•Define health wellbeing, against academic literature – challenges
Across the United Kingdom, a consensus has emerged in various public sector agencies and charitable organisations that well-being requires greater central government support (Ecclestone, 2012Ecclestone, K. (2012). Emotional well-being in education policy and practice: The need for interdisciplinary perspectives and a sociological imagination. Research Papers in Education,27, 383–387.[Taylor & Francis Online], [Web of Science ®], [Google Scholar]).
The definition of health and wellbeing (HWB) within a role of a practitioner over the past decade has been slightly blurred within education (Thorburn, 2014). Health and wellbeing is not defined by a single concept but instead is formed from a range of factors including; physical, intellectual, emotional and social health (Noble and McGrath, 2015). As practitioners, it is all of these aspects that should consider when looking at responsibility of all within education.
Life-skills are fundamental for every member of society to gain the basic knowledge to succeed in everyday tasks. It essential to create a positive mind-set and a safe, healthy environment for students to learn to prepare children for life experiences and potential careers. (Parrett and Budge, 2012). Students need to feel safe and secure in order for them to be willing to participate and want to engage. (Benes and Alperin, 2016). If people feel a genuine sense of belonging, they are more likely to stay achieve, communicate effectively and make healthier choices. (Noble and McGrath, 2015).
HWB in practice needs a holistic approach where children are firmly implemented at the centre. http://www.education.vic.gov.au/Documents/about/department/principlesforhealth.pdf PAGE 17. This is necessary for the development of wider achievements of children as a whole. (Porciani, 2013).
Maslow’s pyramid of needs states that in order for a child to thrive children need basic skill sets in which they are dependent on gaining from others in most cases their parents. Although its simplistic breakdown is appealing and easy to understand, there is a lack of complexity within this concept. Social circumstances may prevent individuals from reaching their point of self- actualization.
https://link.springer.com/chapter/10.1057/978-1-137-59435-8_7
Bronfenbrenner theory shows multiple layers that form within a child’s development through their environment. Changes or conflict in any of these layers will affect all the layers as they all link.
This theory allows us to an understanding of our ever – changing world that surrounds our children and how this could hinder their development. http://dropoutprevention.org/wp-content/uploads/2015/07/paquetteryanwebquest_20091110.pdf
Having a positive approach to conflict, resilience and behaviour management is key for students to be able to apply their ‘mental, emotional, social and physical skills to pursue a healthy lifestyle’ (Gov. scot, 2017). Successfully implementing good health and wellbeing through interdisciplinary learning is a challenge that we need to re-assess within all areas of practitioners. According to the Health and Wellbeing 3-18 Impact Report we still face many challenges including; improving communication between schools and professionals, developing a stronger knowledge of HWB, transition periods, intervention approaches, giving children a voice. https://www.education.gov.scot/parentzone/Documents/HealthandWellbeing3-18ImpactReport.pdf
•discuss aspects of HWB in relation to principles in policies, legislation
The United Nations Convention on the Rights of the Child (UNCRC) was implemented in the UK in 1992. This links governments and adults in the protection of children to enjoy their “rights, whatever their ethnicity, gender, religion, language, abilities or any other status.”https://www.unicef.org.uk/what-we-do/un-convention-child-rights/
The National Practice Model allows practitioners to meet the Getting the Right for Every Child (GIRFEC) values and principles. This model allows us clarity and coherence to the practice of giving support and addressing concerns against the wellbeing indicators of SHANARRI and the Wellbeing Wheel. This process gives a shared understanding of each induvial child’s needs. Consistently using the model gives practitioners an accurate view of a child’s plan for progression to reach their full potential.
Increasing and maintaining a collaborative environment in which children are at the centre and health and wellbeing it intergraded within our curriculum is key to maintaining a HWB.
The UK is currently below average for metal wellbeing and child self – reported health. The Annual population survey states “Self-reported health has had the strongest association with all the measures of effective wellbeing”https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/277566/Narrative__January_2014_.pdf
The Netherlands and Nordic countries have specifically excellent child wellbeing. The Netherlands ranking the highest is evaluated by the children themselves on The Life Satisfaction Scale showing 95% of children are rating their own lives as above the mid-point. According to the OECD the top priorities the Netherlands focus on is; life- satisfaction, health and education. .https://www.oecd.org/statistics/Better-Life-Initiative-country-note-Netherlands.pdf These three are interlinked within our everyday lives and should be within out education as a responsibility for all. Literacy and Numeracy skill within the Netherlands sit substantially higher than the average of the OECD and the UK. The Cfe’s main aim it to enhance numeracy, literacy health and wellbeing. In order to achieve this we have to be happy and healthy in order to achieve our fullest potential. One of the main findings of UNCICEFs wellbeing in rich countries A comparative overview is that in the UK Child poverty remains a large factor in our health and wellbeing. Considering we are one of the several wealthiest countries in the world this is an issue that needs addressed.
https://www.unicef.no/sites/default/files/child_well-being_in_rich_countries.pdf
The results of Cost of a School Day which was introduced in 2014 in partnership with Poverty Leadership Panel and Child Poverty Action Group (CPAG) in Glasgow, Scotland. The information from this project is a useful resource in which to develop, understand and reflect on the barriers that we need to overcome in order create effective practice. http://www.cpag.org.uk/sites/default/files/CPAG-Scot-Cost-Of-School-Day-Report%28Oct15%29_1.pdf
The Attainment challenge is an always prominent thing in our moder
To ensure the best care for every child, the child has to be at the centre of our ethos and values. Creating collaborative connections and relationships is fundamental. Schools alone cannot achieve these goals. All aspects of Health and wellbeing need to be implemented into every aspect of teaching to develop with the support and nurture needed, collaboration is a key aspect to achieving HWB.
