bluuebunny/crossref_metadata_2025 huggingface dataset:
Twelve Steps in Developing a Schoolsite Health Education/Promotion Program for Faculty and Staff
Authors: McKenzie James F.
Published: October 2009

ABSTRACT: A comprehensive school health program should not be limited to improving the health of children enrolled in school. Boards of education should consider protecting and improving the health of its employees. This article describes a 12‐step approach to setting up a health education/promotion program for school employees.
HIV Infection: Educational Programs and Policies for School Personnel
Authors: Black Jeffrey Lynn , Jones Lorraine Henke
Published: October 2009

ABSTRACT: Acquired Immunodeficiency Syndrome (AIDS) challenges schools as the frontline defense against this epidemic. School personnel should become knowledgeable about human immunodeficiency virus (HIV) infection and get involved in presenting quality HIV/AIDS education programs. This paper provides an epidemiological update on AIDS as it relates to the school‐age population. Evidence establishing modes of transmission is emphasized, and recommendations are presented for handling students infected with HIV. Information is provided to assist school staff implement HIV/AIDS education programs, including core concepts to be emphasized.
Health Services Utilization and Special Education: Development of a School Nurse Activity Tool
Authors: Cowell Julia Muennich
Published: October 2009

ABSTRACT: Increasing competition exists for resources to support health services for children receiving special education. Consequently, management tools to document services when claiming these resources need to be developed. The purposes of this study were to develop a time study instrument based on nursing activities in the school, compare nursing time provided to special education children and their nondisabled peers in general education settings, compare nursing process activities in traditional settings and in special education settings, and elicit feedback from nurses to improve the validity and reliability of the time study process. Eighteen nurses representing rural, urban, and suburban schools completed a time study for two weeks, quantifying services provided in the health room. Nurses recorded student educational status, special education category or not, nursing process activity, and the time utilized per student contact. Results indicated 48.2% of school nursing time was attributed to services for special education students during the study period. Most nursing process activities for both settings were in assessment of problems and in direct services. Findings indicate the instrument can provide objective documentation of special education health services, providing a base for claiming important resources for school health services.
The Mental Health Needs of Elementary Schoolchildren
Authors: Goodwin Laura D. , Goodwin William L. , Cantrill Jan L.
Published: October 2009

ABSTRACT: More than 500 elementary school personnel from a large Colorado school district provided perceptions of the unmet mental health needs of their students, the likely causes of the needs, and suggestions about solutions or programs to meet the needs. The district's definition of “mental health” — positive self‐image, healthy interrelationships with peers and adults, and acquisition of school skills and competencies — guided the questionnaire design. Respondents perceived numerous unmet mental health needs, most involving about 15% of the student population. The most frequently perceived problems were poor decision‐making and problem‐solving skills, poor self‐image, low self‐confidence, inability to resolve interpersonal conflicts, depression/unhappiness, low motivation, and various conduct disorders. Further, most respondents believed children's unmet mental health needs are increasing, and the causes for most problems are family‐and home‐related, but most suggested solutions were school‐based. Recommendations include increasing the involvement of school nurses in programs aimed at improving children's mental health.
Injuries, Absences, and Visits to the Nurse Among Children in Alternative Schools
Authors: McFadyen Susan C. , Boyce W. Thomas , Sobolewski Sue , Phillips Linda R.
Published: October 2009

ABSTRACT: Previous research suggests ecological and programmatic characteristics of schools may influence the health and health behavior of schoolchildren. In particular, schools with alternative educational programs, such as “magnet” curricula and extended school hours, have been found to have a higher incidence of student injuries. To examine further the health correlates of alternative educational programs, the authors studied injuries, health office visits, and school absences of 983 elementary schoolchildren during the 1983–1984 academic year. The study population comprised students attending three elementary schools — two with magnet programs and one with a regular primary curriculum. All three had an option for extended school hours. The frequency of school absences was related significantly to school hours, with fewer absences found in schools with extended hours (p < .01). Enrollment in a magnet school was associated positively and significantly with rates of both health office visits and injuries, even after adjustment for the effects of age, gender, and extended school hours (p < .001). Finally, an interaction effect was identified in which children enrolled in both a magnet curriculum and an extended day program had substantially higher rates of health office visits than did children enrolled in either program alone (p < .001). These findings confirm a disproportionate use of school health services for injuries and other health concerns among students attending alternative educational programs. Possible explanations include differences in student characteristics, adult supervision, or the family lifestyles of children in alternative schools.
Applying the Theory of Reasoned Action to Early Adolescent Tobacco Chewing
Authors: Gerber Ruth Wenzl , Newman Ian M. , Martin Gary L.
Published: October 2009

