Health literacy in schools: prioritising health and well-being issues through the curriculum

Health literacy (HL) is a relatively new concept in health promotion and is concerned with empowering people through enhancing their knowledge of health issues and improving their ability to make choices about their health and well-being. Schools are seen increasingly as key settings for the dissemination of health messages through curricula and other on-site provision. However, such opportunities are amongst many demands being placed on educational providers and finding space in the school day to support the health agenda is a challenge. This practice-based, qualitative study examines the current practices in three schools in the UK. In total 34 pupils (n=16 from Year 9 and n = 18 from Year 11) were interviewed in six focus groups (3 in each school), with up to 6 pupils in each focus group. School staff (n = 8) were also interviewed individually. Findings suggest that pupils and staff have an understanding of health and a capacity for HL, though health education (via taught subjects) is not statutory across the four Key Stages of the National Curriculum. In order to engender health literate young people, with a view to reducing health inequalities, it is recommended that key health messages are delivered through an agenda that integrates current provision for health via the curriculum and other school-based practices, such as the Healthy Schools Programme

"I Am What I Am" Comparing the Experiences of Openly Gay and Lesbian PE Teachers with Non-specialist Peers in a Period of Declining Homohysteria

“I am what I am…”: comparing the experiences of openly gay and lesbian PE teachers with non-specialist peers in a period of declining homohysteria This presentation will highlight the initial findings of the project examining the experiences of 13 self-selecting gay and lesbian teachers in order to compare the experiences of those who teach PE and school sports with those who teach more classroom-based subject areas. Recent studies have focused on the complexities faced by openly gay and lesbian teachers in various countries (Ferfolja & Hopkins, 2013; Gray, 2013; Neary, 2012; Fahie, 2016; Connell, 2015). Additionally, studies have been carried out that focus specifically on physical education teachers (Sykes, 2009; Edwards et al., 2014) and music teachers (Palkki, 2015). However, as Edwards et al. (2014) acknowledge there is still a gap in research of teachers working in schools since the removal of Section 28, an act rushed through the UK parliament in a period of high homohysteria (Anderson, 2011; Moran, 2001). This Act has since been repealed and there has been a cultural shift, with homophobia steadily in decline according to GSS data (Anderson, 2011). This project seeks to identify how teachers navigate both homophobia and heteronormativity within an educational context; in addition, it explores perceptions of impact on learners in the classroom as a result of a school culture of openness. The presentation details the initial findings from the interviews carried out, providing a comparative account between the experiences of those who teach Physical Education (as a perceived area of professional vulnerability) and those who teach other curriculum areas

Developing and implementing a school-led motor intervention for children with handwriting difficulties

We describe the development of an evidence-based motor intervention and an implementation pilot study in ten primary schools, involving 515 children (4–11 years). ‘Helping Handwriting SHINE’ (HHS) is a novel, school-led, group-based handwriting intervention. Teaching staff delivered HHS and provided feedback through a questionnaire, reporting that: (i) the children found the tasks enjoyable; (ii) the background and booklet instructions were easy to understand, (iii) there was a need for more comprehensive staff training. The teaching staff made recommendations about session duration, group size, resource availability, and age differentiation of tasks. These suggestions are applicable to the development of any school-based group-led motor intervention, and we used this feedback to refine the HHS intervention. This study shows that implementing school-led motor interventions at scale is possible. Moreover, the work provides insights into the factors to consider when developing school-based motor interventions prior to conducting randomized controlled trials (RCT). The process outlined in this manuscript has led to an RCT to test the effectiveness of HHS within primary schools.</p

