SPHT Resource Catalogue

Contents

Version 2 – December 2010

Contents Service Guidance & Selecting Resources

1-3

Alcohol

4-5

Health Promotion / Public Health

6-7

Hygiene

8

Nutrition

9-13

Parenting

14

Physical Activity

15-16

Self Esteem

17-18

Sex & Relationships

19-23

Smoking

24-27

Contact Details / Directions

28

Resource Service Guidance Aim To make available quality materials for key partners to support them in their every day health promotion practice and in their professional development.

Objectives Provide the best available books, training manuals, videos, DVDs, CD-ROMs and other resources for reference and loan.

Carry out a continuous evaluation of the materials on offer in order to maintain and improve the quality of resources held in the department.

Provide up to date information on where other health promotion related materials can be obtained.

Procedures for users of Swansea Public Health Team Resources: All users accessing the resources whether borrowing items or not must be registered as members of the resource service before accessing the resources.

The criteria for membership: Professionals working to promote the health of the population of Swansea Post-graduate & under-graduate students & nurses studying for health promotion related qualifications

Participants on those courses where the Public Health/Health Promotion Service has an input e.g. BSc. in Medicine and Humanities

Guidelines on membership and use of service: Users will be required to provide identification when registering and visiting the service.

Because of the very limited space available access to the resources is by prior appointment.

Access to the resources will be at set times, but users may return items at other times provided prior arrangements have been made with staff.

1

Resource Service Guidance

Contact the general office on 01792 607500 to make an appointment with the Administration Team who will be happy to help.

A maximum of six items e.g. six books, six training manuals, six videos can be borrowed at one time. (N.B. These quantities may be extended for special events).

THE MAXIMUM TIME OF A LOAN IS THREE WEEKS, AFTER THIS, ITEMS MUST BE RETURNED TO THE DEPARTMENT. Please note we will not issue other items unless outstanding loans are returned.

Users may be required to replace any damaged or lost items.

Resource staff will be happy to help but they cannot advise on specific Health Promotion issues, to speak to a Health Promotion Specialist a prior appointment must be made.

A small amount of photocopying may be possible depending on staff availability and requests must comply with copyright laws.

2

Selecting Resources It is the responsibility of the individual selecting the resources to ensure that they are used appropriately. The following criteria may be helpful: Sample Criteria for Choosing Resources Is it consistent with the organisations / schools agreed policy, course aims and objectives and values framework?

Does it conform to any legal requirements related to the session / programme or work?

For example SRE.

Does it avoid racism, sexism, gender and homophobic stereotyping?

Can it be used as a trigger material for discussions of difference or exclusiveness?

Is it factually correct and up to date?

Are there clear instructions on how to use the resource?

Are there any photocopiable handouts which can be used to reinforce the learning?

Is the resource well designed, durable and easy to use?

Does it encourage active and participatory learning methods?

Is it produced by a reputable agency?

3

Alcohol Keys to Alcohol for 7-11 Year Olds (ALC/TM/27/A) Tacade (2010) The aim of the four ‘Keys to…’ resources is to provide key sessions on important health issues that may be used in mainstream Primary and Secondary Schools and that are inclusive of children and young people with a visual impairment. All pupil/student sheets are in large font, with a CD-ROM included that will enable the pupils/students to increase/decrease the font as required.

Each resource contains ten key sessions covering aspects of knowledge and understanding, attitudes and skills development with activities utilising a variety of learning styles.

The approach enables schools to deliver the main aspects of drugs education as recommended by all the major guidance documents for schools, including Drugs: Guidance for Schools; Personal and social framework for 7-19 year olds in Wales; and Curriculum for Excellence.

3 Ask – Drug Education Materials for 11 to 14 year olds for True Mixed Ability Classes (DR/TM/11/A) Tacade (2006) The materials are intended for use with 11 to 14 year old students. They are particularly targeted at those students with learning difficulties. The trigger sheets are intended for use in a variety or situations, from whole class discussion to individual work and one-to-one.

There are a variety of photocopiable trigger sheets, each of which may form the basis of a lesson on a particular aspect of drug education with this age group. The sheets are organised into three key sections:

A

ttitudes

S

kills

K

nowledge

The ASK model for drug education is one that recognises the key elements involved and provides a balanced approach based upon a combination of these elements. In addition, a copy of ‘The Score’ is included with these materials.

Sauce – Sex & Alcohol Under Close Examination (SEX/TM/43/A) Young People in Focus (2010) A powerful and humorous resource which explores serious issues. This pack turns what can be difficult and challenging topics into a real joy to teach. It contains; Teacher support book; photocopiable comics and 6 sets of 10 trigger cards. Topics covered; Alcohol use and misuse; Sexual health issues; Managing relationships; Communication issues; Generation gap and gender differences.

4

Alcohol Drunk in Charge of a Body II (ALC/TM/25/B) Brook Publications (June 2006) This teaching resource provides flexible learning packages that can be modified to suit different groups of young people at different stages of development. It enables professionals to demonstrate the link between sexual health and the effects of alcohol.

For use in schools and youth groups, it prompts active discussion and participatory learning about alcohol and its effect on personal and sexual relationships, and increases awareness of the positive and negative influences of alcohol. Cultural values and attitudes, risk-taking behaviour, conflict resolution, the development of skills in decisionmaking, and communication assertiveness are all explored.

238-page teaching pack with lively and relevant photocopiable handouts, accompanied by extensive background teaching notes, timed lesson plans and evaluation sheets.

Skills for the Primary School Child Part 5: The World of Alcohol (ALC/TM/06/A) Tacade (1999) This resource is intended to increase children’s knowledge about alcohol and its effects, address and clarify their attitudes towards its use, and to help to enhance and develop the skills required to deal with alcohol related situations.

It contains: • • • •

7 key lessons including: Alcohol – what is it?; Making choices; and Keeping safe with alcohol.

Photocopiable classroom materials 11 workshops for teachers, whole school staff, parents and governors 2 Background papers on the alcohol education curriculum and the use of alcohol by children and young people.

Factsheet Wales / Ffeithlen Cymru (ALC/TM/26/A) *Bilingual Resource* Alcohol Concern (November 2009) Alcohol Concern is pleased to launch a series of six new factsheets looking at a range of alcohol issues in Wales. Each of the six factsheets has been fully revised and updated to take into account the latest statistics and policies for Wales.

