ـJOHALI FUHEchs382 fundamentals of_health_education

KINGDOM OF SAUDI ARABIA
MINISTRY OF HIGHER EDUCTION
KING SAUD UNIVERSITY CAMS DEPARTMENT
HE
JohaliCHS382FUHE2013_2017
FUNMAMENTALS OF HEALTH EDUCATION
Meanings to Approaches to Readiness to Perfect Practice
Remember by “
Promote and Help Others To …………... ?
JohaliCHS382FUHE2013_2017
FUNMAMENTALS OF HEALTH EDUCATION
Meanings to Approaches to Readiness to Perfect Practice
Remember by “
Promote and Help Others To …………... ?
CHS382
Johali1stFUHE2016
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EISA ALI JOHALI ‫ي‬‫جوحل‬ ‫اال‬‫ا‬ ‫ي‬‫عل‬ ‫ااان‬‫ب‬ ‫ى‬‫عيس‬
‫الرحمن‬ ‫ال‬ ‫بسم‬
‫الرحيم‬
Principle +
Fundamental
ZD Holistic FUHE
Johali 2nd
Step To ZD Holistic Wellness
http://fac.ksu.edu.sa/ejohali/courses
http://

Johali1stFUHE2016
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 Johali FUHE 2015
http://sa.linkedin.com/pub/eisa-johali/31/3a6/896
https://twitter.com/TheNature2011 Dr. Eisa Johali
‫الرحيم‬ ‫الرحمن‬ ‫الله‬ ‫بسم‬
CHS382 2
NEW https://wiki.answers.com/Q/User:JohaliaskNEW https://wiki.answers.com/Q/User:Johaliask

CHS382 Johali1stFUHE2016 3
CHS382 Promontory
This “FuHE” the Fundamentals of Health Education
(CHS 382) is the 2nd
basic courses after the PHE
(CHS282) that I taught you last semester.
Almost all the FUHE objectives and topics based on
the PHE objectives and topics.
Therefore you have to recall what you have been
taught in the previous 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.

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
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CHS 382 Course Description & L Objectives
CHS382 5Johali1stFUHE2016
This is the second introductory course to health education, starting
following and probing the historical evolution ‘developments’ of 'health
education plus promotion' – its origin, grow and evolve ‘or can grow and
evolve’ to assure quality. It strives to cover the essentials in ‘health arts,
values and images, philosophical ethics, sciences 'theories, models, and
approaches' with more focus on health communication “types, levels,
components, process and barriers” that associated with quality of health
education and promotion.
Course Description
Course (code
and NO):
(CHS 382)
Course
title:
Fundamentals of
health education
Credit hours:
2 (2+0)
change ne
(1+1)
Level: 5
Contact hours: 2
Prerequisit
e:
CHS 212

CHS 382 Course Description Quality Committee 2011
Course code and number: CHS 382
Course title: Fundamentals of Health Education
Level/semester Level 5
Credit hours:
Thereof lecture hours: 2
Thereof practical hours: 0
Language: English
Aims and goals of CHS 382 :
•Gaining basic knowledge regarding the rules, fundamentals, history and potentials of health education..
•Understand how health education affects one personally as well as those around them.
• Identify different approaches and strategies of health communication and health promotion
•Prepare health education students to become effective health education specialists by building their skills in communication, in
counseling and behavior modification to use it in any health setting.
Skills of the course: the student will be familiar with
•Students will have to learn and believe in the 4cs that makes an effective health education specialists
•The course covers among all how the health worker can influence health behavior in order to create better foundations for public and
individual health.
•Theories of behavioral change to individual, families, and community through utilization of proper communication in different
health settings.
Content of the course:
•The development of health education and health promotion
• Images of health
•Models and approaches to health promotion
•Understanding of health communication
•Steps in health communication process
•Communication methods
•Traditional - Contemporary approaches to health communication
•Practice frameworks for health promotion :Eating Well
•Student presentation: Vegetables and fruits intake
Examination: Written examination, individual learning work-creative smart assignments

With your Readiness and Willingness, the lecturer hopes that by end of this course,
you will be able to:
1. Be reason, ready, react to prerequisites and willing to success
2. Briefly review and rationalize the historical developments “evolution” of
'health education and promotion' – origin, grow to evolution if there
3. Rationale and be ready to use the philosophical and ethical basis to
assure quality of HEP
4. Identify the most common scientific theories, paradigms, models,
approaches that associated with quality of HEP.
Old;
5. Gaining basic knowledge regarding the rules, fundamentals, history and potentials of
health education..
6. Understand how health education affects one personally as well as those around them.
7. Identify different approaches and strategies of health communication and health
promotion
8. Prepare health education students to become effective health education specialists by
building their skills in communication, in counseling and behavior modification to use it
in any health setting.

Johali Teaching & Learning Plan – L Plan
8
Johali1stFUHE2016
TOPICS - Teaching and Learning Activités Hours (30) Weeks (15)
 Reason, ready, react to prerequisites and willing to
success
2 1st
 Historical developments of 'health education and
promotion' (HEP) – origin, grow to evolution
4 2nd
– 3rd
 Essential Philosophical – Scientific Theories & Model
 Images and Fundamentals of HEP
6 4th
– 6th
 HE Essentials - Ethical Basses” 4 7th
– 8th
1st
Mid Term ExamAssignment Plan
 Basic Human Health Communication (BHHC): Define &
The 4Cs
 BHHC: Most Common Scientific Theories and Models
6 9-11th
 BHC: Types-Levels & HC Process N. Model
 Proactive HCP Network
6 12-14th
2nd
Mid Term Exam Submit-Present Assignments 2 15th
 FINAL EXAM
CHS382

Johali Reasoning (Why FUHE ? )
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”:
1. Assessing patients, school and community health education needs (1sT
communication with
clients )
2. Managing and organizing health education activities.
3. Participate in providing health education in the local community (Inside Health Services and outside
organizations such schools and industries..);
4. Select health education methodology appropriate to the target clients taken in consideration cultural
interests and needs.
5. Prepare and participate in designing, evaluation and development of health education materials
6. Supervise and participate in process of designing and implementing health education plans.
7. Give Special Patients Counseling eg; diabetic patient education
8. Improve his/her personal and professional knowledge and skills.
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Why…FUHE.:
1) Part of HE JD Duty No 1
2) Prerequisite
3) Fundamental-Essential for QHE

