The Education Blog

Posts Tagged ‘Health’

The responsibility of school health education is to wage the complete positive experience and the knowledge structure to the student, including the establishment of health education curriculum, the creation of school health environment and carrying out the appropriate school health education plan through principal, teacher, guardian and the broad cooperation which leads in the community.

The significance of school health education:  

Health is one of the main factors which affect young students’ learning capability. So the government has the responsibility to wage the ideal study conditions. This goal can be reached by school health education. The school health education program can systematically organize all the factors that promote young people’s health.

The significance of school health education is: Young students are in the life preparation time, health education work, might help them to accept systematic health education since childhood. It will be very helpful for young people to establish a healthy life style, strengthen the self-health care consciousness and ability, prevent common disease, frequently-occurring disease, and even adult sickness. School health education builds the good foundation for their life and the effect is lifelong.

The implementation scope of school health education:

School health education is not only limited to the health education curriculum but also through many kinds of health education in young people’s regular study and the life such as food security, nutrition, smoking control, individualized hygiene and so on.

The teaching of school health education:  

Health education should be a part of the entire school education system.

1) The health education curriculum: young students might begin their health usage since the baby time. But they usually obtain the systematic medicine and health knowledge in school.   So the school health education curriculum should be the main way for students to obtain this kind of knowledge.

There is large difference in receptivity and thinking mode among the young students of different ages. So the goal, content, teaching style and materials of health education curriculum should be accordant of the characteristics of different age sections. Because our work is to help student to be active learning not non-passive learning.

Healthy behavior instruction:

The goal of healthy behavior instruction is to help the students to have the basic healthcare knowledge and to command the basic skills of self-healthcare. Health behavior instruction helps students to develop a establishment of health and medicine, correct judge and the appraisal capability and healthy behavior. Good behavior might affect not only the individual but also the family and the society.

There are two ways of healthy behavior instruction: Collective activity and individual consultation.  Collective activity aims at the existing behavior question among students. Individual consultation helps apiece individual student who has special health behavior or medical care questions.  

The school health service:

School health service is directly related to students’ health activities. It is also the essential part of the entire school health plan.   The school health service mainly includes: medical examination, dental examination, immunity vaccination, infectious disease control, common disease prevention and the psychological consultation as well. The school should also wage the necessary services to the disabled students.

The school health environment:

School health environment stimulates and promotes the student to participate in the beneficial health activities, raises their health consciousness of the external environment, including interpersonal and material environment.

The interpersonal environment mainly includes the school interpersonal relationship between the instructors and students, schoolmate and the other personnel.  

The material environment is related to the school constructions, the ground size, the drainage, the garbage disposal system and so on.

How to wage a harmonious and healthy environment to all the students should be considered by all the school health educators.  

 

INTRODUCTION:

Ever since human beings have lived, health has been a great concern of almost apiece individual, community, society, and country. The effort to achieve optimal health for everyone has never ceased. During the last century, dramatic strides have been prefabricated in the health field. In Nepal health position has been greatly improved in the following aspects: prolonged life expectancy, declining mortality rate, declining infant mortality, and advanced modern biomedicine. But these all are not in enough level for Nepal.

 

Health education is a profession that stands in the forefront of this centuries old battlefield. Its role has never been so heightened as today. The goal of health education is to wage the individual with the information, skill, and motivation necessary to make intelligent decisions concerning lifestyle and individualized health behavior. In any case, health education is working to promote health, prevent disease, disability, and premature death. Within its limited space, this paper intends to introduce the concept of school health education programs, and to recommend a comprehensive school health model that might work in Nepal.

 

EVOLUTION OF SCHOOL HEALTH PROGRAM:

Health education has an ancient and complex history. Its beginnings can be located within the very foundation of civilization. Much of the primeval history of the profession closely parallels that of medicine and its associated sciences. In later time, particularly since 1800, the history of health education has taken on a richness and character uniquely its own. History of school health education can be dated back to period of recognition (1850-1880) when people begin to recognize that school could be used to educate/screen for disease and solve health problems. From 1880 to 1920, school health education experienced a period of exploration when children’s health problems were emphasized and funded studies were done to document these health problems. In 1910, the American Physical Education was renamed American School Hygiene and Physical Education. In 1927, the American School Health Association was founded. Since the  1980s, more sophisticated school health education programs were developed, which brought school health education into a new era. The growing researchers in school health education demonstrated that school health education offers students not only the opportunity for improved health status, but also the opportunity to achieve a life-style that would lead to a satisfying and productive life (Porter, 1987).

 

Historical School Health Model

From the late 1880s until the late 1990s, school health programs were conceived as having three components: health education, health services, and healthy school environment, which still serve as a base for the school health education program today.

