School Hygiene and Safety

 

LEARNING RESULTS

The organization of the content of the course aims to give students the knowledge and skills that will enable them to ensure a healthy and safe environment for both students and employees.

This is achieved by analyzing the individual parameters that contribute to the creation of this environment and their control practices, as well as by recording the results of the final assessments and making proposals on how to intervene.

At the end of the course students will know and understand:

• which of the factors (biological, physical, toxic, ergonomic, building) of the school environment are involved in creating a healthy and safe working environment for students, teachers, and other workers in it
• what are the indicators for assessing pupils’ school readiness?
• the methods of measuring and recording the environmental and individual parameters mentioned above.
• They will be able to:
• make the corresponding measurements concerning the environment, but also the student population at individual and population level.
• analyze and evaluate their findings and formulate conclusions.
• set priorities and make proposals for intervention and evaluation of the effectiveness of interventions.

 

GENERAL SKILLS

• Search, analysis and synthesis of data and information, by using and implementing legislative decrees and measuring factors instruments
• Decision-making, after the evaluation of observations and recordings
• Autonomous work but also at interdisciplinary level work, in cooperation with individuals and bodies involved in health and safety issues at school
• Respect for diversity and multiculturalism, e.g. by proposing interventions that respect the cultural diversity of students, ensuring the easy movement and service of people with special abilities
• Respect for the natural environment
• Exercising criticism and evaluating of prevailing conditions but also self-critisism to improve their effectiveness

 

CORSE CONTENT

Theoretical Course Part

• History of School Hygiene
• Structure of School Hygiene and Safety
• School Hygiene and Public Health Inspector
• Managing a safe & healthy school environment. Physical-ergonomic-toxic hazards in the school environment
• Personal Health Booklet
• Exercise in childhood and adolescence-Certificate of Health in sport
• Development of children and adolescents
• Child and adolescent nutrition. Childhood obesity
• Health Education at School-Oral Hygiene Programs
• Personal Hygiene of School Children
• Speech and learning problems-Abused and neglected child
• Prevention and Treatment of Abuse
• National Vaccination Programme
• Prevention and control of infectious diseases in school and kindergarten
• Emergency response measures in schools.

Workshop Course Part

• Terms and conditions for the construction and operation of school buildings.
• Control of physical and environmental factors in school premises as well as equipment used in education. The microclimate at school.
• Organize a student file. Vaccination coverage of students.
• Assessment of the physical development and sensory functions of the students.
• Hygiene of School Canteens. Nutrition in childhood and adolescence.
• Mediterranean Diet and School.
• Food allowed for disposal in school canteens.
• Health Education Programs in schools.

 

STUDENT EVALUATION

The evaluating language is Greek.

Assessment in the Greek Language.

Theoretical part of course

• Written final examination (80%) which includes Multiple Choice Test, Short Answer Questions,

Judgment Questions. Students, when given the topics, are informed of how each group of subjects is evaluated, depending on their degree of difficulty. The assessment shall take into account the completeness of the response, the clarity, the degree of critical thinking of the student and the language proficiency of the student

• Writing and presentation of papers (20%). Participation in the final evaluation, becomes known to the student from the beginning of the semester

Workshop part of course

Written final examination (60%) including:

• Multiple Choice Questions
• Short Answer Questions,
• Solving problems related to quantitative data in a short case study

Interim evaluations (40%)

• Group Work Presentation
• Problem solving: Role analysis and scope in a short case study

Participation in the final evaluation, the final written examination and the intermediate evaluations, have been known to the student since the beginning of the semester.

 

RECOMENDED BIBLIOGRAPHY

Greek bibliography

1. Apostolopoulos, A.X. 2003. Preventive Dentistry. 2nd^η Athens, Symmetry Publications
2. Vlachopadopoulou, E. 2004. Special development problems in childhood. In The Care of Patients with Special Health Problems, Editor: Dafogianni H., Nestoridou A. Publications HELLEN
3. Gouvra, M., Kyridis, A.G., Mavrikaki, E.T. 2001. Health education and school. Publisher: G. DARDANOS-K. DARDANOS S.A.
4. Nestoridou, A. 2009. School Hygiene. BETA Publications
5. Dotis, I., Sezi, M., Kontovos, L., Kotelis, H., Tsiuris, I. 2005. Childhood Obesity: Evaluation of the values of the Body Mass Index and the nutrition of children in Naoussa. New Pediatric Chronicles, 5, 2: 93-100
6. Organization of School Buildings. 2006. Study Guide for Teaching At All Levels of Education. Athens, Greece
7. Papageorgiou, V. & Dafoulis, B. 2004. Attention deficit-hyperactivity disorder, diagnosis and treatment in clinical practice. New Paediatric Chronicles. 4(2): 143-151
8. Papadatou, D., Metalinos, O. 2004. Perceptions and experiences of Greek teachers towards the child facing illness or death. Inspection of Counselling and Guidance, Athens
9. Papadopoulos, I.S. 2003. More safety in schools (a prevention tool). TITAN Cement Group, 2nd^η edition
10. Petridou, E., Karpathios, T., Trichopoulos, D. 1999. Screening of children and adolescents. Possibilities, limitations and concerns. Athens, BETA Medical Publications
11. Prekate, B. 2008. Child Abuse in School and Family. BETA Medical Publications, Athens
12. Jima-Chitsika, E. 2001. Development and speech disorders in childhood. Pediatrics, 64(4) 370-375
13. Troganis, D., et al. 2002. Transient physical and psychoemotional effects in relation to the risk of a childhood accident. Athens Medicine
14. Tsoumakas, K. 2005. Children’s Accidents, Paschalidis Publications, Athens
15. Tsoumakas, K. 2004. Teen pre-sport control. Medical update, Adolescent Medicine, November 2004; Sna. 1-3
16. Tsoumakas K., Triantafyllidou A. 2005. Health certificate. New Paediatric Chronicles 2005, 2: 81-91.

Foreign language bibliography

1. Ball, E.J., et al. 2001. More activity means lower body fat percentage in kids. Am J Clin Nutr 74: 524-8.
2. Banegas, J.R., et al. 2003. A simple estimate of mortality attributable to excess weight in the European Union. Eur J Clin Nutr 57: 201-8.
3. Schert-Hellert, W., et al. 2000. Ten-year trends in vitamin and mineral intake from fortified food in German children and adolescents. Eur J of Clin Nutr 54: 81-6.
4. Shaywitz, S.E. & Shaywitz, B.A. 2003. Dyslexia (specific reading disability). Pediatr Rev. 24(5) 147-53.
5. Spencer, N. et al. 2005. Disabling Conditions and Registration for Child Abuse and Neglect: A Population-Based Study. Pediatrics 116: 3.

Addresses:

1. WHO, Child Health: http://www.who.int/topics/child health/en/
2. CDC, Child Development: http://www.cdc.gov/ncbddd/child/

 

EUDOXUS

• Σχολική Υγιεινή, Αικατερίνη Νεστορίδου Λεπτομέρειες
•  Επείγουσα Παιδιατρική Φροντίδα, NAEMT Λεπτομέρειες