‫بسم هللا الرحمن الرحيم‬
Principles
of
HEALTH EDUCATION
CHS282 Johali PHE 2013
Welcome PHE
QHE C & P
Ready + Willing - ZD HE
Dr. Eisa Ali Johali
CHS282 JohaliPHE2013
‫بسم هللا الرحمن الرحيم‬
EISA ALI JOHALI
‫عيس ى بن علي الجوحلي‬
A 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
CHS282 JohaliPHE2013
PHE Promotion
،‫• ألن الجودة من الحرص واالجتهاد وآلن ”االحساس والشعور بمرض ومشكالت ومتاعب االخرين“هي غاية مقررنا هذا طلبا للحسنيين‬
:‫ نستهل مقدمتنا هده بآيات من الذكر الحكيم في التقوى‬،“‫وهي في ”التقوى‬
]3 ،2/‫[الطالق‬
َ ‫ َو َم ْن َي َّتق‬
 ُُ ‫هللا َي ْج َع ْل َل ُه َم ْخ َر ًجا * َو َي ْر ُز ْق ُه ِم ْن َح ْي ُث َال َي ْح ََت ِس‬
ِ
.]29/‫[األنفال‬
َ
َ ‫ إ ْن َت َّت ُقوا‬ 
 ‫هللا َي ْج َع ْل ل ُك ْم ُف ْر َق ًانا‬
ِ
:‫ عن أنس بن مالك رضي هللا عنه‬،‫• وقول رسوله الكريم نبينا ”محمد“ عليه أفضل الصالة والسالم‬
)‫( ال يؤمن أحدكم حتى يحُ ألخيه ما يحُ لنفسه‬
‫وقوله صلى هللا علية وسلم (كان هللا في عون العبد ما كان العبد في عون أخيه) رواه مسلم وأبو داود والترمذي‬
‫أخرجه البخاري‬
•
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”
So;
“ ‫”ما يحك جلدك مثل ظفرك‬
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 ?
CHS282 JohaliPHE2013
3
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
CHS282 JohaliPHE2013
to Success”
4
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
OLD
Health 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 environment
Johali 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.
CHS282 JohaliPHE2013
1 Topics to be Covered
TOPICS

Teaching and Learning Activities
Understanding each other's - Presenting and discussion the Course
Objectives and Teaching Plan
No of
Weeks
1
Contact
hours
2
All Success Except Who Don't Like ( Not Ready and Willing To ………)

Reasoning Why PHE (The Place of PHE in HE Profession & Education)
2nd -3rd
4

A Brief Historical with Probing PHE: from where to start " Health –
Education" & Defining Terms
Philosophical bases of Health Education ( 1)
1st Midterm Exam \ Smart Assignments plan and choices
4th -5th
6th -7th
4
4
8th – 9th
9-11
2
6
12
13-15
2
6






