JOHALI_CHS383_SOCHE_Social_Concepts_of_Healt A Projected Book 2 ejohali Copy Right

1. KINGDOM OF SAUDI ARABIA
MINISTRY OF HIGHER EDUCTION
KING SAUD UNIVERSITY CAMS DEPARTMENT
HE
Johali CHS383SOCHE2014_2017
SOCIAL CONCEPT OF HEALTH EDUCATION
Remember by “ Promote and Help Other To …….. ?
Johali CHS383SOCHE2014_2017
SOCIAL CONCEPT OF HEALTH EDUCATION
Remember by “ Promote and Help Other To …….. ?
JohaliSOCHE2014_2
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CHS383 1
EISA ALI JOHALI ‫ي‬‫جوحل‬ ‫اال‬‫ا‬ ‫ي‬‫عل‬ ‫ااان‬‫ب‬ ‫ى‬‫عيس‬EISA ALI JOHALI ‫ي‬‫جوحل‬ ‫اال‬‫ا‬ ‫ي‬‫عل‬ ‫ااان‬‫ب‬ ‫ى‬‫عيس‬
‫الرحيم‬ ‫الرحمن‬ ‫الله‬ ‫بسم‬
Unhealthy – Unhappy Healthy Family and
Society
Johali 3rd
Step To Holistic Saudi HE & Happiness Society
Move -Improve
Mosque
http://fac.ksu.edu.sa/ejohali/courses

2. EISA ALI JOHALI
‫الجوحلي‬ ‫علي‬ ‫بن‬ ‫عيسى‬
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
Johali59@hotmail.com WL Messengers SCHE 2014 ??
http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 ??
https://twitter.com/TheNature2011 Dr. Eisa Johali ??
‫الرحيم‬ ‫الرحمن‬ ‫الله‬ ‫بسم‬
NEW https://wiki.answers.com/Q/User:JohaliaskNEW https://wiki.answers.com/Q/User:Johaliask

3. JohaliSOCHE2014_2
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CHS383
3
CHS383 Promontory
Social Concept (Context) of Health Education (CHS
383) is the 3rd
course I teach to you. It is one of basic
health education courses after the principles (CHS282)
and the FUHE CHS 382 that I taught_teach.
Therefore you have to recall what you have been
taught in these two courses. Meanwhile you have to
think that you are going to use these knowledge,
attitudes and skills in the next courses and your future
education and profession

4. My role is to promote and help to be ready and willing to have meaningful lifelong learning" But I
can't think instead of you…You have to .."
The above statement is the summary of my teaching philosophy. Based on my postgraduate
education and its following experiential earning "Student Centered" is my favorite approach. However,
we have no choice; we have to follow our higher national educational system and its procedures with
slightly modification to achieve the above vision. As an introduction to my teaching philosophy in my
teaching and learning plan, lecture, assignments instructions and student assessment feedback, I
use the most related Islamic teachings and Arabic Proverbs that can motivate and promote my
students be active, independent thinker, honest and creative hard workers to satisfy themselves, their
relatives and patients. The most motivating statements SUCH AS:
‫ب‬‫ب‬ ‫س‬َ‫س‬ ‫ت‬‫ت‬‫ح‬‫ح‬ ‫ي‬‫ت‬ ‫ل‬‫ت‬ ‫ث‬‫ب‬ ‫ي‬‫ح‬‫ح‬‫ت‬ ‫ن‬‫ح‬ ‫م‬َ‫س‬ ‫ه‬‫ب‬‫ق‬‫ح‬‫ز‬‫ب‬‫ر‬‫ح‬‫ي‬‫ت‬‫و‬‫ت‬ * ً‫جا‬‫ج‬ ‫ر‬‫ت‬‫خ‬‫ح‬ ‫م‬‫ت‬ ‫ه‬‫ب‬‫ل‬‫ت‬ ‫ل‬‫ح‬‫ع‬‫ت‬‫ج‬‫ح‬ ‫ي‬‫ت‬ ‫ل‬‫ت‬ ‫ا‬ ‫ق‬َ‫س‬ ‫ت‬‫ت‬‫ي‬‫ت‬ ‫ن‬‫ح‬ ‫م‬‫ت‬‫و‬‫ت‬/‫]الطلقا‬2،3[
ً‫نا‬‫ج‬ً‫قا‬‫ت‬‫ر‬‫ح‬‫ف‬‫ب‬ ‫م‬‫ح‬‫ك‬‫ب‬‫ل‬‫ت‬ ‫ل‬‫ح‬‫ع‬‫ت‬‫ج‬‫ح‬ ‫ي‬‫ت‬ ‫ل‬‫ت‬ ‫ا‬ ‫قوُا‬‫ب‬‫ت‬‫ت‬‫ت‬‫ت‬ ‫ن‬‫ح‬ ‫إ‬َ‫س‬/‫]النفاًل‬29.[
:‫عنه‬ ‫ال‬ ‫رضي‬ ‫ماًلك‬ ‫بن‬ ‫أنس‬ ‫عن‬ ،‫والسلما‬ ‫الصلةا‬ ‫أفضل‬ ‫عليه‬ “‫”محمد‬ ً‫نبينا‬ ‫الكريم‬ ‫رسوُله‬ ‫وقوُل‬
‫البخاًري‬ ‫أخرجه‬ (‫لنفسه‬ ‫يحب‬ ً‫ما‬ ‫لخيه‬ ‫يحب‬ ‫حتى‬ ‫أحدكم‬ ‫يؤمن‬ ‫ل‬ )
‫والترمذي‬ ‫داود‬ ُ‫وأبو‬ ‫مسلم‬ ‫رواه‬ (‫أخيه‬ ‫عوُن‬ ‫في‬ ‫العبد‬ ‫كاًن‬ ً‫ما‬ ‫العبد‬ ‫عوُن‬ ‫في‬ ‫ال‬ ‫)كاًن‬ ‫وسلم‬ ‫علية‬ ‫ال‬ ‫صلى‬ ‫وقوُله‬
These Islamic Calls are our Evidences to assure Quality of Profession; Quality of NHEPC &
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”
All the Learners will success; Except the one Who DO NOT Welling to Success” – mainly
absent and who don’t care
Thus, “Be Ready and Willing to Success You Will Success ”
As I have taught you in CHS 282, I hope that you will be ‘learner who have to think, discover, reflect
and be independent creative note taker and health educator, not just traditional ‘teacher
dependent student’ who may not care to listen, hear, memorize and sure forget.
Lecturer Philosophy
JohaliSOCH
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CHS383

5. CHS 383 Course Description & L Objectives
JohaliSOCHE2014_2 5CHS383
Course (code and NO): (CHS 383) Course title: Social Concept of Health Education
Credit hours: 3 (2+1) Level: 6
Contact hours: 5 Prerequisite: CHS 282, CHS 232
After its briefly historical overview and comparative introductory to society, social
and cultural context of health in Islam and worldwide. This course will explore the
WHO and worldwide social determinants of health and their circumstances in
which people are born, grow up, live, work, and age, as well as the systems put in
place to deal with illness. These circumstances are in turn shaped by a wider set of
forces: religious, economics, social policies, and politics (WHO
Social Determinants of Health Key Concepts ; http://www.cdc.gov/socialdeterminants)..
Finally, it will promote the learners to explore the recent contribution of
behavioral sciences and behavioral change in holistic social and community health
education & promotion (http://ije.oxfordjournals.org/content/31/4/722.full)
and other live discussion
topics) as they already studied the health behavior and theory of change in CHS
282…
Modified Course Description

