Defining a Comprehensive School Health Program An Interim Statement (1995) / Chapter Skim
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3 COMMITTEE'S DEFINITION AND EXPLANATION OF TERMS
3 COMMITTEE'S DEFINITION AND EXPLANATION OF TERMS
Pages 18-25
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From page 18... ...
The committee recognizes that many widely used definitions of CSHPs list a set of essential program components. The committee acknowledges that there are undoubtedly certain basic key components of these programs but decided not to define a CSHP in terms of these components at this initial stage of deliberation.
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From page 19... ...
Examples of components include health education, health services, physical education, counseling and psychological services, nutrition and food programs, a healthful and supportive school environment, work-site health promotion for school faculty and staff, and integration of school programs with a wide range of community health and social programs. These components provide educational, social, and health care interventions assisting students and families in preventing disease, promoting and protecting health, minimizing the complications of health problems, and managing chronic conditions.
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From page 20... ...
Planning involves developing an orderly arrangement of program strategies, activities, and services, after careful consideration of needs and resources, in order to meet the needs of students and their families. Comprehensive school health programs should include a planning process that involves a broad range of people providers and recipients of programs and a cross section of community members.
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From page 21... ...
Examples include health services, environmental health and safety measures, counseling programs, and social services. School-affiliated activities may be provided on-site at the school (school-based)
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From page 22... ...
Primary health services may be available on-site in the school or made more accessible through better linkages with community health care providers. Access to services for the entire family, including siblings and parents, may be facilitated.
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From page 23... ...
The local community refers to the wide range of stakeholders parents, students, educators, health and social service personnel, insurers, business and political leaders, and so forth at the particular site where the program will be implemented. The form and structure of a CSHP should not be perceived as being imposed on the local community by some outside mandate but should be determined through a deliberative process by those who will be involved in and affected by the program.
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From page 24... ...
In today's terminology, coordination and integration of services entail going beyond merely working together in a harmonious fashion; in newer models of integrated service programs, it is expected that the usual professional roles and responsibilities will be shared and less distinct. At the institutional level, it means more effective collaboration among agencies, joint funding, relaxation of bureaucratic barriers and regulations, simplification of procedures, involvement of both the public and private sector, and transfer of power and decision-making to the local community.
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From page 25... ...
They ensure the proper use of and access to needed interventions and avoid unnecessary or inappropriate interventions that can waste resources and increase the risk of harmful side effects. An implicit component of a high-quality, effective program is the presence of an ongoing feedback system that monitors processes and outcomes, and continually adjusts processes to optimize outcomes.
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Key Terms
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