LESSON 3: HEALTH EDUCATION

• Health education should be viewed within the

  changing context of health and disease; within the

  changing health picture where lifestyles play an

  important role and within the accepted definition of

  health.
• Health education came from the latin word “Educe”

  for “to lead out”
• Any combination of learning experiences designed to

  facilitate voluntary adoption of behavior conducive

  to health.

  ➢ Green et al, 1980
• HEALTH LITERACY Capacity of an individual to obtain, interpret, and

  understand basic health information
• FUNDAMENTAL LITERACY/NUMERACY


  Competence in understanding and using printed

  language, spoken language, numerals, and basic

  mathematical symbols or terms.
• FUNDAMENTAL LITERACY/NUMERACY


  Involved in a wide range of cognitive, behavioral,

  and social skills and abilities.
• LITERACY PERTAINING TO SCIENCE AND

  TECHNOLOGY


  Understanding of the basic scientific and

  technological concepts, technical complexity, the

  phenomenon of scientific uncertainty, and the

  phenomenon of rapid change.
• COMMUNITY/CIVIC LITERACY


  Understanding about sources of information,

  agenda, and methods of interpreting those

  agenda.
• COMMUNITY/CIVIC LITERACY


  Enables people to engage in dialog and decision

  making; includes media interpretation skills and

  understanding of civic and legislative functions.
• CULTURAL LITERACY


  Understanding of collective beliefs, customs,

  worldviews, and social identify relationships to

  interpret and produce health information.
• HEALTH PROMOTION


  Any planned combination of educational, political,

  regulatory and organizational supports for actions

  and conditions of living conducive to the health of

  individuals, groups or communities.
• DEVELOP HEALTHY PUBLIC POLICY


  Healthy public policy is characterized by an explicit

  concern for health and equity in all areas of policy,

  and by an accountability for health impact.
• CREATE SUPPORTIVE ENVIRONMENTS


  Supportive environments for health offer people

  protection from threats to health, and enable

  people to expand their capabilities and develop

  self-reliance in health.
• CREATE SUPPORTIVE ENVIRONMENTS


  Encompass where people live, their local community,

  their home, where they work and play, including

  access to resources for health, and opportunities

  for empowerment
• STRENGTHEN COMMUNITY ACTION


  for health refers to collective

  efforts by communities which are directed towards

  increasing control over the determinants of

  health. Individuals and organizations apply their skills

  and resources in collective efforts to address

  health priorities and meet their respective health

  needs.
• DEVELOP PERSONAL SKILLS


  Life skills are fundamental building blocks for the

  development of personal skills Consist of personal,

  interpersonal, cognitive and physical skills
• DEVELOP PERSONAL SKILLS


  Examples: decision making and problem solving,

  coping with emotions and managing stress,

  communication skills and interpersonal relationship

  skills
• REORIENT HEALTH SERVICES


  Characterized by a more explicit concern for the

  achievement of population health outcomes in the

  ways in which the health system is organized and

  funded.
• REORIENT HEALTH SERVICES


  must lead to a change of attitude and

  organization of health services, which focuses on

  the needs of the individual as a whole person,

  balanced against the needs of population groups.
• FOCUS ON THE INDIVIDUAL


  origin of health education/promotion.
• FOCUS ON THE INDIVIDUAL


  Usually utilized for purposes of secondary and tertiary

  prevention.
• FOCUS ON GROUPS


  Utilized for a number of persons present in one

  setting at the same time.
• FOCUS ON GROUPS


  Appropriate for the purposes of primary, secondary,

  and tertiary prevention programs.
• FOCUS ON WHOLE POPULATION


  Most of the time utilize mass media to maximize

  coverage of the target populations.
• FOCUS ON WHOLE POPULATION

  Very cost – effective for the purposes of

  empowerment and for primary prevention
• PRE-CONTEMPLATION


  A condition in which people are not thinking about

  change or have expressed no interest in change.
• CONTEMPLATION


  The period in which people are seriously thinking

  about the behavior change.
• PREPARATION AND ACTION


  Period when an effort to try the behavior change is

  undertaken.
• CONFIRMATION


  The period when people can now maintain the new

  behavior.
• COMMUNICATION


  Targeting the predisposing factors
• COMMUNICATION

  Risk factors
• TRAINING

  Target enabling factors
• COMMUNITY ORGANIZING/SOCIAL MOBILIZATION


  Targeting environmental and reinforcing factors
• INTERPERSONAL


  Direct, face-to-face encounter between two groups or

  groups.
• INDIVIDUAL


  Counselling; individual instruction; home visits;

  referrals; risk assessment; patient education.
• GROUP

  Lecture;small group discussions;forum;seminars
• MASS MEDIA


  Use of television, radio and print

  ●Social marketing and Folk media are relevant

  strategies/method in health promotion.
• USE OF NON-VERBAL COMMUNICATION


  Important in sharing and interpreting information

  about feelings.
• ACTIVE LISTENING


  The ability to respond to a person/group in a way

  that will help them clarify thoughts and feelings.
• RECOGNIZING INFORMATION ABOUT FEELINGS AND

  IDEAS

  Careful attention must be paid to cues, tone of

  voice, choice of words , facial expressions and

  posture.