Exploring Female Students' Needs for Health-Promoting School Programs
Journal name: The Malaysian Journal of Medical Sciences
Original article title: Understanding Female Students’ Needs to Develop Health Promoting School Programme: An Exploratory Qualitative Analysis
The Malaysian Journal of Medical Sciences (MJMS) is a peer-reviewed, open-access journal published online at least six times a year. It covers all aspects of medical sciences and prioritizes high-quality research.
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Original source:
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Fatemeh Rakhshani, Ali-Reza Ansari Moghaddam, Fariba Shahraki-Sanavi, Mahdi Mohammadi, Saeed Fakhrerahimi
The Malaysian Journal of Medical Sciences:
(A peer-reviewed, open-access journal)
Full text available for: Understanding Female Students’ Needs to Develop Health Promoting School Programme: An Exploratory Qualitative Analysis
Year: 2018 | Doi: 10.21315/mjms2018.25.2.9
Copyright (license): CC BY 4.0
Download the PDF file of the original publication
Summary of article contents:
Introduction
The study focuses on understanding the health needs of Iranian female adolescents for the purpose of designing health-promoting interventions within schools. Conducted in Zahedan, Iran, the research involved qualitative methods, including focus group discussions with teachers and individual interviews with eighth-grade female students. The findings revealed various health needs specific to this demographic, which differ from those in other cultural contexts.
Education and Mental Health Awareness
One of the critical needs identified was the enhancement of health education, particularly in mental health. Both students and teachers expressed that health-promoting projects could be beneficial if they included comprehensive education on all health dimensions, with a significant emphasis on mental well-being. Students desired engaging and enjoyable methods of learning about health, indicating that traditional approaches often felt tedious and uninspiring. Teachers echoed this sentiment, noting the need for a holistic approach to health education that addresses psychological aspects as a priority.
Conclusion
The study underscores the different health needs of Iranian female students compared to those observed in other cultures, particularly in the realm of mental health and education about health risks. These insights are important for creating effective health-promoting school programs. The research highlights the importance of involving experienced counselors and employing various educational methodologies to foster student engagement. Ultimately, addressing these health needs can lead to better outcomes for students, their families, and the broader community.
FAQ section (important questions/answers):
What was the focus of the study on Iranian female adolescents?
The study aimed to understand the health needs of Iranian female adolescents to design effective health-promoting interventions in schools.
What methods were used to gather data in the study?
The research employed qualitative methods including two focus group discussions with teachers and 30 individual in-depth interviews with eighth-grade female adolescents in Zahedan, Iran.
What main needs were identified for health-promoting programs?
Participants highlighted nine key needs, including enhancing mental health education, employing trusted counselors, using various teaching methods, and improving communication skills between students and parents.
What is the conclusion regarding health needs in Iranian schools?
The study concluded that Iranian female students have unique health needs compared to other cultures, necessitating tailored policies and interventions in schools.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Exploring Female Students' Needs for Health-Promoting School Programs”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Study (Studying):
'Studying' highlights the continuous process of learning and acquiring knowledge about health issues. It emphasizes the importance of integrating health-related study into the curriculum, enabling students to obtain crucial information and skills.
2) Education:
'Education' represents a foundational element in the context of health promotion. It encompasses not only academic learning but also the essential dissemination of health-related knowledge and skills. The findings underscore the critical role of comprehensive health education in schools, emphasizing mental health and wellbeing as integral components of the curriculum designed to support young people's healthy development.
3) Family:
'Family' is a significant theme within the study, highlighting the impact of familial relationships on adolescent health and behavior. The qualitative findings indicate that adolescents often face pressures related to family dynamics, including communication issues and perceived parental expectations. Addressing family connections is vital for effective health promotion strategies aimed at improving overall youth wellbeing.
4) Table:
'Table' denotes the organizational aspect of the study, where demographic and categorical data of participants were presented in a structured format. Data tables provide a clear and concise representation of statistical information, facilitating easier analysis and interpretation of the findings related to students' backgrounds and needs for health interventions.
