Objectives:
At the end of the session, the participants will be able to understand the following concepts:
* Health and Nutrition Education
* Healthful School Living
* Health and Nutrition Services
* School Community Coordination for Health and Nutrition
Content:
Integrated School Health and Nutrition Program
Materials:
Masking tapes, pentel pens, Manila paper, transparencies on ISHNP
Training Methodology:
A. Introduction/Mood setting
1. In a plenary session ask the participants to identify the health and nutrition programs that are implemented in their respective communities.
2. Write down the responses of the participants on the board.
3. Ask the participants the following questions:
* Who are the recipients of these programs?
* Which of these programs are being sustained?
4. If there are existing health and nutrition programs in the community, there is also a health and nutrition program in the DepEd.
B. Activity
1. Distribute survey forms to participants and ask them to fill up survey forms.
2. Divide participants into 4 groups and assign each group into 4 components such as Health and Nutrition Education, Healthful School Living, Health and Nutrition Services; and School Community Coordination for Health and Nutrition.
3. Ask them to separate their filled-up survey forms as to component and submit them to the assigned groups.
4. Ask assigned group to coordinate data and prepare a report on analysis of the data.
5. Present data gathered and analyzed.
6. Deliver a lecturette on the Components of the Integrated School Health and Nutrition Program.
C. Learning Points
* Draw out from the participants objectives, approaches of the different components of the ISHNP.
* Refer to readings on ISHNP.
D. Application:
* Considering the status of the school health and nutrition program in your school,where do you want to improve? What will you do? Fill up the chart.
Areas of school Health and Activities to Undertake to Improve
Nutrition Program My School Health and Nutrition Program
Components of the Integrated School Health and Nutrition Program
* The Integrated School Health and Nutrition Program is a coordinated course of action undertaken in schools to promote optimum physical, mental and social health of the school population. It is an intgral part of the school curriculum , and has four (4) components to wit:
I. Health and Nutrition Education
* Is the organization of learning experiences directed towards the development of favorable health and nutrition knowledge, attitudes and practices which may be formal or informal.
Objectives:
* Presents basic knowledge and facts which serve as guides in the development of desirable health and nutrition habits;
* Develops proper values toward health and nutrition resulting to a healthful behavior; and
* Provides opportunities to put into practice health and nutrition learning
Approaches for Health and Nutrition Education
* Formal Teaching - health and nutrition concepts messages are integrated i the different subject areas based on Basic Education Curriculum on identified proper entry points or in TCP Approach to Health and Nutrition Education.
* Incidental/Informal Teaching - health and nutrition concepts are given whenever opportunity/teachable moments occur such as: chair-side teaching, individual or group discussion, community assemblies, pre and post conference, symposia, lecture-discussion and field trips.
* Integration of health and nutrition messages in co-curricular activities like scouting, canteen services, sports, food production among others.
II. Health and Nutrition Services
* These are procedures designed to determine the health and nutrition status of the school population with appropriate intervention.
Objectives:
* Appraise the health and nutritional status of pupils ad school personnel.
* Counsel pupils, parents and others concerning appraisal/assessment findings.
* Encourage the immediate management of defects.
* Assist in the identification and education of handicapped children.
Six (6) Aspects of Health and Nutrition Services:
1. Health and Nutrition Appraisal - process of determining the total health and nutrition status of the children through:
* History taking
* Teachers and public health nurse observations
* Screening Test
* Physical examination/assessment
Kind of Health and Nutrition Appraisal and Screening Procedures:
A. Health Examination - is the complete and extensive assessment of the health and nutrition status of the school population undertaken by the school health and nutrition personnel.
B. Health Inspection - is the physical assessment of the individual which includes the following:
* arms, hand and fingernails
* eyes
* nose
* teeth
* mouth and throat
* ears
* neck and chest
* hair
* feet and legs
* skin
* height and weight
C. Daily Classroom Observation - This is a teacher's activity. The teacher passes through the aisle and looks at the pupils one by one. The purpose of this observation is to check the cleanliness of the children and to discover early signs and symptoms of diseases and deviation from normal health. Those pupils/students who show signs of communicable diseases are referred to the physician/rural health physician.
