Attitudes to teaching among teachers at a British medical school

Summary. A random sample of clinical teachers at a British medial school was surveyed by postal questionnaire to assess their attitudes to teaching and to teacher training. The response rate among the 186 teachers sampled was 80%. A high degree of enthusiasm for teaching was detected despite a perception that teaching received neither sufficient priority within the medical school nor due recognition within its reward structure. Feelings were mixed concerning the quality of training which graduates received. However, only 5% of teachers believed their own teaching ability to be below average. This survey revealed considerable support for the concept of training courses for medical teachers, though feelings were mixed as to whether such courses should be compulsory. These findings are discussed and related to recent initiatives to improve both the status of teaching within medical schools and the quality of medical education.     

Knowledge of primary school teachers in Alexandria about asthma

This study was conducted to elucidate the level of knowledge about asthma among primary school teachers in Alexandria. An interview questionnaire was constructed to collect data from 318 teachers chosen through a multistage stratified random method from 10 primary schools in Alexandria. The questionnaire included personal data and a series of statements about asthma that were to be answered. The study revealed that the teachers had limited knowledge about asthma in children. Most of them believed of the importance of playing sports for the asthmatic children. About 11% of the teachers did not permit an asthmatic child to keep his medicine with him during school hours. A significant difference in the level of knowledge about asthma was found between teachers who had received instructions and those who did not. It is recommended that instructions about asthma should be given to all primary school teachers during their teacher training courses.     

Implementing school health promotion in Austria: experiences from a pilot training course

A pilot training course on school health promotion in Austria focused on supporting teachers and school heads during the implementation of the health-promoting school (HPS) concept. The participants talked about their experiences during the implementation phase in focus groups held in a feedback seminar at the end of the training course. The focus groups were analyzed by using an inductive approach. A coding method for thematic analysis was applied. Compatibility of the training course with the school setting was examined and supporting and hindering structures and processes pertaining to the schools and the training course are described. The results can be displayed in a model showing connections between the themes. Internal and external collaboration structures were identified as central aspects in the implementation phase. Particularly collaboration within the faculty is shown to be of importance when implementing the HPS approach. Voluntary cooperation especially of teachers, which is often connected with work in their spare time, is another aspect influencing the sustainability and therefore also the compatibility of the training course with the school setting. For future designs of teacher training courses in health promotion, the aspects of collaboration, teamwork, and collective commitment have to be taken into consideration.     

美国儿童保护介绍

该文介绍了美国在儿童保护方面所作的努力,儿童虐待的预防系统,儿童保护系统,《儿童虐待预防和处理法》的产生和功能等,使读者能较全面的了解美国的儿童保护法律及其产生背景.对学校健康教育在儿童虐待预防中的作用和儿童保护的服务系统作了较详细的介绍,希望能对建立国内儿童保护系统有所启示.     

Principal and teacher reports of strategies to enforce anti-tobacco policies in Florida middle and high schools

This study describes anti-tobacco policies implemented by middle and high schools in Florida. All schools had in place formal anti-tobacco policies but implementation of those policies was more rigorous at the middle school level. Principals and tobacco use prevention education teachers reported the formal and informal strategies used to enforce their school's anti-tobacco policies. Punitive enforcement strategies were more commonly reported than nonpunitive strategies. Enforcement strategies were significantly associated with several features of school settings including number of supports for teachers' efforts, teachers' perceptions of program success, and training opportunities for teachers. Middle school staff reported using significantly more enforcement strategies than high school staff, and their strategies were more likely to be associated with school context variables. Implications of these findings for the maintenance of anti-tobacco programs in secondary schools are discussed.     

