Essay: Coordinated School Health Programs (CSHP)

For the Point Mar case study, to approach and help alleviate the onset of type II Diabetes in obese children, I will apply evidence-based and appropriate health education strategies/ methodologies surrounding the implementation of a Coordinated School Health Program.
A Coordinated School Health Program, (CSHP) is an efficient methodology aimed at improving the health and well-being of all students so that they can participate and be successful in school CDC, 2011). It applies a combination of school staffs, students, families, and community members to truly measure health needs; prioritize, plan, implement, and evaluate all health-related activities. The process further incorporates health promotion efforts across eight interrelated components involving, physical, emotional, social and educational development of the students (Allensworth and Kolbe, 1987. Pp. 60).
Schools are idyllic environments for implementing a program of this nature to stop and reduce childhood obesity. Refining proven strategies, combined with careful assessment, can add to the collection of evidence in support of designing and implementing optimum interventions. Inclusion criteria will consist of peer-reviewed journal articles on programs that served school students; conducted in schools; and measured health outcomes such as body mass index, level of physical activity, fruit and vegetable intake. In addition, research programs can be preventative or reductive in design. It is vital to emphasise that, the programs must include a social approach in delivering the services. In this way, the program can be more inspiring and operative to children.
Evidence that CSH program can work includes the Movin’ and Munchin’ Schools campaign that was designed to empower Wisconsin’s children, families, and school staff with the tools to adopt practices of physical activity and healthy nutritional choices. During the campaign, 101,641 students, 39,143 parents, and 9,265 school staff reported increases in physical activity and fruit and vegetable consumption (CDC, 2009a). A similar program was used in Mississippi called, Building from the Ground Up ‘ Collaborating to Create Healthy Kids (CDC, 2009b).
Health Education Strategies
‘ Conducting surveys to determine student opinions about healthful products and face-to-face sessions with schools’ administrators. Community-based participatory research can be used as a useful opportunity to obtain the ‘insider’ statistics that school staffs possess, allowing for collaboration between the researcher and the school (Odum M, McKyer ELJ, Tisone CA, Outley CW, 2013).
‘ Involving school administrators, community members, stakeholders and health providers in collective curriculum development and teaching of content related to alleviating childhood obesity (Jain A, Langwith C, 2013).
‘ Incorporate the skills of qualified health professionals to assist teachers in constructing and applying lesson which sends healthy messages (Johnston CA, Moreno JP, El-Mubasher A, Gallagher M, Tyler C, Woehler D, 2013).
‘ Motivational interviewing (MI) approach with school personnel and children. This strategy has shown success in increasing physical activity in children, decreasing children’s intake of snacks and eating out (Johnston, C.A, et. al, 2013).
‘ Mass-media providing colourful information and support to students on issues such as nutritional guidance, healthy body image, and health issues can help to motivate them to a healthy lifestyle change.
‘ Incorporate classroom education, healthy foods choices, family participation, and community resources. According to Society for Nutrition Education (2009), multi-component interventions can positively impact children’s nutrition and health-related outcomes.
‘ Developing and implementing a school wellness policy that provides health and nutrition programs for school staff such as gym membership, retreats, support groups and walking clubs can help staff to further assist children in living healthy.
‘ Including forums like Parent and Teachers Associations, advisory boards and community councils as a way to involve family members in endorsing positive lifestyle of children.
Based on the strategies used, the health educator will need to be fluid by wearing multiple hats. For example, the health educator may, serve as a facilitator during meetings, forums and interviews; a researcher and observer during surveys; resource personnel for providing training, programming and advocacy for program implementation; a coordinator to design and administer health education/promotion interventions; a role model and leader for the development of school health policy such as the type of foods and snacks provided in the schools’ cafeteria or vending machines, wellness programs for staff and students (Cottrell, R. R., Girvan, J. T., & McKenzie, J. F., 2014. pp. 205). Identifying opportunities for policy and environmental interventions as well as modifying attitudes and behaviour within schools can help to improve the health and wellness of children and reduce the likelihood of developing type II diabetes as they age.