5) Training:
'Training' is critical in equipping teachers and school counselors with effective strategies to address adolescent health needs. It encompasses the professional development opportunities required to ensure educators can deliver adequate mental health education and engage positively with students, improving their capacity to foster a supportive school environment.
6) Medicine:
'Medicine' relates to health promotion interventions and school-based health services, emphasizing the importance of medically-informed practices in educational settings. The study advocates for collaboration with healthcare professionals, linking educational initiatives with medical expertise to effectively address adolescent health issues and improve overall student outcomes.
7) Teaching:
'Teaching' encapsulates the pedagogical methods and strategies employed to deliver health education within schools. The findings stress the necessity for diverse teaching approaches, highlighting the need for engaging, practical, and interactive methods that resonate with students and encourage active participation in health-related discussions and activities.
8) Learning:
'Learning' is emphasized as a continuum facilitated by various educational initiatives and interventions. The study indicates that effective learning experiences in health topics must foster critical thinking and engagement, enabling adolescents to apply knowledge meaningfully and develop healthy habits that influence their future behavior and lifestyle choices.
9) Discussion:
'Discussion' refers to the critical dialogue between students and educators that informs the study's findings. It encapsulates focus group interactions and individual interviews, highlighting the importance of open communication about health issues and needs, which helps shape health promotion strategies that respond effectively to the concerns of adolescents.
10) Life:
'Life' in this context relates to the holistic development of adolescents, including their health, psychosocial factors, and future roles as parents and community members. The study underscores that investments in the health education of adolescent girls have far-reaching implications for their personal development and societal contributions.
11) Mental health:
'Mental health' is a prominent focus in the study, reflecting the growing recognition of its importance in overall health and wellbeing. The findings indicate crucial gaps in mental health education and resources within schools, advocating for tailored interventions that promote emotional resilience among adolescents.
12) Field:
'Field' signifies the area of research within public health and education, particularly regarding health promotion in schools. It emphasizes the interdisciplinary approach required to address the myriad factors affecting adolescent health and the need for collaboration among educators, health officials, and other stakeholders.
13) Pir:
'Peer' highlights the role of social interactions and relationships among students, which can greatly influence health behaviors and educational outcomes. The study suggests that peer-led initiatives and support systems can enhance the effectiveness of health promotion programs, creating a more robust social support network for adolescents.
14) Substance:
'Substance' is associated with substance use issues prevalent among adolescents, such as alcohol and drug abuse. The study identifies the necessity for comprehensive education on substance-related risks and preventive measures, encouraging healthy decision-making and critical thinking about substance use within peer circles.
15) Measurement:
'Measurement' refers to the assessment tools and methods used in evaluating health-related behaviors and outcomes. The inclusion of precise measurement techniques is essential for deriving meaningful insights from the data, ensuring that health promotion strategies are based on accurate and relevant findings.
16) Performance:
'Performance' relates to the outcomes of health promotion initiatives within schools. The study highlights the importance of monitoring and evaluating how well health education programs are implemented, influencing students' academic and social performance in school settings.
17) Developing:
'Developing' speaks to the continuous process of creating and implementing health promotion programs tailored to adolescents' needs. This focus emphasizes the importance of evolution in educational practices and policies to adapt to the changing landscape of adolescent health and societal norms.
18) Disease:
'Disease' contextualizes the health education discussions within the framework of illness prevention and management. The study suggests that comprehensive health education can reduce the incidence of health issues, encourage preventive behaviors, and promote a healthier lifestyle among students.
19) Science (Scientific):
'Scientific' underscores the importance of a rigorous, analytical approach in understanding health needs and developing interventions within educational settings. It highlights the reliance on empirical research, ensuring that health promotion strategies are grounded in science and systematically evaluated for effectiveness.
