related reports and literature reviews and coordinating school milk programs. Activities vary per jurisdictions. In partnership with local University research teams, conduct research with students to describe eating and physical activity patterns. (Alberta and Ontario). There are two reports pending that have been submitted to the Canadian Journal of Dietetic Research and the Canadian Journal of Public Health. Act as support and catalyst to schools wishing to establish school milk programs and offer nutrition and health seminars and educational materials for parents. Offer recognition awards for teachers & schools to support quality nutrition education. Also offer periodic continuing education events in nutrition and health for those working within the school health sector (B.C. Manitoba, Ontario). Several jurisdictions within DFC offer nutrition and health education resource materials and supports, including the Dairy Farmers of Canada – Ontario who offer a series of curriculum matched, evaluated resources and workshop opportunities for Ontario schools. Links to the other PT jurisdictions of DFC are available through ‘educational resources’ . Eating + Activity Tracker Online tool to track daily eating and physical activity (Dietitians of Canada)

D-3 Health, Nutrition, School Food and Other Services Interventions Kubik MY, Story M, Rieland G. (2007) Developing school-based BMI screening and parent notification programs: findings from focus groups with parents of elementary school students. Health Educ Behav. 2007 Aug;34(4):622-33. Epub 2006 May 31. Raizman DJ, Montgomery DH, Osganian SK, Ebzery MK, Evans MA, Nicklas TA, Zive MM, Hann BJ, Snyder MP, Clesi AL. (1994) CATCH: food service program process evaluation in a multicenter trial. Health Educ Q. 1994;Suppl 2:S51-71 Harris CV, Neal WA. (2009) Assessing BMI in West Virginia schools: parent perspectives and the influence of context. Pediatrics. 2009 Sep;124 Suppl 1:S63-72 Bankhead C, Brett J, Bukach C, Webster P, Stewart-Brown S, Austoker J. The impact of screening on future health promoting behaviours and health beliefs: a systematic review. HTA 2003;7:no 42. Caldera D, Burrell L, Rodriguez K, Crowne SS, Rohde C, Duggan A. (2007) Impact of a statewide home visiting program on parenting and on child health and development. Child Abuse Negl. 2007 Aug;31(8):829-52. Epub 2007 Sep 5. Northrup KL, Cottrell LA, Wittberg RA. (2008) L.I.F.E.: a school-based heart-health screening and intervention program. J Sch Nurs. 2008 Feb;24(1):28-35. Review. Resnicow K, Cross D, Lacosse J, Nichols P. (1993) Evaluation of a school-site cardiovascular risk factor screening intervention. Prev Med. 1993 Nov;22(6):838-56. Demerath E, Muratova V, Spangler E, Li J, Minor V, Neal W. School-based obesity screening in rural Appalachia. Preventive Medicine. 2003 Dec; 37(6 Pt 1): 553-60. Carrel AL, Clark RR, Peterson SE, Nemeth BA, Sullivan J, Allen DB. Improvement of fitness, body composition, and insulin sensitivity in overweight children in a school-based exercise program: a randomized, controlled study. Arch Pediatr Adolesc Med. 2005 Oct; 159(10):996-7. Brosnan CA, Upchurch SL, Meininger JC, Hester LE, Johnson G, Elissa MA. Student nurses participate in public health research and practice through a school-based screening program. Public Health Nursing. 2005 May-Jun;22(3):260-6. A systematic review of the routine monitoring of growth in children of primary school age to identify growth-related conditions (2007) Jasaitis A, 1997, "School-based health clinics: the role for nutrition", Journal of American Dietetic Association, Oct;97(10 Suppl 2):S117-119 Resnicow K, Cross D, Lacosse J, Nichols P. (1993) Evaluation of a school-site cardiovascular risk factor screening intervention. Prev Med. 1993 Nov;22(6):838-56. Abood DA, Black DR, Coster DC. (2008) Evaluation of a school-based teen obesity prevention minimal intervention. J Nutr Educ Behav. 2008 May-Jun;40(3):168-74

D-4 Social Support Interventions (See also School Nutrition Activities) Janosz, M., Georges, P., Parent, S. (1998). L’environnement éducatif à l’école secondaire : un modèle théorique pour guider l’évaluation du milieu. Revue Canadienne de Psycholo-Éducation, 27(2), 285-306. (Review) Haines J, Neumark-Sztainer D, Perry CL, Hannan PJ, Levine MP. (2006) V.I.K. (Very Important Kids): a school-based program designed to reduce teasing and unhealthy weight-control behaviors. Health Educ Res. 2006 Dec;21(6):884-95. Epub 2006 Oct 23. Jordan KC, Erickson ED, Cox R, Carlson EC, Heap E, Friedrichs M, Moyer-Mileur LJ, Shen S, Mihalopoulos NL. (2008) Evaluation of the Gold Medal Schools program. J Am Diet Assoc. 2008 Nov;108(11):1916-20. DeBar LL, Schneider M, Ford EG, Hernandez AE, Showell B, Drews KL, Moe EL, Gillis B, Jessup AN, Stadler DD, White M; HEALTHY Study Group. (2009) Social marketing-based communications to integrate and support the HEALTHY study intervention. Int J Obes (Lond). 2009 Aug;33 Suppl 4:S52-9. Valaitis R, O'Mara L. (2005) Enabling youth participation in school-based computer-supported community development in Canada. Health Promot Int. 2005 Sep;20(3):260-8. Epub 2005 Mar 11. Krukowski RA, West DS, Siddiqui NJ, Bursac Z, Phillips MM, Raczynski JM. (2008) No change in weight-based teasing when school-based obesity policies are implemented. Arch Pediatr Adolesc Med. 2008 Oct;162(10):936-42 Haines J, Neumark-Sztainer D, Morris B. (2008) Theater as a behavior change strategy: qualitative findings from a school-based intervention. Eat Disord. 2008 May-Jun;16(3):241-54. Fridrici M, Beyer A, Lohaus A. (2008) [Getting through to adolescents "online". The use of web-based programs for stress-prevention in youth] Prax Kinderpsychol Kinderpsychiatr. 2008;57(1):39-59. German Smith SC, Kalina L. (2004) Evaluation of the Kids' Shop Smart tour. Can J Diet Pract Res. 2004 Spring;65(1):10-4. Folta SC, Goldberg JP, Economos C, Bell R, Landers S, Hyatt R. (2006) Assessing the use of school public address systems to deliver nutrition messages to children: Shape up Somerville--audio adventures. J Sch Health. 2006 Nov;76(9):459-64; quiz 482-4 He M, Callaghan C, Evans A, Mandich G. (2009) Healthy eating champions award for elementary schools. Can J Diet Pract Res. 2009 Summer;70(2):101-4. Mellanby AR, Rees JB, Tripp JH. (2000) Peer-led and adult-led school health education: a critical review of available comparative research. Health Educ Res. 2000 Oct;15(5):533-45. Review. Kelder S, Hoelscher DM, Barroso CS, Walker JL, Cribb P, Hu S. (2005) The CATCH Kids Club: a pilot after-school study for improving elementary students' nutrition and physical activity. Public Health Nutr. 2005 Apr;8(2):133-40. Bisset SL, Potvin L, Daniel M, Paquette M. (2008) Assessing the impact of the primary school-based nutrition intervention Petits cuistots--parents en réseaux. Can J Public Health. 2008 Mar-Apr;99(2):107-13. Story M, Lytle LA, Birnbaum AS, Perry CL. (2002) Peer-led, school-based nutrition education for young adolescents: feasibility and process evaluation of the TEENS study. J Sch Health. 2002 Mar;72(3):121-7. Buller DB, Morrill C, Taren D, Aickin M, Sennott-Miller L, Buller MK, Larkey L, Alatorre C, Wentzel TM. (1999) Randomized trial testing the effect of peer education at increasing fruit and vegetable intake. J Natl Cancer Inst. 1999 Sep 1;91(17):1491-50 Ellis RM, Ellis RC. (2007) Impact of a traffic light nutrition tool in a primary school. J R Soc Promot Health. 2007 Jan;127(1):13-21. Bergen D, Yeh MC. (2006) Effects of energy-content labels and motivational posters on sales of sugar-sweetened beverages: stimulating sales of diet drinks among adults study. J Am Diet Assoc. 2006 Nov;106(11):1866-9 Dawson J, Dwyer JJ, Evers S, Sheeshka J. (2006) Eat smart! Workplace Cafeteria Program evaluation of the nutrition component. Can J Diet Pract Res. 2006 Summer;67(2):85-90. Parental Involvement: Informing, Educating, Involving, Supporting Parents Nader PR, Sellers DE, Johnson CC, Perry CL, Stone EJ, Cook KC, Bebchuk J, Luepker RV. (1996) The effect of adult participation in a school-based family intervention to improve Children's diet and physical activity: the Child and Adolescent Trial for Cardiovascular Health. Prev Med. 1996 Jul-Aug;25(4):455-64 Evans AE, Dave J, Tanner A, Duhe S, Condrasky M, Wilson D, Griffin S, Palmer M, Evans M. (2006) Changing the home nutrition environment: effects of a nutrition and media literacy pilot intervention. Fam Community Health. 2006 Jan-Mar;29(1):43-54. Harrington KF, Franklin FA, Davies SL, Shewchuk RM, Binns MB. (2005) Implementation of a family intervention to increase fruit and vegetable intake: the Hi5+ experience. Health Promot Pract. 2005 Apr;6(2):180-9. Petchers MK, Hirsch EZ, Bloch BA. (1987)The impact of parent participation on the effectiveness of a heart health curriculum. Health Educ Q. 1987 Winter;14(4):449-60. Garcia-Dominic O, Wray LA, Treviño RP, Hernandez AE, Yin Z, Ulbrecht JS. (2009) Identifying Barriers That Hinder Onsite Parental Involvement in a School-Based Health Promotion Program. Health Promot Pract. 2009 Apr 1. [Epub ahead of print] Bert SC, Farris JR, Borkowski JG. (2008) Parent training: implementation strategies for adventures in parenting. J Prim Prev. 2008 May;29(3):243-61. McLennan JD, Leon T, Haffey S, Barker LA. (2009) Exporting a Canadian parenting education program to the Dominican Republic. Public Health Nurs. 2009 Mar-Apr;26(2):183-91. Larijani B, Fakhrzadeh H, Hamidi A, Heshmat R, Pourebrahim R. (2007) Household cardiovascular health education. A school-based approach. Saudi Med J. 2007 Apr;28(4):643-5. Crockett SJ, Mullis R, Perry CL, Luepker RV. (1989) Parent education in youth-directed nutrition Interventions. Prev Med. 1989 Jul;18(4):475-91. Review. Renaud L, Mannoni C. (1997) [Study of parental participation in curricular and extracurricular activities] Can J Public Health. 1997 May-Jun;88(3):184-91. French. Perry CL, Luepker RV, Murray DM, Kurth C, Mullis R, Crockett S, Jacobs DR Jr. (1988) Parent involvement with children's health promotion: the Minnesota Home Team. Am J Public Health. 1988 Sep;78(9):1156-60. Kozłowska-Wojciechowska M, Uramowska-Zyto B, Jarosz A, Makarewicz-Wujec M. (2002) [Impact of of school children's nutrition education program on the knowledge and nutritional behavior of their parents] Rocz Panstw Zakl Hig. 2002;53(3):253-8. Polish Renaud L, Mannoni C. (1997) [Study of parental participation in curricular and extracurricular activities] Can J Public Health. 1997 May-Jun;88(3):184-91. French. Perry CL, Luepker RV, Murray DM, Kurth C, Mullis R, Crockett S, Jacobs DR Jr. (1988) Parent involvement with children's health promotion: the Minnesota Home Team. Nader PR, Sellers DE, Johnson CC, Perry CL, Stone EJ, Cook KC, Bebchuk J, Luepker RV. (1996) The effect of adult participation in a school-based family intervention to improve Children's diet and physical activity: the Child and Adolescent Trial for Cardiovascular Health. Prev Med. 1996 Jul-Aug;25(4):455-64 Am J Public Health. 1988 Sep;78(9):1156-60. Heinrichs N, Bertram H, Kuschel A, Hahlweg K. (2005) Parent recruitment and retention in a universal prevention program for child behavior and emotional problems: barriers to research and program participation. Prev Sci. 2005 Dec;6(4):275-86 Price SM, Huhman M, Potter LD. (2008) Influencing the parents of children aged 9-13 years: findings from the VERB campaign. Am J Prev Med. 2008 Jun;34(6 Suppl):S267-74. Murphy M, Polivka B. (2007) Parental perceptions of the schools' role in addressing childhood obesity. J Sch Nurs. 2007 Feb;23(1):40-6 Horne PJ, Hardman CA, Lowe CF, Tapper K, Le Noury J, Madden P, Patel P, Doody M.(2009) Increasing parental provision and children's consumption of lunchbox fruit and vegetables in Ireland: the Food Dudes intervention Pearson N, Biddle SJ, Gorely T.(2009) Family correlates of fruit and vegetable consumption in children and adolescents: a systematic review. Public Health Nutr. 2009 Feb;12(2):267-83. Epub 2008 Jun 18. Boutelle KN, Birkeland RW, Hannan PJ, Story M, Neumark-Sztainer D (2007) Associations between maternal concern for healthful eating and maternal eating behaviors, home food availability, and adolescent eating behaviors. J Nutr Educ Behav. 2007 Sep-Oct;39(5):248-56. Eur J Clin Nutr. 2009 May;63(5):613-8. Epub 2008 May 21.Petchers MK, Hirsch EZ, Bloch BA, 1987, "The impact of parent participation on the effectiveness of a heart health curriculum", Health Education Quarterly, Winter;14(4):449-60 Karcher MJ. (2008) The study of mentoring in the learning environment (SMILE): a randomized evaluation of the effectiveness of school-based mentoring. Prev Sci. 2008 Jun;9(2):99-113. Epub 2008 Feb 23. Special Events/School Activities Kelley E, Ashley B, Getlinger MJ, Nitzke S. (2008) A lesson on "how much should I eat?" helps learners understand and apply MyPyramid recommendations. J Nutr Educ Behav. 2008 Mar-Apr;40(2):116-7. Perry CL, Zauner M, Oakes JM, Taylor G, Bishop DB. (2002) Evaluation of a theater production about eating behavior of children. J Sch Health. 2002 Aug;72(6):256-61. Bisset SL, Potvin L, Daniel M, Paquette M. (2008) Assessing the impact of the primary school-based nutrition intervention Petits cuistots--parents en réseaux. Can J Public Health. 2008 Mar-Apr;99(2):107-13. Walters LM, Stacey JE. (2009) Focus on food: development of the Cooking with Kids experiential nutrition education curriculum. J Nutr Educ Behav. 2009 Sep-Oct;41(5):371-3. Thonney PF, Bisogni CA. (2006)Cooking Up Fun! A youth development strategy that promotes independent food skills. J Nutr Educ Behav. 2006 Sep-Oct;38(5):321-3. Racine S, St-Onge M. (2000) [Collective kitchens: the way to promote mental health] Can J Commun Ment Health. 2000 Spring;19(1):37-62. French Bergen D, Yeh MC. (2006) Effects of energy-content labels and motivational posters on sales of sugar-sweetened beverages: stimulating sales of diet drinks among adults study. J Am Diet Assoc. 2006 Nov;106(11):1866-9 Ellis RM, Ellis RC. (2007) Impact of a traffic light nutrition tool in a primary school. J R Soc Promot Health. 2007 Jan;127(1):13-21 Folta SC, Goldberg JP, Economos C, Bell R, Landers S, Hyatt R. (2006) Assessing the use of school public address systems to deliver nutrition messages to children: Shape up Somerville--audio adventures. J Sch Health. 2006 Nov;76(9):459-64; quiz 482-4 FOWLKES BH , RAY P, HUDGENS T (1999) School-Based Health Fairs used in Planning Comprehensive School-Wide Nutrition Education Programs Journal of the American Dietetic Association Volume 99, Issue 9, Supplement 1, September 1999, Page A41 Robinson-O'Brien R, Story M, Heim S. (2009) Impact of garden-based youth nutrition intervention programs: a review. J Am Diet Assoc. 2009 Feb;109(2):273-80. Review. Viola A. (2006) Evaluation of the Outreach School Garden Project: building the capacity of two Indigenous remote school communities to integrate nutrition into the core school curriculum. Health Promot J Austr. 2006 Dec;17(3):233- Stroink ML, Nelson CH. (2009) Aboriginal health learning in the forest and cultivated gardens: building a nutritious and sustainable food system. J Agromedicine. 2009;14(2):263-9. McAleese JD, Rankin LL.(2007) Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. J Am Diet Assoc. 2007 Apr;107(4):662-5.	Planning Guide Health Fairs (1997) California Parents & Teachers Association http://abvo7.tk

D-5 Physical Environment Interventions (Including interventions that provide practical resources such as transportation, meals, etc) Centers for Disease Control and Prevention. Evaluation of a fruit and vegetable distribution program—Mississippi, 2004-05 school year. MMWR-Morbidity & Mortality Weekly Report. 55(35): 957-61, 2006 Sep 8. Olds , "Vending Machines: Effect on Student Snacking Attitudes/Behaviors", 1988, Journal of Nutrition Education, 20(2)

Nutrition: Effect of Comprehensive, Coordinated, Whole School Programs (BT)

dmccall — Thu, 19 Jan 2012 09:20:47 CST

C Comprehensive Approaches. Coordinated Agency-School Programs, Whole School Strategies

This sub-section examines holistic, contextual and comprehensive approaches include the whole child, all children (especially vulnerable children facing food insecurity), developmental stages/life course, clusters of behaviours and conditions(eg mental health and eating disorders or obesity), community and systems context analysis, synergistic combination of strategies and initiatives (e.g. physical activity, cafeteria and school bussy programs), multi-level , intersectorial strategies, programs and policies and more.

