The impact of implementing an inter- professional model of health and wellbeing education in pre-service teacher training Dr Jenny Byrne-Southampton Education School Sue Dewhirst-Public Health England, (Wessex Office) 12 th June 2014, Population Health summer conference
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The impact of implementing an inter-professional model of health and wellbeing education in pre-service teacher training Dr Jenny Byrne-Southampton Education.
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The impact of implementing an inter-professional model of health and wellbeing education in
pre-service teacher training
Dr Jenny Byrne-Southampton Education SchoolSue Dewhirst-Public Health England, (Wessex Office)
12th June 2014, Population Health summer conference
ITE Health Education at Southampton (ITE=Initial Teacher Education)
Rationale:
Schools and teachers- important points of access to young people for health services delivery and educational programmes
Growing awareness of influence of the “hidden curriculum” on staff and pupils
School structure, organisation and climate impact upon behaviour and effectiveness of interventions
Recognition of need for health and education policies to support teacher training especially at pre-service level
Curriculum mapping 2008-09 Survey data provided evidence and reasons to examine the health content of
the Secondary PGCE curriculum
Public Health Skills and Careers Framework at Level 3 used as a mapping tool
Findings Gaps found in the curriculum re: skills and knowledge of health
education/public health
Connections to health were not always made explicit
A professional themes programme in University and school covered elements of Personal Social Health and Economic Education (PSHE) and Every Child Matters
Only some trainees received particular inputs e.g. P.E/ Science- nutrition and exercise
Opportunistic engagement with health education in school e.g. a health week/ day
Initial research
Collaboration between Population Health (PCPS) Health Sciences (FoHS) Education School (SEdS)
Systematic and coherent coverage of public health competencies within the PGCE curriculum
Health day includesPSHE Education lecture, & tasksInteractive workshops, exhibition & tasks
School- based tasks to follow up university-based work in school placements
Production of ‘health portfolio ‘ to gain PSHE Association’s Certificate (optional)
Implementing research findings- developing the PGCE Curriculum
Aims of the curriculum changes, including the health day and health portfolio
Over 400 pre-service teachers train at Southampton each year
To develop trainees’ awareness and knowledge of PSHE education and health and well-being issues
To raise awareness of pupils’ health and also their own health
To develop skills to become better health promoters in the school setting
To build trainees’ confidence to deliver PSHE Education
To raise awareness of the external agencies who support schools to deliver PSHEe/ health education
ITE Health Day, Southampton 2013
Health Day Collaborations
Hampshire County Council, Public
Health/ Healthy Schools
Southampton City Council, Public Health
STAR Project
Innovation with Substance
Emotional First Aid
Young Carers
St John Ambulance
Alcohol Education
Trust
Hampshire County Council, Catering Services (HC3S)
Hampshire County
Council, Fire Education
Service
Private consultants (Pilates, Yoga, SRE
Primary)
Public Health England, Child and Maternal Health Observatory
The British Heart Foundation
Life Lab
Personal Finance
Education Group (Pfeg)
HIV Education
ROSPA
No Limits
Findings: Health Day
Increased awareness of emotional health and wellbeing including bullying
Importance of my own emotional well-being sex and relationships
new strategies for dealing with pupil’s questions around SRE appropriate resources to use
opportunities for including health education in lessons child health data
more aware of where to direct young people’ if they need to Things learned greater understanding of the determinants of health
that school alone cannot change child health issues; the problems are more likely to lie “upstream’’
Trainee comments about the ITE Health Day
A fantastic opportunity for us to experience
PSHE teaching and an opportunity to think
about different (important) issues
I feel more aware of the risks and
responsibilities
I feel more confident about approaching
these issues with my pupils
I feel more confident about recognising
the behaviours shown by children who have mental health problems
I am very excited about teaching PSHE,
particularly HIV and SRE
I am looking forward to
being a form tutor
I will take PSHE teaching more
seriously and not as an extra chore
Why aren’t other PGCE
providers doing this?
Findings : Baseline and follow-up questionnaires
Increased confidence to teach
Topic Baseline Follow-up
Child Protection 34 (22%) 59 (53%)
Anti-bullying 40 (26%) 50 (46%)
Working with parents 40 (26%) 41 (38%)
Social, emotional & mental health
28 (18%) 40 (37%)
Drugs 56 (36%) 51 (46%)
Sex & relationships 60 (38%) 53 (49%)
Smoking 81 (52%) 69 (63%)
Staff health/well-being 31 (20%) 34 (32%)
Healthy school environment 43 (27%) 48 (44%)
Findings : Baseline and follow-up questionnaires
Attitudes about importance of including topic Topic Baseline Follow-up
Child protection 163 (99%) 131 (93%)
Anti-bullying 164 (100%) 131 (93%)
Working with parents 144 (88%) 110 (78%)
Social, emotional & mental health
159 (98%) 122 (87%)
Staff health/well-being 105 (65%) 102 (72%)
Alcohol 112 (68%) 100 (71%)
Safety / accident prevention 116 (71%) 104 (75%)
Healthy school environment 109 (67%) 98 (70%)
Students’ views used to develop change incrementally Multi-disciplinary cross faculty and cross university collaboration continues
to be successful Health Education/ Population Health perspective now embedded in both the
primary and secondary ITE courses-agreed component of the curriculum Inter-sectorial networking led to joint working and extensive support from
local authorities, health and education professionals, voluntary, charitable and private sectors
Increase in trainees on PSHE special studies module ‘Chartered Student Teacher Framework’ for the PSHE Association
certification now officially recognised by the NAHT “The University of Southampton shines as a beacon”
Nick Boddington PSHE Association
Modifications and outcomes
On-going research In-depth longitudinal follow-up study of pre-service teachers in the early years of their career
PST
Intake year
2013-14
(Cohort a)
NQT
Intake year 2012-13
(Cohort b)
ECT
Intake year 2011-12
(Cohort c)
March -July 2014 Phase 1
(online
questionnaire +
interviews of pre-service
teachers Cohort a )
Pre-service
(Cohort a)
NQT
(Cohort b)
ECT
(Cohort c)
December -March
2014
Phase 2
(online
questionnaire)
NQT
(Cohort a)
ECT
(Cohort b)
ECT
(Cohort c)
March -July 2015 Phase 3
( interviews)
NQT
(Cohort a)
ECT
(Cohort b)
ECT
(Cohort c)
Feasibility study Funded by the Leverhulme Trust Participants
Pre-service training year (PST) – cohort a Newly qualified (NQT) – cohort b Early career (ECT) – cohort c
Survey questionnaire to all cohorts at two points over life of the project
Follow-up semi-structured interviews with 15 participants from each cohort
Phase 1 in progress - preliminary results are promising
On-going research
Southampton Education School Southampton Health Technology Assessment Centre (SHTAC) Primary Care and Population Sciences PSHE Association Public Health England (Wessex) Health Education Wessex Innovation With Substance (Drug education consultants) Sheffield Hallam University Southampton City Council, Public Health