School Health Personnel Research Articles

Residential adolescent substance abuse treatment: recommendations for collaboration between school health and substance abuse treatment personnel.

Thousands of youth participate in residential substance abuse treatment each year. After completing treatment, many of these youth return to school. This study analyzed the process of substance abuse treatment at the Generations Youth Program, and identified opportunities for collaboration with school health personnel. A qualitative case study design was employed. Analysis of the treatment process revealed the primary goal of treatment was to assist youth in developing a belief in their ability to remain sober. This goal was achieved through a peer support network, development of self-control, and acquisition of treatment knowledge. Youth who develop these skills are successfully discharged from treatment and return to home and school. Opportunities exist for collaboration between school health and substance abuse treatment personnel to enable discharged youth to remain drug free.

Developing a strategic plan for school health services in Massachusetts.

School health service programs underwent rapid changes to meet the health needs of today's students. These needs stem largely from: a) increased number of students with special health care needs attending school, b) increased stress and time pressure on families, c) rapid restructuring of the health care system serving children, and d) recognition that schools provide opportunities to identify students with health risks. This paper describes seven components of a statewide Massachusetts plan to develop school health services by: a) setting standards, b) reviewing and revising statutes and regulations, c) promoting credentialing of school health personnel, d) providing continuing education on subjects pertinent to school health, e) exploring reimbursement systems and new funding sources, including funds from the tobacco settlement, f) exploring new models of care, and g) implementing data systems. The plan focuses on developing school nurse-managed school health services within a public health model.

Urban Elementary School Personnel's Perceptions of Student Health and Student Health Needs

To determine the perceptions of school personnel with regard to urban students' health and health needs as part of a planning process for development and implementation of school-linked health services. A self-administered, close-ended questionnaire was given to 294 schoolteachers and school staff to assess school personnel perceptions of 1) health needs of students, 2) priority of need for health services or programs delivered on-site or off-site, and 3) selected factors suspected to affect implementation of new school health services. A total of 72% of teachers and 77% of staff completed the survey. The most highly ranked need by school personnel was mental health, followed by violence and anger management and physical abuse and domestic violence. The most commonly requested services on-site and off-site were for physical abuse or domestic violence, mental health, and drug or other substance abuse. Only 40% of teachers and staff rated current health services as excellent or good. A total of 72% of teachers and staff had some level of discomfort with their current responsibilities regarding the health of students. Parental involvement was reported to be quite low, with only 9% of teachers and staff rating it as excellent or good. he greatest health care need identified by these elementary school personnel was not for management of chronic or acute physical health conditions, but for mental health services and programs to meet the emotional and psychosocial needs of students. When implementing school-linked or school-based mental health services, focus needs to be placed on 3 areas: 1) education of school health and educational personnel regarding common mental health issues, 2) development of systems that improve knowledge of and connection with mental health resources inside and outside the school, and 3) development of systems that improve communication within the school and between the school and parents regarding health services.

School Health Personnel — The Physician

School Health Personnel — The Physician

Youth and tattoos: what school health personnel should know.

Though tattooing has been practiced by various cultures for centuries, this art form has undergone dramatic changes the past few decades. Today, tattoos appeal to diverse populations and mainstream culture. The proliferation of tattooing prompted increased concern for safety and awareness of hazardous conditions. Transmission of infectious diseases, such as hepatitis B and C, and theoretically, HIV, can occur when proper sterilization and safety procedures are not followed. While there are many populations at risk, a critical at-risk group is adolescents. Tattooing among adolescents is a risk-taking behavior that warrants the attention of health education in assisting adolescents in becoming informed decision-makers. Teaching and advocacy strategies are suggested, and roles for school health personnel are presented.