 

 

 

 

Comprehensive School Health Program (CSHP)

During the 1980s, more sophisticated conceptions of the school health program were proposed. In 1987, Allensworth and Kolbe proposed a model, the Comprehensive School Health Program (CSHP), which extended the classic triad of health education, health services, and healthy school environment to include physical education, counseling and psychological services, nutrition services, health promotion for staff, and parent/community involvement interactive components. This model (Figure 4), broadly adopted in the United Says and internationally, is an organized set of policies, procedures and activities designed to protect and promote the health, safety, and well-being of students and school staff (Meek, Heit, & Page, 1996).

 

 

The CSHP model requires systematic coordination among eight components to magnify the benefits acquirable in apiece component. In general, schools by themselves cannot, and should not be expected to address a nation’s most serious health and social problems. Collaborative efforts among families, health care workers, the media, religious organizations, and community organizations must be involved to maintain the well being of young people. The glue that could cement apiece component is health education, for it is the major source of the one element common to all components — health knowledge.

 

A SUGGESTED COMPREHENSIVE SCHOOL HEALTH MODEL

FOR NEPAL

Health Education became a required integrated subject in primary and secondary schools in Nepal 2049 BS. To have a comprehensive school health program, with sophisticated curriculum, eligible health educators are needed to promote school health in Nepal and assist Nepalese students’ health-related knowledge, attitudes, and practices and to have an impact upon their regular lives.

The following Comprehensive School Health Education Model (Figure 6), altered based on existing school health education models. Six components are included in this recommended model. They are school health education, school physical education, nutrition services, health clinics, healthy school environment, and parent/community involvement. An overview of the contents, constructs, and qualifications of apiece component follows.

 

 

 

Health Education:

School health education is a planned, and sequential health instruction for grades 1 through 12, which addresses the physical, mental, emotional, social, spiritual, and environmental dimensions of health. It integrates education as a range of categorical health problems and issues at developmentally appropriate ages. The school health education curriculum should focus on not only improving students’ knowledge, but also emphasizing the development of appropriate skills and positive attitudes toward health and healthy lifestyles. The school health education curriculum should give more emphasis on the following content areas:

Personal hygiene

Prevention and control of diseases (infectious and chronic)

Injury prevention and safety

Nutrition

Tobacco prevention

Relationships, sexuality and family planning

Physically active lifestyles

Mental and emotional health

Environmental health

Positive attitudes toward meaningful life and living

The school health education curriculum should have the flexibility to incorporate local or regional health problems as needed. Health instruction should be implemented by qualified, academically trained instructors and certified health educators.To have a dynamic curriculum, it is important to have the programs evaluated by regional government and school administrators so that it could be routinely revised and improved.

 

Physical Education:

School physical education is a planned, sequential grades 1 through 12 curriculum which provides cognitive content and learning experiences in a variety of activity areas such as basic movement skills, physical fitness, rhythms and dance, games, team, dual, and individual sports, tumbling and gymnastics, and aquatics. School physical education should promote, through a variety of planned physical activities, apiece student’s optimum physical, mental, emotional, and social development. School physical education should also promote enjoyable, lifelong physical activity and improve the physical and social environments that encourage and enable physical activity. Schools might develop extracurricular physical activity programs that meet the needs and interests of students and involvement of parents and guardians in physical activity instruction and programs for young people. Schools should hire qualified, trained instructors to instruct physical education. Schools need to have a regular evaluation of physical activity instruction, programs, and facilities.

 

Nutrition Services:

Cooperating with health educators, the nutrition staff serving the school should take the opportunity to promote a healthy diet among students. The eventual purpose of nutrition services is to promote health by emphasizing a balanced and sufficient intake habit. Nutrition services should wage student access to a variety of nutritious and appealing

meals that accommodate the health and nutrition needs of all students. The school nutrition services need to offer students a learning work for classroom nutrition and health education, and serve as a resource for linkages with family. Nutrition staff should serve as role models and promote individualized hygiene for students. The director of school nutrition services should have educational and professional experiences in nutrition and dietary programs. The director should also routinely wage educational programs for the nutrition services division.

 

Health Clinic:

No comprehensive school health program could be complete without a health clinic. School health clinics should be staffed by eligible professionals including physicians, nurses, dentists, health educators and pharmacists. These health professionals should have experience and expertise in the areas of school health and school aged children. The purpose of having the health clinic is to appraise, protect, and promote student health. These services should ensure access and/or referral to health care services. It should also focus on prevention and controlling communicable diseases as well as emergency care for illness or injury. The responsibilities of the health clinic include cooperation with other school staff in promoting a sanitary and innocuous school environment for students. The health clinic staff has an important responsibility in the use of the artefact for patient education and student counseling to promote and maintain individual, family, and community health.

