| 1. |
- Berggren, Linda, et al.
(författare)
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Nordic children's conceptualizations of healthy eating in relation to school lunch
- 2017
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 117:2, s. 130-147
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Pupils' perspective should be better taken into account when developing nutrition education at school. The purpose of this paper is to explore Nordic children's perspectives on the healthiness of meals in the context of school lunches.Design/methodology/approach: In total, 78 focus group discussions were conducted with 10-11-year-old girls and boys (n=457) from schools in Finland, Iceland, Norway and Sweden, which were participating in the Nordic school meal project ProMeal during the school year 2013-2014. A flexible discussion guide and stimulus material in the form of 14 photographs displaying different school lunch contexts were used. The discussions were analyzed using thematic analysis.Findings: These Nordic children seem to share the adult-set aim of healthy eating in the school context as a socio-cultural norm. Although healthy eating was constructed as a rational, normative and acceptable way to eat at school, unhealthy eating was emphasized as negotiably acceptable when eaten occasionally and under certain circumstances (e.g. at special occasions). Unhealthy eating also comprised emotionally laden descriptions such as enjoyment and disgust. Practical implications: Children's conceptualizations of healthy eating are connected to nutritional, socio-cultural, emotional and normative dimensions, which should be reflected also when developing nutrition education in school.Originality/value: The need for research exploring children's experiences of, and understandings about, school lunch motivated this unique multicenter study with a large number of participating children. In the focus groups a child-oriented, photo-elicitation method was used.
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| 2. |
- Ingemarson, Maria, et al.
(författare)
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The implementation of a behavioural support programme Teachers' perceptions of the programme and themselves as providers
- 2016
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Ingår i: Health Education. - : EMERALD GROUP PUBLISHING LTD. - 0965-4283 .- 1758-714X. ; 116:6, s. 526-540
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation? Design/methodology/approach - Qualitative methods with semi-structured interviews with 13 teachers and thematic content analysis were used. Findings - The teachers were heterogeneous in their views, with professional identity, programme understanding and experiencing change being important factors for the implementation. Ambiguities regarding the boundaries of the social assignment, opposition against the theoretical underpinnings and an unclear nomenclature in a core component affected the implementation negatively. Among the perceived benefits were instant rewards in the form of aha moments and increased self-awareness. The nature of the implementation barriers indicates that PS is in need of further development. Practical implications - Compatibility with teachers' ideologies, clarification of the social assignment and enough time to consider programme adoption are vital when implementing a programme like PS. Originality/value - The study provides context-specific understanding of teachers' perceptions of a behavioural support programme and of their role when trying to implement it. It is known that providers' perceptions affect the implementation and this study contributes to the field of implementation research, with particular respect to the school setting and comprehensive programmes like PS.
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| 3. |
- Kostenius, Catrine, et al.
(författare)
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Gamification of health education : Schoolchildren’s participation in the development of a serious game to promote health and learning
- 2018
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 118:4, s. 354-368
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe use of modern technology has many challenges and risks. However, by collaborating with schoolchildren, ideas to effectively promote health and learning in school can be identified. This study aimed to examine how a participatory approach can deepen the understanding of how schoolchildren relate to and use gamification as a tool to promote physical activity and learning.Design/methodology/approachInspired by the concept and process of empowerment and child participation, the methodological focus of this study was on consulting schoolchildren. During a 2-month period, 18 schoolchildren (10–12-years-old) participated in workshops to create game ideas that would motivate them to be physically active and learn in school.FindingsThe phenomenological analysis resulted in one main theme, ‘Playing games for fun to be the best I can be’. This consisted of four themes with two sub-themes each. The findings offer insights on how to increase physical activity and health education opportunities using serious games in school.Originality/valueThe knowledge gained provides gamification concepts and combinations of different technological applications to increase health and learning, as well as motivational aspects suggested by the schoolchildren. The findings are discussed with health promotion and health education in mind.
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| 4. |
- Kostenius, Catrine, et al.
(författare)
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The power of appreciation : promoting schoolchildren’s health literacy
- 2016
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 116:6, s. 611-626
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to explore Swedish children’s positive experiences of health and well-being, and their thoughts on how health literacy can be promoted.Design/methodology/approachTotally, 121 schoolchildren between the ages of 10 and 14 from three schools in two municipalities in the northern part of Sweden shared their lived experiences through individual written reflections.FindingsThe phenomenological analysis resulted in one theme, appreciation as fuel for health and well-being, and four sub-themes: feeling a sense of belonging; being cared for by others; being respected and listened to; and feeling valued and confirmed. The understanding of the schoolchildren’s experiences of health and well-being and their thoughts on how health literacy can be promoted revealed that appreciation in different forms is the key dimension of their experiences of health and well-being.Practical implicationsThe findings of this study point to the necessity of promoting health education that includes reflection and action-awareness of one’s own and others’ health as well as the competence to know how and when to improve their health. Such health education can contribute to the development of health literacy in young people, an essential skill for the twenty-first century.Originality/valueThis study’s originality is that the authors added the concepts of appreciative inquiry and student voice to the study of health literacy with children.
