PurposeThis research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school.Design/methodology/approachThis case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”.FindingsOur data suggested that this role provided compassion, unconditional positive regard and respect for parents, factors that are frequently absent from research into parent partnerships in education. The role presented as invaluable in tackling the many mental and physical challenges that parents faced in rearing their children, and in providing their children with the best possible chance of success.Research limitations/implicationsThis is a single Case Study and, as such, may or may not be representative of similar schools. We also question to what extent the findings demonstrated the strength of this role per se, or whether the impact could simply be the result of a uniquely caring and passionate individual.Practical implicationsWe concluded that this was a role needed in all schools, recognising the key role that parents play in their child’s wellbeing, and the indirect impact that parent mental health can have upon their child’s success.Social implicationsIt is vital that this role is not used as an excuse by the government to further reduce the already denuded Social Services landscape within communities. It is also important that this responsibility does not become yet another burden added to already overstretched teaching staff.Originality/valueThis research presents a fresh perspective on the multiple pressures that parents face and how these can impact upon their child's education.
{"title":"“Oh … that Mommy needs a bit of help as well”: why every school needs a health and wellbeing lead","authors":"Carla Solvason, S. Lyndon, Rebecca Webb","doi":"10.1108/he-06-2023-0072","DOIUrl":"https://doi.org/10.1108/he-06-2023-0072","url":null,"abstract":"PurposeThis research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school.Design/methodology/approachThis case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”.FindingsOur data suggested that this role provided compassion, unconditional positive regard and respect for parents, factors that are frequently absent from research into parent partnerships in education. The role presented as invaluable in tackling the many mental and physical challenges that parents faced in rearing their children, and in providing their children with the best possible chance of success.Research limitations/implicationsThis is a single Case Study and, as such, may or may not be representative of similar schools. We also question to what extent the findings demonstrated the strength of this role per se, or whether the impact could simply be the result of a uniquely caring and passionate individual.Practical implicationsWe concluded that this was a role needed in all schools, recognising the key role that parents play in their child’s wellbeing, and the indirect impact that parent mental health can have upon their child’s success.Social implicationsIt is vital that this role is not used as an excuse by the government to further reduce the already denuded Social Services landscape within communities. It is also important that this responsibility does not become yet another burden added to already overstretched teaching staff.Originality/valueThis research presents a fresh perspective on the multiple pressures that parents face and how these can impact upon their child's education.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kimberley Hill, Sarah Mansbridge, Amy Watts, Ana Saravanja
PurposeAn increasing non-drinker population is developing, but much research focusses on alcohol misuse, rather than the experiences of those who abstain or consume little alcohol, particularly within student populations. This student co-constructed qualitative research aimed to understand alcohol abstainer and light drinking students’ university experiences and perceptions of university alcohol cultures, given recent trends in alcohol drinking behaviour.Design/methodology/approachTen UK undergraduate students (six males, four females; 21–26 years), five alcohol abstainers and five light alcohol drinkers (AUDIT-C), participated in semi-structured focus group interviews.FindingsThematic analysis of transcripts identified participants’ negative experiences of pre-university social pressures in navigating no or low alcohol drinking identities, which impacted university expectations. Participants perceived alcohol drinking cultures as remaining prevalent on university campuses and possibly used for profit and recruitment. Alcohol dominant university-sanctioned social events, alongside limited other provisions, impacted initial university transitions and belonging. However, students reported co-existing realities between such cultures and simultaneous peer acceptance of their no or low drinking status, finding similar others and long-term friendships not impacted. Due to this, student participants called for universities to take urgent action in changing pervasive university alcohol cultures, which they felt no longer aligned with changing student behaviours and perceptions.Originality/valueGuided by findings, we provide important implications for prevention work and future research, including the importance of social context interventions. We also highlight the value of student co-creation and external partnerships within such work.
