Principles of HEALTH EDUCATION CHS282 Johali PHE 2013 Dr. Eisa Ali Johali بسم الله الرحمن الرحيم Welcome PHE QHE C & P Ready + Willing - ZD HE CHS282

Principles of

HEALTH EDUCATIONCHS282 Johali PHE 2013

Dr. Eisa Ali Johali

بسم الله الرحمن الرحيم

Welcome PHE QHE C & P

Ready + Willing - ZD HE

CHS282 JohaliPHE2013

EISA ALI JOHALI

عيسى بن علي الجوحليA Lecturer

• Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 • Short Fellowship Planning Health Professions Education, UIC, USA 199• MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995• PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012• Author of Two Published Books & 3 Projected

http://faculty.ksu.edu.sa/JOHALI/default.aspx [email protected] WL Messengers Johali PHE

Groups http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 https://twitter.com/TheNature2011 Dr. Eisa Johali

بسم الله الرحمن الرحيم


http://faculty.ksu.edu.sa/JOHALI/default.aspx

mailto:[email protected]

http://sa.linkedin.com/pub/eisa-johali/31/3a6/896

https://twitter.com/TheNature2011

3

PHE Promotion االحساس والشعور بمرض ومشكالت ومتاعب ألن الجودة من الحرص واالجتهاد وآلن ”•

“، نستهل مقدمتنا هده التقوى“هي غاية مقررنا هذا طلبا للحسنيين، وهي في ”االخرينبآيات من الذكر الحكيم في التقوى:

ج ا[ "ه& م"خ#ر" "ج#ع"ل# ل ,ق* الله" ي "ت "س*ب& * و"م"ن# ي ت "ح# " ي #ث& ال ق#ه& م*ن# ح"ي ز& "ر# ، 2]الطالق/ و"ي

3]

] ق"ان ا &م# ف&ر# "ك "ج#ع"ل# ل ,ق&وا الله" ي "ت *ن# ت [.29]األنفال/ إوقول رسوله الكريم نبينا ”محمد“ عليه أفضل الصالة والسالم، عن أنس بن •

مالك رضي الله عنه:أخرجه البخاري (ال يؤمن أحدكم حتى يحب ألخيه ما يحب لنفسه )

• (العبEد مEا كEان العبEد في عEون أخيEهكEان اللEه في عEون ) وقولWه صWلى اللWه عليWة وسWلمرواه مسلم وأبو داود والترمذي

These Islamic Calls are our Evidences to assure Quality of Profession; Quality of HEPT & Quality of Life today and for the Day after.

Meanwhile, do not forget the most common Arab Proverb:

“Nothing Itching Your Skin Like Your Nail” ”ما يحك جلدك مثل ظفرك “

So; Who can itch your skin! Effectively? You or other eg. teacher

When you will feel better & Who can understand better: the Passive student who taught or filled by other the teacher? Or the active student who learn by himself or at least participate /share learning with teacher?.

Thus, what do you prefer /recommend: Be Passive Student & Patient? Or Be Active ?


4

PHE Introductory As an introductory to this probing “Lectures’ Note”, I would

like to send a progressive educational message to my dear “Adult Learners”.

My dear learner remember that you are not a primary school pupil neither a an elementary nor even, a secondary student. You are an adult learner that in order to success in this progressive course and in your life as well, you have to “Think, Participate, Practice & Reflect on and in, you have to react actively and voluntarily at every session. This is not a traditional lectures’ note that you can just read, store and recall. it is a “Lifelong Learning Guide (LLG)” to help you to think around, back, about, over and up. It is prepared to promote you to search about the most appropriate knowledge, attitude that can lead to the right behavior for you, your patients and community as well.

This LLG consists of nine major learning units. Before briefing the history of medical laboratory science & education, it starts probing the reasons why you are studying this course (HE; CN; HEPT; HERT; HEMLT; HEHA). The second and third units promote you to determine the boundaries of the quality of H & E through the modern philosophical and scientific concepts of education and health that can guide you to, the Fourth by which you will distinguish the appropriate methodologies and technologies that can enable you to plan and develop effective health education activities to increase the quality of Patients’ Healthful Life.

In order to learn the course well, you have to use "Your All Senses" and "Abilities", as well; You have to attend, see, listen, ask, discuss and participate actively in teaching, learning and assessing your self, your colleague, your teaching and learning process and materials, your curriculum, and your teacher, as well.

Finally, if you do so, do not worry, you will success in your course and your life as well.