Remember All HE Courses
CHS382
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382 was at 5th
level with CHS 282 all prerequisite for 7 – 9 Darw
How Do You Think – Do You Understand This ?!!
http://colleges.ksu.edu.sa/AppliedMedicalSciences/CommunityHealthSciences/Pages/HEplan.aspx#http://colleges.ksu.edu.sa/AppliedMedicalSciences/CommunityHealthSciences/Pages/HEplan.aspx#
Your HE Pyramid

G Introduction
Probe FuHE
Historical Revolution & Defining Terms

History_of_Health_Education_and_Promotion_(American) ???!!!!
http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Education_and
_Promotion_powerpoint_ppt_presentation
http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Education_and_Pr
omotion_powerpoint_ppt_presentation
History_of_Health_Education_and_Promotion_(American) ???!!!!
http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Education_and
_Promotion_powerpoint_ppt_presentation
http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Education_and_Pr
omotion_powerpoint_ppt_presentation
Probe FUHE 2nd
2015 Historical Evolution & Define Terms
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One Learner Have To Present and Other Think Write Smart Note
(Just look and think how “the Creative Historical Lecturer l Health
Educators “Write and Teach )
It is a general Health – Education USA but Interest:
- How other find & bring to
Life Expectancy !?**
History_of_Health_Education_and_Promotion Search Video

Life ExpectancyLife Expectancy
CHS382 Johali1stFUHE2016
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Overall
rank [4]
Country Overall life
expectancy
Male life
expectancy
Male
rank
Female life
expectancy
Female
rank
1 Monaco 87.2 85.3 1 89 1
2 Japan 84.6 82 2 87.3 3
3 Andorra 84.2 80.8 8 87.6 2
4 Singapore 84 82 2 87 4
5
Hong Kong
(PRC)
83.8 82 2 85.6 6
6 San Marino 83.5 82 2 85 11
7 Iceland 83.3 81.4 6 85.2 9
8 Italy 83.1 80.4 10 85.8 5
9 Sweden 83 81.4 6 84.6 13
10 Australia 83 80.5 9 85.5 7
List by the World Health Organization 2013 List by the World Health Organization 2013
http://en.wikipedia.org/wiki/List_of_countries_by_life_expectancyhttp://en.wikipedia.org/wiki/List_of_countries_by_life_expectancy
Top the Longest?

Life ExpectancyLife Expectancy
List by the World Health Organization 2013
96 Turkey 74.4 72.4 66 76.4 103
96 Armenia 74.4 70.6 104 78.2 73
97 Saudi Arabia 74.3 72.4 66 76.2 105
98 Samoa 74 71 91 77 92
99 Lebanon 74 72.5 64 76.5 100
192
Central Afric
an Republic
48.5 47 187 50 192
193
Sierra Leone
47.5 47 187 48 193
Overall
rank [4]
Country Overall life
expectancy
Male life
expectancy
Male
rank
Female life
expectancy
Female
rank
Saudi ? the Shortest LE?

 Probe Course Title … Fundamental ?
Our Cultural-Religious Compare to the Westerns
 Fundamental VS ≠ Extra; ‘evolutes, evolution’; growth, development
( How – Do You Hear Darwin !!! )
 Evolution = Natural Selection - Biological Selection ‫!!؟‬ ‫نشوُء‬‫ل‬‫ااا‬ ‫ااظرية‬‫ن‬
http://www.conservapedia.com/Evolution;
DO YOU BELIEVE IN Apes MAN - Man was a Monkey?!!
Eisa JohaliLecturer at KSU CAMS
Apes to Man Human Evolution
Learn from Student’s Videos Compare to Islam
http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html
http://www.youtube.com/watch?v=XdddbYILel0
Amazing artifice Multimedia
Explaining some of the basics of the scientific theory of evolution Oct 11, 2012
NOW Lets Test Them: Evolution vs. Creationism
http://www.youtube.com/watch?v=9V_2r2n4b5c
http://www.allaboutcreation.org/creation-vs-evolution-n-video.htm
15CHS382
Probe FuHE Historical Evolution & Define Terms

 Probe Course Title … - Fundamental ?!
Close natural synonyms are:
Fundamental Fun`da*men"tal, a. [Cf. F. fondamental.] Pertaining to the
foundation or basis; serving for the foundation. Hence: Essential, as an
element, principle, or law; important; original; elementary; as, a fundamental
truth; a fundamental axiom. The fundamental reasons of this war. --Shak.
Some fundamental antithesis in nature. --Whewell. Fundamental bass (Mus.),
the root note of a chord; a bass formed of the roots or fundamental tones of
the chords. Fundamental chord (Mus.), a chord, the lowest tone of which is its
root. Fundamental colors, red, green, and violet-blue. See Primary colors,
under Color.
 Fundamental = Primary; Original = West means Primitive
 Fundamentals = Basics; Essentials; Ground rules; Nitty-gritty
(Crux of the matter – most important, heart of HE –unknown origin )
“Education like health care should be a fundamental right”
16CHS382
Johali1stFUHE2016
http://www.wordaz.com/fundamental.html

 Probe – Define Course Title … ?!!
Close natural synonyms are:
 Development = Growth; Expansion; Progress; P change
 Evolution: Advanced ‘Development – Progression’
Define “Fundamental” is :
A leading or primary principle, rule, law, or article, which serves
as the groundwork of a system; essential part, as, the
fundamentals of “Religion Field HE”
17Now history we cover some in CHS 282 Who remember ‘brief’ ?!!CHS382
Johali1stFUHE2016

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Focus what are the New not above
- Profound = Deep’ need Reflective Thinking; Extreme –Extremist
- Key = Input; Important; Significant
- Primal = Primitive; Primeval

Major Eras in U.S. Public Health History start 1850 ..Global HE ?
 Pre Islam 600 was close to ideology ; the Greeks change it make it oppose
under philosophy ?
 Fundamental in Islam : found in the Five Pillars of Islam, genuine, original
 Prior to 1850 Influence of superstition, religion, miasma theory; battling
epidemics/pandemics: avoidance and acceptance; advent of bacteriological era
 1850-1949: Sanitary reform through state and local infrastructure (state and
local health departments); development of public H infrastructure
 1974 – 1979: Beginning of PH health promotion era -publication of Healthy
People
 1950-1999 Filling gaps in medical care and expanding the health agenda;
Major advances in medicine; AIDS; control of infectious disease, growth of
chronic disease (largely behaviorally-related)
 2000: Community public health practice; evolving public health infrastructure
development; preparing for and responding to community health threats
1919 ?
CHS382
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Take the Meaningful For Us – Forget their misunderstanding regarding religion
HE raised at: Early 18th
Century; Mid 20th
Century; - Nineteen Nineteen