ABSTRACT: Beliefs and social norms elicited from adolescents were employed in the theory of reasoned action to predict early adolescent males' intention to chew tobacco. About 50% of males had chewed tobacco. Responses of chewing intenders and nonintenders differed in response direction and in response strength. Response differences regarding physical effects (cancer, yellow teeth, habit forming) as well as psychosocial effects (look cool, relax, have a good time with friends) suggested specific educational strategies. Intenders and nonintenders both reported not believing chewing causes cancer, an erroneous belief. Nonintenders reported belief carry over from smoking: chewing will “make my clothes smelly” and chewing will “give me shortness of breath,” both unfounded. Nonintenders reported less referent support for chewing. Both groups reported a general unwillingness to comply with their significant others.
Parent Nutrition Education: A Conceptual Model
Authors: Crockett Susan J. , Mullis Rebecca M. , Perry Cheryl L.
Published: October 2009

ABSTRACT: Getting nutrition information to parents is beneficial for several reasons. Children need support from their parents to implement behavior changes learned in primary prevention interventions. In addition, positive eating behavior changes last longer if interventions are aimed at family attitudes and habits rather than individuals. Finally, parents also can benefit from the information. This article summarizes selected research about the impact of youth‐directed nutrition education interventions on parents. A conceptual model is proposed to guide development and evaluation of future interventions with a parent component.
Differences in Black and White Adolescents' Perceptions About Cancer
Authors: Price James H. , Desmond Sharon M. , Wallace Margaret , Smith Daisy , Stewart Paula M.
Published: October 2009

ABSTRACT: This study determined if black and white adolescents differed significantly in cancer knowledge, attitudes, and beliefs. Using the Health Belief Model, a 97‐item questionnaire was developed by the researchers and completed by 573 black and 297 white junior and senior high school students from a large, midwest school district. Chi‐square analyses yielded nine significant differences (p < .01) between blacks and whites on cancer knowledge (etiology, warning signs, and prevention techniques). Further significant differences were found when items comprising the separate Health Belief Model subscales were analyzed. Blacks and whites differed significantly on cues to action (one item), perceived susceptibility (two items), perceived severity (one item), perceived barriers (two items), perceived benefits (three items), and interpersonal relationships (three items). Blacks and whites received cancer information from the same sources, with the exception of books, which was reported more by blacks.
Comparing Two Methods of Preschool and Kindergarten Hearing Screening
Authors: Hamill Bonnie
Published: October 2009

ABSTRACT: Preschool and kindergarten hearing screening programs rely primarily on pure tone audiometry though its reliability with this population has been questioned. Some experts have suggested speech reception testing may be a better indicator of hearing in young children. This study compared screening results on 576 students tested with both pure tone and Verbal Auditory Screening for Children (VASC), a speech reception‐based audiometer, and findings of 43 students who could not respond to pure tone testing but did complete VASC. Data indicate VASC was more effective in identifying possible hearing deficits in young children being tested in a screening environment.
Developing Comprehensive Smoking Control Programs in Schools
Authors: Brink Susan G. , Simons‐Morton Denise G. , Harvey Christopher M. , Parcel Guy S. , Tiernan Kathleen M.
Published: October 2009

ABSTRACT: During the school years, students encounter peer influences and role models who encourage smoking initiation. To counteract these influences, schools can provide comprehensive programs that include smoking prevention and cessation education and a supportive nonsmoking environment. In the past several years, programs and information have become available to help schools establish curricula to address smoking and to create nonsmoking environments. In addition, state and local governments have acted to legally restrict smoking in schools or to require smoking content in curricula. Efforts can be categorized into three avenues of intervention: student education, school and school system policy, and governmental regulation. Resources are suggested for each category to assist in developing a comprehensive intervention to foster nonsmoking by children and adolescents in the school setting.
Implementing Drug Education in Schools: An Analysis of the Costs and Teacher Perceptions
Authors: Tricker Raymond , Davis Lorraine G.
Published: October 2009

ABSTRACT: This study examined conditions in which two substance abuse prevention curricula were implemented in three Oregon school districts. Data related to teachers' involvement were collected from on‐site interviews in 21 schools using a 43‐item personal interview questionnaire with a stratified random sample of 44 teachers of drug education. Information provided by district program coordinators included details of inservice training, and financial costs to implement the Here's Looking at You, Two, (HLAY, II) and Starting Early curricula with 4,325 students. Teacher perceptions related to their responsibility for implementing the program, the quality of the curriculum, quality of the inservice, quality of the implementation procedures, and degree of teacher compliance for teaching the curricula. Results from teacher interviews and time and financial costs analysis could prove useful to school districts, building administrators, and teachers who plan to implement school‐based drug education programs.
Teacher Needs Assessment for the Educational Management of Children with Chronic Illnesses
Authors: Johnson M. Polly , Lubker Bobbie Boyd , Fowler Mary Glenn
Published: October 2009

