Health Education | PRELIMS

• Types of Behaviorism

  1. Respondent Conditioning (association learning / classical conditioning)

  2. Systematic Desensitization

  3. Stimulus Generalization

  4. Discrimination Learning

  5. Spontaneous Recovery

  6. Operant Conditioning
• Goals of ALMA-ATA DECLARATION


  • To encourage people to develop and sustain health promoting behavior
  • To promote good health seeking behavior (access Health services)
  • To empower develop good health managing skills (to develop good health outcomes by ^knowledge ^skills and ^attitude)
  • Self reliant people(s) and community (from identifying their problems to solving them)
• 1st Phase of Health Education Development (1800s)


  1. Health professions started to development

  2. Emphasis on client-provider relationship

  3. F. Nightingale advocated for School Teaching of Health

  4. Rules and health teaching in homes impact on children and mother
• 3rd Phase of Health Education Development (Post WW2)


  1. Specific than general public

  2. Movements: civil rights, women, consumer

  3. Education – not limited to information, but should facilitate participation of client

  4. Creation of various health-related/health-focused organizations e.g. WHO
• Behaviorist Learning Theories


  1. Behaviorism is confined to observable and measurable behavior

  2. Learning is defined by an outward expression of new behaviors and context-independent

  3. Biological basis of learning
• Cognitive Learning Theory


  1. ↑ active process largely directed by the individual

  2. Perceiving the information, interpreting based on what is already known, and then reorganizing the information into new insights or understanding
• In Nursing Practice: Patients may not be in a physiological state to want to engage in much thought and reflection
• ALMA-ATA DECLARATION is a process aimed at encouraging people to want to be healthy, to know how to stay healthy, to do what they can individually and collectively to maintain health, and to seek help when needed
• 2nd Phase of Health Education Development (20th Cent.)


  1. Development of Organized Health Care

  2. Scientific discoveries, diagnostic tools, new vaccines, medications, surgical and clinical treatment – need for more health education
• Critiques of Behaviorism include thought processes are not observable, passive learner/teacher-centric, 'One size fits all', knowledge itself is given & absolute, programmed instruction
• Psychological learning theories are useful in acquiring information and in situations involving human thought, emotion, and social interaction
• Psychodynamic Learning Theory


  • Work of Sigmund Freud
  • Emphasizes unconscious psychological processes and contends that childhood experiences are crucial in shaping adult personality
• Cognitive Development


  • Focuses on qualitative changes in perceiving, thinking, and reasoning as individuals grow and mature
  • Piaget’s ASSIMILATION & ACCOMMODATION
• Psychodynamic Counselling helps clients understand long-standing conflicts from the past, become more self-aware, and bring unconscious processes into consciousness
• Attribution Theory


  • Tendency to account/associate cause & effect to their own or other’s behavior and the way in which the world operates
• Gestalt Perspective

  • Whole is greater than the sum of its parts
  • Each person perceives, interprets and responds to situations in his or her own way
• Maslow’s Hierarchy of Needs
• Social Learning Theory

  • Largely based on A. Bandura
  • Learning takes place through observation & sensorial experiences
• Social Constructivism & Social Cognition


  • Effect of ‘social & cultural experiences’
• Information processing


  • Emphasizes thinking processes, thought, reasoning, the way information is encountered or stored, and memory functioning
• Defense Mechanisms

  • Compensation
  • Denial
  • Displacement
  • Identification
  • Introjection
  • Projection
  • Rationalization
  • Reaction Formation
  • Regression
  • Repression
  • Ritual & Undoing
  • Sublimation
• Cognitive process


  Perceiving the information, interpreting based on what is already known, and then reorganizing the information into new insights or understanding
• Humanistic Learning Theory


  • All learners are intrinsically motivated to self-actualize or learn
  • Learning is dependent upon meeting a hierarchy of needs
  • Learning should be reinforced
  • Humanist educators act as facilitators
• Information about brain control and dominance
• Right brain controls


  • Spatial relationships, abstractions, and feelings
• Most people are left-brain dominant, even people who are left-handed writers
• The right side of your body is controlled by the left side of your brain
• Dunn & Dunn Learning Style - Emotional Influences

  • Motivation
  • Responsibility/Conformity
  • Task Persistence
  • Structure
• Jung & Myers-Briggs Typology - I

  • Introverts
• Dunn & Dunn Learning Style - Physiological Influences

  • Perceptual
  • Intake
  • Time of Day
  • Mobility
• Jung & Myers-Briggs Typology - F

  • Feelers
• Jung & Myers-Briggs Typology - T

  • Thinkers
• 4MAT System - Analytical


  • Observing
  • Analyzing
  • Classifying
  • Theorizing
• Kolb’s Experiential Learning Model


  • Holistic perspective that combines experience, perception, cognition, and behavior
• 4MAT System - Dynamic


  • Modifying
  • Adapting
  • Taking risks
  • Creating
• Jung & Myers-Briggs Typology - E

  • Extroverts
• Gardner's 8 Types of Intelligence - Logic-Mathematical


  • Good at solving problems
  • Reasoning logical problems
• Gardner's 8 Types of Intelligence - Interpersonal


  • How you socialize with others
  • Profound characters
• Gardner's 8 Types of Intelligence - Spatial


  • How you visualize things
  • How you appreciate things/objects
• Gardner's 8 Types of Intelligence - Naturalist


  • Natural life
  • Taking care of the environment
  • Understanding plant, animal