The factsheets cover the following six topics: • • • • • •

Alcohol and mental health Alcohol and the workplace Binge drinking Men and alcohol Women and alcohol Young people and alcohol

Alcohol Concern factsheets provide an overview of some of the issues relevant to a particular subject. They are designed to introduce a topic, rather than give a comprehensive summary.

5

Health Promotion / Public Health Promoting Health: A Practical Guide (Fifth Edition) (HP/B/48/A) Linda Ewles and Ina Simnett (2003) Promoting Health is an easy-to-read, practical guide for all those who practice health promotion in their everyday work.

It is addressed to everyone who aims to improve the health of individuals and communities: health professionals, health and social care managers, and professionals working for local authorities and non-governmental organisations.

Public Health and Health Promotion: Developing Practice (Second Edition) (HP/B/47/A) Jennie Naidoo and Jane Wills (2005) Public Health and Health Promotion: Developing Practice is a thoroughly revised new edition of Naidoo & Wills’ Practising Health Promotion: Dilemmas and Challenges, and a complementary and challenging accompaniment to their best-selling introductory book, Health Promotion: Foundations for Practice.

Presented in a user-friendly structure with case studies, discussion and reflection points for individual assessment, the book is divided into three parts.

Breast Care Self Examination Model (B/MOD/08/A) or (B/MOD/10/A) Health Edco (2002) A lifelike representation of the breast, for use when teaching self examination and breast awareness. Made from a soft plastic material, the breast has 4 lumps which simulate various tumours. Supplied in a carrying case, with talc and an informative booklet.

Testicular Examination (TES/MOD/03/A), (TES/MOD/04/A), (TES/MOD/09/A) or (TES/MOD/10/A) Educational & Scientific Products Ltd (1999) A full size realistic model of the scrotum and testes, made from a very lifelike plastic.

The testes are mobile within the scrotum and there are four embedded tumours. The model is supplied in a carry case with talc and an informative booklet.

Health Promotion: Evidence and Experience (HP/B/50/A) Kevin Lucas and Barbara Lloyd (2005) Health Promotion is a major focus of government policy and an expanding area of practice involving a range of public health professionals. At the same time, there is much debate about what is meant by ‘health’ and the best strategies for improving, developing and promoting it. In light of these debates, Health Promotion: Evidence and Experience offers a major reappraisal of health promotion activity, looking at what actually works and highlighting issues for improving efficacy.

6

Health Promotion / Public Health Health Promotion: Foundations for Practice (HP/B/46/C) Jennie Naidoo and Jane Wills (1998) Health promotion is central to the role of all health professionals and is the key to the Health of the Nation targets.

This is the first UK textbook which provides students with a theoretical and critical framework to identify and evaluate their vital role as health promoters.

Oxford Handbook of Public Health Practice (Second Edition) (PH/B/06/A) Edited by: David Pencheon, Charles Guest, David Melzer and J.A. Muir Gray (2006) The new edition of this unique and practical guide to the everyday practice of public health has been fully updated with 13 new chapters and an increased focus on quality of health care systems. It is a simple, easy to use handbook of basic public health skills which introduces learning practitioners to the early phases of approaching a public health issue. It details why an issue is important and exactly how it can be analysed and addressed. The Oxford Handbook of Public Health Practice is the first resort for all those in training and practice.

Theory and research in promoting public health (PH/B/03/A) Edited by: Sarah Earle, Cathy E Lloyd, Moyra Sidell and Sue Spurr (2007) What, exactly, is promoting public health activity? How should we promote public health? Whose values are most important? Which theories can help inform health-promoting practice?

Theory and Research in Promoting Public Health is an important text that addresses these questions, exploring the key concepts, debates and issues involved in multidisciplinary public health. The book considers the complex and diverse nature of public health and helps readers to critically appraise the theories, research and policies that inform multidisciplinary public health practice.

New Perspectives in Public Health (Second Edition) (PH/B/02/A) Edited by: Si창n Griffiths and David J Hunter (2007) This important new edition presents a unique and wide-ranging review of the current policy and practice of public health. It draws together the viewpoints of a variety of leading practitioners to provide diverse perspectives on the range of key issues facing public health today. Its great breadth of coverage includes contributions from senior policy makers, politicians, practitioners, academics and researchers.

This book is timely and up-to-date. It straddles the worlds of policy and practice to provide a clear overview of public health today, and it will become a cornerstone when constructing policy and developing practice in the future.

Oxford Textbook of Public Health (Fourth Edition) (PH/B/01/A) Edited by: Roger Detels, James McEwen, Robert Beaglehole and Heizo Tanaka (2005) This new paperback edition of the Oxford Textbook of Public Health encapsulates the complex, dynamic field of public health in a single accessible volume for the student or practitioner. In three comprehensive sections it covers the scope of public health; methods of research, both quantitative and qualitative; and the practical applications of public health principles. This textbook discusses new challenges to public health such as re-emerging infectious diseases, globalization, and social inequalities in health.

7

Hygiene e-Bug for Primary School Teachers (HE/TM/10/A) e-Bug for Secondary School Teachers (HE/TM/11/A) e-Bug is a free educational resource for classroom use which provides activities and lesson plans covering micro organisms, hygiene, antibiotic use and vaccines. Each section of e-Bug contains detailed lesson plans for teachers and fun student worksheets suitable for classroom work. There are also various downloadable animations and presentations available to assist with the more difficult aspects of microbiology. Includes handouts and worksheets to photocopy and a CD-ROM with presentations.

Hand Hygiene Training Kit (HE/TM/09/A) Teach good handwashing - Magically! GlitterBug is a product line that makes hand hygiene education interesting, fun, and memorable. The GlitterBug Potion is a fluorescent lotion that when used with a UV lamp makes it possible to see how well hands are washed. The Glowbar, when used in conjunction with the GlitterBug速 Potion or powder, is ideal for showing up fluorescent particles left on hands. It is perfect for schools, healthcare professionals and foodhandling businesses.

How to use the Potion: Using the potion is a simple 3 step process 1. Ask the student to rub the potion on their hands.

