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In September 2003, the Reading Agency published the findings
of a research project carried out on behalf of Arts Council
England. The project aimed to find out the range, extent and
diversity of work currently taking place linking reading and
health. The focus was on work involving the public library
sector.
The project found that 'reading and health activity' applies
to a wide range of work designed to promote well being and
alleviate the symptoms of physical and mental illness. It
encompasses bibliotherapy, early years development, work with
specific groups such as the housebound, the elderly and the
terminally ill, and in specific locations such as doctors'
surgeries, hospitals, health centres and community venues.
While reading and health activity sits within the broader
field of arts and health, reading is not currently seen as
a key player; it tends to be overshadowed by the performing
and visual arts, as it does in the arts funding system. Where
literature as an art form does feature, it is usually in the
context of creative writing rather than reading, and this
is perhaps not surprising given that the emphasis on reading
as a creative activity is a recent one.
Nonetheless, there is no lack of exciting and challenging
reading and health work currently underway, and a range of
delivery models involving the public library service was found.
Arguments that underpin the value of reading in support of
health are based on reading trends survey work rather than
scientific or medical research. They suggest that reading
as a creative act relieves stress, provides an opportunity
for enjoyment and relaxation, supporting learning and self-development,
and provides an opportunity for social interaction for those
who like to talk about what they read.
The full report is available to download from www.readingagency.org.uk.
In 2003, the National Health Service University (NHSU) published
Accessing the skills escalator, a review of existing models
of provision of Skills for Life (the national strategy for adult
basic skills) within a health context.
The review found that a significant number of projects exist
to address the literacy, language and numeracy needs of NHS
staff across the country. But many of these have been developed
in an ad hoc manner, are time-limited, project-funded rather
than core-funded and do not form part of a strategic approach.
In contrast, the most successful initiatives:
- are delivered through partnerships, usually between trusts,
unions and local education providers and/or community organisations
- form part of an integrated training and development strategy
specifically recognising the needs and importance of unqualified
staff
- are linked to the uses of appraisal and personal development
plans and provide awareness training for managers and supervisors
- are part of a coordinated suite of services and training
opportunities offered to staff
- and are overseen by a steering group representing most
or all of the key stakeholders, including partner organisations.
For a copy of Accessing the skills escalator contact
Fiona Aldridge or Peter Lavender at NIACE on 0116 204 4200.
(National Health Service University, July 2003)
Fiona Aldridge and Peter Lavender, National Organisation for
Adult Learning (NIACE) 2000, £6
This report is based on a survey of 2,000 individuals and
750 groups nominated for an adult learner's week award during
1998 and 1999. The report stated that the greatest benefits
experienced from learning were confidence, new friends and
contact with other people, direct health benefits, and new employment or voluntary work. Some reported 'dis-benefits'
to health - 39% reporting increased stress and anxiety and
nine per cent relationship difficulties. 87% of respondents
reported benefits to their physical health and 89% reported
positive emotional or mental health.
The authors call for further research into the health benefits
of learning and for greater work to be done in developing
the relationship between health and education professionals,
particularly to bring education opportunities to those in
health settings who may not other wise take part in learning.
Contact NIACE on 0116 204 4200.
National Healthy Schools is a programme funded jointly by the
National Healthy School Standard (NHSS) and the DfES, and is
part of the government's drive to reduce health inequalities,
promote social inclusion and raise educational standards. Local
healthy schools programmes are being developed around the country,
with the result that, by 2006, all schools in England with more
than 20% free school meal eligibility should achieve the NHSS
level 3 status. In addition, all schools in England are to be
given the opportunity to access the services of a nationally
accredited local healthy school programme from 2003-2006.
A healthy school is described as one that promotes physical
and emotional health by providing accessible and relevant
information, and equipping pupils with the skills and attitudes
to make informed decisions about their health. It also provides
an environment conducive to learning. Healthy schools are
important because education is seen to play a vital role in
promoting health, and because healthier children are thought
to perform better.
Visit www.healthyschools.gov.uk
Skilled for Health is a national programme managed by ContinYou on behalf of the Department of Health and the Department for Education and Skills. Its twin aims are:
- Health improvement - to contribute to reducing health inequalities (premature mortality/morbidity) by improving health among those communities that demonstrate the worst health outcomes.
- Enhanced engagement in learning - to use health as an incentive to engage individuals into learning who do not traditionally participate in adult learning initiatives, with a view to supporting them to progressing into other learning opportunities - including, where appropriate, a Skills for Life qualification.
Skilled for Health is a key element of the Choosing Health White Paper, which aims to tackle health inequalities, as well as a key strand of the national Skills for Life strategy
For more information visit www.continyou.org.uk/content.php?CategoryID=292
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