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Building health promotion capacity through policy, training


Play time. After school clubs 3.4. Parents & pupils. Eg. PTA (3.8) ... Lunch/playtime super's. Cook. Catering assts. Admin. Caretakers. Healthy schools Mgr ... – PowerPoint PPT presentation

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Title: Building health promotion capacity through policy, training

Building health promotion capacity through
policy, training accreditation - International
direction and UK experiences
  • Viv Speller
  • 8th IUHPE European Conference on Health Promotion
  • and Education
  • Torino, September, 2008

  • Shaping the Future of Health Promotion
    priorities for action (IUHPE / CCHPR, 2007)
  • Galway Consensus Conference Statement (IUHPE,
  • UK Public Health Skills Career Framework
  • UK Public Health Register
  • England Health Trainers
  • England Teaching Public Health Networks
  • Childrens workforce development

E necessario raggiungere un consenso a livello
sopranazionale in merito al profilo base di
competenze per la promozione della salute, al
fine di meglio definire il campo dazione e di
fornire un orientamento comune per lo sviluppo di
curriculum formativi
Delineare il futuro della promozione della
salute le priorità per lazione
The Galway Consensus Conference Statement
Toward domains of core competency for building
global capacity in health promotion
Toward International Collaboration on
Competencies and Accreditation in Health
Promotion and Health Education The Galway
Consensus Conference
National University of Ireland, Galway 16 18
June 2008
Intended audiences
  • Practitioners, researchers academics in health
  • Policy and decision-makers in government NGOs,
    employers etc
  • Relevant to all countries
  • Health promotion occurs at many levels, is
    unique in the ways it can contribute to society,
    and is characterized by a unique set of
    competencies and skills that involve integrating
    interdisciplinary theories and approaches.

The Galway Consensus Conference Statement
Core values and principles
  • A social-ecological model of health taking into
    account the cultural, economic social
    determinants of health
  • Commitment to equity, civil society social
  • Respect for social diversity sensitivity
  • Dedication to sustainable development
  • Participatory approach to engaging population in
    identifying needs, setting priorities, planning,
    implementing and evaluating health promotion

The Galway Consensus Conference Statement
8 Domains of Core Competency
  • Catalyzing change
  • Leadership
  • Assessment
  • Planning
  • Implementation
  • Evaluation
  • Advocacy
  • Partnerships

The Galway Consensus Conference Statement
Public Health Skills and Career Framework - UK
Multi disciplinary, multi-agency /
multi-professional April 2008 Public
Health Resource Unit (PHRU) and Skills for
Defined Area Health Improvement
... ...improving the health and well-being of
populations and reducing inequalities by using
health promotion, prevention and community
development approaches to influence the
life-style and socio-economic, physical and
cultural environment of populations, communities
and individuals.
Public Health Skills and Career Framework - UK
Core Area - Assessing the evidence... Critical
assessment of the evidence relating to the
effectiveness and cost-effectiveness of health
and well-being and related interventions,
programmes services ...
Public Health Skills and Career Framework - UK
Core Area Policy Strategy... Influencing the
development of policies for improving health and
well-being, implementing strategies to put
policies into effect and assessing their impact...
Public Health Skills and Career Framework - UK
Core Area - Leadership Collaborative
Working... Leading and managing teams
individuals, building alliances, developing
capacity capability, working in partnership
with others and using media effectively...
Public Health Skills and Career Framework - UK
  • - the UK Public Health Register
  • opened in 2003 to provide public protection and
    maintain high standards of practice
  • standard, dual and retrospective (portfolio)
    routes to registration as Specialist (levels 8-9
    of the PHSCF)
  • Generalist Specialist in Public Health route
    portfolio of evidence of knows-how and
    shows-how 2003-2006
  • 317 on register in May 2008, 275 via Generalist
    route over 400 in total in process
  • Defined Group (since 2006) all knows-how and
    very high levels of competence in selected
    defined areas
  • Since 2007 development of Public Health
    Practitioner Advanced Practitioner Registration
    (levels 5 7 PHSCF)