{"title":"“It’s expected that students want to get drunk. that needs to change”: alcohol abstainer and light drinking university student experiences","authors":"Kimberley Hill, Sarah Mansbridge, Amy Watts, Ana Saravanja","doi":"10.1108/he-05-2024-0072","DOIUrl":"https://doi.org/10.1108/he-05-2024-0072","url":null,"abstract":"PurposeAn increasing non-drinker population is developing, but much research focusses on alcohol misuse, rather than the experiences of those who abstain or consume little alcohol, particularly within student populations. This student co-constructed qualitative research aimed to understand alcohol abstainer and light drinking students’ university experiences and perceptions of university alcohol cultures, given recent trends in alcohol drinking behaviour.Design/methodology/approachTen UK undergraduate students (six males, four females; 21–26 years), five alcohol abstainers and five light alcohol drinkers (AUDIT-C), participated in semi-structured focus group interviews.FindingsThematic analysis of transcripts identified participants’ negative experiences of pre-university social pressures in navigating no or low alcohol drinking identities, which impacted university expectations. Participants perceived alcohol drinking cultures as remaining prevalent on university campuses and possibly used for profit and recruitment. Alcohol dominant university-sanctioned social events, alongside limited other provisions, impacted initial university transitions and belonging. However, students reported co-existing realities between such cultures and simultaneous peer acceptance of their no or low drinking status, finding similar others and long-term friendships not impacted. Due to this, student participants called for universities to take urgent action in changing pervasive university alcohol cultures, which they felt no longer aligned with changing student behaviours and perceptions.Originality/valueGuided by findings, we provide important implications for prevention work and future research, including the importance of social context interventions. We also highlight the value of student co-creation and external partnerships within such work.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emma Oljans, T. Usai, D. Chinofunga, M. Mickelsson
PurposeThe paper aims to explore how values and knowledge are expressed in student’s discussions about food and health.Design/methodology/approachFood practices present a complex phenomenon extending beyond biomedical descriptions, including social dynamics of food in families and communities. Contextual conditions of social groups and settings have significant impacts on food choices and practices. Although values constitute a central part of educational goals, deliberate values education remains an often-neglected area, with a tendency in both curricula and educational practice to focus on knowledge and overlook how values intersect with knowledge. The paper utilises group interviews supported by participant observations to study the food and health practices as expressed in students' discussions.FindingsThe paper’s findings show how values are expressed together with knowledge as value-knowledges around food and health within the social contexts of family, cultural identities and peer relationships. While moving through their lives, students draw on and utilise biomedical, social-cultural and sensory value-knowledges, simultaneously considering the nutrition and taste of foods, the value of connecting with family and peers in cultural settings as well as getting enough food to feel satiated.Originality/valueThe paper presents an original approach around the necessity to consider and integrate cultural identities in discussions and education about food and health to empower students and their communities in a way that is socially just and equitable. This involves shifting discussions of health education away from students as (ir)rational obstacles but rather as partners in co-creating knowledge for sustainable food and health equity.