Solar protection issues for schools: policy, practice and recommendations

This study presents findings on solar protection policies and practices in primary and secondary schools in New South Wales, Australia. The findings suggest that policies have been more fully articulated in primary schools than in secondary schools and that there is wide scope for further public health initiatives to protect children from the risk of skin cancer. Little attention has been given to the potential benefits of timetable changes and provision of shade in school environments, although school principals considered the latter would be a successful means of increasing protection. The level of solar education provided in the schools surveyed in our study was minimal, suggesting that urgent attention should be given to incorporating these issues in the school curriculum. Observations of school children's solar protection behaviours suggest that the majority of children used some form of protection in the middle of the day, but the form of protection changed with age. Consideration of more structural and environmental changes is needed to maximise the opportunities for solar protection in schools.     

Combating violence against children: Jordanian pre-service early childhood teachers’ perceptions towards child abuse and neglect

Early childhood teachers play major roles in defying child abuse and neglect and alleviating its detrimental effects on young children. Therefore, this study aimed at exploring how Jordanian pre-service early childhood teachers define and perceive violence against children and their role in child abuse detection and prevention. Furthermore, the study aimed at identifying pre-service early childhood perceived preparation needs in child abuse and neglect. To achieve the study purposes, an interpretive qualitative approach was utilised. Semi-structured in-depth interviews were conducted with 25 pre-service early childhood teachers who completed a compulsory course in child abuse at the time of the study. Thematic analysis was applied to data through which findings were confined to three themes corresponding to the research questions: violence and abuse defined; perceived preparation needs; and perceived roles in child protection. Several implications and recommendations for educators and teacher preparation programmes were offered and discussed based on the findings of this study.     

Tobacco control in schools of India: review from India Global School Personnel Survey 2006

School personnel are role models for students, teachers of tobacco use prevention curricula, and key influencers for tobacco control policies in schools. With their daily interactions and strong influence on their students they represent an influential group for tobacco control. Data collected through the Global School Personnel Survey during 2006 in 180 school; of 6 regions of India have shown that a large proportion (29%) of school personnel used tobacco. The scarcity of tobacco free school policies and relevant teaching materials (non existent in 62% of schools surveyed) and lack of training among school personnel (84%) reported in this study indicate the extent of undermining the scope of prevention efforts in schools to reduce adolescent tobacco use prevalence in India. Majority of school personnel in India strongly agreed that they should receive specific training to help students avoid or stop using tobacco. Training of school personnel along with introduction of comprehensive school policies and its vigorous enforcement will help adolescent students and school personnel to adopt and maintain a tobacco free lifestyle.     

湖南省中小学校卫生保健能力现状及改善策略

目的 为分析湖南省中小学校卫生保健能力配置现状,改善中小学卫生保健能力提供依据。 方法 开展学校卫生保健能力建设问卷调查,利用学校卫生工作体系和能力建设调查工作数据采集平台直报数据,对湖南省中小学校卫生保健机构设立以及卫生保健人员配备现状进行分析。 结果 湖南省12 614所中小学校中,3 599所寄宿制学校和1 704所600人以上非寄宿制学校,至少需配备专职校医9 967名,实际仅898名,7 311所不足600人非寄宿制学校,专职保健老师仅197名;调查学校中7.3%设置了卫生室,29.6%设置了保健室;7.5%配备了校医,5.3%配备了专职校医,专职校医配备合格率为1.3%;45.6%配备了保健老师,6.6%配备了专职保健老师;90.0%开展了卫生健康相关课程;5.7%的校医和26.5%的保健老师参加过卫生专业技术培训;设置卫生室或保健室、配备(专职)保健老师、配备(专职)校医、开展卫生健康教育、保健老师或校医参加过学校卫生专业知识培训的学校比例,随学龄阶段的上升、经济水平的提高、学校规模的变大,呈逐渐增加趋势(均P<0.001)。 结论 湖南省中小学校卫生保健机构以及卫生保健人员缺口较大,小于600人的小学卫生保健力量需重视;保健老师和校医学校卫生专业知识培训不足;经济水平仍是影响学校卫生保健机构以及人员配置的关键因素之一。建议通过增加学校卫生工作经费投入,不断完善学校卫生保健机构建立,合理增配学校卫生保健人员,并通过卫生保健人员专业技术培训来提升中小学校卫生保健工作能力。     

