Human Development Report, 1990.@@@Human Development Report, 1991.

Schools provide unique environments for the implementation of interventions to support the mental health and wellbeing of young people. While promising as an intervention setting, the school system is inherently complex, and any successful intervention or programme must account for, and adapt to, such complexity. Whole-school approaches that comprise multi-components and promote collaborative and collective action across the school system appear promising for accounting for these complexities. This paper reports the updated implementation processes of one whole-school approach, the Geelong Grammar School Applied Model for Positive Education, for fostering positive mental health and wellbeing among the school community. Drawing upon existing frameworks and from successes observed in the fields of Social and Emotional Learning, mental health prevention, and health promotion, adapted to meet the goals of Positive Education, we propose four interconnecting, cyclical processes; Learn it, Live it, Teach it, Embed it. In combination, these processes assist schools in designing and reviewing ongoing implementation. This study extends the literature to date by synthesising organisational, systems change, education, and anecdotal evidence to identify barriers to implementation and subsequent outcomes of missed, or poorly executed processes. While schools will be unique in factors such as context, specific needs, and available resources, it is envisaged that reporting these processes and potential barriers to success may assist schools with their own future implementation endeavours.

/pdf/learn-it-live-it-teach-it-embed-it-implementing-a-whole-1gr67vcme9.pdf

Learn it, Live it, Teach it, Embed it: Implementing a whole school approach to foster positive mental health and wellbeing through Positive Education

Though research on male body image has advanced significantly since the 1980s (Grogan, 2016), most contemporary research on male body image has included younger male samples, with little attention paid to the body image of middle-aged and older-aged men (Drummond, 2003; Leichty, Ribeiro, Svienson and Dahlstrom, 2014; McCabe and Ricciardelli, 2004; Slevin and Linneman, 2010). Accordingly, it has been difficult for researchers to draw conclusions about how male body image develops beyond the young adult phase (McCabe and Ricciardelli, 2004). Given that body dissatisfaction has been linked with adverse psychological and behavioural consequences (Grogan, 2016), it is imperative that knowledge regarding male body image across the lifespan is sought, and that age-appropriate interventions are developed for boys and men across different ages (if required).
The overall aim of the current PhD was to gain insights into the way men think, feel and behave regarding their bodies at various points in their lives. To achieve this aim, the current study employed a range of data gathering methods, including in-depth interviews, online-questionnaires and focus groups. From an examination of the findings of the overall thesis, body image unawareness in preadolescence, awareness in adolescence, body appreciation across the lifespan and body function across the lifespan appeared to be the strongest themes across the different studies. Additionally, adolescence was established as the most vulnerable developmental stage for which a hypothetical positive body image promotion programme was also developed. A key strength of this PhD is that it generated important knowledge regarding the body image of middle-aged and older men, as well as provided a lifespan perspective of men’s body image which in the past has only extended as far as reporting the body image of young adult men.

Male body image across the life course : a mixed methods study

This chapter examines the school experience as a determinant of future health, including discussion of how broad dimensions such as physical health, emotional wellbeing, cultural identity and psychosocial development, may be developed and enhanced within a whole-school health-promoting context. Healthy behaviours can be established in young people, and these behaviours tend to translate into healthy habits in adulthood, which are subsequently modelled and passed on to the following generations. In this chapter, the salience of health promotion in schools is presented in terms of preventing obesity and type 2 diabetes by promoting a healthy body image, establishing positive food habits and encouraging involvement in sport and physical activity. The potential ‘ripple effect’ that school health promotion can have via families and communities is also addressed as an additional avenue which can be utilised and embraced by teachers, health professionals and communities. Links between health and education outcomes One way to promote health in schools is to highlight the important links between a child’s health status and their academic achievement. As recently as 2010, the United Nations’ 2010 Human Development Report clearly reiterated the predictive nature of health and education variables by stating that ‘education, health, nutrition and sanitation complement each other, with investments in any one contributing to better outcomes in the others’ [39]. Other researchers agree and demonstrate how literacy and numeracy are inextricably interwoven with education, and education is concurrently a key predictor of life opportunities, including economic development, psychological wellbeing, health status and social spheres [4, 33]. It is recognised that healthy students are more able and ready to learn [25], and that improving the health of students and the school environment has positive outcomes for learning and academic results. An example of this important association is given in some recent studies which clearly demonstrate the predictive relationships between physical activity and educational performance and achievement, and show that physical activity is positively related to

Benefits of developing a whole-school approach to health promotion

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Benefits of developing a whole-school approach to health promotion