Frank Pizon

Bio: Frank Pizon is an academic researcher from Centre national de la recherche scientifique. The author has contributed to research in topics: Health education & Qualitative research. The author has an hindex of 6, co-authored 22 publications receiving 136 citations. Previous affiliations of Frank Pizon include University of Auvergne.

What’s New in Addiction Prevention in Young People: A Literature Review of the Last Years of Research

Abstract: Rationale: Addiction prevention is a major public health problem, particularly concerning young people. Despite the consensus that primary prevention is essential, the evaluation of its impact is questioned. Objective: The objective of this paper is to assess the latest knowledge of addiction prevention programs for young people. Method: Review a collection of research articles using a keyword-based search on three databases: Pubmed, Eric, and PsycInfo. The research was carried out using three groups of keywords and the eligibility study was completed using two criteria: articles published between 2010 and 2017, and articles in refereed journals. Results: Of a total of 13,720 articles in the three databases, 32 studies were included in the review and listed in a grid with five themes: authors, type of population, total population, addictive behavior, and results. Four categories were created based on the objective of the studies: the evaluation of prevention strategies, the study of risk factors for consumption, the prevalence study and other subjects studied. The analysis of the corpus was used to establish a list of risk factors to be taken into consideration in future interventions and research. A list of key elements for performing effective interventions and future research is also proposed. Conclusion: The understanding of the prevention strategies implementation process is discussed as a central element for future research, which will combine stakeholders and researchers. The complexity of the situations and the multifactorial aspects of addiction prevention in young people require a multidisciplinary approach involving the various stakeholders and researchers.

Education à la santé dans les écoles élémentaires : Représentations et pratiques enseignantes

Abstract: L'education a la sante en ecole primaire se traduit, dans la classe, par des productions ecrites ou non, revelatrices des pratiques reelles des maitres. La recherche vise a examiner la correlation existant entre les declarations des maitres et la presence de traces manifestes (ecrits professionnels et d'eleves, affichages, etc.) dans la classe. Le recolement des differentes traces d'ES (ecrits et dispositifs) permet d'en dresser une typologie conduisant a l'analyse des pratiques les ayant generes, a la mise en evidence du curriculum reel et a la mesure de l'impact sur la prise en charge des problematiques de sante au sein de l'ecole. Il s'agit de mettre en relief les points d'appuis et les obstacles a la mise en place de projets d'ES dans la classe. Les resultats montrent que l'on peut approcher les pratiques des enseignants en education a la sante a partir des productions diverses presentes en classe. Ce qui est significatif dans la pratique de la classe est en correlation avec les representations des maitres et se retrouve sous forme de traces au sein de la classe. Les analyses des ecrits professionnels usuels : projets, cahier journal, preparations, dossiers documentaires... et des productions des eleves : cahiers, realisations diverses... confrontees a l'intention initialement declaree par les enseignants permettent de valider l'hypothese selon laquelle l'ecart constate est revelateur de l'interaction des dispositifs pedagogiques, de l'approche didactique, de la tutelle developpee, des obstacles et des difficultes de mise en œuvre de l'ES au sein de la classe. L'analyse souligne une heterogeneite importante des pratiques tant sur le plan des contenus enseignes que des approches pedagogiques et didactiques et une difficulte a definir l'" education a la sante " comme objet d'enseignement. L'education a la sante oscille entre deux poles : d'un cote le developpement des savoir-faire et des savoir etre, et de l'autre l'apport de contenus scientifiques dans une perspective hygieniste comportementaliste. Il apparait necessaire d'accompagner les maitres dans leur dynamique de " promotion de la sante " a l'ecole.

Education et santé au lycée : quelle contribution à la prévention du tabagisme pour les professionnels ?

Abstract: L'Ecole est identifiee comme un milieu pertinent de prevention. De nombreuses prescriptions lui sont adressees actuellement en matiere de sante, alors meme que la mobilisation de ses professionnels semble relative dans ce domaine. La place de la prevention dans leur activite necessite donc d'etre mieux identifiee, afin de comprendre comment elle peut effectivement venir prendre place dans une perspective de reussite scolaire des eleves, en reponse aux missions educatives de l'Ecole. L'objet de cette recherche est de caracteriser la contribution de personnels de lycees francais a la prevention du tabagisme. Cette etude a veille a accorder a ces professionnels une position centrale, en articulant une demarche qualitative par entretiens et quantitative par questionnaires. A partir d'un modele d'analyse de l'activite, nous avons mis en evidence une structuration des determinants d'implication selon les axes institutionnel, personnel et lie au public eleve. Nous montrons qu'il ne s'agit pas d'implanter de " bonnes pratiques " en prevention. Une appropriation des liens unissant education et sante est necessaire. En effet, la prevention trouve difficilement un ancrage dans l'activite de ces professionnels de l'Ecole. Les personnels de lycee ne parviennent a articuler leurs missions educatives et les axes possibles de leur intervention en prevention qu'au travers de pratiques sporadiques. Leur implication releve davantage d'un engagement personnel. Nous proposons un certain nombre de pistes en formation permettant d'aller vers une professionnalisation de la prevention. Ainsi, la prise en compte de la complexite de l'objet prevention devient un passage oblige, de meme que celle de l'identite professionnelle des differents acteurs. La place de la prevention dans l'activite appelle un processus d'accompagnement specifique, tout en veillant a prendre en compte les dimensions institutionnelles, personnelles et liees au public eleve.