Effect of school policy on tobacco use by school personnel in Bihar, India

This study examined the relationship between school tobacco policies and tobacco use prevalence among school personnel. Two subsets of schools were identified in Bihar, India: Federal Schools (with a tobacco policy), and State schools (without a tobacco policy). Stratified probability samples of 50 schools each were selected. The survey was conducted through an anonymous, self-administered questionnaire. School personnel from State Schools (non-policy schools) reported significantly higher daily cigarette smoking and daily current smokeless tobacco use compared to personnel in Federal schools (policy schools). Teachers in State schools did not teach about health consequences of tobacco, and they had not received training for such teaching. Extent of teaching about health consequences of tobacco varied across topics for teachers in Federal schools. They received negligible training, but more than 35% reported access to teaching materials. More than one-half the personnel from Federal schools knew about their school's policy prohibiting tobacco use among students and school personnel, and about policy enforcement. Personnel in State schools did not know about tobacco control policy in their schools. All school personnel in both types of schools were near unanimous in supporting policy prohibiting tobacco use in schools. The study demonstrated an association between enacting a school policy regarding tobacco use and school personnel's use of tobacco, curricular teaching, and practical training of students. Findings suggest that more extensive introduction of comprehensive school policies may help reduce tobacco use among school personnel.     

Is elder abuse on the curriculum? The relative contribution of child abuse,domestic violence and elder abuse in social work,nursing and medicine qualifying curricula

In order to have a sufficiently high index of suspicion about elder abuse and neglect, child abuse and domestic violence, a knowledge base about the phenomena is clearly necessary. Education in the widest sense for health and social care professionals about elder abuse and neglect, child abuse and domestic violence is increasing with regular journal articles, media coverage and modular coverage now found on post basic training courses for health and social care professionals. However, it is suggested that the relative importance of a topic can be judged by its importance in the basic curricula of medical, nursing and social work qualifying courses. A survey of all medical schools and colleges, nursing colleges and university departments with qualifying studies in social work was conducted between April-September 1994. The aim was to ascertain the relative educational content in the curricula pertaining to elder abuse and neglect, child abuse, domestic violence, and generic family violence.     

Students′ Special Needs and Problems as Reasons for the Adaptation of Substance Abuse Prevention Curricula in the Nation's Middle Schools

In this study we estimate the proportion of the nation's middle school teachers who have adapted substance abuse curricula in response to their students' special problems or needs. We also explore a variety of characteristics associated with schools, teachers, and the curricula implemented that are associated with adaptations made in response to the most prevalent of these student problems or needs. Study data were collected in 1999 from a representative sample of lead substance abuse prevention teachers in the nation's public and private schools. We found that 79.8% of respondents report adapting their prevention curricula in response to at least one of the dozen student problems and needs specified. The problems cited most frequently, by slightly more than half of all respondents, relate to the needs of students who are sexually active or have discipline problems. Associated most strongly with adaptations for these two reasons were teachers who were recently trained in their curricula, and substance abuse prevention lessons that could readily be integrated into the school's overall curriculum. We discuss the need for curriculum developers to recognize the frequency with which, and reasons for which, teachers are adapting their curricula, and to include appropriate optional content that addresses students' needs.     

Child sexual abuse prevention programs in Texas public elementary schools

This survey determined if selected Texas public school districts provided an established child sexual abuse prevention program for elementary schools. The survey examined the type of program being implemented, training available for faculty and staff type of evaluation used, involvement of local agencies, and type of funding sources. Survey data were obtained from a nonrandomized sample of 89 largest public school districts in Texas, all recording an average daily attendance over 5,000. Fifty-eight of the 89 districts addressed child sexual abuse as a formal prevention program or as an awareness program. Training for child sexual abuse prevention program presenters was offered in 89% of districts. Consistent, effective evaluation was minimal. Funding for prevention programs was limited or unknown. Results confirmed the need for consistent, effective child sexual abuse prevention programs in elementary schools.     