 

 

Healthy School Environment:

A healthy school environment includes the physical surroundings, psychosocial climate, and culture of the school. School environment has a significant impact on the health and well being of school age children. Additionally, the school environment influences the success of the curriculum on children’s cognitive development. Schools should wage a physical environment free from biological or chemical agents that are detrimental to health. School administrators should wage and promote a positive and healthy environment where students feel innocuous and happy. Schools should encourage school staff to oppose a healthy lifestyle that contributes to the school’s overall coordinated health programs and create positive role modeling for students.

 

Parent/Community/Staff Involvement:

School health programs could not be fully implemented without having staff and parents’ cooperation and involvement. Parents, community leaders and instructors often can and do serve as role models for students. Students serve as a linkage with school and family while parents can and should cooperate with schools to help their children. The school health program could impact parents’ knowledge, attitudes and practice regarding healthy lifestyles. Through newsletters, correspondences, meetings and volunteering, schools and parents cooperatively, and collaboratively can and should significantly impact the health and well being of students.

Six components in the Comprehensive School Health Model should reflect six aspects of a contemporary school health program in China. Coordination of these six components could have complementary, if not synergistic, effects. All six components need to “work” together as a whole to address a health behavior or health problem, though apiece of the six components has its own content, constructs and qualifications in the field. Further study is needed to wage empirical evidence for effectiveness and acceptability of this recommended model.

 

SUMMARY AND CONCLUSION

Professionals in the health education field believe in the power of education and its potential impact on one’s health behavior choices. While major leading causes of death are widely linked to unhealthy behaviors, health professionals see the promise through prevention. However, they don’t look at the promise through rose colored glasses. On the

Contrary, they do recognize the coexistence of challenges and opportunities. Unhealthy behaviors of adults are usually sewn during their childhood. Since the greatest majority of kids go to school, there is no place superior than schools to wage health knowledge and skills. Researchers have shown that the most effective school health education programs are those following comprehensive school health program models, theory informed, sequentially designed from kindergarten to the 12th grade, and with family and community involvement.

This paper recommended a comprehensive School health model, which functions under the assumption that it might work in the Nepalese system.

 

 

 

 

REFERENCES

 

DHS, (2007), Annual Report, Kathmandu, Government of Nepal, MOH and population department of health services.
Maharjan, H,(2006), Historical Glimpse of health and health Education ,Kathmandu,  HEPASS , Journal, T.U. , Kirtipur
Meeks, L., Heit, P., & Page, P. (1996). Comprehensive School Health Education. Columbus, OH: Meeks Heit Publishing Company.
Pate, R. R., Small, M. L., Ross, J. G., Young, J. C., Flint, K. H., & Warren, C. W. (1995). School physical education. Journal of School Health, 65, 312-318.

Porter, P. (1987). School health is a place, not a discipline. Journal of School Health, 57(10), 418-420.

NEED AND CONTEXT

It has been observed that the current economic growth in the Asian cities indicate that there has been a breakdown of traditional support systems such as the family because of rapid urbanization and modernization. Moreover, a massive number of people are living below the poverty line in impoverished environment in urban and rural communities. Their acute needs for housing, food, health, education, and incomes are the very forces that near adolescents to look for a means of livelihood on the streets, engage in prostitution, be hooked up with crime/drug syndicates, or become victims of sexual and physical abuse. It is a effort of bare struggle for regular survival and contributes in apiece ways they can. Any measure to penalize parents of such kids will only result in further abuse and oppression of people who are already disadvantaged. Such kids struggle hard in getting the most essential stipulations to meet the basic needs of life and such kids need special attention and educational intervention. These disadvantaged adolescents are generally malnourished and often anemic; many of them physically stunted, suffer psychologically from undue family pressures and abuses and are neglected at home. They tend to develop low self-esteem from broken families, single-headed households because of the death, separation, or fag migration of one of their parents. Moreover, they live in slums and squatter communities, sub-human conditions and are susceptible to crime syndicates and gang conflicts, substance/drug abuse, and gambling.

In the developing and under developed countries like India and Thailand a massive percentage of population live below the poverty line and adolescents from such environment grappling difficulties in getting access to good education. It is therefore felt that in both the surround adolescents are of in the process of development and unfortunate to meet their developmental need have lend to innocuous and serial destructions behaviors. Adolescents demand necessary life skills for cape up in to the realities and challenges of life. Adolescents accords for the largest portion of the world’s population and have been on an increasing trend and there are “230 million Indian adolescent in the age of group of 4 to 19” that (Population and Health IndoShare, 2006). Moreover, it is expected that this age group will continue to grow reaching over “214 million by 2020” (United Nations (UN) 2000) due to has traditionally been a male dominated society and has a strong son preference in most part of but Indian girls tend to be discriminated against by their families and also demographic trends indicate deep-rooted gender discrimination. In India, the condition of disadvantaged adolescents resembled that of their centers pail Thailand. Indian Young adolescents are facings serious problem of demand of access to reliable knowledge on the process of growing up reproductive health practices and value system. There has been a need to wage education on the developmental changes and needs during teenagers. This might reduce the risk of future.

