Schools as social complex adaptive systems: A new way to understand the challenges of introducing the health promoting schools concept
Schools as social complex adaptive systems: A new way to understand the challenges of introducing the health promoting schools concept
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DOI：
10.1016/j.socscimed.2010.01.034
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发表时间：
2010-05-01
影响因子：
5.4
通讯作者：
Khavarpour, Freidoon
中科院分区：
文献类型：
--
作者：
Keshavarz, Nastaran;Nutbeam, Don;Khavarpour, Freidoon
在学校实现健康促进方案的全系统实施并维持该方案及其与健康有关的益处已被证明具有挑战性。本文报告了一项质性研究，考察了澳大利亚悉尼小学实施健康促进学校计划的情况。它借鉴了系统科学的见解，研究的相关性和实用性的概念“复杂的适应系统”作为一个框架，以更好地了解如何促进健康的学校干预措施可以引入和持续。本研究的主要数据是通过对26名校长和教师的半结构式访谈收集的。其他信息摘自公开的学校管理计划和年度报告。我们研究了这些来源的数据，以确定学校是否表现出复杂适应系统的特征。结果证实，学校确实表现出社会复杂适应系统的大部分特征，但不是全部特征，并且与人工和自然系统表现出显着差异。将学校理解为社会复杂适应系统可能有助于解释在学校引入和维持变革的一些挑战。反过来，这些见解可能会导致我们采取更复杂的方法来传播学校系统中的新课程，这些新课程可以解释各个学校系统的多样性，复杂性和特定环境的性质。(C)2010爱思唯尔有限公司保留所有权利。
Achieving system-wide implementation of health promotion programs in schools and sustaining both the program and its health related benefits have proved challenging. This paper reports on a qualitative study examining the implementation of health promoting schools programs in primary schools in Sydney, Australia. It draw upon insights from systems science to examine the relevance and usefulness of the concept of "complex adaptive systems" as a framework to better understand ways in which health promoting school interventions could be introduced and sustained. The primary data for the study were collected by semi-structured interviews with 26 school principals and teachers. Additional information was extracted from publicly available school management plans and annual reports. We examined the data from these sources to determine whether schools exhibit characteristics of complex adaptive systems. The results confirmed that schools do exhibit most, but not all of the characteristics of social complex adaptive systems, and exhibit significant differences with artificial and natural systems. Understanding schools as social complex adaptive systems may help to explain some of the challenges of introducing and sustaining change in schools. These insights may, in turn, lead us to adopt more sophisticated approaches to the diffusion of new programs in school systems that account for the diverse, complex and context specific nature of individual school systems. (C) 2010 Elsevier Ltd. All rights reserved.