http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
comparison of Comprehensive School Health programs between schools that have and have not attented a school worksite health promotion conference
The traditional school health model has been expanded to include eight areas that influence the health and/or health behaviors of students. These areas include: Health Instruction, Physical Education, School Health Services, School Environment, Food Services, Counseling and Guidance Services, Integrated School and Community Efforts, and Staff Wellness. Staff wellness is an important component of this expanded school health model, known as Comprehensive School Health (CSH). One factor believed to impact the health and wellness of school staff members is a worksite health promotion conference. This study assessed the impact that a school worksite health promotion conference had on the perceived implementation of selected characteristics of Comprehensive School Health (CSH) programs in Texas public schools. The study sample included 42 schools that previously sent a team staff members to the Texas All Well Health Promotion Conference and 50 schools that met the following selection criteria: school size, district size, state geographic region, never sent a team of staff members to a school worksite health promotion conference, and did not currently have a school worksite health promotion program at the school site. Findings from the study revealed: (a) certain background characteristics of the two groups varied significantly (i.e., gender, age), and (b) there were significant differences between the two groups in the perceived implementation of five of the eight CSH program components (i.e., Health Instruction, Physical Education, School Environment, Food Services, Integrated School and Community Efforts). Conclusions from the study included: (a) a school worksite health promotion conference does impact the perceived implementation of Comprehensive School Health programs, (b) gender and age of conference participants may influence response differences between the two groups, (c) success of each CSH program component depends largely on its integration with the other seven components, and (d) no one CSH program component is perceived to be more important than the others.