Today, nearly apiece Indian and Thai whether rich or poor, young or old, is exposed to much that is foreign, largely because in the last two decades India and Thailand has become one of the region’s most favourite tourists destinations. At times, the growing economy and favorable investment opportunities have also attracted many foreign multinationals, which continue to add to the already clean massive expatriate community. However, despite the intensity of their exposure to “foreign” influences, particularly western cultures and lifestyles, Indian and Thai culture remains a solid influence within family life and primeval childhood. From birth, Indian and Thai adolescents are still much more deeply immersed in culture than they are exposed to foreign influences despite the fast-paced changes that have been affecting Indian and Thai adolescents. The adolescents of deferred families are emotionally interrupted and driven adrift as wanderers, delinquent kids with im-permissive behaviors such as loitering, gambling, drug addiction, crime, truancy, prostitution, and begging, illegal dealings. As the consequence of these adverse behaviors, cases of illegal pregnancy, baby abandonment, and HIV/AIDS infection are becoming more and more severe.

There also reported, “Thai Kids are spending more time in speaking and chatting on the phone and the trendiest models of mobile phones, love hanging out with their friends at night, the drugs problem and the loss of Thai indistinguishability and shopping for brand study products. The latest fashion among the hobbies of many of today’s Thai kids is they are becoming increasingly violent and blaming society and their own families for their behavior and involve in premature sex, drugs and aggressiveness”. “The study found that despite the well-to-do family backgrounds of the teens surveyed, most of them shared a common problem of loneliness, depressive tendencies and a need for love”. The gap between parents and kids is greater than ever before, arising from broken families or from families which faille to inculcate morals in their kids because they havenless time for their kids and had left them to the peril of sick and violent society in Thailand (Aphaluck Bhatiasevi, Thongbai Thongpao 2002), (Tong Thum Struggles, 2006)

With the ideal intention and efforts of the education as a social instrument, it is doable to promote the complete welfare of disadvantaged population. Among the several types of disadvantaged adolescents, Adolescents forced to enter the have market, adolescents affected by HIV/AIDS and adolescents affected by depressant drugs need special attention. They have trouble in getting proper guidance to overcome individualized problems and require proper guidance and counseling to become aware of the ill effects depressant drugs, have market and HIV/AIDS. It might not be doable to develop awareness in the expected manner through normal school curriculums. Hence, a separate educational intervention, which is nothing but a planned programme of educational guidance, organized to meet the scientific and psychological needs of disadvantaged adolescents in the age group of 13-16. Hence, in this study, an attempt will be prefabricated to study the educational adjustment of disadvantaged adolescents and to find out the impact of a structured educational intervention programme in developing proper awareness and attitude towards reproductive health, drugs, sexuality and values.

The present study examined the impact of an educational intervention programme on the knowledge and attitude on disadvantaged adolescents in Northern India and Thailand. The study intends to assess and compare the knowledge about the process of growing up, HIV/AIDS awareness, values and attitude of teen-age students staying in the schools. Reproductive health education is a key strategy for promoting preventive measures among teenagers.

METHOS

The sample for the study consisted of 225 disadvantaged adolescents who included 125 adolescents from India (Chennai Himmat Slum area, Jammu region) and Thailand (Yong People Develop Chiang Mai and Teresa Anusorn Foundation (Ban Teresa) Chiang Rai, Province). The sample populations of disadvantaged adolescents are residents of orphanages and slum area and studying in high school classes in the age of groups from 13 to 16 years. Data was collected by administering knowledge test consisted of items on process of growing up HIV/AIDS, reproductive organs and their functions family planning and parenting and attitude scale to measure beliefs and practices about sexuality and abstinence. An experimental design consisted of experimental and control group was formed. Questionnaires were translated from English to Hindi and Thai, (mother tongue of the respondent), then back in to English to ensure that no meaning was lost in translation. There were use two groups of learner: both the groups were given Pre-Test as well as Post-Test, where experimental group were given intervention programme and control group was not be given any intervention programme.

Control group: – there were in two states: ten administrators conducted face-to-face interviews and Focus groups with disadvantaged adolescent in India and Thailand.

First state, in India country; 10 Indian administrators were called the Indian disadvantaged adolescents from there home at Slum area (Jammu), meeting for data collected were an adjustment questionnaire in apiece of mortal and groups by Hindi (mother tongue of the respondent).

Second state, in Thailand country: 125 questionnaires in Thai (mother tongue of the respondent) were administered to the Thai disadvantaged adolescent of two orphanages, I collected later the questionnaires.