CHS382
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Johali1stFUHE2016
http://www.youtube.com/watch?v=pbmR8HE7n3s
Fundamentals of Global HealthFundamentals of Global Health
LEChttps://globalhealth.duke.edu/education-and-training/undergraduate/major LEChttps://globalhealth.duke.edu/education-and-training/undergraduate/major
First Reel ….Do You Understand-attract-Interest!!!! No - Go See Duke Global Attract…. GHLTH
http://www.youtube.com/watch?v=dBUqFM8NEjwCPW http://www.youtube.com/watch?v=dBUqFM8NEjwCPW
Global Health Major at Duke: Creating Pathways for Changing the World By:Global Health Major at Duke: Creating Pathways for Changing the World By:
‫مربكة‬ “‫”غلطة‬ ‫اسكتلندية‬ ‫رقصة‬!!!The Blooper Reel
http://www.youtube.com/watch?v=2ioK1rAD33c
From above Duke GHI We Come With Three Major Fundamentals (LECPHC= 3Vs) :
- Learn ( Passion);
- Expand (Hard work)
- Be Carve a Niche (Create-creative) a new accepted pathHE
&
Became a Real-life problem-solvers
Read & Write Smart Question with Smart Answers

Probe FuHE Historical Evolution & Define Terms – Disvover and score Elements of FH
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There's more to life than bananas: http://stores.ebay.ca/Art-of-Kelly?_r...
Fundamental Elements of Health
Are you Thriving or Surviving ?
Rate your health between zero to ten, in each of the following areas.
1. Clean, fresh air
2. Pure water
3. Foods for which we are biologically designed
4. Sufficient sleep
5. Rest and relaxation
6. Vigorous activity
7. Emotional poise and stability
8. Sunshine and natural light
9. Comfortable temperature
10. Peace, harmony, serenity, and tranquility
11. Human touch
12. Thought, cognition, and meditation
13. Friendships and companionship
14. Gregariousness (social relationships, community)
15. Love and appreciation
16. Play and recreation
http://www.youtube.com/watch?v=GrOqFRmmQ_khttp://www.youtube.com/watch?v=GrOqFRmmQ_k
Howdoyouscore?-FundamentalelementsofhealthHowdoyouscore?-Fundamentalelementsofhealth End 234

17. Pleasant environment
18. Amusement and entertainment
19. Sense of humor, mirth and merriment
20. Security of life and its means
21. Inspiration, motivation, purpose, and commitment
22. Creative, useful work (pursuit of interest)
23. Self-control and self-mastery
24. Individual sovereignty
25. Expression of reproductive instincts
26. Satisfaction of the aesthetic senses (op; atheistic non believe)
27. Self-confidence
28. Positive self image
29. Internal and external cleanliness
30. Smiles
31. Music and all other arts
32. Biophilia (love of nature)
"The 80/10/10 Diet" by Dr. Douglas N. Graham, Page 10.
http://foodnsport.com/
I am pleased to be able to share with you my journey as a vegan and what I've learned along the way. Currently, I
eat mostly fruits and vegetables with some nuts and seeds, a diet/lifestyle, otherwise known as 80/10/10,
fruitarianism, or natural hygiene. I eat 100% raw food most of the time, but occasionally enjoy a cooked vegan
meal. Although by following 80/10/10, I have experienced exceptional improvement in health and fitness, I do not
claim to have all the answers. I'm still learning. What I'm committed to, however, is openness, tolerance, and
honesty.
http://www.facebook.com/pages/Grassro..
Howdoyouscore?-FundamentalelementsofhealthHowdoyouscore?-Fundamentalelementsofhealth

CHS382 23
Johali1stFUHE2016
http://www.youtube.com/watch?v=cKvyDbmnfNI
Overview of the Seven Keys to Health - Wellness – Happiness
This video clip shows Jordan giving an overview of the seven keys to health and
wellness that led him--and will lead you-- on the road to a lifetime of wellness.
Summary of Jordan 7 Keyes Weeks of Wellness
1) Eat To Live in Islam ; Learn to Live
2) Supplement Your Diet
3) Practice Advance Hygiene
4) Condition your Body
5) Reduce Toxins
6) Avoid Deadly Emotions
7) Live a Life of Prayer & Purpose
Give Evidence from Islam

Understand Fundamentals
From Philosophy to Science to HE Ethical Basis
Define - understand - nature
Of
“Fundamental - Religion - Ideology - Philosophy - Theories - Ethics –
”Communication QHE
From Religion - Philosophy to HE Ethical Basis

CHS382 25
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Fundamentals – Essentials
for
FUHE Evolutional Philosophy
Use Evolve Def & CHS282 Philosophical basis to Recreate Your Self Model
Jordan's Philosophy and Personal Story
This video clip shows Jordan bringing the message of Biblical health and wellness
to his home church, Palm Beach Gardens Christ Fellowship. He tells his health
philosophy and his personal story of regaining his
health--God's way.
We Have to Innovate
Islamic Philosophy for Holistic Lifelong HE Wellness – Happiness
http://www.youtube.com/watch?v=tFfjMUH710I
WHY NOT QURANIC Based PHILOSOPHY!!?
Search “ Health Fundamentals in Quran”
God's Plan for Health & Wellness
http://www.youtube.com/watch?v=6ToOqStuVkA
The Family Life of a Muslim Ideal Muslims ~ Nouman Ali KhanThe Family Life of a Muslim Ideal Muslims ~ Nouman Ali Khan
http://www.youtube.com/watch?v=g5lPW2fkwas
http://www.youtube.com/watch?
v=7Ha3cA3gQc4
http://www.youtube.com/watch?v=7Ha3cA3gQc4

 What is philosophy?
 A statement summarizing the attitudes, principles, beliefs, values,
and concepts held by an individual or a group.
 Vision; Mission; Premises; Value are part of philosophy .
 Why does one need a philosophy?
 People’s philosophies help form the basis of reality for them. A
philosophy helps to determine how one lives, works, plays, and generally
approaches life.
Vision – Mission just example
 Vision of Health Education
“The health education profession promotes, supports, and enables healthy lives
and communities.” (Ches Jones, PhD)
 Miami-Dade AHEC strives to change healthcare through education
 Miami Our Mission: To improve access to quality, comprehensive health care and
education for the underserved, uninsured, economically needy and other vulnerable
individuals through academic-community partnerships.
http://www.mdahec.com/about-us/vision-and-mission/
PhilosophyPhilosophy
New …many in PPT Lecture
”“”CommHlthHLSC_2613_Notesv3 VERY GOOD Whole HE”
Make A SummaryCHS382
26Johali1stFUHE2016