2. The student washes and dries their hands as normal.

3. When placed under a UV lamp any areas not washed properly will show up - as if by magic!

The kit contains: 1 x Glowbar UV Disclosing Lamp including 4 D-Cell batteries 1 x Glitterbug Fluorescent Potion 1 x Healthy Schools Hygiene Directory

8

Nutrition

NU/TM/27/A Swansea Public Health Team (2010) The Workwell4Life resource pack aims to provide up to date information, practical ideas and tools to assist organisations in developing ways to encourage employees and the people they work with to achieve and maintain a healthy weight.

Contents: •

How well is my organisation doing? – This section contains a questionnaire which allows organisations to review their current practice.

•

Getting started – contains information on developing a business case, setting up a Workwell4Life group, marketing initiatives and monitoring and evaluation.

•

Maintaining a healthy weight: ideas for action – contains information on how to develop a range of physical activity and healthy eating initiatives in the workplace.

•

Sources of funding

•

Resource CD-ROM – contains a range of resources and publications that can assist organisations in developing physical activity and healthy eating initiatives in the workplace.

_______________________________________________________________________

Adventures in Foodland: activities for making food fun from an early age (NU/TM/26/A) Health Challenge Wales (2010) *Bilingual resource* Food-related activity ideas for birth to three, food-related activity ideas for the Foundation Phase, guidelines for cooking with small children, food safety and hygiene.

Activities:

Fun with pasta Fruit and vegetable picking Let’s make bread What you can do with milk Let’s pretend Sense of touch Gardens Active play Seasons and festivals Creative play

9

Nutrition How to … A Guide to Community Food Activities (NU/TM/05/A) Swansea Public Health Team (2007) *Also available in Welsh* If you are interested in setting up growing, buying cooking or eating activities in your area, why not check out this guide for step by step advice, hints and tips for action.

The guide has been developed by the Swansea Public Health Team with support from a number of other interested groups and people. The guide covers five topics to give you all the information you need to set up your own community activity.

The topics covered are: • • • • •

Introduction to setting up activities Growing Buying Cooking Eating

Each part of the guide contains clear advice and checklists. There are also links to further information and useful contacts.

Change4Life Local Supporter Toolkit (NU/TM/25/A) Change4life is a nationwide movement that aims to help us all, but especially our kids, eat better, move more and live longer. It's a big challenge and to succeed we need your help.

We need people working within local communities to support Change4life by putting up displays, passing on information and chatting to families about diet and activity.

The contents of this pack have been designed to help you and your colleagues support Change4Life. Your toolkit contains: Change4Life Supporters Guide 3 x Change4Life supporter posters Change4Life event poster Top Tips for Top Kids Handbook & The Handbook for Healthy, Happy Kids 5 a day resources

It’s Fun To Eat Fruit (NU/B/24/A) This non-fiction book has been written for key stage 1 children to teach them about healthy eating and in particular the many ways of eating fruit.

It has been designed by teachers and health education consultants to be used as part of the literacy hour and/or PSHE and citizenship work in the classroom. It can also be used through cross curricular work in Design & Technology, Mathematics and Science.

It’s Fun To Eat Vegetables (NU/B/25/A) This non-fiction book has been written for key stage 1 children to teach them about healthy eating and in particular the many ways of eating vegetables. It has been designed by teachers and health education consultants to be used as part of the Literacy Hour and/or PSHE and Citizenship work in the classroom. It can also be used through cross-curricular work in Design & technology, mathematics and science.

Nutrition Mission CD-ROM (NU/V/05/A) Feed Artie Beat a healthy, balanced diet and win the chance to play brain-busting games.

Supports the National Curriculum for PSHE, Science and ICT for 7 to 11 year olds.

10

Nutrition The Eatwell Plate Game (NU/PORT/01/A) 4 sets available due to demand

This is a great resource which has become very popular. The set is very colourful and contains a large vinyl floor mat, a range of very realistic looking food pieces which have nutritional information on their packets.

There are also Teaching Instructions and Information for Educators and Communicators included.

The Eatwell Plate Pop-up Display Stand (NU/PORT/04/A) A colourful pop-up display of the eatwell plate to demonstrate how much of what you eat should come from each food group. This includes everything you eat during the day, including snacks.

Food in Focus (NU/TM/03/A) An education pack containing helpful information to assist health care professionals when passing on nutrition advice.

Food & Mental Health Display (DIS/01) Display created to be used with a felt board and Velcro. Contains information on food and mental health.

Salt Display (DIS/02) Display created to be used with a felt board and Velcro.

Information on how recommended daily salt intake for children & adults. Information on foods which are high in salt.

5 A Day Display (DIS/03) Display created to be used with a felt board and Velcro. A variety of colourful posters and postcards on getting your ‘5 A Day’. There is also a zipper wallet containing 57 fruit & vegetable pieces ready to attach to a display board.

The Eatwell Plate Display (DIS/04) Display created to be used with a felt board and Velcro. A large colourful display with a variety of information relating to the eatwell plate. Included in the set are postcards, posters, 61 fruit and veg felt pieces, eatwell segments and guidelines for a healthy diet.

Heart Health Display (DIS/05) Display created to be used with a felt board and Velcro. This set includes posters, postcards and useful information to keep your heart healthy.

Hassle Free Food (NU/B/20/A) This book is based on the experiences of real people who have found ways of providing a healthy diet. It is intended to be used as a book you can dip into for ideas.

Guidelines for Feeding The Under Fives (NU/B/28/A) This is a reference document on current practical dietary recommendations for good nutrition in infants and young children.

11

Nutrition

The Chips Are Down (NU/TM/02/A) Promotes a whole school approach to food education. A practical manual for the development of a better quality food service in schools.

Cool Food (NU/B/18/A) A big book for Key Stage 1 and 2 children, providing information on different foods and why our bodies need them. Explains about nutrition, nutrients and keeping food safe. Contains teacher's notes and a variety of resource materials.

Food in Schools Toolkit - Welcome to the Food in Schools Toolkit (NU/TM/17/A) This guide explains the background to the Food in Schools programme, and introduces the resources that will enable you to implement healthier eating and drinking throughout your whole school day.

Big Photo - Fruit & Veggie Cards (NU/TM/14/A) Photo flash cards with instructions. Helps to teach and learn new words and foods.

