When a “One Size” Model Doesn't Fit All: The Building Healthy Schools Program

Hivner, Elizabeth A; Hoke, Alicia M.; Francis, Erica; Ricci, T.; Zurlo, Claire; Kraschnewski, Jennifer L.

doi:10.1080/07303084.2018.1546629

Cited by 3 publications

(6 citation statements)

References 23 publications

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“…8 Schools were recruited leveraging prior research team relationships. 8 , 18 , 19 Schools were identified for recruitment to ensure a statewide sample of rural and urban schools with diverse student demographic backgrounds as outlined by the funding agencies (based on data from the Pennsylvania school performance profile 20 ) and interest in participation. Recruitment telephone calls and emails went to 45 high schools on these criteria to initiate conversations with school personnel; 11 never responded.…”

Section: Methodsmentioning

confidence: 99%

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Screening in High Schools to Identify, Evaluate, and Lower Depression Among Adolescents

et al. 2021

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IMPORTANCEAdolescent major depressive disorder (MDD) prevalence has nearly doubled in the past decade. The US Preventive Services Task Force endorses universal adolescent MDD screening in primary care; however, most adolescents lack preventive health care, resulting in worsening disparities in MDD screening and treatment. OBJECTIVE To evaluate the effectiveness of universal adolescent MDD screening in the school setting in an effort to reduce disparities and improve MDD identification and treatment initiation. DESIGN, SETTING, AND PARTICIPANTS This randomized clinical trial, conducted from November 6, 2018, to November 20, 2020, compared the usual school practice of targeted or selected screening based on observable behaviors of concern with universal MDD screening. Students within an identified school were randomized by grade to 1 of the 2 study groups. Study groups were compared using mixed-effects logistic regression. Participants included students in grades 9 through 12 enrolled at 1 of the 14 participating Pennsylvania public high schools.Author affiliations and article information are listed at the end of this article.

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Section: Methodsmentioning

confidence: 99%

“…8 Schools were recruited leveraging prior research team relationships. 8,18,19 Schools were identified for recruitment to ensure a statewide…”

Section: Trial Designmentioning

confidence: 99%

Screening in High Schools to Identify, Evaluate, and Lower Depression Among Adolescents

et al. 2021

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“…From 2013 to 2018, our team partnered with the PA DOH to provide program assistance to school districts in Pennsylvania to improve wellness environments through the Building Healthy Schools (BHS) Program. Hivner et al describe program activities and objectives in detail 15 . The Penn State College of Medicine Institutional Review Board classified this work as “not human subjects research.”…”

Section: Methodsmentioning

confidence: 99%

“…Hivner et al describe program activities and objectives in detail. 15 The Penn State College of Medicine Institutional Review Board classified this work as ''not human subjects research. ''…”

Section: Methodsmentioning

confidence: 99%

The Role of Technical Assistance in School Wellness Policy Enhancement

Hoke

Pattison

Hivner

et al. 2022

Journal of School Health

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BACKGROUND School settings offer an opportunity to impact student health and wellness. Quality wellness policies are important in establishing strong wellness environments, but current resources to support policy development, maintenance, and dissemination are lacking. The Building Healthy Schools Program aimed to develop capacity of school districts to improve the strength and comprehensiveness of wellness policies and sustain these activities. METHODS Fifteen school districts in Pennsylvania participated in a program to facilitate the improvement of district wellness policies and practices. Program staff provided technical assistance to evaluate wellness policies before and after program implementation. Professional development and tailored training was provided for school personnel to create sustainability. Statistical analysis was performed to evaluate policy improvement. RESULTS Thirteen of the 15 participating districts completed a policy revision. Median strength (p = .001) and comprehensiveness (p = .002) scores improved from baseline to post‐program and there were significant improvements in most assessment sub‐sections. Some districts were hesitant to make strong language improvements due to their limited capacity (ie, staff) for implementation. Champions (n = 13; 87%) reported confidence to revise wellness policy language independently in the future. CONCLUSIONS Technical assistance provided to districts facilitated significant improvements to wellness policy language, especially in the implementation, evaluation, and communication; critical components for policy impact on school wellness environments. In addition, participant feedback suggested an ability to sustain activities in the future. Both external (ie, technical assistance) and internal resources are needed to facilitate school districts' ongoing wellness policy improvement and implementation, including improved model wellness policy language and enforcement within schools, respectively.

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“…The Penn State PRO Wellness team has long-standing expertise in professional development with schools (Francis et al, 2019;Hivner et al, 2018Hivner et al, , 2019. To promote the adoption and utilisation of whole child wellness activities, the team has sought to utilise CDC Professional Development Practices (CDC, 2019).…”

Section: Introductionmentioning

confidence: 99%

Investigating the effectiveness of an adapted professional development model in the adoption of school wellness initiatives

Pattison

Costigan

Keller

et al. 2022

Health Education Journal

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Objective: This study investigated the efficacy of a two-component professional development approach to improving school wellness in Pennsylvania secondary schools. Design: Circle of Wellness (CoW), a year-long, two-phase programme, involved providing Whole School, Whole Community, Whole Child (WSCC) workshops to Pennsylvania school staff and administrators, followed by personalised technical assistance to facilitate the implementation of wellness initiatives. Setting: The workshops were provided in-person, with follow-up technical assistance (e.g. phone calls, zoom meetings, real-time editing sessions via Google Drive) delivered remotely. Method: Workshops featured expert presentations, activity stations, and physical resources to meet all 10 components of the WSCC model. After workshop completion, research staff provided support to promote school staff adoption of a wellness action plan grounded in WSCC components. Participants then completed post-programme evaluations rating satisfaction and success with the implementation of their action plans. Results: In a final programme evaluation, 70% of the respondents reported bringing about healthy changes as a result of participating in the CoW programme ( n = 28). In addition, 100% of the school representatives reported that attending the workshop and participating in the programme were a worthwhile experience ( n = 40). Conclusion: Professional development opportunities such as the CoW, which includes follow-up guidance and resources, were well received by school staff, and the understanding gained through participation in such programmes contributed to the sustainability of wellness initiatives.

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When a “One Size” Model Doesn't Fit All: The Building Healthy Schools Program

Cited by 3 publications

References 23 publications

Screening in High Schools to Identify, Evaluate, and Lower Depression Among Adolescents

Screening in High Schools to Identify, Evaluate, and Lower Depression Among Adolescents

The Role of Technical Assistance in School Wellness Policy Enhancement

Investigating the effectiveness of an adapted professional development model in the adoption of school wellness initiatives

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