Session Information
08 SES 06, Health, Sexualtiy Education and HPS - Policy framings
Paper Session
Contribution
The settings-based approach to health promotion has become increasingly popular over the years (Whitelaw et al, 2001; Dooris, 2009). The approach emerged following the launch of the Ottawa Charter in 1986 (WHO, 1986), which emphasizes the environment's impact on health, and shifts the focus: ”from the deficit model of disease to the health potentials inherent in the social and institutional settings of everyday life” (Kickbusch, 1996: 5). The rationale behind the settings approach is that a change in the environment or setting where people live (e.g. schools, workplaces and neighbourhoods) means a change in the preconditions for health. Instead of focusing on individual health problems and risk factors, focus is on the organization and the system as complex phenomena with an impact on individual health (Whitelaw et al, 2001; Dooris 2009)
The settings approach developed rapidly under the World Health Organization’s (WHO) leadership and was further strengthened by subsequent publications such as the Sundsvall Statement on Supportive Environments for Health (WHO, 1991), and Jakarta Declaration on Leading Health Promotion into the 21st Century (WHO, 1997). Since the late 1980s, the settings approach has proven successful both in Europe and globally. One such example is the Healthy Cities Network launched by WHO in 1987 as a European project to translate the rhetoric to urban European environments´. In 1992, The European Network of Health Promoting Schools (ENHPS) was born (WHO, 1998). This network is based on the five action areas for health promotion which were identified in the Ottawa Charter: building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and re-orientating healthcare services toward prevention of illness and promotion of health. A health promoting school is thus defined as an educational setting that attempts to develop its capacity for healthy learning, working and living in close partnership with the local community (WHO, 1998; CBO, 2013; Simovska and McNamara, 2015). Denmark joined the health promoting schools network as a founding member in 1992; the key concepts developed within the Danish health promoting schools initiative have been integrated in the national curriculum guidelines for the mandatory topic: Health, sexuality and family education in Danish primary and lower secondary schools (Danish Ministry of Education, 2014).
Health promotion includes efforts to tackle the social and environmental determinants of health by means of healthy public policy (Green and Tones, 2010). Using the formula: health promotion = health education x healthy public policy, Green and Tones emphasizes that there is a synergistic relationship between education and policy (Green and Tones, 2010: 17).Thus health policies are a prerequisite for health education, and the importance of local policies and strategies for the implementation of health education interventions and activities in primary and lower secondary schools are emphasized by both empirical research and theory (Nordin, 2013; Mclsaac et al, 2014; Rowling & Samdal, 2010). But what happens in the transition from international policy framework to national and local context? How is the settings-based approach to health promotion interpreted in, for example, national and local policies far away from Ottawa in both time and distance? What is lost and what is added in translation, and how does it affect the implementation of e.g. the settings approach to health promotion?
The purpose of this article is to contribute to the body of knowledge and dialogue concerning these transition processes, and is against this backdrop that this paper discusses the findings from a study analysing how the settings-based approach to health promotion is (re)interpreted in local (municipal) policies concerning health promotion in Danish schools.
Method
Expected Outcomes
References
Burgher, M. S., Rasmussen, V.B., & Rivett, D. (1999). The European Network of Health Promoting Schools, the alliance of education and health. Counsil of Europe. CBO. (2013) State of the art : Health Promoting Schools in Europe. http://www.schools-for-health.eu/pages-resources/she-factsheets-additional-information/read-more-she-network-factsheet-1 Danish Ministry of Education. (2014) Læseplan for emnet Sundheds- og seksualundervisning Og familiekundskab. Faghæfte 21. (Syllabus for Health, Sexual and Family Education). Dooris, M. (2009). Sundhedsfremmende settings: Teori, politik og praksis.(Health promoting settings; Theory, policy and practice) I M. Carlsson, V. Simovska & B.B. Jensen. (Red.), Sundhedspædagogik og sundhedsfremme- teori, forskning og praksis (Health education and health promotion – theory, research and practice) (s.277-295). Aarhus Universitetsforlag. Green, J., & Tones, K. (2010). Health Promotion: Planning and Strategies (2 eds.). London, Thousands Oaks, California: SAGE Publications. Kickbusch, I. (1996) Tribute to Aaron Antonovsky – ‘what creates health’. Health Promotion International, 11, 5. Kvale S, Brinkmann, S. (2009) InterView. En introduktion til et håndværk (InterView. An introduction to Craftmanship).( 2. udg.). Hans Reitzels Forlag. København. Madsen, K, Nordin, L.L. & Simovska, V. (2015) Linking health education and sustainability education in schools: local transformations of international policy. In Simovska V., McNamara (eds). Schools for Health and Sustainablitly: Theory, Research and Practice. Springer, Dordrecht, p. 81-109. Nordin L. L. (2013) Fra Politik til praksis. Implementering af kommunale Sundhedsfremmeprojekter med fokus på kost og fysisk aktivitet fra et lærerperspektiv. (From policy to practice. Implementing municipal health promoting projects focusing on diet and exercise from teachers point of view. Doctoral dissertation. The Danish School of Education. Faculty of Arts. Aarhus University. Samdal, O., & Rowling, L. (2010). Theoretical and empirical base for implementation components of health- promoting schools. Health Education,111 (5.), 367-390. Simovska, V. McNamara, P. (eds). (2015). Schools for Health and Sustainablity: Theory, Research and Practice. Springer + Bisiness, Media B.V., Dordrecht. Simovska, V. Nordin, L.L. & Madsen, K. D. (2015). Health promotion in Danish schools: local priorities, policies and practices. Health Promotiion International, 1-10. Whitelaw, S., Baxendale, A., Bryce, C., Machardy, L., Witney, E. (2001). ‘Settings’ based health promotion: a review. Health Promotion International, 16 (4), 339-353. World Health Organization. (1886) Ottawa charter for health promotion. In First Internatinal Conference on Health Promotion, Ottawa 17-21 November. WHO Regional Office for Europe, Copenhagen. World Health Organization. (1991) Sundsvall Statement on Supportive Environments for Health.Copenhagen. World Health Organization. World Health Organization. (1997) Jakarta Declaration on Leading Health Promotion into the 21st Century.Geneve: WHO.
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