Childhood Cancer and the Interplay between Illness, Self-evaluation and Academic Experiences

This paper addresses a study whose objective was to broaden our knowledge about how cancer and treatment affect the academic development of pupils at school and their academic self - concept and self - esteem. Eight school children (whose treatment for various cancer diagnoses had been completed), their parents, teachers and health personnel answered retrospective, semi - structured interviews. The interviews were recorded on tape and later transcribed verbatim, categorised and analysed using NUD*IST qualitative data analysis software. The results demonstrated that pupils with cancer have a clear desire to value their own academic ability, that they strive to master academic requirements in spite of the illness - related restrictions, that school proved to be an important self - concept area for the cancer - ridden children and that their self - esteem is greatly influenced by their evaluation of own academic status.

School-based asthma management policies and practices: a regional survey.

Children with asthma may spend as much as one-third of their weekdays in the school setting. As one effort to evaluate and improve asthma care in the Dallas/Fort Worth area, the North Central Texas HEDIS Coalition surveyed 36 independent school districts (ISDs). Twenty-nine ISDs, representing 679,631 children, responded to questions on school health personnel, identification and monitoring of students with asthma, staff training in asthma care, policies for students carrying asthma medications, and campus smoking policies. Key findings were more positive than expected and included the following: (a) training in asthma management is fairly extensive, (b) students in 26 ISDs are allowed, upon physician request, to carry medihalers, and (c) smoking on school property is illegal in Texas. However, the absence of a fully developed strategy for implementing the survey findings may have hindered the continuous quality improvement efforts among schools, health plans, providers, and the community that could have evolved from this project.

Are school based mental health services effective? Evidence from 36 inner city schools.

In an effort to bridge the gap between service need and service utilization, an urban based, university-affiliated children's psychiatric outpatient clinic implemented a program which provides mental health services in inner city schools. Since impressions of school and mental health personnel affirmed the effectiveness of such services, an evaluation of this program was conducted, despite the difficulties inherent in implementing research in "naturalistic settings." A clinic sample of children (N = 220) was compared with a sample served in the urban schools (N = 256). The findings revealed that both sets of children showed improvement as indicated by the Children's Global Assessment Scale (C-GAS) and Global Assessment of Functioning Scale (GAF). The improvement was comparable, even though the school children were seen for a slightly shorter period of time (an average of 5 versus 8 months) but had an equally frequent level of service (3 sessions per month in each setting). This finding may have important implications for the managed care environment. These results indicate that school based mental health services show improvement comparable to the clinic-based services, and have the potential for bridging the gap between need and utilization by reaching disadvantaged children who would otherwise not have access to these services.

Parental Perceptions of Child Development Among Low-Income Mexican American Families

Parents' perceptions of child development are influenced by complex interactions among cultural, social, and economic factors. Insights into how parents from culturally diverse societies perceive the development of their children might explain why different cultural groups foster or value the development of different skills in their children. In this study, we explored the perceptions of child development among low income Mexican American parents. A series of ethnographic interviews were conducted with eight Mexican American families who had preschool children. Qualitative data analyses yielded three main themes that were important to these parents: family attitudes and values, changes, and adaptations. For these parents, the development of social attributes in children, that will enable them to function within their own cultural group, was as important as the development of cognitive or motor skills. Service providers, such as school and mental health personnel, should take into account cultural differences in parents' perceptions of the importance of various developmental milestones for their children when suggesting interventions typically used by parents in the dominant culture.

School-based health centers and school nurses: cementing the collaboration.

As school health personnel respond to the changing needs of children, new models are being developed and traditional models are being reexamined. The role of the school nurse is expanding at the same time as school-based health centers are increasing in number. Partnerships between school-based health centers and school nurses are critical for the success of school-based health centers, and partnerships will enhance and expand roles for school nurses. This paper clarifies the role of each in three areas: collaboration, communication, and cooperation. In addition, obstacles to partnerships are examined. The goal of this collaboration is a shared vision for the continuum of school health services in which school nurse and school health center serve integral roles. Elements for successful collaboration between nurse and health center are reviewed, including clarifying roles, shared leadership and program ownership, cooperative training and continuing education, negotiating conflict, and most importantly, maintaining mutual support and respect.

Sexual coercion content in 21 sexuality education curricula.