{"title":"Balancing diets: diverse values shaping sustainable food choices","authors":"Emma Oljans, T. Usai, D. Chinofunga, M. Mickelsson","doi":"10.1108/he-12-2023-0120","DOIUrl":"https://doi.org/10.1108/he-12-2023-0120","url":null,"abstract":"PurposeThe paper aims to explore how values and knowledge are expressed in student’s discussions about food and health.Design/methodology/approachFood practices present a complex phenomenon extending beyond biomedical descriptions, including social dynamics of food in families and communities. Contextual conditions of social groups and settings have significant impacts on food choices and practices. Although values constitute a central part of educational goals, deliberate values education remains an often-neglected area, with a tendency in both curricula and educational practice to focus on knowledge and overlook how values intersect with knowledge. The paper utilises group interviews supported by participant observations to study the food and health practices as expressed in students' discussions.FindingsThe paper’s findings show how values are expressed together with knowledge as value-knowledges around food and health within the social contexts of family, cultural identities and peer relationships. While moving through their lives, students draw on and utilise biomedical, social-cultural and sensory value-knowledges, simultaneously considering the nutrition and taste of foods, the value of connecting with family and peers in cultural settings as well as getting enough food to feel satiated.Originality/valueThe paper presents an original approach around the necessity to consider and integrate cultural identities in discussions and education about food and health to empower students and their communities in a way that is socially just and equitable. This involves shifting discussions of health education away from students as (ir)rational obstacles but rather as partners in co-creating knowledge for sustainable food and health equity.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeGovernment’s role and sex education are vital in promoting inclusivity and sexual health. To understand the impact that the legislation has had on sex education, it is necessary to evaluate it at the different training levels.Design/methodology/approachThe method used is a critical review aimed at comparing educational and state legislation and its impact on Sex Education in Spain and the United Kingdom.FindingsIn most countries the compulsory contents in the curriculum are oriented to sexually transmitted infections and contraception. Nonetheless, this approach is deemed inadequate and restrictive, failing to cope with the challenges posed by globalization, including the increased spread of sexual infection. Legislative constraints hinder the comprehensive implementation of public health education strategies and social justice concerning sexuality.Research limitations/implicationsScope may miss legislative nuances and regional differences.Practical implicationsFindings emphasize comprehensive sex education to tackle modern challenges and to urge policy makers to incorporate these insights.Social implicationsEnhanced sex education laws foster health equity that will contribute to reducing violence and improving positive attitudes and behaviours.Originality/valueInsufficient analysis exists on the effects of ministry measures in sex education, connecting health, well-being and sustainability. This underscores the urgency of researching the legislative, educational and societal consequences, enabling interventions to address negative sexual attitudes and behaviours, including gender violence, biases against sexual diversity, emotional challenges, sexual freedom and health problems, based on respect for Human Sexual Rights.
{"title":"Promoting equity and social justice: analysing the global impact of educational laws on sex education in Spain and the United Kingdom","authors":"Laura Alonso Martínez, M. Vigo-Arrazola","doi":"10.1108/he-10-2023-0104","DOIUrl":"https://doi.org/10.1108/he-10-2023-0104","url":null,"abstract":"PurposeGovernment’s role and sex education are vital in promoting inclusivity and sexual health. To understand the impact that the legislation has had on sex education, it is necessary to evaluate it at the different training levels.Design/methodology/approachThe method used is a critical review aimed at comparing educational and state legislation and its impact on Sex Education in Spain and the United Kingdom.FindingsIn most countries the compulsory contents in the curriculum are oriented to sexually transmitted infections and contraception. Nonetheless, this approach is deemed inadequate and restrictive, failing to cope with the challenges posed by globalization, including the increased spread of sexual infection. Legislative constraints hinder the comprehensive implementation of public health education strategies and social justice concerning sexuality.Research limitations/implicationsScope may miss legislative nuances and regional differences.Practical implicationsFindings emphasize comprehensive sex education to tackle modern challenges and to urge policy makers to incorporate these insights.Social implicationsEnhanced sex education laws foster health equity that will contribute to reducing violence and improving positive attitudes and behaviours.Originality/valueInsufficient analysis exists on the effects of ministry measures in sex education, connecting health, well-being and sustainability. This underscores the urgency of researching the legislative, educational and societal consequences, enabling interventions to address negative sexual attitudes and behaviours, including gender violence, biases against sexual diversity, emotional challenges, sexual freedom and health problems, based on respect for Human Sexual Rights.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marc Griffiths, Kaz Monaghan, Mke Monaghan, Verna Tompkins
PurposeThe creation of new practice learning environments for healthcare students promotes the development of professional judgement skills and decision-making. Through the modelling of established practices across other subject disciplines, Healthcare Technicians designed and created the Clinical Skills Lounge to support student learning outside of scheduled classes.Design/methodology/approachThe design and development of a new learning and simulation space for healthcare students was created following feedback from students. Using a model of learning support for students across the creative subject disciplines, the creation of the Clinical Skills Lounge provided an opportunity to create a space where practical techniques could be practiced and support provided by Technicians.FindingsStudent feedback highlights the importance and flexibility of the Clinical Skills Lounge design and opportunities to learn and practice key skills outside of timetabled sessions. Greater confidence and opportunities to further develop decision-making skills were reported by students who use this space.Originality/valueThis particular type of learning environment promotes greater reflection, provides the opportunity for students to learn alongside their peers and encourages inter-professional learning. The opportunities for greater decision-making, confidence building and preparation for clinical placements.