Big Photo - Photo flash cards with instructions (NU/TM/15/A) Helps to teach and learn new words and foods. This set contains other foods alternative to the fruit & vegetables provided in the first set.

Gimme 5 (NU/V/03/A) CD-ROM on why you need 5 A Day. Eating Well At School (NU/B/33/A) This report looks at food and drinks in school throughout the whole school day and brings the argument for an improved school food system up to date.

Food In School Assessment Tool (NU/B/34/A) This book is a tool for monitoring and evaluating a whole school approach to food and nutrition.

School Nutrition Action Groups (NU/B/21/A) This book is the result of many hard years of work and experience in the business of motivating young people to move towards a healthier diet. It does not dictate to youngsters - instead it offers them a forum for influencing that change and taking ownership of it.

Vitamins and Other Food Facts (NU/B/13/A) Designed to teach children to be responsible for their own health and directing them in a positive way towards nutrition and improving their lifestyle.

Dish It Up! (NU/V/04/A) This CD-ROM was developed for use with pupils aged 11-12. It aims to foster attitudes towards healthier eating and their lifestyle in general.

12

Nutrition Milk Resource Pack

Milk Resource Pack (NU/TM/21/A) The School Milk Project (2009) This is a resource pack for Primary Schools designed for use with Key Stage 1 & Key Stage 2 pupils to learn about the importance of milk/calcium.

NU/TM/21/A

The pack contains CD-ROMs for KS1 & KS2, various information sheets and booklets including ‘The Story of Milk’, posters, display badges, activity sheets, wordsearches and a puzzle.

Bones4Life (NU/TM/28/A) National Osteoporosis Society (2010) Our Resource Pack will help teachers build a Healthy School. Themed lesson plans, activities and assembly ideas put bone health in the context of healthy living. Our DVD, dance steps and groovy song will get children moving as they boogie for their bones.

Phunkyfoods Big Book / Healthy Eating Week Pack (NU/TM/23/A) Phunkyfoods (2009) This health week bundle contains everything you need to run a health week in school which will inspire and engage children in eating more healthily. With 5 lesson plans focusing on the Phunky Foods Plate of Health for both KS1 and KS2 pupils and stimulating resources to aid teaching, your pupils will soon learn the importance of a healthy and varied diet.

Resources include: CD with lesson plans, worksheets and extra activity ideas, Grandad the Greengrocer Interactive Big Book CD for KS1 children with 8 PDF worksheets, Plate of Health Poster, Photo Cards & Activity Ideas, Phunky Tunes CD, Playing Cards, Interactive Whiteboard: Our Body

Food Standards Agency - Key Stage 1 & 2 Teacher Pack (NU/TM/24/A) Food Standards Agency Wales (2010) Bilingual pack for teaching ages 5-7 and 8-11. Contains 8 different sections: 1.

2.

3.

4.

5.

6.

7.

8.

Introduction Other Sources of Information Eatwell Plate - Teachers' Guide Aliddon Teaching Resources Teaching Food Safety CD-ROM Food Competency Framework Special Dietary Requirements Healthy Breakfast Game Teaching Resources

Kids First Cook Book: A life-size guide to making fun things to eat (NU/TM/18/A) Dorling Kindersley (1999) A unique and exciting introduction to cooking for young children. Every page reveals a delicious recipe, from little cakes to perfect pastry. Clear, step-by-step photographs throughout. Simple, easy-to-follow recipes for treats that are fun to make and good to eat.

13

Parenting Breastfeeding Awareness for Schools: A teaching resource for school (PAR/TM/03/A) Welsh Assembly Government (2010) *Bilingual Resource* Breastfeeding is an important public health issue with significant lifelong benefits for health.

Recent surveys have shown that in Wales we have some of the lowest rates of breastfeeding in the UK and the rest of Europe. To improve this position, the Welsh Assembly Government has a developed National Programme to promote breastfeeding. The Programme acknowledges that we need a cultural shift to achieve a greater acceptance of breastfeeding and that we need to draw attention to the long-term benefits of breastfeeding to the health of the whole population.

Opinions are formed early in life and so it is important that we take the opportunity to have discussions with our young people, many of whom may never have seen a baby being breastfed. The World Health Organisation’s Global Strategy on Infant and Young Child Feeding identifies the need for accurate information to be provided through schools to increase awareness of and promote positive attitudes to breastfeeding.

The health benefits to babies of being breastfed include a lower risk of infections, childhood diabetes, allergies and obesity. Mothers who have breastfed also benefit from a lower risk of breast and ovarian cancer and osteoporosis.

We are delighted to introduce this well-researched Resource Pack for us in schools in Wales. It will provide a useful tool to deliver these health messages and we hope that the learning young people gain from it will enable them to make fully informed decisions about breastfeeding as they become parents of the future.

Haynes Owners Workshop Manual - Baby: Conception to two years (PAR/B/15/A) Haynes / Dr. Ian Banks (2003) Taking delivery of a new baby is even more exciting than taking delivery of a new car (at least for most people). It can also be more worrying - after all if you decide you've made a mistake you can't send the baby back to the factory or trade it in for another one. And although each model comes with a lifetime guarantee, warranty claims are hard to make and impossible to enforce.

Conception, pregnancy and birth can nowadays be associated with some very high-tech equipment, but underneath the monitors and scanner screens the basic process is the same as it ever was (just as the internal combustion engine itself has not changed, despite being surrounded by electronic sensors and control units).

As with cars, the pre-delivery inspection, running-in and routine maintenance have to be carried out meticulously in order to avoid problems later on. The parents have to do some adjusting too, especially if they are first-time owners.

This manual gives you what you would expect from Haynes: down-to-earth, step-by-step instructions, written by professionals from practical experience. No previous knowledge is assumed and no qualifications are needed, apart from a willingness to get your hands (and your clothes, and your carpet) dirty.

