NYPD Desi Society hosted a Holiday Party and Recognition Ceremony at World’s Fair Marina on December 10, 2021 at World fair Marina, Queens, New York. Pic 1: NYPD Deputy Chief Deodat Urprasad recognize by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan,Executive Director of South East Asian Affairs of Brooklyn Borough President and Detective Annand H. Narayan Pic 2: Mr. Kenny Miller Honored by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President and Detective Annand H. Narayan Pic 3: Mr. Rahul Walia, Founder of South Asian Engagement Foundation, recognized by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President, Detective Annand H. Narayan Pic 4: Ms. Bharati Kemraj, The Bharati Foundation recognized by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President and Detective Annand H. Narayan Pic 5: Citation for Deputy Inspector Ralph Clement , Accepting on his behalf are his Sergeant Joanna Medina and Police Officer Alex Huang recognized by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President, and Detective Annand H. Narayan Pic 6: Dilip Chauhan, Executive Director of SouthEast/ Asian Affairs

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Communication for health education
1. Back ground:
Health communication is the study and practice of communicating health promotional
information such as in
- public health campaigns
- health education
- between doctor and patient.
The purpose of disseminating health information is to influence personal health choices by
improving health literacy.
Health communication includes verbal and written strategies to influence and empower
individuals, populations, and communities to make healthier choices. According to WHO, health
education helps individuals and communities to improve their health by increasing their
knowledge or influencing their attitudes.
Thus health education is an education that promotes understanding for maintaining personal
health. It is a process that informs, motivates and helps people to adopt and maintain healthy
practices and life-style. Health education involves some form of communication designed to
improve health literacy, focusing knowledge improvement and development of life-skills. This
favors the individual and community health.
2. Health education goals
 Disseminate concepts and sound health knowledge in the community
 Enable people to identify their health problems and needs
 Help people solve their health problems using their potential
 Build a normal health trends
 Establish proper health behavior
3. Objectives
The main objectives of communication for health are:
a) To inform people or disseminate scientific knowledge about prevention of disease and
promotion of health. Exposure to the knowledge removes key barriers about health,
disease and health care utilization
 ignorance
 prejudices
 misconceptions

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b) Motivating people to change their habits and ways of living: telling people about health
is not enough. They must be motivated to change their behaviours/ practices
 many behaviours/ practices community health are detrimental to health (e.g. pollution
of water, out-door defecation, indulgence in alcohol, cigarette smoking, drug
addiction, physical inactivity, non-compliance to family planning, etc.
c) Guiding into action by educating people through various approaches in a variety of
settings (using health educators or communication personnel such education should be
provided for all levels, including doctors)
 this is difficult task. It requires evidence based facts and approaches.
4. Outcomes
The expected outcomes of communication for health are:
 Improve health at the level of the individual and society
 Reduce the incidence of disease
 Reduce disability and mortality
 Improve the quality of life for the individual and society.
5. Implementation strategy:
The goals and objectives are achieved through health education as a strategy for implementing
health promotion and disease prevention (professional training and research on health).
 Advocacy for life-style/environmental (practice and behaviors) changes as needed to
facilitate the above goals.
 Implementation of communication strategies to change people's knowledge, attitudes, and/or
behaviors; for example:
- Increase risk perception
- Reinforce positive behaviors
- Influence social norms
- Increase availability of support and needed services
- Empower individuals to change or improve their health conditions
6. Types of health education:
There are at least three types of health education.
- The first and most common is education about the body and how to look after it
- The second is about health services-information about available services
- The third is about the "sensible" use of health care resources/services.
The main elements are: Areas within this profession encompass environmental health, physical
health, social health, emotional health, intellectual health, and spiritual health, as well as sexual
and reproductive health education
There are five types of communications: verbal, non-verbal, written, listening, and visual.
Verbal communication is the use of language to transfer information through speaking or sign
language.

