Month: November 2021

Article: Health promotion research has come of age!

Article: Health promotion research has come of age!

Structuring the field based on the practices of health promotion researchers

In the article “Health promotion research has come of age! Structuring the field based on the practices of health promotion researchers” which was recently published in Global Health Promotion, Louise Potvin and Didier Jourdan propose three dimensions to further structure health promotion research.

There is no well-defined knowledge base for health promotion and no widely agreed knowledge development methods. During the past decades, researchers from various disciplinary backgrounds have used their disciplinary-based research methods and theories to conduct studies about the various practices that are associated with health promotion. Although health promotion research has acquired many attributes of a distinct field, researching practices from various disciplinary perspectives is not sufficient to create a coherent knowledge base for health promotion.

Therefore the authors propose three dimensions to further structure health promotion research.

  • The first relates to the object for which knowledge is produced. For health promotion research this relates to health social practices.
  • The second dimension relates to the purpose and ethics of research. In the case of health promotion research it pursues the dual purpose of producing knowledge (epistemic aim) and contributing to social changes (transformative aim).
  • The third dimension concerns the knowledge produced and the conditions for valid knowledge. In the case of health promotion research, the condition of knowledge production should include a recognition of the complexity of social practice and the necessary dialogue between scientific.

The authors propose a bottom-up process for structuring the field through the creation of a ‘Global Handbook of Health Promotion Research’ that would draw on the research practices of those involved in health promotion research.

Read the whole article

Posted by Didier in News
New Strategic Development Plan EuroHealthNet

New Strategic Development Plan EuroHealthNet

EuroHealthNet has launched its new Strategic Development Plan, which sets out the principles and priorities which will guide their work over the next five years.

EuroHealthNet members (over 60 organisations, institutes, and authorities working on public health, disease prevention, promoting health and wellbeing, and reducing inequalities) have assessed how the Partnership should move forward. New skills, capacities, and competences will be needed and are crucial. The new Strategic Development Plan, describes how the Partnership can continue working together to achieve real and lasting change to improve health and reduce health inequalities in Europe.

EuroHealthNet will focus on: 

  • The application of the equity lens across health and other policies and measures; supporting the ‘economy of wellbeing’, as well as a ‘whole of society’ approach.
  • Novel ways to promote health and prevent diseases. Making solutions attractive and sustainable, whilst contributing to the transformation of health and social protection systems.  
  • The social, economic, environmental, cultural, commercial, behavioural, and political determinants of health, which allows us to be agile and responsive to the diverse threats to health equity. 

They have defined five priority areas:

  • Health equity.
  • Non-communicable diseases.
  • The climate crisis.
  • Prevention and promotion.
  • Life course.

And two cross-cutting themes:

  • Mental health
  • Digital inclusion

More information

Read the Strategic Development Plan

Posted by Didier in News
Article: Teacher Care is a Lot More Than Self-Care

Article: Teacher Care is a Lot More Than Self-Care

Published 2 November 2021, on EdSurge

In the article “School Leaders Take Note: Teacher Care is a Lot More Than Self-Care” the author, Sean Slade, stresses the importance of improving the environments educators are in everyday, in stead of focusing on solutions revolving around “self-care”.

Educators are exhausted but the only solutions they are presented revolve around “self-care,” i.e., rest, relaxation, meditation, physical activity and yoga. These strategies are helpful in addressing the wound, but they do little to nothing to address the cause.

Instead the group climate and culture of schools should be addressed. The environments that educators find themselves in everyday should be improved and at a minimum decrease the stress and increase the supports available in that setting. Then collaboratively, the systems that has been fostered that have caused much of the stress in the first place can be addressed.

How can this be done?

By starting to enhance and improve the ways educators interact and the ways they react to one another. If schools can be built into places of care, support and positive interactions, they buffer the system stresses, and support the self-care that may take place.

Read the whole article

Posted by Didier in News
Lifelong learning for health as a key to building sustainable, equitable, inclusive and resilient cities

Lifelong learning for health as a key to building sustainable, equitable, inclusive and resilient cities

From emergency to resilience: Building healthy and resilient cities through learning – 5th UNESCO International Conference on Learning Cities

The South Korean city of Yeonsu, a member of UNESCO’s Global Network of Learning Cities (GNLC), hosted the Fifth International Conference on Learning Cities from 27 to 30 October 2021. The event brought together education experts and representatives from the 229 members of UNESCO’s GNLC to discuss the conference theme “From emergency to resilience: Building healthy and resilient cities through learning”. The aim was to discuss how cities can promote health education and contribute to emergency responses, such as those implemented during the COVID-19 pandemic. With more than half of humanity living in urban areas, cities play a key role in responding to health crises.

In his key-note during the plenary session on 28 October, Didier Jourdan recalled the central role of lifelong learning for health in building healthy, equitable, inclusive, sustainable and resilient cities. The health crisis has served as an eye-opener on the challenges of lifelong learning for health and well-being issues. It reminded us that we cannot make people healthy without them or against them. In addition to the issues of urban planning, transport, housing, social services and water supply, which are all crucial determinants of people’s health, cities have an equally crucial role to play in their ability to develop or host ‘learning for health and well-being’ policies and interventions.

Didier Jourdan during his presentation distinguished two inseparable dimensions for learning for health: 

  • It is a means of developing people’s capacity to take responsibility for their own health, which includes knowing how to access, understand, evaluate and apply relevant information. This set of knowledge and skills is often referred to as health literacy;
  • It is also an essential component of citizenship education. Health is not just a matter of individual behaviour and choice. Because one’s choices and actions potentially affect others in the community and the world at large, health involves both individual and collective responsibility and engagement in health-related social and environmental decisions.

The recording of Didier Jourdan’s key note (start at 3h 23 min)

The recording of the Declaration (start at 55 min 45 sec)

More information:

Didier Jourdan speaking at the plenary session on 28 October 2021
Clermont-Ferrand received the 2021 Learning City Award. Didier Jourdan with David Atchoarena, Director of the UNESCO Institute for Lifelong Learning.
Posted by Didier in News