Intervention / Treatment Programme

Experts: Facilitators who were willing to participate in the study were invited for receiving community sensitization, booklet distribution, and CD training;

Experimental group: 200 students (and also inmates) belonging to Channai Himmat, Slum area (Jammu, India), Teresa Anusorn Foundation (Ban Teresa), and Yong People Develop (Thailand) who had got least scores namely, were given one day training programme on intervention or treatment as;

In the morning: the orientation and participants programme concentrated on basic issues such as general framework of adolescent growth, and consisted of discussions and demonstrations. The training programme practiced the activities to develop the knowledge level and the attitude about HIV/AIDS, drug abuse and reproductive health education

In the afternoon until evening: the revised questionnaires were administered to the experimental group in 3 sessions as: (a) the individualized details. (b) The knowledge level and attitude were administered to find out themselves and whenever they had doubt in understanding the items, the administrators prefabricated them simple by giving supplementary examples. In addition, (c) group discussed for preparation of suggestive measures to improve and policies.

Design of the study

An educational intervention programme consisting of awareness activities presented through media presentation, discussion and interaction was presented to the experimental group. Universals and multivariate analysis of the data were used to assess the impact of interventions and to refer the predictors of change in knowledge and attitude. Significant changes in terms of acquire between pre-test and post-test was observed.

Analysis

The finished questionnaires were collated and entered into the computer. The data was entered and examined using SPSS. After verification and reduction of data, descriptive frequencies were completed. This was followed by uni-variate and multi-variety procedures to assess the impact of the interventions and to refer other predictors of change in knowledge and attitude. Analysis was stratified by sex shown how responses to the variables of knowledge and attitude, differ boys, girls, age, and education. Descriptive statistics was used to profile the study population. Knowledge and attitude was then used to explore the demographic variables associated with HIV/AIDS, drug abused and reproductive Health Education. The following statistical techniques were applied in the present project: Paired Samples “T”-test and “F”-test.

FINDINGS

The demographic profile of the 250 Indian and Thai respondent questionnaires is shown the relationships between demographic characteristics of Indian and Thai were founds Indian boys (54. 40%) less than Thai boys (56%), and Indian girls (45. 60%) more than Thai girls (44%). In the same age group of Indian and Thai 15 years old, and the same of the secondary school of Indian: (Standard: 9) and Thai: (Grades 3), had significant . 05 is shown in Table 1.

Answers were grouped in comparing scores from Indian and Thai disadvantage adolescent after received a treatment on knowledge and attitude about HIV/AIDS, drug abuse and reproductive health education, all participating (N= 200) were group interviewed and after the intervention had significant difference is (0. 05), are shown in Table 2-16.

The findings also revealed significant differences between boys and girls in knowledge and attitude towards reproductive health education. Implications of the study for the awareness programmes were suggested.

DISCUSSION

In many Northern says of India and Thailand, the HIV/AIDS, drug abuse and reproductive health needs of Indian and Thai disadvantaged adolescents are either poorly understood or not fully appreciated. Evidence is growing that this neglect can seriously jeopardize the HIV/AIDS, drug abuse and reproductive health education needs and future well-being of them.

The policies addressed the effectiveness of the programmed to highlights what there needs to be done to promote and protect to the disadvantaged adolescent in India and Thailand in the future as: all schools should develop textbooks making learning interesting by following extensive community sensitization in support of adolescent reproductive health education appropriate in Indian and Thai cultural and tradition. Because of Indian and Thai culture and tradition, adolescents kept learning by them long time ago that, prefabricated them grow up in the wrong life and have been against morality.

Indian and Thai adolescent problems erupt from families and by themselves after they have been sexually abused or because their families could not comprehend adolescent behavior and instruct them about reproductive health education and sexual health education. Such as should improve in knowledge and attitude among school-going adolescents with the media modern of families. In addition, it was found that sexually abused violated in Indian and Thai adolescents should learn and practice self-protection and should gather knowledge of the Child Rights and much more.

India disadvantaged adolescents

1. Indian disadvantaged adolescents are neglected from home, school and there country of the knowledge. They tend to undeveloped of the confidents and very poorly of the knowledge, attitude about Reproductive Health, drug and HIV/AIDS. Thus as, should to improve and increase and learn the knowledge attitude and understanding of disadvantaged adolescents

2. In India, the responsible organizations both governmental and non-governmental of India have to develop policies for adolescent and should to include HIV/AIDS education and health programme in schools curriculums. In addition, those reproductive health educational services for adolescent girls are especially needed in schools and families.

3. Parents, families, instructors and administrators in orphanages or schools should be encouraged to discuss or give guidance and approval about reproductive health education, drug and HIV/AIDS with their disadvantaged adolescent.

Thailand disadvantaged adolescents

1. Should to improve and increase the knowledge attitude and understanding of disadvantaged adolescents in Northern about reproductive health education and sexual health education.

2. Especially, in Northern, Thailand having spread of higher Drug and HIV/AIDS, thus as should to instruct or train to get about the knowledge attitude and understanding of reproductive health to adolescents and parents more then other.