Sexual coercion, a topic of relevance to school health personnel, may be as common in high school populations as in university populations. Twenty-one sexuality education curricula were examined for information on the topics of date rape, stranger rape, pressure, incest, sexual harassment, unwanted/inappropriate touch, and exploitation/victimization. Curricula scoring highest in total coverage also were the most comprehensive with six of the seven sexual coercion topics covered. Overall, pressure and exploitation/victimization received the greatest attention, while sexual harassment was not covered in any of the curricula. Common themes occurring within the coercion topic areas included guilt, communication/assertiveness skills, blame, drug use, premeditation, fear, sources of help. Results suggest sexuality education curricula have not responded to the increased concern regarding sexual harassment in schools.

The risk of teen mothers having low birth weight babies: implications of recent medical research for school health personnel.

This article reviews recent medical research on the relationship between young maternal age and the incidence of low birth weight infants. One line of research, "nature," emphasizes biological factors in early adolescence such as immaturity of the female reproductive system and inadequate prenatal weight gain. "Nurture," another research focus, stresses sociocultural attributes of teen mothers such as poverty and minority status. Young maternal age alone does not explain the higher rates of low birth weight infants born to adolescent females. Both biological and sociocultural factors, plus lifestyle choices made by adolescents, combine to raise or lower the risk of delivering a low birth weight infant. School health personnel need to link their health promotion efforts to those of other community organizations serving adolescents and their families.

Prevención del tabaquismo en la escuela: resultados de un programa realizado durante 3 años

Tobacco use poses one of the greatest health problems at school. Its prevention through health education should be assumed up by all members of the school community and health personnel (especially family and respiratory physicians). We designed an anti-tobacco program lasting three years aimed at all the students of the 6th, 7th and 8th grades at school as well as those in the pre-university years that was implemented in a rural area. This study reports the results of the attitudes of the 610 students (256 boys and 354 girls, between 11 and 20 years old) collected at the end of the program. 59.4% of the boys and 44.1% of the girls reported having smoked on some occasion. The mean age at the time of the first contact with tobacco was 11.8 +/- 2.4 years, this being significantly different between the boys and the girls. The main reasons for starting to smoke tobacco were quoted as peer pressure (57.1%) and curiosity (55.5%). That their parents smoked was only adduced as a reason by 29.5% of the students. Knowledge of the harmful effects of tobacco was limited and only 57% related tobacco smoking to lung cancer and only 41% to coronary pathology. At the end of the program 13.6% of the students involved smoked. 93.9% of those who quit smoking related this event to the program. Of those still smoking, 63.6% said they would like to quit. This justifies the need to reinforce the knowledge that will allow them to switch attitudes and stop smoking. Intervention programs in school populations have proved to be useful in the struggle to decrease smoking among school children. If an adolescent can avoid smoking it is likely that s/he will not smoke in adulthood. It is necessary to further develop this type of anti-tobacco program as reflected in this paper.

Medication administration in schools: the Massachusetts experience.

In 1991, the School Health Unit of the Massachusetts Department of Public Health defined medication administration as a priority policy development area for school health. The decision was based on: a) the increased numbers of children requiring medications during the school day; b) a lack of consistent standards within Massachusetts schools; c) the need to update an outdated statute concerning psychotropic medications; and d) the more than 50 weekly telephone calls from school health personnel regarding this subject. This article describes the Massachusetts experience of developing medication administration regulations for public and private schools and implementing the regulations throughout the commonwealth. The Massachusetts experience may provide guidance to other states, cities, and towns as they address this important child health issue.