With this Concise & its T&L Plan and Process“All the Learners will success; Except the one Who DO NOT

Welling to Success”


Johali Course Syllabus – Objectives & Plan 2013

Course )code and NO(: )CHS 282( Course title: Principles of health education

Credit hours: 2 )2+0( Level: 5

Contact hours: 2 Prerequisite: CHS 212

Course description

OLDHealth Education Definition, philosophy, need of health education. Principles of teaching and learning process, domains of learning, scope of teaching: teaching knowledge, attitudes, different types of skills. Application of education principles for improving health education, task analysis, curriculum & lesson plan development, improving learning environmentJohali 2013

This in an introductory course to all yours' (Health Education) specialty courses. If you are ready you will probe the historical and philosophical roots of "Education – Health" and define the related terms. know scopes and aims of health education, and investigate its basic principles. Then you will know, indentify and write health education aims, goals, the teaching and learning objectives using the meaningful leaning domains cognitive, affect-attitudes, thinking, and the psychomotor action skills. Finally you will have trial how to use these bases and principles to develop and improving health education programs, lessons and plan.


1 Topics to be Covered TOPICS

Teaching and Learning Activities

No of

Weeks

Contact hours

Understanding each other's - Presenting and discussion the Course Objectives and Teaching Plan

All Success Except Who Don't Like ( Not Ready and Willing To ………)

1 2

Reasoning Why PHE (The Place of PHE in HE Profession & Education)

A Brief Historical with Probing PHE: from where to start " Health – Education" & Defining Terms

2nd -3rd 4

Philosophical bases of Health Education ( 1) 4th -5th 41st Midterm Exam \ Smart Assignments plan and choices

Health Education scopes , aims and roles and principles ( 1)

6th -7th 4

Health Education scopes , aims and roles and principles ( 2) 8th – 9th 2 Teaching and Learning domains : cognitive, affect-attitudes,

thinking, and the psychomotor

9-11 6

2nd midterm exam \ Presenting Smart Assignments 12 2 Meaningful teaching and learning objectives: cognitive,

affect-attitudes, thinking, and the action skills

Develop tentative framework for effective health education curriculum, lesson and plan

13-15 6


Major Text Book & References • Your Smart Note in this Class• This Lecture:

– The Principles of Health Education – The First Step Towards ZDHE - JohaliPHE2013 CHS282

Reading Text: • Health Education Goals & Philosophies by By Bonni C. Hodges,

Professor, Health Department, SUNY College at Cortland• Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in

health education: Implications for the 21st century.Journal of Health Education, 26(6), 326-332

• http://www.preservearticles.com/201105156674/principles-of-health-education.html • Ref & Souces For Smart Assignments • http://wiki.answers.com/Q/What_are_the_principles_of_health_education (Can You

Answer ….use this courses …get abswer of others ) • WHO (2012) Health education: theoretical concepts, effective strategies

and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern Mediterranean


http://www.preservearticles.com/201105156674/principles-of-health-education.html


http://wiki.answers.com/Q/What_are_the_principles_of_health_education

Johali PHE Reasoning ?Health Educator Job DescriptionJob Title : Health Education Specialist Scientific Degree : Bachelor Degree AMS . Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific Knowledge & Skills: •Knowledge of health and educational issues, •Effective teaching methods and technologies•Effective Communication and Counseling Reported to: the Health Education Consultant Master\PhDJob Definition (Summary) :Health Education and Promotion job is a focal point for all allied health professions and health issues. Thus, HE have to work effectively with health teams, with community and organization representatives, they have to facilitate, teach and promote clients to learn how to improve and maintain healthy behaviors. Major Job Duties: As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the following “Duties and Responsibilities”: •Assessing patients, school and community health education needs•Managing and organizing health education activities. •Participate in providing health education in the local community (Inside Health Services and outside organizations such schools and industries..); •Select health education methodology appropriate to the target clients taken in consideration cultural interests and needs.•Prepare and participate in designing, evaluation and development of health education materials•Supervise and participate in process of designing and implementing health education plans. •Give Special Patients Counseling eg; diabetic patient education •Improve his/her personal and professional knowledge and skills.


9

Reasoning WHY PHE ? Why you are study this course

Johali PHE

Reasoning ?

What is a Health Educator?By Amy McCauley, eHow PresenterRead more: Video: What is a Health Educator? | eHow.com http://www.ehow.com/video_4872867_health-educator_.html#ixzz2IkxDv9cB

Let us Start with: These Educational Videos

Health Education Specialists: Promoting a Healthy Worldhttp://www.youtube.com/watch?v=ErBECLCWNOk

An Introduction To Health Education By Ms. Ria Gandhi

http://www.youtube.com/watch?v=V9Xk350kN98

Conclude ; PHE is the first step to HE Course – Assure Quality of Education and Practice CHS282 JohaliPHE2013

http://www.ehow.com/video_4872867_health-educator_.html





http://www.youtube.com/watch?v=ErBECLCWNOk



Johali HISTO_PHILOSOPHICAL DEVELOPMENT

PROBE to DEFINE TERMSLooking for

The E; H & HE that can Assure the Quality of Healthfully Life ?