Here are some links to samples of personal philosophies of education for you to explore. There are roughly
in order of "fame" or well-knowness:
• My credo - Albert Einstein
• My pedagogic creed - John Dewey, the most significant educational philosopher of the
20th century; he emphasized the subject nature of students' experience
• Paulo Freire - arguably the second most significant educational philosopher, behind
Dewey, emphasized social justice and education for the liberation of the oppressed
• The philosophy of freedom - Rudolf Steiner, major alternative education philosopher
• Montessori philosophy & practice - by Michael Olaf Montessori, major alternative education
philosophy
• Johann Pestalozzi - emphasized the educational potential of everyday life, social justice,
and education for the poor and oppressed
• Kurt Hahn - innovative educator who championed adventure, peace & community
• The vision of Benton MacKaye - Creator of the Appalachian Trail & social engineer
• Ancient land - Current connections - by Graham Ellis-Smith, about how to learn from
Aboriginal ways of life in order to connect to our own indigenous hearts
• A personal philosophy of education - Barbara Wilt, teacher
• Experiential & outdoor education for social & eco sustainability - James Neill, outdoor
educator & psychologist
• Sample philosophy statements of education - LeoNora Cohen & Judy Gelbrich
• Philosophy of education - Erin Mosher, Plattsburgh State University
• Rosa Carson - Thinking thinking thinking....
• My Andragogy Knowel et al adult learning the students centred ( LinkedIn )
Here are some links to samples of personal philosophies of education for you to explore. There are roughly
in order of "fame" or well-knowness:
• My credo - Albert Einstein
• My pedagogic creed - John Dewey, the most significant educational philosopher of the
20th century; he emphasized the subject nature of students' experience
• Paulo Freire - arguably the second most significant educational philosopher, behind
Dewey, emphasized social justice and education for the liberation of the oppressed
• The philosophy of freedom - Rudolf Steiner, major alternative education philosopher
• Montessori philosophy & practice - by Michael Olaf Montessori, major alternative education
philosophy
• Johann Pestalozzi - emphasized the educational potential of everyday life, social justice,
and education for the poor and oppressed
• Kurt Hahn - innovative educator who championed adventure, peace & community
• The vision of Benton MacKaye - Creator of the Appalachian Trail & social engineer
• Ancient land - Current connections - by Graham Ellis-Smith, about how to learn from
Aboriginal ways of life in order to connect to our own indigenous hearts
• A personal philosophy of education - Barbara Wilt, teacher
• Experiential & outdoor education for social & eco sustainability - James Neill, outdoor
educator & psychologist
• Sample philosophy statements of education - LeoNora Cohen & Judy Gelbrich
• Philosophy of education - Erin Mosher, Plattsburgh State University
• Rosa Carson - Thinking thinking thinking....
• My Andragogy Knowel et al adult learning the students centred ( LinkedIn )
http://www.wilderdom.com/philosophy/SampleEducationPhilosophies.html#Examples
Samples of personal educational philosophiesSamples of personal educational philosophies

Health Philosophies “Images – Meanings?!”

CHS382
Johali1stFUHE2016
29
Welcome to Health Images of
Denver and Boulder, Colorado
With multiple convenient
locations across the Denver &
Boulder, Colorado MetroPlex,
Health Images has the
specialized staff necessary to
assist with all your medical
imaging needs, in a location that
is convenient for you!
Health Images is revolutionizing
imaging with the foundation of
efficiency and consistency. Our
promise to our community is
unmistakable quality and
spectacular service. Once you try
us we think you'll agree that
Health Images has "raised the
bar" of service and quality
A Framework for Health ReformA Framework for Health Reform
http://www.aha.org/advocacy-issues/healthforlife/index.shtml
Health Philosophies “Images?!”

CHS382 30
Johali1stFUHE2016
Fundamentals – Essentials for FUHE Evolutional Philosophy
Health Education ‫ودي‬ ‫سع‬‫ااال‬‫صحي‬‫ااال‬‫تثقيف‬‫ل‬‫ااا‬ ‫تااطور‬Progress in Saudi Arabia ?
http://www.youtube.com/watch?v=PpA8fTtOy2c
The Kingdom of Saudi Arabia in the field of health and education part1
Disclose the fact that lie and deceive the International Association for The Jewish and
Christians Human Rights in the world .. As you can see what the State of Saudi
humanitarian services to the Saudi citizen and a resident is considered best in the world
to human rights, and this is a message to all hateful in the world to see and watch really
good and generosity provided by the Custodian of the Two Holy Mosques King Abdullah
to the Saudi people.
There Is Justification of Evolution in Health – Education But Nothing in HE!!?
Look for National Symposium Health Education To Where We Are Going !!
Do We Have Real Evolution??!
‫الولي‬ ‫الطلبية‬ ‫الندوة‬ ‫مثل‬2013!!‫؟‬ ‫أين‬ ‫إلى‬ ‫المملكة‬ ‫في‬ ‫الصحي‬ ‫التثقيف‬ ‫بعنوان‬ ‫الصحي‬ ‫للتثقيف‬
((Summary From Students
Look for National Symposium Health Education To Where We Are Going !!
Do We Have Real Evolution??!
‫الولي‬ ‫الطلبية‬ ‫الندوة‬ ‫مثل‬2013!!‫؟‬ ‫أين‬ ‫إلى‬ ‫المملكة‬ ‫في‬ ‫الصحي‬ ‫التثقيف‬ ‫بعنوان‬ ‫الصحي‬ ‫للتثقيف‬
((Summary From Students
Why Not 2nd SAHE Symposium –
1st
SAHE Evolution –Ready?
http://tweettunnel.com/HESymphttp://tweettunnel.com/HESymp https://twitter.com/HESymphttps://twitter.com/HESymp

Start from our evolution Def of HE ( CHS282 PHE) ?
An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4)
Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9)
Cultural, (10) Environmental including Climate, (11) Economical, (12)
Political with (13) Professional Ethics and (14) appropriate “Technological
mean” that can help people/customers to “grow; develop”, and make
informal decisions within a specific “Time” affecting their personal, family
and community well being.
CHS382
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Johali1stFUHE2016
How Many Dimensions Here ?
These Are Our Fundamentals – Essentials for Islamic FUHE Scientific Philosophy -
You Have To Innovate at the end of this course - Wellness to Happiness ?
How Many Dimensions Here ?
These Are Our Fundamentals – Essentials for Islamic FUHE Scientific Philosophy -
You Have To Innovate at the end of this course - Wellness to Happiness ?
Fundamentals – Essentials for FUHE Evolutional Philosophy

Students Creative Work
Can You Use This Evolved National Definition To Draw New NHE
Philosophy
Wait For You Effort - Thought?!

