Eğitimde Akademik Başarıyı ve Sağlığı Desteklemek: Bütüncül Okul, Bütüncül Toplum, Bütüncül Çocuk Modeli

Abstract

Eğitimde çağın beklentilerine uygun öğrenci profilinin oluşturulması kapsamlı ve iyi organize edilmiş reformlarla mümkündür. Öğrencilerin sağlıklı ve iyi eğitim almış bireyler olarak yetişmesi gelecek neslin istendik yönde dizayn edilmesi açısından da önemli görülmektedir. Bu amaçla geliştirilen yaklaşımlardan biri olan Bütüncül Toplum, Bütüncül Okul, Bütüncül Çocuk (WSCC) modeli eğitim ve sağlık hizmet alanlarını bir araya getirerek öğrencilerin bilişsel, sosyal, duygusal ve fiziksel ihtiyaçlarını karşılamaya yönelik kapsamlı bir bakış açısı sunmaktadır. Yaklaşım aynı zamanda öğrenciyi merkeze alarak sağlıklı, mücadeleci, güvenli, destekleyici ve katılımcı bir ortamdaki aile, okul ve toplum unsurları arasındaki işbirliğine vurgu yapmaktadır. Bu özellikler işlevselliğine ilişkin önemli bilgiler sunmakla birlikte yaklaşımı ilgi odağı haline getirmektedir. Gerçekleştirilen bu araştırmada WSCC yaklaşımının incelenmesi amaçlanmış; tarihçesi, içeriğinin oluşturulmasında etkili olan modeller, bileşenleri ve özelliklerine ilişkin araştırmacılara ve eğitimcilere özet bilgiler sunulmuştur. Yapılan literatür taraması sonucunda yaklaşımın teorik temellerinin güçlü kaynaklara sahip olduğu görülmekle birlikte, uygulama sahasında etkililiğine yönelik çalışmalara daha çok ihtiyaç duyulduğu tespit edilmiştir.

Keywords

• Eğitim
• Sağlık
• Bütüncül Yaklaşım
• WSCC modeli

Supporting Academic Achievement and Health in Education: The Whole School, Whole Community, Whole Child Model

Abstract

The creation of an ideal student profile in with the expectations of the time in education is possible with comprehensive and well-organized reforms. It is important that students as healthy and well-educated individuals in terms of designing the next generation. One of the approaches developed for this purpose, the Whole Society, Whole School, Whole Child (WSCC) model. It offers a comprehensive perspective to meet the cognitive, social, emotional and physical needs of students by bond the education and health services. The approach also emphasizes the cooperation between family, school and community in a healthy, challenged, safe, supported and engaged environment by putting the student at the center. While these features provide important information about its functionality, they make the approach the center of attention. In this research, it was aimed to examine the WSCC approach; summary information is provided to researchers and educators about the history, models, components and features that are effective in the creation of its content. As a result of the literature review, although it is seen that the theoretical foundations of the approach have strong resources, it has been determined that there is a need for more studies on its effectiveness in the field of application

Keywords

• Education
• Health
• Whole Approach
• WSCC model

References

1. Adelman, H. S., & Taylor, L. (2014). Embedding school health into school improvement policy. International Journal of School Health, 1(3), 1-8. https://doi.org/10.17795/INTJSH-24546
2. Allensworth, D. D., & Kolbe, L. J. (1987). The comprehensive school health program: Exploring an expanded concept. Journal of School Health, 57(10), 409-412. https://doi.org/10.1111/j.1746-1561.1987.tb03183.x
3. Association for Supervision and Curriculum Development (ASCD). (2014). Whole School, Whole Community, Whole Child: A collaborative approach to learning and health. http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-approach.pdf
4. Association for Supervision and Curriculum Development (ASCD). (2007). The learning compact redefined: A call to action. A report of the commission on the whole child. https://library.ascd.org/m/21e2f544234c3e97/original/WCC-Learning-Compact.pdf
5. Basch, C. E. (2011). Healthier students are better learners: A missing link in school reforms to close the achievement gap. Journal of School Health, 81(10), 593-598. https://doi.org/10.1111/j.1746-1561.2011.00632.x
6. Birch, D. A., & Videto, D. M. (2015). Promoting health and academic success: The Whole School, Whole Community, Whole Child approach. Human Kinetics.
7. Bradley, B. J., & Greene, A. C. (2013). Do health and education agencies in the United States share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents' academic achievement and health behaviors. Journal of Adolescent Health, 52(5), 523-532. https://doi.org/10.1016/j.jadohealth.2013.01.008
8. Brewer Jr, S. L., Brewer, H. J., & Kulik, K. S. (2018). Bullying victimization in schools: Why the Whole School, Whole Community, Whole Child model is essential. Journal of School Health, 88(11), 794-802. https://doi.org/10.1111/josh.12686

9. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531. http://maft.dept.uncg.edu/hdf/facultystaff/Tudge/Bronfenbrenner%201977.pdf
10. Centers for Disease Control and Prevention (CDC). (2009). School connectedness: Strategies for increasing protective factors among youth. US Department of Health and Human Services. https://www.cdc.gov/healthyyouth/protective/pdf/connectedness.pdf
11. Centers for Disease Control and Prevention (CDC). (2015). The social-ecological model: A framework for prevention. https://www.cdc.gov/violenceprevention/about/social-ecologicalmodel
12. Centers for Disease Control and Prevention (CDC). (2022, Şubat 12). Components of the Whole School, Whole Community, Whole Child (WSCC). https://www.cdc.gov/healthyschools/wscc/components.htm
13. Chafouleas, S. M., Schwartz, M. B., Koriakin, T. A., & McKee, S. L. (2019). WellSAT WSCC School Policy Evaluation Tool (Version 1.0). Storrs, CT: University of Connecticut. https://uconnruddcenter.org/wp-content/uploads/sites/2909/2020/08/V1-WellSAT-WSCC-Coding-Guide.pdf
14. Chiang, R. J., Meagher, W., & Slade, S. (2015). How the whole school, whole community, whole child model works: Creating greater alignment, integration, and collaboration between health and education. Journal of School Health, 85(11), 775-784. https://doi.org/10.1111/josh.12308
15. Chriqui, J. F., Leider, J., Temkin, D., Piekarz‐Porter, E., Schermbeck, R. M., & Stuart‐Cassel, V. (2020). State laws matter when it comes to district policymaking relative to The Whole School, Whole Community, Whole Child framework. Journal of School Health, 90(12), 907-917. https://doi.org/10.1111/josh.12959 Ciotto, C. M., & Gagnon, A. G. (2018). Promoting social and emotional learning in physical education. Journal of Physical Education, Recreation & Dance, 89(4), 27-33. https://doi.org/10.1080/07303084.2018.1430625
16. Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213. https://doi.org/10.1177/016146810911100108
17. Daily, S. M., Smith, M. L., Lilly, C. L., Davidov, D. M., Mann, M. J., & Kristjansson, A. L. (2020). Using school climate to improve attendance and grades: Understanding the importance of school satisfaction among middle and high school students. Journal of School Health, 90(9), 683-693. https://doi.org/10.1177/016146810911100108
18. Darling-Hammond, L., & DePaoli, J. (2020). Why school climate matters? and What can be done to improve it? State Education Standard, 20(2), 7. https://files.eric.ed.gov/fulltext/EJ1257654.pdf
19. Doll, B., Spies, R., & Champion, A. (2012). Contributions of ecological school mental health services to students' academic success. Journal of Educational and Psychological Consultation, 22(1-2), 44-61. https://doi.org/10.1080/10474412.2011.649642
20. Geierstanger, S. P., Amaral, G., Mansour, M., & Walters, S. R. (2004). School‐based health centers and academic performance: Research, challenges, and recommendations. Journal of School Health, 74(9), 347-352. https://doi.org/10.1111/j.1746-1561.2004.tb06627.x
21. Greenhill, V. (2010). 21st century knowledge and skills in educator preparation. Partnership For 21st Century Skills. https://files.eric.ed.gov/fulltext/ED519336.pdf
22. Hodges, B. C., & Angermeier, L. (2015). Community involvement. İçinde D. A. Birch & D. M. Videto (Edt.), Promoting health and academic success: The Whole School, Whole Community, Whole Child Approach (ss. 161-173). Human Kinetics.
23. Hughes, W., & Pickeral, T. (2013). School climate and shared leadership. School Climate Practices for Implementation and Sustainability, 26-29. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.395.867&rep=rep1&type=pdf#page=26
24. Hunt, P., Barrios, L., Telljohann, S. K., & Mazyck, D. (2015). A Whole School Approach: Collaborative development of school health policies, processes, and practices. Journal of School Health, 85(11), 802-809. https://doi.org/10.1111/josh.12305
25. Jonas, J. R., James, G., & Manigold, E. (1996). Promoting a comprehensive school health program. Glencoe/McGraw-Hill.
26. Kim, J., & Gentle‐Genitty, C. (2020). Transformative school–community collaboration as a positive school climate to prevent school absenteeism. Journal of Community Psychology, 48(8), 2678-2691. https://doi.org/10.1002/jcop.22444
27. Kochhar-Bryant, C. A., & Heishman, A. (Eds.). (2010). Effective collaboration for educating the whole child. Corwin Press.
