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Healthy settings for young people in Canada
| ISBN 978-0-662-46968-1 Cat. no.: HP35-6/2007E-PDF |
Table of Contents
- Foreword
- Executive Summary
- Acknowledgements
- Chapter 1: Introduction
- Preamble
- Canada’s school systems
- The HBSC study in Canada
- The contribution of the HBSC study to the health of Canadian young people
- Methodology of the study
- Outline of the report
- Chapter 2: Examining the Contexts for Young People’s Health
- HOME
- The importance of parents and home life
- How is the home setting measured by the HBSC study?
- What are we reporting on in this section?
- Living arrangements of Canadian students
- Reports of happiness at home
- Parental communication, understanding, and trust
- Parental opinion and expectations
- Conflict with parents
- The home setting
- SCHOOL
- The importance of the school environment
- How is the school setting measured by the HBSC study?
- What are we reporting on in this section?
- Student achievement
- Feelings of satisfaction, belonging, and safety at school
- Aspects of teacher, peer, and parental relationships
- The pressures of school
- The school setting
- PEERS
- SOCIO-ECONOMIC CONDITIONS
- Chapter 3: Healthy Living and Healthy Weight
- What is healthy living?
- Physical activity
- Sedentary behaviours
- Food frequency
- Overweight and obesity
- Body image dissatisfaction and weight-loss practices
- How is healthy living measured by the HBSC study?
- What are we reporting on in this chapter?
- Physical activity levels of young Canadians
- Sedentary habits of Canadian young people
- Food frequency patterns in Canadian young people
- Overweight and obesity levels among young Canadians
- Body image and weight-loss practices of Canadian students
- Healthy living and healthy weight in context
- Summary
- Chapter 4: Health Risk Behaviours
- Why are health risk behaviours important?
- How are health risk behaviours measured by the HBSC study?
- What are we reporting on in this chapter?
- Smoking patterns among Canadian young people
- Canadian students’ alcohol consumption
- Substance use among Canadian students
- Sexual activity
- Health risk behaviours in context
- Summary
- Chapter 5: Bullying and Fighting
- What is bullying?
- Fighting and weapon carrying
- Why does bullying matter?
- How are bullying, fighting, and weapon carrying measured by the HBSC study?
- What are we reporting on in this chapter?
- The size of the bullying problem in Canada
- How young people are victimized
- Fighting and weapon carrying
- Bullying in context
- Summary
- Chapter 6: Injury and Physical Trauma
- What is injury?
- What is meant by physical trauma?
- Why do injury and physical trauma matter?
- How is injury measured by the HBSC study?
- What are we reporting on in this chapter?
- The size of the injury problem in Canada
- Impact of injury on young people’s lives
- How are young people injured?
- Where are young people injured?
- Where are young people’s injuries treated?
- Injury in context
- Summary
- Chapter 7: Emotional Health and Well-being
- The importance of emotional health
- How is emotional health measured by the HBSC study?
- What are we reporting on in this chapter?
- Psychosomatic symptoms in Canadian students
- Emotional well-being of Canada’s young people
- General health and life satisfaction among students
- Relationship of life satisfaction to emotional health
- Emotional health in context
- Summary
- Chapter 8: Conclusion
- Overview of health behaviours and health outcomes in Canada’s young people
- Settings for youth health interventions
- Summary
- Appendix: Methodology
