 | 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 |
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