2. Health and Nutrition Counseling, follow-through and referral
These are activities which nurses,teachers, physicians, dentist, nutritionist, guidance counselors and others undertake to explain the findings found during the health/nutrition assessment to the pupils/students and help develop a plan of action which will lead to the solution of their health problems.
a. Health and Nutrition Guidance and Counseling are essential parts of a well-planned school program. It helps the child to be aware and adjust himself to problems which are difficult for him to solve alone. These problems are often recognized through daily or continuous observation of pupil's physical condition ad behavior by teachers, school health and nutrition personnel ad parents.
b. Referrals
Findings during health appraisal must be followed up immediately by measures for correcting defects. Minor infections or ailments can be taken cared of in the school clinic. If school physician is not available, the case maybe referred to any of the following:
* Provincial Health Hospital
* Rural Health Unit
* Department of social Welfare and Development
* Private Health Practitioner
* Other cooperating agencies/organizations
3. Prevention and Control of Communicable Diseases
Most ailments that cause pupils,students to be usually come from minor ones if left untreated and which later get worse. Pupils/students must know the early signs and symptoms of communicable diseases in order to prevent the onset and avoid complication.
Prevention and control of communicable diseases is done through:
a. Education of pupils, teachers, parents or community as a whole.
b. A coordinated program of immunization by the school, health agencies and other civic organizations.
c. Early detection of the signs and symptoms of communicable disease.
d. Isolation and exclusion of affected pupils.
4. Safety, First Aid, Emergency Care and Correction of Remedial Defects.
* First aid is the immediate and temporary care given to the victim of an accident or sudden illness until the service of a physician can be obtained.
* It refers to the measures taken to prevent injury, further harm or even death. The injured person can be attended to by someone competent to give remedial treatment.
Objectives:
* Provide first aid treatment in case of injury
* Give temporary relief until further arrangement can be done
* Familiarize pupils/students with simple first aid procedures
* Develop desirable attitude toward the prevention of accident safety consciousness
* Develop sense of personal responsibility in reporting accident to see that immediate care is provided
Procedures:
For sudden illness occurring in school, the following steps shall be considered:
a. Administer first aid
b. Notify parents regarding the injury or illness
c. Arrange transportation for the child if parents cannot go with him/her
d. Refer patients to health agencies, if necessary
e. Follow-up cases
5. Care of Exceptional Children
Exceptional children are those who deviate from normal or average children.
A. Classification
* Mental deviates - mentally gifted and mentally retarded
* Physical deviates - deaf and hard of hearing, blind and partially sighted, speech defects, harelip and cleft palate, cripples and defective, tubercular, malnourished and the epileptic.
* Emotional - social deviates - truants, delinquents, socially maladjusted and those with behavioral problems.
B. Procedures in identifying the exceptional children are the following:
1. Mental Deviates
a. Intelligence test
2. Physical Deviates
a. Health examination
b. Vision testing
c. Hearing test
d. Teachers observation
3. Emotional-Social Deviates
a. Teachers observation
b. Referral to psychologist and/or psychiatrist
6. Promotion of the Health and Nutrition of School Population.
The school has the obligation to take care of the health and nutritional well-being of the school population. Children and students get the greatest benefits from the school experience when teachers and school administrators are in good health.
6.1 Yearly physical and laboratory examination like chest x-ray, ECG, urinalysis etc. are required for all school personnel.
6.2 Provision of supplemental feeding in the form of snacks, lunch supplements, hot lunch serving indigenous, nutritious and affordable food for malnourished school children.
III. Healthful School Living
* It pertains to the provision of wholesome and safe environment, harmonious interpersonal relationship and organization of a healthful school day.
* For a child to learn, observe and practice sound health and nutritional habits, a healthful school environment with adequate provision of facilities offers great opportunity to effect concrete application of theories learned in the classroom. A healthful environment serves as good vehicles for acquiring knowledge pertaining to orderliness, safety, cleanliness and appreciation of beauty and the values of health and nutrition.
