HEALTH FRAMEWORK FOR

1. HEALTH FRAMEWORK FOR • CALIFORNIA PUBLIC SCHOOLS • The Vision: Health Literacy Healthy Schools Healthy People

2. THE VISION We need to make a national commitment to health education that is far greater then the routine and merely ceremonial attention we usually give it. We need to teach youngsters that they must take charge of their health...all of their lives...and we must do more than teach; we must set an example in the way we live. C Everett Koop, MD

3. HEALTH IN THE ACADEMIC ENVIRONMENT • Our youth are confronted with a scope of health educational and social challenges not experienced by any other generation • Educational institutions are in a unique and powerful position to improve health out comes for youths • Schools represent the only public institution that can reach nearly all young people

4. Schools provide a setting in which • Friendship networks develop • Socialization occurs • Norms that influence behavior are developed and reinforced • This social support occurs before the health behaviors or most youth become habitual • Educators are academically prepared to organize developmentally appropriate learning experiences to empower children to lead safer and healthier lives

5. Health education in the schools must be supported by a comprehensive schoolwide system to promote children's health and must be developed and sustained by collaborative efforts of school personnel, parents, school board members community leaders and health and social services agencies and providers. Emphasis must be placed on developing lifelong, postitive health-related attitudes

6. Health Literacy The capacity of an individual to obtain interpret and understand basic health information and services ant the competence to use such information and services in ways which are health enhancing. A health literate person understands scientifically based principles of health promotion and disease prevention, incorporates that knowledge into personal health related attitudes and behaviors and makes good health a personal priority. Health Framework for California Public Schools

7. Describe health education and schoolwide health promotion strategies that will help children and youths become health literate individuals with a lifelong commitment to healthy living. Goal of this framework

8. The best approach to managing complex student health challenges rests in organizing all appropriate resources and expertise and activities into a model representing best practices. A PROGRAM MODEL FOR BEST PRACTICES

9. Health Education – development, delivery, and evaluation of a planned, sequential curriculum for students in kindergarden through grade twelve and for parents and school staff and is designed to influence positively people's knowledge, attitudes,skills and behaviors related to health. Physical education Health Services Nutrition services Psychological and counseling services A safe and healthy school environment Health promotion Coordinated School Health SystemComponents

10. Health - State of complete physical, mental, and social well-being, not merely the absence of disease and infirmity Health Literacy Coordinated School health system - An organized set of policies procedures, and activities developed and implemented through a collaborative effort that includes parents, the school and the community. Designed to protect and promote the health and well being of students and staff. Commonly used terms

11. Provides the formal model around which the talents and efforts of many disciplines are coordinated to promote student health and school success Consistent health promoting messages are delivered and reinforced across multiple communication channels in the school and throughout the community. Rather than competing for limited resources the CSHP puts student health and achievement at the heart of the matter and provides an efficient and effective way to improve, protect and promote the wellbeing of students, families, and professionals in the education system A COORDINATED SCHOOL HEALTH PROGRAM

12. Maximize the impact of all available expertise and resources directed toward risk reduction and health promotion Conserve taxpayer dollars by reducing duplication of efforts Maximize use of public facilities in the school and community to promote health Enhance communication and collaboration across health promotion professionals in the schools and community Address student health risks in the context of rather than in competition with the academic mission of the school CSHP Model

13. “the period prior to high school is the most crucial for shaping attitudes and behaviors”. By the time students reach high school many already are engaging in risky behaviors or may at least have formed accepting attitudes toward these behaviors. Documented Research

14. Declining access to healthcare: Increase risk of contracting infectious diseases and developing physical and mental disabilities. Preventable – mumps, measles, rubella CDC – reports alarming levels use of alcohol and other drugs Weapon carrying Early sexual activity and suicide. Trends in California are consistent with disturbing national findings.

15. Recognize the bi-directional connection between health and education Children must be healthy in order to be educated and children must be educated in order to stay healthy Given the needs Schools must make health a priority in the curriculum and overall school program Basic patterns of healthy living are formed in childhood and adolescence, Schools Role

16. But where the need directly affects learning, the school must meet the challenge. So it is with health For Health education to be made meaningful, systems must be in place that support effective health education and make health an important priority in school Schools cannot be resonsible for meeting every need

17. Supported by all adults in the school Components must be mutually supportive consistent with the overall goal of promoting and enhancing children's health literacy Schools plan must be well planned, coherent, must be implemented consistently

18. Eight Components of a Coordinated School Health ProgramHealth EducationPhysical EducationHealth ServicesNutrition ServicesPsychological and counseling servicesSafe and Healthy School environmentHealth Promotion for the staffParent and Community Involvement

19. California State program established 1991 (education code section 8800 et seq) Facilitate partnerships among local educational agencies, families and communities to benefit children and youths to reach their full potential California's Healthy Start Initiative

20. Philosophy Belief that educational success, physical health, emotional support and family and community strengths are inseparable Each school community has its own combination of assets and needs. Mix of support and services vary. California's Healthy Start Initiative

21. Health is a very broad concept and extends beyond a foundation defined by physical parameters

22. Joint Committee on Health Education clarifies Health is an integrated method of functioning which is oriented towards maximizing the potential of which the individual is capable.

