In the previous chapter we discussed counseling, psychology, and social services. We now will discuss the services that should be placed in school to help support these professions. Today’s students come to school with health needs that affect their ability to learn and to reach their full potential. Although caregivers have primary responsibility for the health care of their children, schools also have responsibility for promoting the well-being of students. Health services should be placed in schools to help students’ arrive healthy and ready to learn, safe from injuries, given a primary provider for preventive medical and dental services, and receive needed nutrition and mental health, substance abuse, sexual abuse, and other counseling services. A school health service helps students meet these needs. A variety of professionals should be included in a school health service: school nurses, physicians, dentists, dental hygienists, counselors, psychologists, social workers, occupational therapists, physical therapists, and speech pathologists; all of which should either have a license or certificate. The services are often supported by community agencies, state revenues, Medicaid, or other federal and state agencies. As with every aspect of a coordinated school health program, there should be a school health coordinator, as well as a health school team with each member having a specific role. The team should support and work to improve the quality of school health services to enhance the learning of the students.
Like I said in the previous chapter, I agree and like everything the chapter has, but I just can not picture all these programs working in a majority of Maine schools. While I was reading this chapter I thought a lot about consolidation of the schools in Maine. I have not liked it for the main reason that I went to a small school and believe it has a lot to offer. For a coordinated school health program to work, I started to think that consolidation might be the best solution. I realize that I pushed for community agencies to help out in the previous chapter, but I have now thought of a better way. Rather than consolidating all the schools that are planned, stick with the idea of having one superintendent for several districts, as well as having other services for all the districts. Instead of trying to consolidate schools, or try to make a coordinated school health program work in a district that it can not. Create a neutral office for schools that share the same superintendent and have services such as a coordinated school health program that supports all the schools within that superintendent’s reign. This could also work for other services and other programs that are unable to be implemented in the schools. Maybe this idea has already been thought of, as they are constantly changing and leaving me behind. I do realize some schools will need to consolidate, but there are some that can still survive with a set up like this.
Monday, November 26, 2007
Sunday, November 11, 2007
7: School Counseling, Psychological, and Social Services
Between 12% and 22% of children suffer from mental, behavioral, or emotional disorder, and only a few of these children receive mental health services. Many students are not fulfilling their mental and physical promise. For students to benefit from their schooling, society must address social, emotional, and physical health problems and other major barriers to learning. Counseling, psychological and social services are essential for students experiencing severe and pervasive problems. These services help the development of the students: responsibility and integrity, self-esteem, social and working relationships, self evaluation and self direction, temperament, personal safety and safe behavior, health maintenance, effective physical functioning, careers and life roles, and creativity. Schools find that counseling, psychological, and social services not only increase these behaviors, but also reduce drop outs, substance abuse, gang activity, teen pregnancy, and many other problems. The overall purpose of these programs is to minimize barriers to student learning and promote students psychosocial development. To do this, there are three broad categories: Direct services and instruction, developing systems, programs, services, and resources, and connecting school and community resources. Each of these requires direct breakdowns that help improve the environment of the school. Very few schools come close to addressing these needs. Addressing the psychosocial barriers to learning and enhancing healthy development for the majority of students is a major issue among schools. Due to the many different fields that can be covered, schools are not able to afford the full time efforts of many of these professionals. Nation wide there is one school psychologist or social worker for every 2500 students and one school counselor for every 1000 students. Since schools are only covering the bare minimal in terms of meeting student psychological needs, one solution is to provide collaborations between the school and community providers. National and state support helps provide schools opportunities to work with organizations throughout the community that can help the student’s psychological needs. In the end, to break down all barriers you must: create a mission statement; organize restructuring; map and analyze resources, help schools find most cost effective to use available resources; develop a staff.
I agree with everything the chapter has to say. Unfortunately, psychological issues are a major problem among youth. Many of these students with the problem do not have the access or resources to get the appropriate help, and neither do the schools. Some of the solutions the chapter gave I thought were good ideas for bigger schools that were located in an urban community. Rural communities do not possess the same services; therefore make it very difficult for small schools with minimal budgets to hire on someone to help with these issues. I believe that the role of the guidance counselor is often overlooked. Most students only refer to them when signing up for classes and applying for colleges. Guidance counselors can be a much more valuable resource, and can recognize what programs or situations students can be placed in to help them fulfill their psychological needs. I realize that this does not solve the problem of filling all the professions that a school health coordinator would like to see, but for schools that have not other option, I believe that a guidance counselor can point to and bring in a professional for certain students needs.