C-1 Comprehensive Approaches

Research

Reports & Resources

Worsley A. (2005) Children's healthful eating: from research to practice. Food Nutr Bull. 2005 Jun;26(2 Suppl 2):S135-43. Review.

Muller M, Danielzik S, Pust S. School- and family-based interventions to prevent overweight in children. Proceedings of the Nutrition Society. 2005 May:64(2):249-54.

Hilgers KK, Akridge M, Sheetz JP, Kinane DE. Childhood obesity and dental development. Pediatric Dentistry. 2006 Jan-Feb; 28(1):18-22.

Lister-Sharp D, Chapman S, Stewart-Brown S, Sowden A. 1999. Health promoting schools and health promotion in schools: Two systematic reviews. Health Technology Assessment. 3(22). (Review)

Micucci S. 2004. Environmental interventions to improve nutrition and increase physical activity in children and youth. Effective Public Health Practice Project. (Review)

Ciliska D. 2004. Interventions to improve nutritional intake in children and youth. Effective Public Health Practice Project. (Review)

Ontario Public Health Research, Education & Development Program. 2003. Young people and healthy eating: A systematic review on barriers and facilitators. Effective Public Health Practice Project. (Review)

Veugelers P, Fitzgerald A. 2005. Effectiveness of school programs in preventing childhood obesity: a multilevel comparison. American Journal of Public Health. 432-435. (Random Controlled Trial)

World Health Organization. 1998. Healthy Nutrition: An Essential Element of a Health Promoting School. (Report)

Thorogood M, Simera I, Dowler E, Summerbell C, Brunner E.A systematic review of population and community dietary interventions to prevent cancer.Nutrition Research Reviews2007;20(1):74-88

Pietinen P, Nissinen A, Vartianinen E, Tuomilehto A, Uusitalo U, Ketola A, Moisio S, Puska P, 1988, "Dietary changes in the North Karelia Project (1972-1982)", Journal of Preventive Medicine, Mar;17(2):183-93.

Jeffery RW, Gray CW, French SA, Hellerstedt WL, Murray D, Luekker RV, Blackburn H, 1995, "Evaluation of weight reduction in a community intervention for cardiovascular disease risk: changes in body mass index in the Minnesota Heart Health Program", Int Journal Obes Rel Metab Disord, Jan;19(1):30-9.

Kelder SH, Perry CL, Lytle LA, Klepp KI (1995) Community-wide youth nutrition education: long-term outcomes of the Minnesota Heart Health Program. Health Educ Res. 1995 Jun;10(2):119-31.

Luepker RV, Murray DM, Jacobs DR Jr, Mittelmark MB, Bracht N, Carlaw R, Crow R, Elmer P, Finnegan J, Folson AR, et al, 1994, "Community education for cardiovascular disease prevention: risk factor changes in the Minnesota Heart Health Program", American Journal of Public Health, Sep;84(9):1383-93.

Gortmaker SL, Cheung LW, Peterson KE, Chomitz G, Cradle JH, Dart H, Fox MK, Bullock RB, Sobol AM, Colditz G, Field AE, Laird N. (1999) Impact of a school-based interdisciplinary intervention on diet and physical activity among urban primary school children: eat well and keep moving. Arch Pediatr Adolesc Med. 1999 Sep;153(9):975-83.

Haerens L, Deforche B, Maes L, Cardon G, Stevens V, De Bourdeaudhuij I. (2006) Evaluation of a 2-year physical activity and healthy eating intervention in middle school children. Health Educ Res. 2006 Dec;21(6):911-21. Epub 2006 Oct 10.

Nahas MV, de Barros MV, de Assis MA, Hallal PC, Florindo AA, Konrad L. (2009) Methods and participant characteristics of a randomized intervention to promote physical activity and healthy eating among brazilian high school students: the Saude na Boa project. J Phys Act Health. 2009 Mar;6(2):153-62.

Hoelscher DM, Evans A, Parcel GS, Kelder SH. (2002) Designing effective nutrition interventions for adolescents.The integration of school nutrition program into health promotion and prevention of lifestyle-related diseases in Japan. Asia Pac J Clin Nutr. 2008;17 Suppl 1:349-51. Review

Sahay TB, Ashbury FD, Roberts M, Rootman I. (2006) Effective components for nutrition interventions: a review and application of the literature.An economic evaluation of the expanded food and nutrition education program. J Nutr Educ Behav. 2008 May-Jun;40(3):134-43

Carleton RA, Sennett L, Gans KM, Levin S, Lefebvre C, Lasater TM. (1991) The Pawtucket Heart Health Program. Influencing adolescent eating patterns. Ann N Y Acad Sci. 1991;623:322-6.

Graham D, Appleton S, Rush E, McLennan S, Reed P, Simmons D. (2008) Increasing activity and improving nutrition through a schools-based programme: Project Energize. 1. Design, programme, randomisation and evaluation methodology.A community-driven obesity prevention and intervention in an elementary school. J Ky Med Assoc. 2008 Mar;106(3):104-8.
J Am Diet Assoc. 2002 Mar;102(3 Suppl):S52-63. Review.

Nakamura T. (2008) The integration of school nutrition program into health promotion and prevention of lifestyle-related diseases in Japan. Health Promot Pract. 2006 Oct;7(4):418-27. Epub 2006 Aug 23. Review

Dollahite J, Kenkel D, Thompson CS. (2008) An economic evaluation of the expanded food and nutrition education program.Public Health Nutr. 2008 Oct;11(10):1076-84. Epub 2008 Jan 15

Perman JA, Young TL, Stines E, Hamon J, Turner LM, Rowe MG. (2008) A community-driven obesity prevention and intervention in an elementary school J Ky Med Assoc. 2008 Mar;106(3):104-8.

List of Comprehensive (Multi-issue, multi-level) Programs (From PHAC Best Practices Portal)

Effectiveness of Coordinated Programs and Services on Overall Health on Nutrition/Eating Habits
This sub-section examines coordinated, multi-intervention programs. Where possible, we differentiate between Coordinated School-Community Programs (CSHP) and Whole-School Programs (HPS) involving only school-based personnel.

Research

Reports & Resources

On Health Overall (that including Nutrition & Eating)

Ontario Public Health Research, Education & Development. 1999. Effectiveness of School-Based Interventions in Reducing Adolescent Risk Behaviour: A Systematic Review of Reviews. Hamilton, ON. (Review)

Lister-Sharp D, Chapman S, Stewart-Brown S, Sowden A. 1999. Health promoting schools and health promotion in schools: Two systematic reviews. Health Technology Assessment. 3(22). UK: University of York. (Review)

Stewart-Brown, S. (2006). What is the Evidence on School Health Promotion in Improving School Health or Preventing Disease and Specifically What is the Effectiveness of the Health Promoting Schools Approach?

On Nutrition, Eating & Diet in General

Flynn, M.A., McNeil, D.A., Maloff, B., Mutasingwa, D., Wu, M., Ford, C (2006) Reducing obesity and related chronic disease risk in children and youth: A synthesis of evidence with 'best practice' recommendations Obesity Reviews Vol 7: 1, 7-66

Haerens L, De Bourdeaudhuij I, Maes L, Vereecken C, Brug J, Deforche B. (2007) The effects of a middle-school healthy eating intervention on adolescents' fat and fruit intake and soft drinks consumption.
Public Health Nutr. 2007 May;10(5):443-9

Day ME, Strange KS, McKay HA, Naylor PJ. (2008) Action schools! BC--Healthy Eating: effects of a whole-school model to modifying eating behaviours of elementary school children. Can J Public Health. 2008 Jul-Aug;99(4):328-31.

Birnbaum AS, Lytle LA, Story M, Perry CL, Murray DM.(2002) Are differences in exposure to a multicomponent school-based intervention associated with varying dietary outcomes in adolescents? Health Educ Behav. 2002 Aug;29(4):427-43.

Boon CS, Clydesdale FM. A review of childhood and adolescent obesity interventions. Critical Reviews in Food Science & Nutrition. 2005; 45(7-8):511-25.

Veugelers PJ, Fitzgerald AL. Effectiveness of school programs in preventing childhood obesity: a multilevel comparison. Am J Public Health. 2005 Mar; 95(3):432-5.

US Centers for Disease Control and Prevention. Guidelines for school health programs to promote lifelong healthy eating. MMWR Recommendations and Reports. 1996;45(RR-9):1-33.

Sharma M. School-based interventions for childhood and adolescent obesity. Obes Rev. 2006 Aug; 7(3):261-9.

Cole K, Waldrop J, D’Auria J, Garner H. An integrative research review: effective school-based childhood overweight interventions. Journal for Specialists in Pediatric Nursing: JSPN. 2006 Jul; 11(3):166-77.

Shaya FT, MPH, Flores D, Confidence M. Gbarayor MPH, Jingshu W (2008) School-Based Obesity Interventions: A Literature Review Journal of School Health 78 (4) , 189–196 doi:10.1111/j.1746-1561.2008.00285.x

Thomas, H., Ciliska, D., Wilson-Abra, J., Micucci, S., Dobbins, M., Dwyer, J. (2004). Effectiveness of physical activity enhancement and obesity prevention programs in children and youth. Health Canada.

Thomas, J., Sutcliffe, K., Harden, A., Oakley, A., Oliver, S., Rees, R., et al. (2003). Children and healthy eating: A systematic review of barriers and facilitators. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk)

Shepherd J, Harden A, Rees R, Brunton G, Garcia J, Oliver S, Oakley A.Young people and healthy eating: a systematic review of research on barriers and facilitators.London:University of London, Institute of Education, Social Science Research Unit, EPPI-Centre.2002

Story, M. (1999). School-based approaches for preventing and treating obesity. International Journal of Obesity, 23, S43-S51.

Campbell, K., Waters, E., O'Meara, S., & Summerbell, C. D. (2001). Interventions for preventing obesity in children. The Cochrane Library. Oxford: Update Software.

Contento, I. R., Balch, G. I., Bronner, Y. L., Lytle, L. A., Maloney, S. K., Olson, C. M., et al. (1995). The effectiveness of nutrition education and implications for nutrition education policy, programs, and research: A review of research. Journal of Nutrition Education, 27, 2 27-420. WHO, Copenhagen, Denmark.

Pilant VB; American Dietetic Association. (2006) Position of the American Dietetic Association: local support for nutrition integrity in schools. J Am Diet Assoc. 2006 Jan;106(1):122-33.

Lytle LA, Kubik MY, Perry C, Story M, Birnbaum AS, Murray DM. (2006) Influencing healthful food choices in school and home environments: results from the TEENS study. Prev Med. 2006 Jul;43(1):8-13. Epub 2006 May 11

Rajgopal R, Cox RH, Lambur M, Lewis EC. (2002) Cost-benefit analysis indicates the positive economic benefits of the Expanded Food and Nutrition Education Program related to chronic disease prevention. J Nutr Educ Behav. 2002 Jan-Feb;34(1):26-37

Ritchie A. (2001) Nutrition education and promotion in primary schools. Aust J Holist Nurs. 2001 Oct;8(2):39-44. Review.

Malone SK. (2005) Improving the quality of students' dietary intake in the school setting. J Sch Nurs. 2005 Apr;21(2):70-6. Review.

World Health Organization. 1997. Promoting Health Through Schools. Report of a WHO Expert Committee on Comprehensive School Health Education and Promotion. Geneva, Switzerland (Report)

Allensworth D, Lawson E, Nicholson L, Wyche J. (eds). 1997. Schools and Health: Our Nation's Investment. Washington, DC: National Academy of Sciences. (Report)

Nutbeam D, St. Leger L. 1998. Effective School Health Promotion. Towards Health Promoting Schools. Commonwealth of Australia.(Report)

Food for Thought: Schools and Nutrition
Summary of programs and services that can be delivered through schools to promote healthy eating and nutrition. (Health Canada, Canadian Association for School Health)

Nutrition Tools for Schools© (ON) aims to help school communities work through a step-by-step process of creating a healthy school nutrition environment. Practical tools and resources are included to help the school carry out many different activities that support healthy eating in classrooms, schools and within the community external to the school. This whole school approach fits within the comprehensive school health model that many public health units are using to guide their work with schools. Developed as a collaborative venture between several Health Departments, It is currently being used by 33 of the 36 Health Departments in Ontario. The Power Point presentation, included as an attachment below, provides more information on this excellent resource. A wiki dedicated to sharing more about NTS, including implementation and evaluation related efforts, has been established at: http://nutritiontoolsforschools.wetpaint.com/.

Healthy Food in Schools
This website provides e Manitoba School Nutrition Handbook; Guidelines for Foods Available in K to 12 Schools in Manitoba and more. (Manitoba Health Ministry)

Newfoundland School Healthy Eating Handbook
Contains advice on healthy foods, nutrition education, web resources for families and healthy fundraising tips. (Newfoundland Health Department)

Making it Happen – Healthy Eating at Schools
An in-depth, online how-to resource to help parents, policymakers, teachers and the entire school community to review current school nutrition policy and make plans for healthy changes. In addition it offers a series of helpful information resources. (BC Health Ministry)

Community-School Multi-Intervention Programs (From PHAC Best Practices Portal)

Five-a-Day Power Plus, Six-a-Day

Whole School Multi-Intervention Programs (From PHAC Best Practices Portal_

Menu of Choices (from OPHEA - Ontario Physical and Health Education Association) is an online resource that takes the form of a dynamic website, www.MenuofChoices.ca. Menuofchoices.ca provides the latest quality information and supports to understand, plan and address healthy eating key messages in the school community for grades k-12. The website encourages the entire school community to take a proactive approach to addressing the healthy eating behaviours of children and youth.

Effect on Specific Risks, Behaviours and Conditions
This sub-section examines specific risks and behaviours related to nutrition, diet and eating habits. These include obesity, eating disorders, consumption of salt and sugar and other factors, behaviours and conditions.

Research

Reports & Resources

Effect on Obesity/Overweight/Overeating

Stice, E., Shaw, H., Marti, C.N. (2006). A meta-analytic review of obesity prevention programs for children and adolescents: The skinny on interventions that work. Psychological Bulletin. 5, 667-691.

Connelly, J.B., Duaso, M.J., Butler, G. (2007). A systematic review of controlled trials of interventions to prevent childhood obesity and overweight: A realistic synthesis of the evidence. Public Health. 510-517.

Kropski, J.A., Keckley, P.H., Jensen, G.L. (2008). School-based obesity prevention programs: An evidence-based review. Obesity. 5, 1009-1018.

Kelly,S.A., Melnyk,B.M. (2008). Systematic review of multicomponent interventions with overweight middle adolescents: Implications for clinical practice and research. Worldviews on Evidence-based Nursing. 3, 113-135.

Luttikhuis HO, Baur L, Jansen H, Shrewsbury VA, O'Malley C, Stolk RP, Summerbell CD (2009) Interventions for treating obesity in children Cochrane Database of Systematic Reviews, Issue 4, 2009

Connelly J B, Duaso M J, Butler G.A systematic review of controlled trials of interventions to prevent childhood obesity and overweight: a realistic synthesis of the evidence.Public Health2007;121(7):510-517

Effect on Obesity/Overweight Lissau I.Prevention of overweight in the school arena.Acta Paediatrica2007;96(Supplement 454):12-18

Stice E, Shaw H, Marti C N.A meta-analytic review of obesity prevention programs for children and adolescents: the skinny on interventions that work.Psychological Bulletin2006;132(5):667-691

Spiegel SA, Foulk D. (2006) Reducing overweight through a multidisciplinary school-based intervention. Obesity (Silver Spring). 2006 Jan;14(1):88-96.