ABSTRACT: Three hundred forty‐one North Carolina public school teachers were surveyed to determine frequency of teacher contacts with children with chronic health conditions and teachers' needs related to educational management of these children. More than 76% of respondents had taught children with chronic health conditions sometime during their career; 38% reported they had academic coursework related to chronic health conditions, and only 7% indicated their certification requirements were adequate. Parents were identified as the most important source of information about a child's health condition, while in‐school resources were reported to be less available and often less helpful. Teachers identified several critical issues in educational management of children with teacher knowledge and preparation about health conditions as the most important concern. Findings indicate a need for more teacher preparation and improved resources for teachers.
Tobacco‐free Schools In Minnesota
Authors: Griffin Gretchen A. , Loeffler Holly J. , Kasell Pat
Published: October 2009

ABSTRACT: Since 1985, Minnesota schools have participated in an intensive, statewide effort to reduce tobacco use among adolescents through a variety of prevention efforts. This article describes the “Tobacco‐Free Schools” project, one component of the effort that encourages school districts to adopt policies which prohibit tobacco use for students, staff, and visitors. Tobacco‐free policies contribute to comfortable, healthy working and learning environments for students and staff. In addition, tobacco use prevention education is more likely to be effective when health education programs, adult models, and school policies offer the consistent message that tobacco use is unhealthy and unacceptable. From January 1987 to January 1988, the percentage of tobacco‐free school districts in Minnesota increased from 3% to 43%, demonstrating that tobacco‐free policies can have mass appeal to local schools and communities.
Health Behavior and Beliefs of Students in Traditional and Health‐oriented High Schools
Authors: Miller Leslie M. , Thomson William A. , Holcomb J. David
Published: October 2009

ABSTRACT: Based in part on the national health objectives, a survey of health behavior and beliefs was administered to ninth and 12th grade students at a traditional and a health‐oriented high school. Responses indicated a high level of awareness among both groups for the importance of widely acknowledged health practices, but the health‐oriented high school students consistently rated the behaviors and beliefs as “more important” than their counterparts. Both groups, however, indicated the practice of beliefs and behavior was yet to be fully realized. These findings suggest the need for continued effort to encourage behavioral practices consistent with the knowledge already present in this school‐age population.
Shyness as a Risk Factor for Adolescent Substance Use
Authors: Page Randy M.
Published: October 2009

ABSTRACT: The role of shyness in adolescent substance use was examined in a sample of about 1,300 high school students from 14 senior high schools. Sample members were classified as not‐shy, shy, or super‐shy based on scores from an established measure of shyness, the Cheek and Buss Shyness Scale. Significant shyness category by gender interaction analysis of variance effects and gender‐specific chi‐square analyses indicated shy males were more likely to use marijuana or hashish, cocaine, amphetamines, and hallucinogenic substances than not‐shy males and females. Further, super‐shy males were more likely to report use of most of the substances than shy males. Super‐shy females were less likely to drink alcohol than females who were less shy or not‐shy. Findings from this study, as well as studies investigating other behavioral problems, suggest shyness may be more a burden for males than for females. Use of certain substances may assist very shy males cope with shyness by reducing psychosocial discomfort and inhibition.
Handicapped and Able‐bodied Children's Ideas of Health
Authors: Natapoff Janet Nielson , Essoka Gloria C.
Published: October 2009

ABSTRACT: The findings of a study of 240 handicapped and able‐bodied children's ideas of health and health self‐concept are reported. Children ages six‐14 were interviewed using a semistructured format to determine what the word “health” meant to them, how they could tell when someone was healthy, if they saw themselves as healthy, and whether a child with a broken leg, in a wheelchair, or after an operation could be healthy. The Child Health Self‐Concept Scale (CHSCS) was administered to 100 children. Results revealed both handicapped (N = 104) and able‐bodied (N = 136) children viewed health similarly, and ideas were influenced more by age than by handicap. Even when they declare someone else with a disability as unhealthy, both groups see themselves as healthy. Implications for research are presented and ideas about society's emphasis on physical fitness are discussed.
Evaluation of Training Effects on Teacher Attitudes and Concerns Prior to Implementing a Human Sexuality Education Program
Authors: Levenson‐Gingiss Phyllis , Hamilton Richard
Published: October 2009

ABSTRACT: Teacher changes in knowledge, attitudes, and concerns about teaching a new human sexuality education curriculum due to inservice training were examined; 59 middle school teachers were surveyed before and after one week of training. Significant (p < .05) increases in knowledge, perceptions of importance of teaching the curriculum, intent to teach, and level of comfort with course content suggest areas of positive learner changes. Effects were not noted for sexual orientation (liberal vs. conservative) or responsibility for student outcomes. Relationships (p < .05) were noted between comfort, importance, responsibility, and intent to teach with expectations of how students, colleagues, administrators, parents, and community would respond, as well as perceptions of curriculum congruence with teaching style and the adequacy of preparation to teach the curriculum. Few responses were associated with teacher personal characteristics.
Essential Elements of School‐Based Smoking Prevention Programs
Authors: Glynn Thomas J.
Published: October 2009