I agree with everything the chapter has to say. Unfortunately, psychological issues are a major problem among youth. Many of these students with the problem do not have the access or resources to get the appropriate help, and neither do the schools. Some of the solutions the chapter gave I thought were good ideas for bigger schools that were located in an urban community. Rural communities do not possess the same services; therefore make it very difficult for small schools with minimal budgets to hire on someone to help with these issues. I believe that the role of the guidance counselor is often overlooked. Most students only refer to them when signing up for classes and applying for colleges. Guidance counselors can be a much more valuable resource, and can recognize what programs or situations students can be placed in to help them fulfill their psychological needs. I realize that this does not solve the problem of filling all the professions that a school health coordinator would like to see, but for schools that have not other option, I believe that a guidance counselor can point to and bring in a professional for certain students needs.
Thursday, November 8, 2007
6: Physical Education
A major issue among Americans is the health problems that are arising from the lack of physical activity they are participating in. A lot of individuals do not understand that the lack of physical activity can cause serious health problems down the road. One reason for the lack of understanding is that school do not put as much emphasize on it as they should. This chapter discusses how to successfully implement a physical education program in schools so that children can learn life long activities to help improve and maintain their overall wellness.
Schools are in a great position to teach the students the benefits of lifetime physical activity. They can hire a professional to properly supervise and give instruction; they have all the facilities and equipment to broaden the student’s interests; and they have the power to force students into a physical education class so they can at least have an opportunity to participate in some sport, or learn how it affects their well-being. The problem is that most schools do not do this. In 1995 only 25% of students participated in daily physical education. At the elementary level, only eight states require physical educators to have certificates and only 74% of all secondary physical education teachers were certified in health and physical education. This is a problem; physical education teachers, who are not certified, do not understand the wide variety of activities that should be used during a class, and more importantly can not help students and the school deal with questions or issues regarding physical education. Coaches even play an important role. When the physical education teachers are not involved with the sports programs, some coaches have no one to refer back to in terms of creating a safe, enjoyable, and healthful atmosphere for the student athletes. Schools also place very little importance on physical education, not just in terms of hiring a certified teacher, but by not requiring the students more time in a physical education classroom. The centers for disease and control established some guidelines to help physical education in the classroom:
1.) Establish policies that promote enjoyable, lifelong physical activities.
2.) Provide physical and social environments that encourage and enable young people to engage in safe and enjoyable physical activity.
3.) Implement sequential physical education curricula and instruction in grades K-12.
4.) Implement health education curricula that feature active learning strategies and follow the national health education standards and help students develop the knowledge, attitudes, and skills they need to adopt and maintain a healthy lifestyles.
5.) Provide extracurricular physical activity programs that offer diverse, developmentally appropriate activities.
6.) Encourage parents and guardians to support their children’s participation in physical activities.
7.) Provide training to enable teachers, coaches, recreation and health care staff, and other school and community personnel to promote enjoyable, lifelong physical activity to young people.
8.) Assess the physical activity patterns of young people, refer them to appropriate physical activity programs, and advocate for physical activity instruction and programs for young people.
9.) Provide a range of developmentally appropriate community sports and recreation programs that are attractive to all young people.
10.) Regularly evaluate physical education instruction, programs, and facilities.
By addressing these current needs of the students and developing skills, values, and knowledge to sustain behaviors that promote health, such as physical activity, students are going to be more aware of the importance of participating in a lifelong activity.
I thought this chapter hit everything right on the head. I couldn’t agree more with what they said and the suggestions they gave. I really do believe that many of today’s health issues come from a lack of physical activity, and I feel that it needs to start in the schools. I believe that it comes down to three main reason why schools are failing miserably at this, like in the chapter: there are not enough highly qualified physical education teachers; there is not enough life long and noncompetitive physical activities practiced; and schools do not put as much emphasize on it as they should. Once schools start to recognize these issues, then chronic disease rates will start to go down.
Schools are in a great position to teach the students the benefits of lifetime physical activity. They can hire a professional to properly supervise and give instruction; they have all the facilities and equipment to broaden the student’s interests; and they have the power to force students into a physical education class so they can at least have an opportunity to participate in some sport, or learn how it affects their well-being. The problem is that most schools do not do this. In 1995 only 25% of students participated in daily physical education. At the elementary level, only eight states require physical educators to have certificates and only 74% of all secondary physical education teachers were certified in health and physical education. This is a problem; physical education teachers, who are not certified, do not understand the wide variety of activities that should be used during a class, and more importantly can not help students and the school deal with questions or issues regarding physical education. Coaches even play an important role. When the physical education teachers are not involved with the sports programs, some coaches have no one to refer back to in terms of creating a safe, enjoyable, and healthful atmosphere for the student athletes. Schools also place very little importance on physical education, not just in terms of hiring a certified teacher, but by not requiring the students more time in a physical education classroom. The centers for disease and control established some guidelines to help physical education in the classroom:
1.) Establish policies that promote enjoyable, lifelong physical activities.