World Wide Web Sites of Interest to School Health Personnel

Journal of School HealthVolume 67, Issue 5 p. 189-189 World Wide Web Sites of Interest to School Health Personnel First published: 09 October 2009 https://doi.org/10.1111/j.1746-1561.1997.tb07171.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume67, Issue5May 1997Pages 189-189 RelatedInformation

Improving Primary School Teachers' Ability to Promote Visual Health in Ibadan, Nigeria

Primary schools in developing countries, even in urban centers, lack general school health personnel as well as eye-care professionals. In this situation pupils' visual acuity problems may often go undetected, setting the stage for poor performance in school and later in life. Students and staff of the African Regional Health Education Centre in Ibadan, Nigeria worked with primary school teachers in one traditional poor inner-core community of Ibadan to identify their willingness to undertake visual acuity (VA) screening training and their knowledge about eye care and VA. Nineteen teachers participated in a fifteen-hour in-service training course based on their stated needs. After training they were able to preform VA screening and also showed significant knowledge gains about eye care. A six-month follow-up visit found that 322 pupils had been screened, of whom forty-two had visual acuity problems. Parents of half of these pupils followed through with recommended referrals, and teachers assisted all with problems to find more appropriate classroom seating arrangements. This pilot project shows that teachers can become effective primary care workers, but that continuing education programs must be organized by school authorities to prevent deterioration in knowledge and interest in school health.

Students Identified as Seriously Emotionally Disturbed in School-Based Day Treatment: Cognitive, Psychiatric, and Special Education Characteristics

In the continuum of services for students with emotional and behavioral problems, school-based day treatment programs are at the point at which maximum collaboration and coordination between school and mental health is typically involved. With shared diagnostic and program responsibility, a mutually identified student cohort, and frequent interaction across agency boundaries, this interface between school and mental health presents a unique opportunity to examine diagnostic similarities and differences between the two systems. Archival record searches were conducted to gather data regarding the diagnostic and treatment histories of 85 children and adolescents served in two exemplary school-based day treatment programs in California. Findings suggest a significant lag time between first symptoms, referral for services, and treatment; marked instability of psychiatric diagnoses over time; and lack of concordance between DSM diagnoses and IDEA SED characteristics. These data raise serious concerns regarding the availability of prevention and early intervention services, even in locales striving to develop a coordinated system-of-care approach to treatment. They also raise questions about the integrity and congruity of the psychiatric and educational diagnostic systems utilized by school and mental health personnel.

A statewide institute to deliver professional development programs to school health personnel in Massachusetts.

Schoolchildren suffer from health problems ranging from chronic medical and developmental problems to new morbidities related to drugs, violence, and sexual behavior. To help administrators, teachers, and health personnel meet the new challenges in schools, nursing educators from the University of Massachusetts and Simmons College developed the UMass-Simmons School Health Institute. The Institute delivers a series of professional development programs in all regions of the commonwealth to: 1) devise innovative strategies to remove health barriers to learning and to promote the health of children and adolescents, and 2) enhance the design, implementation, integration, and management of comprehensive school health programs, including those mandated and regulated by the Commonwealth of Massachusetts. This article describes a statewide model to prepare school health personnel for delivery of comprehensive school health services.

Perceived health needs of secondary school students in Uyo, Akwa Ibom State, Nigeria.

Nigeria generally has overlooked the health needs of its adolescents. To determine student perceptions of their health-related needs, some 600 students in Uyo, the capital of Akwa Ibom State, were surveyed, and they identified several concerns. Their responses provided the basis to offer five recommendations for action: improve the quality of school health service facilities and personnel available in the secondary schools; implement a comprehensive national program of drug education and control; provide a healthful school environment; assess the quality and quantity of food provided to students, especially in boarding schools; and implement a comprehensive school health education program in Nigerian schools.

Project School Care: Integrating Children Assisted by Medical Technology into Educational Settings

The increasing number of children assisted by medical technology in the U.S. has led to a need for systematic planning for the children's care in community settings such as schools. Project School Care in Massachusetts provides consultation to school systems as schools respond to the challenge of integrating children assisted by medical technology into educational settings. The model of practice described includes the step-wise planning process and the ensuing training, enrollment, and monitoring procedures. Implications are explored with particular emphasis on upgrading of skills at all medical and educational levels. More input from school health personnel in administrative decision-making around enrollment of children with special health care needs is recommended. For these children, a health care plan should be incorporated into their Individualized Education Plans and into their school records.