Les enseignants et les prescriptions institutionnelles dans le champ de l'éducation à la santé

Abstract: Si la prescription destinee aux enseignants se traduit en premier lieu sous la forme des programmes scolaires, elle ne se limite pas pour autant a encadrer le volet didactique de l’activite des enseignants en reference aux differentes disciplines enseignees a l’ecole, au college ou au lycee Elle concerne aussi la dimension educative du metier et notamment les «formes scolaires non disciplinaires » auxquelles se rattache l’education a la sante Cet article est centre sur la question de la prescription dans ce champ specifique L’analyse des textes disponibles montre que si la prescription est abondante et multiforme on peut neanmoins l’organiser autour de trois poles Il s’agit d’abord des programmes scolaires centres sur les connaissances biologiques On trouve ensuite des circulaires qui pronent une approche large visant l’emancipation (donner les moyens de choix libres et responsables en matiere de sante) et la creation de conditions de reussite de tous les eleves (via le developpement des competences personnelles, sociales et civiques et la creation d’un environnement scolaire favorable) Enfin, ont ete publies une multitude de textes thematiques repondant a une problematique sociale mais ne prenant pas place dans un projet structure Dans un second temps, l’article developpe les resultats des etudes conduites sur la reception de cette prescription et qui montrent qu’elle est quasiment absente de l’horizon professionnel des enseignants Cela ne signifie pas que ceux-ci ne contribuent pas a l’education a la sante des eleves mais qu’ils le font en reference a l’idee qu’ils ont de leur mission plutot qu’en reponse a une injonction clairement identifiee Cette analyse conduit a proposer des elements de mise en perspective de la prescription et la formation des enseignants dans le domaine de l’education a la sante

The Ecology of Human Development

Abstract: This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The future of health promotion in schools goes through the strengthening of teacher training at a global level

Abstract: Schools are considered to be settings for both health education and health promotion. But the core business of schools is actually focused on educational outcomes, not reducing health problems. In most countries, schools give low priority to health promotion, and school staffs, mainly teachers, are not aware of their role in health promotion. Studies show that teachers who have received health promotion training tend to be involved more frequently in health promotion projects and have a more comprehensive approach to health education. Pre-service and in-service staff training is then a main challenge. This is the reason why we have launched an initiative to join international forces to strengthen and advocate for teacher training in health promotion. The main goals are to develop research, affirm and reinforce the work done in teacher training in health promotion, support the institutes/colleges/universities in the provision of pre-service and in-service teacher training and stimulate international partnership work.

The future of health promotion in schools goes through the strengthening of teacher training at a global level.

Abstract: Schools are considered to be settings for both health education and health promotion. But the core business of schools is actually focused on educational outcomes, not reducing health problems. In most countries, schools give low priority to health promotion, and school staffs, mainly teachers, are not aware of their role in health promotion. Studies show that teachers who have received health promotion training tend to be involved more frequently in health promotion projects and have a more comprehensive approach to health education. Pre-service and in-service staff training is then a main challenge. This is the reason why we have launched an initiative to join international forces to strengthen and advocate for teacher training in health promotion. The main goals are to develop research, affirm and reinforce the work done in teacher training in health promotion, support the institutes/colleges/universities in the provision of pre-service and in-service teacher training and stimulate international partnership work.

Implementation of health promotion programmes in schools: an approach to understand the influence of contextual factors on the process?

Abstract: Implementing complex and multi-level public health programmes is challenging in school settings. Discrepancies between expected and actual programme outcomes are often reported. Such discrepancies are due to complex interactions between contextual factors. Contextual factors relate to the setting, the community, in which implementation occurs, the stakeholders involved, and the characteristics of the programme itself. This work uses realist evaluation to understand how contextual factors influence the implementation process, to result in variable programme outcomes. This study focuses on identifying contextual factors, pinpointing combinations of contextual factors, and understanding interactions and effects of such factors and combinations on programme outcomes on different levels of the implementation process. Schools which had participated in a school-based health promotion programme between 2012 and 2015 were included. Two sets of qualitative data were collected: semi-structured interviews with school staff and programme coordinators; and written documents about the actions implemented in a selection of four schools. Quantitative data included 1553 questionnaires targeting pupils aged 8 to 11 in 14 schools to describe the different school contexts. The comparison between what was expected from the programme (programme theory) and the outcomes identified in the field data, showed that some of the mechanisms expected to support the implementation of the programme, did not operate as anticipated (e.g. inclusion of training, initiation by decision-maker). Key factors which influenced the implementation process included, amongst other factors, the mode of introduction of the programme, home/school relationship, leadership of the management team, and the level of delegated power. Five types of interactions between contextual factors were put forward: enabling, hindering, neutral, counterbalancing and moderating effects. Recurrent combinations of factors were identified. Implementation was more challenging in vulnerable schools where school climate was poor. A single programme cannot be suited or introduced in the same manner in every context. However, key recurrent combinations of contextual factors could contribute to the design of implementation patterns, which could provide guidelines and recommendation for grass-root programme implementation.

Global Perspectives on Health Promotion Effectiveness

Abstract: Targeted at a broad audience concerned with health promotion programs, Global Perspectives on Health Promotion Effectiveness includes contributions from a wide range of health promotion professionals involved in the Global Programme on Health Promotion Effectiveness of the International Union for Health Promotion and Education (IUHPE). The volume is divided into 4 sections, each unified by a common theme concerning evaluation and effectiveness in health promotion. Taken together, the contributors call for attention to the complexity of communities and settings where health interventions are staged (Dooris et al, Chapter 19), a more meaningful implementation of informed stakeholder input, and an expansion of the definition of legitimate evidence and measurement tools (Campostrini, Chapter 18). Along these lines, the volume successfully argues that the universally accepted concept of effectiveness must be reconsidered (especially De Salazar, Chapter 20, and Ridde et al, Chapter 22). Global Perspectives on Health Promotion Effectiveness questions the authoritative knowledge and evidence that have historically guided evaluation of health promotion endeavors.