Draw
Education - Health – HE Integrated
Integrated Self Creative Conceptual diagrams
C
onclude
Johali FUHE Model
Later after understanding philosophical and scientific models
Johali1stFUHE2016CHS382 33

CHS382 34
Johali1stFUHE2016
Johali HEP Sciences
HEP
Scientific
THEORIES – MODELS
Eisa Ali Johali Master of Arts 1995
https://www-lib.soton.ac.uk/uhtbin/cgisirsi/SISc130DjR/HARTLEY/58071011/123
Eisa Ali Johali Master of Arts 1995
https://www-lib.soton.ac.uk/uhtbin/cgisirsi/SISc130DjR/HARTLEY/58071011/123
http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJ
OHALI%2FPublications%2FMy%20Publishing%20Books&FolderCTID=0x0120009493C311010EAF
994AA8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026}
http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJ
OHALI%2FPublications%2FMy%20Publishing%20Books&FolderCTID=0x0120009493C311010EAF
994AA8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026}

All are Science
- A branch of knowledge or study dealing with a body of facts or
truths systematically arranged and showing the operation of
general laws: the mathematical sciences.
- A systematic knowledge of the physical or material world
gained through observation and experimentation.
What is Sciences and synonyms
Discipline; Knowledge; Skill; Art; and to us Religion

Definitions of Theory and ModelDefinitions of Theory and Model
- A theory is a set of interrelated concepts, definitions and
propositions that present a systematic view of events
or situations by specifying relations among variables,
in order to explain and predict the events or
situations” (Kerlinger, 1986, p. 9)
- Models draw on a number of theories to help
understand a specific problem in a particular setting
or context” (Glanz et al., 2008, p.29)
Johali HEP Sciences

Johali HEP Sciences
• Basic beliefs about Meaning and Purpose: What counts as knowledge and how it
is produced; how we can know anything : The nature and working of things
• Beliefs about society, policy and relationships, such as: Functionalism &
Critical Theory
• Theoretical frameworks about facts and reality, including: Positivism; Social
construction; Postmodernism.
• Theories about Personality that explain values and personal aims and motives,
priorities, and preferences
• Theories of Disciplines, such as surgery, chemistry, genetics, which each include
many theories or ways of seeing things and technical ways of describing them
• Theories of Working that explain systems and are accepted unless they are
superseded by a different explanation1
—for example, Harvey’s theory of circulation
of the blood, Lister’s theory of antisepsis, Darwin’s theory of evolution, beliefs
about how disability is genetically or socially determined
• Explicitly stated theories: Hypotheses & Research questions
Types of Theories – G. Classification
More illustration by figures …nextMore illustration by figures …next

Johali HEP Sciences
Theories Classification in Figures
Positivism: the detached scientist examines parts isolated from their
context and searches for universal laws
Positivism: the detached scientist examines parts isolated from their
context and searches for universal laws
Positivism in social medicine: more account is taken of social
backgrounds (the shading), but mainly as separate characteristics or behaviors
to modify
Positivism in social medicine: more account is taken of social
backgrounds (the shading), but mainly as separate characteristics or behaviors
to modify
Functionalism: working-society should be united, functioning as
efficiently as a beehive to everyone’s benefit
Functionalism: working-society should be united, functioning as
efficiently as a beehive to everyone’s benefit
Social construction: relationships (the arrows) and social context (the
shading) partly construct and are part of people’s identity
Social construction: relationships (the arrows) and social context (the
shading) partly construct and are part of people’s identity
Postmodernism: the foggy shading indicates how once-clear definitions
and differences become problems to study, not truths to assume
Postmodernism: the foggy shading indicates how once-clear definitions
and differences become problems to study, not truths to assume
Critical theory: some groups are more powerful than others, and they all
compete for resources like trees in a crowded forest
Critical theory: some groups are more powerful than others, and they all
compete for resources like trees in a crowded forest

CHS382
Johali1stFUHE2016
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Johali HEP Sciences
Others required revise and continueOthers required revise and continue
We have covered except LC

You Have studied SCT ? in CHS 282 …Do You Remember ? This
This is Support “Spiral Model of SCT?

Locus (Explore Place of Pain – Need – Interest – Ability…..Believe Islam )?

42
Locus (Explore Place of Pain – Need – Interest – Ability…..Believe Islam )?

‫اختبار‬1‫هنا‬ ‫الى‬

Organizational Theory
Organizational Stage Theory
Define problem
Identify solutions
Initiate action
Allocate resources
Implement
Institutionalize
Organizational Development
Theory
Worker behavior and motivation
Organizational structures
Organizational Stage Theory is based on the observation that organizations,
similar to individuals, pass through a series of stages as they change. Thus,
interventions can be focused on moving the organization from one stage to the
next. Groups can be resistant to change and need encouragement, new skills,
and confidence to make a successful transition.
Organizational Stage Theory is based on the observation that organizations,
similar to individuals, pass through a series of stages as they change. Thus,
interventions can be focused on moving the organization from one stage to the
next. Groups can be resistant to change and need encouragement, new skills,
and confidence to make a successful transition.

