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1 – 10 of 15Government policy places strong emphasis on the value of school‐based drug education, and offers guidelines around the development of appropriate drug education. This paper is…
Abstract
Government policy places strong emphasis on the value of school‐based drug education, and offers guidelines around the development of appropriate drug education. This paper is based on research conducted with 575 young people via a questionnaire survey which sought to obtain their views on what constitutes effective drug education. Findings included strong support from young people for school‐based drug education; suggested roles for parents, ex‐drug users, friends and youth workers in drug education; a desire for clear facts about drugs and drug use in order to enable young people to make informed decisions; support for the use of interactive teaching methods; and the need for drug education to start in primary school. These findings highlight the potential value of involving young people in the development of drug education in order to ensure maximum engagement in and learning from school‐based drug education programmes.
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Debra Salmon, Matthew Jones, Judy Orme, Dilly Taylor and Luke Bizios
The development of drug education for young people in the UK has been the subject of various policy statements in recent years. With the publication of the Government White Papers…
Abstract
The development of drug education for young people in the UK has been the subject of various policy statements in recent years. With the publication of the Government White Papers research has drawn attention to the potential benefits of peer education as a method of drug prevention due mainly to the credibility of young people with their peers. This credibility might be based on age alone, or may also involve credibility stemming from the young person’s own drug use, past or present. This paper discusses issues relating to the effectiveness of peer drug education with particular reference to two evaluations carried out recently in South West England; brings together the most recent literature on peer education; and considers the appropriateness of different approaches in schools and youth work settings. This paper contributes significantly to the debate on the use of peer education as a health education approach.
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Mathew Jones, Simon Murphy, Debra Salmon, Richard Kimberlee and Judy Orme
The Rock Challenge is a school‐based performing arts programme that that aims to promote healthy lifestyles amongst secondary school students. This paper reports on teacher…
Abstract
The Rock Challenge is a school‐based performing arts programme that that aims to promote healthy lifestyles amongst secondary school students. This paper reports on teacher perspectives on the implementation of The Rock Challenge in nine English schools. This study highlights how performing arts programmes, such as The Rock Challenge, are unlikely to have a simple relationship between guidance and practice in spite of their being popular and sustainable.
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This paper focuses on one aspect of Health Promotion Service Avon’s Schools for Health Project 1997/98, which is the development, implementation, analysis and evaluation of an…
Abstract
This paper focuses on one aspect of Health Promotion Service Avon’s Schools for Health Project 1997/98, which is the development, implementation, analysis and evaluation of an initial review questionnaire completed by teachers, non‐teaching staff, parents and pupils. This provided a baseline audit tool in 13 schools. The initial review questionnaire covered topics within the areas of environment, school ethos, staff and pupil wellbeing, curriculum and community. This helped schools to identify areas for development via the project. Benefits arising from the initial review exercise identified by schools included: giving all school members the chance to put their views across; engaging people in the project and raising awareness of the school’s involvement in the project; and giving legitimacy to concerns raised informally by staff. The importance of ensuring that any questionnaire given to non‐teaching staff and pupils is “jargon‐free” and “user‐friendly” was highlighted by some of the teachers involved.
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Judy Orme, Matthew Jones, Debra Salmon, Emma Weitkamp and Richard Kimberlee
Health promotion programmes are widely held to be more effective when the subjects of them actively participate in the process of change. The purpose of this paper is to report on…
Abstract
Purpose
Health promotion programmes are widely held to be more effective when the subjects of them actively participate in the process of change. The purpose of this paper is to report on an evaluation of the Food for Life Partnership programme, a multi‐level initiative in England promoting healthier nutrition and food sustainability awareness for students and their families through involvement in cooking, growing, farm visits and School Nutrition Action Groups (SNAGs).
Design/methodology/approach
The study adopted a mixed methods approach, drawing upon quantitative and qualitative data sources. The data sources included quantitative data on school level programme related activities, qualitative data collected through focus groups with children and reports from teachers and other staff involved in the delivery of the programme.
Findings
The paper concludes that the pivotal role of SNAGs in catalysing and embracing a whole school approach must be seen as an important mechanism for any health promotion in complex school environments.
Originality/value
This was a national evaluation of a unique school food project aiming to transform food culture in primary and secondary schools. The findings highlight the importance of a whole school approach to public health initiatives and the centrality of pupil participation in the success and sustainability of such interventions.
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Richard Kimberlee, Mathew Jones, Adrian Morley, Judy Orme and Debra Salmon
The purpose of this paper is to describe the impact of the Food For Life Partnership (FFLP) whole school food programme on kitchen staff employment and professional development.
Abstract
Purpose
The purpose of this paper is to describe the impact of the Food For Life Partnership (FFLP) whole school food programme on kitchen staff employment and professional development.
Design/methodology/approach
This exploratory research involved baseline and follow‐up interviews with 74 kitchen staff (51 primary and 23 secondary English schools) enrolled onto the FFLP programme. Empirical data were collected using a semi‐structured questionnaire between 2007‐2010 with an average of 20 months between baseline and follow‐up. Data were collected on the perceived programme impact on school cook professional experience and employment and their role in health promotion.
Findings
Numbers of kitchen staff and mean job satisfaction grew. Kitchen staff reported significant investment in their kitchen environment. They felt a greater degree of involvement and broader integration with the rest of the school's educational mission. However, towards the end of their involvement, kitchen staff became increasingly cognizant of the growing challenges posed by broader economic conditions emerging at the time of follow‐up.
Practical implications
Kitchen staff can play an important role in the promotion of healthy eating and school cohesion. However, there are significant organisational and employment‐based barriers to fulfilling this potential.
Originality/value
This paper outlines the role of kitchen staff in whole school food programmes and illustrates the key dimensions and barriers that need to be overcome to enhance their role through the delivery of improvements in school food uptake and the promotion of healthier and more sustainable food consumption.
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“Hello, Craig”, a child protection drama, was targeted at five‐ and six‐year olds in 28 primary schools in England. It aimed to encourage pupils to develop strategies to deal with…
Abstract
“Hello, Craig”, a child protection drama, was targeted at five‐ and six‐year olds in 28 primary schools in England. It aimed to encourage pupils to develop strategies to deal with appropriate and inappropriate touch in a variety of social settings. It also enabled teachers to introduce the sensitive issue of personal safety in a safe and stimulating way. The evidence from this evaluation suggests that innovative drama can be an effective medium for communicating the issues surrounding child protection. The project resulted in an increase in the children’s knowledge and skills about appropriate/inappropriate touch in a variety of contexts. Follow‐up work with photographs indicated that children had retained many of the main messages from the drama and were able to model strategies in playground situations. Areas for further development include embedding the project further within personal, social and health education (PSHE) programmes and staff development for teachers in the field of child protection.
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