Medycyna pracy (Impact Factor: 0.4). 01/2013; 64(5):659-670.

ABSTRACT Background: Any activity undertaken for the purpose of health enhancing behavior is an important element of taking care of one's health. The aim of this paper was to analyze the frequency of health enhancing behaviors and avoiding health-risk behaviors among teachers and other school staff by gender and age. Material and Methods: The sample consisted of 750 teachers and 259 individuals of non-teaching staff of 22 health promoting schools.
A questionnaire that included Positive Health Behaviors Scale for Adults and questions on avoiding risk behaviors were used as a research tool. Results: Of the 32 analyzed health enhancing (positive) behaviors, only 11 were undertaken by teachers and 10 by non-teaching staff at a desirable frequency (always or almost always) in a group of more than 50% of respondents. Almost one third of health enhancing behaviors were undertaken with this frequency by less than 20% of respondents. The highest deficits concerned physical activity, nutrition and mental health-related behaviors, and the lowest concerned safety. Deficits in all positive health behaviors were smaller in teachers than in non-teaching staff, in women than in men and in older than in younger teachers. The majority of respondents, mostly teachers, irrespective of gender and age did not undertake risk behaviors. Conclusions: There was a lot of deficits in the healthy lifestyle of teachers and other school workers what is alarming from the point of view of school workers' health, their tasks and their role in shaping positive health behavior in children and adolescents. There is a great need for taking actions to improve the situation, such as the development of health promotion programs addressed to teachers and other school staff, including issues concerning healthy lifestyles in teacher's pre- and in-service training, counselling in the area of healthy lifestyle in preventive health care of school staff.

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Available from: Izabela Tabak, Jan 03, 2014
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    ABSTRACT: Aim. To present the results of the survey concerning self-assessment of health, self-assessment of taking care of health and positive health behaviours. Material & methods. The sample consisted of 567 teachers. The instrument was a questionnaire including Positive Health Behaviours Scale for Adults and questions concerning avoiding risk behaviours, selfassessment of health, self-assessment of taking care of health. Results. The majority of teachers assessed their health and taking care of health as rather good and very good. The frequency of health-oriented behaviours was rather low and there was a discrepancy between the teachers’ high self-assessment of taking care of health and their unhealthy lifestyles. The frequency of risk behaviours was rather low. Conclusions. An unhealthy life style has negative influence on teachers’ health and wellbeing as well on realization of health education of their students. There is a necessity for the implementation of health education training for teachers and the development of health promotion programs for teachers and other school staff.
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    01/1977; Prentice Hall.
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    ABSTRACT: Objectives: This article aims to define what is action research and where it fits in with health promotion practice, through drawing upon associated literature and personal action research experience. It also seeks to investigate the possible reasons why it is that health promotion researchers have not readily taken on the processes of action research strategies. Rationale: The place of action research in health promotion programmes is an important yet relatively unacknowledged and understated activity. It has proven to be very popular with other professional groups, such as in the education, management and social sciences. In terms of health service activity, it is widely established in the fields of nursing and mental health and is beginning to establish itself in medicine. While there are a few health promotion examples to draw upon, they tend to be isolated, dated and often lie outside of the mainstream literature. It is suggested that this continuing state of affairs denies many health promotion researchers a valuable resource for managing effective change in practice. Conclusion: The authors suggest that action research is both a valid and important research method for health promotion researchers, who are advised to further consider its merits in future studies. This article draws attention to the National Health Service (NHS) South West Regional Office-commissioned Our Healthier Nation: Improving the Competence of the Workforce in Health Promotion participatory action research project, as a means of promoting and validating action research strategy. The authors were all actively involved in this project.
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