10CHS282 JohaliPHE2013

11

• Place of Health & HE in the Holy Quran & Prophet Medicine ? (Ego Reflective Assignment) Worldwide, the literature of both health and education neglected health education and its facts including the Islamic concepts until the early of this century.

•It was only in the late 1919 that the term “Health Education” was recognized in the Western literature by:

The term “Health Education” was proposed first about 1919 at a conference in New York of leaders of health and education called the Child Health Organization. The word “Hygiene” has become some popular in schools with both teachers and pupils that it was believed a new and more definitive term would be helpful in popularizing health practice. “Health Education” as a term to replace “Hygiene” was advanced by the director of the organization and after much discussion adopted.

(Kime et al 1977)


Johali HISTO_PHILOSOPHICAL DEVELOPMENTWhat Is the Education That We Have To Look For

12

• The above historical statement clarify the nature of modern HE. • It indicates that Hygiene (Germ-free, Pure, and Healthful) was the

previous term of health education in the Western literature.• It confirms the Integrated Relationship between the two Sciences

“Education - Health” that can simplified by the following formula:

EDUCATION HEALTH Healthful Life

SO, What is the “EDUCATION” that leads to HEALTH?" & Go ahead to promote the Quality of HE

Lead to = ………………. = ……………….. = ………………….



13

• How did the Old Greece and Muslims Philosophers and Scientists educate (Socrates; Aristotle; Plato & Ibn Khaldon, Al Ghazali; Avicenna & Bin Bazz?) (Ego Reflective Assignment)

• The term “Education” came from: – the Latin words “Educo = To lead out” the &

"Educare = Training the mind; – the English term "Educe = To draw out".

• In Islam and Arabic language “Education” means: Breeding & Perfection; reform تربية، تهذيب، وإصالح

• The latest Western educational philosophies such as “the progressivism & the reconstructionism” connect "Education" to the “Freedom = the Democracy”.

In the late 17 Century, "Rousseau" a French teacher addressed the following advice: Give your scholar no verbal lessons, he should be taught by experience alone...Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it. (Johali 1995).



14

•Also, Albert Einstein" (1878-1955) the German/US Physicist said:

"I never teach my pupils; I only attempt to provide the condition in which they can

Learn“ (Valcin 2001)

These advices formed the foundation of the progressive, freedom or democratic education that produced many modern educational theories and strategies such as: Problem-Solving & Problem Based Learning; Learning by Experience or Experiential Learning ; Learning by Discovery, and finally, "Andragogy” the"Student/Patient Centred Leaning. Eventhough, the Western Philosophers still looking the education that assure the quality..



15

• The Optimists (Idealists) of the above philosophies and theories believe in the “Ideal Education” that “:

A Perfect Education will Produce a Perfect Society or Heaven on the Earth”

As A Muslim; Do you believe ? (If you don’t?!, Your Religion Do)

• This believe was strongly criticized by many educational philosophies such as, the Realism who reject the terms “perfect or idealist”; the Behaviorism who see “education in their behaviors” and, the Experientialism who connects “education to the experience only”.

• Reflecting on the above educational concepts with health considerations, the logical definition of “General Education” can be concluded as:

“A Lifelong Process of Growth and Development”



16

Self thinking “EGO QUESTION: Modify the above definition of “general education” into an Islamic definition?”

====

“A Growth and Development Process for …….. & the …… …. ”

• The Ideal Islamic Definition of “GE” is

A Growth and Development Process TODAY & for the DAY AFTER

OR A Process of Meaningful Learning for Today & the Day After

• The appropriate “Education” تعليم/تثقيفthat can be defined as:

An intellectual & behavioral process of “Teaching and Learning” activities that influence the growth & development

and promote healthful life.

Still, “What Teaching تدريس & What is Learning تعلم ” that can promote the QHEH?



17

While the traditional “Teaching” is understood as:

• “A teacher based process of providing and injecting knowledge, attitudes and skills” to inflate memory.

• The “TEACHING” that we are looking is “a process of promoting and helping other to LEARN.

• The traditional behaviorism “Learning” is realized as “a process of gaining deep and wide knowledge, attitudes and skills that can control and shape behaviors. Such learning is a form of training rather than education.

• While, The Millennium “LEARNING” that we are looking for is:“An Independent Process of Growth and Development within the

personal science, technology, experience, & behavior


Johali HISTO_PHILOSOPHICAL DEVELOPMENTWhat Is the Education That We Have To Look For

18

Common Philosophies )Systems( of Education

Key Concepts Most Common Philosophies & Theories of Education

Humanism Technocrat Progressivism Reconstructionis.Transfer Shape Travel /Jearny Grow

Education /Process

Preserve& Transmit Knowledge

Adaptation/ Training

Training/Skills/Objectives

Personal Growth & Development

Society-CenteredCreate better society

Knowledge/Theory

worthwhile relative- essential for safe practice

Life experienceTentativeStudent interest

Life experienceTentative Society

interest Skills/ Practice Relative to safe

practiceVital Vital Vital

Teacher/HE Centre / Transferor

Instructor & Guide Facilitator Indoctrinator/ Orientator

Examination/Evaluation

Vital-theory Vital- practical Self interest & evaluation

Vital theory-practice for better society

Student/Patient Passive- container

Fully-controlled

Passive- holder practically fully supervised

Active/ Free-interest Active Semi-control

Curriculum/Plan

Map of key Subject

Schedule of Basic Skills/ a kind of Technology

Portfolio of Experiences

Agenda of Cultural Issues

What Is “H

EALTH”

That You Are Looking For ?!

