health education plays an important role indeveloping a positive dental attitude

1. TITLE – HEALTH EDUCATION
TARGET GROUP – UNDER GRADUATE STUDENTS
AIDS – LCD PROJECTION, WHITE BOARD
AND MARKER
TIME – 9.00 A.M
DURATION – 30 MINUTES
DATE – 10 /09/2006

2. CONTENTS
Introduction
Definition
Methods
Principles
Conclusion
Summary

3. •India is a poor developing country with a constant increase
in the population rate.
•Hence, an alternative strategy is utilized where in the people
are helped to help themselves.
•Health education is thus an essential part of community
health, which is vital to the practice of prevention.
•The word education is derived from Latin word “educare”
or “educere” which means to bring out and lead.

4. DEFINITION
Health Education is a process that informs,
motivates, and helps people to adopt and maintain
healthy practices and lifestyles, advocates
environmental changes as needed to facilitate this
goal and conducts professional training and
research to the same end.

5. AIMS OF HEALTH EDUACTION
 To inform the general public of the principles of physical
and mental hygiene and the methods both individual
and communial of preventing avoidable illness.
 To create an informed body of opinion and knowledge
among the leaders of the community such as teachers,
social workers, health workers and all persons in
authority.

6.  To give the general public accurate information regarding
medical discoveries and their application to the
community, as well as the limitations which may exist in
the application of these discoveries.
 To facilitate the acceptance and proper usage of the medical
and medico-social measures available for the benefit of the
community.

7. Health education in generally consists of:
 Inducing changes in personal and group attitudes and
behavior that promote healthier living.
 Efforts made by organized society to help people to live
healthfully.
 Putting the health knowledge into practice.
 It is a learning process through which an individual
informs and orients himself to healthful skills and
actions.

8. Methods of approaches in health education
 Legal / Regulatory approach / Managed
Prevention
1.Uses law to protect public health. This
approach is used by Government.
2. Done by Government
Examples:
 Epidemic diseases act
 Pollution act
 Food adulteration act
 Environment act

9. •Intends to provide health facilities.
Ex. P.H.C, Water Tanks, Etc.
•Should be based on “felt needs” of
the
individual/people.
Administrative or Service Approach.

10. Educational approach
 Motivation
 Communication and
 Decision making
- The results are slow but permanent enduring.
 The effects are long lasting and education of a young
person will be helpful to the person in later life.
 It involves learning new facts and also “unlearning”
wrong information.

11. Facilitation of health education
 Motivation of individual will facilitate the desire to achieve
goals of health education
 Desire for social acceptability will motivate a person to
change his behavior. E.g. Obese girl learning about
nutrition and diet.
 Periods during “physiologic moments” of learning will
facilitate health education E.g. Pregnant mothers will be
interested to learn child nutrition.
 Individual is participating member in a group will have
better motivation which facilitates health education.

12. Contents of health education
•Human Biology
•Nutrition
•Hygiene
•Family Health Care.
•Control of communicable and non-
communicable disease.
•Metal health.
•Prevention of Accidents.
•Use of health services

13. PRINCIPLES OF HEALTH EDUCATION
1.CREDIBILITY:
• Perception of message as trustworthy
• Based on facts
2. INTEREST:
• Real health needs
• Recognition of needs

14. 3. PARTICIPATION
• Active learning
• Sense of involvement, personal
acceptance,decision – making.
4. MOTIVATION
• Fundamental desire to learn
• Motives –
 Primary, ex: sex, hunger, survival
 Secondary, ex: praise, love, rewards,
punishment and recognition

16. 5. COMPREHENSION:
• Understanding,education, literacy of people
6. REINFORCEMENT:
Repetition of message
7. LEARNING BY DOING:
“ If I hear, I forget; If I see ,I member;
If I do, I know”

17. 8.SOIL, SEED AND SOWER:
The people are the soil, the health facts the seed
and the transmitting media the sower.
9. KNOWN TO UNKNOWN:
• Systematic build up of knowledge
• Lengthy process

18. 10. SETTING AN EXAMPLE:
11. GOOD HUMAN RELATIONS:
12. FEEDBACK:
• Important for effective communication

19. 13. LEADERSHIP:
• Agents of Change
• Attributes:
 Needs and demands
 Guidance
 Initiative
 Receptive

20. STAGES IN ADOPTION OF NEW IDEAS AND
PRACTICES.
 I) Stage of Unawareness.
 II) Stage of Awareness
 III) Stage of interest.
 IV) Stage of evaluation
 V) Stage of trial
 VI) Stage of adoption.

