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WHO (World Health Organization) and its Mission:
As the population of our world increases, resources become more limited, pollution becomes an increasingly more threatening global problem, and the competitiveness of our world heightens, we need to seek ways to improve the health of ourselves and the future generation of students across the globe so they will be able to address/solve the growing health problems that we all must face in the future. In most cases, individuals, schools and communities are able to attend to some of their communities health needs but not all them. This leads to vast array of health and wellness needs that are not being met. According to WHO, the definition of health is:
“Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”
Based on this definition of health, it is clear that we need to meet these needs in a more comprehensive way rather than the traditional ideas of health that are pushed forth by many misunderstood definitions of this word that place a singular focus on its definition (for example, health = only exercising, or eating healthy). To address the issue of addressing our students and their communities health needs more comprehensively, we must do 2 things.
First, we must establish universal definitions of what achieving comprehensive health actually means. To solve this dilemma, let us use North Dakota State Universities' definition of wellness (along with its 7 components). These definitions allow us to fulfill nearly every aspect of an individuals comprehensive health that we currently encounter. Here are the definitions that I propose we use. These are directly from the North Dakota State University Wellness Center webpage:
What is Wellness?
Wellness is an active, lifelong process of becoming aware of choices and making decisions toward a more balanced and fulfilling life.
A healthy body maintained by good nutrition, regular exercise, avoiding harmful habits, making informed and responsible decisions about health, and seeking medical assistance when necessary. To remain well, physical wellness requires that you take steps to protect your physical health by eating a well-balanced diet, getting plenty of physical activity and exercise, maintaining proper weight, getting enough sleep, avoiding risky sexual behavior, trying to limit exposure to environmental contaminants, and restricting intake of harmful substances.
Intellectual (mind)
A state in which your mind is engaged in lively interaction with the world around you. Intellectual wellness involves unbridled curiosity and ongoing learning. This dimension of wellness implies that you can apply the things you have learned, that you create opportunities to learn more, and that you engage your mind in lively interaction with the world around you.
Emotional (feelings)
The ability to understand your own feelings, accept your limitations, achieve emotional stability, and become comfortable with your emotions. Emotional wellness implies the ability to express emotions appropriately, adjust to change, cope with stress in a healthy way, and enjoy life despite its occasional disappointments and frustrations.
Social (family, friends, relationships)
The ability to relate well to others, both within and outside the family unit. Social wellness endows us with the ease and confidence to be outgoing, friendly and affectionate toward others. Social wellness involves not only a concern for the individual, but also an interest in humanity and the environment as a whole.
Spiritual (values, purpose, intuition, vitality)
The sense that life is meaningful and has a purpose; the ethics, values and morals that guide us and give meaning and direction to life. Spiritual wellness implies a search for meaning and purpose in human existence leading one to strive for a state of harmony with oneself and others while working to balance inner needs with the rest of the world.
Occupational (career, skills)
Preparing and making use of your gifts, skills and talents in order to gain purpose, happiness and enrichment in your life. Occupational wellness means successfully integrating a commitment to your occupation into a total lifestyle that is satisfying and rewarding. The development of occupational satisfaction and wellness is strongly related to your attitude about your work.
Environmental (air, water, food, safety)
The capability to live in a clean and safe environment that is not detrimental to health. The quality of today's environment has a direct effect on personal wellness. To enjoy environmental wellness we require clean air, pure water, quality food, adequate shelter, satisfactory work conditions, personal safety and healthy relationships.
Secondly, we must find the most efficient means towards implementing these components of wellness to the world population so we can switch from treatment based health tactics to preventative measures. The next question becomes; how can we do this on a global scale? To answer this question, one must answer who will best be able to solve these global wellness needs/issues currently and in the future? Based on the sheer numbers of this segment of the population alone, it is clear that much of this responsibility will be burdened upon future generations. Therefore, in order to give them the tools, knowledge, and skills needed to tackle these problems, we can use schools as a medium towards tackling this comprehensive global health initiative. Furthermore, these schools must not only improve the health needs of their students in the classroom alone. The health needs of our world must be tackled at 3 levels by our schools. These include the classroom, the school as a whole, and the local/global communities the schools are a part of. After all, if we are going to solve the health needs of the world, we cannot have our solution tailored to a few lessons on the environment, nutrition, or other singular health topic. The power of 1 will never be equivalent to the power of a unified group of individuals with the same mindset, goal and vision for our world. Therefore, comprehensive global health problems can only be solved through comprehensive solutions that involve the knowledge, efforts, and actions of all individuals on our planet. Better yet, with the availability of information technology, it will allow our schools to communicate and work with all types of individuals and organizations as they have never been able to before. The great news is that this has already taken place based off of the World Health Organization’s charter to promote healthy schools across the globe. These have served as the framework for multiple organizations and schools across the globe and they have already made a meaningful impact on the world. According to WHO (World Health Organization):
“A health promoting school is one that constantly strengthens its capacity as a healthy setting for living, learning, and working.”