The manual will help you to: • • • • •

14

decide when and how to start maintain baby's bodywork in optimum condition prevent corrosion of vital parts understand the on-board diagnostic system decide when to call in professional assistance

Physical Activity The Active School (PHA/TM/03/A) British Heart Foundation & Sport England (2007) The Active School Pack aims to encourage schools to promote increased activity levels among primary school children by: • • •

making a commitment to being an Active School adopting a whole-school approach to the promotion of enjoyable physical activity working towards offering pupils two hours per week of physical activity within the curriculum, complemented by a range of additional opportunities outside of lessons

Active for Later Life (PHA/TM/04/A) or (PHA/TM/04/B) BHF National Activity Centre for Physical Activity Health (2004) The Active for Later Life Resource aims to help all those involved in developing physical activity programmes for older people of all ages and abilities. It includes summaries of evidence and recommendations, policy and strategic connections, as well as a series of working papers and practical guidance documents and ideas on programming physical activity opportunities for older people. It has been designed for the wide range of national and local agencies with the potential to work with older people to promote physical activity.

The Active for Later Life Resource has been designed to be used: • •

As an advocacy tool for managers and commissioners of health and other services and those involved in the strategic development of programmes for older people.

As a guide to planning for a range of providers to help increase opportunities for physical activity for older people.

Research Methods in Physical Activity (PHA/B/16/A) Jerry R. Thomas, Jack K. Nelson (2001) Researchers in the physical activity field must have a firm understanding of the research process in order to evaluate data and reach valid conclusions. Research Methods in Physical Activity, fourth edition, facilitates this understanding in a format that is both instructional and entertaining to read.

Designed for the graduate-level student enrolled in a research methods course, the text also is an excellent reference for experienced researchers wishing to hone their analytical skulls as well as learn new research methods and techniques. The concepts apply to every aspect of the study of physical activity, including exercise science, kinesiology, movement studies, physical education, sport science, and sport studies.

Exercise and Young People: Issues, Implications and Initiatives (PHA/B/17/A) Palgrave Macmillan (2005) Young people are a distinct group with specific exercise needs, yet there are a number of misconceptions and limited guidance on the subject. This book explores the key issues, implications and initiatives associated with exercise and exercise promotion in young people, draws together the available evidence on young people's physical activity and fitness, and explores how exercise can be promoted to young people in the contexts of the school and community. It converts theory into practice, ideas into reality and principles into action, and will be a valuable resource for students and practitioners alike.

15

Physical Activity Physical Activity and Health: The Evidence Explained (PHA/B/18/A) Adrianne E. Hardman and David J. Stensel (2004) This major new textbook takes an international perspective and is the first to provide a comprehensive, authoritative guide to the important area of exercise and health.

Psychology of Physical Activity: Determinants, well-being and interventions (PHA/B/19/A) Adrianne E. Hardman and David J. Stensel (2004) This text covers the field of exercise psychology in detail. Issues covered include: motivation; attitudes; well-being; depression and mental illness; clinical populations; interventions; and research consensus.

Physical Activity Epidemiology (PHA/B/20/A) Rod K. Dishman, Richard A. Washburn, Gregory W. Heath (2004) In one comprehensive resource, Physical Activity Epidemiology presents the historical background and main concepts of epidemiology and discussion and summary of original research. The text explains how and why epidemiology is important as well as how it is used and applied.

This is the first textbook dedicated solely to the epidemiology of physical activity and the only complete reference written for students. It is a practical and informative resource for both students of epidemiology and established professionals.

The authors provide detailed discussion of real-life examples to assist students` understanding of how physical activity epidemiology is used and applied. The book covers all the important areas, including disease mortality, risk factors, chronic diseases, and cancer and immunity.

Perspectives on Health and Exercise (PHA/B/24/A) Palgrave Macmillan (2003) Although it is widely accepted that active people are healthier, there is still much to be understood about the relationship between health and exercise. There are many questions to be explored such as "how much?" and "what type of activity?" Also, "are there population differences?" and "what prevents people from being active?" This text considers physical activity and health from a range of perspectives, encompassing many of the traditional academic disciplines, to provide an overview of this developing field.

Physical Activity for Health and Fitness (PHA/B/12/A) Palgrave Macmillan (2003) This text for undergraduate courses also serves as a reference for student PE lecturers and for physical education and health promotion teachers. It presents medical evidence to show that a lifetime of physical activity will improve fitness and enhance the quality of life. The importance of cardiovascular and muscular fitness is emphasised. The farreaching effects of obesity are considered, and the text offers basic lessons on good nutrition and guidelines for maintaining a good body weight. It also explores connections between sedentary living and a number of major diseases and conditions.

16

Self Esteem

Everybody Feels … Sad (SE/B/03/A) Jane Bingham (2006) Designed to help young children understand and cope with new and often bewildering situations and the feelings that they experience. Each book focuses on a particular emotion and suggests ways in which children can deal with their feelings and also help others who are feeling the same way.

Have you ever broken a favourite toy? Have you ever been teased and called silly names? Have other children ever been mean to you and not let you join in their games? Read about Sam, Omar and Amy and what happened when they felt sad.

Everybody Feels … Happy (SE/B/04/A) Jane Bingham (2006) Have you ever lost something you loved and then found it again? Have you had a really special birthday or a fantastic day out? Read about Ellie, Holly and Joe and their really happy times.

Everybody Feels … Angry (SE/B/02/A) Jane Bingham (2006) Has someone ever taken something belonging to you? Have you had times when things didn’t go your way? Have you ever felt that you can’t do what you want? Read about Kate, Tom and Jessie and what they did when they felt angry.

Greater Expectations: A source book for working with girls and young women (PUB/B/07/A) Sue Dyson & Tricia Szirom (1988) The book is designed as a resource for people who are concerned to raise the awareness and self-esteem of the girls and young women with whom they work; and for those working with boys and men to increase their awareness of women’s role in society.

A comprehensive guide to working creatively with groups helps to ensure maximum group participation and confidence building. Many of the strategies include worksheets which can be photocopied for group members.

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Self Esteem Managing the Difficult Emotions: A programme for the promotion of emotional intelligence and resilience for young people aged 12 to 16 (SE/B/01/A) Bob Bellhouse, Andrew Fuller, Glenda Johnson and Neil Taylor (2005) This humorous, punchy book meets the needs of those working with young people in schools, youth clubs, social service provision – in fact anywhere adults and young people interact.

This is serious and important work made accessible.

Within the structure of the programme there are five habits that are continually practiced: Being calm, having energy, having courage, giving care, making plans The second part of the book considers: Anger, worry, helplessness, grief, alcohol and tobacco There are full facilitator’s notes and the worksheets, activities and quizzes are presented in an enjoyable and lively style.

