use of health education and promotion

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Application #3

You are entering the final semester of your senior year of study with a major in public health education. The health education/ promotion program at your university requires seniors in their last semester to intern a minimum of 25 hours per week at a state or nonprofit agency.For this capstone experience, you have been assigned to the mayor’s office in a medium-size city near the campus.

During an orientation on the first day, you overhear that one of the tasks you will be assigned will involve meeting with the leaders of several community groups with the goalof creating smoke-free public parks in the city. The smoke-free park concept represents oneof the mayor’s main objectives in her second term in office. You also hear that the mayor is excited to have a health education student intern because she greatly respects the skills that a health education specialist possesses.

The second day you have the opportunity to meet with the mayor, and, in fact, she doesintroduce to you the idea of a smoke-free public park system. During this meeting you discover that she is quite knowledgeable about the negative health effects of second- and third-handsmoke in part because her son, a lifetime nonsmoker who worked in a pub in town (smokingwas allowed in pubs), died last year from lung cancer at the age of 36. At the close of the meeting, the mayor asks you to submit to her your philosophy of health education/promotion so that she can see what approach you might take with the community groups.

Using the model outlined in this chapter, write out your health education/promotionphilosophy. Based on your philosophy statement and given the project that you will be assigned, is the mayor’s office a good place for you to intern to hone your skills? Why or why not?