{"title":"Developing new healthcare practice learning environments through a third-space reflective practice approach: a case study","authors":"Marc Griffiths, Kaz Monaghan, Mke Monaghan, Verna Tompkins","doi":"10.1108/he-03-2024-0042","DOIUrl":"https://doi.org/10.1108/he-03-2024-0042","url":null,"abstract":"PurposeThe creation of new practice learning environments for healthcare students promotes the development of professional judgement skills and decision-making. Through the modelling of established practices across other subject disciplines, Healthcare Technicians designed and created the Clinical Skills Lounge to support student learning outside of scheduled classes.Design/methodology/approachThe design and development of a new learning and simulation space for healthcare students was created following feedback from students. Using a model of learning support for students across the creative subject disciplines, the creation of the Clinical Skills Lounge provided an opportunity to create a space where practical techniques could be practiced and support provided by Technicians.FindingsStudent feedback highlights the importance and flexibility of the Clinical Skills Lounge design and opportunities to learn and practice key skills outside of timetabled sessions. Greater confidence and opportunities to further develop decision-making skills were reported by students who use this space.Originality/valueThis particular type of learning environment promotes greater reflection, provides the opportunity for students to learn alongside their peers and encourages inter-professional learning. The opportunities for greater decision-making, confidence building and preparation for clinical placements.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141687166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThis paper describes the planning and implementation program of Remaja Berdaya Sehat Tanpa Rokok (JayaStar) or Empower Youth Healthy without Smoking (EYHWS). This is a pilot tobacco control program for smoking behavior with a community-based participatory research (CBPR) approach in a rural area of Indonesia.Design/methodology/approachThis research used the participatory rural appraisal (PRA) method. The paper would describe three stages of the JayaStar program that started from diagnosis, planning action and taking action. Participants in this research were all youths aged 17–25 years including as many as 33 people. The key informants were the village head, the hamlet head, the hamlet head’s wife, the youth leader, health promotion officers at the Pleret Health Center and the Health Promotion Section of the Bantul Health Office.FindingsThe determinants of the youth empowerment process are divided into (1) predisposing factors, (2) group structure and (3) group climate. It has an important role in the success of the youth empowerment process in smoking behavior control. The implementation of the JayaStar program consisted of (1) outbound, and training with the theme of increasing self-potential; (2) training on the impact of cigarettes/vapors on the health of youths; (3) discussion and practice of making health campaign videos; (4) parenting program with the theme of the important role of parents in creating a healthy and superior young generation; (5) declaration and inauguration of JayaStar volunteers.Originality/valueThis research is an example of a successful community-based youth project that resulted in a demonstrable positive outcome. It demonstrates the importance of good relations between stakeholders. The JayaStar movement could be a potential model for youth empowerment projects to control smoking behavior among future generations in Indonesia.
