Developing Health Literacy Skills in Children and Youth Proceedings of a Workshop (2020) / Chapter Skim
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3 Places: Where Youth Confront Health Literacy Challenges and Develop Skills
3 Places: Where Youth Confront Health Literacy Challenges and Develop Skills
Pages 19-40
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HEALTH LITERACY IN SCHOOLS Lloyd Kolbe, Indiana University School of Public Health-Bloomington School Health Education The U.S. prekindergarten (pre-K)
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Family engagement School health education is a process for teaching health, either through categorical health education about a specific topic, or through comprehen sive health education. Some important categorical school health education topics include the six categories of risk behaviors, monitored since the early 1990s by CDC's Youth Risk Behavior Surveillance System.
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. In contrast to categorical health education, comprehensive school health education includes a planned, sequential curriculum taught from pre-K to grade 12 by teachers specifically trained to help students progressively acquire the knowledge, attitudes, and skills they need to make health-related decisions throughout their lifetimes across multiple categorical health topic areas.
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Still, many states, school districts, and schools have policies that encourage school health education. A few surveillance systems monitor the extent to which schools address various school health program components, including school health education.
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convenes a National Coordinating Committee on School Health and Safety. CDC maintains school health surveillance systems, supports state and national non overnmental organizational efforts to improve school health programs, g maintains school health and health literacy websites, and has published characteristics of effective school health education curricula and a Health Educa 3 Healthy People is a "national effort that sets goals and objectives to improve the health and well-being of people in the United States.
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. Actions that might be considered include developing a national agenda for school health education to improve health literacy, including the following: • A conceptual framework • Means to measure processes and outcomes • Means to implement school health education to scale • Ongoing research and evaluation HEALTH CARE ORGANIZATIONS Laura Noonan, Atrium Health In 2009, Atrium Health commissioned a system-wide health literacy task force, led by Noonan.
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. Since 2015, Atrium Health has added health literacy as a nursing competency, launched health literacy trainings for physicians, established a patient and family health education governance council, presented on its work at the Institute for Healthcare Advancement conference, been featured in "The Journey to Become a Health Literate Organization: A Snapshot of Health System Improvement" (Brach, 2017)
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Coproduction, as it applies to health care and health care organizations, is patients, families, clinicians, and researchers collaborating as FIGURE 3-1 The working relationship between child literacy and child health outcomes. SOURCES: As presented by Laura Noonan at the workshop on Developing Health Literacy Skills in Children and Youth on November 19, 2019 (adapted from Darren DeWalt)
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, and know-how (expertise) to improve health care and health outcomes.
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Atrium Health's coproduction work has youth patients developing numeracy and literacy skills while creating a system that decreases the burden. Learning Health Systems and Quality Improvement Youth are involved in many ways in learning health systems.
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• ore exploration of risks, benefits, and ramifications of privacy and other M policies regarding patient portal use by 14–17-year-olds. SOURCE: Adapted from a presentation by Laura Noonan at the workshop on Developing Health Literacy Skills in Children and Youth on November 19, 2019.
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published an eHealth Literacy Assessment Toolkit, which combines health literacy, computer and digital literacy, and information literacy, and has seven unique scales. The skills in question are taught mainly through classes in school: science, health education, computer literacy, family and consumer science,
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Increasingly with age, youth use and rely on online sources for health information. They also report using online support groups and communities, for example, for youth with specific chronic health conditions, or for lesbian, gay, bisexual, transgender, and queer or questioning youth.
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These are designed to build e-health literacy skills, which are the skills specifically related to searching for information online. Those skills can be developed through online or in-person programs and might be taught, for example, in a health education class or an after-school program.
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• Libraries and schools often have filters, restricting certain content. There is also a lot of potential within the online environment: • Provides greater access to health information • Allows youth to connect with and learn from others • Provides an easy way to host programs, videos, and courses to teach health literacy skills to youth • Youth are already accustomed to doing everything online • Can consider how to use online resources to better connect youth to health services • Can use a youth-engaged approach to designing information and programs Ideas for future research and practice as identified by Manganello can be found in Box 3-2.
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He pointed out that SOPHE has led efforts to credential secondary school health education teachers, but that the potential utility of such credentialing could be limited by unrelated factors. A school administrator with an ever-shrinking budget might not have a choice but to hire someone primarily trained in physical education and also certified to teach health education as opposed to a SOPHE-credentialed health education teacher.
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One plan she has is to consolidate information where gaps exist, and better disseminate it so that youth know where it is and how to access it. Elaine Auld from SOPHE asked if the panelists thought health literacy could ever be a metric for quality school health education and public accountability in the way many STEM subjects are, knowing that there is a lot of research needed in terms of how it is measured.
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Sarah Benes from Merrimack College and SHAPE America asked what kind of research needs to be done to move the needle on health education in schools. Kolbe replied that two types of research are critical.
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2019. Public health and school health education: Aligning forces for change.
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1995. National health education standards: Achieving health literacy.
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2019. Addressing challenges to the reliable, large scale implementation of effective school health education.
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2019. Promoting health literacy through defining and mea suring quality school health education.
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