I’m OK Being Me: Activities to Promote Self-acceptance and Self-esteem in Young People aged 12 to 18 (SE/B/05/A) Anne Betts (2005) This is a programme to encourage positive self-esteem by recognising the ‘me’ in each individual. It is aimed at children ages 12 years and older. I’m OK Being Me supports professionals working with young people who have demonstrated difficulties in achievement and behaviour by providing innovative and creative activities and exercises, which help to reduce behaviours common in those with low self-esteem.

This practical programme uses Lucky Duck’s B/G-steem self-esteem scale as an assessment tool to evaluate the success of the programme. All the activity sheets and assessment forms needed are supplied on a CDROM for easy printing.

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Sex & Relationships Education All about us: living and growing Channel 4 This resource aims to provide a whole school approach to sex and relationships education and consists of three units; Unit 1: for ages 5-7; Unit 2: for ages 7-9; Unit 3: for ages 9-11. The video includes reproduction and sexual health in the context of relationships, personal self esteem, valuing diversity and choice. It addresses the topics of life cycles, puberty, friendships and sexual relationships, pregnancy and birth. Resource books contain photocopiable activity sheets, with accompanying teacher’s guidance notes and lesson plan ideas.

Unit 1: 5-7 years - Video: (PUB/V/05/A) Unit 2: 7-9 years - Video: (PUB/V/06/A) Unit 3: 9-11 years - Video: (PUB/V/07/A)

Accompanying Book: (SEX/TM/11/A) Accompanying Book: (SEX/TM/12/A) Accompanying Book: (SEX/TM/13/A)

DVD Version - Units 1, 2 & 3: (PUB/V/**/A) Accompanying books as above

17 The Body Board (SEX/TM/32/A or SEX/TM/32/B) Headon Productions An interactive play board with eye catching add-on illustrations, less plans and a summary of key messages. The Body Board and Emotions Pack includes a large selection of facial expressions, an assortment of male and female hair and thought bubbles with metaphors.

The body changes at puberty pack consists of 53 informative images to help pupils to explore body changes.

Topics include emotional changes, physical changes and changing feelings. The pack contains images that illustrate male and female body changes, the menstrual cycle and stimulus to get pupils talking about thoughts and feelings, acceptable and unacceptable touch.

Key Stage 2, 3 & Special Needs.

Growing up (PUB/TM/01/A) BBC Publishing (1999) This DVD looks at physical changes and emotions during puberty and changing relationships with family, friends and peers through a blend of documentary, drama, photo-stories and interviews. Accompanying teacher’s resource pack. Age 9-11

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Sex & Relationships Education Hair in funny places (PUB/B/30/A) Babette Cole (2001) The picture book format is cleverly used to provide factual information about the changes that take place at puberty. Babette Cole uses a wise teddy bear called Ted to provide the information to a girl who wants to know when she will be grown up.

Age 9 -13

Health. Developing awareness of physical, social, emotional and sexual health.

Jenni Harrold, Prime-Ed Publishing (1999) A series of 7 books consisting of age appropriate work sheets covering all aspects of health. For example Book 4 includes growing in to an adult, where do babies come from; Book 7 looks at relationships; personal development; female and male development; hormones; and from conception to birth.

Ages 6-7: CH/B/03/A Ages 9-10: CH/B/06/A

Ages 7-8: CH/B/04/A Ages 10-11: CH/B/07/A

Ages 8-9: CH/B/05/A Ages 11-12: CH/B/08/A

Let’s talk about girls, boys, babies, bodies, families and friends (SEX/B/39/A) Robie Harris and Michael Emberley (2006) With clear, accurate information, this book answers the many questions asked by young children. Age 4+

Let’s talk about sex: growing up, changing bodies, sex and sexual health (PUB/B/08/A) Robie Harris and Michael Emberley (2005) Approved by fpa, this book offers thorough and frank information on all aspects of growing up, puberty, sex and sexual health. Illustrated throughout with amusing but accurate illustrations. Inclusive of different sexualities, disabilities, ethnicities and body shapes. Age 10-14

Let’s talk about where babies come from (SEX/B/35/A) Robie Harris and Michael Emberley (2004) Approved by the fpa, this book answers the many questions children have about babies, bodies, love, sex and reproduction. The 'bird' and the 'bee' lead the reader through written explanations and clearly drawn pictures. The format varies between comic strip and text in short chunks, which are easily digested. The author appreciates that people may be curious, embarrassed and confused, and so takes the reader on a journey to discover the truth. Age 8-12

Mummy laid an egg! (SEX/B/36/A) Babette Cole (2000) An amusing tale, with children explaining the facts of life to their parents. Age 4+

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Sex & Relationships Education Rollercoaster (SEX/TM/25/A) Sheffield Centre for HIV and Sexual Health (2001) Rollercoaster is a teaching pack designed to explain some of the basic physical and biological changes of puberty in an interesting and fun way, in addition to enabling facilitators to explore some of the emotional aspects and changes that may accompany puberty. Rollercoaster comprises of 6 games including the name game; changes exercise; the growing up game; monthly match; puberty true or false; the problem with young people. Age 9-13

Talking together about growing up, a work book for parents of children with learning disabilities (SEX/TM/22/A) Lorna Scott & Lesley Kerr-Edwards (2004) A workbook full of activities and exercises, which aims to help parents, carers, teachers of children with learning disability about growing up. Topics include life cycle; body parts; public and private; keeping safe; growing up; looking ahead.

The primary school sex education pack: a whole school approach to sex education (SEX/TM/02/A) Julian Cohen (2005) This comprehensive sex education pack includes: staff training workshops; curriculum guidance and planning; pupil activities for KS1 and KS2; guidance on managing pastoral incidents; working with parents and governors workshop materials; and policy guidance. It also includes a resources section which offers suggestions for fiction for use in a broad-based sex and personal relationships education, plus a useful glossary of terms for teachers.

Where willy went (SEX/B/33/A) Nicholas Allan (2004) Willy is a little sperm who lives inside Mr. Browne with 300 million friends. The facts of life are presented within the construct of a gentle direct narrative, with humorous illustrations. Ages 4-8

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Sex & Relationships Education STI Puzzle Resource (SEX/TM/38/A) or (SEX/TM/38/B) Swansea Public Health Team (2009) This resource has been adapted from Protect Yourself! Published by Brook further STI lesson plans and activity sheets are available within this resource and can be found at the Swansea Public Health Team Resource Service.

