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Conducting a Comprehensive School Health Program
Author(s) -
Resnicow Ken,
Allensworth Diane
Publication year - 1996
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.1996.tb07910.x
Subject(s) - component (thermodynamics) , principal (computer security) , psychology , intervention (counseling) , medical education , element (criminal law) , public relations , gerontology , nursing , political science , computer science , medicine , physics , law , thermodynamics , operating system
Since the late 1980s, the eight‐component model of the comprehensive school health program (CSHP), has been adopted widely in the United States and internationally. While it is acknowledged that the eight program elements should be delivered in a coordinated, interactive manner, numerous issues regarding how this intergration best can be achieved, including who at the school level should have this responsibility and how the eight components relate conceptually and logistically, have not been addressed adequately. In essence, a CSHP transforms several solo performers into an orchestra. This article proposes the school health coordinator as an essential element in the eight‐component model of the CSHP ‐ the maestro, without whom there can be no symphony. The coordinator's principal responsibilities include administration, integration of personnel and programs, evaluation, and direct intervention. Three program elements ‐ staff wellness, healthy environment, and community/family involvement ‐ are subsumed within the coordinator's role, effectively reducing the number of program elements from eight to five. Potential benefits in addition to issues regarding feasibility of the SHC, are discussed and studies examining the effectiveness of the SHC model are recommended. (J Sch Health. 1996;66(2):59–63)