Health Education scopes , aims and roles and principles ( 1)
Health Education scopes , aims and roles and principles ( 2)
Teaching and Learning domains : cognitive, affect-attitudes,
thinking, and the psychomotor
2nd midterm exam \ Presenting Smart Assignments
Meaningful teaching and learning objectives: cognitive, affectattitudes, thinking, and the action skills
Develop tentative framework for effective health education
curriculum, lesson and plan
CHS282 JohaliPHE2013
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
CHS282 JohaliPHE2013
Johali PHE Reasoning ?
Health Educator Job Description
Job 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\PhD
Job 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.
CHS282 JohaliPHE2013
Johali PHE Reasoning ?
Reasoning WHY PHE ?
Why you are study this course
Let us Start with: These Educational Videos
Health Education Specialists: Promoting a Healthy World
http://www.youtube.com/watch?v=ErBECLCWNOk
An Introduction To Health Education By Ms.
Ria Gandhi
http://www.youtube.com/watch?v=V9Xk350kN98
What is a Health Educator?
By Amy McCauley, eHow Presenter
Read more: Video: What is a Health
Educator? |
eHow.com http://www.ehow.com/video_4
872867_healtheducator_.html#ixzz2IkxDv9cB
Conclude ; PHE is the first step to HE Course – Assure Quality
9
CHS282 JohaliPHE2013
of Education and Practice
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
PROBE to DEFINE TERMS
Looking for
The E; H & HE that can Assure the Quality of Healthfully Life ?
CHS282 JohaliPHE2013
10
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What Is the Education That We Have To Look For
• 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)
CHS282 JohaliPHE2013
11
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
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 = ………………. = ……………….. = ………………….
CHS282 JohaliPHE2013
12
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
• 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 ‫ وإصالح‬،‫ تهذيب‬،‫تربية‬
• 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).
CHS282 JohaliPHE2013
13
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
• 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..
CHS282 JohaliPHE2013
14
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
•
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”
CHS282 JohaliPHE2013
15
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
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” ‫تثقيف‬/‫ تعليم‬that 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 ‫ &تدريس‬What is Learning ‫ ” تعلم‬that can
promote the QHEHِ?
CHS282 JohaliPHE2013
16
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What Is the Education That We Have To Look For
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
CHS282 JohaliPHE2013
17
Common Philosophies (Systems) of Education
Key Concepts
Education
/Process
Knowledge/
Theory
Most Common Philosophies & Theories of Education
Humanism
Transfer
Preserve&
Transmit
Knowledge
worthwhile
Technocrat
Shape
Adaptation/
Training
Training/Skills/Obje
ctives
relativeessential
for safe practice
Progressivism
Reconstructionis.
Travel /Jearny
Grow
Personal Growth & Society-Centered
Development
Create better society
Life experience
Tentative
Student interest
Vital
Skills/ Practice Relative to safe Vital
practice
Teacher/HE
Centre
/ Instructor & Guide Facilitator
Transferor
Examination/ Vital-theory
Vital- practical
Self
interest
Evaluation
evaluation
Student/Patient
Life experience
Tentative
Society
interest
Vital
Indoctrinator/
Orientator
& Vital theory-practice
for better society
Passive- Passiveholder Active/ Free-interest
container
practically fully
Fullysupervised
controlled
Curriculum/Pl Map of key Schedule of Basic Portfolio
of
an
Subject
Skills/ a kind of
Experiences
Technology
Active
Semi-control
Agenda of Cultural
18 Issues
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What is the Heallth That You Are Looking For ?
1) Hold a Small Group Discussion
2) Visit: Welcome visit my Academic Site\ My groups:
The Philosophy Network
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 ..
•
•
http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=199928773&qid=58db8a86-f861-4c3b-89e93eaecfc98fdc&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-f5f5-4541-9445acf0889173df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660
CHS282 JohaliPHE2013
COMMON PHILOSOPHIES OF HEALTH
WHAT IS HEALTH?
that we are look for:?
Medics
“Curative
Medicine”
Behaviori
sts
Social
Scientists
Humanists
Idealists
Physical fitness
absence
of
disease
harmonious
functioning
of
organs
Commodity
“Just
Feeling
Good”
ability to
adapt
“Adaptati
on”
(HBM)
Well social
function
absent of
all
diseases,
health
problems
&
handicaps
Personal
strength\ab
ility
Self
Growth
&
Developme
nt
Perfect
wellbeing in
every
respect
Behaviorist also come under Realism = Pragmatic
CHS282 JohaliPHE2013
20
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What Health Means to You \ Health That You Are Looking For ?
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
21
Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What HE Means to You\ HE That You Are Looking For ?
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
22
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:
23
What is the National HE that We have to look for
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).
•
CHS282 JohaliPHE2013
Ego (self) Reflective Learning:
24
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
25 health … ?!
CHS282 JohaliPHE2013
raw
Education - Health – HE Integrated
Integrated Self Creative Conceptual diagrams
CHS282 JohaliPHE2013
Philosophy-Why?
• Direction
• Guidance
• Consistency
• Ethical
• Profession
• Definition
CHS282 JohaliPHE2013
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?
CHS282 JohaliPHE2013
What is the difference between a “goal” of HE and a
philosophy?
One way to think about it
• Goal = result, outcome, long(er) term
• Philosophy = how to get to the result
CHS282 JohaliPHE2013
The 5 Historical Philosophies
Johali FCSDB





