Hpd ch 1
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Hpd ch 1

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  • ADAWGS Training 9:30pm-4:30pm@HOPE 8 Lafayette\nNo class tomorrow, class will be on monday.\n
  • -->seat belt use, alcohol, BP, taking medications or not taking medications when we are supposed to, hand washing, sexual behaviors, diet.(examples)\n-Think about health behaviors that people engage in everyday that are considered negative for their own reasons. We tell people to simply stop b/c its bad. ex. people who smoke cigarettes, people who drink dangerously.\n
  • -->all health education is based in theory. Hoping people will acquire skills they need to make those healthy decisions.\n
  • will hope to encourage people to engage in health behavior voluntarily. If ppl do not want to change they will not. If there is no deep desire to commit to this they will not do it.\n
  • health promotion is: pamphlets and brochures, peer education.\n
  • car emissions: they are looking at your emissions, its an environmental one as well. \nno smoking in public places(regulatory example)\n
  • improve the conditions that are conducive to health.\n\n
  • -->years ago ppl who did this were not health educators. \n-->government organizations: municipal county, state levels\n
  • - you should get fresh air, physical exercise, and how you should eat(diet)\n- the jungle: book written by a journalist that depicted the horrible working conditions in the meat packing industry.\n-the gold standard to move pts is 7 minutes. Didn’t have time to answer qs and were not qualified to answer qs(the clinicians)\n-Lead to specific training for educational interactions with people.\n\n
  • two most imp parts are evaluation(should be planned from the beg of any intervention), assessment(community needs).\n
  • -provided standards\n-Certified Health Education Specialist(CHES).\n
  • -can change in both directions. Health behaviors can change. It is an interaction: biological and psychological, social factors is a mix of what makes us who we are in terms of our health behaviors.\n-appropriate prevention strategies: vaccines are one of the most effective interventions in the U.S. Seatbelt laws decrease in death from accidents, infant car seat laws.\n-behaviors can be changed: we have to find appropriate ways to do this.\n
  • -food is intergral.\n-taking the first step is hard and whats harder is maintaining the behavior.\n-victim blaming: we don’t know what else is going on with that person. \n-someone has to be ready to change and motivated to change or else nothing is going to happen.\n
  • -“bring a horse to water but cannot force it to drink”\n- all the assumptions have to be in place\n-cannot force lifelong health enhancing behaviors.\n-address issues on how to motivate people.\n

Hpd ch 1 Hpd ch 1 Presentation Transcript

  • THE BASICSReally Chapter 1
  • WHAT IS HEALTH BEHAVIOR? Those behaviors that impact a person’s health.
  • WHAT IS HEALTH EDUCATION? Process of educating people about health Any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire skills and information needed to make quality health decisions.
  • OR… Any combination of learning experiences designed to facilitate voluntary actions conducive to health.
  • WHAT IS HEALTH PROMOTION? Related by not the same as health education Broader term
  • HEALTH PROMOTION IS… Any planned combination of educational, political, environmental, regulatory, or organizational mechanism that support actions and conditions of living conducive to the health of individuals, groups, or communities.
  • IT IS ALSO… The combination of educational and ecological supports for actions and conditions of living conducive to health
  • HEALTH EDUCATORS Professionally prepared Serves in a variety of roles Specifically trained to utilize appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals, groups, and communities
  • HEALTH EDUCATORS THEN & NOW Mid-1800s: school hygiene education Early 1900s: public health arena, journalists, writers, social workers, visiting nurses Late 1900s: clinicians unable to provide needed health education – heavy workload, lack of formal training in educating others, lack of time, need for educational at all levels of prevention
  • 7 MAJOR AREAS OFRESPONSIBILITY Assessing Planning Implementing Evaluating Coordinating Acting Communicating
  • THE FRAMEWORK Provided a guide for institutes of higher education to use in design and revision of health education curricula Used by National Commission for Health Education credentialing to develop core criteria for CHES Utilized by program accrediting and approval bodies to review IHE academic programs in health education
  • ASSUMPTIONS OF HEALTH health status can be changed health and disease are determined by dynamic interactions among biological, psychological. Behavioral, and social factors disease occurrence theories can be understood appropriate prevention strategies can be developed to deal with the identified health problems behavior can be changed and those changes can influence health
  • ASSUMPTIONS CONTINUED individual behavior, family interactions, community and workplace relationships and resources and public policy all contribute to health and influence behavior change initiating and maintaining a behavior change is difficult individual responsibility should not be viewed as victim blaming for health behavior change to be permanent, an individual must be motivated and ready to change
  • MAKING THE CONNECTION  program participants voluntarily adopt actions conducive to health  to achieve this goal the assumptions must be in place  cannot force lifelong health enhancing behaviors  can’t expect change just because people saw a health promotion program