Preventing Unintentional Injuries in Schools: How to Use Data to Build Partnerships and Develop Programs

Autor/inn/en	Spicer, Rebecca S.; Young, Xan J.; Sheppard, Monique A.; Olson, Lenora M.; Miller, Ted R.
Titel	Preventing Unintentional Injuries in Schools: How to Use Data to Build Partnerships and Develop Programs
Quelle	In: American Journal of Health Education, 34 (2003) 5, (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
Schlagwörter	Prevention; Injuries; Child Health; Accident Prevention; Child Safety; School Safety; Program Development; Program Evaluation; Health Education; Partnerships in Education; Data Collection; Playgrounds; Health Promotion; Agency Cooperation; Massachusetts; New York; Utah; Washington; Wyoming + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Accident statistics; Unfall; Statistik; Unfallstatistik; Programmplanung; Programme evaluation; Programmevaluation; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Hochschulpartnerschaft; Data capture; Datensammlung; Playground; Spielplatz; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Master-Studiengang
Abstract	Academic achievement and high test scores are not the only indicators of a successful school. A good school is also a safe school. Unfortunately, every year in the United States, approximately 3.7 million students suffer an injury at school severe enough to require medical attention or to limit activity. Most of the injuries are preventable. Data can be extremely effective in convincing school decision makers to take action to prevent injuries. Several state and local school systems in the United States have used either ongoing surveillance systems or a one time data collection effort to describe and highlight the school injury problem, leading to the design and evaluation of injury prevention programs. This article provides examples of some of these school-related injury surveillance efforts. It illustrates how health educators can make a difference by getting involved in the creation of surveillance systems and using the generated data to make a convincing argument for school injury prevention. By forming partnerships and developing prevention programs based on local data, a health educator can lead the way to safe schools. (Contains 1 table.) (As Provided).
Anmerkungen	American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10