6. CHS 383 Course Description & L Objectives
At the end of this course, the students will be able to:
1. Briefly overview of historical development of social and cultural
context of HE in Islam and other societies
2. Defining related terms: Individual-Family- Society to Social and
cultural terms
3. Explore the WHO and worldwide social determinants of health
4. Explore the most common social forces affecting health education
5. Explore and examine recent contribution of behavioral sciences
and behavioral change
6. Help learners to develop empathy for and a collaborative stance
toward individuals and populations with whom one will work in the
field of 'public health = Community-Social Health Education'.
7. Promote interest in further study of the social and behavioral
determinants of health.
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Date
(weeks)
Topic
Lecture
(hours)
1st
week Introduction and overview 2
2nd
week
 Overview on behavioral sciences and their contribution to health education
 Community vs. society
2
3rd
week
 Notions of health and illness
 Social determinants of health
2
4th
week
 Theories of disease causation
 Theory of general susceptibility
2
5th
week ‫؟‬ ‫غطيت_نعم‬ ‫هل‬Social capital theory 2
6th
week Midterm I 2
7th
week ‫غطيت‬‫نعم‬ _ ً‫هنا‬ ‫اضيفت‬ ‫هل‬‫؟‬Health inequalities and inequities 2
8th
week Culture and health 2
9th
week Social structure, socialization, leadership types, and social support 2
10th
week ‫سابقة‬ ‫مقررات‬ ‫تغطيتها‬ ‫سبق‬Critical thinking 2
11th
week Midterm II 2
12th
week Globalization and health 2
13th
week Quality of life 2
14th
week ‫؟‬ ‫ضمني‬ ‫نهم‬ _‫غطيت‬ ‫هل‬Approaches to social change 2
15th
week Revision 2
Other CHS465 Plan Few differences
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)
Other CHS465 Plan Few differences
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)

8. Johali Teaching & Learning Plan – L Plan
8
CHS383
TOPICS - Teaching and Learning Activités Hours
(30T+30P )
Weeks
(15)
 Presenting and discussion the Course Objectives and Teaching Plan
 Reasoning Why SCHE (The Place of SCHE in HE Profession JD&
Education the Courses
4 +4 1st
– 2nd
 A Brief Historical Probing and Defining SCHE: Individual-
Family –Society to Social in Islam and Worldwide
6 + 6 3rd
– 5th
 WHO and worldwide social determinants of health
MIDTERM EXAM 1 Plan of Smart Practical Assignments
6 + 6 6-8th
 Social theories forces affecting health education 6+6 9-11th
 Recent contributions of behavioral sciences and behavioral
change in holistic social and community health education &
promotion
MIDTERM EXAM 2 Submit-Present S. P. Assignments
6 + 6 12-14th
 Live Discovery Topics SCHE Final Revision 2+2 15th
 FINAL EXAM 16th
– 17th
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9. Johali Reasoning (Why SOCHE ? )
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10. Johali Reasoning (Why SCHE ? )
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 MasterPhD
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.
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CHS383
- Because ;
- Its part of my JD No 1, and all patient from society
- Assure Quality of Health of Individual_Family_Community_Society
- Because ;
- Its part of my JD No 1, and all patient from society
- Assure Quality of Health of Individual_Family_Community_Society

11. Probe
Historical HE Social Concepts & Defining
Terms
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12.  From Course Title …
What Do You Think The Most Related Terms
Have To Be Define That Can Help You To
Understand This Course ? !
Probe Social HE - Historical Overview & Define Terms
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13. JohaliSOCHE2014_2
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1800-1900s
Begging Social Profession
Social Services Programs and Activities
First American department was fully integrated
into the hospital and included 31 social workers
http://www.mghpcs.org/socialservice/History.asphttp://www.mghpcs.org/socialservice/History.asp
Strong Clinical Psychosocial issues,
Research and Higher Education.
1905-1945
Later - 2011
Community Clinical Social Work1945-1980
ar-Razi Ibn Sina (Latinized: Avicenna) the Polymath father
Greek–Islamic Social Golden Ages
Notable medieval Muslim polymaths included al-Biruni, al-
Jahiz, al-Kindi, Ibn Sina (Latinized: Avicenna), al-Idrisi, Ibn
Bajjah, Ibn Zuhr, Ibn Tufail, Ibn Rushd (Latinized:
Averroes), al-Suyuti, Jābir ibn Hayyān, Abbas Ibn Firnas,
Ibn al-Haytham (Latinized: Alhazen or Alhacen), Ibn al-
Nafis, Ibn Khaldun, al-Khwarizmi, al-Masudi, al-Muqaddasi,
and Nasīr al-Dīn al-Tūsī.
Islam Polymaths 700-15ooIslam Polymaths 700-15oo
http://islamichistoryonline.com/islamic-golden-age/
CHS383 where are you from your Social Islamic Inventors Muslim
Inventors: http://islamichistoryonline.com/muslim-inventors/ ‫عبر‬ @jetpack
CHS383 where are you from your Social Islamic Inventors Muslim
Inventors: http://islamichistoryonline.com/muslim-inventors/ ‫عبر‬ @jetpack

14. Introduction to Social HE
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15. JohaliSOCHE2014_2
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Defining Terms - SocietyDefining Terms - Society
Introduction to Social HE
Society :
1. An organized group of persons associated together for
religious, benevolent, cultural, scientific, political,
patriotic, or other purposes.
2. A body of individuals living as members of a
community; community.
3. The body of human beings generally, associated or viewed as
members of a community: the evolution of human society.
4. A highly structured system of human organization for
large-scale community living that normally furnishes
protection, continuity, security, and a national identity
for its members: (American society), such a system characterized
by its dominant economic class or form: middle-class society; industrial
society.
5. Those with whom one has companionship.; company: to enjoy
one's society.

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Defining Terms - FamilyDefining Terms - Family
Introduction to Social HE
1. A fundamental social group in society typically consisting of one
or two parents and their children.
2. Two or more people who share goals and values, have long-term
commitments to one another, and reside usually in the same
dwelling place.
3. All the members of a household under one roof.
4. A group of persons sharing common ancestry. See Usage Note
at collective noun. ( Evolution Def. – Darwin)
5. Lineage, especially distinguished lineage.
6. A locally independent organized crime unit, as of the Cosa
Nostra.
7. A group of like things; a class.
8. A group of individuals derived from a common stock: the family
of human beings.

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Defining Terms - CommunityDefining Terms - Community
Introduction to Social HE
1. A group of people living in the same locality and
under the same government.
2. The district or locality in which such a group lives.
3. A group of people having common interests: the
scientific community; the international business
community.
4. A group viewed as forming a distinct segment of
society: the gay community; the community of color.
5. Similarity or identity: a community of interests.
6. Sharing, participation, and fellowship.
7. Society as a whole; the public.

18. JohaliSOCHE2014_2
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Introduction to Social HE
Defining Terms - Individual – SocialDefining Terms - Individual – Social
Social is
a. Living together in communities.
b. Of or relating to communal living.
c. Of or relating to human society and its modes of organization: social
classes; social problems; a social issue.
2. Living together in organized groups or similar close aggregates: Ants are social
insects.
3. Involving allies or members of a confederacy.
4. Of or relating to the upper classes.
5. a. Inclined to seek out or enjoy the company of others; sociable.
b. Spent in or marked by friendly relations or companionship.
c. Intended for convivial activities.
6. Of, relating to, or occupied with matters affecting human welfare: social
programs.
n.An informal social gathering, as of the members of a church congregation.
An individual is a person or a specific object. Individuality (or selfhood) is the
state or quality of being an individual; particularly of being a person
separate from other persons and possessing his or her own needs or goals.
This is the exact definition of an individual is important in the fields of biology, law,
and philosophy.