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7. Approach of communication for health:
The main approaches for health education are
a) Regulatory approach: The regulatory/legal aims to protect the public through the
enforcement of laws and regulation e.g. drug act and rules, registration of doctors, nurses,
pharmacists and classifications of medicines for the sale and distribution etc.
 may be useful in certain situations/times e.g., protection of people from certain
practices, epidemic. But research shows that they are not likely to change human
behavior (e.g., giving up smoking, using family planning methods). The legal
approach requires administrative mechanism to enforce laws and is expensive.
The regulatory approach may include Drug policy, Drug act and rules,
implementation of health insurance etc. ( e.g. drugs banned in Nepal and Bangladesh
b) Service approach: The service or routine administrative approach involves the health
facilities, social organisations, community groups etc. for the implementation of any
useful evidence based approach/strategy to improve the behavior/ practices of community
people. This approach is also challenging and has problems of sustainability. This
approach may fail if the felt-needs of the people/community is not addressed. In many
cases community leaders may seek monetary support and motivation.
c) Educational approach: The educational approach is a main approach for achieving change
in ill-health practices and behaviours, and the recognition of health needs of community
members.
It involves elements of motivation, communication and decision-making. Sufficient time
should be allowed to have the desired change brought about. There are certain problems
which can be solved only through education, e.g., nutritional problems, infant and child
care, personal hygiene, family planning. The educational approach is used widely today
for the solution of community health problems in developing countries.
This approach can be classified as
 individual and family approach
 small group approach
 mass approach.
Since individuals vary so much in their socio-economic conditions, traditions, attitudes,
beliefs and level of knowledge a single educational approach may not be suitable.
Combination of approaches must be evolved depending upon local circumstances
8. Content of health education:
Health education focuses the community health. It is wide as community. In practice, the content
of health education may be divided into 8 main divisions:
(a) Human biology (basic information)
(a) Nutrition: (information on choosing optimum and balanced diets which contain nutrients
necessary for energy, growth, and repair).
- Health education for storage, preparation, cooking and eating of food

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- Nutrition education on the best use of the available resources.
- Education in nutrition is a major strategic method for the prevention of malnutrition
(c) Hygiene (personal)
- Personal hygiene is to promote standards of personal cleanliness (bathing,
clothing, washing hands and use of toilet)
- Clean habits (care of feet, nails and teeth; spitting, coughing, sneezing),
- Training in personal hygiene should begin at a very early age and must be carried
through school age.
d) Environmental hygiene (domestic and community):
- Domestic hygiene (use of soap, need for fresh air, light and ventilation, hygiene
storage of foods; hygienic disposal of wastes, need to avoid pests, rats, mice and
insects.
- Protection and improvement of environmental health (in developing countries, the
main concern is the basic sanitary services, safe water supply, disposal of human
excreta, waste management, vector control, food, sanitation and housing)
e) Family health care:
- These days it focuses for the family as a unit.
- Family health care programmes embrace human growth and development, mother
and child health, care, human reproduction, family planning, population dynamics,
immunization, nutrition and other related activities.
- The aim of health education is to strengthen and improve the quality of life of the
family as a unit so that it can survive the effect of rapid and complex social changes.
f) Control of communicable and non-communicable diseases:
There are various communicable and non-communicable diseases needing health
education activity.
- Malaria, sexually transmitted diseases, trachoma, leprosy, tuberculosis, malnutrition,
cardio-vascular diseases, dental diseases, drug addiction, alcoholism, accidents etc.
- Proper use of medicines prescribed/ not prescribed
- Lack of knowledge on the nature of diseases and their prevention is widespread even
in the most highly developed countries.
- Health education aims to bridge this gap.
g) Mental health:
Mental health problems occur everywhere.
- Prevalent when there is a change in the society from an agricultural to an industrial
economy, isolated life in big cities.
- The aim of education in mental health is to help people to keep mentally healthy and
to prevent a mental breakdown (people should enjoy their relationships with others
and learn to live and work together.
- Mental heal problems occur in: mother after child birth, for a child at first entry
school entry, decision about a future career, starting a new family and at the time of
widowhood. These are critical periods of life when external pressure tends to
breakdown.
- Health workers should help people achieve mental health by showing sympathy,
understanding and by social contact.