1) Hold a Small Group Discussion

2) Visit: Welcome visit my Academic Site\ My groups:

• http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=199928773&qid=58db8a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=%2Egmr_78660

• http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=207981338&qid=ffd428bb-f5f5-4541-9445-acf0889173df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660


What Does Health Means to You ?Health has a long history with huge philosophical concepts, may be the first health meaning raised before billions of years, the early ..

The Philosophy Network

Johali HISTO_PHILOSOPHICAL DEVELOPMENTWhat is the Heallth That You Are Looking For?

http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=199928773&qid=58db8a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=.gmr_78660



http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=207981338&qid=ffd428bb-f5f5-4541-9445-acf0889173df&trk=group_most_recent_rich-0-b-ttl&goback=.gmr_78660



http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=207981338&qid=53b6ef8c-d93a-4e6b-9d2b-10fe9c4a394c&trk=group_search_item_list-0-b-ttl&goback=.gmp_78660

http://www.linkedin.com/groups?home=&gid=78660&trk=anet_ug_hm&goback=.gmp_78660

http://www.linkedin.com/groups?viewMemberFeed=&gid=78660&memberID=111446898&trk=group_search_item_list-0-b-pp&goback=.gmp_78660

20

COMMON PHILOSOPHIES OF HEALTH

WHAT IS HEALTH? that we are look for:?

Medics “Curative Medicine”

Behaviorists

Social Scientists

Humanists Idealists

Physical fitnessabsence of diseaseharmonious functioning of organs Commodity“Just Feeling Good”

ability to adapt “Adaptation”(HBM)

Well social functionabsent of all diseases, health problems & handicaps

Personal strength\ability Self Growth & Development

Perfect well-being in every respect

Behaviorist also come under Realism = Pragmatic


21

What “HEALTH” Means to You \ Health you are looking fore\HC• To be appropriate for all nation; the “WHO Constitution 1946”,

“Health” is defined as:

A STATE OF COMPLETE PHYSICAL, MENTAL AND SOCIAL WELLBEING AND NOT MERELY THE ABSENCE OF DISEASE AND INFIRMITY.

---------------Infirmity = any health problem or defect

Complete = Total; Whole; Absolute & Perfect -----------------------

Ego Reflective Thinking & Assignment As an ideal religious centred society, how we can create an

accepted “Health” Definition with Evidences from Holy Quran & Sunnah ”?------------------------

Now, think what is next…? Defining HE that can assure\ grantee the Quality of healthful

Life

Johali HISTO_PHILOSOPHICAL DEVELOPMENTWhat Health Means to You \ Health That You Are

Looking For?

22

WHAT IS HEALTH EDUCATION?As health + education, “HEALTH EDUCATION” has different

meanings. Based on the scientific principles of the “Learning and Behavioral Theories & Models” and “the Diagnostic Approach of Planning H. E.”, the most appropriate definition can be a combination of these two definitions:

WHO” DEFINITION

A PROCESS WITH INTELLECTUAL, PSYCHOLOGICAL, & SOCIAL DIMENTIONS RELATING TO ACTIVITIES THAT INCREASE THE ABILITIES OF PEOPLE TO MAKE INFORMED DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING.

&

BEHAVIORIST DEFINITION

ANY COMBINATION OF LEARNING EXPERIENCES DESIGNED TO FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO HEALTH.

-------------------------Ego Exercise ( who you can extract \create meaningful HE goals\

objectives (Later)

Now ….Think which is the HE that you are looking ? \ Are dim

Johali HISTO_PHILOSOPHICAL DEVELOPMENTWhat HE Means to You\ HE That You Are Looking For?

23

Thus, let us hold a “Learning Debate”

• Based on these literature, the nature of the Saudi community and culture, the nature and fortitude future of HE, the ideal definition of a “National Health; & National HE” that the whole people can understand, accept and react with it positively, is:

CHS282 JohaliPHE2013 24

A NATIONAL DEFINITION OF HEALTH & HE

The history of health, education and health education show that health education has many definitions and understanding. These definitions and understanding are varied from generation to other and from nation to nation according to their cultural and social background. To motivate people to accept and react positively with health education message and activities, the early and the religious based definitions were considering the terms "Moral; Spiritual & Emotional"... As an outcome of the Western Age of Reasoning, these morality terms were neglected. At the early of 20 century, there were worldwide debates regarding the most appropriate definitions for health, education, and health education. As a result of these philosophical and scientific debates, the early terms and many other such as “physical and / or intellectual, mental and / or psychological, cultural/environmental and or social….” were discussed for the best health education definition. Beside "Politics" the administrator factor, there are many other factors such as "economical, scientific and technological" factors such as poverty, hunger, hazards that can affect the quality of health full life of people (-ve/+ve).