19. JohaliSOCHE2014_2
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Introduction to Social HE
Defining Terms - Role and RelationDefining Terms - Role and Relation
Human Role in Society & Community Culture Models- What are the
Perfect Society's Roles & Rights & Values
http://andromida.hubpages.com/hub/role-of-society
No one can deny the role of society because when you were born
automatically you became the part of the society; your thinking & life
style reflects that society. The role of the society is tremendously
important for the development of a nation and of course for the
entire world as a whole.
If you do not know that role of society properly you will never grow
up as a perfect citizen and eventually you will fail to evolve you
true human man value; though it is very much possible to be
successful financially without the perfect understanding of society.
Before discussing the role of society it needs to be clarified what we
actually mean by society. A society is a large group of people living in a
place or in a country under the control of same laws and culture in
general.
Human Role in Society & Community Culture Models- What are the
Perfect Society's Roles & Rights & Values
http://andromida.hubpages.com/hub/role-of-society
No one can deny the role of society because when you were born
automatically you became the part of the society; your thinking & life
style reflects that society. The role of the society is tremendously
important for the development of a nation and of course for the
entire world as a whole.
If you do not know that role of society properly you will never grow
up as a perfect citizen and eventually you will fail to evolve you
true human man value; though it is very much possible to be
successful financially without the perfect understanding of society.
Before discussing the role of society it needs to be clarified what we
actually mean by society. A society is a large group of people living in a
place or in a country under the control of same laws and culture in
general.

20. JohaliSOCHE2014_2
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20
Introduction to Social HE
Role and RelationRole and Relation
The relationship between the individual, family, and
society?
- In what way is a person responsible to society for his
or her actions?
-How does what goes on in families affect society as a
whole?
These are important questions, for we live in a world that
places great emphasis on the value of individual freedom.
At the same time it seems to downplay taking responsibility
for the results of one's actions and the impact an
individual's actions may have on others.
Are these close to Islam? Are these close to Islam?

21. JohaliSOCHE2014_2
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Introduction to Social HE
Role community
The society of a country can be further divided in terms of religion, ethnicity,
financial status, profession, interest etc. There can be many division in a
society but as an individual you are part of a human society which is your
true and unique identity, which on one can take out from you and this society
must ensure the balanced growth of the future generation, which requires a
society to play some role and like you, I also need to help the society to play
its role.
Major role of society
•Social responsibility
•Religious responsibility
•Financial responsibility
•Political responsibility
I did not want to make this hub a lengthy one that’s why I just mentioned four
important role a society has to play and as a physical entity of society if you
keep remember the four major role then I hope we may get rid of many
existing conflicts and problems.
Role and RelationRole and Relation

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Introduction to Social HE
Your family is the key element of your society; so the very first place where
society plays its role is your home.
Social role
Be attentive to all the complains of its members.
Show respect to everyone’s view.
Participating in social meeting.
Listening to the problems of young minds with care.
be more active about environment issues.
Religious responsibility
Showing respect for all the religions of a society
Cordial relationships between different religious leaders
Creating a good understanding among all the religious groups.
Financial responsibility
Financial, industrial and business people need to work together in order to
maintain a sound financial stability.
Show economical resilience during the financial crisis of a country and co-ordinate
with the government.
Encouraging youth entrepreneurships though various financial plans and
packages.
Role and RelationRole and Relation

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Introduction to Social HE
Role and RelationRole and Relation
Social Health is how we interact with people in
areas around us. This can affect our physical,
mental, emotional and spiritual health. To be socially
healthy, you can make friends easily and work with
people happily and friendly together in a group.
Political responsibility
Choosing the true leader of the country
In case you are unsatisfied with the performance of any leader, express it
non-violent way.
Co-ordinate with government to fight against all the national problems.
Contribute to governmental fund in time of needs
Pay tax properly
‫وصلنا‬ ‫هنا‬23_11‫الى‬ ‫وكملنا‬36

24. Social Health
Philosophies & Theories
Social Health
Philosophies & Theories
JohaliSOCHE2014_2
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25. JohaliSOCHE2014_2
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Most Common
Theories / Models/ Approaches
That can assure SOCHE Quality
Most Common
Theories / Models/ Approaches
That can assure SOCHE Quality
There are huge educational-cultural-economical-political social
philosophies and theories, in addition to what we have covered the
most related are ;
http://tugrulkeskin.blogspot.com/
‫للمزيد‬
Social Theory - Political Economy - Sociology of Islam - Sociology
Social capital theory
Most Related SOCHE Philosophies & TheoriesMost Related SOCHE Philosophies & Theories

26. JohaliSOCHE2014_2
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Mathematics-Perception & Meta-CognitionMathematics-Perception & Meta-Cognition
The Philosophers & Scientists of Learning theories:
1.Plato’s view 327-417 B.C. “the mind was developed through the study of the
pure forms of mathematics such as the circle, the square, and the classics”
2.Gestaltqualtat. Psychology (Gestalt 1890s, Wertheimer 1939, Murphy 1949,
Katona 1967… etc) the sensory elements ‘Perception of Mathematic PS”.
3.Piaget’s cognitive development theory (1920s;1963): Development of Natural
Logic from birth to adulthood - Logical Reasoning & Thinking (= Symbolic–
Picture–Logic the SPL Computing Program/ Turtle Geometry & LOGO…. ) - Just
motivate Readiness
4.Vygotsky’s Curtural – historical theory (1924-1934): The Problems that the
child solves independently represent the actual level of development (Self PS =
Real level of Development)
5.Pandura’s social-cognitive theory (1963): With Self regulatory system, the
major function of thought is to enable people to predict events and to develop
ways to control those that affect their lives.
6.Skinner’s operant conditions theory (1968-200): A baby shakes a rattle, a child
runs with a pinwheel, a scientists operates a cyclotron – and “ALL ARE
“Reinforced” by the Results (Skinner1968; Gredler 2000)
7.Gagne’s conditions of learning: quality of learning in 9 phases from attendance
and expectancy to generalizability “develop, modify, create” new science/skills”.
(Just learn by thinking & comparing Not by memorize)
The Philosophers & Scientists of Learning theories:
1.Plato’s view 327-417 B.C. “the mind was developed through the study of the
pure forms of mathematics such as the circle, the square, and the classics”
2.Gestaltqualtat. Psychology (Gestalt 1890s, Wertheimer 1939, Murphy 1949,
Katona 1967… etc) the sensory elements ‘Perception of Mathematic PS”.
3.Piaget’s cognitive development theory (1920s;1963): Development of Natural
Logic from birth to adulthood - Logical Reasoning & Thinking (= Symbolic–
Picture–Logic the SPL Computing Program/ Turtle Geometry & LOGO…. ) - Just
motivate Readiness
4.Vygotsky’s Curtural – historical theory (1924-1934): The Problems that the
child solves independently represent the actual level of development (Self PS =
Real level of Development)
5.Pandura’s social-cognitive theory (1963): With Self regulatory system, the
major function of thought is to enable people to predict events and to develop
ways to control those that affect their lives.
6.Skinner’s operant conditions theory (1968-200): A baby shakes a rattle, a child
runs with a pinwheel, a scientists operates a cyclotron – and “ALL ARE
“Reinforced” by the Results (Skinner1968; Gredler 2000)
7.Gagne’s conditions of learning: quality of learning in 9 phases from attendance
and expectancy to generalizability “develop, modify, create” new science/skills”.
(Just learn by thinking & comparing Not by memorize)
A young boy enthusiastically solving a math problem
Most Related SOCHE Philosophies & TheoriesMost Related SOCHE Philosophies & Theories
Follow Philosophers & Scientists – See by Minds – Predict & Conclude

27. S P1: In the 1st
semester, after one week the learners come without solution, they did not
even try to think, in It is very easy for those who tried in the class. In the 2nd
it seems more
difficult in the class.. it is just by moving (3) & (6) the Best
Gestaltqualtat PsychologyGestaltqualtat Psychology
Mathematics-Perception & Meta-CognitionMathematics-Perception & Meta-Cognition
Follow Philosophers & Scientists – See by Minds – Predict &
Conclude
SP2: It seem more / less difficult, with 1St
Sem. It was similar as above, no one try to solve. With 2nd
“You” ………..
It is just by moving “Three” matchsticks only (the middle “ up, left & right”
to reconstruct new square down to the left (more complex the P1)