3. The reproductive and sexual health education should be included in the curriculum for the second level – primary education (Grades 4-6), Third level – secondary education (Grades 1-3) and Fourth level – secondary education (Grades 4-6). It is too late to begin from Third level – secondary education (Grades 1-3) in Thailand thus; the Ministry of Education has to prepare a new policy to place this subject at the Basic Education Curriculum Standard as soon as possible.

4. It appears that in Thailand media has caused a change in sex related values among adolescents. With the misuse of World wide web in getting information on sex related issue supplemented by the use of Cell phone, TV, VCD, DVD and booklets is increasing Crime problems of sexually abused. Thus, the qualities of the textbooks or booklets to be distributed to the adolescents.

TABLE

ACKNOWLEDGEMENTS

I thank to Dr. Y. N. Sridhar, Guide of Research for me. I would like too many helpful and thank the following students, Mr. Kasame Sakonllapap, Mr. Santi Jongkongka, Mr. Prasarn Ruansang and people for their supported. I thankfulness to Dad Carlo Luzzi, Mom Elisa Cavana, Dad Niphot Thiengwiharn and my family, for contributing to this study by providing funding.

REFERENCE

1. Aphaluck Bhatiasevi. Youngsters want love in the family; 2002 Jan 7,- Thailand. Available from: URL: http://www. thailandlife. com/ Thaiyouth_67. html/

2. Arundhati Mishra. Enlightening Adolescent Boys in India on Gender and RSH. 2002. Available from: URL: http://www. jhuccp. org/igwg/ Presentations/Monday/ Plan/

Enlightening. pdf

3. Arunee Hongsiriwat. A comparison of errors in forecasting Educational time series data with stationary and no-stationary data using ARIMA model, ARIMA intervention model and regression model, Bangkok, Thailand (dissertation). Chulalongkorn Univ. ; 2000.

4. APPENDIX A: Country Summaries, Health and Education needs of Ethnic Minorities in the greater Mekong, sub region in Thailand. p. 10-11. (Copyright)

5. A. G. Sathe and Shanta Sathe. Pune, India. Available from: URL: http://www.

medind. nic. in/jah/t05/i1/jaht05i1p49. pdf

6. Child Help Foundation. Available from: URL: http://www. centralsingapore. org.

sg/site/ volunteer/expedition2004/chf. htm

7. C. P. González-Camacho (Mexico), J. U. Quevedo-Torrero (USA), J. M. Loaiza Moreno, M. Larios-Rosas, V. C. Ocegueda-Hernández (Mexico), and S. H. S. Huang (USA). A Complete Referral-Intervention-Identification-System for Special Education: RIIS. Available from: URL: http://www. actapress. com/PaperInfo. aspx? PaperID=26281

8. Chaturon Chaisang. Road map for expediting Education Reform for the forthcoming Quarter; Education Reform: Next Step Forward. Press Conference. Meeting Room of the Ministry of Education, Bangkok, Thailand. 2005 November 6. (Copyright).

9. Kids in Need. Available from: URL: http://www. mercycentre. org/ helpess.

htm1#orphanages.

10. CSC. A Civil Society Forum for East and South East Asia on Promoting and Protecting the Rights of Street Children. Civil Society forum report, Bangkok, Thailand. 2003 March; 12-14 (Copyright).

11. Dilok Sritong, The disadvantaged kids in Jammu. 30 March 2007. (Not copyright).

12. Disadvantaged Home. Available from: URL: http://www. cssr. or. th/Work/

HTML/pattaya03. asp.

13. Education Commission Education in Thailand. Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 1998. ISBN 974-8086-30-5,

14. Education in Thailand. Number of Disadvantaged Students in OBEC Schools by Type and Gender: Academic Years 2002- 2003. Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education, National. 2004: ISBN 974-241-733-4, p: 20-34.

15. Education in Thailand. Past Development of Thai Education. 1998. Available from: URL: http://www. edthat. com/publication/edu/1998/chapter/1page. 7htm

16. Education in Thailand. The National Education Plan (2002-2016). Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 2004 ISBN: 974-8086-30-5, p: 19. (Copyright).

17. ECPAT. Available from: URL: http://www. ecpat. net/eng/Ecpat_ inter/projects/monitoring/online_database/countries. asp?arrCountryID=1

18. Eastern Child Welfare Protection Home. Available from: URL: http://www. geocities. com/houypong_home/

19. Dad Carlo Luzzi. The Hill Tribes Disadvantaged in Northern, Thailand. 9 October 2007. (Not copyright).

20. Dad Komkrit Anamnat. The disadvantaged students in Nuchanat Ansorn School. Available from: URL: http://www. nuchanat. com/documents/ Management%20

structure. htm

21. Dad Niphot Thiengwiharn. Yong People Development. Doi Sa Kuat, Chaing Mai, Thailand. 10 December 2006. (Not copyright).

