Self-guided snoop-abouts
Written by HEPCOMThis tool helps children to document and evaluate neighborhood living. This can lead to an open dialogue with community residents and increase the children's awareness of the diversity of individual perceptions of neighbourhood spaces and lifestyles - and point out problems to resolve and spaces to redesign.
Local Evaluation Kit
Written by HEPCOMThis evaluation toolkit assists local coordinators and other local actors in building portfolios for the local evaluation of a project. The resources are designed to gather data on the perceptions of participants and the outcomes of project activities.
Remembering Urban Childhoods
Written by HEPCOMThis tool is useful for involving e.g. parents, grandparents, teachers and health professionals. The adults are asked to recall images of significant behaviours, places, activities, actors and situations from one’s own childhood and reflect upon present-day changes in the urban environment, childhood and parental cultures, etc. This can lead to action planning regarding problemsolving of the present city.
Self-evaluation: Outcome and process
Written by HEPCOMThis tool helps pupils, with the help of the teacher, to investigate their ideas, want they want to do and how.
The Ladder of Children's Participation
Written by HEPCOMThe Ladder of Participation contains eight steps, each step representing increasing degrees of pupil participation and different forms of cooperation with adults. The tool can be used to plan Children's participation in an activity or project. See the good practice example.
Local investigation - community profiling
Written by HEPCOMCommunity profiling involves building up a picture of the nature, needs and resources of a community with the active participation of that community. It is a useful first stage in any community planning process to establish a context upon which there is broad consensus. The methods combine group working and group interaction techniques with data collection and presentation techniques.
Scenario Planning - How to do it
Written by HEPCOMThis tool can be used to kick start a regional development process and can structure the dialogue and help participants to think out of the box for a moment. The document describes the methodology of Scenario Planning.
The example of good practice shows how a project used Scenario Planning as a methodology. It shows the comments that were made during the scenario planning interviews.
Tips on Listening
Written by HEPCOMListening competence is essential in your work with health promotion and heath education. This tool gives you ways to improve your listening. You can also use the ideas in a training programme for pupils, facilitators and health ambassadors.
Investigation Tool
Written by HEPCOMTemplate to carry through the desk research and the interviews with Key Persons in local authorities. To be used as a first guideline when you start working with the municipality
This advocacy guide aims to influence the direction of policy regarding the promotion of healthy eating and physical activity through the health promoting school approach. It offers information with regards to the ‘why', 'how', 'with whom' and 'when' steps to successfully support the implementation of the HEPS Guidelines.
Healthy Lifestyle Conversation Cards
Written by HEPCOMA brief intervention given by health professionals in helping clients to consider their lifestyle. The subjects are: Healthy eating, healthy weight, physical activity, stop smoking, drinking alcohol sensibly, mental health, sexual health. The cards are designed to help the approach.
HEPS Teacher Training Ressource
Written by HEPCOMThe HEPS teacher-training programme is a train-the-trainers programme that can be used to train teachers on promoting healthy eating and physical activity. The Teacher Training Resource contains information and activities to support the introduction of a whole-school approach to healthy eating and physical activity in schools.
The IVAC Approach
Written by HEPCOMThe Investigation-Vision-Action-Change (IVAC) model provides a framework for the development of healthpromoting strategies that ensure that the insight and knowledge that pupils acquire during the project is action-orientated and interdisciplinary and, therefore, conducive to the development of action competence.