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Emerging Infectious Diseases Journal
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Volume 3: No. 2, April 2006

ORIGINAL RESEARCH
Facilitating Change in School Health: A Qualitative Study of Schools’ Experiences Using the School Health Index

This figure is a flow chart showing the facilitator's work in three stages. The first stage, shown on the left, is “Roles and Tasks of Facilitator,” which include 1) "Garner Administration Buy-in,” 2) “Build Team Structure,” and 3) “Foster Team Sustainability.” Each of these three roles is shown in a box with a list of tasks to be accomplished. To garner administration buy-in, the facilitator should obtain support before the work begins and obtain a commitment from the administration to allow the team to meet regularly and to implement the recommendations. To build team structure, the facilitator should include stakeholders from across the school and foster team cohesion through regularly scheduled meetings, consensus building, and management of group conflicts. To foster team sustainability, the facilitator should maintain team motivation through coaching and a focus on feasible tasks to enhance a sense of accomplishment. Each box has arrows that point to the right to the second stage, “Decision Making and Commitment to Action.”

“Decision Making and Commitment to Action” is represented by three boxes, two on the left and one on the right. The first box on the left includes “shift the locus of decision making from the administration to the health promotion team”; the second box reads, “build team capacity for group decision making.” These boxes lead to the box on the right, “Commitment to action.” The “Commitment to action” box has an arrow that points to three boxes in the last stage: “Potential Impact on Implementation of Health Promotion Initiatives.” These potential impacts are 1) “Development of concrete action plans, including expanding political support for initiatives,” 2) “Capacity to undertake more complex tasks,” and 3) “Capacity to undertake initiatives requiring collaboration across multiple arenas of the school.”

Figure. Inductively derived hypothetical model of facilitator role in supporting schools’ work with CDC’s School Health Index and implementation of health promotion initiatives.

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