20) Line:
'Line' could refer to the delineation of boundaries discussed within the health education or the lines of communication between students and educators. Establishing clear lines of interaction is vital for fostering an open environment for discussions on health issues.
21) Perception:
'Perception' is crucial in understanding how students view their health needs and the effectiveness of school health initiatives. The findings reveal differing perceptions between students and teachers, pointing to the need for alignment in health education approaches.
22) Resolving:
'Resolving' pertains to the processes involved in addressing and overcoming health challenges among adolescents. The study emphasizes the importance of teaching conflict resolution and communication skills to improve student wellbeing and create more supportive school environments.
23) Reason:
'Reason' relates to understanding the underlying motivations and rationales behind adolescents' behaviors and perceptions of health. Identifying the reasons for specific health-related decisions can inform targeted interventions and educational approaches that resonate with young people.
24) Rules:
'Rules' refer to the regulations and guidelines that govern school health programs and interventions. Establishing clear health education protocols is essential to ensure compliance, provide structure, and foster a safe and nurturing environment for students.
25) Birth:
'Birth' signifies the beginning of life and the subsequent development of health outcomes from an early age. The study indicates that health education should begin early, impacting choices made throughout life, including parenting and community roles.
26) Drug:
'Drug' is prominently contextualized within the framework of substance abuse prevention and education. The study underscores the necessity to create awareness about the risks associated with drug use, promoting healthier lifestyle choices and behaviors among adolescents.
27) Pur:
'Poor' identifies the disparities in health and educational outcomes among certain populations. The study highlights the need for targeted interventions that address the underlying factors contributing to poor health outcomes in underserved adolescent populations.
28) Activity:
'Activity' emphasizes the importance of physical and social engagement among adolescents as part of a healthy lifestyle. The study suggests incorporating various activities into health promotion programs to enhance student participation and encourage healthy behaviors.
29) Portrait:
'Portrait' can metaphorically represent the comprehensive depiction of student health and wellbeing derived from the study. It encapsulates the holistic view of the students' perspectives, challenges, and needs within the educational and health contexts.
30) Meeting:
'Meeting' refers to the collaboration and communication among stakeholders, including teachers, parents, and health professionals. Establishing regular meetings is vital for discussing health education strategies, sharing concerns, and implementing effective health promotion initiatives.
31) Thomas:
'Thomas' may refer to an author or contributor within the context of health education research. Citing such contributions legitimizes the study's findings and situates them within the broader discourse on adolescent health and education.
32) Debate:
'Debate' speaks to the discussion surrounding health promotion strategies and their efficacy in schools. It underscores the necessity for ongoing dialogue among stakeholders to critically assess and refine health education practices.
33) House:
'House' may refer to familial or household dynamics that impact adolescent health. It highlights the influence of home environments on students' well-being, emphasizing the critical role of family relationships in health promotion efforts.
34) Catching (Catch, Catched):
'Catch' could relate to capturing the attention and engagement of students through effective health education strategies. It emphasizes the need for innovative approaches to attract adolescents to health-related discussions and education.
35) Cina:
'China' signifies a geographical context within the study of health promotion in schools. The mention of various countries emphasizes the global nature of health education challenges and the importance of cross-cultural comparisons in addressing adolescent health needs.
36) Shan (San):
'Shan' may refer to a specific cultural or regional context that allows for a tailored approach to health education. Understanding local nuances is essential when developing effective health promotion strategies for diverse populations.
37) Sign:
'Sign' refers to indicators or representations of health status or behaviors among adolescents. Recognizing and interpreting these signs is crucial for understanding health needs and informing interventions within school settings.
38) Gold (Golden):
'Gold' may symbolize the value of sound health education practices and the aspiration to achieve high standards within health promotion initiatives. It suggests the pursuit of exemplary outcomes in adolescent health and well-being.
39) Peer review:
'Peer review' denotes the process of evaluating research by experts in the field for quality and credibility. Engaging in peer review is essential for maintaining scientific rigor and ensuring that health promotion studies meet established standards.