Snethen J A, Broome M E, Cashin S E.Effective weight loss for overweight children: a meta-analysis of intervention studies.Journal of Pediatric Nursing2006;21(1):45-56

Summerbell CD, Ashton V, Campbell KJ, Edmunds L, Kelly S, Waters E. Interventions for treating obesity in children. The Cochrane Database of Systematic Reviews 2003, Issue 3

Collins C E, Warren J M, Neve M, McCoy P, Stokes B.Systematic review of interventions in the management of overweight and obese children which include a dietary component.International Journal of Evidence-Based Healthcare2007;5:2-53

Flodmark C E, Marcus C, Britton M.Interventions to prevent obesity in children and adolescents: a systematic literature review.International Journal of Obesity2006;30(4):579-589

Gibson L J, Peto J, Warren J M, dos Santos Silva I.Lack of evidence on diets for obesity for children: a systematic review.International Journal of Epidemiology2006;35(6):1544-1552

Doak C M, Visscher T L, Renders C M, Seidell J C.The prevention of overweight and obesity in children and adolescents: a review of interventions and programmes.Obesity Reviews2006;7(1):111-136

McArthur, D.B. (1998). Heart healthy eating behaviors of children following a school-based intervention: A meta-analysis. Issues in Comprehensive Pediatric Nursing, 21(1), 35-48.

Stuart W P, Broome M E, Smith B A, Weaver M.An integrative review of interventions for adolescent weight loss.Journal of School Nursing2005;21(2):77-85

Ciliska D. 2004. Effective Public Health Practice Project. Summary Statement. Public Health Research, Education & Development Program. (Review)

Inge Lissau (2007) Prevention of overweight in the school arena Acta Paediatrica Volume 96 Issue s454 Page 12 - April 2007

C. M. Doak, T. L. S. Visscher, C. M. Renders and J. C. Seidell. (2006) The prevention of overweight and obesity in children and adolescents: a review of interventions and programmes. Obesity Reviews 7:1, 111–136

Effect on Diabetes

Micucci S, Thomas H, Vobar J. 2002. The Effectiveness of School-based Strategies for the Primary Prevention of Obesity and for Promoting Physical Activity and/or Nutrition, the Major Risk Factors for Type 2 Diabetes. A Review of Reviews. Toronto, ON: Ontario Public Health Association. (Review)

Macaulay AC, Paradis G, Potvin L, Cross EJ, Saad-Haddad C, McComber A, Desrosiers S, Kirby R, Montour LT, Lamping DL, Leduc N, Rivard M. (1997) The Kahnawake Schools Diabetes Prevention Project: intervention, evaluation, and baseline results of a diabetes primary prevention program with a native community in Canada. Prev Med. 1997 Nov-Dec;26(6):779-90.

Effect on Eating Disorders and Disordered Eating (eg unhealthy dieting)

Pokrajac-Bulian A, Zivcić-Becirević I, Calugi S, Dalle Grave R. (2006) School prevention program for eating disorders in Croatia: a controlled study with six months of follow-up. Eat Weight Disord. 2006 Dec;11(4):171-8.

Berger U, Ziegler P, Strauss B. (2008) [Barbie goes PriMa: formative evaluation of a school-based program for the primary prevention of anorexia nervosa developed for girls up to the age of 12] Z Psychosom Med Psychother. 2008;54(1):32-45. German.

Raich RM, Sánchez-Carracedo D, López-Guimerà G, Portell M, Moncada A, Fauquet J. (2008) A controlled assessment of school-based preventive programs for reducing eating disorder risk factors in adolescent Spanish girls. Eat Disord. 2008 May-Jun;16(3):255-72. Erratum in: Eat Disord. 2008 Jul-Sep;16(4):362

Ontario Public Health Research, Education & Development Program. The effectiveness of primary prevention of eating disorders. Effective Public Health Practice Project. (Review)

Pratt BM, Woolfenden SR. Interventions for preventing eating disorders in children and adolescents. The Cochrane Database of Systematic Reviews 2002, Issue 2

Neumark-Sztainer D, Wall M, Guo J, Story M, Haines J, Eisenberg M. (2006) Obesity, disordered eating, and eating disorders in a longitudinal study of adolescents: how do dieters fare 5 years later? J Am Diet Assoc. 2006 Apr;106(4):559-68.

Elliot DL, Moe EL, Goldberg L, DeFrancesco CA, Durham MB, Hix-Small H. (2006) Definition and outcome of a curriculum to prevent disordered eating and body-shaping drug use. J Sch Health. 2006 Feb;76(2):67-73

McVey G, Gusella J, Tweed S, Ferrari M. (2009) A controlled evaluation of web-based training for teachers and public health practitioners on the prevention of eating disorders. Eat Disord. 2009 Jan-Feb;17(1):1-26.

McVey G, Tweed S, Blackmore E. (2007) Healthy Schools-Healthy Kids: a controlled evaluation of a comprehensive universal eating disorder prevention program. Body Image. 2007 Jun;4(2):115-36. Epub 2007 Mar 7

Effects on Food Security (School Meal Programs)

Greenhalgh T, Kristjansson E, Robinson V.Realist review to understand the efficacy of school feeding programmes. BMJ 2007;335:858

Dwyer JT, Hewes LV, Mitchell PD, Nicklas TA, Montgomery DH, Lytle LA, Snyder MP, Zive MM, Bachman KJ, Rice R, Parcel GS. (1996) Improving school breakfasts: effects of the CATCH Eat Smart Program on the nutrient content of school breakfasts. Prev Med. 1996 Jul-Aug;25(4):413-22.

Centers for Disease Control and Prevention (CDC). Evaluation of a fruit and vegetable distribution program--Mississippi, 2004-05 school year. MMWR Morb Mortal Wkly Rep. 2006 Sep 8;55(35):957-61.

Effects on Healthier, Balanced Diet and Specific Behaviours & Conditions (eg Eating more fruits & vegetables, Less salt, less sugar, less fat etc)

Ellis RM, Ellis RC. (2007) Impact of a traffic light nutrition tool in a primary school. J R Soc Promot Health. 2007 Jan;127(1):13-21.

Effect on Food Selection Knowledge, Skills Hawthorne KM, Moreland K, Griffin IJ, Abrams SA. (2006) An educational program enhances food label understanding of young adolescents. J Am Diet Assoc. 2006 Jun;106(6):913-6. Savige GS. (2005) E-learning: a nutritionally ripe environment. Food Nutr Bull. 2005 Jun;26(2 Suppl 2):S230-4. Review.

Effects on Consumption of Fruits & Vegetables

Ciliska, D., Miles, E., O’Brien, M.A., Turl, C., Tomasik, H.H., Donovan, U., et al. (2000). Effectiveness of community-based interventions to increase fruit and vegetable consumption. Journal of Nutrition Education and Behavior, 32(6), 341-352. www.health-evidence.ca

Knai C, Pomerleau J, Lock K, McKee M.Getting children to eat more fruit and vegetables: a systematic review.Preventive Medicine2006;42(2):85-95

French SA, Stables G.(2003) Environmental interventions to promote vegetable and fruit consumption among youth in school settings.(Review) Prev Med. 2003 Dec;37(6 Pt 1):593-610

Stables GJ, Young EM, Howerton MW, Yaroch AL, Kuester S, Solera MK, Cobb K, Nebeling L. (2005) Small school-based effectiveness trials increase vegetable and fruit consumption among youth. J Am Diet Assoc. 2005 Feb;105(2):252-6.

Newell SA, Huddy AD, Adams JK, Miller M, Holden L, Dietrich UC. (2004) The tooty fruity vegie project: changing knowledge and attitudes about fruits and vegetables. Aust N Z J Public Health. 2004 Jun;28(3):288-95.

Effect on Consumption of Sugared Beverages

Lo E, Coles R, Humbert ML, Polowski J, Henry CJ, Whiting SJ. (2008) Beverage intake improvement by high school students in Saskatchewan, Canada. Nutr Res. 2008 Mar;28(3):144-50.

Nelson MC, Neumark-Sztainer D, Hannan PJ, Story M (2009) Five-year longitudinal and secular shifts in adolescent beverage intake: findings from project EAT (Eating Among Teens)-II. J Am Diet Assoc. 2009 Feb;109(2):308-12.

Marshall TA, Levy SM, Broffitt B, Warren JJ, Eichenberger-Gilmore JM, Burns TL, Stumbo PJ (2003) Dental caries and beverage consumption in young children. Pediatrics. 2003 Sep;112(3 Pt 1):e184-91.

Rajeshwari R, Yang SJ, Nicklas TA, Berenson GS. (2005) Secular trends in children's sweetened-beverage consumption (1973 to 1994): the Bogalusa Heart Study. J Am Diet Assoc. 2005 Feb;105(2):208-14.

Sichieri R, Paula Trotte A, de Souza RA, Veiga GV (2009) School randomised trial on prevention of excessive weight gain by discouraging students from drinking sodas. Public Health Nutr. 2009 Feb;12(2):197-202. Epub 2008 Jun 18

Wiecha JL, Finkelstein D, Troped PJ, Fragala M, Peterson KE. (2006) School vending machine use and fast-food restaurant use are associated with sugar-sweetened beverage intake in youth. J Am Diet Assoc. 2006 Oct;106(10):1624-30

Blum JE, Davee AM, Beaudoin CM, Jenkins PL, Kaley LA, Wigand DA. (2008) Reduced availability of sugar-sweetened beverages and diet soda has a limited impact on beverage consumption patterns in Maine high school youth. J Nutr Educ Behav. 2008 Nov-Dec;40(6):341-7

Huffman L, West DS. (2007) Readiness to change sugar sweetened beverage intake among college students. Eat Behav. 2007 Jan;8(1):10-4. Epub 2006 May 30.

Blum JW, Jacobsen DJ, Donnelly JE (2005) Beverage consumption patterns in elementary school aged children across a two-year period. J Am Coll Nutr. 2005 Apr;24(2):93-8.

Effect on Consumption of More Whole Grains

Burgess-Champoux TL, Chan HW, Rosen R, Marquart L, Reicks M. (2008) Healthy whole-grain choices for children and parents: a multi-component school-based pilot intervention. Public Health Nutr. 2008 Aug;11(8):849-59. Epub 2007 Dec 7.

Effect on Portion Size

Hartstein J, Cullen KW, Reynolds KD, Harrell J, Resnicow K, Kennel P; STOPP T2D Prevention Study Group. (2008) Impact of portion-size control for school a la carte items: changes in kilocalories and macronutrients purchased by middle school students. J Am Diet Assoc. 2008 Jan;108(1):140-4.

Kelley E, Ashley B, Getlinger MJ, Nitzke S. (2008) A lesson on "how much should I eat?" helps learners understand and apply MyPyramid recommendations. J Nutr Educ Behav. 2008 Mar-Apr;40(2):116-7.

Effect on Lower Salt Consumption

Nandha B, Krishnamoorthy K. (2007) School-based health education campaign--a potential tool for social mobilization to promote the use of DEC-fortified salt towards elimination of lymphatic filariasis. Health Educ Res. 2007 Aug;22(4):539-46. Epub 2006 Oct 11.

Yokota K, Harada M, Wakabayashi Y, Inagawa M, Oshima M, Toriumi S, Hirose K, Shiina Y, Yamagishi K, Renshe C, Ikeda A, Yao M, Noda H, Tanigawa T, Tanaka S, Kurokawa M, Imano H, Kiyama M, Kitamura A, Sato S, Shimamoto T, Iso H. (2006) [Evaluation of a community-based health education program for salt reduction through media campaigns]Ecological strategies to promote healthy body image among children. J Sch Health. 2008 Jul;78(7):359-67

Yoshida T, Kouda K, Nakamura H, Nishio N. (2008) Taste development from health education among schoolchildren: a two-year intervention study. J Physiol Anthropol. 2008 Jan;27(1):1-5.
Nippon Koshu Eisei Zasshi. 2006 Aug;53(8):543-53. Japanese

Evans RR, Roy J, Geiger BF, Werner KA, Burnett D. (2008)

Effect on School Meal, Snack Preparation Habits and Skills

Effect on Food Shopping Habits and Skills

Effects on Water Consumption

Laurence S, Peterken R, Burns C. (2007) Fresh Kids: the efficacy of a Health Promoting Schools approach to increasing consumption of fruit and water in Australia.
Health Promot Int. 2007 Sep;22(3):218-26. Epub 2007 Jun 20.

Effects on Food Safety, Food Handling Skills

Effects on Prevention of Food Allergies Incidents

LeBovidge JS, Timmons K, Rich C, Rosenstock A, Fowler K, Strauch H, Kalish LA, Schneider LC. (2008) Evaluation of a group intervention for children with food allergy and their parents. Ann Allergy Asthma Immunol. 2008 Aug;101(2):160-5.

Imai T. (2005) Provision against food allergy in the school lunch program in Japan] Arerugi. 2005 Oct;54(10):1197-202. Japanese.

Rosecrans AM, Gittelsohn J, Ho LS, Harris SB, Naqshbandi M, Sharma S. (2008) Process evaluation of a multi-institutional community-based program for diabetes prevention among First Nations. Health Educ Res. 2008 Apr;23(2):272-86. Epub 2007 Jul 16

Young MC, Muñoz-Furlong A, Sicherer SH. (2009) Management of food allergies in schools: a perspective for allergists. J Allergy Clin Immunol. 2009 Aug;124(2):175-82, 182.e1-4; quiz 183-4. Epub 2009 Jun 3. Review

Rous T, Hunt A. (2004) Governing peanuts: the regulation of the social bodies of children and the risks of food allergies. Soc Sci Med. 2004 Feb;58(4):825-36

Effects of Diet on Cancer

Ammerman, A., Lindquist, C., Hersey, J., et al. (2001). The efficacy of interventions to modify dietary behaviour related to cancer risk. Evidence Report/Technology Assessment No. 25: AHRQ. http://www.ahrq.gov/clinic/epcix.htm

Effects of Gender-based Programs

Neumark-Sztainer D, Flattum CF, Story M, Feldman S, Petrich CA. (2008) Dietary approaches to healthy weight management for adolescents: the New Moves model. Adolesc Med State Art Rev. 2008 Dec;19(3):421-30, viii. Review

Effects of Ethnic/Faith-based Programs

Effect on Other Special Needs (Athletes, Vegetarians, etc) Reading KJ, McCargar LJ, Marriage BJ. (1999) Adolescent and Young Adult Male Hockey Players: Nutrition Knowledge and Education. Can J Diet Pract Res. 1999 Summer;60(3):166-169.

Effects of Diet and Healthy Eating On Learning

Florence MD, Asbridge M, Veugelers, PJ (2008) Diet Quality and Academic Performance Journal of School Health 78 (4) , 209–215 doi:10.1111/j.1746-1561.2008.00288.x (Educational achievement and school effectiveness)

Shilts MK, Lamp C, Horowitz M, Townsend MS. (2009) Pilot study: EatFit impacts sixth graders' academic performance on achievement of mathematics and english education standards. J Nutr Educ Behav. 2009 Mar-Apr;41(2):127-31

Programs from PHAC Best Practices Portal

Gimme 5 High School (Vegetables & Fruit),
Gimme 5 Primary School (Vegetables & Fruit),
Five-A-Day Power Play (Vegetables & Fruit),
Seattle 5-a-Day (Vegetables & Fruit),
Six-a-Day (Vegetables & Fruit),
One Percent or Less Campaign (Reduced fat),
Very Important Kids (VIK) Intervention (Body Image, Unhealthy Dieting)

The Student Body: a teacher training module designed to help alert teachers (and parents) to the factors that can trigger unhealthy dieting among children, and ways to prevent it. www.aboutkidshealth.ca/thestudentbody.

From the Body Image Coalition of Peel (www.bodyimagecoalition.org): Every Body is a Somebody: Facilitator's Guide (or Bien dans TA peau in French) was designed to promote healthy body image, positive self-esteem, and a non-dieting approach to eating. This active learning program provides background information for the facilitator and activities to be used with adolescents. The effectiveness of this program has been evaluated with middle school girls using a classroom format and a nurse-led peer support format, and has been shown to improve global self-esteem, body satisfaction, and eating attitudes and behaviours.