Study on the gender dimension of trafficking in human beings - final report

The purpose of this study is to contribute to the identification and understanding of what it means to be ‘taking into account the gender perspective, to strengthen the prevention of this crime and protection of the victims thereof’, as required in Article 1 of European Union (EU) Directive 2011/36/EU on Preventing and Combating Trafficking in Human Beings and Protecting its Victims in the context of the EU Strategy (COM(2012) 286 final) Towards the Eradication of Trafficking in Human Beings. The study contributes to Priority E Action 2 of the Strategy, which states that ‘the Commission will develop knowledge on the gender dimensions of human trafficking, including the gender consequences of the various forms of trafficking and potential differences in the vulnerability of men and women to victimisation and its impact on them.’ Its specific objectives and tasks are to address: the ‘gender dimension of vulnerability, recruitment, and victimisation’; ‘gender issues related to traffickers and to those creating demand’; and ‘an examination of law and policy responses on trafficking in human beings from a gender perspective’. The study addresses the five priorities of the EU Strategy: identifying, protecting, and assisting victims of trafficking; stepping up the prevention of trafficking in human beings; better law enforcement; enhanced coordination and cooperation among key actors and policy coherence; and increased knowledge of an effective response to emerging concerns. This study, according to its terms of reference, aims to look specifically at the gender dimension of trafficking for the purpose of sexual exploitation. This follows evidence from statistical data from Eurostat, as well as data from The European Police Office (Europol) and the United Nations Office on Drugs and Crime (UNODC), according to which the most reported form of exploitation of victims is that of sexual exploitation and its strong gender dimension (96 % women and girls). It further addresses recommendations addressed in the Resolution of the European Parliament of 26 February 2014 on sexual exploitation and prostitution and its impact on gender equality (2013/2103(INI)) urging the European Commission to evaluate the impact that the European legal framework designed to eliminate trafficking for sexual exploitation has had to date and to undertake further research on patterns of prostitution, on human trafficking for the purpose of sexual exploitation and on the increased level of sex tourism in the EU, with particular reference to minors, and to promote the exchange of best practices among the Member States. The study identifies and draws on EU law and policy competence in gender equality in its identification of the gender dimensions of trafficking. The gender dimensions are clustered into five issues: gender specificity and equal treatment; gender expertise, gender balance in decision-making and gender mainstreaming; the relationship between prostitution and trafficking; gendered policy fields and strategic priorities; gendered systems and the theory of prevention

Aged PROP1 Deficient Dwarf Mice Maintain ACTH Production

Humans with PROP1 mutations have multiple pituitary hormone deficiencies (MPHD) that typically advance from growth insufficiency diagnosed in infancy to include more severe growth hormone (GH) deficiency and progressive reduction in other anterior pituitary hormones, eventually including adrenocorticotropic hormone (ACTH) deficiency and hypocortisolism. Congenital deficiencies of GH, prolactin, and thyroid stimulating hormone have been reported in the Prop1null (Prop1-/-) and the Ames dwarf (Prop1df/df) mouse models, but corticotroph and pituitary adrenal axis function have not been thoroughly investigated. Here we report that the C57BL6 background sensitizes mutants to a wasting phenotype that causes approximately one third to die precipitously between weaning and adulthood, while remaining homozygotes live with no signs of illness. The wasting phenotype is associated with severe hypoglycemia. Circulating ACTH and corticosterone levels are elevated in juvenile and aged Prop1 mutants, indicating activation of the pituitary-adrenal axis. Despite this, young adult Prop1 deficient mice are capable of responding to restraint stress with further elevation of ACTH and corticosterone. Low blood glucose, an expected side effect of GH deficiency, is likely responsible for the elevated corticosterone level. These studies suggest that the mouse model differs from the human patients who display progressive hormone loss and hypocortisolism

Continuing professional development: suggestions for effective practice

Some of the recent debates and discourses about higher education have embraced the development of shared aims and values within the professional context. The opportunity to engage in critical reflexive pedagogy is being widely acknowledged as an important element in the continuing professional development in the sector. In this paper a case study model of professional development practice is outlined: the Teaching Development Group at the University of Gloucestershire. As part of a review of its own organizational structure for some aspects of professional development, a multi‐method research project was undertaken during 2001. The first phase was a questionnaire survey of the university's academic staff to establish some baseline data and to plot general patterns and trends. This generated a database of 101 returns; a response rate of 31%. The second phase was a series of four ‘focus group’ meetings to develop a more nuanced understanding of the key themes and issues that emerged from the survey. These highlighted the positive spirit in which the scheme was received in the first instance, the difference of opinion over the direction taken by different groups and agenda setting, and some perceptions about a formal framework for teaching observation as part of on‐going professional development. From the perceptions of preferences and/or optimal practice identified in the two phases of the research, a scheme of this kind has the potential to contribute effectively to professional development when appropriately resourced, small, cognate groups have autonomy and when there is a clear differentiation between on‐going staff development and formal appraisal activities