• Ego (self) Reflective Learning:

What is the National HE that We have to look for

25

What is the National HE that We have to look for

An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4) Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9) Cultural, (10) Environmental, (11) Economical, with (12) Professional Ethics, that can help people/customers to “grow; develop”, and make informal decisions affecting their personal, family and community well being.

“An outcome of NUR/MLT Student Group Work 21/2/1427”

An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4) Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9) Cultural, (10) Environmental including Climate, (11) Economical, (12) Political with (13) Professional Ethics and (14) appropriate “Technological mean” that can help people/customers to “grow; develop”, and make informal decisions within a specific “Time” affecting their personal, family and community well being.

“An outcome of “Has’ Student-Lecturer Dialogue HEHA 28/2/1427”modified 1428 ; CN 2011

Do you have any addition .. New dimension / factor can affect your health … ?!



raw Education - Health – HE Integrated Integrated Self Creative Conceptual

diagrams

Conc

lude

Philosophy-Why?

• Direction• Guidance• Consistenc

y • Ethical• Profession• Definition


Some questions you might have

Should I develop my own philosophy?

Will my philosophy “work” in all situations?

What if I don’t “fit” into one of the existing philosophical positions?

What is the difference between a “goal” of HE and a philosophy?


What is the difference between a “goal” of HE and a philosophy?

• Goal = result, outcome, long(er) term

• Philosophy = how to get to the result

One way to think about it


The 5 Historical PhilosophiesJohali FCSDB

Freeing/Functioning Cognitive Based Social Change Decision Making/Skills-

based Behavior Change


Let

’s P

lay

– de

fine

What’s the Philosophy?


Let

’s P

lay

– de

fine

Thinking – Play with thinking

Conclude from above probing –your

philosophy of ‘E – H or H – E !? ‘




Will my philosophy “work” in all situations?

What Is Philosophy ? & Philosophy Samples


Philosophy is - A Greek comes from the Greek φιλοσοφία

(philosophia), which literally means "love of wisdom", and was originally a word referring to the special way of life of early Greek philosophers.[4][5][6]

- The study of general and fundamental problems, such as existence, knowledge, values, reason, mind, and language.[1][2]

- It is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument.[3]


Philosophical bases of Health Education

http://en.wikipedia.org/wiki/Greek_language

http://en.wikipedia.org/wiki/Philosophy


http://en.wikipedia.org/wiki/Reason


Determining your philosophy

• Goal of HE is focused on behavior• Parts/steps/strategies to promoting

and maintaining behavior• Deciding where to stop

HEBehavior ?

knowledge knowledgeapplication

DM & PSrelatedskills

behavior-relatedskills


Samples

http://www.healthpromotion.cywhs.sa.gov.au/content.aspx?p=154CHS282

JohaliPHE2013

HE Scopes \ Goals\ Basic

Principles


Ego Exercise Go back to probe historical and philosophical bases and

the WHO Definitions of Health & HE

How you can extract \create meaningful HE goals\ objectives :

As an ideal modern religious centered society, how we can create HE Overall Goal that you like…

-An ideal “accepted & promoting goal\objective

-A Persuasive HE goal \ objective

38


39

H E QUALITY OF HEALTHFUL LIFE

&

THE TWO MAJOR HE OBJECTIVES ARE

• HELP PEOPLE TO INCREASE THIER ABILITIES TO MAKE

INFORMED DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING.

• FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO HEALTH.

BYENCOURAGING, MOTIVATING, PROMOTE ........NOT

TEACH/INSTRUCT\ORDER PEOPLE\PATIENTS TO:

• ACQUIRE .………………………………...…,.• PERCEPT (Accept/ not Reject) .….......• MOTIVATE To (accept) ……….…………..• MODIFY\HELP CHANGE voluntary ..........……

& PROMOTE SELF / INDEPENDENT / MAINTAIN HEALTH BEHAVIORS


Aims of Health education

1. Health promotion and disease prevention.

2. Early diagnosis and management.

3. Utilization of available health services.


Specific objectives of health education

1. To make health an assets valued by the community.

2. To increase knowledge of the factors that affect health.

3. To encourage behavior which promotes and maintains health.

4. To enlist support for public health measures, and when necessary, to press for appropriate institutional and national action.