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h) Prevention of accidents
Modern-life has complexity of accidents. Accidents occur in three main areas: the home,
road and the place of work. Safety education should be directed to these areas.
 Road safety education
 Work-places safety education.
 Etc.
i) Use of health services:
The health education also aims to inform the public about the health services.
 available/ accessibility
 availability of services
 about their use
 importance
9. Nature of health education:
 should be based on scientific knowledge and facts, admissible to the local culture, and
educational system.
 people should have trust and confidence for the use of message/information after
receiving it.
 should be a concern or theme of interest . It should be related to ‟felt-needs”.
 participation of the target population in the activity is a key element for the effective
health education.
 for the acceptance of people the efforts should proceed from the known to the unknown
 comprehensive: the information should be clear, understandable and acceptable (without
any barrier or technical jargon e.g. “one teaspoonful three times a day” etc.
 should be in the language people understand
 The element of reinforcement is needed. A new information in in a single contact will
be not effective. Repetitive contacts assist comprehension and understanding. Every
health campaign needs reinforcement; it is called it a “booster dose”.
 Other important element is motivation: In every person, there is a fundamental desire to
learn. Awakening this desire is called motivation. There are two types of motives –
primary and secondary. Primary motives (e.g., hunger, survival etc.) are driving forces
initiating people into action; these motives are inborn desires. Secondary motives are
based on desires created by outside forces or incentives. Some of the secondary motives
are praise, love, rivalry, rewards and punishment, and recognition.
 In health education, motivation is an important factor
- need of incentive is a first step in learning to change.
- The incentives may be positive or negative. To tell a lady, faced with the problem of
overweight, to reduce her weight because she might develop cardiovascular disease or
it might reduce her life span, may have little effect; but to tell her that by reducing her
weight she might look more charming and beautiful, she might accept health advice.
When a father promises his child a reward for getting up early everyday, he is
motivating the child to inculcate a good habit. In health education, we make use of
motivation.

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 Learning is doing: Learning is an action-process. The Chinese proverb: “If I hear, I
forget; if I see, I remember, if I do, I know” illustrates the importance of learning by
doing.
Prior knowledge of the people-customs, habits, taboos, beliefs, health needs- is
essential for successful health education.
 The health facts must be truthful and based on scientific knowledge. The transmitting
media must be attractive, palatable and acceptable. Unless these three elements are
carefully and satisfactorily interrelated the message will not have the desired effect.
 Setting an example is effective and successful approach
 Good human relations has utmost importance in learning.
 The health educator must be kind and sympathetic. People must accept him as their real
friend.
 Leaders: people learn best from people whom they respect and regard. We should use
local leaders -the village head, the school teacher, political work as agent of change and
they can be made use of in health education work. If the leaders are convinced first about
a given programme, the rest of the task of implementing the programme will be easy.
10. Process of communication in health education:
Education is primarily a matter of communication. The health educator must know how to
communicate with his audience. The key elements in the communication process are the
communicator, the message, audience and channels of message.
- Elements of the health education
Health message
- Health educator
- Meassge reciverTarget
- Means (methods)
 Communicator is the originator of the message. To be effective, a communicator must
know his
- objectives – clearly defined
- audience – its needs, interests and abilities;
- message – its content, validity and usefulness;
- channels of communication.
 Message: It is the information a communicator wishes his audience to receive,
understand, accept and act upon. A good message must be (a) in line with the objectives
(b)carefully chosen, i.e., oriented to the needs of the audience (c) clear and
understandable (d)specific (e) timely and (f) appealing. The message must fit into the
existing framework of attitudes, and interests of the people.
 Audience: They are the consumers of the message. The audience may be the total
population or specific group within the population.
 Channels of communication: channel means the medium of communication. The choice
of the medium is an important factor in the effectiveness of communication. It has to be
carefully selected bearing in mind its ability to deliver the message, its cost and