More than words? The status and impact of smoking policies in Scottish schools

The aim of this study was to investigate the current status of smoking policies in Scottish schools, and the relationship between policy status, enforcement of smoking restrictions and perceptions of smoking behaviour among pupils and teachers. A representative sample of 15-year-old school pupils from 77 Scottish secondary schools was surveyed in 1998 regarding their perceptions of smoking in several locations within and outside the school building. Two staff members from each school were also surveyed regarding school smoking policies for pupils and teachers, the nature of the school's smoking restrictions, and the extent to which the restrictions were enforced. The results showed that more schools had a written policy on teacher smoking than on pupil smoking. All schools in the sample banned smoking by pupils, but the majority allowed smoking by teachers in restricted areas. Irrespective of the type of policy or restrictions on smoking, pupils reported seeing smoking among both pupils and teachers on school premises in all of the sample schools. Whether or not a school had a written policy appeared to be unrelated to pupil smoking in the toilets or teacher smoking outdoors on school premises. However, pupils were less likely to be aware of pupils smoking outdoors and teachers smoking in the staff rooms in schools where there were written policies on pupil and teacher smoking, respectively. Consistent enforcement of a ban on pupil smoking was associated with lower levels of perceived smoking among pupils. Where a complete ban on teacher smoking existed, smoking among teachers was seen less often in the staff rooms, but more often in outside areas on school premises. The results have implications for the use of policy in promoting a healthy school environment.     

Urban health educators' perspectives and practices regarding school nutrition education policies

Although nutrition-related health education policies exist at national, state and local levels, the degree to which those policies affect the everyday practices of health education teachers who are charged with executing them in schools is often unclear. The purpose of this study was to examine the nutrition-related health education policy matrix that affected one urban school district, the health education teachers' awareness of those policies, the impact of nutrition policies on teachers' instruction and challenges teachers perceived in executing comprehensive nutrition education. The study used interpretive ethnography to examine the educational contexts and perspectives of 27 health educators from 24 middle schools in one urban district in the Midwestern United States. Data were collected through school observations, interviews with key personnel and document collection. We found that a network of nutrition-related education policies governed health education teachers' instruction, but that teachers were uniformly unaware of those policies. Without institutional coherence and clear directives, health education teachers taught little nutrition content, primarily due to poor training, professional development, instructional resources and administrative accountability. The results are discussed in light of the enormous challenges in many urban schools and the need for nutrition education professional development.     

Effects of a short teacher training programme on the management of children's sexual behaviours: a pilot study

This small-scale quasi-experimental study set out to examine the effects of a brief training programme aiming to develop primary school teachers' knowledge, attitudes and confidence in recognising and responding to children who display sexual behaviours. Data on prevalence of sexual behaviours observed by teachers in the study, their level of concern and their response strategies were also examined. There were overall improvements in 16 of the 23 self-report questionnaire items after the training session, 6 of which, in comparison to a control group, were sustained at the three-week follow-up. These results suggest that short training courses can be a viable option in improving primary teachers' knowledge and confidence in dealing with children's sexual behaviours within the school setting. These significant findings are discussed in relation to implications for policy and practice as well as future research.     