{"title":"Youth empowerment in tobacco control: community-based participatory research in rural Indonesia","authors":"Heni Trisnowati, Abdillah Ahsan, Elisabeth Kramer","doi":"10.1108/he-05-2023-0050","DOIUrl":"https://doi.org/10.1108/he-05-2023-0050","url":null,"abstract":"PurposeThis paper describes the planning and implementation program of Remaja Berdaya Sehat Tanpa Rokok (JayaStar) or Empower Youth Healthy without Smoking (EYHWS). This is a pilot tobacco control program for smoking behavior with a community-based participatory research (CBPR) approach in a rural area of Indonesia.Design/methodology/approachThis research used the participatory rural appraisal (PRA) method. The paper would describe three stages of the JayaStar program that started from diagnosis, planning action and taking action. Participants in this research were all youths aged 17–25 years including as many as 33 people. The key informants were the village head, the hamlet head, the hamlet head’s wife, the youth leader, health promotion officers at the Pleret Health Center and the Health Promotion Section of the Bantul Health Office.FindingsThe determinants of the youth empowerment process are divided into (1) predisposing factors, (2) group structure and (3) group climate. It has an important role in the success of the youth empowerment process in smoking behavior control. The implementation of the JayaStar program consisted of (1) outbound, and training with the theme of increasing self-potential; (2) training on the impact of cigarettes/vapors on the health of youths; (3) discussion and practice of making health campaign videos; (4) parenting program with the theme of the important role of parents in creating a healthy and superior young generation; (5) declaration and inauguration of JayaStar volunteers.Originality/valueThis research is an example of a successful community-based youth project that resulted in a demonstrable positive outcome. It demonstrates the importance of good relations between stakeholders. The JayaStar movement could be a potential model for youth empowerment projects to control smoking behavior among future generations in Indonesia.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Aydin, C. Margerison, A. Worsley, Alison O. Booth
PurposeSchools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy.Design/methodology/approachAn online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions.FindingsThe results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents’ views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children.Practical implicationsThe findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere.Originality/valueThis is the first study that has examined Australian parents’ views of school food policy, practices and environments using a mixed-methods design.
{"title":"A mixed-method study of parents’ views of food and nutrition in Australian primary schools","authors":"G. Aydin, C. Margerison, A. Worsley, Alison O. Booth","doi":"10.1108/he-03-2023-0032","DOIUrl":"https://doi.org/10.1108/he-03-2023-0032","url":null,"abstract":"PurposeSchools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy.Design/methodology/approachAn online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions.FindingsThe results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents’ views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children.Practical implicationsThe findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere.Originality/valueThis is the first study that has examined Australian parents’ views of school food policy, practices and environments using a mixed-methods design.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Saemi Lee, Janaina Lima Fogaca, N. Papini, Courtney Joseph, Nikole Squires, Dawn Clifford, Jonathan Lee
PurposeResearch shows peer health education programs on university campuses can support students in pursuing sustainable health-related behavior changes. However, few programs deliver peer health education through a nondiet, weight-inclusive framework. Research shows that health educators who challenge the status quo of diet culture and weight-focused health interventions may face unique challenges when sharing this perspective with others. Thus, the purpose of this study was to examine the experiences of peer educators who provided critical health education by introducing a nondiet, weight-inclusive approach to health.Design/methodology/approachFive health coaches from a university health coaching program at a mid-sized southwestern university participated in a semi-structured interview. The data were analyzed through interpretative phenomenological analysis.FindingsPeer educators faced numerous challenges when introducing nondiet, weight-inclusive approaches such as lacking credibility as a peer to challenge weight-centric messages, feeling conflicted about honoring clients’ autonomy when clients are resistant to a weight-inclusive approach and feeling uncomfortable when discussing client vulnerabilities. Peer educators also identified several strategies that helped them navigate these challenges such as being intentional with social media, using motivational interviewing to unpack clients’ concerns about weight, and seeking group supervision.Originality/valueGiven the reality that health coaches will face challenges sharing weight-inclusive health approaches, educators and supervisors should explicitly incorporate strategies and training methods to help peer health coaches prepare for and cope with such challenges. More research is also needed to examine effective ways to introduce weight-inclusive approaches to college students.