Discussion Paper on Household and Individual Food Insecurity
This paper presents an examination of issues pertaining to the inclusion of direct and indirect indicators of food insecurity in a national nutrition monitoring system, focusing on individual- and household-level food insecurity that arises in the context of financial resource constraints. (Health Canada)

Sip Smart! BC
is a new, educational program that helps teach children in grades 4 to 6 about sugary drinks and about making healthy drink choices. Sip Smart! BC is led by the BC Pediatric Society and the Heart and Stroke Foundation of BC & Yukon and is funded by ActNOW BC via the BC Healthy Living Alliance.
Drop the Pop (Northwest Territories)
The Drop the Pop School Award recognizes schools that support healthy eating for their students. This type of award is based on similar campaigns found in other provinces. The program is also operating in the Yukon, Alberta and other Canadian jurisdictions

Nutrition: Impact of the School Environment (BT)

dmccall — Thu, 19 Jan 2012 09:20:26 CST

B Impact, Role of the School and Models/Frameworks

B-1 Impact of School's Social and Physical Environment

This sub-section examines the impact of the social and physical environment of the school as a place in which students and staff spend considerable time. Physical conditions and facilities in the school can contribute to health. As well, prevailing social norms, beliefs and misconceptions from the media and the community can be either reproduced or debunked in the school social environment.

Research

Reports & Resources

van der Horst K, Timperio A, Crawford D, Roberts R, Brug J, Oenema A. (2008) The school food environment associations with adolescent soft drink and snack consumption. Am J Prev Med. 2008 Sep;35(3):217-23. Epub 2008 Jul 10

Wechsler H, Brener ND, Kuester S, et al. Food service and foods and beverages available at school: results from the school health policies and programs study 2000. J of Sch Health. 2001;71(7):313-324.

James J, Thomas P, Cavan D, et al. Preventing childhood obesity by reducing consumption of carbonated drinks: cluster randomized controlled trial. BMJ. 2004;328:1237-1241.

Kubik MY, Lytle LA, Hannan PJ, et al. The association of the school food environment with dietary behaviors of young adolescents. Am J Public Health. 2003;93(7):1168-1173.

Snyder MP, Story M, and Trenkner LL. Reducing fat and sodium in school lunch programs: the LUNCHPOWER! Intervention study. J of Am Diet Assoc. 1992;92(9):1087-1091.

Wills W, Backett-Milburn K, Gregory S, Lawton J. (2005) The influence of the secondary school setting on the food practices of young teenagers from disadvantaged backgrounds in Scotland. Health Educ Res. 2005 Aug;20(4):458-65. Epub 2004 Oct 26.

Public Health Research, Education & Development Program. 2003. Young people and healthy eating: A systematic review on barriers and facilitators. Effective Public Health Practice Project. (Review)

B-2 Realistic Role of the School, Models Describing that Role

Research Reports/Resources
Realistic Role relative to the Educational Mandate and Constraints of the Schools and School System

Models/Frameworks that Describe the Schools Role

Nutrition: Understanding the Problem (BT)

dmccall — Thu, 19 Jan 2012 09:20:08 CST

A Understanding the Problem

A-1 Prevalence & Nature of the Problem Among Young People
This sub-section lists items that explain the problems associated with nutrition among young people and approaches that seem to be more effective or efficient. A holistic approach to behaviour change is often suggested by the research evidence.

Research	Reports & Resources
Overview Jacobs Starkey L, Johnson-Down L, Gray-Donald K. Food Habits of Canadians: Comparison of intakes in adults and adolescents to Canada's Food Guide to Healthy Eating. Can J Diet Prac Res 2001; 62(3):61-69. Larson NI, Story M, Wall M, Neumark-Sztainer D. (2006) Calcium and dairy intakes of adolescents are associated with their home environment, taste preferences, personal health beliefs, and meal patterns. J Am Diet Assoc. 2006 Nov;106(11):1816-24 Duffey KJ, Popkin BM. (2007) Shifts in patterns and consumption of beverages between 1965 and 2002. Obesity (Silver Spring). 2007 Nov;15(11):2739-47 Storey ML, Forshee RA, Anderson PA. (2004) Associations of adequate intake of calcium with diet, beverage consumption, and demographic characteristics among children and adolescents. J Am Coll Nutr. 2004 Feb;23(1):18-33. Temple NJ, Steyn NP, Myburgh NG, Nel JH. (2006) Food items consumed by students attending schools in different socioeconomic areas in Cape Town, South Africa. Nutrition. 2006 Mar;22(3):252-8. Welsh JA, Cogswell ME, Rogers S, et al. Overweight among low-income preschool children associated with the consumption of sweet drinks: Missouri, 1999-2002. Pediatrics. 2005;115(2):223-229. Wechsler H, McKenna ML, Lee SM, et al. The role of schools in preventing childhood obesity. The State Education Standard. 2004;5(2):4-12. Bowman SA, Gortmaker SL, Ebbeling CB, et al. Effects of fast-food consumption on energy intake and diet quality among children in a national household survey. Pediatrics. 2004;113(1):112-118. Greenhalgh J, Dowey AJ, Horne PJ, Fergus Lowe C, Griffiths JH, Whitaker CJ. (2009) Positive- and negative peer modelling effects on young children's consumption of novel blue foods. Appetite. 2009 Jun;52(3):646-53. Epub 2009 Mar 6. Worsley A. (2005) Children's healthful eating: from research to practice. Food Nutr Bull. 2005 Jun;26(2 Suppl 2):S135-43. Review. Burgess-Champoux TL, Rosen R, Marquart L, Reicks M. (2008) The development of psychosocial measures for whole-grain intake among children and their parents. J Am Diet Assoc. 2008 Apr;108(4):714-7. Risvas G, Panagiotakos DB, Chrysanthopoulou S, Karasouli K, Matalas AL, Zampelas A. (2008) Factors associated with food choices among Greek primary school students: a cluster analysis in the ELPYDES study. J Public Health (Oxf). 2008 Sep;30(3):266-73. Epub 2008 May 22. Burrows A R, Díaz B E, Sciaraffia M V, Gattas Z V, Montoya C A, Lera M L. (2008) [Dietary intake and physical activity in school age children] Rev Med Chil. 2008 Jan;136(1):53-63. Epub 2008 Apr 30. Spanish. Kusano-Tsunoh A, Nakatsuka H, Satoh H, Shimizu H, Sato S, Ito I, Fukao A, Hisamichi S. (2001) Effects of family-togetherness on the food selection by primary and junior high school students: family-togetherness means better food. Tohoku J Exp Med. 2001 Jun;194(2):121-7. Veuglers PJ, Fitzgerald AL, Johnston E. Dietary intake and risk factors for poor diet quality among children in Nova Scotia. Can J Pub Health 2005; 96 (3):212.	Health Organization. Nutrition—Controlling the global obesity epidemic. Updated 9/3/03. Available at www.who.int/nutrition/topics/obesity/en/. Accessed December 29, 2004. Canada’s Food Guide Contains recommended guidelines for healthy diet, as well as resources for educators. (Health Canada) World Health Organization. 1998. Healthy Nutrition: An Essential Element of a Health Promoting School. (Report) American Dietetic Association, Society for Nutrition Education, and American School Food Service Association: Nutrition Services: An Essential Component of Comprehensive School Health Programs Journal of Nutrition Education and Behavior Volume 35, Issue 2, March-April 2003, Pages 57-67 Canadian Journal of Public Health Special Supplement Understanding the Forces that Influence Our Eating Habits: What We Know and Need to Know A series of articles, commissioned by the Office of Nutrition Policy and Promotion and published in a special supplement to the Canadian Journal of Public Health (CJPH), summarize existing literature on the determinants of healthy eating, identify gaps in knowledge and offer recommendations for research to enhance the evidence base on the determinants of healthy eating. (Health Canada) Heart and Stroke Foundation of Canada, (1999). Report Card on Health, Toronto ON, Author Canadian Guidelines for Body Weight Classification in Adults - Quick Reference Tool Summarizes research on health body weights.(Health Canada) Call to Action: Creating a Healthy School Nutrition Environment Position paper positioning schools as part of a community wide effort. (Ontario Society of Nutrition Professionals in Public Health)
A-2 Specific Aspects, Conditions or Sub-Populations related to this issue Sugared and Caffinated Beverages Harrington S. (2008) The role of sugar-sweetened beverage consumption in adolescent obesity: a review of the literature. J Sch Nurs. 2008 Feb;24(1):3-12. Review. Forshee RA, Storey ML. (2003) Total beverage consumption and beverage choices among children and adolescents. Int J Food Sci Nutr. 2003 Jul;54(4):297-307 Storey ML, Forshee RA, Anderson PA. (2006) Beverage consumption in the US population. J Am Diet Assoc. 2006 Dec;106(12):1992-2000 LaRowe TL, Moeller SM, Adams AK. (2007) Beverage patterns, diet quality, and body mass index of US preschool and school-aged children. J Am Diet Assoc. 2007 Jul;107(7):1124-33. Bowman SA. (2002) Beverage choices of young females: changes and impact on nutrient intakes. J Am Diet Assoc. 2002 Sep;102(9):1234-9. Rampersaud GC, Bailey LB, Kauwell GP. (2003) National survey beverage consumption data for children and adolescents indicate the need to encourage a shift toward more nutritive beverages. J Am Diet Assoc. 2003 Jan;103(1):97-100. Kral TV, Stunkard AJ, Berkowitz RI, Stallings VA, Moore RH, Faith MS. (2008) Beverage consumption patterns of children born at different risk of obesity. Obesity (Silver Spring). 2008 Aug;16(8):1802-8. Epub 2008 May 29 West DS, Bursac Z, Quimby D, Prewitt TE, Spatz T, Nash C, Mays G, Eddings K. (2006) Self-reported sugar-sweetened beverage intake among college students. Obesity (Silver Spring). 2006 Oct;14(10):1825-31. Knight CA, Knight I, Mitchell DC. (2006) Beverage caffeine intakes in young children in Canada and the US. Can J Diet Pract Res. 2006 Summer;67(2):96-9 Marshall TA, Eichenberger Gilmore JM, Broffitt B, Levy SM, Stumbo PJ. (2003) Relative validation of a beverage frequency questionnaire in children ages 6 months through 5 years using 3-day food and beverage diaries. J Am Diet Assoc. 2003 Jun;103(6):714-20; discussion 720. Calcium Intake Barr SI. (1994) Associations of social and demographic variables with calcium intakes of high school students. J Am Diet Assoc. 1994 Mar;94(3):260-6, 269; quiz 267-8. Food Labelling Bergen D, Yeh MC. (2006) Effects of energy-content labels and motivational posters on sales of sugar-sweetened beverages: stimulating sales of diet drinks among adults study. J Am Diet Assoc. 2006 Nov;106(11):1866-9 Pirouznia M. (2000) The correlation between nutrition knowledge and eating behavior in an American school: the role of ethnicity. Nutr Health. 2000;14(2):89-107
A-3 Behaviour Theories that Explain the Problem

Nutrition & Schools (B/T)

dmccall — Thu, 19 Jan 2012 09:10:56 CST

This document presents the first edition of an ongoing scan of the research literature as well as the Internet that has been done and is being done by a Community of Practice on Nutrition & Schools in Canada. In the list of web-linked research references found below, we have identified major case studies and research reviews. In the listing of web-linked reports and resources (educational, planning, policy and training tools), we have tried to provide a time-saving and convenient resources for the school health community. While much further examination and further searching is required, we hope that this listing provides a quick start for program planning and development.

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.

Regional, country and community contexts will have a profound impact on the n umber and nature of issues affecting young people as well as the capacity of school, health and other systems to respond to those issues with individual or multiple interventions. Countries that have been affected by conflict or disaster, low income or developing countries, isolated or island countries and others will have different needs and different system, organizational and professional capacities. Local communities within those countries will also vary, with disadvantaged communities being present in high income countries and affluent communities also being in low income countries. Secular, cultural or religious communities will approach problems differently, with different strengths and challenges. Consequently, we suggest that readers and contributors to this encyclopedia and knowledge exchange program try to identify groupings of issues and interventions according to different contexts and be willing to differentiate or adapt their discussions to different contexts a priori (ie from knowledge based common sense) as well as from knowledge based on experience or evidence.

Since most of the research, reports and resources published on issues and interventions comes from developed countries and affluent communities (with the resources necessary for research and reflection) we have tried to highlight country and local context in this outline and to introduce some examples from each broad issue or aspect of school-based or school-linked work being addressed. For example, in school nutrition, "school meal" programs for disadvantaged students in high income countries are different from "school feeding" programs delivered in low income countries that encourage school attendance. Indeed, in some countries or affluent communities, school meal programs are provided to all students and become integral part of the socialization process in schools.

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 list of research, reports and educational/planning resources has organized in accordance with our outline used to address broad health, social, safety and other issues. The listing is presented under these headings on different sub-pages off of this one:

A. Understanding the Problem: (Prevalence, nature, aspects of the problem, behaviour theories that explain it)
B. Impact of the School Environment on the Problem (Influence of the physical and social environment, role of school in preventing and models describing school approaches)
C. Effect of Comprehensive Approaches, Coordinated Programs, Whole School Strategies Comprehensive Approaches (Multi-issue, multi-level, multi-system programs) Coordinated Programs and Services (School-Agency Programs, Whole School Strategies (School staff only Programs) on health, nutrition/aspects of nutrition and learning
D. Use of Individual Evidence-based Interventions (Including Policy, Instruction, Services, Social Support, Physical Environment Interventions)
E. Implementation, Capacity-Building, Sustainability & Systems Change Issues (Including Evidenced-based, Practical and Strategic Implementation Strategies, diffusion or education change theories, Capacity & Capacity-building/Continuous Improvement Strategies, Sustainability and strategic consideration of system/agency/school characteristics for Systems Change
F Consideration of Local Community Context
G. Consideration of and Integration within the Constraints and Educational Mandate of the School System
H Questions related to Future and Current Research

BACKGROUND INFORMATION AND ACKNOWLEDGMENTS
Glossary Term: Monitoring & Reporting Systems (First Edition, October 2009)
Writer/Editor: Doug McCall, Coordinator, International School Health Network dmccall@internationalschoolhealth.org
Contributors: Members of the Canadian Community of Practice on Nutiition and Schools
Sponsors and Partners: Health & Learning Knowledge Centre, Canadian Council on Learning
First Draft Posted for Discussion: March 15, 2009
First Edition Posted: December 15, 2009
Further Comments: This list will remain open for additions and edits usi8ng the "Easy Edit" tool found in the top navigation bar on each web page. .
Permissions for Use: The authors, writers, editors, contributors, sponsors, partners and the International School Health Network retain the right to first publish this document or adapted versions thereof in accordance with regular copyright laws. However, web links to this page and excerpts from this document are encouraged. As well, visitors to and participants in this wiki-based community are encouraged to add sub-pages or links to additional case studies or other documents and thereby become a contributor to this document.

Outline of Bibliographies Addressing Broad Health/Social Issues

dmccall — Thu, 19 Jan 2012 09:03:57 CST

The following outline is used to list research, reports and resources to address health, social and other issues in comprehensive approaches, coordinated agency-school programs and whole school manner.

Introduction

In this outline, we identify relevant research, reports and resources within a through understanding of the prevalence and nature issue and the influence of the school on the issue as well 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/adaptive, loosely-coupled and bureaucratic systems that support schools. This outline also lists issues and interventions that apply to 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.

Regional, country and community contexts will have a profound impact on the n umber and nature of issues affecting young people as well as the capacity of school, health and other systems to respond to those issues with individual or multiple interventions. Countries that have been affected by conflict or disaster, low income or developing countries, isolated or island countries and others will have different needs and different system, organizational and professional capacities. Local communities within those countries will also vary, with disadvantaged communities being present in high income countries and affluent communities also being in low income countries. Secular, cultural or religious communities will approach problems differently, with different strengths and challenges. Consequently, we suggest that readers and contributors to this encyclopedia and knowledge exchange program try to identify groupings of issues and interventions according to different contexts and be willing to differentiate or adapt their discussions to different contexts a priori (ie from knowledge based common sense) as well as from knowledge based on experience or evidence.

Since most of the research, reports and resources published on issues and interventions comes from developed countries and affluent communities (with the resources necessary for research and reflection) we have tried to highlight country and local context in this outline and to introduce some examples from each broad issue or aspect of school-based or school-linked work being addressed.

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.

Note: Our intent is that, eventually, as these extensive collections on broad health and social issues mature, only research reviews and major studies will be included in this particular listing of the overall topic at hand. Case studies and more specific items will be found in the similar, more specific, collections on the various aspects, interventions, populations or theories. However, currently, we encourage everyone to add any and all items that they believe are relevant to this overall listing.