Choosing Health making healthier choices
easier Government White Paper, 2004 Launched new
group of accredited NHS workers - Health
Trainers ...shift from advice from on high to
support from next door Since 2006 in 20 most
deprived areas, from 2007 across country
NHS Health Trainers
What is a Health Trainer?
  • Key tool in addressing health inequalities
  • Drawn from local community
  • clients drawn from hard to reach, disadvantaged
  • Work with clients 11 to assess lifestyle and
    well being, set goals, agree action plan and
    provide support on behaviour change
  • 1200 Health Trainers trained and in post
  • Accredited nationally, City Guilds (level 3)
    and Royal Institute for Public Health (level 2)

National occupational standards for Health
  • Evidence based handbook (June, 2008)
  • 4 Competencies
  • Make relationships with
  • communities
  • Communicate with individuals
  • about promoting their health well-being
  • Enable individuals to change their behaviour to
    improve their own health and well-being
  • Manage and organise your own time and activities

Building public health capacity and capability
the role of the Teaching Public Health Networks
  • Launched in 2006.
  • Nine regional networks.
  • Partnerships between academic and service public
    health organisations.
  • Aim to promote teaching and learning in public
    health, through the academic, public sector, and
    third sector.

Aims and objectives of SE TPHN
  • Covers SE region 8m pop.
  • focus on childhood obesity, and the wider public
    health workforce working with children
  • increase the availability of public health
    education and training to increase potential for
    wider workforce to contribute to reducing obesity
    in children.
  • develop a network of educational providers for
    the childrens workforce in schools, and academic
    and service public health providers to share good
    practice regionally and nationally

Why obesity?
  • Audit commission report 2006 Tackling
    childhood obesity first steps, recommended
    that frontline staff be given more training
    information - especially those in schools who
    have a key role to play
  • Literature review of obesity prevention in
    schools concluded little research has been
    undertaken to determine teachers knowledge,
    skills attitudes, their training resource
    needs around childhood obesity (Davidson F,
  • Healthy Weight, Healthy Lives A cross
    government strategy for England national
    obesity strategy recognises need to address the
    different training needs of staff groups
    including those in schools

A Healthy School offers children
and young people opportunities to be healthy and
active, so that they are able to achieve their
full potential at school and in life
National Healthy Schools Programme
2009 targets
  • National targets set out in Choosing Health 2004
  • By 2009, 75 schools in England will have
    achieved National Healthy School Status
  • By 2009, 100 schools in England will be engaged
    and participating in the programme
  • How are we doing?
  • 56 schools in England are Healthy Schools
  • 97 schools in England are participating in the
  • Today, an estimated 3.7million children and young
    people go to a Healthy School
  • 9 out of 10 schools in England taking part in the
    national programme
  • Over 7 million Children and young people attend a
    school that is part of the National Healthy
    School Programme

Whole School Approach
  • Every Child Matters Change for Children is a new
    approach to the well-being of children and young
    people from birth to age 19.
  • The Government's aim is for every child, whatever
    their background or their circumstances, to have
    the support they need to
  • Be healthy
  • Stay safe
  • Enjoy and achieve
  • Make a positive contribution
  • Achieve economic well-being
  • Workforce remodelling across sectors,
    particularly between education social care

