Supervisor:
Jeannie Woolsey, RN, BSN
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Address:
George Clem Operations Building
312 Floral Street Greeneville, TN 37743
Phone:
423-823-2916-cell or 423-636-1696
A coordinated school health program (CSHP) model consists of eight
interactive components. Schools by themselves cannot—and should not be
expected to—solve the nation’s most serious health and social problems.
Families, health care workers, the media, religious organizations, community
organizations that serve youth, and young people themselves also must be
systematically involved. However, schools could provide a critical facility
in which many agencies might work together to maintain the well-being of
young people.
Eight Component Model (CDC Model)
The following are working descriptions of the eight components of a
coordinated school health program.
I. Health Edcation
A planned, sequential, K-12 curriculum that addresses the physical, mental,
emotional and social dimensions of health. The curriculum is designed to
motivate and assist students to maintain and improve their health, prevent
disease, and reduce health-related risk behaviors. It allows students to
develop and demonstrate increasingly sophisticated health-related knowledge,
attitudes, skills, and practices. The comprehensive health education
curriculum includes a variety of topics such as personal health, family
health, community health, consumer health, environmental health, sexuality
education, mental and emotional health, injury prevention and safety,
nutrition, prevention and control of disease, and substance use and abuse.
Qualified, trained teachers provide health education.
II. Physical Education
A planned, sequential K-12 curriculum that provides cognitive content and
learning experiences in a variety of activity areas such as basic movement
skills; physical fitness; rhythms and dance; games; team, dual, and
individual sports; tumbling and gymnastics; and aquatics. Quality physical
education should promote, through a variety of planned physical activities,
each student's optimum physical, mental, emotional, and social development,
and should promote activities and sports that all students enjoy and can
pursue throughout their lives. Qualified, trained teachers teach physical
activity.
III. Health Services
Services provided for students to appraise, protect, and promote health.
These services are designed to ensure access or referral to primary health
care services or both, foster appropriate use of primary health care
services, prevent and control communicable disease and other health
problems, provide emergency care for illness or injury, promote and provide
optimum sanitary conditions for a safe school facility and school
environment, and provide educational and counseling opportunities for
promoting and maintaining individual, family, and community health.
Qualified professionals such as physicians, nurses, dentists, health
educators, and other allied health personnel provide these services.
IV. Nutrition Services
Access to a variety of nutritious and appealing meals that accommodate the
health and nutrition needs of all students. School nutrition programs
reflect the U.S. Dietary Guidelines for Americans and other criteria to
achieve nutrition integrity. The school nutrition services offer students a
learning laboratory for classroom nutrition and health education, and serve
as a resource for linkages with nutrition-related community services.
Qualified child nutrition professionals provide these services.
V. Counseling and Psychological Services
Services provided to improve students' mental, emotional, and social health.
These services include individual and group assessments, interventions, and
referrals. Organizational assessment and consultation skills of counselors
and psychologists contribute not only to the health of students but also to
the health of the school environment. Professionals such as certified school
counselors, psychologists, and social workers provide these services.
VI. Healthy School Environment
The physical and aesthetic surroundings and the psychosocial climate and
culture of the school. Factors that influence the physical environment
include the school building and the area surrounding it, any biological or
chemical agents that are detrimental to health, and physical conditions such
as temperature, noise, and lighting. The psychological environment includes
the physical, emotional, and social conditions that affect the well-being of
students and staff.
VII. Health Promotion for Staff
Opportunities for school staff to improve their health status through
activities such as health assessments, health education and health-related
fitness activities. These opportunities encourage school staff to pursue a
healthy lifestyle that contributes to their improved health status, improved
morale, and a greater personal commitment to the school's overall
coordinated health program. This personal commitment often transfers into
greater commitment to the health of students and creates positive role
modeling. Health promotion activities have improved productivity, decreased
absenteeism, and reduced health insurance costs.
VIII. Family/Community Involvement
An integrated school, parent, and community approach for enhancing the
health and well-being of students. School health advisory councils,
coalitions, and broadly based constituencies for school health can build
support for school health program efforts. Schools actively solicit parent
involvement and engage community resources and services to respond more
effectively to the health-related needs of students.