22. Foundation for the Superior Life of Kids (FBLC). Available from: URL: http://www. citizenbase. org/crtools/helement. html

23. Global March Against Child Labour. Children’s World Congress on Child Labour. 2004. Available from: URL: http://www/globalmarch. org/ Worldcongress/ gaw

2004. php.

24. International Agency for Children’ Rights. Making Children’s Rights Work: Country Profile on Thailand. 2004 p: 3-4. (Copyright).

25. Kittisak Ketunuti. A development of a parent education program providing Home-based primeval intervention for Cerebral Palsy children, Bangkok, Thailand, (dissertation). Chulalongkorn Univ. ; 1997

26. Government of Rajasthan. 1995. Available from: URL: http://www.

policyproject. com/pubs/countryreports/ARH. India. pdf

27. IIPS. National Family Health Survey (NFHS-2). 2000. Available from: URL: http://www. nfhsindia. org/nfhs3. html

28. Kasame Sakonllapap. Yong People in Bangkok, Thailand. 9 November 2006. (Not copyright).

29. Laddawan Chanvititkul. The Effectiveness of Counseling Intervention as Health Education Program on Self-Care Behavior among Hypertensive Patient Attending Service at Charoenkrungpracharak Hospital (dissertation). port (Thailand). Mahidol Univ. ; 1995.

30. Ministry of Social Development and Human Security. A target of Society, Bangkok, Thailand. 1999. Available from: URL: http://www. dsdw. go. th

31. Maha Chakri Sirindhon, H. R. H. Princess. Education of the Disadvantaged: a lecture, the 15th Annual Princess Maha Chakri Sirindhorn Day, (Prasarnmit branch), Bangkok, Thailand, Srinakarinwirot Univ. ; 2001 November 12, p: 7-29

32. Mom Elisa Cavana. The Hill Tribes Disadvantaged in Northern, Thailand from Teresa Anusorn Foundation (Ban Teresa), Winag Pa Pow, Chaing Rai. 20-30 October 2006. (Not copyright).

33. National Statistical Office. Report of the Labor Force Survey Whole Kingdom (Round 4: October-December), Bangkok, Thailand. 2003. (Copyright)

34. Niklaus Steiner. Available from: URL: http://www. ucis. unc. edu/resources/pubs

/development/Moon. pdf#search=%22Knowledge%20and% 20attitude%20HIV%2FAIDS

%20%22

35. Nichet Sunthornpitak and Kanokkorn Phruksakit. Troubled teens can't turn to teachers. 2003. Available from: URL: http”//www. Thailandlife. com/thaiyouth_95. htm

36. Patcharaporn Panyawuthikrai. Evaluation an Educational Program on dispensing behavior between Intervention and Control groups of drug stores in port (dissertation). Bangkok, Thailand. Mahidol Univ. ; 1999.

37. Patong Street Kids Shelter. Available from: URL: http://www. phuket.

holiday-inn. . com/ foundation. htm

38. Parwej Saroj, Kumar Rajesh, Walia Indarjeet, Aggarwal Arun K. Available from: URL: http://www. ijppediatricsindia. org/article. asp?issn=0019- 5456;year=2005;

volume=72;issue=4; spage=287;epage=291;aulast=Parwej/

39. Population and Health IndoShare. A Socio-Medical Assessment of the Sexual and Reproductive Heath of Adolescents in Bihar. 2006 March. (Copyright).

40. Project of Jaipur’ Government, Rajasthan India. January, p: 1. (Copyright).

41. Prasarn Ruansang. The disadvantaged kids in Channai Himmat, Slum area (Jammu), Jammu & Kashmir State, India. 19 February 2007. (Not copyright).

42. Suwat Srisorrachatr. Domestic violence: Socio-cultural appearance and Social intervention in a Thai community, Bangkok, Thailand (dissertation). Mahidol Univ. ; 2001.

43. Santi Jongkongka. The disadvantaged kids in Jammu. 29 March 2007. (Not copyright).

44. S. D. Gupta. Adolescent Reproductive Health in India. Status, Policies, Programs, and Issues. Indian Institute of Health Management Research. POLICY 2003. (Copyright).