Healthy Schools Workforce influences on
Physical Activity
Local Authority Childrens Services -Youth
Workers -School Travel Plan -Healthy Schools
Mgr -PDL Manager -Headteacher/ SMT -Class
teachers -SENCOs -TAs -Lunchtime/ play
supervisors -HLTAs -SSCOs -PLTs/ PE
teachers -Librarians
Parents pupils Eg. PTA (3.8), Governors
School ethos 3.1
Curriculum 3.3
Policies 3.2
After school clubs 3.4
Private sector Eg.Supermarkets Sports coaching
Staff Role models 3.10
Play time
School Travel 3.7
PCT Eg. Health Promotion Specialists, School
nurses,Health visitors
NGOs , Govt. schemes Eg. Extended Schools
Ctrs Sports England (Active Mark) Sports
Partnerships (3.6)
Voluntary/community -British Heart
Foundation -MEND (Mind, Exercise, Nutrition, Do
Healthy Schools workforce influences on
  • Parents pupils
  • PTA
  • Governors
  • Peer mentors
  • Buddies
  • School council
  • Local Authority
  • Headteacher, SMT
  • Teachers
  • Advanced skills teachers
  • TAs
  • HLTAs
  • Lunch/playtime supers
  • Cook
  • Catering assts.
  • Admin.
  • Caretakers
  • Healthy schools Mgr
  • Ed. Psychologists
  • Librarians / IT
  • Inspection service

Curriculum Fruit Veg (2.9) Scheme
Policies (2.3) School ethos Eating
envt.(2.5) Dinners (2.7)
Tuck shop (2.6) School milk
  • Private sector
  • Catering companies
  • Suppliers
  • Nutrition consultants
  • Retail outlets

Water bottles (2.10)
Lunch boxes (2.8)
Breakfast clubs
  • NGOs, Govt. schemes
  • School Food Trust
  • Skills 4 Schools
  • DfES/DH
  • National Fruit Veg. Scheme
  • Training Development Agency
  • QCA
  • School Workforce Development Board
  • Healthy Schools Programme
  • Food in Schools
  • British Heart Foundation
  • PCT
  • Health promotion specialists
  • Dietitians
  • Health Visitors
  • School Nurses
  • GPs
  • Practice nurses
  • Nutritionists
  • Dental service
  • Voluntary / community
  • Adopt a Chef
  • Community associations
  • Local councils
  • Church / religious groups

Training structures in SE
  • Linking across policy agendas, sectors and a
    multitude of providers is complex -  
  • Diverse training routes, qualifications and
    professional bodies for Governors, Head Teachers,
    Teachers, Teaching Assistants, Support Workers
    (eg Midday Supervisors, Playworkers, Caterers)
  • Vast numbers of teachers (57,000) and support
    workers (74,000) across SE
  • Identification of all education and training
    providers - Universities (20), FE Colleges (71),
    County Councils (19) etc across SE
  • Focus on Initial Teacher Training (ITT) and
    Support Workers in Schools (SWiS) qualification

Teachers role in promoting health
  • Survey of all ITT providers (36) to identify
    current inclusion of health improvement content
    relevant to Every Child Matters
  • Variable, and generally inadequately addressed
  • Current joint research with Schools of Education
    to review trainee teachers knowledge, attitudes
    and expectations re health promotion role
  • Aim to modify content of basic ITT

Support workers role in promoting health
  • SWiS qualifications for all support workers at
    NVQ levels 2 3 modular
  • Initial review of SWiS competencies against
    draft occupational standards in Public Health
    Skills and Career Framework
  • identified opportunities to enhance health
    promotion role at basic levels of PHSCF

New role of Parent Support Adviser is to
work with parents in a schools context to help
improve behaviour and attendance overcome
barriers to learning and increase the number of
parents involved in their childs
education both at school and at home
SE TPHN aims to develop module for PSAs and other
BUT do they have knowledge and skills in health
  • Training and regulation / accreditation important
    for public safety
  • Health promotion firmly embedded within and
    enhancing public health in UK
  • International accreditation systems (PHEA) need
    to learn from and integrate existing approaches
    to developing regulation
  • ….and recognise it is a long process!

  • Even where policy supportive, policy silos are
    not joined up, and skills gaps evident
  • Building future public health workforce from
    broader, more diverse base PHSCF allows for
    inclusion and progression
  • Important for individuals recognises skills
    provides building blocks for career development
  • Working with for the community building
    assets resilience
  • Thankyou!