Уважаемые коллеги, доброго времени суток! Представляем вам британское научное издание Education and Health. Журнал имеет четвертый квартиль, издается в SHEU, Schools Health Education Unit, находится в открытом доступе, его SJR за 2022 г. равен 0,176, электронный ISSN - 0265-1602, предметная область - Уход на дому. Вот так выглядит обложка:
Редактором является Дэвид Регис, контактные данные - david.regis@sheu.org.uk.
Журнал ориентирован на тех, кто связан с образованием и здравоохранением, заботится о здоровье и благополучии детей и молодежи, например, возрастом примерно от 5 до 18 лет. Читатели - люди с широким кругозором, в Великобритании к ним относятся: преподаватели начального, среднего и дополнительного образования, сотрудники университетов и медицинские работники, работающие в образовательных и оздоровительных учреждениях. Журнал также читают те, кто заказывает и осуществляет программы санитарного просвещения в школе и колледже. Статьи посвящены недавним инициативам в области санитарного просвещения, соответствующим результатам исследований, материалам и стратегиям в области образования и данным о поведении, связанном со здоровьем.
Адрес издания - https://sheu.org.uk/journal
Пример статьи, название - Headteachers' most important task: changing mental models of teachers for effective health promotion initiatives. Заголовок (Abstract) - Building and sustaining health promotion in schools has been viewed as a complicated process that involves continuous alterations and modifications in order for progress to be realised. School health promotion initiatives are not considered effective in developing countries like South Africa because the underlying behaviours, norms and beliefs of teachers are not affected (Friend & Caruthers, 2012). In addition, although teachers in a study conducted in Hong Kong perceived that there was a need to provide lifestyle modification education to students, they did not see themselves as influential person to promote healthy lifestyle (Cheng & Wong, 2015). In the same vein, research indicates that teacher commitment to, and identification with, healthpromoting activities is essential for sustained teacher engagement with health promotion in schools (Jourdan, Simar, Deasy, Carvalho & McNamara, 2016). There is also a consensus that improper health attitudes would limit teachers' chances of being good health models for their students (Alnasir, 2004). The success of making a school a health-promoting one depends largely on commitment and a sense of ownership by the individual school. How people construct knowledge, attitudes and beliefs can affect their actions. In other words, attitudes, behaviours and commitment are linked to how people think and perceive situations. McNab (2013) notes that effective school health promotion depends more on a change in mindset rather than the provision of major new resources. This statement suggests that a change of a mental model can lead to a change of behaviour. New ways of thinking about implementation of health programmes are required to improve school health promotion (SHP). Similarly, there have been suggestions in the literature on how schools can improve their health-promoting initiatives. For instance, empowerment of staff through “shared ownership” of change and innovation within the school is suggested by O’Hara & McNamara (2001). Such efforts to change teachers’ attitudes towards SHP may be either unsuccessful or met with resistance if their mindset does not change. Based on these challenges, this study argues that without changed mental models, SHP cannot be effective. No study could be found that examined mental models of teachers involved in SHP in order to explore how they can be altered. This study contributes to the debate about mechanisms that can be used to improve the implementation of SHP. For this reason, the aim of this investigation was to examine the mental models of teachers involved in SHP and explore how to ultimately modify mental models that resist change. As we believe that the task of modifying the mental models of teachers is the responsibility of the headteachers, the following section provides a rationale for such credence.