ABSTRACT: The current status of adolescent tobacco use in the United States is discussed in the context of the identification of those elements considered necessary for successful school‐based smoking prevention programs. Also described are the conclusions of a National Cancer Institute‐convened expert advisory panel charged with the task of addressing: What are the essential elements of a school‐based smoking prevention program? The panel focused on nine areas in which sufficient data and experience existed to reach a preliminary conclusion or make a recommendation. The nine areas are: program impact, focus, context, and length; ideal age at intervention; need for peer and parental involvement; teacher training; and program implementation. The panel concluded U.S. school‐based smoking prevention programs have had consistently positive effects, though these effects have been modest and often limited to delaying the onset of tobacco use. Though the panel felt many programs are suitable for dissemination, several research recommendations also are described.
Changing the Course: A School Nutrition and Cancer Education Curriculum Developed by the American Cancer Society and the National Cancer Institute
Authors: Light Luise , Contento Isobel R.
Published: October 2009

ABSTRACT: Increasing evidence exists linking eating patterns and risk of several major chronic diseases, including cancer. The focus of the “Changing the Course” curriculum is to provide students with the knowledge, skills, and attitudes to enable them to adopt cancer risk reducing eating behaviors. A behavioral approach is used, involving acquisition of pertinent background information, evaluation of personal intake patterns, decision‐making skills, goal‐setting, and evaluation of success in achieving goals. The curriculum involves about 20 hours of action‐oriented core instruction, five hours of optional activities, and 10–15 hours of home assignments. Educational strategies involve independent activities such us individual food records, cooperative or team activities and quizzes, and out‐of‐classroom assignments such as inventorying fruits and vegetables at home. Pilot‐tested in four states, the curriculum will be revised based on pilot evaluation data and disseminated nationwide through American Cancer Society divisions and volunteers.
Diffusion of Cancer Education into Schools
Authors: Anderson D. Michael , Portnoy Barry
Published: October 2009

ABSTRACT: Though implementing health education in schools has numerous advantages, many barriers impede adoption of effective curricula. Diffusion theory provides a framework for understanding why some school systems do not implement comprehensive, sequential, and behaviorally oriented curricula. Reasons for failure to provide optimal health education include competition for time, unawareness of resources and research results, political considerations, long‐range planning difficulties, lack of teacher training, lack of testing, other academic priorities, uncertainty about responsibility for health education, and costs. Health educators can overcome such difficulties by working within existing curricular agendas, political interests, and budgets, and by organizing interventions through school health councils, while recognizing local programs, conditions, and resources.
School Health Services in the United States: A View from the United Kingdom
Authors: Thompson June
Published: October 2009

ABSTRACT: Despite sharing both a common heritage and a common language, differences exist between life in the United States and the United Kingdom. During spring 1988, the author, who formerly served as editor for the Health Visitor, published by the Health Visitor's Association, completed a six‐week study tour of school health services in the United States. In this article, she gives her impressions from the experience, including observations regarding salary, working conditions, professional preparation, and professional recognition. She concludes by identifying several poignant questions to clarify the school nurse's role and to set priorities for the optimal use of time and expertise.
Area Specific Self‐Esteem Scales and Substance Use among Elementary and Middle School Children
Authors: Young Michael , Werch Chudley E. , Bakema Denise
Published: October 2009

ABSTRACT: The relationship between self‐esteem and the use and expected use of legal and illegal drugs was examined. Students in grades four‐nine (n = 2,032) representing 16 schools from Arkansas completed an anonymous questionnaire concerning self‐esteem and drug use. Results indicated statistically significant differences both for home self‐esteem and school self‐esteem on 18 or 19 measures of use and expected use. Results for peer self‐esteem showed no differences for any of 19 measures. Results suggest including area specific self‐esteem enhancement as a potentially important part of comprehensive drug education programs. Findings also highlight the role parents and teachers may play by promoting self‐esteem at home and school.
Preventing AIDS Through Education: Concepts, Strategies, and Research Priorities
Authors: Basch Charles E.
Published: October 2009

ABSTRACT: Concepts related to the design and implementation of AIDS education programs in schools are presented. For each concept, the rationale and implications for auricular planning are described and health education research priorities are outlined. Teachers can make a major contribution in preventing HIV transmission among youth, perhaps the single largest contribution of any professional group. To do so, however, may require letting go of familiar roles and assuming a redefined and expanded role. Improvements in the theory base for school health education provide guidelines that can be used by teachers to clarify and reinforce curriculum efforts and to adapt to this new role.
The ASH A National HIV Education Needs Assessment of Health and Education Professionals
Authors: Kerr Dianne L. , Allensworth Diane D. , Gayle Jacob A.
Published: October 2009