5. To encourage appropriate use of health services especially preventive services.

6. To inform the public about medical advances, their uses and their limitations.


Nature\ Bases & Components

of Health Education Principles

HEP


44

Three Bases of HE Principles

• Health education is an essential component of any programme to improve the health of communities.

• Effective planning of any health education programme depends on identifying the problems/ needs of the people (PcHEP)

• The introduction of new practices may fail if they are incompatible with local beliefs and practices. CHS282

JohaliPHE2013

The 10th Principles of HE Johali IPMCRGP

• Interest• Participation• Motivation• Comprehension• Proceeding from the

known to the unknown

• Reinforcement through repetition

• Good human relations• People, Facts and Media:

knowledgeable, attractive, acceptable “.


46

Principles (Cont.)

• Any proposal for a change of practice should:

• meet a felt need of the community• be simple to put into practice with the

existing knowledge and skills in the community;

• fit in with existing life style and culture and not conflict with local beliefs;

• be locally affordable (money, materials, and time)

• Flexible and fit in with people’s circumstances-For example, education about nutrition should be based on foods that are available locally, aids for the disabled made from local materials, latrines built with traditional methods.


47

Principles (Cont.)

• Require continuous dialogue with the community to find acceptable solutions to meet their needs.

• Local taboos may be obstacles to implementing health education but many of them actually support the health education programme.


Psychological Shadow HEPs

• Learning by doing: “ If I hear, I forget If I see, I remember If I do, I know”.

• Motivation, i.e. awakening the desire to know and learn: - Primary motives, e.g. inborn desires , hunger,

sex. - Secondary motives, i.e. desires created by incentives such as praise,

love, recognition, competition. 48

Contents of health education

1. Personal hygiene2. Proper health habits and behaviors

(Nutrition-Dietitian \ Smoking\Substance\Drug…… )

3. Personal preventive measures4. Accidents and Safety rules5. Proper use of health services –

mususe 6. Mental health7. Sexual education (within Islamic

teaching) 8. Special education (occupation,

mothers …..etc)CHS282 JohaliPHE2013

Adoption of new ideas or practice

Five steps1. Awareness (know)2. Interests (details)3. Evaluation (Advantages Vs

Disadvantages)4. Trial (practices)5. Adoption (habit)


Stages for health education

• Stage of Sensitization• Stage of Publicity• Stage of Education• Stage of Attitude change• Stage of Motivation and Action• Stage of Community Transformation

(social change)


52

PHE Major Characteristics

It involves the use of multiple strategies and methods.

It is a systematically planned activity or process

It is a health intervention which is devoid of coercion

Done with the full understanding and free acceptance by the target audience.

It focuses on human health related behavior or action: (a) Healthy (b) Unhealthy

It is a process

HEPs’ Principles of Teaching and Learning

Summary of Theories of Meaningful Learning

• Principles ….. • Teaching and Learning domains : cognitive, affect-

attitudes, thinking, and the psychomotor


5 + 7The Five Simples Principles of Teaching

Acadia Institute for Teaching and Technology“Acadia” Faculty Said:The

• Take a personal interest in students \ patients beyond the classroom

• Be willing to listen to and help students\patients • Care about students\patients - Be there for them• Remember that students\patients can teach you• Truly care about your students in general

Gagne, R - Principles of Instructional Design

Arthur W. Chickering - Principles for Good Practice

23 Acadia faculty - Recognized as excellent teachers

Acadia Institute for Teaching and Technology

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Principle 1

–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,” AAHEBulletin 39: 3-7, March 1987

“Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.”Knowing faculty members motivates students and keeps them on track

Knowing faculty members provides models

Good practice encourages student-faculty contact

Acadia Institute for Teaching and Technology 1

Principle 1


“Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.”

Knowing faculty members motivates students and keeps them on track

Knowing faculty members provides models

Good practice encourages student-faculty contact The 7 Ps



Principle 2

“Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions improves thinking and deepens understanding.”


Group work is important

Emotional intelligence

Good practice encourages cooperation among students


Principle 3

“Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.”


Active learning helps students construct authentic knowledge

We only truly learn what we make a part of ourselves

StudentInfo Know

Good practice encourages active learning


Principle 5

“Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.”


Emphasize time on task (in class, outside of class)

Provide checkpoints

Good practice emphasizes time on task


Principle 4

“Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.”


Appropriate and timely feedback is critical

The cycle of learning

Material

Good practice gives prompt feedback


Principle 6

“Expect more and you will get it. High expectations are important for everyone—for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.”


Celebrate success

You hit what you aim for (or at least come close)

Good practice communicates high expectations




Principle 7

“There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.”


Start with success

Identify student learning styles (Visual, auditory, kinaesthetic etc..)

