在健康促进学校框架内促进福祉:生活技能是否可以成为一种手段而不是目的?
Julien Masson1, Adeline Darlington-Bernard2, Emily Joan Darlington2
1Lumière Lyon2 University -Education Cultures Politiques Research unit, France.
Journal of epidemiology and population health
|June 8, 2024
概括
本研究使用健康促进学校框架对学校的健康促进进行了研究,强调了学生赋权和社区参与,以减少健康不平等. 需要进一步的研究来澄清生活技能和加强学校福利计划.
科学领域:
- 公共卫生 公共卫生
- 教育心理学教育心理学
- 卫生教育卫生教育教育
背景情况:
- 健康促进学校 (HPS) 框架指导教育环境中的健康促进.
- 学生的福祉对于学业成功至关重要,并受到学校气候的影响.
- 健康促进在解决决定因素和不平等方面面临挑战.
研究的目的:
- 在HPS框架内探索健康促进的演变和挑战.
- 检查学生赋权,参与策略和社区参与的作用.
- 调查生活技能 (LS) 在促进学生福祉方面的潜力.
主要方法:
- 对学校健康促进策略的文献综述和概念分析.
- 专注于参与式方法和社区参与.
- 探索学生幸福感的概念及其决定因素.
主要成果:
- 该HPS框架强调学生赋权和社区参与,以解决健康决定因素和减少不平等.
- 积极的学校气候显著促进学生的福祉.
- 生活技能 (LS) 被认为是促进福祉的潜在工具,但其定义和评估缺乏明确性.
结论:
- 在学校有效推广健康需要参与式策略和社区参与.
- 进一步的研究是必不可少的,以定义和评估生活技能,以改善学生的福祉.
- 需要对健康促进概念有更清晰的理解和一致的应用,以获得最大的影响.
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