JFK University Health Education Program

JOHN F. KENNEDY UNIVERSITY

MA in Health Education


Where are health educators employed?

• Health care facilities (hospitals, HMOs, ACOs, other)

• Non-profit organizations• Public health agencies• Community health programs• Workplace wellness programs in public

and private employers• Self-employed as coaches and consultants


The outlook for employment for health educators is excellent:

“Employment of health educators is expected to grow by 37% from 2010 to 2020, much faster than the average for all occupations. Growth will be driven by efforts to reduce healthcare costs by teaching people about healthy habits and behaviors.”

Occupational Outlook Handbook 2012-13U.S. Bureau of Labor Statistics


Emerging Field of Health Coaching

Health coaching is an emerging field in which trained professionals offer coaching to individuals to incorporate wellness into their lifestyles, with particular focus on individuals with chronic illnesses.

• National Consortium for Credentialing Health and Wellness Coaches

.

MA in Health EducationAlumni at Work

Jen FrietasManager, Human ResourcesClif Bar & Company

Mary MeloyOwner, Body of Wisdom Center

Nina FryEditorial Director, Symbiosis: The Journal of Ecologically Sustainable MedicineCurrently manages a research study on how engagement in spiritual practice and community influences people’s lives and well-being


What is a health educator?

Conventional definition:

“Health educators teach people about behaviors that promote wellness. They develop programs and materials to encourage people to make healthy decisions.”

Occupational Outlook Handbook 2012-13U.S. Bureau of Labor Statistics


In this program, we take a more expansive view of health education.

For over 30 years, our approach has been informed by the principles of:

• Holism: The importance of looking at people as a whole, rather than merely the sum of their parts.

• Ecology: We live out our lives embedded in social and environmental systems that have profound effects upon our health.

• Social Justice: Health is a human right; promoting access and reducing health inequities are critical. Individual and community empowerment is the first priority.


JFKU’s holistic approach:

To encourage people to define health in a meaningful way for self and community and facilitate individual and collective action based upon that understanding of health

Conventional approach:

To identify and eliminate risk factors for physical disease

Comparing conventional and holistic approaches to health education:

Purpose of Health Education



Focus on social and environmental determinants of health as well as on individual behaviors


Focus on individual behavior as the chief determinant of sickness and disease


Determinants of Health



Conceive of change as a process of raising awareness and facilitating self-healing and social change.

Key variable is identification of what is relevant & meaningful to an individual and/or the community.


Conceive of change as a process of learning how to “control” one’s behavior.

Key variable is one’s willingness to change.


Concepts of Change



Ethic of meaning and support as the basis for positive health outcomes. Health outcomes are attributed to a multitude of factors, including our collective experiences and actions.


Ethic of “personal responsibility” as the basis for positive health outcomes. Health outcomes are attributed to an individual’s willingness to change (or lack thereof).


Health Outcomes



Seek intrinsic sources of motivation, such as happiness, well-being, purpose, and meaning


Motivate by using incentives (rewards and/or penalties) or by frightening people with consequences of their behaviors and attitudes


Motivation



Ally


Expert


Role of Health Educator


Overview of Curriculum

• Holistic framework that addresses body, mind, spirit and community

• Covers various philosophies of health and healing, both conventional and alternative

• Multiple approaches and frameworks• Professional skills, such as:

• Plan, implement, and evaluate health promotion programs

• Coaching• Communication and advocacy skills• Research health and health education topics• Work in collaborative settings


• No Undergraduate Prerequisites

• 1st Year Curriculum focuses on foundational content and skills:

•Foundations of Health Education• Integrative Health•Coaching Series (Foundations of Coaching, Coaching for

Wellness, Coaching Practicum)•Foundations of Holistic Nutrition•Nutrition for Wellness Throughout the Life Cycle•Culture Community & Health•Health & the Environment• Learning Models & Educational Methods

MA in Health Education• 2nd Year Curriculum focuses on advanced skills and

practice:•Models of Change for Health Education•Mind-Body Approaches to Stress

Management•Research in Health Education series•Health Education Internship•Advanced Coaching Practicum•MA Integrative Project

• Five units of “Practicum in Health and Healing” (@1 unit each) on a wide variety of topics, such as:•Holistic Approaches to Weight & Health•Energy Models of Healing•Nutritional Consultation & Coaching•The Collective Body•Moving & Sensing•Asian Approaches to Health


Holistic Nutrition Specialization• Optional specialization

• Food as a source of healing and wellness

• Functional medicine philosophy, which means looking at root causes rather than addressing only symptoms

• Enables student to sit for certification examination with the National Association of Nutrition Professionals (NANP)

• Most courses are embedded within the degree, so that by taking the designated “Practicum” courses, students can obtain the specialization by taking only 4 additional units


Some facts and figures:• 59 quarter units required to complete the MA in

Health Education degree (63 units with Specialization)• Full-time students can finish in 7 quarters or 1¾ years

(8 quarters/2 years with Specialization)• Part-time students finish in 3-4 years• Most courses meet once a week

• Mon.-Thurs. from either 4:30-7:00 or 7:15-9:45 • A few courses meet on weekends

(Friday evenings and/or Saturdays)• Number of class meetings per quarter varies


Some facts and figures:• Faculty consists of two core faculty and numerous

adjunct faculty, all of whom are “in the field”; “scholar-practitioner” faculty

• Class size tends to be small (e.g., 10-20 students)• Most courses are taught as graduate seminars;

students are responsible for participating and co-creating the learning environment• Students take on the role of “educator” in as many ways

as possible• Peer presenting and peer feedback play a significant

role in the learning in this program

• Emphasis on discussion and experiential learning, rather than lecture/didactic methods


Application Requirements

• Official transcripts from bachelor conferring institution and any post-bachelor credits

• Two letters of recommendation which attest to the applicant’s suitability for the program

• A personal statement, 5-to-10 pages double-spaced, typewritten pages

• Interview with Program Chair

MA in Health EducationApplication – Personal Statement

• How does the field of health education fit with who you are and your life or career aspirations?

• What significant experiences or events in your life journey contribute to your readiness for graduate study in health education?

• What brought you to apply to this program?

• What do you foresee your future work to be? And, how will this degree support that?


Financial Aid. Several types of financial assistance are available:

Loans

Scholarships

Take the first step. Complete:

Free Application for Federal Student Aid (FAFSA) www.fafsa.ed.gov

JFKU Supplemental FA Information Application


Thank you for participating.

For more information:Contact the Office of Admissions at 800.696.5358.