Hello

Good practice respects diverse talents and ways of learning



Survey says

• Take a personal interest in students beyond the classroom

• Be willing to listen to and help students

• Care about students; be there for them

• Remember that students can teach you

• Truly care about your students in general

Students = Patients

Why Resistances \ Barriers

PHE The Story of Behavior

What – Why – How

Can You – Do You Accept Change

Major Variables in Behavior Change

Thoughts and ideas inside a person’s mind have significant influence on an individual’s health behaviors. These variables interact with social and environmental factors and it is the synergy among all these influences that operate on behavior.

• Knowledge: An intellectual acquaintance with facts, truth, or principles gained by sight, experience, or report.CHS282

JohaliPHE2013

• Skills : The ability to do something well, arising from talent, training, or practice.

• Belief : Acceptance of or confidence in an alleged fact or body of facts as true or right without positive knowledge or proof; a perceived truth.

• Attitude: Manner, disposition, feeling, or position toward a person or thing.

• Values: Ideas, ideals, customs that arouse an emotional response for or against them.


Theory of Reasoned Action

TRA has been explained and predicted a variety of human behaviors since 1967. It based on the Premise that “humans are rational and that the behaviors being explored are under volitional control, It provides a construct links Individual beliefs, attitudes, intentions, and behavior (Fishbein et al1994).

This TRA based on 6 Variables : 1) Behavior: A specific behavior defined by a combination of four components: action, target, context, and time

(e.g., implementing a HIV risk reduction strategy (action) by workers using clove and mask (target) in communicating with HIV inpatients (context) every time (time).

2) Intention: The intent to perform a behavior is the best predictor that a desired behavior will actually occur. In order to measure it accurately and effectively, intent should be defined using the same components used to define behavior: action, target, context, and time. Both attitude and norms, described below, influence one's intention to perform a behavior.

3) Attitude: A person's positive or negative feelings toward performing the defined behavior.4) Behavioral Beliefs: Behavioral beliefs are a combination of a person's beliefs regarding the outcomes of a defined

behavior and the person's evaluation of potential outcomes. 5) Norms: A person's perception of other people's opinions regarding the defined behavior. 6) Normative Beliefs: Normative beliefs are a combination of a person's beliefs regarding other people's views of a

behavior and the person's willingness to conform to those views. As with behavioral beliefs, normative beliefs regarding other people's opinions and the evaluation of those opinions will vary from population to population. The TRA provides a framework for linking each of the above variables together ( above diagram). Essentially, the behavioral and normative beliefs referred to as cognitive structures -- influence individual attitudes and subjective norms, respectively. In turn, attitudes and norms shape a person's intention to perform a behavior.

(Summarize and reorganize these 6 in 5 Only … BIBAN \ BINAB ?! )Limitations:Some limitations of the TRA include the inability of the theory, due to its individualistic approach, to consider the role of environmental and structural issues and the linearity of the theory components (Kippax and Crawford, 1993). Individuals may first change their behavior and then their beliefs/attitudes about it. For example, studies on the impact of seatbelt laws in the United States revealed that people often changed their negative attitudes about the use of seatbelts as they grew accustomed to the new behavior.

Theory of Reasoned Action

Source: Ajen,I., Fishbein, M. (1980) Understanding attitudes andpredicting social behavior. New Jersey: Prentice-Hall, Inc.

As CN; think and describe this diagrammatic model …..to what cases and how you can use …Then read author’s description …You can describe more accurate

The Belief

Benefits• Anticipated

value of the recommended course of action.

• Must believe recommended health action will do good if they are to comply.

Barriers• Perception of

negative consequences

• Greatest predictive value of whether behavior will be practiced.

Stages of Change

Psychologists developed the Stages of Change Theory (SCT) in 1982 to compare smokers in therapy and self-changers along a behavior change continuum. The rationale behind "staging" people, as such, was to tailor therapy to a person's needs at his/her particular point in the change process. As a result, the four original components of the Stages of Change Theory (Pre-contemplation, Contemplation, Action, and Maintenance) were identified and resented as a linear process of change. Since then, a fifth stage (preparation for action) has been incorporated into the theory, as well as ten processes that help predict and motivate individual movement across stages. In addition, the stages are no longer considered to be linear; rather, they are components of a cyclical process that varies for each individual.

The stages and processes, as described by Prochaska, DiClemente and Norcross (1992), are listed below. 1) Pre-Contemplation: Individual has the problem (whether he/she recognizes it or not)

and has no intention of changing. With PC Processes: 1. Consciousness raising (information and knowledge) 2. Dramatic relief (role playing) 3. Environmental Reevaluation (how problem affects physical environment)

2) Contemplation: Individual recognizes the problem and is seriously thinking about changing..With C Processes: Self-reevaluation (assessing one's feelings regarding behavior)

3) Preparation for Action: Individual recognizes the problem and intends to change the behavior within the next month. Some behavior change efforts may be reported, such as inconsistent condom usage. However, the defined behavior change criterion has not been reached (i.e., consistent condom usage). With PA Processes: Self-liberation (commitment or belief in ability to change)

4) Action: Individual has enacted consistent behavior change (i.e., consistent condom usage) for less than six months….With A Processes: 1. Reinforcement management (overt and covert rewards) 2. Helping relationships (social support, selfhelp groups) 3. Counter-conditioning (alternatives for behavior) 4. Stimulus control (avoid high-risk cues)

5) Maintenance: Individual maintains new behavior for six months or more. A variety of behaviors, such as smoking cessation, weight control efforts and mammography screening, have been explored in U.S. populations using the Stages of Change Theory (Prochaska, 1994).

