Health Promotion through the School Health Education Curriculum in Cyprus
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1 Health Promotion through the School Health Education Curriculum in Cyprus Dr Soula Ioannou Ministry of Education and Culture, Cyprus
2 Aim of the presentation describes how the curriculum is structured in order to secure its health promotion aspirations.
3 Health Education HEALTH EDUCATION Classroom-based learning and skills acquisitions LIFESTYLE Smoking Eating patterns Drinking alcohol etc
4 Health Promotion LIVING CONDITIONS culture poverty education recreation and sports fields and facilities mobility and traffic conditions housing social class... Whole school approach Community links Action competence LIFESTYLE Diet patterns Smoking Exercice.
5 Health promotion at school level: Reality Many schools still find themselves unable to move on from traditional models of health education which aim to bring about behavioural change. Many succeed in increasing public knowledge about personal health-related behaviours, but not in raising students awareness and capacity to face the causes and complexities of health-related behaviours; in these are included the structural determinants of health, such as housing, poverty, environment and education in addition to individual lifestyle factors. (Deschesnes, Martin and Jomphe Hill 2003, Colquhoun et al. 2008, Pike and Colquhoun 2009).
6 Health Promotion HEATLH EDUCATION CURRICULUM LIVING CONDITIONS LIFESTYLE
7 Health Education Health Promotion
8 Central aim of the curriculum The ultimate goal of the curriculum is to encourage students, teachers and overall the community to act as health agents, addressing the structural determinants of health and promoting environmental changes.
9 Levels of learning objectives Investigating Determinants of Health Practicing Action Competency Skills for Health Promoting and Achieving Changes
10 What is included? 1. PERSONAL DEVELOPMENT & HEALTH 1.1 Self Development 1.2 Emotional health 1.3 Values of life 2. HEALTHY LIFESTYLE & SAFETY 2.1 Lifestyle & Living Conditions 2.2 Food 2.3 Exercice 2.4 Drugs 2.5 Safety 3. Social Development 3.1 Diversity and transculturalism 3.2 Social skills 3.3 Sexual and reproductive health, Family planning 4. CITIZENSHIP 4.1 Human rights 4.2 Economic wellbeing 4.3 Consumer education
11
12 The ultimate goal of the curriculum is to encourage students, teachers and overall the community to act as health agents, addressing the structural determinants of health and promoting environmental changes.
13 Level 1: Investigating Determinants of Health culture media social class restaurants menus knowledge community services family peer pressure money rules bureaucracy corruption areas of living
14 Health Education Health Promotion What should I eat? Why people eat certain types of food?
15 Level 1: Investigating Determinants of Health To critically discuss research evidence concerning obesity (12-16 years old) To develop small-scale research concerning the factors influencing the eating habits of young people (10-12 years old) To elaborate eating habits of the different cultures (8-10 years old) To compare their eating habits in different settings (school, home, birthday parties etc) (5-8 years old)
16 Level 2: Practicing Action Competency Skills for health Action Competence refers to the ability to act, initiate and bring about changes with regard to health(jensen, 1997; Simovska, 2007). persuading key decision makers market research getting feedback from others exchanging ideas school and community collaboration needs assessment forming a budget
17 Health Education (individual responsibility) Health Promotion (collective responsibility) Learn about safe sex Promote safe sex in the community
18 Level 3: Achieving Changes creating environments conducive to health, in which people are better able to take care of themselves (Epp, 1986)
19 Level 3: Achieving Changes
20 Level 3: Achieving Changes
21 Examples of Action Change The students to Suggest and take actions that reveal emotions of happiness at home, school and in class Take actions that promote physical exercice in every day life Act with respect in regards to diversity Suggest and take actions in defending the children rights in the school and in the community
22 I What is the curriculum s REQUEST What can I do for myself? How should I behave? What shall I change regarding my behaviour in order to become healthier? WE What can we do for our school, neighbor, community? How should we act in order to make our friends, family, co-citizens to behave in a healthier way? What shall we change in our environment in order to empower more individuals to make healthier choices?
23 Individual Environmental changes overcoming victim blaming
24 Individual Environmental changes achieving in-depth knowledge
25 Individual Environmental changes empowering individuals as health agents
26 Individual Environmental changes empowering schools as health agents
27 Dilemmas - food for thought Can pupils, parents, schools be responsible for changes in the broader society? Can they have a role? Can they have a shared responsibility?
28 Work together for healthy ageing
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