ABSTRACT: The self‐reported HIV education needs of teachers, PTA presidents, school administrators, school nurses, school board members, school counselors, and physicians (N = 2,855) were investigated. Resources, policy, training, and knowledge needs were assessed. Greatest reported needs for HIV resources included books, pamphlets, journal articles, films, and videos. More than half the respondents needed information on how to promote school health education programs as well as information on how to coordinate school‐based HIV education programs with community, health, religious, and youth agencies. Respondents also indicated a need for model HIV policies on confidentiality, grade level appropriate HIV education, attendance for infected staff and students, and handling blood or body fluids. Training needs included updates on homosexuality and bisexuality, sexually transmitted diseases, risk behaviors for HIV transmission, intravenous drug use, death and dying, safer sex practices, and communicating about HIV with a sexual partner. Knowledge about HIV generally was high, but gaps were apparent regarding effects of HIV on the brain, transmission issues, prevention practices, and HIV antibody testing. Eighty‐seven percent believed schol‐based health education is effective in preventing the spread of HIV. Respondents felt primary responsibility for conducting HIV education should rest with teachers (36%), parents (27%), and school nurses (26%).
Changing Roles and Challenges for Teachers of Students with Diabetes
Authors: Goodrich Susan Williams , McDermott Robert J.
Published: October 2009

ABSTRACT: With insulin dependent diabetes mellitus as one of the most common chronic conditions adversely affecting the health of children, it is likely that teachers will at some point encounter a child with diabetes in the classroom. While therapy for children with diabetes has improved since the advent of insulin in 1922, children with diabetes continue to have special needs at school. New research results indicate a role for teachers in helping to meet the special needs of children with diabetes. In this paper, current research regarding the interaction of children with diabetes and the formal educational environment is summarized, and the evolving role of teachers in the academic development of children with diabetes is discussed.
Risk of Pregnancy and Dropping Out of School Among Special Education Adolescents
Authors: Kleinfeld Leslie A. , Young Russell L.
Published: October 2009

ABSTRACT: This study examined the temporal relationship between dropping out of school and teenage pregnancy, and whether or not teens in special education programs are at greater risk for pregnancy and dropping out than non‐special education teens. Cumulative Student Records and case files were reviewed on a random sample of 135 already pregnant girls served by the San Diego Adolescent Pregnancy and Parenting (SANDAPP) program. A comparison was made of ages at time of dropping out and conception of the first live birth between special education and non‐special education groups. The overall prevalence of special education teens in the program was compared with the prevalence rate of 10% in the San Diego Unified School District. Results indicated 20% of SANDAPP adolescents were in special education compared to 10% for the overall school district. Special education teens dropped out of school significantly earlier than non‐special education teens. No significant evidence supported the hypothesis that teens dropped out of school first, then became pregnant. Nor was there significant evidence to suggest special education teens experience their first live birth at younger ages than their non‐special education counterparts. No relationship was found between mean grade point average and age at conception. The researchers concluded that special education teens are at higher risk for pregnancy and dropping out of school than non‐special education teens.
Establishing a System of Complementary School‐based Surveys to Annually Assess HIV‐related Knowledge, Beliefs, and Behaviors Among Adolescents
Authors: Kann Laura , Nelson Gary D. , Jones Jack T. , Kolbe Lloyd J.
Published: October 2009

ABSTRACT: The Division of Adolescent and School Health, Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control has responsibility for assisting national, state, and local education agencies to provide effective HIV education for youth. In fall 1987, 14 state and 9 local education agencies that serve areas with the highest cumulative incidence of AIDS cases convened to develop a common set of data items that could provide comparable information about HIV‐related knowledge, beliefs, and behaviors among adolescents in their respective jurisdictions over time. Surveys were administered during spring 1988 to representative samples of adolescents in each participating state and city. These education agencies will use the results from this complementary system of school‐based survey; as a guide in planning HIV education, setting program priorities, allocating resources, and monitoring changes in HIV‐related knowledge, beliefs, and behaviors among adolescents.
A Theoretical Approach to School‐based HIV Prevention
Authors: Allensworth Diane DeMuth , Symons Cynthia Wolford
Published: October 2009

ABSTRACT: To develop effective school‐based programs to prevent the spread of AIDS, programmers must apply principles related to learning and behavior change. Due to the complexity of influencing contemporary adolescent sexual behavior, a multidisciplinary approach using multiple intervention strategies is essential. Health promotion efforts should include policy mandates, direct intervention, instruction, environmental support, media, role modeling, and social support. Consistent, continuous messages through multiple channels (school, home, community, and media) and by multiple agents (parents, peers, and health and education professionals) need to be provided. Examples of appropriate intervention strategies that may be employed by the professionals working in the school and the community are provided.
Day Care Center Directors' Perceptions of the Nurse Consultant's Role
Authors: Crowley Angela A.
Published: October 2009