21. SENDER
MESSAGE
CHANNEL
RECEIVER
FEEDBACK
AWARENESS
INTEREST
EVALUATION
ADOPTION
COMMUNICATION PROCESS

22. TYPES OF COMMUNICATION

23. Physiological – difficulties in hearing, expression.
Psychological – emotional disturbances, neurosis, levels
of intelligence, language or comprehension difficulties.
Environmental – noise, invisibility, congestion.
Cultural –illiteracy, customs, beliefs, religion, attitudes,
economic and social class differences, language variations,
cultural difficulties between foreigners and nationals,
between urban education and the rural population.

24. PRACTICE OF HEALTH EDUCATION
 1. Audiovisual aids
 (a) Auditory Aids: Radio, tape recorder, microphones,
amplifiers, earphones.
 (b) Visual Aids:
 Not requiring projection – Chalk board, leaflets,
posters, charts, flannel graph, exhibits, photographs,
models, specimen etc.
 Requiring projection – Slides, filmstrips, over head
projectors, video cassettes, silent films.
 (c) Combined A-V Aids:
 Television, sound films (Cinema), slide-tape
combination, video cassette players and recorders,
multimedia computers.

25. 2. Methods in Health Education:
 Individual approach
 Personal contact
 Home visits
 Personal letters

26. INDIVIDUAL APPROACH
 A medical practitioner / dentist’s consulting room, during
treatment procedures or in health center.
 Nursing staff, public health nurses, health visitors, health
inspectors, midwives and other health care professionals also get
plenty of opportunities of personal contact and can educate
according to the relevance of situation.
 This is probably best out of all methods of health education. It is
most reliable method and has most lasting effects.
 Here the individual and the family get an opportunity to ask
questions helping in two way communication.

 2) Home Visits.
 Public health nurses, health visitors and health inspectors are
visiting hundreds of homes.

27. Group approach:
 Lectures
 Demonstrations
 Discussion methods
-Group discussion
-Panel discussion
-Symposium
-Workshops
-Conferences
-Seminars
-Role play
-Colloquy:

28.  GROUP APPROACH.
 1) Lectures and Health Talks OR Chalk and Talk.
 A lecture may be defined as carefully prepared oral presentation of fact,
organized thoughts and ideas by a qualified person. It is a speech,
discourse or oral presentation on one particular subject delivered by
one person.
 The ‘chalk’ lends a visual component its effectiveness depends to large
extent on speaker’s ability to write legibly and draw with chalk on black
board. A good lecture has an opening statement (pre-text) which give
him main theme. It should be expressed in such a way that it receives
immediate attention but introduction should not be more than two or
three short sentences.
 A good lecture has following components:
 Based on definite purpose and expected outcome.
 The group should not be more than 30 and the talk should not exceed
15 to 20 minutes.

30.  Limited numbers of facts should be presented and illustrated
with examples and visual aids.
 Understanding and interest of group should be kept in mind.
 Be specific accurate and express them clearly.
 Main points should be emphasized by repetitions and
summation.
 Pleasant voice and good sentence structure should be present
 Should hold attention using educational aids such as “ Flip
charts, posters, slide presentation, over head projectors, flannel
graphs, flash cards, exhibits …….. etc.

 Types of Group Discussions
 A) Buzz discussions / small group discussions

31.  Most often used in high school teaching.
 Most successful when students are motivated to continue an activity beyond
the session.
 E.g. Plan out a programme or activity at the end of discussion.

 B) Class discussion / large group activity
 A larger group involved.
 But lesser opportunity for individual to speak.

 Limitations of group Discussions.
 Those who are shy may not take part in discussion
 Unequal participation of members
 Some members may deviate from subject and make discussion irrelevant.