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, importance 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 Multi-Intervention Approaches, Programs, Strategies including Comprehensive Approaches (Multi-issue, multi-level, multi-system programs) Coordinated Programs and Services (School-Agency Programs and Whole School Only Strategies)
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, Perceptions & 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, Social Influences, Determinants, Chronic/Genetic Factors, Sub-Populations, Stages in Life Course related to the issue (These can be a focus on higher risk populations or particularly important factors relevant to the issue)

Research	Reports/Resources
Overview
Strengths/Assets
Specific Problems/Risks
Conditions (Family & Neighbourhood Conditions/Characterisitcs
Protective/Risk Behaviours
Social Influences (Media, Social Media, Norms, Normative Beliefs, Stigma, Family, Peers, etc)
Social Determinants (Socioeconomic status, educational achievement, gender, race, ethnicity, discrimination, language, religion/spiritual beliefs etc)
Genetic Factors, Intelligence, Personality Traits
Specific Populations related to the issue (Families & students, students at higher risk from the issue, students with disabilities etc Also see the section on community contexts)
Stages in Life Course Related to the Issue (Early Childhood, Middle Childhood, Puberty/Adolescence, Transition to Young Adult, Transitions between levels of schooling, Transitions to Work)
Intersections with other Health and Social Issues

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
Overview
Social Learning/Social Influences
Risk Reduction/ Harm Reduction
Planned Behaviour Theory
Problem Behaviour Theory
Stages of Change/ Transtheoretical Model/Similar models
Health Belief Model
Cognitive Behaviour Theory
Social Attachment Theory
Social-Emotional Intelligence
Self-Determination Theory
Resilience

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
Overview

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 Multi-Intervention Approaches, Programs and Strategies on the Problem, Aspects of the Problem

This section includes research reviews and studies that specifically report on multi-intervention approaches and programs only. Many research reviews do not differentiate between multi-intervention and single intervention programs. Those reviews are reported under Section D (which examines the effect of single intervention programs)

(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

C-2 Effectiveness of 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
On overall health	National/State/Provincial Initiatives (Multi-level) Local Inter-agency or school-based multi-issue initiatives/programs
On the Issue
On specific aspects, behaviours, conditions related to the issue

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)

General (Including reviews that do not specify which interventions are being examined)

Research	Reports/Resources

D-1 Policy Interventions (Includes laws, by-laws, professional guidelines, ministries policies, school board, health authority and other agency policies and school procedures)

Research	Reports/Resources
General/Overview
Inter-Ministry/Whole of Government (Policies on youth and/or working with schools)
Taxation Ministries (Policies on families, youth and/or working with schools)
Health Ministries (Policies on youth and/or working with schools)
Local Health Authorities (Policies on youth and/or working with schools)
National or Provincial/State Addictions Ministries (Policies on youth and/or working with schools)
Local Addictions Youth Treatment Centres
Role, Certification of School Psychologists
Role, Certification of School/Public Health Nurses
Role, Certification of Public Health Inspectors
Role, Certification of Family Physicians and Pediatricians
Social Services/Family Services Ministries (Policies on youth and/or working with schools)
Local Social Services Agencies (Policies on youth and/or working with schools)
Role, Certification of School Social Workers
Municipal Ministries (Policies on youth and/or working with schools)
Municipalities (Policies on youth and/or working with schools)
Sports & Recreation Ministries (Policies on youth and/or working with schools)
Role, Certification of Coaches
Sports & Recreation Agencies/Local Departments (Policies on youth and/or working with schools)
Law Enforcement Ministries (Policies on youth and/or working with schools)
Local Police Departments (Policies on youth and/or working with schools)
Youth Courts/Youth Detention Centres
Education Ministries (Policies on Social role of Schooling, Student Conduct, Parent Involvement, Volunteers, Student Promotion/Retention/ Dropout, High Need Students, Inclusion/Disabled Students, Staff Wellness, Health, Safety, Personal & Social Development, Sustainable Development, Global Education, Girls Education/Boys Education, Alternative Schools, etc)
Role, Certification of School Guidance Counsellors
Role, Certification of Teachers
Role, Certification of School Principals
School Boards (Policies on Social Role of Schooling, Student Conduct, Parental Involvement, Volunteers, Student Promotion/Retention/ Dropout, High Need Students, Inclusion/Disabled Students, Staff Wellness, Health, Safety, Personal & Social Development, Sustainable Development, Global Education, Girls Education/Boys Education, Alternative Schools, etc)
Local School Procedures and Organizational Practices

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, teaching/learning materials, teaching methods, teacher education and training, parent involvement in at-home learning, web-based learning etc)

Research	Reports/Resources
Overview
Curricula and Curriculum Design. Required and Recommended Learning Outcomes
Instructional Programs and Curriculum Supplements/Resources
Applications of Learning Theory/ (Active learning, constructivist pedagogy, project-based learning, etc)
Appropriate use of teaching/learning methods (Role plays, journalling,instruction, large and small group instruction, etc)
Appropriate use of classroom management techniques (Student discipline, classroom esthetics, assignment of homework etc)
Appropriate student assessment, evaluation and reporting to parents (knowledge tests, attitude/beliefs surveys, portfolios, rubrics, student project assessment etc)
Teacher education and development (Pre-service, inservice, postgraduate)
Use of the Internet and Computers to Support Instruction
Parent Involvement in instruction
Use of external speakers and resource people
Working with community-based organizations to deliver instruction
Providing administrator support for instruction

D-3 Health, Social Services, Educational and Other Services Interventions (Includes school-based and linked clinics, screening services, early identification and referral, coordination with schools in treatment, individual educational programs, alternative schools and classes, in-school management of the illness/condition, coordination with the school from family, social, youth, addictions, mental health, early childhood, police, sports/recreation and employment services, coordination with the school during rehabilitation/re-integration etc)

Research	Reports/Resources
Overview
School-based clinics
School-linked clinics (coordinated delivery, publicity, access etc)
Youth-friendly physicians' offices linked with schools

Screening Services on the issue
Early Intervention & Referral Services on the issue
School Coordination with treatment on the issue
In-school management of health & other conditions (Including administration of medications)
Individualized education programs for students undergoing treatment/Alternative schools and classes for students undergoing treatment
School support for re-integration/rehabilitation of students after treatment on the issue
Application/coordination with Early Childhood Programs and Services on the issue
Application/coordination with family services on the issue
Application/coordination with nutrition services on the issue
Application/coordination with sports/recreation programs on the issue
Application/coordination with addiction services on the issue
Application/coordination with police services and departments on the issue
Application/coordination with youth employment services on the issue
Application/coordination with learning support and student services on the issue

D-4 Social Support Interventions (Includes school staff/volunteer awareness of the issue, parent information, education and support, student leadership programs, peer helper programs, student clubs, working with community-based organizations, programs and campaigns, working with local media outlets, working with social media etc )

Research	Reports/Resources
Overview
School staff and volunteer awareness and support on the issue
Parent information, involvement, education/training, support on the issue
Use of student leadership programs to address the issue
Use of peer helper programs to address the issue
Use of student clubs to address the issue
Working with community, self-help and public health organizations, employer/business, religious and civic organizations on the issue
Working with local media to inform public, parents and to manage controversies/reduce stigma on the issue
Using social media to engage local young people, parents and the community in school-related activities on the issue

D-5 Physical Environment Interventions (Including access to practical resources) (Includes school grounds, facilities, transportation to and from school, provision of specialized or other equipment)

Research	Reports/Resources
Overview
Provision of practical resources to students, staff or families to support programs on the issue (eg after school transportation, daycare, etc)
Modifications to the school grounds to address the issue
Modifications to school buildings and facilities to address the issue
Modifications to school transportation methods, routes to address the issue
Provision of specialized equipment or facilities to address the issue

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 Implementation Models, Practical Considerations and Strategic Implementation Strategies

Research	Reports/Resources
Overview
Use of evidence-based implementation models
Practical considerations in planning implementation (Staff involvement, expert advice, timelines, stakeholder engagement etc)
Strategic Thinking in Implementation (Use of local drivers such as incidents, relationships, personalities & preoccuptations of key players etc)

E-2 Use of Diffusion and Education Change Knowledge/Theory

Research	Reports/Resources

E-3 Use of Minimum Capacity, Capacity-Building Knowledge/Theory and Sustainability

Descriptions and Reports on Baseline Capacity Required on the Issue (Including minimum curriculum time, staff qualifications, staffing ratios, wait times and minimum service delivery requirements etc on the issue)

Research	Reports/Resources

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 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)

Research	Reports/Resources

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)

Research	Reports/Resources

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)

Research	Reports/Resources

Working across Multiple Systems (Includes concepts such as degree of cooperation (communication-collaboration-merger etc), cooperation at different levels in systems)

Research	Reports/Resources

F Consideration of Community, Country or Cultural Contexts

1. General references to local community/neighbourhood context

Research	Reports/Resources

2. Use of community analysis and planning tools, research to better understand the community and their impact on health and human development (eg transportation systems, climate, educational and cultural institutions and resources, demographics, etc). Include the use of GIS and other mapping tools.

Research	Reports/Resources

F.3 Different Types of local communities

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

F-4 Different Types of Countries

Research	Reports/Resources
Overview
Addressing this issue in Low Income Countries
Addressing this issue on Middle Income Countries
Addressing this issue in High Income Countries
Addressing this issue in countries disrupted by war, disaster, epidemics
Addressing this issue in religious countries

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

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

H-1 Major knowledge/practice/policy questions and draft or existing research agendas

Research	Reports/Resources

H-2 Research Showing Cost-Effectiveness or Cost-Benefits and/or Economic Burden of this Problem

Research	Reports/Resources

H-3 Use of new research or multiple, mixed methods (beyond RCT’s)

Research	Reports/Resources

H-4 Methodological Issues and Questions

Research	Reports/Resources

Call re Nutrition Friendly Schools

dmccall — Thu, 19 Jan 2012 09:02:56 CST

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 school nutrition or nutrition friendly schools.

The development of this series of topics is being guided by Dr Mary McKenna, Professor, Faculty of Kinesiology, University of New Brunswick, Canada.

As with other topics in this program and in this web site, it is expected that each topic 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. We recognize that this process will likely take several months or even years, so we have designed the process so that each topic, discussion, summary and products can stand alone as well as be part of a larger whole.

These topics may eventually form part of an e-book version of a Practitioners/Policy-Makers Handbook on Nutrition Friendly Schools that will be prepared from materials in this knowledge exchange program.

Also please note that we encourage the inclusion of multi-media and social media contributions to these discussions, including recorded webinars, videos, slide presentations, blogs and more.

The topics listed in the table below are anticipated as being among the topics relevant to nutrition friendly schools or school nutrition. (This list is also open for amendment). We have included topics of relevance to high, middle and low income countries but, obviously, not all topics or nutrition issues apply the same way in different contexts. For example, high income countries may provide "school meal" programs for disadvantaged students while low income countries or regions may provide "school feeding" programs to encourage parents to send their children to attend school.

This draft list of topics has been developed by an initial small group of people or from previous projects. The topic list also drawn from our template or outline used for broad health, economic or social issues.

There are a few items on this list with active links that have already been prepared in their "first draft" versions. Other topics may also have a rough draft that has been started from another project or source.

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 also open for discussion.

Draft List of Topics in School Nutrition

Substance Abuse: Understanding the Problem (BT)

dmccall — Fri, 13 Jan 2012 09:16:47 CST

This page contains a list of research reviews and articles as well as a listing of reports and resources on substance abuse prevention and schools. Visitors to this page are encouraged to use the "Easy Edit" tool found at the top of the page to insert additional items. All versions of the page are automatically saved, so no previous versions can be lost.