ABSTRACT: Forty‐nine day care center directors were surveyed to examine their perceptions of the nurse consultant's role. Findings revealed the directors were positive but indiscriminate about the scope of nursing practice. Many respondents were unable to identify the nurse consultant's educational background or specialization. Without an accurate understanding of nurses' abilities, day care centers may not use the full range of health services that nurses offer.
Closing the Gaps: Ensuring the Application of Available Knowledge in the Promotion of Health and the Prevention of Disease
Authors: Foege William H.
Published: October 2009

Introduction by Clarence E. Pearson, President, National Center for Health Education: In my introduction of our luncheon speaker, let me try to supplement President Carter's fine remarks with a few additional items of information which will help you know Dr. Foege a little better. Bill Foege is truly what I would consider a “man for all seasons,” and for all reasons; a distinguished scientist, humanitarian, epidemiologist, global scholar, medical practitioner, educator, and really a human being extraordinaire. Dr. Foege, as Director, Carter Center of Emory University, also heads the Task Force for Child Survival, a working group of the World Health Organization, UNICEF, the World Bank, UNDP, and the Rockefeller Foundation. The mission of the Task Force is to assist in developing child health programs and accelerate research related to immunization activities, focusing primarily in the developing world.

As an epidemiologist, he is recognized as the key person directing the successful worldwide campaign to eradicate smallpox in the 1970s. After serving as a medical missionary in Nigeria, Dr. Foege became chief of the CDC Smallpox Eradication Program. His career of public service brought him to the top of his profession when he became Director of the Centers for Disease Control of the U.S. Public Health Service in 1977, a position he held until 1983. As president of the American Public Health Association, he championed the role of health promotion in education, injury prevention, and risk reduction as tools for improving the quality of life for all people in the U.S. He earned his doctorate of medicine degree from the University of Washington and his public health degree from the Harvard School of Public Health. We are pleaded to note that he also has accepted a position as a member of the recently‐appointed National Commission on the Role of the School and the Community in Improving Adolescent Health. I know him as a man of conviction, commitment, vision, and lots and lots of energy. I'm pleased to introduce our co‐host for this invitational conference, Dr. William Foege.
The Changing Nature of Public Schools: Implications for Teacher Preparation
Authors: Cleary Michael J. , Gobble David
Published: October 2009

ABSTRACT: The changing nature of public schools in America reflects an increasing demand for accountability in public institutions. One outgrowth of this change is the “agency” orientation of the school. This orientation requires schools to participate fully in the larger social service network supporting many of America's students. The teacher's role in this new school environment is discussed and strengths and weaknesses of current training of teachers is highlighted. Particular emphasis is placed on the changing nature of the entering teaching major. Teacher thinking styles that promote success in general, and success in health teaching in particular, are identified. The need to make incoming teachers aware of the “realities” of the teaching environment is discussed. Person‐environment fit issues are reviewed in terms of their implications for teacher training. The importance of the teaching minor is discussed focusing on the new demands of health educators in schools, and recommendations are offered to increase the potential success of the health educator as a change agent.
A Secondary Analysis of the School Health Education Evaluation Data Base
Authors: Wojtowicz G. Greg
Published: October 2009

ABSTRACT: This secondary analysis examined variables directly related to teacher training not fully examined in the School Health Education Evaluation (SHEE). The problem was to determine the effect of School Health Curriculum Project (SHCP) teacher training and curriculum implementation variables on overall student health knowledge, attitude, and self‐reported practice scores in SHCP grades four‐six. The major variables of interest had no statistically significant interactive effects on student scores in the knowledge, attitude, and practice domains. The teacher implementation variable had significant (p ≤ .05) main effects on student scores within attitude and practice domains in addition to statistically significant effects on related subscores within categorical item areas. Design flaws, which represent serious threats to internal and external validity of the primary analysis, may have effected results associated with this project.
Self‐Esteem and Health Instruction: Challenges for Curriculum Development
Authors: Hayes David M. , Fors Stuart W.
Published: October 2009

ABSTRACT: A review of literature on self‐esteem and its role in health education raises questions about the extent to which health education can influence student self‐esteem through direct and indirect instruction. This article operationally defines self‐esteem, discusses the role of health education in developing self‐esteem through direct and indirect instruction, interprets evidence that self‐esteem is affected by health education curricula, and discusses challenges facing health educators in curriculum development, instruction, and evaluation of self‐esteem as a realistic component of health education curricula.
Developmentally‐based AIDS/HIV Education
Authors: Walsh Mary E. , Bibace Roger
Published: October 2009