28. Gestaltqualtat PsychologyGestaltqualtat Psychology
Mathematics-Perception & Meta-Cognition
Follow Philosophers & Scientists – See by Minds – Predict &
Conclude
P3: Measure 20 units of water from jugA= 29 units, JugB = 3
units?
SP3: Fill Jug A and pour it off into B three times
29 – (3X3) = 20
(complex = multiple solutions, alternatives)
P4: Measure 99 units from jugA= 14 units, B = 163 units, C=25?
SP4: By “Fill Jar B; pour into A, and then fill C twice jar A”
B – A (– 2C )= 163 – 14 – 50 = 99 units
(complex = multiple solutions, alternatives)
P5: Measure 25 units from A= 28, B=76, C=3
SP5: Only by A – C (a simple one way solution )
P3: Measure 20 units of water from jugA= 29 units & B = 3 units?
P4: Measure 99 units from jar A= 14 units, B = 163 units, C=25?
P5: Measure 25 units from A= 28, B=76, C=4
Solutions later, after your Reflective Thinking

29. Transformational theory, Family
Systems Theory
TFST
Transformational theory, Family
Systems Theory
TFST
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30. Beginnings
In the 1950s Dr. Murry Bowen introduced a
transformational theory, Family Systems Theory .
 Families are SYSTEMS of interconnected
and interdependent individuals.
 To understand the individual, we must
understand the family system of that
individual. People cannot be understood in
isolation from one another.
 Families are SYSTEMS of interconnected
and interdependent individuals.
 To understand the individual, we must
understand the family system of that
individual. People cannot be understood in
isolation from one another.
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TFSTTFST

31. What does it mean to say a family is a system?
A family is greater than the sum of its parts.
 As members of a family system every member is
interconnected.
 Think about a mobile. When one piece moves, the
whole mobile moves. Movement of one affect the whole
system.
A family is greater than the sum of its parts.
 As members of a family system every member is
interconnected.
 Think about a mobile. When one piece moves, the
whole mobile moves. Movement of one affect the whole
system.
 Within family systems theory the focus is on with how we
relate to one another. We build a collection of interactions
called a system. The system can be a family or a
workgroup or a collection of friends. Our focus is on the
system rather than just on individuals. With the system
there are qualitatively different elements that help
determine what we are and what we can become .
 Within family systems theory the focus is on with how we
relate to one another. We build a collection of interactions
called a system. The system can be a family or a
workgroup or a collection of friends. Our focus is on the
system rather than just on individuals. With the system
there are qualitatively different elements that help
determine what we are and what we can become .JohaliSOCHE2014_2
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TFSTTFST

32.  Each part of the system affects each others.
An alcoholic family member often destabilizing family system. The
alcoholic’s unpredictability, violence, contempt, and self focus distorts
much of the family’s interaction.
The whole family must adapt to these behaviors. They do things such
as absorbing the anger, denying the effect of the alcoholics behavior,
avoiding him, and even trying to cover up the disease.
Good News:
Systems are self reflective. As humans we have
the capability to examine our own behavior . This
self reflectivity allows us to focus on our systems
and set goals. We no longer need to accept that
what we experience is “just the way things are.”
Good News:
Systems are self reflective. As humans we have
the capability to examine our own behavior . This
self reflectivity allows us to focus on our systems
and set goals. We no longer need to accept that
what we experience is “just the way things are.”
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33. TFST : Basic ElementsTFST : Basic Elements
 The family is a structure of related parts or subsystems. Each action
or change affects every other person in the family.
 The family structure has elements that can only be seen in its
interactions. Individual make up a family system. This family system
is a complex whole that cannot be understood by examining members
separately.
 Family Roles: Patterns of interaction become ingrained habits that
make change difficult.
 Family Rules: Each family has certain rules that are self-regulating
and peculiar to itself. The family is a purposeful system; it has a goal.
Usually the goal is to remain intact as a family.
 Boundaries: For families to function well, subsystems must maintain
boundaries.
 Adaptation: Despite resistance to change each family system
constantly adapts to maintain itself in response to its members and
environment.
 Systems change through the family life cycle. Changes in family
systems are caused by both nominative (predictable life cycle
changes) and non-normative (crisis) stresses.
 The family is a structure of related parts or subsystems. Each action
or change affects every other person in the family.
 The family structure has elements that can only be seen in its
interactions. Individual make up a family system. This family system
is a complex whole that cannot be understood by examining members
separately.
 Family Roles: Patterns of interaction become ingrained habits that
make change difficult.
 Family Rules: Each family has certain rules that are self-regulating
and peculiar to itself. The family is a purposeful system; it has a goal.
Usually the goal is to remain intact as a family.
 Boundaries: For families to function well, subsystems must maintain
boundaries.
 Adaptation: Despite resistance to change each family system
constantly adapts to maintain itself in response to its members and
environment.
 Systems change through the family life cycle. Changes in family
systems are caused by both nominative (predictable life cycle
changes) and non-normative (crisis) stresses.
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TFSTTFST

34. JohaliSOCHE2014_2
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Family Systems Theory a view of the family as a dynamic, interactive unit that undergoes
continual evolvement in structure and function. There are subsystems that are discrete
units (such as mother-father, sister-brother, and mother-child) and there is a suprasystem
(the community). The main functions of the family are considered to be support, regulation,
nurturance, and socialization; specific aspects of the functions change as the subsystems
interact with the suprasystem
An approach to treatment that emphasizes the interdependency of family
members rather than focusing on individuals in isolation from the family. This
theory underlies the most influential forms of contemporary family therapy.
The Neuman
System Model

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Just the Cycled Model
The Neuman System Model the BasicsThe Neuman System Model the Basics
‫اختبار‬1‫هنا‬ ‫الى‬

36. SOCIAL THEORIES
SOCIAL COGNITIVE THEORY
http://www.utwente.nl/cw/theorieenoverzicht/Levels%20of%20theorieshttp://www.utwente.nl/cw/theorieenoverzicht/Levels%20of%20theories
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37. SOCIAL THEORIES
Theories micro level▪ Argumentation Theory
▪ Cognitive Dissonance theory
▪ Elaboration Likelihood Model
▪ Model of Text Comprehension
▪ Semiotics
▪ Speech Act
▪ Uncertainty Reduction Theory
Theories macro level▪ Agenda Setting Theory
▪ Cultivation Theory
▪ Diffusion of Innovations Theory
▪ Hypodermic Needle Theory
▪ Medium Theory
▪ Priming
▪ Spiral of Silence
▪ Two Step Flow Theory
http://www.utwente.nl/cw/theorieenoverzicht/Levels%20of%20theorieshttp://www.utwente.nl/cw/theorieenoverzicht/Levels%20of%20theories
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38. SOCIAL COGNITIVE THEORY SCT
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History and Orientation
In 1941 Miller and Dollard proposed the theory of social
learning.
In 1963 Bandura and Walters broadened the social learning
theory with the principles of observational learning and vicarious
reinforcement. Bandura provided his concept of self-efficacy in
1977, while he refuted the traditional learning theory for
understanding learning.
The Social Cognitive Theory is relevant to health communication.
First, the theory deals with cognitive, emotional aspects and
aspects of behavior for understanding behavioral change.
Second, the concepts of the SCT provide ways for new
behavioral research in health education.
Finally, ideas for other theoretical areas such as psychology are
welcome to provide new insights and understanding.
file:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htmfile:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htm