A. Prevalence & Nature of the Substance Abuse Among Young People

Research	Resources, Reports
General/Overview Paglia-Boak, A., & Adlaf, E. (2007). Substance use and harm in the general youth population. In Canadian Centre on Substance Abuse (Ed). (2007). Substance Abuse in Canada: Youth in Focus. Ottawa, ON: Canadian Centre on Substance Abuse. Dierker, L., Rose, J., Tan, X., & Li, R. (2010). Uncovering multiple pathways to substance use: A comparison of methods for identifying population subgroups. The Journal of Primary Prevention, 31(5–6), 333–348. Patterns and Prevalence of Use Centre for Addiction and Mental Health. (2006, September/October). CAMH population studies e-bulletin. How does Ontario student drug use compare with other regions of Canada? Retrieved August 29, 2007 from http://www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/eBulletins/ebv7n5_Canada_Ont_2002YSS.pdf Meschke, L. L., & Patterson, J. M. (2003). Resilience as a theoretical basis for substance abuse prevention. Journal of Primary Prevention, 23(4), 483-514. Poulin, C., & Nicholson, J. (2005). Should harm minimization as an approach to adolescent substance use be embraced by junior and senior high school? empirical evidence from an integrated school- community-based demonstration intervention addressing drug use among adolescents. International Journal of Drug Policy, 16(6), 403-414. Rehm, J., Taylor, B., & Room, R. (2006). Global burden of disease from alcohol, illicit drugs and tobacco. Drug and Alcohol Review, 25(6), 503-513. Rehm J, Baliunas D, Brochu S, Fischer B, Gnam W, Patra J, Popova S, Sarnocinska-Hart A, Taylor, B. (2006). The Costs of Substance Abuse in Canada 2002: Highlights. Ottawa: Canadian Centre on Substance Abuse, 2006. Retrieved from http://www.ccsa.ca/NR/rdonlyres/18F3415E-2CAC-4D21-86E2-CEE549EC47A9/0/ccsa0113322006.pdf Tupker, E. (2004). Youth and drugs and mental health: A resource for professionals. Toronto, Canada: Centre for Addiction and Mental Health. Acuda, W., Othieno, C.J., Obondo, A., & Crome, I.B. (2011). The epidemiology of addiction in Sub-Saharan Africa: A synthesis of reports, reviews, and original articles. The American Journal on Addictions, 20(2), 87–99. Sussman, S., Lisha, N., & Griffiths, M. (2011). Prevalence of the addictions: A problem of the majority or the minority? Evaluation & the Health Professions, 34(1), 3–56. Social Influences Collins, R.L., Ellickson, P., McCaffrey, D., & Hambarsoomians, K. (in press). Early adolescent exposure to alcohol advertising and its relationship to underage drinking. Journal of Adolescent Health. Bray, J., Adams, G.J., Getz, J.G., Baer, P.E. (2001). Developmental, family, and ethnic influences on adolescent alcohol usage: A growth curve approach [Electronic version]. Journal of Family Psychology, 15, 301-314 Schultz, W., Nolan, J., Cialdini, R., Goldstein, N., Griskevicius, V. (2007). The Constructive, Destructive, and Reconstructive Power of Social Norms. Psychological science, 18(5) Comeau, N., Stewart, S.H., & Loba, P. (2001). The relations of trait anxiety, anxiety sensitivity, and sensation seeking to adolescents' motivations for alcohol, cigarette, and marijuana use. Addictive Behaviors, 26, 803-825. Mitchell, P., Sanson, A., Spooner, C., Copeland, J., Vimpani, G., Toumbourou, J.W., Howard, J., & Sanson, A. (2001). The role of families in the development, identification, prevention and treatment of illicit drug problems. Canberra, Australia: National Health and Medical Research Council Zahradnik, M., Stevens, D., Stewart, S., Comeau, M.N. Wekerle, C., Mushquash, C., & (2007). Building a collaborative understanding of pathways to adolescent alcohol misuse in a Mi’kmaq community: A process paper. The First Peoples Child & Family Review, 3, 27-36. Retrieved September 14, 2007 from http://www.fncaringsociety.org/pubs/vol3num2toc.html Carter, A.C., Brandon, K.O., & Goldman, M.S. (2010). The college and noncollege experience: A review of the factors that influence drinking behavior in young adulthood. Journal of Studies on Alcohol and Drugs, 71(5), 742–750. Lisha, N.E., & Sussman, S. (2010). Relationship of high school and college sports participation with alcohol, tobacco, and illicit drug use: A review. Addictive Behaviors, 35(5), 399–407. McCambridge, J., McAlaney, J., & Rowe, R. (2011). Adult consequences of late adolescent alcohol consumption: A systematic review of cohort studies. PLoS Medicine, 8(2), e1000413. Vardakou, I., Pistos, C., & Spiliopoulou, C. (2011). Drugs for youth via Internet and the example of mephedrone. Toxicology Letters, 201(3), 191–195. Campbell, J.M., & Oei, T.P. (2010). A cognitive model for the intergenerational transference of alcohol use behavior. Addictive Behaviors, 35(2), 73–83. Mays, D., Gatti, M.E., & Thompson, N.J. (2011). Sports participation and alcohol use among adolescents: The impact of measurement and other research design elements. Current Drug Abuse Reviews, 4(2), 98–109. Carlo G,Crockett LJ,Wilkinson JL,Beal SJ. (2011) The longitudinal relationships between rural adolescents' prosocial behaviors and young adult substance use J Youth Adolesc.2011 Sep;40(9):1192-202. Epub 2010 Sep 7. Social Determinants Clifford, A., Pulver, L.J., Richmond, R., Shakeshaft, A., & Ivers, R. (2011). Smoking, nutrition, alcohol and physical activity interventions targeting indigenous Australians: Rigorous evaluations and new directions needed. Australian and New Zealand Journal of Public Health, 35(1), 38–46. Influence of Genetics/Brain Development/Stages of Child & Youth Development Teruya, C., & Hser, Y.I. (2010). Turning points in the life course: Current findings and future directions in drug use research. Current Drug Abuse Reviews, 3(3), 189–195. Lynskey, M.T., Agrawal, A., & Heath, A.C. (2010). Genetically informative research on adolescent substance use: Methods, findings, and challenges. Journal of the American Academy of Child and Adolescent Psychiatry, 49(12), 1202–1214. Charach, A., Yeung, E., Climans, T., & Lillie, E. (2011). Childhood attention-deficit/hyperactivity disorder and future substance use disorders: Comparative meta-analyses. Journal of the American Academy of Child and Adolescent Psychiatry, 50(1), 9–21. Jain, R., & Balhara, Y.P. (2010). Impact of alcohol and substance abuse on adolescent brain: A preclinical perspective. Indian Journal of Physiology and Pharmacology, 54(3), 213–234. Bierut, L.J. (2011). Genetic vulnerability and susceptibility to substance dependence. Neuron, 69(4), 618–627. Wong, C.C., Mill, J., & Fernandes, C. (2011). Drugs and addiction: An introduction to epigenetics. Addiction, 106(3), 480–489. Casey, B.J., & Jones, R.M. (2010). Neurobiology of the adolescent brain and behavior: Implications for substance use disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 49(12), 1189–1201; quiz 1285. Relationship with Mental Health, Personality Traits Rogers, R.D., Moeller, F.G., Swann, A.C., & Clark, L. (2010). Recent research on impulsivity in individuals with drug use and mental health disorders: Implications for alcoholism. Alcoholism, Clinical and Experimental Research, 34(8), 1319–1333 Swendsen, J., & Le Moal, M. (2011). Individual vulnerability to addiction. Annals of the New York Academy of Sciences, 1216, 73–85. Lorains, F.K., Cowlishaw, S., & Thomas, S.A. (2011). Prevalence of comorbid disorders in problem and pathological gambling: Systematic review and meta-analysis of population surveys. Addiction, 106(3), 490–498. Kun, B., & Demetrovics, Z. (2010). The role of emotional intelligence in addiction disorders. [Az erzelmi intelligencia szerepe az addikctios zavarokban.] Psychiatria Hungarica: A Magyar Pszichiatriai Tarsasag Tudomanyos Folyoirata, 25(6), 503–524. Najt, P., Fusar-Poli, P., & Brambilla, P. (2011). Co-occurring mental and substance abuse disorders: A review on the potential predictors and clinical outcomes. Psychiatry Research, 186(2–3), 159–164.	Use of Substances among Canadian Youth In 2007, the Canadian Association for School Health prepared a Knowledge Summary that included a summary of the current prevalence data for Canadian youth. (This Canadian prevalence data is part of a discussion such research evidence on the prevalence and the nature of addiction problems among youth.that is part on an international, wiki-based discussion on schools and substance abuse) Canadian Addiction Survey (2007) The fact that no national survey of Canadians' use of alcohol, cannabis and other drug use had been conducted in the 10 years prior to the 2004 Canadian Addiction Survey (CAS) made this project an essential research priority. The CAS was sponsored by CCSA, Health Canada, the Canadian Executive Council on Addictions (CECA), the Centre for Addictions Research of BC (CAR-BC) and the provinces of Nova Scotia, New Brunswick and British Columbia. The CAS is one of the most detailed and extensive surveys ever conducted on how Canadians aged 15 years and older use alcohol, cannabis and other drugs, and the impact that use has on their physical, mental and social well-being. This information, when compared with past studies, indicates trends in drug use and harms associated with use. Major findings from the Canadian Alcohol and Drug Use Monitoring Survey (CADUMS) (Health Canada, 2009 Drug and Alcohol Use Statistics. Highlights and Links to other parts of the report. Canadian Community Epidemiology Network on Drug Use The primary goal of CCENDU is to coordinate and facilitate the collection, organization, and dissemination of qualitative and quantitative information on drug use among the Canadian population at the local level. Further, CCENDU aims to foster networking among key multi-sectoral partners, to improve the quality of data being gathered, and to serve as an early warning system concerning emerging trends. Ultimately, CCENDU strives to support and encourage sound policy and program development related to drug use Understanding Addiction Behaviours (Addictions Foundation of Manitoba) The AFM supports a biopsyhosocial model of addictions which holds that addictions arise from a variety of factors. The following list identifies theories and philosophies that AFM staff use in order to provide client centered services. Biopsychosocial Model Levels of Involvement Stages of Change Primer: Research Report (National Youth in Care Network) Explores the results of the consultation with youth in care across Canada, examining the five major challenges facing children and youth in the system (transiency, leaving care, stigma, voice, and emotional healing), the “ideal” intervener qualities, and recommendations to nurture resiliency, wellbeing and empowerment. Youth Gambling Prevalence (McGill International Centre on Youth Gambling Problems) Although problem gambling has been primarily thought of as an adult behaviour, gambling activities appear to be particularly attractive to today's youth. In fact, prevalence studies conducted in the United States, Canada, New Zealand, Europe, and Australia have noted rising prevalence rates of youth involvement in both legal and illegal forms of gambling. While approximately 80% of High School students report having gambled for money during the past year, 4-8% of adolescents presently have a serious gambling problem with another 10-14% of adolescents at-risk for developing a serious gambling problem. Yet, for most parents and teens, gambling is viewed as an innocuous behaviour with few negative consequences. LeMar, Jason; Lodge, Jennifer; Rempel, Benjamin (2008) Alcohol and youth : recommendations for research : an analysis of Canadian data on alcohol and youth trends Toronto, ON : The Alcohol Education Program, Ontario Public Health Association, 2008 Manitoba Youth Gambling Behaviour : Follow-up to the 1999 AFM Report : September 2004 (Addictions Foundation of Manitoba) The 1999 prevalence study was the first step in raising awareness of youth gambling in Manitoba. While the study provided important baseline information, it highlighted the need for a follow-up study to examine stability and change in this age group. As most youth were favourable to another call in the future, a follow-up study was started in September of 2002. Stages Of Adolescent Substance Use (Government of Newfoundland) This summary presents different stages of teen use of substances. SAMHSA's Co-occurring Center for Excellence (Published by SAMHSA, United States) SAMHSA's Co-Occurring Center for Excellence (COCE) provides technical, informational, and training resources to States, communities, and providers that offer services to persons with co-occurring mental health and substance use disorders. Young people and alcohol report: An investigation of the cultural drivers of alcohol use among young Australians An examination of the cultural drivers of risk-taking behaviour and their effects on ‘low risk’, ‘risky’ and ‘high risk’ use of alcohol among 14-24 year old Australian drinkers Risk and Protective Factors Affecting Use of Substances among Youth The Canadian Association for School Health has prepared a summary of the published research that includes a discussion of risk and protective factors. This discussion of risk and protective factors. The Chemical Management of Canadian Systems Youth (National Youth in Care Network). Are drugs being inappropriately prescribed to children and youth as an easy and cheap way to deal with real healing needs, resulting in adult drug addictions? These questions and more are explored through qualitative interviews. (Preliminary Research Report). The Alberta Youth Experience Survey TAYES (2008) : highlights The Alberta Youth Experience Survey (TAYES) is designed to measure alcohol, tobacco, other drug use and gambling behaviour as well as associated risk and protective factors among Alberta students in Grades 7 to 12. The former Alberta Alcohol and Drug Abuse Commission (AADAC)1 conducted the first cycle of the survey in 2002, a second in 2005 and, most recently, a third in 2008. Edmonton, AB : Alberta Health Services, 2009 40 developmental assets for adolescents (Ages 12-18) Fact Sheet Overview. The Search Institute has identified the following building blocks of healthy development—known as Developmental Assets®—that help young people grow up healthy, caring, and responsible 40 developmental assets for middle children (ages 8-12)Fact Sheet Overview. The Search Institute has identified the following building blocks of healthy development—known as Developmental Assets®—that help young people grow up healthy, caring, and responsible. Binge drinking Fact sheet for parents, others Saskatchewan Health. The Alcohol and Drug Education and Prevention Directorate
Use of Behaviour Theories to Explain Substance Abuse Social Learning Social Attachment Cognitive Behavioural Theories Emotional Intelligence Resilience Transtheoretical/Stages of Change

A-2 Aspects of Mental Health: Specific Strengths, Risks, Behaviours and Conditions (BT)

dmccall — Fri, 13 Jan 2012 08:35:26 CST

This "first draft" 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.

This initial collection has been formatted in accordance with the outline for bibliographies/ toolboxes relating to health,safety and social development issues used in this knowledge exchange program. However, please post a comment or create another sub-section or page if the outline does not fit with your approach to these topics.

Aspects of Mental Health

Research	Reports/Resources
POSITIVE MENTAL HEALTH Bowman, Phillip J. (2006) Role Strain and Adaptation Issues in the Strength-Based Model: Diversity, Multilevel, and Life-Span Considerations Counseling Psychologist, v34 n1 p118-133 2006 Research and Training Center on Family Support and Children's Mental Health (2006) Positive Youth Development for Children with Mental Health Problems. Data Trends #131 Emotional Intelligence and Development McGinnity, Aine (2007) National Children's Bureau Conference: "Dealing with Feelings--Promoting and Supporting Young People's Emotional Health," 6 December 2006, Dunadry, Co. Antrim, Northern Ireland Child Care in Practice, v13 n2 p153-162 Apr 2007 Brain Development/Maturation Boschen, K., Gargaro, J., Gan, C., Gerber, G., Brandys, C. (2007) Family interventions after acquired brain injury and other chronic conditions: A critical appraisal of the quality of the evidence Neurorehabilitation Vol 22,1, 19-41 Long, Louise;McPolin, Peter (2009) Psychological Assessment and Dyslexia: Parents' Perspectives Irish Educational Studies, v28 n1 p115-126 Mar 2009 McLennan, John D.;Huculak, Susan;Sheehan, Debbie (2008) Brief Report: Pilot Investigation of Service Receipt by Young Children with Autistic Spectrum Disorders( in Canada) Journal of Autism and Developmental Disorders, v38 n6 p1192-1196 Jul 2008 Mindfulness/Self-Knowledge von Wagner, Christian;Steptoe, Andrew;Wolf, Michael S.;Wardle, Jane Health Literacy and Health Actions: A Review and a Framework from Health Psychology Health Education & Behavior, v36 n5 p860-877 2009 (2009) Haney, P., Durlak, J.A. (1998) Changing self-esteem in children and adolescents: A meta-analytic review Journal of Clinical Child Psychology Vol 27, 4, 423-33 Bandura, A., Barbaranelli, C., Caprara, G.V. & Pastorelli, C. 2001. Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187-206. Critical Thinking/Self-Control Spirituality Best, Ron (2007) The Whole Child Matters: The Challenge of "Every Child Matters" for Pastoral Care Education 3-13, v35 n3 p249-259 Aug 2007 Mason, Michael;Singleton, Andrew;Webber, Ruth (2007) The Spirituality of Young Australians International Journal of Children's Spirituality, v12 n2 p149-163 Aug 2007 Social Skills Attachment McNeely C, Nonemaker J, Blum R. Promoting school connectedness: evidence from the National Longitudinal Study of Adolescent Health. J Sch Health 2002;72: 138-46 Abbott RD, O’Donnell J, Hawkins JD, Hill KG, Kosterman R, Catalano RF. Changing teaching practices to promote achievement and bonding to school. Am J Orthopsychiatry. 1998; 68(4):542-52 Larose, S. & Bernier, A. (2001). Social support processes: Mediators of attachment state of mind and adjustment in late adolescence. Attachment & Human Development, 3, 96-120 Physical Activity as MH Promoting Activity	Canadian Institute for Health Information (2009) Improving the Health of Canadians: Exploring Positive Mental Health, Ottawa, ON, Author Positive or good mental health is more than just the absence of a mental illness. In fact, according to a new report from the Canadian Institute for Health Information (CIHI), people reporting higher levels of positive mental health also report better physical health and fewer days of reduced activity. The report examines five aspects of positive mental health, including: life enjoyment; coping ability; emotional well-being; spiritual values and well-being; and social well-being and connectedness. This is the first report of its kind in Canada to offer a comprehensive look at the role positive mental health plays in physical health, including what factors are associated with high levels of positive mental health. Pape, B. and Galipeault, J.P. (2002) Mental Health Promotion for People with Mental Illness Health Canada Current research literature supports the growing emphasis on promoting health by focusing on individuals‘ strengths, capacities, and recovery capabilities. As a result, mental health promotion is becoming an increasingly relevant concept. This paper explores the potential of mental health promotion for people with mental illness.
MENTAL HEALTH PROBLEMS Vulnerability while in transitions between Stages of Development (Also see Influence of School on MH for transitions related to schooling) Fuller A, McGraw K, Goodyear M, Bungy jumping through life: a developmental framework for the promotion of resilience. In: Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia: McGraw-Hill, 2002. 84-96 Stephen Whitney, Joni Williams Splett and Karen J Weston (2008) An Empirical Examination of the Resiliency Wheel, Advances in School Mental Health Promotion, Vol 1, Issue 2, 41-48 Resilience Fuller A, McGraw K, Goodyear M, Bungy jumping through life: a developmental framework for the promotion of resilience. In: Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia: McGraw-Hill, 2002. 84-96 Stephen Whitney, Joni Williams Splett and Karen J Weston (2008) An Empirical Examination of the Resiliency Wheel, Advances in School Mental Health Promotion, Vol 1, Issue 2, 41-48 Children Living with a Parent with a Mental Illness Olliver-Kneafsey, Kate;Thornton, Ev; Williamson, Wendy The Impact of Parental Bipolar Affective Disorder on Adolescent Behaviour--Positive Messages to Young People, Parents, Teachers and Other Professionals Working with Children Whose Parents Suffer from Mental Health Problems (2008) Pastoral Care in Education, v26 n3 p181-185 Sep 2008 Mowbray, Carol T.;Mowbray, Orion P. (2006) Psychosocial Outcomes of Adult Children of Mothers with Depression and Bipolar Disorder Journal of Emotional and Behavioral Disorders, v14 n3 p130-142 Fall 2006 Jonker, Liezl;Greeff, Abraham P. (2009) Resilience Factors in Families Living with People with Mental Illnesses Journal of Community Psychology, v37 n7 p859-873 Sep 2009 Bereavement Hung, Natalie C.;Rabin, Laura A.(2009) Comprehending Childhood Bereavement by Parental Suicide: A Critical Review of Research on Outcomes, Grief Processes, and Interventions Death Studies, v33 n9 p781-814 2009 Stress/Distress Middlebrooks, J.S. & Audage, N.C. (2008). The effects of childhood stress on health across the lifespan. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control Social Isolation/Loneliness/Social Exclusion McCrystal, Patrick;Percy, Andrew;Higgins, Kathryn (2007) Exclusion and Marginalisation in Adolescence: The Experience of School Exclusion on Drug Use and Antisocial Behaviour Journal of Youth Studies, v10 n1 p35-54 Feb 2007 Divorce/Family Breakdown Homelessness/Transience Kidd, Sean A.(2007) Youth Homelessness and Social Stigma Journal of Youth and Adolescence, v36 n3 p291-299 Apr 2007 Levitt, Jessica Mass (2009) Identification of Mental Health Service Need among Youth in Child Welfare Child Welfare, v88 n1 p27-48 2009 Trauma from Natural Disasters/War/Epidemics Cohen, Judith A.;Jaycox, Lisa H.;Walker, Douglas W.;Mannarino, Anthony P.; Langley, Audra K.;DuClos, Jennifer L. (2009) Treating Traumatized Children after Hurricane Katrina: Project Fleur-de Lis[TM] Clinical Child and Family Psychology Review, v12 n1 p55-64 Mar 2009 McAloney, Kareena;McCrystal, Patrick;Percy, Andrew;McCartan, Claire Damaged Youth: Prevalence of Community Violence Exposure and Implications for Adolescent Well-Being in Post-Conflict Northern Ireland Journal of Community Psychology, v37 n5 p635-648 Jul 2009 (2009)	Canadian Institute for Health Information (2007) Improving the Health of Canadians: Mental Health and Homelessness Ottawa, ON, Author This report presents an overview of research, data, interventions and policy directions related to mental health and homelessness. The first section presents estimates of the prevalence of both homelessness and self-reported mental health issues among the homeless in Canada. The second section looks at the effectiveness of two types of related policies and programs—housing and community mental health programs— and their role in promoting mental health and helping people find a way out of homelessness. Canadian Institute for Health Information (2008) Improving the Health of Canadians: Mental Health, Delinquency and Criminal Activity, Ottawa, ON This report provides an overview of the latest research, analyses and policy initiatives related to mental health, delinquency and criminal activity. It also presents data on the characteristics of and issues facing individuals with a mental illness who were or are involved with the criminal justice system. Friedli, L. (2009) Mental Health, Resilience and Inequalities: Gap Between Rich and Poor Damages Mental Health ,World Health Organization This report shows how the gap between rich and poor affects the mental health of individuals by causing psychological and physiological changes. It also argues that mental health is key to understanding wider health and social issues (low levels of educational achievement and work productivity; higher levels of physical disease and mortality; violence, relationship breakdown and poor community cohesion). In contrast, good mental health leads to better physical health, healthier lifestyles, improved productivity and educational attainment and lower levels of crime and violence. The report says that reducing inequalities must be seen as an integral part of economic development, and recommends that, given the central importance of mental health to the wider functioning of society, all future public policy is assessed for its mental health impact. Duxbury, L. and Higgins, C (2002-05) National Study on Balancing Work, Family and Lifestyle, Ottawa, ON, Public Health Agency of Canada This website contains links to the following four reports: -The 2001 National Work-Life Conflict Study (2002) -Work-Life Conflict in Canada in the New Millennium A Status Report (2003) -Exploring the Link Between Work-Life Conflict and Demands on Canada's Health Care System (2004) -Who Is at Risk? Predictors of Work-Life Conflict (2005) Work Life Balance in Canadian Workplaces (Public Health Agency of Canada This website has been created to help organizations design and implement supportive programs and policies facilitating work-life balance. By reducing work-life struggles, individuals can enjoy a healthier lifestyle while improving productivity at work. The first section allows employers, unions, managers and human resources practitioners to access the latest information and examples of best practices that enhance work-life balance for their employees. The second section highlights the issues of an aging workforce. Kirmayer, L., Boothroyd, L., Laliberte, A., and Laronde Simpson, B (1999) Native Mental Health Research Team – Suicide Prevention and Mental Health Promotion in First Nations and Inuit Communities, Montreal, QC, McGill University Native Mental Health Research Team This report sets out a rationale and plan of action for suicide prevention and mental health promotion in the First Nations and Inuit communities of Québec. The recommendations are based on the best available information and evaluations of existing programs. Coping with the Stress of Terrorism and Armed Conflict (9/11/02)Terrorist attacks, acts of war, and sudden violent events such as disasters challenge our coping skills, even if we only witness them on television. If they touch our lives more closely (for example, if they occur near where we live, or affect people we know) they can cause a lot of distress, fear and anxiety. We worry about our own safety, the safety of our loved ones and our community.
INTERSECTIONS WITH OTHER HEALTH & SOCIAL PROBLEMS AND CONDITIONS Intellectual, Physical and Learning Disabilities Nind M, Wearmouth J with Collins J, Hall K, Rix J, Sheehy K (2004) A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Child Abuse & Neglect/Family Violence Satya Mohapatra, Hyacinth Irving, Angela Paglia-Boak, Christine Wekerle, Edward Adlaf,Jürgen Rehm (2010) History of Family Involvement with Child Protective Services as a Risk Factor for Bullying in Ontario Schools, Child and Adolescent Mental Health, Volume 15, Issue 3, pages 157–163, September 2010 Child Sexual Abuse Unintentional/Intentional Pregancy Mitsuhiro, Sandro Sendin;Chalem, Elisa; Barros, Marina Carvalho Moraes;Guinsburg, Ruth;Laranjeira, Ronaldo (2009) Brief Report: Prevalence of Psychiatric Disorders in Pregnant Teenagers Journal of Adolescence, v32 n3 p747-752 Jun 2009 Bullying/Aggression Dyer, Kevin;Teggart, Tom (2007) Bullying Experiences of Child and Adolescent Mental Health Service-Users: A Pilot Survey Child Care in Practice, v13 n4 p351-365 Oct 2007 Blake, C.S., Hamrin, V (2007) Current approaches to the assessment and management of anger and aggression in youth: A review Journal of Child and Adolescent Psychiatric Nursing Vol 20, 4, 209-221 Addiction (Incl alcohol, tobacco, gambling etc) Dhawan, Anju;Balhara, Yatan Pal Singh; Natasha, M. Phil.(2007) Adolescent Substance Abuse and Suicide Journal of Indian Association for Child and Adolescent Mental Health, v3 n2 p34-42 2007 Howard, John;Stubbs, Matt; Arcuri, Anthony (2007) Comorbidity: Coexisting Substance Use and Mental Disorders in Young People, Clinical Psychologist, v11 n3 p88-97 Nov 2007 Backett-Milburn, Kathryn;Wilson, Sarah;Bancroft, Angus;Cunningham-Burley, Sarah (2008) Challenging Childhoods: Young People's Accounts of "Getting By" in Families with Substance Use Problems Childhood: A Global Journal of Child Research, v15 n4 p461-479 2008 Lansford, Jennifer E.;Erath, Stephen;Yu, Tianyi;Pettit, Gregory S.;Dodge, Kenneth A.;Bates, John E. (2008) The Developmental Course of Illicit Substance Use from Age 12 to 22: Links with Depressive, Anxiety, and Behavior Disorders at Age 18 Journal of Child Psychology and Psychiatry, v49 n8 p877-885 Aug 2008 Compton, M.T., Daumit, G.L., Druss, B.G. (2006) Cigarette smoking and overweight/obesity among individuals with serious mental illnesses: A preventive perspective Harvard Review of Psychiatry Vol 14, 4: 212-22 McGorry, P.D., Purcell, R., Goldstone, S., & Amminger, G.P. (2011). Age of onset and timing of treatment for mental and substance use disorders: Implications for preventive intervention strategies and models of care. Current Opinion in Psychiatry, 24(4), 301–306. doi:10.1097/YCO.0b013e3283477a09	Bullying: A Developmental Perspective (PREVNET Canada & SAMHSA) Bullying and victimization can start in early childhood and persist through the school years, peaking during the school transitions. This factsheet written by PREVNet in partnership with SAMHSA includes key research findings, key themes, and implications of bullying from a developmental perspective. Psychosocial Problems and Bullying (PREVNET Canada & SAMHSA) Involvement in bullying and victimization can have devastating and even life-threatening psychological, behavioral, mental and physical health, academic, and social consequences. This fact sheet written by PREVNet in partnership with SAMHSA, includes key research findings, key themes, implications, and recommended reviews of relevant literature of the psychosocial problems associated with bullying