28. Kolbe, L. J., Allensworth, D. D., Potts‐Datema, W., & White, D. R. (2015). What have we learned from collaborative partnerships to concomitantly improve both education and health?. Journal of School Health, 85(11), 766-774. https://doi.org/10.1111/josh.12312
29. Lewallen, T. C., Hunt, H., Potts‐Datema, W., Zaza, S., & Giles, W. (2015). The Whole School, Whole Community, Whole Child model: A new approach for improving educational attainment and healthy development for students. Journal of School Health, 85(11), 729-739. https://doi.org/10.1111/josh.12310
30. Lohrmann, D. K. (2008). A complementary ecological model of the coordinated school health program. Public Health Reports, 123(6), 695-703. https://doi.org/10.1177/003335490812300605
31. Lyon, J. (2015). Role of school administration. İçinde D. A. Birch & D. M. Videto (Edt.), Promoting health and academic success: The Whole School, Whole Community, Whole Child Approach (ss. 83-93). Human Kinetics.
32. Marsh, L., McGee, R., & Williams, S. (2014). School climate and aggression among New Zealand high school students. New Zealand Journal of Psychology, 43(1), 28-37. https://www.pinkshirtday.org.nz/assets/Resources/School-Climate-and-Aggression-among-New-Zealand-High-School-Students.pdf
33. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. https://doi.org/10.1037/h0054346
34. Mazyck, D. (2021). Cultivating student belonging and school connectedness. NASN School Nurse, 36(4), 191-193. https://doi.org/10.1177/1942602X211018866
35. Morse, L. L., & Allensworth, D. D. (2015). Placing students at the center: The Whole School, Whole Community, Whole Child model. Journal of School Health, 85(11), 785-794. https://doi.org/10.1111/josh.12313
36. Murray, S. D., Hurley, J., & Ahmed, S. R. (2015). Supporting the whole child through coordinated policies, processes, and practices. Journal of School Health, 85(11), 795-801. https://doi.org/10.1111/josh.12306
37. National Association of Chronic Disease Directors (NACDD). (2017). The Whole School, Whole Community, Whole Child model: A guide to implementation. https://www.ashaweb.org/wp-content/uploads/2017/10/NACDD_WSCC_Guide_Final.pdf
38. National Center on Safe Supportive Learning Environments (NCSSLE). (2022, Şubat 12). Whole School, Whole Community, Whole Child (WSCC). https://safesupportivelearning.ed.gov/resources/whole-school-whole-community-whole-child-wscc
39. Orpinas, P., & Raczynski, K. (2016). School climate associated with school dropout among tenth graders. Pensamiento Psicológico, 14(1), 9-20. https://doi.org/10.11144/Javerianacali.PPSI14-1.scsd
40. Osher, D. I., Kıdron, Y. E., & Decandia, C. J. (2016). Interventions to promote safe and supportive school climate. İçinde K. Wentzel ve G. Ramani (Edt.), Handbook of social influences in school contexts (ss. 394-414). Routledge.
41. Puskar, K. R., & Marie-Bernardo, L. (2007). Mental health and academic achievement: Role of school nurses. Journal for Specialists in Pediatric Nursing, 12(4), 215-223. https://doi.org/10.1111/j.1744-6155.2007.00117.x
42. Rasberry, C. N., Slade, S., Lohrmann, D. K., & Valois, R. F. (2015). Lessons learned from the whole child and coordinated school health approaches. Journal of School Health, 85(11), 759-765. https://doi.org/10.1111/josh.12307
43. Rooney, L. E., Videto, D. M., & Birch, D. A. (2015). Using the whole school, whole community, whole child model: Implications for practice. Journal of School Health, 85(11), 817-823. https://doi.org/10.1111/josh.12304
44. Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524-542. https://doi.org/10.1108/09654280710827920
45. Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992-1004. https://doi.org/10.1037/edu0000240
46. Savina, E., Garrity, K., Kenny, P., & Doerr, C. (2016). The benefits of movement for youth: A whole child approach. Contemporary School Psychology, 20(3), 282-292. https://doi.org/10.1007/s40688-016-0084-z
47. Sellström, E., & Bremberg, S. (2006). Is there a “school effect” on pupil outcomes? A review of multilevel studies. Journal of Epidemiology & Community Health, 60(2), 149-155. http://dx.doi.org/10.1136/jech.2005.036707
48. Videto, D. M., & Dake, J. A. (2019). Promoting health literacy through defining and measuring quality school health education. Health Promotion Practice, 20(6), 824-833. https://doi.org/10.1177/1524839919870194
49. Wallen, M. (2015). Linking health and academic success. İçinde D. A. Birch & D. M. Videto (Edt.), Promoting health and academic success: The Whole School, Whole Community, Whole Child Approach (ss. 65-81). Human Kinetics.