During the mid 90’s, WHO made it a mission to carry out health promoting schools across the globe in order to improve the health of students and their communities worldwide. Many health promoting school initiatives have taken place across different countries and continents. According to IUHPE.org, the 6 components of these schools include:
1) Healthy School Policies = These are clearly defined in documents or in accepted practices that promote health and wellbeing. Many policies promote health and well-being e.g., policies that enable healthy food practices to occur at school; policies which discourage bullying
2) The School’s Physical Environment = The physical environment refers to the buildings, grounds and equipment in and surrounding the school such as: the building design and location; the provision of natural light and adequate shade; the creation of space for physical activity and facilities for learning and healthy eating, etc...
3) The Social environment of the School = is a combination of the quality of the relationships among and between staff and students. It is influenced by the relationships with parents and the wider community. It is about building quality connections among and between all the key stakeholders in a school community.
4) Individual Health Skills and Action Competencies = This refers to both the formal and informal curriculum and associated activities, where students gain age-related knowledge, understandings, skills and experiences, which enable them to build competencies in taking action to improve the health and well-being of themselves and others in their community and that enhances their learning outcomes.
5) Community Links = Community links are the connections between the school and the students’ families, plus the connection between the school and key local groups and individuals. Appropriate consultation and participation with these stakeholders enhances the health promoting school and provides students and staff with a context and support for their actions.
6) Health Services = These are the local and regional school-based or school-linked services, which have a responsibility for child and adolescent health care and promotion through the provision of direct services to students including those with special needs.
In conclusion, this section of the website is dedicated towards solving the comprehensive health needs of our students (and the world) through establishing health promoting schools that act as a medium for carrying out the 7 components of wellness at the classroom, school, and community/global levels in order to take active and preventative measures towards the growing health needs of our world. Please look through this section of the website and submit comments under the “help expand comprehensive health” section of this website if you would like to join the initiative, receive more information, or ask any other questions you have in regards to these matters. Together, we can achieve so much!
Please check my Prezi to learn more! Health Promotion Prezi
“Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”
Based on this definition of health, it is clear that we need to meet these needs in a more comprehensive way rather than the traditional ideas of health that are pushed forth by many misunderstood definitions of this word that place a singular focus on its definition (for example, health = only exercising, or eating healthy). To address the issue of addressing our students and their communities health needs more comprehensively, we must do 2 things.
First, we must establish universal definitions of what achieving comprehensive health actually means. To solve this dilemma, let us use North Dakota State Universities' definition of wellness (along with its 7 components). These definitions allow us to fulfill nearly every aspect of an individuals comprehensive health that we currently encounter. Here are the definitions that I propose we use. These are directly from the North Dakota State University Wellness Center webpage:
What is Wellness?
Wellness is an active, lifelong process of becoming aware of choices and making decisions toward a more balanced and fulfilling life.
- Process means that we never arrive at a point where there is no possibility of improvement.
- Aware means that we are by our nature continuously seeking more information about how we can improve.
- Choices means that we have considered a variety of options and have selected those that seem to be in our best interest.
A healthy body maintained by good nutrition, regular exercise, avoiding harmful habits, making informed and responsible decisions about health, and seeking medical assistance when necessary. To remain well, physical wellness requires that you take steps to protect your physical health by eating a well-balanced diet, getting plenty of physical activity and exercise, maintaining proper weight, getting enough sleep, avoiding risky sexual behavior, trying to limit exposure to environmental contaminants, and restricting intake of harmful substances.
Intellectual (mind)
A state in which your mind is engaged in lively interaction with the world around you. Intellectual wellness involves unbridled curiosity and ongoing learning. This dimension of wellness implies that you can apply the things you have learned, that you create opportunities to learn more, and that you engage your mind in lively interaction with the world around you.
Emotional (feelings)
The ability to understand your own feelings, accept your limitations, achieve emotional stability, and become comfortable with your emotions. Emotional wellness implies the ability to express emotions appropriately, adjust to change, cope with stress in a healthy way, and enjoy life despite its occasional disappointments and frustrations.
Social (family, friends, relationships)
The ability to relate well to others, both within and outside the family unit. Social wellness endows us with the ease and confidence to be outgoing, friendly and affectionate toward others. Social wellness involves not only a concern for the individual, but also an interest in humanity and the environment as a whole.