Children’s sense of self-worth and self-efficiency can be developed through learning experiences, by helping children obtain these skillsets we achieve the four capacities (Gov. scot, 2017). However, in order to achieve these four capacities, children need a nurturing, achieving and healthy environment in which they can feel safe and respected. Commitment from all practitioners to support all children in order from them to reach the highest standards of achievement is essential. Having a connection with all partnerships and communities Is key to making the links between HWB and reaching a common goal.
Within the Health and Wellbeing framework there are structured certain areas within that requires teachers to have an integrated pedagogical view of wellbeing. ( thorburn 2017) http://www.tandfonline.com.libezproxy.dundee.ac.uk/doi/full/10.1080/03054985.2014.891981?scroll=top&needAccess=true
GTC Scotland have created standards in which teachers can reflect and improve their skills and practice.
The implementation of Children and Young People (Scotland) Act 2014, 2017 enhances development within the recognition of health and wellbeing. Policy framework such as The Wellbeing Wheel (Gov.scot, 2017) provides a deeper understanding of the different aspects of wellbeing imbedded in the CFEs four different capacities. UNCRC and GIRFEC policies and practices help the everyday process of putting children at the centre of their practise. The National Practice Model (Gov.scot, 2017 can be used not only as an assessment but a guide alongside to help children self-reflect on their own wellbeing. The wellbeing wheel allows us to see clearly an indicator of a childs wellbeing as a whole this alongside the well-being web is a way In which we can help evaluate HWB of children and when appropriate to bring in professional connections. (Archive.angus.gov.uk, 2017) The connections between health and education? what system do we have in place for the benefits of the child and communications between professionals?
GTC Scotland have created standards in which teachers can reflect and improve their skills and practice.
•critically analyse against the academic literature – discuss what constitutes good practice?
The CFE BTC 3 gives practitioners diverse approach to help children engage with health and wellbeing, however this is something that should be implemented at every stage. Summary shows that although children to be able to self-reflect on their own health and wellbeing development to be able to focus on their own strength and weaknesses and how to improve on them. Give children the voice in their education and option of their experiences. Still improvement on a full understanding and application on HWB children are still lacking in self- confidence, resilience and coping skills. Evidence of implementing it into every practice, bringing in parents so they have a greater understanding of the importance of HWB, too many one off events rather than consistent involvement for example (health week) Staff having a positive attitude to accessing and gaining resources and support for those in need. More creative opportunities to apply HWB – Chickens in Clydebank.
Understanding that at points of transition we may need stronger approaches and it can be challenging. Resilence. Improvement on gaining the evidence for the benefits of HWB. stronger bond of communication between out of school learning consistent. There role plays a significant part
( The cfe btc 3 )states that the framework provides flexibility to organise. Schedule and deliver the experiences and outcomes in ways that meet the needs of all learners, but also provides reassurance about consistency where necessary. Such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstance – https://www.education.gov.scot/Documents/btc3.pdf – this will be good for the need for consistent communication with out of school expereicnes , links with local places/business more creative opportunities.
Having this care implemented on a constant basis will contribute to the level of care children need. GIRFEC (Gov.scot, 2017).
GTC Scotland have created standards in which teachers can reflect and improve their skills and practice. GIRFEC refecltive
giving children a voice in how they want there schools to be ? then the shanarri case study ( getting it right for every child)( children and young people Scotland act.
Ecclestone (2012Ecclestone, K. (2012). Emotional well-being in education policy and practice: The need for interdisciplinary perspectives and a sociological imagination. Research Papers in Education, 27, 383–387.[Taylor & Francis Online], [Web of Science ®], [Google Scholar]) considers that, to date, two connected sets of problems have limited progress; a lack of robust conceptual critique and poor evaluations of practice which often privilege easily measurable constructions of well-being.using the wellbeing wheel as a method indicator-
The advantages of this is that it can be used as a summary of specific needs. However, the disadvantages show it has little complexity concluding in difficultly to test accuracy. https://www.quora.com/What-are-the-disadvantages-and-advantages-of-the-Maslow-hierarchy
These factors ensure all children have the opportunity to gain the skills required to succeed. Gaining these skills and knowledge gives us our identity, our personality and the understanding of other cultures in comparison.
Solid approaches to create collaborative connections and relationships with all aspects of Health and wellbeing to help children develop and progress with the support and nurture they need.