106 research outputs found
Healthy universities: Shaping the future
No full text Jennie Cawood, from the English National Healthy University Network at the University of Central Lancashire, along with Mark Dooris, Director of the Healthy Settings Development Unit at the University of Central Lancashire, and Sue Powell, Head of Academy for Health and Well-Being at Manchester Metropolitan University, argue that the higher education sector offers an ideal setting for promoting health and well-being </jats:p
Theorizing healthy settings: a critical discussion with reference to Healthy Universities
No full textThe settings approach appreciates that health determinants operate in settings of everyday life. Whilst subject to conceptual development, we argue that the approach lacks a clear and coherent theoretical framework to steer policy, practice and research.
Aims: To identify what theories and conceptual models have been used in relation to the implementation and evaluation of Healthy Universities.
Methods: A scoping literature review was undertaken between 2010-2013, identifying 26 papers that met inclusion criteria.
Findings: Seven theoretical perspectives or conceptual frameworks were identified: the Ottawa Charter; a socio-ecological approach (which implicitly drew on sociological theories concerning structure and agency); salutogenesis; systems thinking; whole system change; organisational development; and a framework proposed by Dooris. These were used to address interrelated questions on the nature of a setting, how health is created in a setting, why the settings approach is a useful means of promoting health, and how health promotion can be introduced into and embedded within a setting.
Conclusion: Although distinctive, the example of Healthy Universities drew on common theoretical perspectives that have infused the settings discourse more generally. This engagement with theory was at times well-developed and at other times a passing reference. The paper concludes by pointing to other theories that offer value to healthy settings practice and research and by arguing that theorisation has a key role to play in understanding the complexity of settings and guiding the planning, implementation and evaluation of programmes
Colors 1981
No full textCONTENTS
Untitled, John I. C. Ramirez 2;
Love will fly, Tim Furness 3;
Untitled, Palmer Hoovestal 4;
The wave, Jerome Lightbourne 6;
The land*lord, R. Lea 7;
Song of the newborn, Heidi Muller 8;
Untitled, Mary Ostervold 9;
Good crops, Gina Larson 10;
Come, challenge the sea, Paula Schafer 12;
Untitled, Pat Dooris 14;
Untitled, Eric Peterson 16;
A flight of fancy, Tony Schaan 17;
Ode upon a london tube, Kit Warfield 18;
Sponge, Debbie Court 19;
Untitled, Debbie Court 20;
Untitled, John I. C. Ramirez 21;
Untitled, Joyce Lowry 21;
Untitled, Mary Taft 22;
Thank you, Lord [unidentified author] 23;
From generation to generation, Denise Marsh 24;
Untitled, S. M. 25;
Untitled, M. F. 26;
Brain Cramp, Francine Bergeron 27;
Untitled, Pat Dooris 28;
Untitled, Tom Mertes 30;
Untitled, John I. C. Ramirez 31;
Untitled, Dolores Bock 31;
Untitled, Christopher Perez 32;
Untitled, Pat Dooris 33;
Echoes of Innocence, Kelly Cosgrove 35;
Beloved, M. Bowen 36;
Untitled, Mary Ostervold 36
The “Health Promoting University”: a critical exploration of theory and practice
No full textAs settings-based health promotion has gained ascendancy within the field, there has been increased interest in applying the approach within a diversity of contexts, one of the most recent being higher education. The University of Central Lancashire became one of the first few universities in Europe to establish a Health Promoting University initiative when it appointed a co-ordinator in 1995. This article critically discusses the emergence of the settings-based approach to health promotion and its application to the higher education sector. Focusing on the University of Central Lancashire as a case study, it considers the development of Health Promoting Universities. It is argued that while the settings-based approach still faces the challenge of
establishing clarity and consistency, the Health Promoting University does have the potential to provide a robust conceptual framework that can enable the practical development and implementation of an holistic, comprehensive and integrative approach to promoting health. The article ends with some reflections on challenges, opportunities and future directions
Promising paths : Health Promoting Higher Education : Reflections, Challenges & Future Frontiers
No full textNon UBCUnreviewedResearche
Health promoting universities: concept, experience and framework for action.
No full textUniversities committed to the principles of health for all and sustainable development can be a tremendous asset to their staff and students, to the communities in which they are located and to the wider society where their students and trainees will eventually assume professional roles.
This is a working document that explores, visualizes and develops the health-promoting potential of universities. It aims to provide conceptual and practical guidance on how to set up and develop a health-promoting university project. Many people intuitively understand the concept of a health-promoting university. The meaning, however, the scope and focus of university actions aiming at promoting health, can vary widely. This variation can be partly explained by differences in the perception of health and its determinants and partly by the interests, strategic choices and the power and authority of the health advocates for the university.
The approach and guidance offered in this document are firmly rooted in the principles of health for all and sustainable development, the Ottawa Charter for Health Promotion and the theory of and experience with settings-based projects. Introducing such concepts as the settings approach to health promotion and organizational development for health promotion could be impossible without first grasping health in its broadest sense. Indeed, broadening the understanding of health among university executives and academic disciplines is a crucial step in any attempt to introduce and encourage comprehensive health-promoting university projects
Healthy Cities: Facilitating the Active Participation and Empowerment of Local People
No full textCommunity participation and empowerment are key values underpinning the European WHO Healthy Cities initiative, now in its fifth phase. This paper provides a brief overview of the history, policy context, and theory relating to community participation and empowerment. Drawing on Phase IV evaluation data, it presents the findings in relation to the four quadrants of Davidson’s Wheel of Participation—information, consultation, participation in decision making, and empowerment. The large majority of European Healthy Cities have mechanisms in place to provide information for and to consult with local people. Most also demonstrate a commitment to enabling community participation in decision-making and to empowering citizens. Within this context, the evaluation highlighted a diversity of approaches and revealed varied perspectives on how participation and empowerment can be integrated within city leadership and governance processes. The paper concludes by suggesting that there is a need to strengthen future evaluative research to better understand how and why the Healthy Cities approach makes a difference
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