33.  4) Panel Discussion
 Panel comprises of a chairperson or moderator and 4 to 8 speakers who
are qualified experts to talk about the topic, sit and discuss a problem.
 Chairman opens the meeting, welcomes the group, and introduces the
panel speakers and topic briefly.
 It can be done informally having no specific agenda or no order of
speaking and set of speeches.
 OR
 It can be in a methodical manner that each panel member is allotted 5-
10 minutes to present his view on topic then each member given
another 5 min to present his arguments against views of others
members then discuss the issue spontaneously and naturally.
 After the main discussion the audience is invited to take part.

34.  Members of the panel are unacquainted with this method; they
may have a preliminary meeting and prepare the material on
subject.
 Leader of the panel sums up the different views presented and
decisions of the panel may be presented to those concerned for
consideration.

 5) Colloquy
 Audience gets the opportunity for direct participation.
 Discussions are stimulated by few selected members of the
audience.
 A group of experts on particular topic are selected who listen to
the problem – give answers and comments.
 This is useful when certain specific problems are to be solved.

36.  6) Workshops
 It is a navel experiment in education – can be called as a problem
solving method.
 A series of meetings are held – usually four or more with
emphasis on “Individual work” within group
 Help of consultants and resources personnel will be taken.
 Whole group is divided into small group with a chairman and a
recorder.
 Each group will get the help of consultants who contribute to the
groups work.
 Each participant gets opportunities to improve his effectiveness
as an effective professional worker under expert guidance.


38.  7) Simulation exercise
 Individuals within a group are given opportunities to participate
in activities that resemble real – life situations.
 E.g. Artificial resuscitation as a first aid measure on dummies.
 - Helps the people to learn each step thoroughly.

 8) Conferences and seminars.
 A large component of commercialized continuing education
 Usually employed by educational institutions and help at
regional, state or national levels.
 A large number of people among the presence of persons
qualified in topics of interest and allied discipline gather here. A
chairman initiates a seminar/conference and they range from
half day to

39.  one week lengthy and cover a single topic dept or be broadly
comprehensive.



 9) Demonstrations
 It is a carefully prepared presentation to show how perform a skill or
procedure E.g. Brushing technique.
 A procedure is carried out step by step before an audience or the target
group, the demonstration ascertaining that the audience understands
how o perform it.
 Demonstration upholds the principles of “Seeing is believing” and
“Learning by doing”.
 They have high educational value in programmes of mother and child
health.

40.  E.g. Demonstration of oral rehydration technique.

 10) Institute
 Popular method in western countries
 An institute holds a number of meetings scheduled over few days or
weeks.
 Methods of health education like lectures, symposiums, group
discussions, panel discussions can be made use of in the institute.

 11) Role Playing / Socio Drama
 Here real-life situations are acted out without any artificial ingredients.
 Based on assumption that many values in a situation can’t be expressed
in words and communication can be more effective if the situation

41.  is dramatized in group. [ Can be named also as psycho-
drama]
 Group members enact their roles as they have observed or
experienced them.
 Audiences actively take part – pay attention and suggest
alternatives of how the situation should have been enacted
or how a specific role should be handled.
 Very useful educational device for school children – helps
in discussing problems involved with human relationships.
 E.g. Alcohol consumption and its ill effects on family.
 Many health promotion agencies around world have
adopted this technique especially for communicable
diseases (like AIDS).

42.  People understand this better because visualization of
situation can produce a lasting impression in their minds.
 It allows free expression and the therapeutic value of
emotional release through self-expression is well known.
 Acting out the manner in which a tooth was injured at a
drinking fountain in school is an excellent way of teaching
prevention of accidents without preaching.

 12) Puppet Shows
 Earliest forms of theatre – appealing especially to children
because of humor of puppet form and size which are little.
Folks of imagination with whom the child can identify.

43.  Words and actions are used to convey facts and ideas
of health.
 A child will believe puppets to be real and what puppet
said and did carry a lasting impression on child’s
mind.