39. SOCIAL COGNITIVE THEORY
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file:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htmfile:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htm
Core Assumptions and Statements
The social cognitive theory explains how people acquire and maintain certain
behavioral patterns, while also providing the basis for intervention strategies (Bandura,
1997). Evaluating behavioral change depends on the factors environment, people and
behavior. SCT provides a framework for designing, implementing and evaluating
programs.
Environment refers to the factors that can affect a person’s behavior. There are social
and physical environments.
Social environment include family members, friends and colleagues.
Physical environment is the size of a room, the ambient temperature or the availability
of certain foods.
Environment and situation provide the framework for understanding behavior
(Parraga, 1990). The situation refers to the cognitive or mental representations of the
environment that may affect a person’s behavior. The situation is a person’s perception
of the lace, time, physical features and activity (Glanz et al, 2002).
The three factors environment, people and behavior are constantly influencing each
other. Behavior is not simply the result of the environment and the person, just as the
environment is not simply the result of the person and behavior (Glanz et al, 2002).
The environment provides models for behavior. Observational learning occurs when a
person watches the actions of another person and the reinforcements that the person
receives (Bandura, 1997). The concept of behavior can be viewed in many ways.
Behavioral capability means that if a person is to perform a behavior he must know what
the behavior is and have the skills to perform it.
Core Assumptions and Statements
The social cognitive theory explains how people acquire and maintain certain
behavioral patterns, while also providing the basis for intervention strategies (Bandura,
1997). Evaluating behavioral change depends on the factors environment, people and
behavior. SCT provides a framework for designing, implementing and evaluating
programs.
Environment refers to the factors that can affect a person’s behavior. There are social
and physical environments.
Social environment include family members, friends and colleagues.
Physical environment is the size of a room, the ambient temperature or the availability
of certain foods.
Environment and situation provide the framework for understanding behavior
(Parraga, 1990). The situation refers to the cognitive or mental representations of the
environment that may affect a person’s behavior. The situation is a person’s perception
of the lace, time, physical features and activity (Glanz et al, 2002).
The three factors environment, people and behavior are constantly influencing each
other. Behavior is not simply the result of the environment and the person, just as the
environment is not simply the result of the person and behavior (Glanz et al, 2002).
The environment provides models for behavior. Observational learning occurs when a
person watches the actions of another person and the reinforcements that the person
receives (Bandura, 1997). The concept of behavior can be viewed in many ways.
Behavioral capability means that if a person is to perform a behavior he must know what
the behavior is and have the skills to perform it.

40. SOCIAL COGNITIVE THEORY
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file:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htmfile:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htm
Concepts of the Social Cognitive Theory ( Glanz et al, 2002, p169);
1. Environment: Factors physically external to the person; Provides opportunities and
social support
2. Situation: Perception of the environment; correct misperceptions and promote
healthful forms
3. Behavioral capability: Knowledge and skill to perform a given behavior; promote
mastery learning through skills training
4. Expectations: Anticipatory outcomes of a behavior; Model positive outcomes of
healthful behavior
5. Expectancies: The values that the person places on a given outcome, incentives;
Present outcomes of change that have Anitcipating functional meaning
6. Self-control: Personal regulation of goal-directed behavior or performance; Provide
opportunities for self-monitoring, goal setting, problem solving, and self-reward
Concepts of the Social Cognitive Theory ( Glanz et al, 2002, p169);
1. Environment: Factors physically external to the person; Provides opportunities and
social support
2. Situation: Perception of the environment; correct misperceptions and promote
healthful forms
3. Behavioral capability: Knowledge and skill to perform a given behavior; promote
mastery learning through skills training
4. Expectations: Anticipatory outcomes of a behavior; Model positive outcomes of
healthful behavior
5. Expectancies: The values that the person places on a given outcome, incentives;
Present outcomes of change that have Anitcipating functional meaning
6. Self-control: Personal regulation of goal-directed behavior or performance; Provide
opportunities for self-monitoring, goal setting, problem solving, and self-reward

41. SOCIAL COGNITIVE THEORY
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file:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htmfile:///C:/Users/win7/Documents/Plan%20for%20New%20Academic%20YEAR%202015/CHS383Johali1SoCHE2015/Literature%20Review/Social%20Cognitive%20Theory.htm
Concepts of the Social Cognitive Theory ( Glanz et al, 2002, p169) Cont. ;
7. Observational learning: Behavioral acquisition that occurs by watching the actions
and outcomes of others’ behavior; Include credible role models of the targeted behavior
8. Reinforcements: Responses to a person’s behavior that increase or decrease the
likelihood of reoccurrence; Promote self-initiated rewards and incentives
9. Self-efficacy: The person’s confidence in performing a particular behavior; Approach
behavioral change in small steps to ensure success
10. Emotional coping responses: Strategies or tactics that are used by a person to deal
with emotional stimuli; provide training in problem solving and stress management
11. Reciprocal determinism: The dynamic interaction of the person, the behavior, and
the environment in which the behavior is performed; consider multiple avenues to
behavioral change, including environmental, skill, and personal change.
Concepts of the Social Cognitive Theory ( Glanz et al, 2002, p169) Cont. ;
7. Observational learning: Behavioral acquisition that occurs by watching the actions
and outcomes of others’ behavior; Include credible role models of the targeted behavior
8. Reinforcements: Responses to a person’s behavior that increase or decrease the
likelihood of reoccurrence; Promote self-initiated rewards and incentives
9. Self-efficacy: The person’s confidence in performing a particular behavior; Approach
behavioral change in small steps to ensure success
10. Emotional coping responses: Strategies or tactics that are used by a person to deal
with emotional stimuli; provide training in problem solving and stress management
11. Reciprocal determinism: The dynamic interaction of the person, the behavior, and
the environment in which the behavior is performed; consider multiple avenues to
behavioral change, including environmental, skill, and personal change.

42. http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Health%20Communication/Socia
l_cognitive_theory.doc/
SCT TRAINGLE MODELSCT TRAINGLE MODEL
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Minimum Exam 1 Here

43. JohaliSOCHE2014_2
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Social Capital Theory
&
Islamic SCT

44. Social Capital Theory and Islam!!
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http://www.al-islam.org/message-thaqalayn/vol11-n4-2011/
islam-humanity-and-human-values-sayyid-musa-sadr/islam-humanity-and
http://www.al-islam.org/message-thaqalayn/vol11-n4-2011/
islam-humanity-and-human-values-sayyid-musa-sadr/islam-humanity-and
http://www.academia.edu/3150263/Social_Capital_and_Islamic_Educationhttp://www.academia.edu/3150263/Social_Capital_and_Islamic_Education
Social Capital Theory
Society tends to has “high collaborative” when they feel comfortable to overcome differences,
but in society that has low social capital will be found exclusives in many groups of society. In
Islam teachings, social capital is not a new thing, Islam orders the mankind to build the social
capital (Al-Hujurat; 13):“
Men, We have created you from a male and a female, and made you intonations
and tribes that you might get to know one another. The noblest of you in Allah’s
sight is the most righteous of you. Allah is Wise and All-knowing.
Society tends to has “high collaborative” when they feel comfortable to overcome differences,
but in society that has low social capital will be found exclusives in many groups of society. In
Islam teachings, social capital is not a new thing, Islam orders the mankind to build the social
capital (Al-Hujurat; 13):“
Men, We have created you from a male and a female, and made you intonations
and tribes that you might get to know one another. The noblest of you in Allah’s
sight is the most righteous of you. Allah is Wise and All-knowing.
Students Have To ReadWatch; Compare To Islam and Make Summary Presentation
https://youtu.be/sts9upOA9EUhttps://youtu.be/sts9upOA9EU
https://youtu.be/Cn1MxANhw9whttps://youtu.be/Cn1MxANhw9w
IfYou
Active
W
e
Use
Building social capital in teacher education through university - school partnerships
Social Capital Theory
You
Have
ToW
atch