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availability. An attempt should be made to provide variety in selecting channels so as to
keep the teaching process interesting and entertaining. A two-way communication is
more likely to influence behaviour than one-way communication. Wherever possible,
communication should be adjusted to the local cultural patterns (folk-media) of the
people.
 Barriers of communication These can be:
 physiological - difficulties in hearing, expression
 psychological - emotional disturbances, neurosis
 environmental - noise, invisibility, congestion
 cultural - levels of knowledge and understanding, customs, beliefs, religion, attitudes.
 The barriers should be identified and removed for achieving effective communication.
 Channels (Aids)
 Audiovisual aids are important weapons in the health education, They can be
conveniently classified into three groups – purely auditory, purely visual and a
combination of both systems
 Auditory aids
These comprise tape recorders, microphones, amplifiers, earphones, etc. The tape
recorders are extensively used as teaching aids.
 Visual Aids
 Not requiring projection: These are chalkboard (blackboard), flannel graph, exhibits,
models, specimens, posters etc.
 Requiring projection: These are slides, film strips, epidiascopes, over-head
projectors, power-point, silent films, etc
 Combined AV AIDS: Built in one piece: sound films, closed circuit television, etc.
Audio-visual aids are increasingly being used in modern education. Audiovisual aids,
when properly used can be very effective in the teaching-learning situation.
11. Individual and family health education:
The individual comes to the doctor or health center because of illness. The education
involves in educating the patient/caretaker on matters of interest – diet, causation and
nature of illness and its prevention, personal hygiene, environmental hygiene, etc. Topics
for health counseling should be selected according to the relevance of the situation. By
such individual health teaching, we will be equipping the individual and the family to
deal more effectively with the health problems.
Same approach applies for pharmacist, pubic-health nurses, health visitors and health
inspectors who provide community services. The biggest advantage of individual health
teaching is that we can discuss, argue and persuade the individual to change his/her
behaviour. It provides opportunities to ask questions in terms of specific interests. The
limitation of individual health teaching is that the numbers we reach are small, and health
education is given only to those who come in contact with us.
12. Group health education
Society contains groups of many kinds – school children, mothers, industrial workers,
patients, etc. Group teaching is an effective way of educating the community. The choice of

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subject in group health teaching is very important; it must relate directly to the interest of the
group. For example, we should not broach the subject of tuberculosis control to a mother
who has come for delivery; we should talk to her about child-birth and baby care. Similarly,
schoolchildren may be taught about oral hygiene; tuberculosis patients about tuberculosis,
and industrial workers about accidents.
 We have to select also the suitable method of health education including audio-visual
aids for successful group health education
 Methods of group teaching are
 Lectures: Lectures are the most widely used method of teaching, including health
education. But is mostly one-way. There is no opportunity for the group to participate
actively in learning. The lecture should be on a topic of current health interest, based on
the needs of the group; it should not exceed 15 to 20 minutes; the subject matter should
not deal with more than 5 or 6 points; the group should not be more than 30. The
method may fail to influence the health behaviour of people. The lecture method can be
made effective by combining with the audio-visual aids.
 Group discussions: Group discussion is considered a very effective method of health
teaching. It is a “two-way” communication; people learn by exchanging their views and
experiences. This method is useful when the groups have common interests and similar
problems. For an effective group discussion, the group should comprise not less than 6
and not more than 20 people. There should be a group leader who initiates the subject,
helps the discussion in the proper manner, prevents side-conversations, encourages
everyone to participate and sums up the discussion in the end. If the discussion goes well,
the group may arrive at decisions which no individual member would have been able to
make alone. It is also desirable to have a person to record whatever is discussed. The
“recorder” prepares a report on the issues discussed and agreements reached. In a group
discussion, the members should observe certain rules: (a) express ideas clearly and
concisely (b) listen to what others say (c) do not interrupt when others are speaking (d)
make only relevant remarks (e) accept criticism gratefully and (f) help to reach
conclusions.
 Panel discussions: In a panel discussion, 4 to 8 persons who are qualified to talk about the
topic sit and discuss a given problem, or the topic, in front of a large group or audience.
The panel comprises, a chairman or moderator and from 4 to 8 speakers. The chairperson
opens the meeting, welcomes the group and introduces the panel speakers. He introduces
the topic briefly and invites the panel speakers to present their point of view. There is no
specific agenda, no order of speaking and not set speeches. The success of the pane
depends upon the chairman; he/she has to keep the discussion going and develop the train
of thought. After the main aspects of the subject are explored by the panel speakers, the
audience is invited to take part. The discussion should be spontaneous and natural. If
members of the panel are unacquainted with this method, they should have a preliminary
meeting, prepare the material on the subject and decide upon the method and plan of
presentation. Panel discussion can be an extremely effective method of education,
provided it is properly planned and guided.
 Symposium :