Objectives:
1. Provide an environment conducive to optimum growth and development;
2. Educate school teachers and other school personnel to appreciate environment factors and sanitary practices which will contribute to good health and nutrition and provide opportunities for pupils to internalize good health and nutrition values;
3. Maintain adequate sanitation in the school and provide means to carry over the values to the home and to the community;
4. Promote wholesome interpersonal relationship through a healthful physical, mental, social and spiritual atmosphere.
A. Healthful School Environment
It pertains to the provision of school environment suitable and conductive to learning. School safety and sanitation includes adequate lighting, proper ventilation, safe water supply, adequate and sanitary drinking, handwashing, toothbrushing and foot washing facilities, ample space for building safe and clean school building safe and clean school building,safe playground apparatus, proper seating arrangement, safety from accident, hazards, freedom from noise and the provision of good drainage. In this connection, the standards and the provision of health and nutrition facilities are the following:
A. Physical environment
The following requirements shall be observed.
1. Toilet-Child-Ratio
Boy - 1 urinal: 100 boys
Girls - 1 toilet bowl: 50 girls
It is encouraged to put one toilet inside the classroom
2. Drinking facilities - 1 in every classroom
3. Handwashing/Toothbrushing facilities - 1 in every school
4. Functional clinic - 1 in every school
5. Canteen - 1 in every school
6. Building construction (refer to DECS Educational Facilities Handbook)
7. Classroom set up (refer to DECS Educational Facilities Handbook)
8. Drainage/Water disposal
9. School garden
10. Health and personality corner in every classroom depending on grade level (Health corner-grade I&II, personality corner-grade III-IV)
B.Emotional climate
1. School administrators shall take leadership in the promotion of wholesome emotional and social climate in the school.
2. School administrators shall set policies and procedures for maintaining and promoting health of the school population through wholesome interpersonal relationship.
C. Organization of a Healthful School Day
The organization of a healthful school day is an aspect of healthful living which includes the healthful arrangement of daily school program for the development of the health and nutritional well being of the pupils and teachers alike.
This requires that the School Health and Nutrition Program considers the physiological, emotional and psychological needs of children, teachers and non-teaching personnel. It must be arranged to prevent fatigue, boredom and anxiety. The following must be observed:
1. Varied activities must be provided to promote interest;
2. Assignment or activities requiring intense concentration or abstract thinking should be limited to the early part of the day;
3. Length of class periods should be suited to the age development of pupils;
4. Scheduling of P.E. classes should be done early morning and late afternoon to prevent too much exposure to destructive rays of the sun which is detrimental to the health of the child;
5. Homework should be reduced to a minimum to provide adequate rest and relaxation.
IV. School-Community Coordination for Health and Nutrition
* It is a coordinated endeavor to link the school with the home and the community so that there is an effective carry-over of health and nutrition habits and practices learned in the school to the home and community.
The following are to be coordinated:
1. the different activities of the components of the Integrated School Health and Nutrition Program;
2. objectives; standard, policies, agreements, and other procedures particularly changes in personnel and
3. the Integrated School Health and Nutrition Program with other existing community health and nutrition programs.
How to coordinate the school-community agencies for health and nutrition:
1. School
a. Coordinate/orient the head of the school on the specific roles, functions and responsibilities of different members of the Integrated School Health and Nutrition Program.
b. Hold conference with parents and other members of the community;
c. Have an organizational chart showing the flow of responsibility of different members;
d. Recognize the valuable contribution of others;
e. Keep each member posted with the results or problems issues met.
2. Community agencies
a. Agreement on policies and objectives to other community health personnel guide personnel in the different activities;
b. Knowledge of the responsibilities of each member of the staff within the organization;
c. Setting up functional action program with the corresponding member of the staff within the organization;
d. Quarterly evaluation with continuous monitoring of the implementation of the program and keeping everyone properly informed.
3. Organization of the School-Community Health and Nutrition Council
The effective implementation of the Integrated School Health and Nutrition Program depends to a large measure on the functional coordination between the school and the community be organized fo health and nutrition education.
A. School-community council shall be organized. The council shall be composed of the following agencies/organization:
1. School
2. Rural Health Unit
3. Parent-Teacher Association
4. Government and non-government health agencies
5. Other professional, civic religious organizations
The council should be elect a Chairman, Vice-Chairman, Secretary and other needed officers. This council should be responsible for developing and implementing a workable action program as well as helping coordinate the existing school and community health and nutrition programs. Channel of communication concerning health and nutrition matters between and among concerned agencies should be established for the successful operation of a coordination program. Consultant services of health and nutrition specialist or technocrats should be availed of by the council, if necessary.
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