Stages of Change Model

Source: Prochaska, J.O., DiClemente, C.C. and Norcross, J.C. (1992). In search of how people change -- applications to addictive behaviors. American Psychologist, 47(9), 1102-1114.

Figure 1 Cycle of change (after Prochaska and DiClemente7) in Bondy, C 2004, J R Soc Med. 2004; 97(Suppl 44): 43–47 .


AIDS Risk Reduction Model (ARRM)

http://www.fhi360.org/nr/rdonlyres/ei26vbslpsidmahhxc332vwo3g233xsqw22er3vofqvrfjvubwyzclvqjcbdgexyzl3msu4mn6xv5j/bccsummaryfourmajortheories.pdf

Stage 1

Stage 1 Stage 2 Stage 3



Teaching – Learning Domains & Plan

use to plan, design and develop HE Activities and Curriculum



Bloom's Taxonomy of Educational Objectives

http://www.youtube.com/watch?v=uQ5o__jCfgo

Blooms Taxonomy and Lesson Planning

http://www.youtube.com/watch?NR=1&feature=endscreen&v=LrKmM1cEffU

CHS456 75

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES Learn to behave -design -plan and develop HE Lessons \ Curriculum BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES the Domains

Simple / Dependent / Passive

COGNITIVEKnow – Knowledge

AFFECTIVEThink – Value – Response - Judge

PSYCHOMOTOR/ACTION Intellectual Skills

Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move

Complex / Independent / Active

CHS456 76

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES-Learn to behave -design -plan and develop HE Lessons \ Curriculum

The BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES Domains Verbs

Simple / Dependent / Passive

Behavioral Objective Area Class

Action/Psycho

Affect Cognitive

Reflect/Move Receive Remember Knowledge Knowledge

Communicate Respond Reason Comprehension

Act Value/apprise Plan to solve Int. Ability Application

Adapt Organize/character Format Analysis

Develop Create/Interpret Understand Int. Skills Synthesis

Decide Ext Judge Inter Judge Evaluation

Complex / Independent / Active / Deep understanding

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By Bloom and All Above You Can Plan, Design & Develop ZD HE Curriculum\

Lessons \ Activities


LESSON PLANSnack Attack: A Plate Full of Colors ~ Health Is Life in Balance: Exploring Health and Foods

Students participate in active learning exercises to develop the concepts of health and being healthy through examples of physical activity and learning about foods. They explore the varieties of healthful foods and the ideas of more and less. Students continue to strengthen their grouping skills as they consider which foods should be eaten every day and which ones should only be eaten sometimes. They explore a balance activity and physically demonstrate balance, which is an underlying theme throughout the K?12 curriculum, and later practice dancing the Native American Round Dance, or Friendship Dance, to further instill how important physical activity is to their health. Students will understand how important messengers are in their daily lives as they learn from others who have knowledge and wisdom. They listen to the Eagle Book stories A Plate Full of Colors and Tricky Treats to learn more about making healthful food choices.

http://teachershare.scholastic.com/resources/13803



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The Lecturer Publications

Further Future References

Plus; Jihali (2013) Health Education and Promotion” In Press

Major Text Book & References

• Your Smart Note in this Class• This Lecture:

– The Principles of Health Education – The First Step Towards ZDHE - JohaliPHE2013 CHS282

• Health Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health Department, SUNY College at Cortland

• Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications for the 21st century.Journal of Health Education, 26(6), 326-332

• http://www.preservearticles.com/201105156674/principles-of-health-education.html • Ref & Souces For Smart Assignments • http://wiki.answers.com/Q/What_are_the_principles_of_health_education (Can You

Answer ….use this courses …get abswer of others ) • WHO (2012) Health education: theoretical concepts, effective strategies

and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern Mediterranean



http://wiki.answers.com/Q/What_are_the_principles_of_health_education

CHS456

Johali NHEPC 2013 81

With My Great Best Wishes

• Be Excellency - ZD • Be Critical Thinkers • Be Creative; & • Meaningful Assertive Smart CN

& Learners Lifelong and Day After


Documents

Principles of HEALTH EDUCATION CHS282 Johali PHE 2013 Dr. Eisa Ali Johali بسم الله الرحمن الرحيم Welcome PHE QHE C & P Ready + Willing - ZD HE CHS282