Spiritual (values, purpose, intuition, vitality)
The sense that life is meaningful and has a purpose; the ethics, values and morals that guide us and give meaning and direction to life. Spiritual wellness implies a search for meaning and purpose in human existence leading one to strive for a state of harmony with oneself and others while working to balance inner needs with the rest of the world.
Occupational (career, skills)
Preparing and making use of your gifts, skills and talents in order to gain purpose, happiness and enrichment in your life. Occupational wellness means successfully integrating a commitment to your occupation into a total lifestyle that is satisfying and rewarding. The development of occupational satisfaction and wellness is strongly related to your attitude about your work.
Environmental (air, water, food, safety)
The capability to live in a clean and safe environment that is not detrimental to health. The quality of today's environment has a direct effect on personal wellness. To enjoy environmental wellness we require clean air, pure water, quality food, adequate shelter, satisfactory work conditions, personal safety and healthy relationships.
Secondly, we must find the most efficient means towards implementing these components of wellness to the world population so we can switch from treatment based health tactics to preventative measures. The next question becomes; how can we do this on a global scale? To answer this question, one must answer who will best be able to solve these global wellness needs/issues currently and in the future? Based on the sheer numbers of this segment of the population alone, it is clear that much of this responsibility will be burdened upon future generations. Therefore, in order to give them the tools, knowledge, and skills needed to tackle these problems, we can use schools as a medium towards tackling this comprehensive global health initiative. Furthermore, these schools must not only improve the health needs of their students in the classroom alone. The health needs of our world must be tackled at 3 levels by our schools. These include the classroom, the school as a whole, and the local/global communities the schools are a part of. After all, if we are going to solve the health needs of the world, we cannot have our solution tailored to a few lessons on the environment, nutrition, or other singular health topic. The power of 1 will never be equivalent to the power of a unified group of individuals with the same mindset, goal and vision for our world. Therefore, comprehensive global health problems can only be solved through comprehensive solutions that involve the knowledge, efforts, and actions of all individuals on our planet. Better yet, with the availability of information technology, it will allow our schools to communicate and work with all types of individuals and organizations as they have never been able to before. The great news is that this has already taken place based off of the World Health Organization’s charter to promote healthy schools across the globe. These have served as the framework for multiple organizations and schools across the globe and they have already made a meaningful impact on the world. According to WHO (World Health Organization):
“A health promoting school is one that constantly strengthens its capacity as a healthy setting for living, learning, and working.”
During the mid 90’s, WHO made it a mission to carry out health promoting schools across the globe in order to improve the health of students and their communities worldwide. Many health promoting school initiatives have taken place across different countries and continents. According to IUHPE.org, the 6 components of these schools include:
1) Healthy School Policies = These are clearly defined in documents or in accepted practices that promote health and wellbeing. Many policies promote health and well-being e.g., policies that enable healthy food practices to occur at school; policies which discourage bullying
2) The School’s Physical Environment = The physical environment refers to the buildings, grounds and equipment in and surrounding the school such as: the building design and location; the provision of natural light and adequate shade; the creation of space for physical activity and facilities for learning and healthy eating, etc...
3) The Social environment of the School = is a combination of the quality of the relationships among and between staff and students. It is influenced by the relationships with parents and the wider community. It is about building quality connections among and between all the key stakeholders in a school community.
4) Individual Health Skills and Action Competencies = This refers to both the formal and informal curriculum and associated activities, where students gain age-related knowledge, understandings, skills and experiences, which enable them to build competencies in taking action to improve the health and well-being of themselves and others in their community and that enhances their learning outcomes.
5) Community Links = Community links are the connections between the school and the students’ families, plus the connection between the school and key local groups and individuals. Appropriate consultation and participation with these stakeholders enhances the health promoting school and provides students and staff with a context and support for their actions.
6) Health Services = These are the local and regional school-based or school-linked services, which have a responsibility for child and adolescent health care and promotion through the provision of direct services to students including those with special needs.
In conclusion, this section of the website is dedicated towards solving the comprehensive health needs of our students (and the world) through establishing health promoting schools that act as a medium for carrying out the 7 components of wellness at the classroom, school, and community/global levels in order to take active and preventative measures towards the growing health needs of our world. Please look through this section of the website and submit comments under the “help expand comprehensive health” section of this website if you would like to join the initiative, receive more information, or ask any other questions you have in regards to these matters. Together, we can achieve so much!
Please check my Prezi to learn more! Health Promotion Prezi