Prenatal Drug Education in Public and Private Schools of Nebraska

ABSTRACT: Substance abuse during pregnancy continues to be a serious health problem in the United States. Hazards associated with the use of alcohol, tobacco, and other drugs by pregnant women have been documented. The extent to which prenatal drug education is included in school health education has not been addressed. This survey determined the nature and extent of prenatal drug education being conducted by Nebraska school teachers in health-related fields. Educators in public and private schools who teach health-related courses were surveyed. Respondents indicated prenatal drug education is being addressed in a variety of courses. Amount of time devoted to the topic was 2.68 hours overall. Problems associated with providing prenatal drug education included inadequate teacher knowledge and training, lack of appropriate materials, and time limitations in the curriculum. Implications for comprehensive school health education are identified. ( J Sch Health. 1994;64(6):254–257 )     

Country watch: Tanzania

Previous narrative research by TANESA found rural primary school students in Mwanza Region to be sexually active from the age of 12 years. The Regional Education Office established a program to protect primary school girls from sexual abuse following 1995-96 reports to the rural School AIDS Committees (SACs) that female students were being sexually harassed and abused by primary school teachers. The program involves training selected female teachers to be guardians who help students with social, sexual, and reproductive health problems. The women, at least 35 years old, are selected by school board members and other teachers. One-day training workshops began in February 1996 and by October 1996, 185 female guardians had been trained in the 63 schools of Mwanza District and 122 of the 156 schools in Magu District. Workshop objectives and activities are described. Some program successes have already been achieved.     

Sex education mandates: are they the answer?

This article examines the question of mandating family life education in schools. Findings are presented of a recent study on the implementation of New Jersey's family life education requirement, (proposed by the State Board of Education and Education Department) which, in its original form in 1979, required that 31 specific topics be addressed by the end of high school; (e.g. human reproduction, child abuse and assault, and others). Intense pressure from conservative activist groups, education associations fearing a threat to local control of curricula, and important elements of the press, caused a change in the language of the draft regulation to be much less specific. In 5 school districts selected, the norm was conformity to the very broad mandates simply by verifying that certain topics were touched on in courses already offered in the curriculum. Teachers did not seem motivated to give out more than simple correct information on human reproduction, and family life education is commonly discussed in a limited way as part of health education. Beyond more emphasis being placed on the topic of child abuse in elementary schools, little structural change took place in curricula, and there was little actual training of staff. In a 6th district (chosen on the basis of prior knowledge about its program), specific teacher training and curriculum development were evident. It is proposed that information connected with reproduction be regared as something students have a right to know, and that family life education be designed with this goal in mind, and not with the idea of making a political staement, or with the strategy of politically dangerous mandates.     

Encouraging fruit consumption in primary schoolchildren: a pilot study in North Wales, UK

OBJECTIVE: To explore the feasibility and cost of promoting fruit consumption among primary schoolchildren across Anglesey, a region in North Wales, UK. DESIGN, SETTING AND SUBJECTS: A postal survey of the head teachers of all 51 primary schools across Anglesey to ascertain their attitudes to promoting fruit consumption and current initiatives in place was conducted. This was followed by a 1-week pilot study in a single primary school to assess parents' support and willingness to bear or share costs, to determine children's fruit preferences, and to calculate fruit waste. Finally, the cost to local government of providing a piece of fruit to each primary schoolchild daily was calculated. RESULTS: A 53% response rate was obtained in the postal survey of primary school head teachers. All respondents expressed an interest in participating in future fruit promotion programmes. Of 27 primary schools, 26 that responded (96.3%) had programmes in place in which 18 had adopted specific food policies. In the pilot study at the single Anglesey primary school, a response rate of 97% from parents who expressed support for fruit promotion in school was obtained. Parents expressed their willingness to pay at least 15 pence per day towards fruit provision at break time for their children if such a service was not provided by local government. If local government was to invest in this initiative, the total cost of providing one piece of fruit per day to all primary school children in Anglesey would be 211,000 pounds per annum (2004 prices; 19 pence per child per day). CONCLUSION: This pilot study shows support by teachers and parents for initiatives to encourage primary schoolchildren to eat more fruit. Waste can be minimized by choosing fruit that children prefer, in this study, grapes, apples and oranges. The decision as to whether local government or parents are asked to pay for fruit provision is political, depending on local socioeconomic circumstances, local government priorities, national education and nutrition policies.