45. Mass approach
i. Television
ii. Radio
iii. Newspaper
iv. Printed material
v. Direct mailing
vi. Posters
vii. Health museums & exhibitions
viii. Folk methods
ix. Internet

46.  It reaches very large population and gives high returns for
the time and money involved.
 Mass media helps in creating political will, raises the
consciousness of people, set norms, delivers technical
messages, and popularizes the health knowledge.
 Until early 1920’s, mass communication depended largely
on what was printed- posters, pamphlets, books,
periodicals, newspapers………. Etc

 Then came radio which changed the scene and added a
new dimension to mass media.
 TV went a gigantic step further and has become a very
powerful weapon

47. TELEVISION
 Most popular of all media.
 Effective in creating awareness, influencing public opinion
and introducing new ways of life.
 Covers a large number of people
 Provides entertainment as well as education.
 Can cater to all groups of people.

 Disadvantages:
 High cost of television sets.
 Accessibility is limited to lower class.
 One-way communication.


49.  2) Documentary films
 Excellent way for communication
 Provides realism, motion and display complicated
solutions step by step.

50.  It is difficult to combine ‘story’ as well as ‘health information’
and it falls frequently between entertainment value and
scientific accuracy.

 3) Radio
 Has a broader audience than T.V especially in developing
countries.
 Can reach even lower socio-economic people and illiterates
 Health education talks to masses can be given – which should
consider duly the language chosen and length of talk given.
 Strait talks, plays, questions and answers and quiz programmes.
 Doctors and health workers can speak on radio, discuss local
health issues and thereby increase general awareness.

51.  4) Internet
 Computer based communication system.
 Has vast capacity for transfer of knowledge.
 It is a fast growing communication media holds very large potential.
 Literature from WHO, ministry of health and family welfare Govt., of
India and other important health related agencies are available.

 5) Newspaper and Press
 These are the most widely distributed of all forms of literature.
 Easily accessible and will be in languages of a persons interest
 A newspaper can have a regular health column or a health-question
answer series.

52.  Unfortunately the health issues are not projected a main issue.
 Newspapers need to have more factual, detailed and statistical
method.
 Limitations are that newspapers do not reach illiterate groups and in
rural areas.

 5) Printed Material
 A) Health Magazines.
 A variety of health magazines are available in the market.
 Many weekly and monthly magazines published in India have a regular
column of health.
 Topics should be dealt by experts but material should be presented in
simple words – usage of too many scientific terms may confuse layman.


53.  B) Health information booklets
 Various government departments issue health information.
 Ministry of health
 Ministry of education
 Ministry of food
 - Have over a number of booklets used for educating general public
 C) Other printed materials.
 Pamphlets, magazines, booklets and handouts have long been in use
for health information.
 Detailed information can be conveyed, can be produced in bulk for
very little cost.
 D) Direct mailing:
 A printed material (E.g. folders, newsletters, booklets) can be sent
directly to village leaders

54.  literate persons, Panchayat and local bodies of remote areas of
country.
 This is the most personal of mass communication and has been
successful in areas of family planning, immunization.

 6) Posters, billboards and signs.
 Intended to catch eye and create awareness
 Messages must be simple and artistic.
 Motives such as humor and fears hold attention of public.
 The posters are placed in places where exposure time is short –
like bus stops, railway stations, hospitals, health centers,
etc………….
 The message should be short, simple direct.

55.  Right amount of matter should be put up in right place and at
right time – the one that can be taken at a glance and easy to
understand immediately.
 E.g. when there is an epidemic of viral hepatitis posters should
be displayed on jaundice and not on cholera.
 Posters seem to have less changing effects on behavior

 7) Health museums and exhibitions.
 Such museums and exhibitions attract a large number of people
 They can be conducted during some fair and festival
 Models and photographic panels attract more people than
graphic panels.
 Photographic and three dimensional models give a more
humanized touch.

57.  8) Folk Media
 Indigenous media such as keertan, katha, folk songs,
dances, puppet shows, gazals, qawallis, etc…
 They have roots in our culture and can be very effective
in rural areas.


59. CONCLUSION
 The mass media are only instruments. As such they are
neither good nor bad; what matters is the message they
carry and the way the message is delivered. There is no
single way to do public education. Each community and
country should develop techniques that meet its own
needs.