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The
World Health Organizations Skills for Health Skills-based health education including life skills: An important component of a Child-Friendly/Health-Promoting School |
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PREFACE
.......................................................................................................................................................v 1. INTRODUCTION ...........................................................................................................................................1 1.1. International support for school health....................................................................................................1 1.2. Why was this document prepared? ........................................................................................................2 1.3. For whom was this document prepared? ..............................................................................................2 1.4. What are skills-based health education and life skills? ..........................................................................3 1.5. What is the focus of this document?......................................................................................................4 2. UNDERSTANDING SKILLS-BASED HEALTH EDUCATION AND LIFE SKILLS ..........................................6 2.1. Content...................................................................................................................................................7 2.2. Teaching and learning methods for skills-based health education ........................................................13 3. THEORIES AND PRINCIPLES SUPPORTING SKILLS-BASED HEALTH EDUCATION ....................................19 3.1. Child and Adolescent Development Theories........................................................................................19 3.2. Multiple Intelligences ............................................................................................................................20 3.3. Social Learning Theory or Social Cognitive Theory................................................................................20 3.4. Problem-Behaviour Theory ....................................................................................................................21 3.5. Social Influence Theory and Social Inoculation Theory..........................................................................21 3.6. Cognitive Problem Solving ....................................................................................................................22 3.7. Resilience Theory .................................................................................................................................22 3.8. Theory of Reasoned Action and Health Belief Model ..........................................................................23 3.9. Stages of Change Theory or Transtheoretical Model ............................................................................24 4. EVALUATION EVIDENCE AND LESSONS LEARNED................................................................................25 4.1. Major research evidence concerning the effectiveness of skills-based health education......................25 4.2. Which factors contribute to effective programmes? ............................................................................27 4.3. Which factors can create barriers to effective skills-based health education?......................................30 5. PRIORITY ACTIONS FOR QUALITY AND SCALE ......................................................................................32 5.1. Going to scale .....................................................................................................................................33 5.2. Skills-based health education as part of comprehensive school health................................................34 5.3. Effective Placement within the curriculum ..........................................................................................36 5.4. Using existing materials better..............................................................................................................41 5.5. Linking content to behavioural outcomes ............................................................................................42 5.6. Professional Development for Teachers and support teams ................................................................45 6. PLANNING AND EVALUATING SKILLS-BASED HEALTH EDUCATION ..................................................49 6.1. Situation analysis .................................................................................................................................49 6.2. Participation and ownership of all stakeholders....................................................................................50 6.3. Programme goals and objectives ..........................................................................................................51 6.4. Advocating for your programme............................................................................................................51 6.5. Evaluating Skills-based Health Education..............................................................................................53 6.5.1. Process Evaluation ...............................................................................................................................54 6.5.2. Outcome Evaluation ..............................................................................................................................55 |
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