2.) Provide physical and social environments that encourage and enable young people to engage in safe and enjoyable physical activity.
3.) Implement sequential physical education curricula and instruction in grades K-12.
4.) Implement health education curricula that feature active learning strategies and follow the national health education standards and help students develop the knowledge, attitudes, and skills they need to adopt and maintain a healthy lifestyles.
5.) Provide extracurricular physical activity programs that offer diverse, developmentally appropriate activities.
6.) Encourage parents and guardians to support their children’s participation in physical activities.
7.) Provide training to enable teachers, coaches, recreation and health care staff, and other school and community personnel to promote enjoyable, lifelong physical activity to young people.
8.) Assess the physical activity patterns of young people, refer them to appropriate physical activity programs, and advocate for physical activity instruction and programs for young people.
9.) Provide a range of developmentally appropriate community sports and recreation programs that are attractive to all young people.
10.) Regularly evaluate physical education instruction, programs, and facilities.
By addressing these current needs of the students and developing skills, values, and knowledge to sustain behaviors that promote health, such as physical activity, students are going to be more aware of the importance of participating in a lifelong activity.
I thought this chapter hit everything right on the head. I couldn’t agree more with what they said and the suggestions they gave. I really do believe that many of today’s health issues come from a lack of physical activity, and I feel that it needs to start in the schools. I believe that it comes down to three main reason why schools are failing miserably at this, like in the chapter: there are not enough highly qualified physical education teachers; there is not enough life long and noncompetitive physical activities practiced; and schools do not put as much emphasize on it as they should. Once schools start to recognize these issues, then chronic disease rates will start to go down.
Wednesday, November 7, 2007
5: A Healthy School Environment
This chapter discusses the important role a healthy school environment plays in a coordinated school health program. The environment helps set the tone for the attitudes, activities, and importance a school is going to place on its overall health. A healthy environment contributes to students learning by: minimizing distractions, physical, psychological, and social hazards, creating a climate in which students and school staff do their best work, expecting all students to succeed, and implementing supportive policies. All of these create the best safe and supportive environment that is needed for all the students to reach their learning potentials. To create a healthy environment, like everything else in school health, you need leadership. A person or group of people who are willing to push and make the learning process fit the students, and staffs needs. To implement the environment, you need more than just one leader, but virtually everyone involved in the school system, including: students, administrators, teachers, custodians, maintenance, counselors, nurses, nutrition services; as well as family involvement and outside public health agencies. All involved work to complete an environment that is suitable and obtainable for everyone. Once there is a group or committee, the next step is to create an action for the school. The first step should be to develop and use data collection system for assessing and monitoring the school environment. Providing leadership and administration support for creating and sustaining a healthy school environment would be next. The plan should than be developed and implemented for sustaining a healthy school environment. Lastly, the implementation of the plan as well as the school environment should be monitored.
I believe that other than leadership, the environment is the most crucial aspect to the success of a coordinated school health program. It sets the tone of how much importance the school is going to place on health. The schools philosophy should be represented by the rules and set up of the school; if it emphasizes all the components of health, than the environment will reflect it, as well as all the members within that environment. Before students are even willing to learn, they must feel safe, intellectually stimulated, and the classroom must meet their basic needs mentally and physically. Creating a healthy environment helps solve this problem. It’s much easier to learn and work in a district that places the overall-wellness of the individuals first, rather than creating an atmosphere that restricts learning and working relationships. If everyone can buy into the environment that has been created, than it’s not only going to improve students and staff members abilities in the school, but it will also expand outside of the school in to the community.
I believe that other than leadership, the environment is the most crucial aspect to the success of a coordinated school health program. It sets the tone of how much importance the school is going to place on health. The schools philosophy should be represented by the rules and set up of the school; if it emphasizes all the components of health, than the environment will reflect it, as well as all the members within that environment. Before students are even willing to learn, they must feel safe, intellectually stimulated, and the classroom must meet their basic needs mentally and physically. Creating a healthy environment helps solve this problem. It’s much easier to learn and work in a district that places the overall-wellness of the individuals first, rather than creating an atmosphere that restricts learning and working relationships. If everyone can buy into the environment that has been created, than it’s not only going to improve students and staff members abilities in the school, but it will also expand outside of the school in to the community.
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