Sexual Orientation/Gender Ambiguity/Homophobia

Harrison TW. Adolescent homosexuality and concerns regarding disclosure. J Sch Health. 2003 Mar;73(3):107-12.

Francis B, Skelton C, Archer L (2002). A systematic review of classroom strategies for reducing stereotypical gender constructions among girls and boys in mixed-sex UK primary schools. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London

Chronic Diseases (Cancer, Diabetes etc)

Obesity/Eating Disorders/Body Image/Disordered Eating

Mond, J. M.;Marks, P.; Hay, P. J.;Rodgers, B.;Kelly, C.;Owen, C.;Paxton, S. J. (2007) Mental Health Literacy and Eating-Disordered Behavior: Beliefs of Adolescent Girls Concerning the Treatment of and Treatment-Seeking for Bulimia Nervosa Journal of Youth and Adolescence, v36 n6 p753-762 Aug 2007

Compton, M.T., Daumit, G.L., Druss, B.G. (2006) Cigarette smoking and overweight/obesity among individuals with serious mental illnesses: A preventive perspective Harvard Review of Psychiatry Vol 14, 4: 212-22

Economic Disadvantage/Poverty

Cultural Isolation

Barker LA, Adelman H. Mental health and help-seeking among ethnic minority adolescents. Journal Adolesc 1994; 17(3):251-263.
Research and Training Center on Family Support and Children's Mental Health (2005) Culturally Competent Children's Mental Health Services: Advances & Challenges. Data Trends #126

Cultural Oppression/Colonization
Hodge, David R.;Limb, Gordon E.; Cross, Terry L.(2009) Moving from Colonization toward Balance and Harmony: A Native American Perspective on Wellness Social Work, v54 n3 p211-219 Jul 2009

McColl, Lisa (2007) The Influence of Bush Identity on Attitudes to Mental Health in a Queensland Community Rural Society, v17 n2 p107-124 Oct 2007

Bullying Experiences for Sexual Minorities This paper investigated whether non-heterosexual youth experience more bullying, sexual harassment, and dating violence than heterosexual youth. The central interest was in the experiences of youth that identify themselves as bisexual or as questioning their sexuality since most research thus far has focused on those that identify themselves using the more definite categories of 'gay' or 'lesbian'. (Williams, Connolly, Pepler, & Craig, 2003)

MENTAL ILLNESSES & DISORDERS

General

Blais R, Breton JJ, Fournier M, St-Georges M, Berthiaume C. Are mental health services for children distributed according to needs? Can J Psychiatry. 2003 Apr;48(3):176-86.

Koppelman J. Children with mental disorders: making sense of their needs and the systems that help them. NHPF Issue Brief. 2004 Jun; (799):1-24.

Compulsive Behaviours

Hahn, Jennifer Joy (2008) Selective Mutism in Elementary Students Dissertations/Theses - Masters Theses

Anxiety

Waddell C, Godderis R, Hua J, McEwan K, Wong W. Preventing and treating anxiety disorders in children. The University of British Columbia, 2004.

Moradi, Bonnie;Mohr, Jonathan J.;Worthington, Roger L.;Fassinger, Ruth E.(2009) Counseling Psychology Research on Sexual (Orientation) Minority Issues: Conceptual and Methodological Challenges and Opportunities Journal of Counseling Psychology, v56 n1 p5-22 Jan 2009

Roeck, Kathryn (2008) Exploring How to Change Stereotypical Attitudes toward Students Who Are LGBT
Democracy & Education, v18 n1 p53-56 Oct 2008
Phobias

ADHD

Koro-Ljungberg, Mirka;Bussing, Regina;Williamson, Pamela;Wilder, JeffriAnne;Mills, Terry (2008) African-American Teenagers' Stories of Attention Deficit/Hyperactivity Disorder Journal of Child and Family Studies, v17 n4 p467-485 Aug 2008

FASD

Behaviour Disorders/Delinquency/Criminal Behaviours

Cook ET, Greenberg MT, Kusche CA. The relations between emotional understanding, intellectual functioning, and disruptive behavior in elementary-school-aged children. J Abnorm Child Psychol, 1994; 22(2):205-19.

Nachshen, Jennifer S.;Martin-Storey, Alexa; Campisi, Lisa;Stack, Dale;Schwartzman, Alex;Serbin, Lisa (2009) Health and Psychiatric Disparities in Children with Cognitive and Developmental Delays: Implications for Health Policy in Quebec Journal of Applied Research in Intellectual Disabilities, v22 n3 p248-255 May 2009

Grisso, Thomas(2008) Adolescent Offenders with Mental Disorders Future of Children, v18 n2 p143-164 Fall 2008

Fergusson, David M.;Boden, Joseph M.; Horwood, L. John (2009) Situational and Generalised Conduct Problems and Later Life Outcomes: Evidence from a New Zealand Birth Cohort Journal of Child Psychology and Psychiatry, v50 n9 p1084-1092 Sep 2009
(2009)

Renk, Kimberly (2008) Disorders of Conduct in Young Children: Developmental Considerations, Diagnoses, and Other Characteristics Developmental Review, v28 n3 p316-341 Sep 2008

Almond, Louise;Canter, David; Salfati, C. Gabrielle (2006) Youths Who Sexually Harm: A Multivariate Model of Characteristics Journal of Sexual Aggression, v12 n2 p97-114 Jul 2006

Depression

Birmaher B, Ryan N, Williamson D, Brent D, Kaufman J, Dahl J, et al. Childhood and adolescent depression: a review of the past 10 years . J Am Acad Child Adolesc Psychiatry
1996;35(11): 1427-39
Waddell C, Hua J, Godderis R, McEwan K. Preventing and treating depression in children. The University of British Columbia, 2004.

Dekker, Marielle C.;Ferdinand, Robert F.; van Lang, Natasja D. J.;Bongers, Ilja L.;van der Ende, Jan;Verhulst, Frank C. (2007) Developmental Trajectories of Depressive Symptoms from Early Childhood to Late Adolescence: Gender Differences and Adult Outcome Journal of Child Psychology and Psychiatry, v48 n7 p657-666 Jul 2007

Aggression

Self-harm

Best, Ron (2009) Students Who Self-Harm: A Case Study of Prevalence, Awareness and Response in an English University Pastoral Care in Education, v27 n3 p165-203 Sep 2009

Suicide

White J. Preventing suicide in youth: taking action with imperfect knowledge. The University of British Columbia, 2005.

Goldston, David B.;Daniel, Stephanie Sergent;Erkanli, Alaattin;Reboussin, Beth A.;Mayfield, Andrew;Frazier, Patricia H.;Treadway, Sarah L. (2009) Psychiatric Diagnoses as Contemporaneous Risk Factors for Suicide Attempts among Adolescents and Young Adults: Developmental Changes
Journal of Consulting and Clinical Psychology, v77 n2 p281-290 Apr 2009

Obsessive Behaviours

Stigma/Help-Seeking

Raviv, Amiram;Raviv, Alona; Vago-Gefen, Idit;Fink, Abby SchachterThe Personal Service Gap: Factors Affecting Adolescents' Willingness to Seek Help Journal of Adolescence, v32 n3 p483-499 Jun 2009

Overton, Stacy L.;Medina, Sondra L. (2008) The Stigma of Mental Illness Journal of Counseling & Development, v86 n2 p143-151 Spr 2008

Rojas-Guyler, Liliana;King, Keith A.; Montieth, Brigid A.(2008) Health-Seeking Behaviors among Latinas: Practices and Reported Difficulties in Obtaining Health Services American Journal of Health Education, v39 n1 p25-33 Jan-Feb 2008

Nicholas, J., Oliver, K., Lee, K., O'Brien, M. (2004), Help-seeking behaviour and the internet: An investigation among Australian adolescents. Australian e-Journal for the Advancement of Mental Health, 3

Rickwood, D.J. & Braithwaite, V.A. (1994). Social-psychological factors affecting help-seeking for emotional problems. Social Science and Medicine, 39, 563-572

Schonert-Reichl, K.A., Offer, D., & Howard, K.I. (1995). Seeking help from informal and formal resources during adolescence: Sociodemographic and psychological correlates. Adolescent Psychiatry, 20, 165-178
Bi-Polar

Senokossoff, Gwyn W.;Stoddard, Kim (2009) Swimming in Deep Water: Childhood Bipolar Disorder Preventing School Failure, v53 n2 p89-94 Win 2009

Health Canada. Suicide in Canada. Mental Health Division: Health Services Directorate, 1994. http://www.phac-aspc.gc.ca/mh-sm/mentalhealth/pdfs/suicid_e.pdf

Specific Strengths, Problems/Risks, Behaviours, Conditions, Social Influences, Determinants, Chronic/Genetic Factors, Sub-Populations, Stages in Life Course related to the issue (These can be a focus on higher risk populations or particularly important factors relevant to the issue)

Research	Reports/Resources
Overview
Strengths/Assets
Specific Problems/Risks
Conditions (Family & Neighbourhood Conditions/Characterisitcs
Protective/Risk Behaviours
Social Influences (Media, Social Media, Norms, Normative Beliefs, Stigma, Family, Peers, etc)
Social Determinants (Socioeconomic status, educational achievement, gender, race, ethnicity, discrimination, language, religion/spiritual beliefs etc)
Genetic Factors, Intelligence, Personality Traits
Specific Populations related to the issue (Families & students, students at higher risk from the issue, students with disabilities etc Also see the section on community contexts)
Stages in Life Course Related to the Issue (Early Childhood, Middle Childhood, Puberty/Adolescence, Transition to Young Adult, Transitions between levels of schooling, Transitions to Work)

Teacher Education & Development for Health, Equity, Safety, Social & Sustainable Development (EE)

dmccall — Wed, 11 Jan 2012 16:44:58 CST

This page contains a summary that provides an overview teacher education and development related to the social role of schools such as promoting health, safety, equity, social and sustainable development . Please comment on these documents using the "thread" tool at the bottom of this page or edit the text using the "easy edit" tool found at the just above this text. This draft has been developed from a previous Canadian project funded by Health Canada.

