La transversalidad y la escuela promotora de salud

Revista Española de Salud Pública (Impact Factor: 0.71). 01/2001; DOI: 10.1590/S1135-57272001000600003
Source: DOAJ


El presente artículo muestra la evolución de la escuela en su contribución a la Educación para la Salud. De la concepción tradicional de la salud, se pasa a una perspectiva holística que engloba las dimensiones física, psicológica y social y bajo estos principios se definen las características de la escuela saludable. La necesidad de abordar el concepto de «transversal» ofrece a los centros escolares la posibilidad de desarrollar un gradiente de compromiso mayor en Educación para la Salud. Finalmente, la incorporación del concepto de promoción de la salud dibuja a la escuela promotora de salud, que intenta avanzar en la integración de los centros docentes en la sociedad donde se ubican.

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Available from: Valentín Gavidia Catalán, Aug 20, 2014
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    • "Schools for Health (SHE) is a concept to incorporate health promotion in daily school life by developing personal capacities and structures supportive to healthy decision-making (WHO, 1986; García, 1998; Gavidia, 2001). It is based on the principles of democracy, equality, action competence, safe and favourable school environment , curriculums based on health education and promotion, teaching staff training, continuous assessment, collaboration with other agents, involvement of mothers, fathers and community and sustainable development (WHO, 1997). "
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    ABSTRACT: From 1995, Asturias participates in the European Network of Schools for Health (SHE); in 2010, the schools in net were 44 (11 of secondary school). This study evaluates the effect of SHE in secondary school students' behaviour. A quasi-experimental study was conducted with four public SHE and four non-SHE-schools; the study population consisted of the first- and fourth-year students. By questionnaire, data on socio-demographics, the school environment, well-being and behaviours were collected. In the intervention group (the SHE-schools), the percentage of students who declared that their school engaged in health activities was significantly higher. Among the first-year students, the percentages of children having breakfast daily, occasionally eating pastries and occasional consumption of soft drinks were significantly higher in the control group; among the fourth-year students, the percentages of children reporting high school satisfaction, good relations with teachers, good academic performance, no alcohol use, never having been drunk and collaboration in housework were significantly higher in the intervention group. Significant gender differences were observed among the first-year students in both groups with boys consuming more hours of electronic entertainment; among the fourth-year students, the perception of school performance was significantly better for girls, while weekly physical activity, daily breakfast and high self-esteem were more prevalent among the boys. The results suggest a positive effect of the SHE programme, because differences among the first-year students favouring the control group were not present among the fourth-year students, while the intervention group showed significantly better results in 6 of 25 compared outcome variables.
    Health Promotion International 09/2014; DOI:10.1093/heapro/dau076 · 1.94 Impact Factor
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    • "Students, teachers and other staff have the right to enjoy safety, healthy and accessibility conditions in schools; headmasters must pay attention to these conditions and constantly improve the prevention and protection standards. Catalan (Spanish) school legislation (Organic Law of Education, 2006; Law of Education of Catalonia, 2009; Organic Regulation of public schools of Catalonia, 1996), does not explicitly refer to any function or task of safety management, but it is true that we can identify some of the headmaster functions with the creation of safety and healthy environments (CECC-UNICEF, 2008; Gavidia, 2001), if we think about the functions which must be undertaken by headmasters as regards safety (Table 1). Table 1. "
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    ABSTRACT: The management of safety in schools is an essential aspect to guarantee the protection of all the students, teachers and other staff from the risk and hazards of the school environment. The whole school community plays an important role in school safety assurance, but it is the headmasters who are in charge of protection. Spain's school legislation establishes this responsibility, but no general function directly refers to the safety management. The purpose of this study is to identify and analyse the functions that the headmasters develop to guarantee the integrity of all users, in the context of the Catalan schools (Spain). The approach takes the shape of descriptive-inductive study, using data from documentary analysis, interviews with headmasters (n=14) and teachers (n=12) of fourteen public schools, and one focus group with experts (n=7) to discuss provisional findings. The outcomes show that all the headmasters recognise their responsibility and obligation in the assurance of safety and health to all the members of the school, but in opinion of some experts the responsibility is not fully assumed. The study concludes that, for an adequate safety management in schools, the following factors are absolutely necessary: enough administration support, increasing time and resources and improving the level staff training. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
    Procedia - Social and Behavioral Sciences 12/2012; 46:3324-3328. DOI:10.1016/j.sbspro.2012.06.060
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