23. It requires that the individual maintain a continuum of balance and purposeful direction with the environment where he (she) is functioning.Need balance among Physical, emotional, social spiritual and vocational domains of health. Health

24. Emotional domainstrong coping skills and express a full range feelings in socially acceptable ways.Communicate self-control and self acceptance

25. Social DomainComfortable intimancy and connections with and communicating respect and tolerance for othersview themselves and making meaningful contributions to family and community

26. Spiritual DomainNot just sacred termsComfort withourselves and othersStrength of our personal value systemCapacity to integrate positive ethical and moral standards, such as integrity, honesty and trust, into their interactions.Pursue meaningful purpose for our life

27. Vocational DomainCollaborate with others on family community or professional projectsManifested in the degree to which one's work makes a positive impact on others or on the community.

28. Evaluate the quality of healththe key is balance among the domains. As educators in our elementary and middle level schools it is important that you reflect on your own health across the five domains

29. Healthy People1979 – report on health promotion and disease promotionValidated Americans were living longer and healthier lives than their counterparts who had lived 100 years earlierDespite the achievements the report documented that we still had premature death50% due to factors beyond personal control50% due to activities over which each of us could exercise significant personal control

30. As a result of Healthy People '79Local, State and Federal have been committed to an ongoing broad and collaborative initiative focused on improving the health of all americansOriginal objectives targeted for achievement by 1990Again some goals were met, some not; others surpassed.

31. Then Came Healthy People 2000Several objectives specified a role for American SchoolsIntegration of planned sequential school health education was targeted for at least 75% of the nations schools in Kindergarden through twelfth gradeAgain objectives not achieved and now Healthy people 2010

32. Specific 2010 agendaIncrease the quality availability and effectiveness of educational and community based programs designed to prevent disease and improve quality of life

33. To reach these goals a systematic approach to promoting and protecting the nations health has been establishedFormal structure forIndividual, organizations communities, state and federal collaboration, efficiency and effectiveness Eliminate duplication, reduce costs

34. Health in the Academic EnvironmentThe Co-ordinated health School programYour job will be to plan, coordinate and implement health promotion programming for individuals in the school community

35. Coordinated School Health SystemComponents • Physical education • Health Services • Nutrition services • Psychological and counseling services • A safe and healthy school environment • Health promotion

36. Comprehensive School Health EducationThe starting point: table 1.6Quality education is grounded in activities that bridge domains of learningCognitive, affective and psychomotormust reflect current accurate knowledge and incorporate developmentally appropriate learning materials and technological resources

37. More hours are needed to produce changes in the affective domain than in either of the other two domains40-50 hours of formal health education is necessary to produce stable improvements across all three domains in knowledge, attitude and skills

38. CDC 6 Problem priority areasTobacco usePoor eating habitsAlcohol and other drug risksBehaviors tht result in intentinal and unintentional injuriesPhysical activitySexual behaviors that result in HIV & other sexually transmitted diseases or unintended pregnancy

39. The six problem priority areas are confirmed to be related to the leading causes of death and illness and death of americans

40. Knowing the CDC 6 Problem priority areas • gives you the foundation for you as curriculum developers and teachers to balance issues of teaching quality with realistic time constraints by organizing learning activities in these priority high risk areas.

41. Problem of developing effective health education curricula • Pinpointing the structural elements and specific sources of authority has become more difficult. • The federal government provides only 7% of all dollars spent on publication in the US. • 2000 “no child left behind”

42. Education in the US • Education in US is grounded in decentralization – not controlled by the federal government • The education of our youth is the responsibility of each state • Determination of curricular topics reflect the unique interests and standards of each state.

43. The education of our youth is the responsibility of each state • Determination of curricular topics reflect the unique interests and standards of each state.

44. US Constitution asserts education is the responsibility of each state • The governor is responsible for the budget and proposing initiatives • Legislature has final authority • Governors give lip service to improving education outcomes • Reality is compete for dollars • The scope of influence the state ED board varies

45. Local school districts must comply with laws • However the school board is responsible for establishing policies and practices for day to day operations. (15,000 school boards operating in the US)

46. Understand the organization and sources of influence • While the structure may be cumbersome and confusing the public schools are designed to maximize input from taxpayers and concerned stakeholders.

47. Health ServicesPolicies and Programs designed to assess the health status of childrenSchool Nursesupport student health and learning by acting as a liaison among school, home and the medical communityNurses assume primary leadership for providing health servies the teacher is in the important postion to participate in initial observation and referral of any conditions evident in students

48. Providing School Health began in the early 20th century as a way to improve academic outcomes for students. • Nurses worked to reduce absenteeism related to out breaks of communicable disease • Today get involved in more complex health related barriers to achievement (Asthma, child abuse & neglect, domestic and school violence, adolescent pregnancy & Parenting, Drug and ETOH abuse, Mental health, lack of insurance.

49. Require periodic health examinationsVision and Hearing(elementary school years measure height and wt.Coordinate measures to prevent communicable diseasehealth protection via compliance with immunization mandates

50. Elements of SuccessfulHealth EducationGoal: Help students develop the knowledge, skills, attitudes and behaviors needed for lifelong commitment to health.