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A symposium is a series of speeches on a selected subject. Each person or expert presents
an aspect of the subject briefly. There is no discussion among the symposium members
unlike in panel discussion. In the end, the audience may raise questions. The chairperson
makes a comprehensive summary at the end of entire session.
 Workshop :
It is a novel experiment in education. It consists of a series of meetings, usually four or
more, with emphasis on individual work, within the group, with the help of consultants
and resource personnel. The total workshop may be divided into small groups and each
group will choose a chairman and a recorder. The individuals work, solve a part of the
problem through their personal effort with the help of consultants, contribute to group
work and group discussion and leave the workshop with a plan of action on the problem.
Learning takes place in a friendly, happy and democratic atmosphere, under expert
guidance. The workshop provides each participant opportunities to improve his
effectiveness as a professional worker.
 Institute:
The “institute” has become a tradition in America. It is a series of meetings designed to
convey specific instruction and information in particular areas of work. Such meetings
are usually scheduled over several days or weeks. The most common objective of an
institute is to present information. Other objectives are to inspire people to action and to
create awareness and interest. A variety of techniques are used in an institute – lectures,
panels, group discussions and symposiums.
 Role playing :
Role playing or socio-drama is based on the assumption that many values in a situation
cannot be expressed in words, and the communication can be more effective if the
situation is dramatized by the group. The group members who take part in the socio-
drama enact their roles as they have observed or experienced them. The audience is not
passive but actively concerned with the drama. They are supposed to pay sympathetic
attention to what is going on, suggest alternative solutions at the request of the leader and
if requested come up and take an active part by demonstrating how they feel a particular
role should be handled, or the like. The size of the group is thought to be best at about 25.
Role playing is a useful technique to use in providing discussion of problems of human
relationship. It is a particularly useful educational device for school children. Role
playing is followed by a discussion of the problem.
 Demonstrations:
Practical demonstration is an important technique of health education. We show people
how a particular thing is done – using a tooth brush, bathing a child, feeding of an infant,
cooking, etc. A demonstration leaves a visual impression on the minds of the people and
is more effective than the printed word.
 Programmed instruction:
It is a method of teaching based on the Socratic method of advancing by easy stages. The
material is presented to the learner in graded steps, one step at a time. The learner is
called instructional “frames”. Each frame requires students’ active participation. This
may involve filling up blanks, solving a problem, answering a question, completing a
diagram or carrying out any other instructions.