Diffusion of Innovations Theory
 How new ideas, products, and behaviors become norms
 All levels: individual, interpersonal, community, and organizational
 Success determined by: nature of innovation, communication
channels, adoption time, social system
Source: Everett M. Rogers, Diffusion of Innovations, 4th ed. (New York: The Free Press, 1995).
Adoption time
 Awareness Intention Adoption Gradual Change
 Movement through groups
 Pioneers
 Early adopters
 Masses
Adoption time
 Awareness Intention Adoption Gradual Change
 Movement through groups
 Pioneers
 Early adopters
 Masses

 Social Learning Theory recommends three strategies for
increasing self-efficacy:
 Setting small, incremental goals: When someone achieves a small
goal, his or her sense of self-efficacy increases. Taking the next
step—and another—makes the goal seem attainable.
 Behavioral contracting: Agreeing to a formal process that specifies
goals and rewards so that individuals and groups will receive
feedback, guidance, and praise for progress.
 Self-monitoring: Feedback from self-monitoring, such as keeping
a journal, can reinforce determination to change and increase
confidence in one’s ability to achieve the desired action.
 Finally, applying intermittent positive reinforcement over an
extended period helps to maintain the desired behavior once it is
adopted.
Social Learning TheorySocial Learning Theory

Samples of Health – Education - Health Education
Philosophies - Theories & Process Models – Approach

Samples of Health Education
Philosophies - Theories - Process Model Approach
http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2FPublications%2FMy%20Publishing%20Books&FolderCTID=0x0120009493C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026}http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2FPublications%2FMy%20Publishing%20Books&FolderCTID=0x0120009493C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026}
Johali 1995 Philosophy

Samples of Health Education
Paradigms – Theories & Process Model – Approach
Green J Health Educ. Res. 2000;15:125-129Green J Health Educ. Res. 2000;15:125-129
The development and application of theory— hypothetico-deductive and inductive approaches combined.
Applied

Reasoning the Samples & Created Islamic the HEP Theories – Some Reasons
- Assure quality required perfecting all
Western sciences by Islam
- Improving global health requires behavior
change at every level—individuals, families,
communities, organizations, and
policymaking bodies
- Evidence-based behavioral theories and
successful behavior-change case histories
point the way

MODEL OF HP
THE CONTRIBUTION OF EDUCATION TO HEALTH PROMOTION
(TONES et al – 1990)
MODEL OF HP
THE CONTRIBUTION OF EDUCATION TO HEALTH PROMOTION
(TONES et al – 1990)
Healthy public
policy
Healthy public
policy
Lobbying Advocacy
Mediation (LAM)
Public pressure
Healthy social and
physical environment HP Organization
Professional education
Healthy
services
HEALTHHEALTH
Healthy choicesAgenda setting
Education for healthEducation for health
Critical
consciousness
raising
Empowered
participating
community
CHS382 51
Johali1stFUHE2016

SAMPLE HEP MODELs
TANNAHILL’S MODEL OF HEALTH PROMOTION (DOWNIE et al – 1990)
SAMPLE HEP MODELs
TANNAHILL’S MODEL OF HEALTH PROMOTION (DOWNIE et al – 1990)
Health education
Prevention
Health
protection
1
2
3
4
5
7
6
1. Preventive
services, e.g.
immunization,
cervical screening,
hypertension case
finding,
developmental
surveillance, use of
nicotine chewing gum
to aid smoking
cessation.
2. Preventive health
education, e.g.
smoking cessation
advice and
information.
1. Preventive
services, e.g.
immunization,
cervical screening,
hypertension case
finding,
developmental
surveillance, use of
nicotine chewing gum
to aid smoking
cessation.
education, e.g.
smoking cessation
advice and
information.
protection, e.g. fluoridation of
water.
4. Health education for
preventive health
protection, e.g. lobbying for
seat belt legislation.
protection, e.g. fluoridation of
water.
4. Health education for
preventive health
protection, e.g. lobbying for
seat belt legislation.
5. Positive health
education, e.g
lifeskills with young
people.
6. Positive health
protection, e.g.
workplace smoking
policy.
7. Health education
aimed at positive
health protection,
e.g. lobbying for a
ban on tobacco
advertising.
5. Positive health
education, e.g
lifeskills with young
people.
6. Positive health
protection, e.g.
workplace smoking
policy.
7. Health education
aimed at positive
health protection,
e.g. lobbying for a
ban on tobacco
advertising.

Putting Islamic Concepts Into Practice for Health Promotion
A five-stage model ( Bracht et al. 1999)
COMMUNITY
ORGANIZATION
STAGES
1.Community
analysis
2.Design
-initiation
3.Implementation
4.Maintenance
-consolidation
5.Dissemination
-reassessment

Religion and Health - Pathways of Islamic Health Theory
Quran & Hadith
Five Pillars
of Islam
Five Pillars
of Islam
Elements
of Faith
Elements
of Faith
Islamic
Jurisprudence‫قققياس‬
Islamic
Jurisprudence‫قققياس‬
Salutogenic
(Community Based HP)
Mechanism
Salutogenic
(Community Based HP)
Mechanism
Sense of
coherence
Sense of
coherence
HB
Predisposing &
Enabling factors
HB
Predisposing &
Enabling factors
BehaviorBehavior
Healthy LifestyleHealthy LifestyleCHS382 54Johali1stFUHE2016

55
From
HE ETHICS (HEE)
To
HUMAN COMMUNICATION
(HuCOM)
Johali HEE

THE MOAJOE ISLAMIC ETHICAL BASES
ISLAMIC ESSENTIALS
 Individual/Personal Nature & Educational
Development: from fetus - later age & day after
‫لققلفرد‬‫طبيعي‬‫اققل‬ ‫تطور‬‫ل‬‫واقق‬ ‫تربية‬‫ل‬‫اقق‬
 Social Security/Welfare & Relationships‫علقات‬‫واققل‬‫مأن‬‫واققل‬‫تكافل‬‫ل‬‫اقق‬
‫جاتماعية‬‫ل‬‫اقق‬
 COMMUNICATION RIGHTS ‫تواصل‬‫ل‬‫واقق‬‫امأل‬‫تع‬‫ل‬‫اقق‬‫حقوق‬
(As a Muslim learner; You have to write Evidence from
Holly Qura’an & Sunnah)
Johali HEE

THE MOAJOE ISLAMIC ETHICAL BASES
ISLAMIC FOUNDATIONS
 HUMAN NOBILITY / Dignity - Identify ‫كرامأة‬‫اققل‬
‫نسانية‬‫ل‬‫اقق‬
 JUSTICE & EQUITY ‫ا‬‫مساًواةا‬‫وااال‬ ‫ة‬‫اال‬‫ا‬‫د‬ ‫ااع‬‫ل‬
 HUMAN COOPERATION ‫نساًني‬‫ل‬‫اا‬‫ا‬‫اًون‬ ‫تع‬‫ل‬‫وااا‬‫اًرف‬ ‫تع‬‫ل‬‫ااا‬
 FORGIVENESS/COMPASSION/AFFECTION ‫رحمة‬‫اال‬‫ا‬ / ‫تساًمح‬‫ل‬‫ااا‬
‫موُدةا‬‫وااال‬
 HONESTY / FIDELITY/Loyalty ‫وُلء‬‫ل‬‫اا‬‫ا‬/‫خلصا‬‫اال‬‫ا‬ /‫ماًنة‬‫اال‬‫ا‬
 BENEFIT/ USEFULNESS ‫مصلحة‬‫وااال‬ ‫ة‬ ‫منفع‬‫بر/ااال‬‫ل‬‫/ااا‬‫ن‬ً‫حسا‬‫اال‬‫ا‬
============
As a Muslim learner, you have to find at least (Aiah or
Hadith) as scientific evidence for each
-----------------------------------------------
For details read: Johali (2008) A Concise of Health Profession History & Ethics
Johali HEE