ABSTRACT: A growing number of health and education professionals argue that AIDS/HIV education curricula should be developmentally‐based. They suggest the principles of developmental psychology be used to design curricula based on the sequentially ordered ways children of different ages understand AIDS. Relying on findings of research on development of children's conceptions of illness, a specific developmentally‐based approach to educating school‐age children about AIDS/HIV is presented in this paper. For each of three major age groups, the paper describes general characteristics for children's thought processes, ways in which children assimilate information about various aspects of AIDS, and implications for educating children about causes, prevention, and fear of AIDS. The focus of AIDS/HIV education can move from reducing fear in the younger group, to identifying and differentiating causes and noncauses of AIDS in the intermediate groups, to articulating strategies for AIDS prevention in the older group.
AIDS/HIV Education for Preservice Elementary Teachers
Authors: Ballard Danny J. , White David M. , Glascoff Mary A.
Published: October 2009

ABSTRACT: Professional preparation programs should provide future elementary teachers opportunities to develop competence in dealing with school‐related AIDS issues. Curriculum writers and instructors of preservice elementary teachers could be more effective if they were aware of this groups' beliefs about school‐related AIDS issues. A survey was conducted to assess the beliefs and opinions of preservice elementary teachers about school‐related AIDS issues. Subjects (n = 157) generally agreed they would eventually have a child with AIDS in their classroom and agreed AIDS education should be included in the elementary grades, yet a substantial number did not believe they understood the basics about AIDS. Less than one‐third indicated they knew how to clean up blood or body fluids safely. About one‐third indicated they would feel personally threatened to teach a student with AIDS. These results are reflected in recommended AIDS educational content and resources for preservice elementary teachers and future research in this area.
A Comparison of AIDS and STD Knowledge
Authors: Nagy Stephen , Hunt Barry , Adcock Anthony
Published: October 2009

ABSTRACT: Effective curricula should influence knowledge levels of all students, including high‐risk populations. In this study, a modified version of the National Adolescent Student Health Survey was administered to a group of eighth and 10th grade students (N = 3,803) exposed to a curriculum designed to improve AIDS and STD knowledge levels. The analysis examined the influence of gender, ethnicity, alcohol use, and sexual activity as they related to AIDS and STD knowledge. Findings indicated poor knowledge scores on STD items, with no significant differences on group comparisons. Comparisons of AIDS knowledge scores indicated significant differences based on gender, ethnicity, and behavior. Females scored higher than males, whites scored higher than blacks, and abstainers from sexual activity and alcohol scored higher than their active counterparts. Results suggest current educational efforts are not equally effective. Future educational initiatives should be sensitive to group membership.
The Nordic Countries: Perspectives in School Health
Authors: Klepp Knut‐Inge , Anderssen Norman
Published: October 2009

ABSTRACT: Denmark, Finland, Iceland, Norway, and Sweden constitute a geographical and cultural entity referred to as the Nordic countries. These countries all enjoy a high standard of living, and the health of their children can be characterized as good in comparison to that of earlier generations and that of many other nations. In the Nordic countries, school health services constitute a compulsory component of school systems and are free to all students. During the past decade, the World Health Organization's “Health for All by the Year 2000” goals were adopted, including goals for Nordic school health programs. However, school health programs are a neglected area compared to the emphasis placed on other health services. Reasons to improve health education and health services provided within the school setting in the Nordic countries are presented. Several interpersonal, intrapersonal, and organizational barriers to a more active health promotion effort also are identified.
Swaziland: Perspectives in School Health
Authors: Myeni Annie D. , McGrath Edmund
Published: October 2009

ABSTRACT: Following major quantitative expansions of the educational system in Swaziland during the two decades since independence, the focus has shifted to improving efficiency. Efficiency of any educational system depends mainly on the characteristics of children entering school. Although Swaziland is not among the poorest countries, infant child mortality rates still reflect less than optimum living conditions and parental knowledge of child nutrition and disease prevention and management. Although access to primary schooling is universal, there is substantial waste during the early years of school through dropout and repetition, both associated with low socioeconomic status. School performance can be increased at little extra cost through increasing the nutrition and health status of students before school entry and through the early school years. In Swaziland, many activities are carried out to provide physical and mental health care to students. Coordinating these efforts and formulating clear policy on school health through cooperation among key ministries and nongovernmental organizations remains to be done.
The World Health Organization: School Health Initiatives
Authors: Gold Robert S.
Published: October 2009

ABSTRACT: The United Nations and its family of operational agencies have existed for almost five decades. For school health personnel, to understand how these agencies operate — in particular, the World Health Organization (WHO) — is worthwhile. To understand how WHO influenced the practice of health education for school‐aged youth, some critical events that have occurred during the past five decades are reviewed and several current and future activities are identified and described.
First Family Planning Visit in School‐Based Clinics
Authors: Bar‐Cohen Annette , Lia‐Hoagberg Betty , Edwards Laura
Published: October 2009