Aims: To provide information about the six most important STIs – what they are, how they are transmitted, and how they can be prevented. To raise awareness about the symptoms that night indicate the presence of an SIT and also that many STIs do not have any symptoms. To be able to openly discuss STIs. To highlight the importance of taking responsibility for preventing the transmission of STIs. Learning Outcomes:

Understand how to prevent transmission of STIs. Be able to identify the main STIs and their symptoms (or not), and explain how they are transmitted.

Minimum Time: Group Size:

40-60 Minutes Ideally no more than 30 (smaller groups can be used)

Contents:

Lesson Plan Q Cards Fact Sheets Colour Coded Jigsaw pieces: Green = Name of STI (set of 6) Blue = Symptoms (set of 6) Purple = Caused By (set of 6) Yellow = Treatment (set of 6) Pink = Effect (set of 6)

Teenage Pregnancy: The Making and Unmaking of a Problem (SEX/B/40/A) Lisa Arai (2009) Teenage Pregnancy examines who is likely to have a baby as a teenager, the consequences of early motherhood and how teenage pregnancy is dealt with in the media. The author argues that society's negative attitude to young mothers is likely to marginalise an already excluded group and that efforts should be focused primarily on supporting young mothers and their children.

Guide: Everyone Assumed It Was an Accident (SEX/TM/42/A) Suzanne Cater, Lester Coleman, Young People in Focus Guide Series (2006) This Guide aims to provide information for those working with young people, by sharing young parents' views and experiences from Young People in Focus's research into 'planned' teenage pregnancy. The main aim is to help gain more awareness, understanding and insight into the reasons behind 'planned' teenage pregnancy. The real-life quotes can be used with young people to open up discussion about what it's like to become a parent, and help them think about whether having a baby is what they really want.

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Sex & Relationships Education Learning Disabilities, Sex & The Law: A Practical Guide (SEX/B/38/A) Claire Fanstone and Sarah Andrews (2009) Professionals working with people with learning disabilities often have to navigate difficult situations around the sexual activity of their clients. Already highly regarded in the field, this latest edition of Learning disabilities, sex and the law provides information to support staff in England and Wales.

Split into recommendations for practice and the law in more detail, each chapter focuses on a specific problem. The book covers relevant legislation, subjects such as capacity to consent, intimate care and contraception, and signposts readers to appropriate resources. It's ideal for front-line staff who need quick and understandable answers to complex problems and for managers who need more detailed references.

Developing On-site Sexual Health Services in Secondary Education: A Resource Pack (SEX/TM/39/A) NCB (National Children’s Bureau) (2009) All young people should have the information they need to make informed choices about their relationships and sexual health, and be able to access confidential sexual health services in a convenient location. As a place where the majority of young people go, schools have a vital role in providing young people with opportunities to learn about and access health services.

The Sex Education Forum has been at the forefront in creating knowledge and sharing practice about the provision of on-site sexual health services in secondary schools for several years. As services in schools have become increasingly widespread, professionals have raised questions about the practicalities of setting up good quality provision in the school setting. This publication is in response to requests for both practical and strategic support in setting up such services.

Contraceptive Display Kit (CON/MOD/06/A) FPA (2001) Life-size model of penis with numerous contraceptive devices and leaflets designed help professionals involved in sex education to discuss contraception and issues relating to sexuality with groups of young people. Contains a user manual which explores the various methods of contraception and their use.

Condom Demonstrator Model (CON/MOD/07/A) Talking together ‌ about sex and relationships (SEX/TM/27/D) FPA (NEW UPDATED 2010 VERSION) Uses illustrated stories and activities for use in the classroom to explore a range of situations that young people with learning disabilities face as they grow up. Also has pages for parents/carers so that home and school can work in partnership.

Audience: For use by Teachers working with young people aged 13 and above with learning disabilities. Parents and carers of children with learning disabilities.

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Smoking What’s Your Poison? Display (SMO/DIS/02/A) Gasp (2010) A 3D interactive wood display board (approx 65cm x 45cm) held upright in a wooden stand. It shows a giant cigarette with descriptions of 15 toxic chemicals in tobacco smoke and details of what these chemicals can do to the body. The alongside the description of each poison is a shelf with an object or a jar of something to represent the common uses of the toxin.

There is a bag of cigarette butts for nicotine, a container with 'rat poison' containing arsenic, disinfectant with phenol, insecticide spay with acrolein, toilet cleaner with ammonia and a lighter with butane. It has a car, petrol pump and batteries for carbon monoxide, benzene and cadmium. Many of the toxic chemicals have no safe level of exposure.

Perfect for a stall to for people to inspect the poisons in tobacco smoke. Can be used for visually impaired as it allows people to pick up and feel the objects on the board. Comes with objects and jars packed separately, ready to assemble.

Non-poisonous, coloured liquids are used in the jars.

Tobacco Fact Sheets (SMO/TM/18/A) Gasp (2010) A set of 5 glossy, full colour, A4 fact sheets about tobacco (packed in a plastic folder) For use in classroom projects and libraries or in displays about tobacco.

Recently updated.

The pack of five fact sheets includes: * Health effects of smoking * Tobacco and the environment * Passive smoking / secondhand smoke * Tobacco laws and policies * What's in tobacco smoke

Smokefree Homes Action Pack (SMO/TM/16/A) Gasp (2010) Ideas and information to help you to educate parents and to use a range of resources to promote and run community-based campaigns to reduce children's exposure to secondhand smoke. Contains community ideas for running Smokefree Homes Pledge events in different settings and with case studies of projects. It contains ideas for what to put in goody bags, how to recruit parents, what to put in letters to supporters and how to attract media press coverage. With a ready-to-use PowerPoint talk on a CD together with printable resources to use with your pledge signing activities. It also comes with a sample of other Smoke-free Homes resources and a list of relevant agencies and materials. Essential for Smoke-Free Homes projects.