Freeing/Functioning
Cognitive Based
Social Change
Decision Making/Skills-based
Behavior Change
CHS282 JohaliPHE2013
What’s the Philosophy?
Thinking – Play with thinking
Conclude from above probing –
your philosophy of ‘E – H or
H – E ‘ ?!
Should I develop my own philosophy?
CHS282 JohaliPHE2013
Should I develop my own philosophy?
CHS282 JohaliPHE2013
Will my philosophy “work” in all
situations?
What Is Philosophy ? & Philosophy Samples
CHS282 JohaliPHE2013
Philosophical bases of Health Education
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]
CHS282 JohaliPHE2013
Determining your philosophy
• Goal of HE is focused on behavior
• Parts/steps/strategies to promoting and
maintaining behavior
• Deciding where to stop
HE
Behavior ?
knowledge
knowledge
application
CHS282 JohaliPHE2013
DM & PS
related
skills
behaviorrelated
skills
Samples
http://www.healthpromotion.cywhs.sa.gov.au/co
ntent.aspx?p=154
CHS282 JohaliPHE2013
HE
Scopes \ Goals\ Basic Principles
CHS282 JohaliPHE2013
37
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
CHS282 JohaliPHE2013
38
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.
BY
•
•
•
•
ENCOURAGING, 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
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Aims of Health education
1. Health promotion and disease
prevention.
2. Early diagnosis and management.
3. Utilization of available health services.
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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.
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5. To encourage appropriate use of health
services especially preventive services.
6. To inform the public about medical
advances, their uses and their limitations.
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Nature\ Bases & Components
of
Health Education Principles
HEP
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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.
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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
“.
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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.
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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.
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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.
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Contents of health education
1. Personal hygiene
2. Proper health habits and behaviors (NutritionDietitian \ Smoking\Substance\Drug…… )
3.
4.
5.
6.
7.
8.
Personal preventive measures
Accidents and Safety rules
Proper use of health services –mususe
Mental health
Sexual education (within Islamic teaching)
Special education (occupation, mothers …..etc)
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Adoption of new ideas or practice
Five steps
1.
2.
3.
4.
5.
Awareness (know)
Interests (details)
Evaluation (Advantages Vs Disadvantages)
Trial (practices)
Adoption (habit)
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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)
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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
52
HEPs’ Principles of Teaching and Learning
Summary of Theories of Meaningful Learning
• Principles …..
• Teaching and Learning domains : cognitive, affectattitudes, thinking, and the psychomotor
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5+7
The 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
The 7 Ps
Principle 1
Good practice encourages student-faculty
contact
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Knowing faculty members motivates students and keeps them on track
Knowing faculty members provides models
Acadia Institute for Teaching and Technology
1
Principle 1
Good practice encourages student-faculty contact
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,” AAHEBulletin 39:
3-7, March 1987
Knowing faculty members motivates students and keeps them on track
Knowing faculty members provides models
Acadia Institute for Teaching and Technology
55
Principle 2
Good practice encourages cooperation among
students
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Group work is important
Emotional intelligence
Acadia Institute for Teaching and Technology
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Principle 3
Good practice encourages active learning
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Active learning helps students construct authentic knowledge
We only truly learn what we make a part of ourselves
Info
Acadia Institute for Teaching and Technology
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Student
Know
7
Principle 4
Good practice gives prompt feedback
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Appropriate and timely feedback is critical
The cycle of learning
Material
Acadia Institute for Teaching and Technology
8
Principle 5
Good practice emphasizes time on task
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Emphasize time on task (in class, outside of class)
Provide checkpoints
Acadia Institute for Teaching and Technology
9
Principle 6
Good practice communicates high
expectations
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Celebrate success
You hit what you aim for (or at least come close)
Acadia Institute for Teaching and Technology
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Principle 7
Good practice respects diverse talents and
ways of learning
“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.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Start with success
Identify student learning styles (Visual, auditory, kinaesthetic etc..)
Hello
Acadia Institute for Teaching and Technology
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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
Acadia Institute for Teaching and Technology
Students = Patients
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PHE
The Story of Behavior
What – Why – How
Can You – Do You Accept Change
Why
Resistances \ Barriers
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.
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• 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.
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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
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
Source: Ajen,I., Fishbein, M. (1980) Understanding attitudes and
predicting social behavior. New Jersey: Prentice-Hall, Inc.
The Belief
Benefits
Barriers
• Anticipated value of the
recommended course of
action.
• Must believe
recommended health
action will do good if
they are to comply.
• 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 highrisk 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.
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AIDS Risk Reduction Model (ARRM)
Stage 1
Stage 2
Stage 3
http://www.fhi360.org/nr/rdonlyres/ei26vbslpsidmahhxc332vwo3g233xsqw22er3vofqvrfjvubw
yzclvqjcbdgexyzl3msu4mn6xv5j/bccsummaryfourmajortheories.pdf Stage 1
Teaching – Learning
Domains & Plan
use to plan, design and develop
HE Activities and Curriculum
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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
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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
COGNITIVE
Know – Knowledge
AFFECTIVE
Think – Value – Response - Judge
PSYCHOMOTOR/ACTION
Intellectual Skills
Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move
Complex
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/
Independent
/
Active
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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
Class
/
Dependent
Area
/
Behavioral Objective
Cognitive
Knowledge
Comprehension
Application
Knowledg
e
Int. Ability
Analysis
Synthesis
Int. Skills
Evaluation
Complex
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/
Passive
Affect
Action/
Psycho
Remember
Receive
Reflect/Move
Reason
Respond
Communicate
Plan to solve
Value/apprise
Act
Format
Organize/character
Adapt
Understand
Create/Interpret
Develop
Inter Judge
Ext Judge
Decide
Independent
/
Active
/
Deep understanding
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By Bloom and All Above You Can Plan, Design &
Develop ZD HE Curriculum\Lessons \ Activities
77
LESSON PLAN
Snack 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.
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The Lecturer Publications
Further Future References
Plus; Jihali (2013) Health Education and Promotion” In Press
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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
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With My
Great Best Wishes
•
•
•
•
Be Excellency - ZD
Be Critical Thinkers
Be Creative; &
Meaningful Assertive Smart CN & Learners
Lifelong and Day After
Johali NHEPC
2013
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