ABSTRACT: The timing of the first family planning visit for 144 female adolescents using school‐based clinics in four St. Paul, Minn., high schools was studied. Mean delay time for the sample was 11.4 months and the median was 7.8 months. Almost 50% of the sample arrived within two months of either a planned onset of sexual intercourse (virgin group) or a recent start of sexual activity (short delay group). Early onset of sexual activity (v age 15) was more prevalent among long delayers (47.9%) than among short delayers (21.1%). Longer delayers were more likely to come from the lowest socioeconomic groups. Short delayers and longer delayers were equally likely to have been motivated to attend the clinic because they feared they were pregnant. Reasons for choosing this clinic over others reflected the importance of confidentiality, comprehensiveness of services, and the specific adolescent orientation of care.
Resurgence of a New “Clean Living” Movement in the United States
Authors: Engs Ruth C.
Published: October 2009

ABSTRACT: During the late 19th century, a “clean living” movement emerged in the U.S. dominated by efforts to control alcohol consumption, tobacco use, and females' reproductive health. The movement also advocated proper diet, exercise and physical fitness, pure water, and moderation in caffeine and red meat consumption. Remarkably similar concerns have emerged again in contemporary American society. The current “movement” lacks central organization. Rather, it reflects a loosely related coalition of single‐issue advocacy groups. Yet, the focus seems remarkably similar to the 19th century movement – legislative limitation of individual choice regarding personal health behavior, particularly with substance use and females' reproductive health. This article reviews the 19th century movement, describes aspects of the contemporary movement, and offers implications and recommendations for school health professionals.
Promoting Comprehensive School Health Programs Through Summer Health Promotion Conferences
Authors: Smith Dennis W. , Steckler Allan , McLeroy Kenneth R. , Bennett John , Frye Robert
Published: October 2009

ABSTRACT: This study reports on the evaluation of the second North Carolina Healthful Living Institute (HLI), a statewide conference to promote comprehensive school health education. A comparison of year one and year two evaluation results is included. Based on a theoretical framework derived from the theory of diffusion of innovations within organizations, the impact of the HLl was assessed by studying characteristics of school districts sending representatives to the HLI and the composition of teams from each school district, and using pretest and posttest measures of participants' perceptions of the importance of health as a content area and participants' perceptions of the importance of the various components of comprehensive school health. Results indicate the effect of school health promotion conferences is linked to characteristics of school district teams, with the Institute needing to attract more varied teams, and teams from smaller, rural districts.
The Relationship Between Breakfast Habits and Plasma Cholesterol Levels in Schoolchildren
Authors: Resnicow Ken
Published: October 2009

ABSTRACT: The relationship between breakfast habits and plasma total cholesterol (TC) levels was examined in a sample of 530 US schoolchildren ages 9–19. Based on response to a 124‐item food checklist, subjects' usual breakfast habits were classified into one of six discrete categories: 1) Skipper, 2) Ready‐to‐Eat (RTE) cereal with Fiber, 3) Traditional Breakfast, 4) Chips or Sweets, 5) Other RTE, or 6) Mixed Breakfasts. Breakfast skippers, controlling for age, gender, and body mass index, had significantly (P < 0.05) higher TC levels, 172 mg/dl, than breakfast consumers, 160 mg/dl. Among breakfast eaters, the mean TC of the “Fiber RTE” group was significantly lower (p < 0.01) than all other breakfast consumers. Usual skippers were less likely to believe in the importance and benefits of breakfast as well as the need to eat foods high in fiber. These findings suggest that encouraging chronic breakfast skippers to modify their dietary habits may improve their nutritional status and possibly reduce their risk for future heart disease.
Measurements of Stress and Coping Among School‐Aged Children With and Without Recurrent Abdominal Pain
Authors: Sharrer Vicki Wilson , Ryan‐Wenger Nancy M.
Published: October 2009

ABSTRACT: Theoretical support, but little empirical evidence confirms recurrent abdominal pain (RAP) as a psychosomatic response of children to stressors in their environment. The differences between children with and without RAP in appraising their own stressors and coping abilities were examined. Of 250 8–12 year olds, 25 (10%) experienced recurrent abdominal pain. An asymptomatic comparison group consisted of 25 children matched for age and gender with the RAP group. Mean total stress scores were significantly higher in the RAP group than the comparison group. Mean coping scores were lower in the RAP group, but not statistically significant. Differences in specific stressors and coping strategies between groups were examined. Prevention and treatment of psychosomatic symptoms requires changing the stressor or changing the methods that children use to cope with stressors that cannot be changed.