THE GLOBAL MORAL REASONING
THREE MAJOR LEVELS + 6 STAGES
 PRE-CONVENTIONAL LEVEL
 STAGE 1: Moral Realism
 STAGE 2: Individual & Instrumental Morality
 CONVENTIONAL LEVEL
 STAGE 3: Interpersonal Normative Morality
 STAGE 4: Social System Morality
 POST-CONVENTIONAL LEVEL
 STAGE 5: Human Rights & Social Contract Morality
 STAGE 6: Universal Ethical Principles (because People seen
as having value in themselves rather than as agent of social
values, thus it emphasis the “Self chosen for best Justice;
Human dignity & Rights → Optimum Quality
Johali HEE

 BENEFIENCE : Act in the best interest of the patient, it
is a moral (religious) principles, the Western traced to
Hippocratic pledge. Meanwhile, it is one of the major
Islamic Principles.
 AUTONOMY: Patients rights to self-determination; to
chose what will be done to them.
 HONESITY : Patients have the right to the truth about
their medical conditions, the course of their disease,
the treatments recommended & alternative treatment
available.
 INFORMAL CONSENT : this is a part of Autonomy &
honesty principles. The patients have the right to be
informed about all the relevant medical aspects
including the treatment.
 CONFIDENIALITY : based on the human dignity, patients
have the right to assure that all the information about
their medical conditions & treatment will not be given
to other without their prior permission.
 FIDELITY/LOYALTY: Your responsibilities should be
directed toward the “Patients Welfare”, not to the
physician interests
THE GLOBAL MORAL REASONING
GLOBAL ETHICS PRINCIPLES
Johali HEE

1st Step towards HuCOMHE
1. Credibility: You the source “the Sender (S)” must be
competent and reliable to Motivate
2. Context: HE Message (HEM) must be relevant to the
receiver
3. Content: HEM must have genuine meaning
“meaningfulness”
4. Clarity: the R “Patient” must be able to understand the
message
5. Continuity: Though repeated with variations, HE Message
must be consistent (steady reliable) enough NOT to
Confuse the R
6. Channels: HEM must use the most acceptable
communication channelsmedia (HE methodology &
technology) to the R
7. Capability: The R must be able to communicate effectively
with Least amount of Effort
Johali HEE
The SEVEN SEAS (7C’s)The SEVEN SEAS (7C’s)

HEE Based
HUMAN COMMUNICATION
Nature – Types- Levels - - Skills – Network Process

Creating a Shared Vision of HE Wellness
Effective “HE” Wellness program engage and mobilize their
target audiences. They communicate a clear and inspiring
vision of what the program is, why it is important and how
people can participate. Such a shared vision must present a full
value position that addresses diverse needs. The vision must be
rooted in the culture and build upon the larger purpose that
drives the group, organization or community. The vision must be
credible. People must see how sufficient planning and follow-
through will lead to lasting and positive change. This unit
promote you to learn how to develop a shared effective human
communication that assure quality of health education and
promotion.
http://www.healthpromotionconference.com/index.php?com_route=faculty&page=&id=106&value=abstract#Judd%20Allen,%20PhD
Modified from Judd Allen, PhD

Fundamentals of the 4Cs & FuHE Creative 6CsFundamentals of the 4Cs & FuHE Creative 6Cs
 The 4 Cs are “ communication, cooperation,
coordination, and collaboration “
 Building connections between educators is an
important practice used to meet the educational
needs of each client
 The 4 Cs process is intentional ‘essential’

Sources of Communication
Communication a part of the 4Cs & Johali 6Cs of Effective
HECOM
1. Creative Critical Thinking CCT
2. Creative Problem Solving CPS
3. Creative Decision Making CDM
4. Creative Coordination CCOOR
5. Creative Cooperation CCOOP
6. C Collaboration CCOL
Creativity & Innovation
1. Creative Critical Thinking CCT
2. Creative Problem Solving CPS
3. Creative Decision Making CDM
4. Creative Coordination CCOOR
5. Creative Cooperation CCOOP
6. C Collaboration CCOL
Creativity & Innovation
Johali1stFUHE2016 64
Traditional 4 Cs (1)
Johali Creative 6 Cs for Effective “ZDQ” HEHuCOM ….
1. Communication
2. Cooperation
3. Coordination
4. Collaboration
Effective Communication for ZDHEHuCOMEffective Communication for ZDHEHuCOM

Innovated the 4Cs Compare to the FuHE ‘6 Creative Cs’ Models
Communication
Traditional 4 CsTraditional 4 Cs
Communication
Cooperation
Coordination
Collaboration

Innovated the 4Cs Compare to the FuHE ‘6 Creative Cs’ Models
Communication
Communication
CCT; CPS;CDM
C. Coordination
C. Collaboration
C. Cooperation
C & I
QHEHuCOM
Johali Creative 6 Cs for QHEHuCOMJohali Creative 6 Cs for QHEHuCOM

Johali Concise Interaction Theory Inter-ACT
 Interaction is the act of having an effect on each other.
Thus, it is a process of exchange = communication.
 It is based on a consideration of three main elements
(AIA):
 Activity, refers to the act or behaviors that the group
undertakes
 Interaction, pertains to the reaction or the exchange
that occur among group members.
 Attitude (Sentiment), to the feelings members have
their communicating or working to gather.
 Interaction is the act of having an effect on each other.
Thus, it is a process of exchange = communication.
 It is based on a consideration of three main elements
(AIA):
 Activity, refers to the act or behaviors that the group
undertakes
 Interaction, pertains to the reaction or the exchange
that occur among group members.
 Attitude (Sentiment), to the feelings members have
their communicating or working to gather.
Related HuCOMHE COMMUNICATION THEORIES

