From Patches to a Quilt

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• From Patches to a Quilt
• Canadas Need to Relevant, Meaningful, Regular,
  Reliable, Timely, National,Provincial/Territorial
  Local Data on
• Child/Youth Health Development
• And on System Capacity Practices
• To Inform Policy and Program Development
• Or to Develop Knowledge

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WHO
Who is JCSH?

• Intergovernmental Consortium
• Board of Deputy Ministers
• Jointly-named SH Coordinators
• Small Secretariat
• Work Groups

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WHY
Why Create JCSH?

• Comprehensive School Health approach needs
  change agents
• Absence of sustained FPT and ongoing PT
  mechanisms in Canada
• Lack of capacity in several areas, including
  surveillance and monitoring

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Sustainable Systems
Systems Change Support
To be sustainable, we need to constantly build
the organizational capacities of systems -
coordinated policy development/leadership,
- dedicated staffing infrastructure, - formal
and informal mechanisms for cooperation, -
knowledge exchange and transfer, - ongoing
pre-service/in-service work force development,
- system to anticipate emerging issues and
trends - regular, reliable data on the health
of students and - periodic surveys of local
programs and policies.
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Strategy and Activities
Strategies and Activities

• Strategies
• Help SH Coordinators
• PC Catalyst, Connector and Pathway
• Activities
• Knowledge Summaries, Policies Collections
• Multidisciplinary Work Groups
• National Exchanges
• PT Consultation about data needs, gaps and
  overlaps

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Data for What Purpose?
Data For What Purposes?

• Policy/accountability ?(Policy-makers)
• Program development? (Managers)
• Reflective Practice? (Practitioners)
• Development of Knowledge ?(Researchers)
• Public awareness, political attention and
  eventual funding?

• Data and Databases For What Purpose?
• Policy development and accountability?
• Program development and improvement?
• Reflective Practice?
• Development of Knowledge?
• Public awareness and political attention?

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Types of Data?
Types of Data

• Administrative Data
• Tracking of events, students, trends,
• Surveys of children/youth, parents, educators,
  public health, police, social workers for
  knowledge, attitudes, behaviours
• Status/capacity reports on policies and programs
  and system capacities
• Self-assessment tools for schools

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Data on What?
Data on What?

• We Need Data on these things
• Impact of the Social and Physical Environment
  (including interactions between individual,
  family, school and community characteristics
• Clusters of negative and positive knowledge,
  attitudes, skills, behaviours, conditions,
  genetic factors
• Interaction between health and learning
• Quantity and Quality of Interventions (Policies,
  Programs, Services, Practices at all levels)
• Sustainable capacity and status of practices to
  coordinate interventions (See systems capacities
  above)
• School Health Research Network Framework, 2004

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Meaningful Data

• Educators/educational system are not necessarily
  interested in health status or behaviours. They
  might be more interested in
• Health literacy, health skills for daily living,
  developing health interests into future health
  experts
• How many students are opting for PE, Home
  Ec/Family Studies, Nursing/Health Tech,
  Sports/Recreation vocational training programs
• How many students were disciplined/suspended
• How many students have access to preventive
  health, emotional, special education, vision,
  hearing services etc.

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Data on the Whole Child
Data on Whole Child

• All of these are important to health
  learning(1) General health and personal health
  plan, (2) basic health literacy/how to access
  health services, (3) avoidance of infectious
  diseases, (4) personal hygiene/self care/first
  aid, (5) addictions/ alcohol/drugs, (6) sexual
  health/HIV/STI, tobacco, physical
  activity/sports/recreation, (7) school meals/food
  safety/healthy eating, (8) injury/accidents, (9)
  empathy, character education, service learning,
  (10) moral/religious training, (11) social
  skills/development/ relationships/civics and
  citizenship/awareness-respect for the law, (12)
  anti-social behaviours/bullying/crime violence,
  (13) personal planning/decision making/critical
  thinking skills, (14) connectedness to
  family/school/community/society, (15)
  self-esteem/mental health/illness/stress/suicide,
  (16) injury/ accidents, (17) child
  abuse/neglect/family violence, (18) respect for
  gender differences and equity, (19) support for
  diversity/respect and action for human rights,
  (20) asthma/allergies/environmental
  issues/environmental responsibility
• Plus OthersIntelligence, intellectual physical
  ability, genetics, SES, gender, ethnicity, etc
  

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Data on Environments

• Family size, ethnicity, SES, expectations,
  practices, education levels,
• School size, SES of community, budget for
  health supports, roles ratios for specialized
  staff staff such as nurses, counsellors,
  qualifications of staff, attitudes of staff,
  attitudes of principal, attitudes of parent
  leaders and parents, nature of grounds,
  equipment, maintenance, food services, etc
• Community supports in community, libraries,
  hospitals, clinics, ease of transportation to
  recreation, sports, health, police and social
  services, crime rate, unemployment rate etc

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Data on Interventions

• Data on Quantity and Quality of Interventions
• Educational classroom, extra-curricular,
  co-curricular, teacher practices, teacher
  training, curriculum quality adherence,
  educational materials, teaching methods
• Preventive and rehabilitation health/social
  services screening, access/use of regular
  check-ups, role of nurses, role of counsellors,
  training of teachers in early identification,
  crisis response readiness, re-integration and
  rehab services, community policing, recreation,
  teen clinics in schools or close to schools etc
• Social support parent information/involvement/tr
  aining and advocacy, youth engagement, peer
  programs, mentoring programs, local media support
  and practices, local business support and
  practices
• Physical and other resources lighting, air,
  water, sanitation, equipment, safety,
  transportation help, school meals, lend a toy
  programs, parent resource centres,
• Plus data on sustained coordination of these
  interventions

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Admin Data Uses
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Tracking Trends
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Youth Student Surveys
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Current Sources Uses Status/Capacity
Policy/Program Capacity
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Current Sources Uses Self-Assessment Tools
Self-Assessment Tools
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Patches, lots of Patches
Patches, More Patches
Task Force on Chronic Disease Surveillance Task
Force on Infectious Disease Surveillance CMEC
PCAP CIHI Indicators NCA on Social
Determinants CCL Mandate to Report and Monitor
Health Learning Knowledge Centre Public Health
Network and Surveillance JCSH Mandate on
Surveillance and Monitoring STC Generic School
Survey?
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Moving towards a Quilt
Towards a Quilt

• Brainstorming in this session
• CCL RFP on PT Data sources
• Update of previous HC, JC, HRDC papers on data
• CPHI-CCL-KC-JCSH Workshop Dec 8-9
• JCSH Consultation with PTs (along with similar
  ECD, PSE consultations with policy-makers
• Report to national/international SH Conference
  Spring 2006
• Connect with IUHPE/ISHN conference in 2007

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For More Info

• www.jcsh-cces.ca