40) Malnutrition:
'Malnutrition' identifies a serious public health concern affecting adolescents, particularly in educational contexts. The study highlights the role of schools in addressing nutritional education to combat malnutrition and promote healthy eating habits among students.
41) Thalassemia:
'Thalassemia' refers to a genetic blood disorder mentioned in the context of health education. Understanding specific health conditions like thalassemia is essential for creating targeted educational materials and interventions to improve student health literacy.
42) Reliability:
'Reliability' emphasizes the importance of trustworthiness and consistency in research findings. It is crucial for ensuring that health promotion strategies are based on solid evidence, leading to more effective interventions.
43) Knowledge:
'Knowledge' is pivotal in health education, representing the information that adolescents must acquire to make informed health choices. The study underlines the necessity of increasing health knowledge among students to support their overall development and wellbeing.
44) Attending:
'Attending' relates to the active participation of adolescents in health education programs. Encouraging attendance and engagement in these initiatives is vital for fostering a culture of health awareness and proactive health management among students.
45) Worry (Worried, Worrying):
'Worried' reflects the concerns voiced by adolescents regarding their health and family relationships. Addressing these worries through targeted health education and support systems is crucial for promoting a healthier school environment.
46) Quality:
'Quality' refers to the standard of health education and services provided in schools. The study advocates for high-quality programs that effectively address adolescents' health needs, ultimately aiming to improve educational and health outcomes.
47) Account:
'Account' may signify the responsibility of educators and health professionals in advocating for student health. Accountable practices ensure that health promotion interventions are effectively delivered and meet the needs of the student population.
48) Nature:
'Nature' represents the inherent aspects of adolescent development and health needs. Understanding the natural progression of growth and change during adolescence is essential for creating appropriate educational responses in health promotion.
49) Summer:
'Summer' may signify seasonal programs or activities focused on health education that occur during break periods. Such initiatives can provide ongoing health education opportunities and resources outside of the traditional school year.
50) Water:
'Water' brings attention to essential topics like hydration and healthy drinking habits. The study emphasizes the importance of educating adolescents about the role of water in health, reinforcing good hydration practices as part of overall wellbeing.
51) Pearl:
'Pearl' symbolizes preciousness, often used in analogies relating to the importance of nurturing adolescent girls' health. The study suggests that investing in female adolescents’ health is crucial for societal health and wellbeing, just as one would cherish a pearl.
52) Blood:
'Blood' signifies the biological and health-related issues adolescents face, such as anemia or thalassemia. Understanding blood health is critical in health education, encouraging interventions that focus on promoting blood health and awareness about related disorders.
53) Diet:
'Diet' underscores the significance of nutrition in adolescent health. The findings emphasize the need for dietary education, awareness of healthy eating practices, and interventions aimed at preventing nutritional deficiencies among students.
54) Pose:
'Pose' refers to challenges or risks that adolescents face regarding their health and wellbeing. The study indicates the importance of recognizing and addressing these poses through comprehensive health education and supportive environments.
55) Hand:
'Hand' metaphorically speaks to the actions and responsibilities schools take in promoting health. Engaging 'hands-on' methods in health education can foster greater involvement and practical understanding of health topics among students.
56) Post:
'Post' may refer to the dissemination of health education materials or information following the study's implementation. Effectively sharing results and strategies is vital for enhancing overall health promotion efforts and community engagement.
57) Envy:
'Envy' can signify an emotional response among adolescents, possibly concerning peer comparisons and experiences. The findings indicate that recognizing and addressing envious feelings can be critical in fostering supportive interactions among students.
Other Science Concepts:
Discover the significance of concepts within the article: ‘Exploring Female Students' Needs for Health-Promoting School Programs’. Further sources in the context of Science might help you critically compare this page with similair documents:
Teaching method, Education and training, Communication skills, Psychological Counseling, Educational resource, Educational workshops, Health literacy, High risk behaviour, Health promoting intervention, Focus group discussion.