45. Say of the World’s Children. Childhood under threat. 2005. Available from: URL: http://www. bangkoktourist. com/Bangkok. php and phishare. org/documents/PRC Pantana/4107

46. Thai Basic Education Curriculum. BE 2544 (AD 2001). Available from: URL: http:// cilab. ied. edu. hk/clprogram/icp/Curriculum_and_Learning_ Reform_in_ Thailand. pdf#search=%22 Thai%20Basic%20Education%20 Curriculum. %20BE%202544%20

(AD%202001)%20%22

47. Thai Education History. Available from: URL: http://www. school-portal. co. uk/groupHomepage. asp?GroupID=66561

48. Thai Post Newspaper. Thai’s family crisis, the moment has arrived to appoint of Government of Thailand. 2005. Available from: URL: http:// www. thaipost. net// index.

asp?=thaipost&postdate=27/Much/2548& cat id=501

49. Thailand. Library of Congress – Federal Research Division. 2005. Available from: URL: http:www. //lcweb2. loc. gov/frd/cs/profiles/Thailand. pdf

50. Thongbai Thongpao. Save our youth from sin. 2002. Available from: URL: http://www. thailandlife. com/thaiyouth_83. html

51. Tong Thum Struggles. Thailand Sex and Drug. 2006 February 20. Available from: URL: http://www. thailand-blog. com/

52. The port Post, Newspaper. An Economic review, mid-year, Thailand. 1998 July 1. (Copyright)

53. The port Post, Newspaper. An Economic review, year-end, Thailand. 1998, December, 31. (Copyright)

54. The Express Transportation Organization of Thailand. Department of Provincial Administration. Population Record. 2005. Available from: URL: http://www. dopa. go. th/ stat/y_ stat48. html

55. The Nation, Newspaper (daily). RCA tops list of port nightspots for young students. 2005; Saturday, February 10. (Copyright).

56. The Post Newspaper. An Economic review, year-end, Thailand. 1997 December 31. (Copyright).

57. The Thai Health Promotion Foundation. Available from: URL: http://www. Thailand life. com/thaiyouth_67. html

58. The Office of the Education Council. Education in Thailand. Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 2004 ISBN 379-5930-32-E, p: 23-26

59. The Office of Welfare Promotion, Protection and Empowerment of Vulnerable Groups. Thailand’s Second Report. Available from: URL: http://www. thaiembdc. org/

pressctr/announce/ThaiYouth2UNGA62. pdf

60. The Office of the National Education Commission Education in Thailand. Bangkok: Amarin Printing and Publishing. 1998. ISBN 974-8086-30-5, p: 154

61. The World Bank (Thailand). Population by age and Sex. Youth in Numbers: East Asia and the Pacific, Kids and Youth – Human Development Hub, Kids and Youth, HDNCY, Washington DC, USA. 2004 November, p: 4-5

62. Instructor Chantana Rangsome. Street Kids at Khon Khen, Thailand. 5 December 2006. (Not copyright).

63. United Nations (UN). UN medium population projection. World Population Prospects, the 2000 Revision, into the POLICY Project’s, SPECTRUM Model and projecting the population to 2020. 2000. (Copyright).

64. UNICEF House. Working Children’s Report. 3 UN Plaza, New York, NY 10017. 2004; ISBN: 92-806-3817-3, p: 2. (Copyright).

65. UNDP/ UNFPA/ WHO/ World Bank Special Programme of Research. Development and Research Training in Human Reproduction (HRP). Progress in Reproductive Health of Adolescents. Department of Reproductive Health and Research, World Health Organization, Geneva, Switzerland. 2003; Document Number: 64, p: 1, 3. (Copyright).

66. UNESCO. Education and Training strategies for Disadvantaged group in Thailand. 2001 December, International Institute for Educational Planning, p: 55-70.

67. UNESCO. Early Childhood Care and Education and other Family Policies and Programs in South-East Asia: Working for Access calibre and inclusion in Thailand, Philippine and Viet Nam, Bangkok, Thailand. 2004 p: 4-5. (Copyright).

68. UNAIDS. HIV/AIDS and Sexually Transmitted Infections – Update Thailand the United Nations Programme on HIV/AIDS, World Health Organization (WHO). 2004 November. (Copyright).

69. Vosburg, Jill. Preschool Children’s Classification Skills and a Multicultural Education Intervention to Promote Acceptance of Ethnic Diversity. (Statistical Data Included). 2000. Available from: URL: http://findarticles. com/p/articles/mi_ hb1439/is_ 200003/ai_n5870666

70. World Health Organization (WHO). Promoting and safeguarding the sexual and reproductive health of adolescents. Department of Reproductive Health and Research & Department of Child and Adolescent Health and Development, Geneva, Switzerland, March; p: Implementing the Global Reproductive Health Strategy. Policy Brief No. 4. 2006; Document Number: 312300. (Copyright).

71. World Health Organization (WHO). Population by age and Sex. Available from: URL: http://whqlibdoc. who. int/hq/2006/RHR_policybrief4_eng. pdf

72. Yuan-Hsiang, Chu. Sexuality Education Intervention Effects of Instructor (dissertation). Kaohsiung, Taiwan, Shu-Te Univ. ; 2005.

73. Yi JK. Vietnamese American college students’ knowledge and attitudes toward HIV/AIDS (dissertation). J Am College Health. 1998

74. Y. N. Sridhar. The disadvantaged kids in India. 29 July 2007. (Not copyright).