45. JohaliSOCHE2014_2
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Theoretically social capital defined in many versions, but Djamaludin Ancok (2003)
said social capital can be categorized in two groups, those are;
1) the first group emphasis in social net - work;
2) the second group focuses in embedded the characteristic of individual
that is included in social interaction.
The first group defined that social capital is social net work in the society that
facilitate for their problems solution.
While Pennar said “
“the web of social relationships that influences individual behavior and
thereby affects economic growth, and other expert define social capital is
information, trust, and norms of reciprocity (exchange) inhering in one’s social
networks ”
World Bank in 1999 defined,”
Social capital refers to the institutions, relationships, and norms that shape
the quality and quantity of a society's social interactions.”
Social capital is not just the sum of the institutions which underpin a
society – it is the glue that holds them together
World Bank in 1999 defined,”
Social capital refers to the institutions, relationships, and norms that shape
the quality and quantity of a society's social interactions.”
Social capital is not just the sum of the institutions which underpin a
society – it is the glue that holds them together
http://www.academia.edu/3150263/Social_Capital_and_Islamic_Educationhttp://www.academia.edu/3150263/Social_Capital_and_Islamic_Education
Social Capital TheorySocial Capital Theory

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http://www.academia.edu/3150263/Social_Capital_and_Islamic_Educationhttp://www.academia.edu/3150263/Social_Capital_and_Islamic_Education
SCT Concepts
According to Lin (2001) Social capital contains three ingredients: resources
embedded in a social structure; accessibility to such social resources by
individuals in purposive actions. Thus conceived, social capital contains three
elements intersecting structure and action: the structural (embeddness _
dependence ), opportunity (accessibility) and action oriented (use) aspects.
Theorists Explanation Capital Level of
Analysis
Social Capital
(Lin, Burt,Marsden,
Flap,Coleman,Bour
dieu, Putnam)
Social relations:
Access to and use of
resources embedded
in social networks
solidarity and
reproduction of group
Investment in
social networks.
Investment
inmutual
recognition and
acknowledgement
Individual
Group

47. JohaliSOCHE2014_2
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47http://www.academia.edu/3150263/Social_Capital_and_Islamic_Educationhttp://www.academia.edu/3150263/Social_Capital_and_Islamic_Education
SCT Models

48. Social Concepts in Islam
http://www.islamreligion.com/articles/241/
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49. Social Concepts in Islam
 FAMILY
 The family, which is the basic unit of civilization, is now
disintegrating. Islam’s family system brings the rights of the
husband, wife, children, and relatives into a fine equilibrium.
It nourishes unselfish behavior, generosity, and love in the
framework of a well-organized family system. The peace and
security offered by a stable family unit is greatly valued, and it
is seen as essential for the spiritual growth of its members. A
harmonious social order is created by the existence of
extended families and by treasuring children.
 FAMILY
 The family, which is the basic unit of civilization, is now
disintegrating. Islam’s family system brings the rights of the
husband, wife, children, and relatives into a fine equilibrium.
It nourishes unselfish behavior, generosity, and love in the
framework of a well-organized family system. The peace and
security offered by a stable family unit is greatly valued, and it
is seen as essential for the spiritual growth of its members. A
harmonious social order is created by the existence of
extended families and by treasuring children.
http://www.islamreligion.com/articles/241/
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50. Social Concepts in Islam – Family System
http://www.islamreligion.com/articles/241/
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n Islam, considering the well-being of the “other” instead of just the
“self” is a virtue so rooted in the religion that it is evident even to
those outside it. The British humanitarian and civil rights lawyer,
Clive Stafford-Smith, a non-Muslim, stated: “What I like about Islam
is its focus on the group, which is opposite to the West’s focus on
individuality.”[1]
Individuals comprising any society are tied together by related group
bonds. The strongest of all societal bonds is that of the family. And
while it can be justifiably argued that the basic family unit is the
foundation of any given human society, this holds particularly true for
Muslims. As a matter of fact, the great status that Islam affords to
the family system is the very thing that so often attracts many new
converts to Islam, particularly women.
n Islam, considering the well-being of the “other” instead of just the
“self” is a virtue so rooted in the religion that it is evident even to
those outside it. The British humanitarian and civil rights lawyer,
Clive Stafford-Smith, a non-Muslim, stated: “What I like about Islam
is its focus on the group, which is opposite to the West’s focus on
individuality.”[1]
Individuals comprising any society are tied together by related group
bonds. The strongest of all societal bonds is that of the family. And
while it can be justifiably argued that the basic family unit is the
foundation of any given human society, this holds particularly true for
Muslims. As a matter of fact, the great status that Islam affords to
the family system is the very thing that so often attracts many new
converts to Islam, particularly women.

51. Social Concepts in Islam
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Explores the genesis of Islam for insight into the nature of
ideological transformation.
The story of the origins of Islam provides a rich and suggestive
example of sweeping cultural transformation. Incorporating both
innovation and continuity, Islam built upon the existing cultural
patterns among the peoples of the Arabian peninsula even as it
threatened to eradicate these same patterns. In this provocative
interdisciplinary study, Mohammed A. Bamyeh
combines perspectives from sociology, literary studies, anthropology,
and economic history to examine the cultural ecology that fostered
Islam.
The Social Origins of Islam is a fascinating and highly informed
discussion of the socio-historical and cultural contexts of early
Islam and its precedent traditions.
—Mary Layoun, author of Travels of Genre: The Modern Novel and Ideology
The Social Origins of Islam - Mind, Economy, Discourse 1999 By Mohammed A. Bamyeh
http://www.upress.umn.edu/book-division/books/the-social-origins-of-islamhttp://www.upress.umn.edu/book-division/books/the-social-origins-of-islam

52. Social Concepts in Islam
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At the heart of Bamyeh’s enterprise are close readings of both the Qur’an
and the pre-Islamic poetry that preceded it. Bamyeh uncovers in these
texts narrative and pedagogical content, poetic structure, use of
metaphor, and historical references that are suggestive of societies in
transition. He also explores the expressive limits of the pre-Islamic
literature and its transmutation into Qur’anic speech in the wake of social
transformation.
Emphasizing the organic connections between belief structures, economic
formations, and modes of discourse in pre-Islamic Arabia,
The Social Origins of Islam explains how various material and discursive
changes made the idea of Islam possible at a particular point in history.
More broadly, it persuasively demonstrates how grand cultural shifts give
rise to new systems of faith.
The Social Origins of Islam - Mind, Economy, Discourse 1999 By Mohammed A. Bamyeh
http://www.upress.umn.edu/book-division/books/the-social-origins-of-islamhttp://www.upress.umn.edu/book-division/books/the-social-origins-of-islam

53. Reality of Family – Social in Islam
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he Family and Society
The Family is a part of the Islamic social order. The society that
Islam wants to establish is not a sensate, sex-ridden society. It
establishes an ideological society, with a high level of moral
awareness, strong commitment to the ideal of Khilafah and
purposive orientation of all human behaviour. Its discipline is
not an imposed discipline, but one that flows out of every
individual's commitment to the values and ideals of Islam. In
this society a high degree of social responsibility prevails. The
entire system operates in a way that strengthens and fortifies
the family and not otherwise.
http://www.iium.edu.my/deed/articles/family_islam/ch04.htmlhttp://www.iium.edu.my/deed/articles/family_islam/ch04.html
Khurshid Ahmad
CHAPTER IV
THE FAMILY IN ISLAM:
STRUCTURE, PRINCIPLES AND RULES

54. Reality of Family – Social in Islam
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Client & Social Worker in an Islamic Worldview
http://www.iium.edu.my/deed/articles/family_islam/ch04.html
Quran_Sunnah