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 Simulation exercises: The learners are confronted with a learning situation that is
close to real life in the form of an exercise or game. The participants are rotated
through key roles in it and made to deal with specific situations as they would
experience them in real life. Role play itself is one of the simulation exercises.
13. Education of the general public:
For education of the general public, we employ “mass media” of communication. These
are:
(a) Television: Television bids fair to become the most potent of all media. We can mold
public attitudes through television. Television has now become the cheapest media of
mass education.
(b) Radio: It is found nearly in every home, and has penetrated into even the remotest
villages. It is a potent instrument of education. Radio talks should not exceed 15minutes.
(c) Press: Newspapers are the most widely disseminated of all forms of literature. They
are an important channel of communication to the people. The local health department
ought to establish good relationship with the local press.
(d) Films:
(e) Health Magazines: Some are good and some not so good. Good magazines can be an
important channel of communication. The material needs expert presentation. Herald of
Health from Pune is good health magazines published in India.
(f) Posters: Posters are widely used for dissemination of information to the general
public. The first job of a poster is to attract attention; therefore, the material needs artistic
preparation. In places where the exposure time is short (e.g., streets), the message of the
poster should be short, simple, direct and one that can be taken at a glance and easy to
understand immediately. In places where people have some time to spend (e.g., bus stops,
railway stations, hospitals, health centers) the poster can present more information. The
right amount of matter should be put up in the right place and at the right time. That is,
when there is an epidemic of viral hepatitis, there should be posters displayed on viral
jaundice, but not on cholera. The life of a poster is usually short; posters should be
changed frequently, otherwise they will lose their effect. As a media of health education,
posters have much less effect in changing behaviour than its enthusiastic users would
hope. Indiscriminate use of posters by pasting them on walls serves no other useful
purpose than covering the wall.
(g) Health exhibition: Health exhibitions, if properly organised and published, attract are
numbers of people who might otherwise never come in contact with the variety of new
ideas in health matters. Small mobile exhibitions are effective if used at keypoints of
interest, e.g., fairs and festivals. Health exhibitions enable the local health service to
arouse public consciousness.
(h)Health museums: health museum display material covering various aspects of health.
A good museum can be a very effective mass media of education, such as the one at
Hyderabad in Andhra Pradesh.
Mass media are generally less effective in changing human behaviour than individual
orgroup methods because communication is “one-way”. Nevertheless, they do have quite
an important value in reaching large numbers of people with whom there is no contact.
The continuous dissemination of information and views about health through all the

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media contribute in no small degree to the raising of the general level of knowledge in the
community. For effective health education, mass media should preferably not be used
alone, but in combination with other methods.
14. Planning and evaluation:
Planning and evaluation are essential for effective health education. The logistic for
planning and evaluation are:
 Identification of objectives
- Identification of health problem
- Identification of public health importance and economic consequences.
 The objectives (immediate and ultimate goals) should be clearly stated before
undertaking health education.
 Collection of information about the problem
 Collection of information about community includes (a)administrative and social
structure of the community (b) knowledge and understanding of the people about the
problem, their misconceptions; beliefs and superstitions (c) local customs, culture and
habits that have a bearing on the problem (d) channels of communication (e)
communication barriers (f) other social programmes operating in the area and attitude of
people towards these programmes and (g) availability of funds andpersonnel
 Development and implementation of plan
This takes into consideration (a) target groups to be reached (b) knowledge to be
imparted (c) attitudes to be built (d) facts that need emphasis (e) methods to be used (f)
materials to be procured-audiovisual aids, transport, etc. (g) tracing out local leaders (h)
enlisting support of the official and non-official agencies (i) allocating roles to different
persons participating in the programme. For success in a health education programme,
planning should be done with the people and their representatives.
 Evaluation:
All health education work requires continuous evaluation in order to find out the success
or failure of the programme. Evaluation should not be left to the end but should be made
from time to time so that if the programme is not progressing successfully, modifications
can be made. It is also necessary to establish a baseline at the beginning of a programme
against which to measure the results. Evaluation should be made along practical lines and
in terms of specific objectives. Three approaches to evaluation includes
- Evaluation of structure and organization
- Evaluation of the process
- Evaluation of the results or the product