{"title":"Peer health coach experiences promoting a nondiet approach in a university health coaching program","authors":"Saemi Lee, Janaina Lima Fogaca, N. Papini, Courtney Joseph, Nikole Squires, Dawn Clifford, Jonathan Lee","doi":"10.1108/he-03-2023-0036","DOIUrl":"https://doi.org/10.1108/he-03-2023-0036","url":null,"abstract":"PurposeResearch shows peer health education programs on university campuses can support students in pursuing sustainable health-related behavior changes. However, few programs deliver peer health education through a nondiet, weight-inclusive framework. Research shows that health educators who challenge the status quo of diet culture and weight-focused health interventions may face unique challenges when sharing this perspective with others. Thus, the purpose of this study was to examine the experiences of peer educators who provided critical health education by introducing a nondiet, weight-inclusive approach to health.Design/methodology/approachFive health coaches from a university health coaching program at a mid-sized southwestern university participated in a semi-structured interview. The data were analyzed through interpretative phenomenological analysis.FindingsPeer educators faced numerous challenges when introducing nondiet, weight-inclusive approaches such as lacking credibility as a peer to challenge weight-centric messages, feeling conflicted about honoring clients’ autonomy when clients are resistant to a weight-inclusive approach and feeling uncomfortable when discussing client vulnerabilities. Peer educators also identified several strategies that helped them navigate these challenges such as being intentional with social media, using motivational interviewing to unpack clients’ concerns about weight, and seeking group supervision.Originality/valueGiven the reality that health coaches will face challenges sharing weight-inclusive health approaches, educators and supervisors should explicitly incorporate strategies and training methods to help peer health coaches prepare for and cope with such challenges. More research is also needed to examine effective ways to introduce weight-inclusive approaches to college students.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141004646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Palka Mittal, S. Kalra, Abhishek Dadhich, Puneeta Ajmera
PurposeChild-to-Child (C-to-C) approach is an evidence-based approach that ensures the child’s participation in bringing about positive changes in healthcare. By systematically investigating the literature, the study aimed to evaluate the effectiveness of the approach and recognize associated themes, methodologies and outcomes.Design/methodology/approachAn extensive search on PubMed, ProQuest, Cochrane and Dimensions AI databases was performed for original research articles on C-to-C intervention, with no time and geographical restrictions. Following PRISMA and PICO, the Joanna Briggs Institute (JBI) critical appraisal tool assessed the studies. A data tabulation technique was used to summarize these studies.FindingsThe approach shows promising results in enhancing children’s understanding of health issues and their participation in community health promotion. This, in turn, encourages the adoption of better healthcare practices and shows improved health outcomes.Research limitations/implicationsFurther research is required to understand the long-term impact of the approach on populations from diverse socioeconomic statuses in different study settings.Practical implicationsThe findings will be helpful for practitioners, educators, policymakers and other stakeholders in creating more successful and effective C-to-C intervention programs to make informed decisions, achieve sustainable behavior change and improve health.Originality/valueThe originality of this review paper is evident in its unique focus on the C-to-C approach, which empowers children not only as recipients of health education but also as active contributors to promoting health. Further, the present research also explores the intricacies of how children learn from each other, offering new insights into effective educational practices.