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Smoking Smokefree Homes Toolkit (SMO/TM/17/A) Gasp (2010) Produced by WYSH, the toolkit that can be used as part of PSHE and citizenship classes for primary and first years of secondary school. It encourages children and young people to be champions of smoke free spaces including their own homes. It encourages them to take responsibility for their own health, the people they love and their community.

Contains worksheets, role plays, fun activities and discussion topics. Also contains a CDROM with a Powerpoint presentation.

Smokefree Homes Powerpoint CD (SMO/TM/21/A) Gasp (2010) The CD is available separately containing a PowerPoint talk about smokefree homes and the impact of secondhand smoke on children. Also contains downloadable, ready-to-adapt letters, press release and press articles and radio ads to use in Smokefree Homes projects.

Effects & Hazards Powerpoint CD (SMO/TM/20/A) Gasp (2010) This PowerPoint explains the different diseases caused by smoking and the hazards of secondhand smoke. 22 slides.

World of Tobacco – turning over a new leaf (SMO/TM/11/A) Tacade (2007) This resource is the only comprehensive programme of smoking education for 5-11 year olds in the UK. It aims to provide children with an opportunity to increase their knowledge and understanding of tobacco related issues, to explore attitudes, feelings and values, and learn practical life skills in relation to cigarettes and tobacco.

The World of Tobacco contains:

23 lessons including extension activities that encourage the involvement of family and carers Photocopiable classroom materials A series of workshop activities for use with the whole school community Background papers and information sheets to enable teachers to address this sensitive issue with confidence.

These materials were developed in partnership with the Roy Castle Lung Cancer Foundation.

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Smoking Big Ciggie: What's in Tobacco Smoke? (SMO/TM/14/A) Health Edco (2007) The models in this display represent a few of the 4,000 chemicals smokers are exposed to as they inhale tobacco smoke. Use the key to help identify some of these harmful substances.

The toxic chemicals found in tobacco smoke are more easily remembered by associating them with common and grossly unappealing substances. This eyecatching, Plexiglas, 3-D display resembles a cigarette but allows viewers to see what's really inside tobacco smoke.

Comes with a two-sided tent card that can be used with either adults or children. Display measures 63 cm x 9 cm.

Primary School Smoking Resource Box (SMO/TM/13/A) Assembled by Swansea Public Health Team (2009) This box of resources is to aid in education around tobacco issues.

Included in this set is a World of Tobacco Portfolio which contains: lesson plans and extension activities, photocopiable classroom materials, workshop activities, background papers and information sheets. The Clever Catch Tobacco Ball is an inflatable ball with questions relating to the dangers of smoking and smokeless tobacco. An answer sheet and play instructions are also included.

There are also Smokebugs materials included in this set to demonstrate what goodies children will receive if they register to become a ‘Smokebug’. Goodies include a water bottle, pencil case, activity booklet and Smokebug fuzzy bugs.

There are various display materials included such as the following posters: Inside Story, The Crazy World of Tobacco, Spot The Difference, Thank You For Not Smoking, The Ballad of Charlie Grey and Up In Smoke. Also included are Inside Story Booklets, ‘I'd Rather ...’ Poster & Activity Cards, Be Smart: Say No To Smoking Colouring & Activity Books, a Lil' Ciggie Plush Doll, a Tabard with various body parts, Smokefree Snappers and a giant Billy the Bug.

Secondary School Smoking Resource Box (SMO/TM/22/A) Assembled by Swansea Public Health Team (2009) This box includes two Clever Catch Tobacco Balls with questions relating to the dangers of smoking, two Lil’ Ciggy Plush Dolls, I Quit booklets, postcards and poster, Inside Story booklets and poster, ‘I'd Rather ...’ Poster & Activity Cards and Reasons to Quit & Quit Tips Card Game Packs

There are various display materials included such as the following posters: Up in Smoke, Cigarette Smoke Causes Countless Problems, Cravings, The Ballad of Charlie Grey, Definitely A NonSmoker, Want To Quit, Smokefree Zone, The Crazy World of Tobacco, Spot The Difference and Thank You For Not Smoking.

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Smoking

Womb of Doom (SMO/TM/19/A) Gasp (2010) This model of a uterus holds a tiny 15-week-old foetus made of BIOLIKE(tm) (a skin like substance) with a cigarette in its mouth. It is a reminder that when the mother smokes so does baby. Can be used in classes, one to one or on information displays.

Baby Bottle: Baby + Smoking? No Tar! (SMO/TM/15/A) Gasp (2010) A baby bottle filled with smoker's tar and cigarettes and butts. It illustrates how smoking when pregnant or smoking around babies and children is like making them drink or breathe the tar!

Good prop to help with a discussion or to show how tar in second-hand cigarette smoke can harm children and babies.

Lou-Wheeze: Smokers Lungs (SMO/DIS/01/A) Gasp (2010) Viewers get a shocking picture of smoking related lung damage with this interactive display. Lou-Wheeze has two flexible latex lung models. One represents a healthy lung while the blackened and deformed surface of the other lung depicts the damage done by emphysema and cancer. The attached pump inflates the healthy lung as normal, but the diseased lung struggles to expel air. Comes with bellows pump and instructions.

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Contact Details and Directions Public Health Wales Swansea Public Health Wales, Floor 12, The Oldway Centre 36 Orchard Street Swansea SA1 5AW 01792 607500 sphtadmin@.wales.nhs.uk

OLDWAY CENTRE, 36 ORCHARD STREET, SWANSEA SA1 5AW Directions Entering Swansea From The East (Port Talbot) To High Street Station Car Park Coming from the M4, exit Junction 42 A483 at Briton Ferry Bridge, follow directions for Swansea City Centre (5 to 6 miles) Follow FABIAN WAY A483 into the outskirts of Swansea, Approaching major junction at the Tawe River, go straight through two sets of lights (pass Sainsburys on your left). Keep in RIGHT FILTER LANE. Straight through lights into WIND STREET, through MINI ROUNDABOUT (Argos on your right) straight up through HIGH STREET to lights. Railway Station on your right turn immediate right into Railway Station Car Park.

Walk across bridge alongside Railway Station. Cross road and follow the pavement to the right – around corner of Alexandra House building to the entrance at Oldway Centre, 36 Orchard Street, Swansea. We are situated on Floor 12. Please report to Security situated on the ground floor.