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Model of Client & Social Worker in an Islamic WorldviewModel of Client & Social Worker in an Islamic Worldview
According to my understanding of Islamic precepts, while God is the ultimate Helper, Satan is the
biggest anti-helper. In other words, God and whatever environmental forces He facilitates,
support the social worker-client dyad in their effort to achieve positive changes. On the other
hand, Satan and whatever other environmental forces he influences do not only attempt to
hinder these positive changes, but they also encourage the creation of new problems. Satan
capitalizes on such human weaknesses as inertia, lassitude, procrastination, desire for
immediate gratification, tendency to forget, to name a few. He uses a multiplicity of lures and
deceits to achieve his goal. However, those who are empowered by drawing upon God’s
power and knowledge cannot be affected by Satan’s feeble tricks.
Abdullahi Barise ModelAbdullahi Barise Model
http://www1.uwindsor.ca/criticalsocialwork/social-work-with-muslims-insights-from-the-
teachings-of-islam
http://www1.uwindsor.ca/criticalsocialwork/social-work-with-muslims-insights-from-the-
teachings-of-islam
Environ

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Islamic Social Work Practice ModelIslamic Social Work Practice Model
http://www1.uwindsor.ca/criticalsocialwork/social-work-with-muslims-insights-from-the-teachings-of-islamhttp://www1.uwindsor.ca/criticalsocialwork/social-work-with-muslims-insights-from-the-teachings-of-islam
This model is still broad enough to accommodate any cultural specificity in
any local Muslim community. However, social workers must be aware of any
specific local cultural values that their clients might hold. For example, When
discussing feelings or facts about their families regarding any negative
event such as illness or death, many Arabs would likely use euphemisms
“Offensive _ not Kindly Words ” Abudabbeh and Nydell (l997), explain:

57. Social Determinants of Health
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Children in a poor district in Budapest, Hungary, 2007

58.  A shorthand for the broad and complex array of social, political,
economic, environmental and cultural factors which strongly
impact health status and equity.
 The structural determinants and conditions of daily life…
responsible for a major part of health inequities (Commission on the SDOH)
 The distribution of power, income, goods and services,
Locally, nationally, and globally…[and]
 The visible circumstances of people's lives - their access to
high quality schools and education, their conditions of work
and leisure, their homes, communities, towns and cities -
and their chances of leading a flourishing life.'
Commission on Social Determinants of Health. Closing the gap in
a generation: health equity through action on the social
determinants of health: Commission on Social Determinants of
Health final report. Geneva: World Health Organization
Commission on Social Determinants of Health; 2008.
Commission on Social Determinants of Health. Closing the gap in
a generation: health equity through action on the social
determinants of health: Commission on Social Determinants of
Health final report. Geneva: World Health Organization
Commission on Social Determinants of Health; 2008.
WHO Social Determinants of Health
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59. JohaliSOCHE2014_2
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What are social determinants of health?
The social determinants of health are the conditions in which people are born,
grow, live, work and age.
These circumstances are shaped by the distribution of money power and
resources at global, national and local levels.
Find out more about the social determinants of health
The social determinants of health are mostly responsible for health inequities -
the unfair and avoidable differences in health status seen within and between
countries.
Member States adopted the Rio Political Declaration at the World Conference on
Social Determinants of Health in October 2011 in Rio de Janeiro, Brazil, calling upon
them to act in five areas:
1. Adopt improved governance for health and development
2. Promote participation in policy-making and implementation
3. Further reorient the health sector towards promoting health and
reducing health inequities
4. Strengthen global governance and collaboration
5. Monitor progress and increase accountability
What are social determinants of health?
The social determinants of health are the conditions in which people are born,
grow, live, work and age.
These circumstances are shaped by the distribution of money power and
resources at global, national and local levels.
Find out more about the social determinants of health
The social determinants of health are mostly responsible for health inequities -
the unfair and avoidable differences in health status seen within and between
countries.
Member States adopted the Rio Political Declaration at the World Conference on
Social Determinants of Health in October 2011 in Rio de Janeiro, Brazil, calling upon
them to act in five areas:
1. Adopt improved governance for health and development
2. Promote participation in policy-making and implementation
3. Further reorient the health sector towards promoting health and
reducing health inequities
4. Strengthen global governance and collaboration
5. Monitor progress and increase accountability
WHO Social Determinants of Health

60. Economy
SOCIAL DETERMINANTS
OF
HEALTH
SPCHE
Urban Planning
Schools/
Education
Employment/
Job Quality
Community
Safety
Housing
Options
Transportation
Options
Governance
Economic
Development
Global Model of Social Determinants of Health –
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61. Conceptual Framework-Pathways & Entry PointsConceptual Framework-Pathways & Entry Points
Social Context
Social stratification
Exposure
Social deprivation
Unemployment
Illiteracy
Deprived neighborhoods
Adverse intrauterine life
Vulnerability
Less access to:
• Health services
• Early detection
• Healthy food
Outcomes
Poverty
Overcrowding
Poor housing
Consequences
Rheumatic heart
disease
Chagas disease
Lifetime exposure to advertising of fast foods, tobacco,
vehicle use, disposable income, urban infrastructure, physical
inactivity, high calorie intake, high salt intake, high saturated fat diet,
tobacco use, lack of control over life and work, high deprivation
neighborhoods
Raised cholesterol, raised blood sugar, raised blood
pressure, overweight, obesity, lack of access to health
information, health services, social support and welfare
assistance, poor health care-seeking behavior
Higher incidence, frequent recurrences,
higher case fatality, co morbidities
High out-of-pocket expenditure, poor adherence, lower survival,
loss of employment, loss of productivity and income, social and
financial consequences, entrenchment in poverty, disability, poor
quality of life
Age
Economic development, urbanization,
globalization
Equity, social determinants and public health programmes. Edited by Erik Blas and Anand Sivasankara Kurup 2010, 300
pages ISBN 978 92 4 156397 0 World Health Organization 2010
Equity, social determinants and public health programmes. Edited by Erik Blas and Anand Sivasankara Kurup 2010, 300
pages ISBN 978 92 4 156397 0 World Health Organization 2010
Determinants:
a. Government policies: influencing social capital, infrastructure, transport, agriculture, food.
b. Health policies at macro, health system and micro levels.
c. Individual, household and community factors: use of health services, dietary practices,
lifestyle.
a
Tobacco use c
b
b
Obesity b
a
b
a
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Differential

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From Inequity To Equity Model

63.  Six broad intervention approaches
 Social and environmental conditions favorable to
health,
 Behavioral patterns that promote health,
 Low population risk,
 Few events and rare deaths,
 Fully functional capacity/low risk of recurrence, and
 Good quality life until death
Is There Saudi Plan?!!
Student’s Role
Texas Plan to Reduce Cardiovascular Disease and Stroke 2008Texas Plan to Reduce Cardiovascular Disease and Stroke 2008
Texas Council on Cardiovascular Disease and Stroke
2008Legislative Report
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canvas EUR Healthy People 2020canvas EUR Healthy People 2020
Addressing the interacting determinants of health
130. Health 2020 as a whole highlights the very real health challenges that
countries face across the Region. Although the pattern in each country may
vary, the key overarching issues increasingly apply to all.
However, Health 2020 goes beyond merely describing the issues; it
focuses on potential solutions and areas where the evidence suggests that
positive action can have important effects. In doing so, it provides an
underpinning framework based on the importance of adopting strategic
approaches that assess challenges from a whole-system perspective.
Addressing the interacting determinants of health

65. You know more than any reference and sources.
As It is in English, visit this site
http://www.cyborlink.com/besite/saudi-arabia.htm
http://www.missionislam.com/health/index.htm
and others
Write a summary of SA religious teachings, habit, norms, appearances ,
positive and negative socio- economics behaviors
You know more than any reference and sources.
As It is in English, visit this site
http://www.cyborlink.com/besite/saudi-arabia.htm
http://www.missionislam.com/health/index.htm
and others
Write a summary of SA religious teachings, habit, norms, appearances ,
positive and negative socio- economics behaviors
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65
Saudi Arabia SOCHE
http://www.missionislam.com/health/index.htmhttp://www.missionislam.com/health/index.htm
‫وانظر‬ ‫وحذر‬ ‫تعبب‬ ‫من‬ ‫اعذر‬ ‫وقد‬ ‫التنبييييييييه‬ ‫تم‬242 ‫وانظر‬ ‫وحذر‬ ‫تعبب‬ ‫من‬ ‫اعذر‬ ‫وقد‬ ‫التنبييييييييه‬ ‫تم‬242