{"title":"Empowering children for better health with child-to-child approach: a systematic literature review","authors":"Palka Mittal, S. Kalra, Abhishek Dadhich, Puneeta Ajmera","doi":"10.1108/he-09-2023-0093","DOIUrl":"https://doi.org/10.1108/he-09-2023-0093","url":null,"abstract":"PurposeChild-to-Child (C-to-C) approach is an evidence-based approach that ensures the child’s participation in bringing about positive changes in healthcare. By systematically investigating the literature, the study aimed to evaluate the effectiveness of the approach and recognize associated themes, methodologies and outcomes.Design/methodology/approachAn extensive search on PubMed, ProQuest, Cochrane and Dimensions AI databases was performed for original research articles on C-to-C intervention, with no time and geographical restrictions. Following PRISMA and PICO, the Joanna Briggs Institute (JBI) critical appraisal tool assessed the studies. A data tabulation technique was used to summarize these studies.FindingsThe approach shows promising results in enhancing children’s understanding of health issues and their participation in community health promotion. This, in turn, encourages the adoption of better healthcare practices and shows improved health outcomes.Research limitations/implicationsFurther research is required to understand the long-term impact of the approach on populations from diverse socioeconomic statuses in different study settings.Practical implicationsThe findings will be helpful for practitioners, educators, policymakers and other stakeholders in creating more successful and effective C-to-C intervention programs to make informed decisions, achieve sustainable behavior change and improve health.Originality/valueThe originality of this review paper is evident in its unique focus on the C-to-C approach, which empowers children not only as recipients of health education but also as active contributors to promoting health. Further, the present research also explores the intricacies of how children learn from each other, offering new insights into effective educational practices.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141005645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeGreener on the Outside for Prisons (GOOP) is a therapeutic horticulture programme targeting the high levels of complex health and social care needs in prisons in England. The COVID-19 pandemic and resulting lockdowns led to unprecedented disruption in prisons in England. This paper examines the experiences of prisoners both during and post-lockdowns in four prisons, to understand the effects of participation in GOOP on health and wellbeing after the disruption of restrictions, and identify implications for developing this programme further.Design/methodology/approachThe paper is based on original qualitative data gathered from in-depth narrative-based interviews and focus groups with prisoners and staff in four English prisons. Audio data was transcribed and subject to a thematic analysis, drawing from a realist-informed lens.FindingsThematic analysis revealed five key themes: reimagining the GOOP context; increasing empathy between participants; building sense of coherence; reconnecting with nature and a joined-up connection with provider services. The main arguments centre on horticulture in prisons remaining under-utilised as a means of promoting good health and wellbeing, although there is enthusiasm from staff to provide green spaces for the most vulnerable prisoners and develop a range of mechanisms to connect people in prison with nature.Originality/valueThis paper focuses on new knowledge arising from an unprecedented situation in English prisons, from key stakeholders on the frontline of garden activities. Accounts demonstrate the extent of the health and wellbeing benefits of participation in such activities in this challenging environment, which has implications for practice for prisons more widely.
{"title":"Therapeutic gardening in English prisons post-pandemic: implications for health and wellbeing","authors":"Alan Farrier, Michelle Baybutt","doi":"10.1108/he-07-2023-0083","DOIUrl":"https://doi.org/10.1108/he-07-2023-0083","url":null,"abstract":"PurposeGreener on the Outside for Prisons (GOOP) is a therapeutic horticulture programme targeting the high levels of complex health and social care needs in prisons in England. The COVID-19 pandemic and resulting lockdowns led to unprecedented disruption in prisons in England. This paper examines the experiences of prisoners both during and post-lockdowns in four prisons, to understand the effects of participation in GOOP on health and wellbeing after the disruption of restrictions, and identify implications for developing this programme further.Design/methodology/approachThe paper is based on original qualitative data gathered from in-depth narrative-based interviews and focus groups with prisoners and staff in four English prisons. Audio data was transcribed and subject to a thematic analysis, drawing from a realist-informed lens.FindingsThematic analysis revealed five key themes: reimagining the GOOP context; increasing empathy between participants; building sense of coherence; reconnecting with nature and a joined-up connection with provider services. The main arguments centre on horticulture in prisons remaining under-utilised as a means of promoting good health and wellbeing, although there is enthusiasm from staff to provide green spaces for the most vulnerable prisoners and develop a range of mechanisms to connect people in prison with nature.Originality/valueThis paper focuses on new knowledge arising from an unprecedented situation in English prisons, from key stakeholders on the frontline of garden activities. Accounts demonstrate the extent of the health and wellbeing benefits of participation in such activities in this challenging environment, which has implications for practice for prisons more widely.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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