Attitude Change Theory ACT
In order to produce effective HE communication:
and to change attitude, this theory gives Three main
conditions (NVC):
1. The Nature of communication: eg. Sender characters
2. The Validity of communication source: e,g; Massage.
3. The Characteristics of the audience the receiver.
 It is based upon the foundations:
 The Greater the Prestige and Credibility of
communication & HE process, the Greater
Effectiveness “quality” and Attitude Change’.
 The Greater the Fear aroused by HE Message, the
Less likely were the Patients to Accept it.
In order to produce effective HE communication:
and to change attitude, this theory gives Three main
conditions (NVC):
1. The Nature of communication: eg. Sender characters
2. The Validity of communication source: e,g; Massage.
3. The Characteristics of the audience the receiver.
 It is based upon the foundations:
 The Greater the Prestige and Credibility of
communication & HE process, the Greater
Effectiveness “quality” and Attitude Change’.
 The Greater the Fear aroused by HE Message, the
Less likely were the Patients to Accept it.
Related HuCOMHE COMMUNICATION THEORIES

CHS382
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69
HuCOMHE - Johali GRAND THEORY
Types & Skills of Human
Communication
HuCOMHE - Johali GRAND THEORY
Types & Skills of Human
Communication
Verbal
Non Verbal
Speech Language
1. Jargon Trap M. T
2. Use +VE words for hope
3. Be Rationale to:
Conceal, justify, explain,
cover other feelings describe and
Correct y feelings, and share other
Meta Communication
Deep thinking-understanding - truth
WrittenSymbols
1. Facial Movement
2. Destine & Body M.
3. Gaze & Eye Contact
4. Body poster & contact
5. Use of Space
6. Use of Time
7. Appearance & Cloths

Adapted HUMAN COMMUNICATION & HE LEVELS
1. Self interact to interpret reality & create messages. At this basic level, the
central communicative processes of encoding & decoding are performed to help us
coordinate our meanings and messages at 2.
2. Interaction, negotiation and relations between two individuals, its
effectiveness based on level 1, this level is the most important to health communication
and, thus, it is important to gain at least the “Seven Top Health Communication Skills
(Pagano & Ragan, 1992, 29) .
3. Interaction of three or more individuals to adapt & achieve common tasks, its
effectiveness based on 1. & 2. e.g; medical team.
4. Encompasses 1, 2, & 3, it is important to develop effective formal
channels and informal networks e.g; hospitals & health centres.
5. Intra & Inter Social/Cultural joints all the above, it can be within more than
two different groups, communities in one organization, nation or nations.
6. This is the highest level of communications, e.g; national and international
mass media & satellites.
National–International
INTRA&INTER
Social & Cultural
Organizational
Group
INTERPERSONAL
INTRAPERSONAL

HCP COMPONENTS & STEPS
1. The Sending Person who has an idea, thought, feeling, value, attitude,
information.
2. The Encoding Process: the sender mental perception by which he/she thinks,
translates and codes the communication message.
3. The Message the product of the encoding process which formulated in a certain
order hoping that it will be understood by receiver.
4. The Channel of sending the message, our senses (sight, sound, touch, taste,
smell) are the common channels at the basic intra- & interpersonal levels and, the
most used are sight and sound or speech.
5. The Interference the step of preventing the sending message from distortion (the
message sent being the message received). To prevent your message, you have to
understand the receiving personality and to use the appropriate codes and channels
for him/her.
6. The Receiving/ Responding Person : as sender …. have to interpret the sent
message without any distortion.
7. The Decoding Process the receiver mental perception by which he/she thinks
and translates the encoding massage as it is being sent. To do so, the sending
message must be coded according to the receiver’s needs, knowledge and
characteristics.
8. The Making of Meaning the massage which attempts to avoid expected
outcomes. If you are passive you have negated and sat on your own feelings at
some cost to yourself.
9. The Feedback & Evaluation: checkout & promote feeling

HEHuCOM PROCESS NETWORK
CHS382 72
Discover:
- P & HE - HC Components & Steps -Who Decode and who Encode ?
- Draw
Discover:
- P & HE - HC Components & Steps -Who Decode and who Encode ?
- Draw
Source: Johali HPHUCOM; HuCOMPT Johali1stFUHE2016

THE SEVEN (7) TOPS HEALTH COMMUNICTION SKILLS
1. Give accurate & Adequate Feedback
2. Listening Carefully
3. Interpreting Accurately
4. Giving Clear Directions
5. Treating Others in Professional Manner
6. Communicating Information Clearly
7. Establishing One’s Credibility
(Pagano & ragan 1992; 29) in Johali 2002, 2007, 2013

References & Sources
 Bunton, R. & Macdonald, G. (1992). Health Promotion: Disciplines and diversity. London. Routledge.
 De Leeuw, E. & Hussein, A. (1999). Islamic health promotion and interculturalization. Health
Promotion International, Volume 14 No 4, 347-353.
 Elaine M. Murphy, “Promoting Healthy Behavior,” Health Bulletin 2 (Washington, DC: Population
Reference Bureau, 2005). Available online at www.prb.org
 Green W. L. & Kreuter W. M. (1999). Health Promotion Planning: An Educational and Ecological
Approach. 3rd ed. Mountain View. Mayfield Publishing Company.
 Kemm, J. & Close, A. (1995). Health Promotion: Theory and Practice. London. Macmillan Press LTD.
 Ruck, N. (2002). Child Care in Islam:Lessons for health promotion. Islamic supercourse lectures.
http://www.pitt.edu/~super1/lecture/lec4981/index.htm
 Naidoo, J. & Wills, J. (2000). Health Promotion Foundations for Practice. 2nd ed. Bailliere Tindal.
Harcourt Publishers Limited.
 World Health Organization. (1986). Ottawa Charter for health promotion. Geneva. WHO.
CHS382
Johali1stFUHE2016
74

Other with Internet resources West – Islam
 History_of_Health_Education_and_Promotion_(American)
http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Education_
and_Promotion_powerpoint_ppt_presentation
 Ibn Rushd’s Defence of Philosophy as a Response
to Ghazali’s Challenge in the Name of Islamic
Theology by Catherine Perry
http://www.allamaiqbal.com/publications/journals/review/apr06/06.htm

My Best Wishes to be:
Positive Smart “Real Muslim” FuHE - HuCOMHE
Eisa Ali Johali
the lecturer; Riyadh 28 August 2012 – 30 Aug 2015
CHS382 76
Finally;
Because it reflect the reality of our life “Islam”; I would like to end with this
saying:
Finally;
Because it reflect the reality of our life “Islam”; I would like to end with this
saying:
Johali1stFUHE2016

ـJOHALI FUHEchs382 fundamentals of_health_education

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