66.  It is common to remove your shoes before entering a building. Follow the lead of
your host.
 Alcohol and pork are illegal.
 In the Muslim world, Friday is the day of rest pray.
 There are several styles of greetings used; it is best to wait for your
counterpart to initiate the greeting. Men shake hands with other men.
 A more traditional greeting between men involves grasping each other’s right
hand, placing the left hand on the other’s right shoulder and exchanging kisses
on each cheek.
 The left hand is considered unclean and reserved for hygiene avoid gestures
with the right hand. Do not point at another person and do not eat with the left
hand.
 Men walking hand in hand is a sign a friendship.
Try not to cross your legs when sitting. Never show the bottom of your
feet.
 The "thumbs up" gesture is superior _ Down is inferior offensive In
Saudi the thumbs up is inferior
 In general; “Gifts are not necessary, but appreciated but no gift to workers
 Avoid admiring an item too much, you host may feel obligated to give it to you.
When offered a gift, it is impolite to refuse.
Women in Saudi Arabia are not permitted to drive vehicles
 It is common to remove your shoes before entering a building. Follow the lead of
your host.
 Alcohol and pork are illegal.
 In the Muslim world, Friday is the day of rest pray.
 There are several styles of greetings used; it is best to wait for your
counterpart to initiate the greeting. Men shake hands with other men.
 A more traditional greeting between men involves grasping each other’s right
hand, placing the left hand on the other’s right shoulder and exchanging kisses
on each cheek.
 The left hand is considered unclean and reserved for hygiene avoid gestures
with the right hand. Do not point at another person and do not eat with the left
hand.
 Men walking hand in hand is a sign a friendship.
Try not to cross your legs when sitting. Never show the bottom of your
feet.
 The "thumbs up" gesture is superior _ Down is inferior offensive In
Saudi the thumbs up is inferior
 In general; “Gifts are not necessary, but appreciated but no gift to workers
 Avoid admiring an item too much, you host may feel obligated to give it to you.
When offered a gift, it is impolite to refuse.
Women in Saudi Arabia are not permitted to drive vehicles
Saudi Arabia SOCHE
(Students have to search _debate and decide bad and good(Students have to search _debate and decide bad and good

67. Saudi Arabia SOCHE
Still wait Students…………!! Sleepy!!!!!
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Saudi Arabia SOCHE
Lectures to Listen To
1.The Medicine of the Prophet (saws) by Abu Khayraat -Prophetic Medicine (Part 1) and Questions & Answers (Part 2)
2.Sabr (Patience) by Abu Khayraat
3.Diseases of the Heart by Abu Khayraat & Abu Ibrahim - (Part 1) and (Part 2)
4.Obstacles in the Path of Practicing by Abu Khayraat & Abu Ibrahim (Part 1) and (Part 2)
5.How to Survive by Yahya Ibrahim (Part 1) and (Part 2)
6.Barriers Between You and Asking for Forgiveness by Yahya Ibrahim
Lectures to Listen To
1.The Medicine of the Prophet (saws) by Abu Khayraat -Prophetic Medicine (Part 1) and Questions & Answers (Part 2)
2.Sabr (Patience) by Abu Khayraat
3.Diseases of the Heart by Abu Khayraat & Abu Ibrahim - (Part 1) and (Part 2)
4.Obstacles in the Path of Practicing by Abu Khayraat & Abu Ibrahim (Part 1) and (Part 2)
5.How to Survive by Yahya Ibrahim (Part 1) and (Part 2)
6.Barriers Between You and Asking for Forgiveness by Yahya Ibrahim
http://guide.culturecrossing.net/basics_business_student_details.php?Id=13&CID=178

68. JohaliSOCHE2014_2
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Saudi Arabia SOCHE
http://guide.culturecrossing.net/basics_business_student_details.php?Id=13&CID=178
Gestures ‫تتتلميح‬‫ت‬_‫ت‬‫اشارا‬Gestures ‫تتتلميح‬‫ت‬_‫ت‬‫اشارا‬
Use only the right hand when it comes to greetings and giving or receiving
things as the left hand is considered the “toileting” hand.
People beckon one another by extending an arm and making a scratching
motion with their fingers, palm down.
Avoid beckoning someone with a upright finger as it may be considered an
insult.
Showing the bottom of the shoe or sandal is very inconsiderate.
Avoid crossing the legs at the knee while seated.
It is customary to remove your shoes before entering a carpeted room.
This is often the case in business situations. When in doubt, follow a Saudi
counterpart's lead.
The chin flick, where the hand is placed under the chin region and then
flicked forward, is used when someone is annoyed or pissed off or
disgusted.

69. JohaliSOCHE2014_2
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Social DiseasesHealth Problems and their Cures in Islam:
The Evil's of Gambling
Smoking: A Social Poison
Abortion in Islam? : child loves child rejected abortions
Addiction - Is There Hope? ( or Download zipped File):
Obsessive Compulsive Disorder :
Homosexuality and Islam:
Suicide - It's Not An Escape!:
Social DiseasesHealth Problems and their Cures in Islam:
The Evil's of Gambling
Smoking: A Social Poison
Abortion in Islam? : child loves child rejected abortions
Addiction - Is There Hope? ( or Download zipped File):
Obsessive Compulsive Disorder :
Homosexuality and Islam:
Suicide - It's Not An Escape!:
http://www.missionislam.com/health/index.htmhttp://www.missionislam.com/health/index.htm
Saudi Arabia Behavior

70. JohaliSOCHE2014_2
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http://www.missionislam.com/health/index.htmhttp://www.missionislam.com/health/index.htm
Saudi Arabia Behavior
We also sent Lut : He said to his
people : "Do ye commit lewdness
such as no people in creation (ever)
committed before you? For ye
practice your lusts on men in
preference to women: ye are indeed
a people transgressing beyond
bounds." Qur'an 7:80-81
The Hadith and homosexuality: The Hadith
are collections of sayings attributed to
Muhammad. Many Hadiths (ahadith) discuss
liwat (sexual intercourse between males). Two
examples are:
"When a man mounts another man, the throne
of God shakes."
Cont.
Eye Contact
•Direct eye contact is acceptable between men and
between women. Indirect eye contact can often be
mistaken for ignoring
•Indirect to no eye contact is best between genders.
•Gaze_Eyle Contact Prohibted from man to women

71. Social Structure - Health Images
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Organize Build
Community Service Society
Build Wellness Happiness House_Life Family_Community_Socie
Well Healthy..

72. References & Sources
- Quran Kareem
 http://www.islamreligion.com/articles/24
 Erik Blas and Anand Sivasankara Kurup (Editors) 2010 Equity, social
determinants and public health programmes (300 pages; ISBN 978 92 4
156397 0 ) World Health Organization 2010
 History_of_Health_Education_and_Promotion_(American)
http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Educat
ion_and_Promotion_powerpoint_ppt_presentation
(Just look and think how the Creative Lecturer Write and Teach )
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Social Work with Muslims: Insights from the Teachings of Islam By Abdullahi Barise, Ph.D. Associate
Professor College of Arts and Sciences, Zayed University Dubai, United Arab Emirates

73. My Best Wishes to be:
Positive Smart “Real SOCHE Muslim”
Eisa Ali Johali
the lecturer; Riyadh Sep 2014; Rev 2016
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