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| 5. |
- Tjulin, Åsa, 1976-, et al.
(författare)
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Managers’ learning process during a health-promoting leadership intervention
- 2019
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 119:5/6, s. 350-365
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Tidskriftsartikel (refereegranskat)abstract
- AbstractPurposeThe increasingly demanding psychosocial working conditions in Swedish public sector workplaces call for implementation of workplace health promotion (WHP) interventions. There is a need to increase first-line public sector managers’ capacities for health-promoting leadership. The purpose of this paper is to investigate first-line managers’ experiences of participating in an intervention aimed at strengthening health-promoting leadership. More precisely, the aim is to study what obstacles and prerequisites the intervention have for their learning processes to become health-promoting managers.Design/methodology/approachA qualitative study in Northern Sweden at workplaces in the county council and municipalities was conducted. The data were gathered through individual interviews with 18 participating first-line managers. Inductive-content analysis was used to analyse the data.FindingsThe results identify time for reflection and collegial discussions about leadership as prerequisites for learning about health-promoting leadership. Managers experienced the intervention as a confirmation of the leadership behaviours already gained. However, the health-promoting leadership intervention was seen as a contradiction, since organisational prerequisites to implement WHP measures were perceived to be lacking. The managers were not involved in the planning of the intervention and questioned why the organisation did not involve them more when the educational activities were created.Originality/valueWhen the organisation understands how and when its managers learn, what they need and want to learn about WHP, and what they already know, tailored participatory interventions can be facilitated that consider the unique prerequisites for the particular organisation.
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| 6. |
- Waling, Maria, 1981-, et al.
(författare)
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School lunch as a break or an educational activity: a quantitative study of Swedish teacher perspectives
- 2017
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Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 117:6, s. 540-550
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is twofold: first, to explore to what extent teachers eat together withpupils during school lunches and their attitudes toward using these lunches to reach the educational goalsstated in the Swedish compulsory school curriculum; and second, to study to what degree teachers seethemselves and school meal personnel as role models during school lunches.Design/methodology/approach – A questionnaire was completed by 3,629 teachers in Swedish schools.Findings – In total, 90 percent of the teachers ate lunch together with the pupils one or more days per week.The majority reported that meals were fully (54 percent), or partially (40 percent) subsidized when they wereeating with pupils. In total, 72 percent thought that school lunches should be considered part of the school’seducational activities while 28 percent thought that it should be a time to get a break from educationalactivities. Most teachers thought that school lunches could be useful for learning about the issues of foodwaste and healthy eating while there were more diverse views on using lunches for learningabout fundamental values. A majority of the teachers considered themselves to be role models in theschool meal situation.Practical implications – The authors suggest that the educational component of the schoolmeal per se shouldbe regulated in the Educational Act together with guidelines from the Swedish National Agency for Education.Originality/value – This study is unique since it covers a previously little studied area; teachers’ attitudestoward using the school lunch situation for educational purposes.
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| 7. |
- Rendahl, Jenny, 1978, et al.
(författare)
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Eating and risk: adolescents’ reasoning regarding body and image
- 2018
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Ingår i: Health Education. - 0965-4283. ; 118:3, s. 262-276
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Tidskriftsartikel (refereegranskat)abstract
- © 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to explore and elucidate adolescents’ reasoning about risks related to food and eating. Design/methodology/approach: Boys and girls aged 15-16 years participated in a focus group interview with role-playing as a stimulus for discussion and reflection. In all, 31 participants took part, divided into five groups. In the role-playing, the participants portrayed agents who they perceived to give messages about food. In the focus group they discussed their experience of carrying out the role-play, and how they usually cope with conflicting messages, preferences and needs regarding food and eating. Findings: The findings suggested that there were two main themes of risk profiling related to eating. One concerned bodily risk related to the food ingested and included concerns both about not reaching health and performance due to the unfavourable intake of calories, nutrients, additives, bacteria, viruses and parasites, and threats to immediate well-being following consumption. The second main category concerned the risk of being conspicuous, or “sticking out”, which incorporated food-based gender norms and norms related to table manners. In practice, the risk of not displaying an appropriate image of themselves through their food and eating choices was more prominent than risk perceptions related to impacts of food choices on well-being and performance. Difficulties in classifying foods as “good” or “bad” enhanced their uncertainty. Originality/value: The results suggest that health-promotion activities for young people should focus not only on how to feed their bodies but also on how to avoid feeding their anxieties.
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