Health-Centered Lifestyle Management in High Schools
Publisher: name: The University Of Kurdistan
Year: 2021

description: \nAdolescence is a period of fundamental changes such as changes in hormones,\nbody, social relationships, brain and mental health. This period is a critical\ntime for growth and development, and health during this period can be\naffected by physical, mental and learning problems. In terms of physical\nhealth, adolescence is a time of rapid physical, sexual, neurological, and\nbehavioral changes, and in terms of psychosocial vulnerability, half of all\nmental illnesses begin at age fourteen. Also, neuropsychological disorders\nlead to disability in adolescence. The present study was conducted with a\nqualitative research approach and with qualitative content analysis tools.\nTherefore, improving the health of adolescents in order to improve the health\nof society is essential and important. The most common definition of health\nis in the World Health Organization charter. In this system, health is the\ncomplete biological, psychological and social well-being or well-being, and\nnot merely the absence of disease or disability.One way to help improve your\nhealth is to create a curriculum. Since the purpose of the course is to educate\nstudents and apply what they have learned in real life, it is desirable to design\nand develop a course for a health-oriented lifestyle to help improve\nadolescents' health. In recent years, efforts have been made to pay special\nattention to health education in schools and to make health education a\ncurriculum.One of the solutions of this document is to design and compile an\neducation tailored to the needs and plans of girls and boys. In addition,\nadequate attention to the mental condition of students in adulthood and providing appropriate religious and moral counseling and education for them\nis one of the more detailed solutions of this document.Therefore, it is very\nimportant in the document of fundamental change in the field of health and\nrequires curriculum design for it. Therefore, in a health-oriented lifestyle\nlesson, it is necessary to prepare and implement various lesson elements such\nas goals, content, teaching-learning method and evaluation for teaching a\nhealth-oriented lifestyle.\nOne of the types of lifestyle related to health is health-oriented lifestyle. Healthcentered lifestyle is considered as all behaviors that are under the control of a\nperson and affect a person's health. This type of lifestyle as a\nmultidimensional phenomenon can guarantee a person's health. Given that\nIran is a country in transition in the areas of health care, education,\neconomics and mass communication, a careful assessment of lifestyle and\nhealth care behaviors is necessary to formulate and promote health promotion\nand prevention.On the other hand, one of the goals of the document on the\nfundamental transformation of education for secondary education is\nbiological goals, which emphasizes the familiarity with personal, social and\nmental health and their impact on community health. The document on the\nfundamental transformation of education mentions physical health and\nvitality and strengthening the will as one of the propositions of the formal\neducation system. Also, one of the major goals of this document is health and\nenvironmental promotion. One of the operational goals of this document is to\nunderstand the concepts of health, natural and urban ecological issues as\nenvironmental safeguards.For this purpose, through semi-structured\ninterviews, categories, subcategories and concepts of health-centered lifestyle\ncurriculum model were designed for junior high school students. In this\nresearch, a sequential mixed exploratory research design was used.\nParticipants in the interview were 6 pediatricians, 5 psychologists and 5\neducational scientists in Golestan province in 1398 who were selected by\npurposive sampling. Thus, those who had the most information about the\nphysical and mental health of children and adolescents as well as education\nwere selected. The sample size was considered with respect to theoretical\nsaturation, ie when sampling felt that the data was saturated and the data\nmerely repeated the previous results of the previous data, the sampling was\nstopped. In this study, interviews have been used as data collection tools. At\nthe time of the interview, the interviewer did not interfere in the interviews\nand did not enter his / her opinions into the interview. In the interviews, the\nvoucher method was used and note-taking vouchers were used to note the\ncontent of the interviews.\nAs a result, the interviews were valid and reliable. Four key questions were\nconsidered in the interview: Question 1: What are the goals of designing a\nhealth-centered lifestyle model for junior high school students? After the interviews, these items were coded to extract objectives, content,\nteaching-learning methods, and evaluation methods. Data analysis was\nperformed using content analysis method and data were analyzed using\ncoding technique of foundation data approach. According to research\nfindings, educating and promoting these factors in students can to some\nextent affect their lifestyle. Also, conducting research to investigate the role\nof teaching these factors to students in changing their health-centered\nlifestyle will be useful.In the present study, the study factors of healthcentered lifestyle for the first year of high school were examined. It is\nsuggested that in future research, social and spiritual factors affecting the\nhealth-centered lifestyle should also be considered. As mentioned, academic\nfactors play a role in health-centered lifestyles, so it is suggested that the\nfindings be considered in the field of education of community members and\nhealth professionals. One of the applications of this research is to help\nprioritize educational materials for intensive and short-term courses in the\nfield of health-oriented lifestyle. The results of this study are consistent with\nthe results of other studies, including: Trilk et al. (2019), in a study on\nlifestyle in medical education found that by changing the course and creating\nnew policies to focus on medical lifestyle education in medical education , A\ncontinuum of new health care paradigms in chronic uncommon diseases can\nbe successful and the health of US citizens achieved; The results of a study\nby Hill et al. (2015) in a study on promoting health-oriented lifestyle\nbehaviors through a life-centered curriculum in South Africa found that time\npressure, overwork, and reluctance to engage in compulsory activities were\nthe main reasons for underutilization. Teacher preparation did not play an\nimportant role. In addition, the findings showed that with proper introduction,\ncontinuous interaction and support, and integration of health-specific lifestyle\noutcomes into the curriculum, this type of curriculum becomes tolerable if\nteachers are knowledgeable and motivated.