 | WHO Information Series on School Health - Document 3 - Violence Prevention: An Important Element of a Health-promoting School (UNESCO - WHO, 1999, 61 p.) |
 |  | (introduction...) |
| | ACKNOWLEDGEMENTS |
| | FOREWORD |
|  | 1. INTRODUCTION |
| | (introduction...) |
| | Why did WHO prepare this document? |
| | Who should read this document? |
| | What is meant by ''violence''? |
| | What are the causes of violence? |
| | Why focus efforts through schools? |
| | How should this document be used? |
| | 2. CONVINCING OTHERS THAT VIOLENCE PREVENTION THROUGH SCHOOLS IS IMPORTANT |
| | (introduction...) |
| | Rationale: Violence affects the well-being and learning potential of millions of children around the world |
| | Rationale: Violence is a social and economic problem for all nations |
| | Rationale: Violence is learned and therefore capable of being unlearned |
| | Rationale: Schools offer an efficient, practical and timely means to prevent and reduce violence |
| | Rationale: Evaluations of school-based violence prevention efforts show promising results |
| | 3. PLANNING THE INTERVENTIONS |
| | (introduction...) |
| | Who is going to make this happen? |
| | (introduction...) |
| | The School Health Team |
| | Community Advisors |
| | Where should we start? |
| | (introduction...) |
| | Situation Analysis |
| | (introduction...) |
| | Needs assessment |
| | Resource assessment |
| | Data collection |
| | Commitment needed |
| | (introduction...) |
| | Political acceptability |
| | Community and family commitment |
| | Teachers and school staff |
| | Youth involvement |
| | What should we do? |
| | (introduction...) |
| | Goals |
| | Objectives |
| | Activities |
| | How will we know how well we are doing? |
| | Evaluation design and monitoring |
| | 4. INTEGRATING VIOLENCE PREVENTION INTO A HEALTH-PROMOTING SCHOOL |
| | (introduction...) |
| | School health education |
| | (introduction...) |
| | Timing |
| | Teaching Methods |
| | Youth involvement |
| | Parent education |
| | Building the capacity of administrators, teachers and other school staff |
| | Pre-service training |
| | In-service training |
| | Where can you look for good training? |
| | School health services |
| | (introduction...) |
| | Screening/Diagnosis/Treatment |
| | Training for health service providers |
| | Referral |
| | A healthy school environment |
| | (introduction...) |
| | Overall school climate |
| | Supportive school policies and practices |
| | Health promotion for school staff |
| | Physical environment |
| | Safety and security |
| | Youth development activities |
| | School/community projects and outreach |
| | Coordinating mutually reinforcing components |
| | 5. EVALUATION |
| | (introduction...) |
| | Types of evaluation |
| | Formative evaluation |
| | Process evaluation |
| | Outcome evaluation |
| | 6. ENSURING CONTINUITY IN THE SCHOOL & COMMUNITY |
| | ANNEX 1: Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy |
| | ANNEX 2: Examples of educational interventions for violence prevention |
| | ANNEX 3: Examples of Grade-Specific Objectives for Violence Prevention Skills |
| | ANNEX 4: Resources to help you in your health promotion and violence prevention efforts |
| | ANNEX 5: Recommended UNESCO documents and publications for the promotion of peace and prevention of violence through schools. |
| | REFERENCES |
(introduction...)
This document introduces health promotion strategies to improve the health, education and development of children, families and community members through a Health-Promoting School. It is based on the recommendations of the Ottawa Charter for Health Promotion(1) and will help people to apply a new approach to public health, one that creates on-going conditions conducive to health, as well as reductions in prevailing health concerns.
The concepts and strategies introduced in this document apply to all countries, however, some of the examples provided may be more relevant to some countries than to others.
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