Rough Draft: Prepared November 2011
Writer: Doug McCall, International School Health Network

Teacher Education and Development for their Roles in
Promoting Health, Safety, Equity, Social and Sustainable Development

Classroom teachers play several roles in promoting health, safety, social, economic and sustainable development. It is difficult and likely problematic to try to separate "health" from other forms of human and social development that are part of the social role of education and schooling.

As well, we should recognize that educator knowledge, skills, beliefs and professional practices related to health and social development will develop over the life of their careers and therefore, we should recognize the different stages and structures inherent in that development. These states and structures will vary according to the national, state/provincial and local community context.

We should also define the roles that health teachers will play in promoting the social roles of education. These include:

Knowledge and skills related to teaching:

knowing about what to teach (knowing which learning outcomes are more relevant in changing health and social knowledge, skills, beliefs, behaviours and status among their students so that they can select or develop appropriate lesson plans),
knowing about and being able to deliver the many teaching/learning methods or processes to reach those outcomes including direct instruction, large and small group discussions, role playing, use of drama, art, technology, direct instruction, health journalling, project-based learning etc
knowing about appropriate methods (eg portfolios, rubrics) for assessing student learning relative to these social goals of education

However, the other roles played by teachers are also important. These include

teacher awareness and knowledge about the issue,
their ability and willingness to identify and refer students or fellow staff who may be experiencing difficulties to various sources of support,
their ability and willingness to help students and parents manage their illnesses or problems within the school day,
their use of appropriate classroom management techniques and
their willingness to enforce school guidelines as well as participate in whole school and community activities related to the issue.

We should also differentiate between elementary teachers who teach health as part of their generalist teaching, junior high school teachers who may be assigned to groups of students and senior high school teachers who teach health or PE or family studies as a specialist tdeacher

The following list of attributes (the word competency was debated) were developed in our previous Canadian project involving the health education professors from 50 education faculties in Canada. Here is their consensus in a format that is more appropriate to the education sector (developed by the College of Teachers in British Columbia) NB These items have been updated here

In Child Development

extensive knowledge of the stages of growth and the intellectual, physical, emotional and sexual development of the child/adolescent
extensive knowledge of family-child relationships, peer influences, role of the media, (new one is social media), and other psycho-social influences on child/adoloescent development
knowledge of the social determinants that will affect heal;th, including race, gender, economic status, parental education levels, geographical location, climate/pollution, etc
knowledge of sociology, psychology, biology
extensive knowledge of concepts such as self-esteem/knowledge, decision-making, behaviour change, critical thinking, coping skills, resilience, refusal skills,
knowledge of theories about health promotion and behaviour change including social learning, stages of change/transtheoretical, cognitive beliefs, social attachment, emotional intelligence, etc
extensive knowledge and appreciation of the impact of health promoting behaviours and conditions including physical activity, healthy eating, the environment, no tobacco use, moderate consumption of alcohol,.avoidance of drugs, etc
ability to identify students with chronic or behavioural health problems,
knowledge and use of ongoing sources of health information and resources to improve their health teaching

In Curriculum and Instruction

knowledge and appreciation of health education curricula and instructional programs that use an evidence-based scope and sequence (rather than various projects/issues
ability to adapt various health topic instructional packages within a comprehensive health education program and curricula
knowledge and skills related to using health data to select health topics of more relevance to their students
extensive knowledge and ability to use a variety of teaching and learning methods
ability to use health research findings to guide their work, appreciation and awareness of sources of such information from reliable sources
ability to work with parents in the delivery of health instruction through take home lessons and effective communications
ability to work effectively with community-based and public health professionals in delivering health education
knowledge and appreciation of the need to engage students in their health learning

Knowledge and Skills to Attract and Maintain support for their teaching

ability to keep parents and parent leaders informed about the health program in their class and their school
ability to secure support from their school principal
ability to manage or defuse controversy among their parents about sensitive issues covered in their health education program
knowledge of and ability to advocate for health, social and other services for their students
willingness and ability to advocate for school rules and practices that promote health, safety and sustainabile development ion their schools
willingness to display and model health-promoting behaviours in their classrooms and in their actions/conduct within the school context
commitment to the health of their students, families and colleagues

In Educational Foundations (Knowledge of the Health Education Profession)

extensive knowledge about the role of and limits of the school's role in promoting health, safety, social development, equity, sustainable development and wellness
extensive knowledge of the laws, regulations and school board policies on school and student health
knowledge of comprehensive approaches, coordinated agency-school [programs and whole school strategies to promoting health
ongoing knowledge about health and other issues affecting children and youth
knowledge and appreciation of the evolution of health education theory and practice
knowledge about studies showing the links between student health and student achievement and school effectiveness

Diagnosis of Individual Student Needs

ability and willingness to identify, report and refer student health problems including vision, hearing, weight, child abuse and neglect, child sexual abuse, family violence, alcohol abuse, abuse of medications, tobacco use, poor nutrition, hunger,food allergies, obesity/overweight, sexual risk-taking, prehnancy, bullying, discrimination based on race, religion, orientation etc
ability to receive disclosures of such problems fromn students in an appropriate manner and take actions to report or refer children to relkevant professionals or agencies
effective use of health data in student records to diagnose and address student learning problems

In Student Assessment and Evaluation

knowledge of and effective use of a variety of standardized tests and measures of student health functional knowledge, attitudes, normative beliefs, behavioural intentions/action plans of all students as well as minimum requirements for basic health literacy among all students and knowledge about career education and opportunities in health related careers
knowledge and ability to measure individual student progress over time in health knowledge, skills, attitudes, beliefs etc through a variety of qualitiative and selef-reported measures ,
knowledge and ability to use standardized tests and surveys to assess collective student progress and program effectiveness

Knowledge about Health Profession

knowledge and appreciation of health promotion theories and models
knowledge about specific health and social problems (over 25 such issues)
knowledge of effective community-based and family-based health promotion strategies, theories, programs and practices
knowledge of how schools can participate in media, social media and community-based awareness programd and campaigns
knowledge about health and related careers

Teacher Education & Development: Models & Approaches (GT)

dmccall — Wed, 11 Jan 2012 16:42:24 CST

This initial or rough draft of a summary (formatted in a Glossary Term (GT) format) has been started by the International School Health Network to stimulate discussion about teacher education and development related to the social role of the school (ie promoting health, safety, social, economic or sustainable development). Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft 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).

Related summaries and bibliographies on this web site:

Teacher Education and Development for Health, Safety, Social, Economic and Sustainable Development (Bibliography/Toolbox),
Stages & Structures in Teacher Education & Development in High Income Countries (Glossary Term)
Teacher Education and Development for Health, Safety, Social, Economic & Sustainable Development (Glossary Term)
Teacher Education & Development for Health, Safety, Equity, Social and Sustainable Development (Encyclopedia Entry)

Models & Approaches in Teacher Education and Development

This page will summarize several different approaches and models of teacher education and development that suggest different pedagogical and adult learning bases that have been published in the peer reviewed research literature. These include:

Program or curriculum-based models that are designed to implement a specific instructional program or a new curriculum that includes new learning objectives, suggested or required learning activities and/or student assessment techniques
Concerns-based Adoption Models
Mentoring or Coaching Models
Thoughtful or reflective teaching models
Social-professional networking models
Action-research models where teachers use data and student/parent feedback to improve their practice
multi-level or comprehensive models where teacher development is part of a system-wide approach that develops the skills of school principals, support staff such as guidance counsellors and school psychologists
Comprehensive, inter-sectorial models that develop teacher competencies in partnership programs with other sectors that employ professionals such as public health nurses, social workers, addictions workers, police officers etc

Teacher Education & Development (GT)

dmccall — Wed, 11 Jan 2012 16:41:29 CST

Teacher Education and Development for Health, Safety, Social, Economic and Sustainable Development (Bibliography/Toolbox),
Stages & Structures in Teacher Education & Development in High Income Countries (Glossary Term)
Models and Approaches to Teacher Education and Development (Glossary Term)
Teacher Education & Development for Health, Safety, Equity, Social and Sustainable Development (Encyclopedia Entry)

Teacher Education and Development to Promote Health, Safety, Social, Economic or Sustainable Development

Classroom teachers play several roles in promoting health, safety, social, economic and sustainable development. Traditionally, teacher education and development has focused on their teaching with activities designed to help teachers to know more about what to teach (learning outcomes), the teaching/learning methods or processes to reach those outcomes and occasionally, more appropriate methods for assessing student learning relative to these social goals of education. However, the other roles played by teachers are also important. These include teacher awareness and knowledge about the issue, their ability and willingness to identify and refer students or fellow staff who may be experiencing difficulties to various sources of support, their ability and willingness to help students and parents manage their illnesses or problems within the school day, their use of appropriate classroom management techniques and their willingness to enforce school guidelines as well as participate in whole school and community activities related to the issue.

Other educators employed by school systems play more specific roles and require specific education, training and development. These include guidance counsellors, school principals and local school district/educational authority consultants/coordinators. (Other personnel such as school psychologists, school social workers and others are discussed in other summaries in this encyclopedia).

For the purposes of this Encyclopedia/Knowledge Exchange program, "teacher education" is defined as the basic teacher training programs and post-graduate certificates and programs offered by faculties of education. Teacher "development" constitutes the different formal and informal in-service programs and activities through which teachers develop their knowledge, skills and specific expertise over time.

Proponents of different aspects of the social role of the school should be aware of the different stages and structures in the education and development of teachers. These structures will be different for high income, middle income and low income countries. As well, each university and teacher training program will have different contexts and be based on a variety of learning theories and pedagogical orientations.

Advocates of the various health,safety, social, economic and sustainable development programs going into schools should be aware of the different models and approaches to teacher education and development that have emerged and are widely used in the education sector. These should be taken into account when planning specific sets of competencies, qualifications, literacy or skills for educators. There should also be exchanges among the different sectors such as health, law enforcement, social and sustainable development so that we can all benefit from what we learn when working with educators.

Mental Health Literacy Defined & Implications (EE)

Anonymous — Wed, 11 Jan 2012 16:00:21 CST

This page contains the rough draft of a glossary term defining mental health literacy. Visitors to this page are invited to comment on this draft using the "thread" tool found at the bottom of the page or to edit the text using the "EasyEdit" tool found at the top of the page. Please feel free to make comments and edits anonymously. If you sign up with the wetpaint platform (no charge, no spam) and then sign in to this wiki-based web site, your participation will be recognized. All previous versions of the text are automatically retained by this wiki-based platform, so don't worry about losing any text.

Mental Health Literacy & Schools*

(Rough draft posted Nov 12-10)
Writer: Douglas McCall, International School Health Network

Health literacy is defined as the degree to which people can obtain, process and understand basic health information and services they need to make acceptable health decisions. Mental health literacy may be understood similarly as knowledge, beliefs and abilities that enable the recognition, management or prevention of mental health problems. Enhanced mental health literacy is thought to confer a range of benefits: prevention, early recognition and intervention, and reduction of stigma associated with mental illness. Developing strategies to improve mental health literacy is a relatively new approach to mental health promotion, particularly in Canada. Some countries, such as Australia, have been doing a great deal of work assessing the degree of mental health literacy in the population and applying social marketing approaches to enhance it.

In recent years the definition has expanded to include a range of increasingly complex cognitive and social skills, which are related to personal and collective empowerment for health promotion. By extending the concept of health literacy to include skills and abilities that humans use to create meaning from and exert control over the environment, the revised definition situates health literacy within a population health model.7

Mental health literacy is defined as “knowledge and beliefs about mental disorders which aid their recognition, management or prevention”, and is thought to consist of several components, including:

The ability to recognize specific disorders or different types of psychological distress;
Knowledge and beliefs about risk factors and causes;
Knowledge and beliefs about self-help interventions;
Knowledge and beliefs about professional help available;
Attitudes which facilitate recognition and appropriate help-seeking;
Knowledge of how to seek mental health information.

Further research into public beliefs suggests that mental health literacy involves a number of factors, and that knowledge and beliefs about mental health disorders emerge from general pre-existing belief systems about health and health interventions. The different aspects of mental health literacy have included:

Knowledge and Beliefs about Mental Disorders: poor MH literacy would mean unable to correctly identify mental disorders, do not understand the underlying causal factors, are fearful of those who are perceived as mentally ill, have incorrect beliefs about the effectiveness of treatment interventions, are often reluctant to seek help for mental disorders, and are not sure how to help others
Attitudes towards mental disorders often involve negative stereotypes and prejudice, or stigma.12 People with mental health problems often fear stigma and this may influence help-seeking behaviour or cause failure to adhere to treatment.13 Stigma and discrimination in the workplace is common.14 Stigma and discrimination are associated with fears of unpredictability and dangerousness.15 Research indicates that fear and perceptions of dangerousness related to mental illness have increased over the past few decades, largely in relation to serious mental illness such as schizophrenia, and many people see persons with serious mental illness as potentially violent and dangerous.
Professional Attitudes towards mental illness and mental health. The range of attitudes among professionals in relation to stigma is similar to that of the general public, and discriminatory behaviour from professionals towards persons with mental illness does occur.

There is some confusion about the concept of mental health literacy (which is the same confusion that exists for health literacy). The term "health literacy" is usually used to describe basic understanding and access to health and is therefor treated as as a part of basic education programs increase basic literacy and numeracy skills, primarily among disadvantaged groups. The term "literacy" is most often used to describe the outputs from basic education programs as individuals acquire basic, essential knowledge & skills. Health literacy is therefore defined as the degree to which people can obtain, process and understand basic health information and services they need to make acceptable health decisions. and could therefore be considered the output of basic health education and social marketing programs

If health literacy is seen as an output from health education or instructional programs, then this use of the term duplicates or overlaps with more recent understandings about the outputs of health education programs. These include awareness, information, knowledge, skills, attitudes, beliefs, self-knowledge, awareness of health and other services, skills in accessing and using information and behavioral intentions/personal health plans.

If the health literacy concept is to understood an individual output from other types of interventions (in addition to educational interventions) such as re-oriented health services, provision of social support such as peer and mentoring programs, parent education and involvement, changes to the physical environment and policies governing access and delivery of services and programs, then this use of the term health literacy could be seen as an output that competes with or duplicates the notion that all of these interventions are intended to improve an individuals health.

As well, more recent understandings about health promotion have noted that these several different types of health promoting interventions need to be aimed at changing both the conditions/factors/determinants as well as the behaviours and knowledge/skills of individuals. However, with the exception of HL discussions that are focused on equity/disadvantage issues, most of the discussion about health literacy has focused on the individual.

For schools, the term mental health literacy (and health literacy) may seem to be yet another new idea from the health sector that distracts them from their core educational mandate. If mental health literacy is really a specific set of skills, knowledge and beliefs that students and staff should learn, then MHL should be promoted as an improved and more focused approach to health education. If MHL is really an output of a variety of health promotion interventions, then the distinction between promoting mental health literacy and promoting mental health will need to be made much clearer. Otherwise, educators and others will see if as yet another restatement of school health promotion.

Also, in the schools sector, which is already deeply concerned about all students graduating with basic literacy skills, it may be best to position health literacy and mental health literacy as a basic educational goal. This would mean that MHL and HL would be best allied with education programs and funding aimed at schools serving disadvantaged communities.

References

Jorm, A.F., Korten, A.E. , Jacomb, P.A., Christensen, H., Rodgers, B. & Pollitt, P. (1997). “Mental health literacy”: A survey of the public’s ability to recognize mental disorders and their beliefs about the effectiveness of treatment. Medical Journal of Australia. 166: 182-186.

Jorm, A. (2000). Mental health literacy: Public knowledge and beliefs about mental disorders. British Journal of Psychiatry. 177:396-401.

* This draft has been adapted from a 2007 report prepared by the Canadian Alliance on Mental Health & Mental Illness

Call re School Substance Abuse Prevention

dmccall — Tue, 03 Jan 2012 21:24:42 CST

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 school-based and school-linked substance abuse prevention. These topics will eventually form part of an e-book version of a Practitioners/Policy-Makers Handbook on School Substance Abuse Prevention that will be prepared from materials in 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 (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.

The following topics are anticipated as being among the topics relevant to substance abuse prevention through schools (this list is also open for amendment). The on this list with active links are already prepared in their "first draft" or "rough draft" versions. 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 also open for discussion and amendment.

Topics in School Substance Abuse Prevention

Research	Reports/Resources
Realistic Role relative to the Educational Mandate and Constraints of the Schools and School System Models/Frameworks that Describe the Schools Role