PDF(Pubmed)
Abstract：
Building community capacity is important for the successful implementation of a Health Promoting School. To identify how capacity building can be encouraged in secondary schools, four schools engaged in the Fit Lifestyle at School and at Home (FLASH) intervention for 3 years. This study explores barriers and facilitators that school personnel, parents and pupils experienced in the capacity-building process. Thirty-one stakeholders were interviewed. Transcripts were analysed thematically based on the five actions of the intervention: (i) appoint a Healthy School coordinator and build a team, (ii) determine ambitions, (iii) design and (iv) implement the action plan and (v) evaluate and improve. The time and support allocated to coordinators helped them evolve their role from executors of health-promotion activities to coordinators, instigators and gatekeepers of the implementation process. Participatory tools helped identify shared values among stakeholders to determine context-specific ambitions and leverage points for interventions. Coordinators indicated that they lacked the skills and authority to engage pupils and parents and to reach the broader community. Coordinators struggled with translating promising ideas into action plans of coherent and mutually supportive activities and embedding them into policy. Strong leadership of Healthy School coordinators, who focus on the capacity-building process and foster collaborative relationships, is essential to build community capacity. In this process, more guidance is needed on how to involve the broader community in various phases. Furthermore, coordinators can benefit from professional development to align jointly designed activities into a comprehensive action plan embedded into Healthy School policies.
摘要：
建设社区能力对于成功实施健康促进学校至关重要。确定如何在中学鼓励能力建设，四所学校在学校和家庭（FLASH）进行了为期3年的健康生活方式干预。这项研究探讨了学校工作人员的障碍和促进者，在能力建设过程中经历过的家长和学生。采访了31名利益相关者。根据干预的五个行动对成绩单进行了主题分析：（i）任命健康学校协调员并建立团队，(ii)确定雄心，（iii）设计和（iv）实施行动计划，以及（v）评估和改进。分配给协调员的时间和支持帮助他们从健康促进活动的执行者转变为协调员，实施过程的煽动者和看门人。参与式工具有助于确定利益相关者之间的共同价值观，以确定特定环境的雄心并利用干预要点。协调员表示，他们缺乏与学生和家长接触以及接触更广泛社区的技能和权力。协调员努力将有希望的想法转化为连贯和相互支持的活动的行动计划，并将其纳入政策。健康学校协调员的强有力的领导，他们专注于能力建设过程并促进合作关系，对社区能力建设至关重要。在这个过程中,在如何让更广泛的社区参与各个阶段方面需要更多的指导。此外，协调员可以从专业发展中受益，将共同设计的活动调整为嵌入健康学校政策的全面行动计划。
