The contributors to this book show how World Health Organisation guidelines for creating a 'healthy school' can best be implemented. By building on scientific knowledge and empirically-based practice from health-promoting school initiatives, this text will fill the gap in implementation guidance for a health-promoting school.
The contributors to this book show how World Health Organisation guidelines for creating a 'healthy school' can best be implemented. By building on scientific knowledge and empirically-based practice from health-promoting school initiatives, this text will fill the gap in implementation guidance for a health-promoting school.
Oddrun Samdal is Programme Director of a postgraduate programme in Health Promotion and Health Psychology at the University of Bergen, Norway. Louise Rowling is Honorary Associate Professor in Health Promotion at the University of Sydney, Australia. She has previously held the position of Inaugural President of the Australian Health Promoting Schools Association.
Inhaltsangabe
Foreword Contributors Section 1 1. Introduction 2. Overview of Implementation in Health Promoting Settings 3. Applying system theory of organisational change to health promotion interventions in schools 4. Theory based components for implementation of health promoting schools 5. Theory and empirically based implementation of elements in components Section 2 6. Canada and Norway: Leadership and Management at regional and school level 7. England and Australia: Policy and institutional anchoring at national and regional level and its importance for sustainability 8. Portugal, Poland and Europe: Preparing and planning for student participation and sustainable health promotion practice at school and national level 9. Germany and Scotland: Partnership and networking Section 3 10. Cross-fertilisation of national experiences and need for future developments
Foreword Contributors Section 1 1. Introduction 2. Overview of Implementation in Health Promoting Settings 3. Applying system theory of organisational change to health promotion interventions in schools 4. Theory based components for implementation of health promoting schools 5. Theory and empirically based implementation of elements in components Section 2 6. Canada and Norway: Leadership and Management at regional and school level 7. England and Australia: Policy and institutional anchoring at national and regional level and its importance for sustainability 8. Portugal, Poland and Europe: Preparing and planning for student participation and sustainable health promotion practice at school and national level 9. Germany and Scotland: Partnership and networking Section 3 10. Cross-fertilisation of national experiences and need for future developments
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