use of health education and promotion, e research, resources, and people involved 6E t to research, resources, and practitioners in health education/ undation in the history, philosophy, theory, and ethics of health t overall introduction to the growing profession of health oles and responsibilities of health education specialists, the nd the ethics of the profession. In addition to presenting the alth education/promotion, the book gives you a glimpse at what tion specialists. ost current thinking and practices in the f eld, the Sixth Edition reform developments, the responsibilities and competencies raditional health jobs, w hat’s in store for the future of health dia in health promotion, and much more. the ducation/ oundation phy, theory, d education. most n the f eld, def nitions, Specialists of health, ies of health and its use Philosophical Foundations • • Practitioner’s Perspective boxes provide personal stories of health education specialists. Almost half of the boxes are new and include information on public health, non-traditional jobs, cultural competency, advocacy, and social media. Chapter 3 • All chapters have been updated for currency including tables, f gures, references, terminology, end-of-chapter materials, Weblinks, and appendices. • Case Studies at the end of each chapter encourage you to think like a health educator. om for more contact our customer (201) 767-5021 ookstore. ISBN-13: 978-0-321-92714-9 ISBN-10: 0-321-92714-1 9 0 0 0 0 6E 9 780321 927149 Copyright © 2015 Pearson Education, Inc. • • Chapter Objectives – 1 • Define the terms philosophy, philodoxy, wellness, holistic, and symmetry and explain the differences between them • Discuss the importance of having a personal philosophy about life • Compare and contrast the advantages and disadvantages of having a life philosophy and an occupational philosophy that are similar • Formulate a statement that describes your personal philosophy of life and identify the influences that account for your philosophy Copyright © 2015 Pearson Education, Inc. Chapter Objectives – 2 • Identify and explain the differences between the following: – – – – – – behavior change philosophy cognitive-based philosophy decision-making philosophy freeing/functioning philosophy social change philosophy eclectic philosophy • Explain how a health education specialist might use each of the five health education/promotion philosophies to address a situation in a scenario • Create and defend your own philosophy of health education/promotion Copyright © 2015 Pearson Education, Inc. Introduction • Purpose of developing a health education/promotion philosophy – Provides bridge between theory and practice – Helps answer the “whys” of health education/promotion Copyright © 2015 Pearson Education, Inc. What is a Philosophy? • Statement summarizing the attitudes, principles, beliefs, and values held by an individual or group – How you act is a reflection of your philosophy – Corporate slogans and mission statements are often used to convey philosophies – Many quotes by famous people actually are philosophy statements • Philodoxy – love of opinions; presents problems for health education specialists • Philosophy reflects your values and beliefs, which determine your purpose for being – Loren Bensley Copyright © 2015 Pearson Education, Inc. Why Does One Need a Philosophy? – 1 • A person’s philosophy helps form the basis of reality for her/him • Philosophies can change as result of new experiences, learnings, or insights • A philosophy is usually congruent throughout all aspects of a person’s life Copyright © 2015 Pearson Education, Inc. Why Does One Need a Philosophy? – 2 • Sometimes health education specialists are called upon to educate those who hold different philosophies – Primary responsibility is to protect the health of the public – Health is not a moral issue – Philosophical thought is important to the delivery of health education/promotion • Philosophies can serve to guide time commitments a professional chooses to emphasize • Well-reasoned philosophy plays an important role in a career path – Commitment to improved health – Provides a service to others Copyright © 2015 Pearson Education, Inc. Principles and Philosophies Associated with Health – 1 • Some philosophies used in health education/promotion serve to create a framework to better understand the meaning of “health” – Philosophy of symmetry – health has physical, emotional, spiritual, and social components, each one as important as the other – Holistic philosophy – the mind and body distinction disappears, yielding a whole unified being – Wellness – always a positive quality that enables a person to strive to reach an optimum state of health in all dimensions (spiritual, physical, intellectual, emotional, social, environmental) Copyright © 2015 Pearson Education, Inc. Principles and Philosophies Associated with Health – 2 Leading Philosophical View points Irreversible Damage Premature Death Average Health and Wellness 83 Optimum Wellness Th e We lln e s s Con t in u u m • Differing philosophical views of health that all people can achieve some measure of wellness, no matter what limitations they have, • and that achieving optimal health is an appropriate journey for everyone. The optimum state of wellness occurs when people have developed all six of the dimensions of health to the Health education specialists must distinguish between what maximum of their ability. (See Figure 3.4.) be sure, there are those who in their philosophical view of health. For example, affectsTohealth from what isdiffer health Balog (2005) believes that health must by nature be seen solely as a physical state because “ health must reside in the person”(p. 269), and it is not possible for a person to be truly healthy if the systems of the body are not functioning in the way they were intended to operate. He argues that any other view of health is really not objective but introduces subjective Copyright © 2015 Pearson Education, Inc. Leading Philosophical Viewpoints • Becky Smith (2010) – “I have come to believe that when internal and external elements that facilitate the development of the human potential are available, individuals are more likely to experience optimal health.” • John Allegrante (2006) – “I have always believed that the goal of health education is to promote, maintain, and improve individual and community health through the educational process” • Marian Hamburg (1993) – “unexpected opportunities appear,” “mentorship,” “cooperation,” & “networking” • John Seffrin (1993) – “…enabling of individuals to achieve a level of personal freedom…” Copyright © 2015 Pearson Education, Inc. Developing a Philosophy – 1 • Most professionals and many organizations have developed philosophies that serve as a guide for living and working – University of Wisconsin at La Crosse Community Health Education mission statement – to prepare professionals using entry-level health education competencies and public health core areas . . . – Outline of the process used to develop the program’s mission statement is presented Copyright © 2015 Pearson Education, Inc. Developing a Philosophy – 2 • Process of developing a philosophy includes discussing and listing core beliefs and principles regarding health education • Drafting your own philosophy uses a similar process – Personal values and beliefs – Defining health – Personal attributes – Results of health studies – Expected outcomes Copyright © 2015 Pearson Education, Inc. Developing a Philosophy – 3 • Philosophy statements are not stable • Philosophy results from the sum of knowledge, experience, and principles • Examples – William Kamkwanba—self-taught; determination Copyright © 2015 Pearson Education, Inc. Predominant Health Education/Promotion Philosophies* – 1 • behavior change philosophy – focuses on modifying unhealthy habits • cognitive-based philosophy – focuses on the acquisition of content & factual information • decision-making philosophy – emphasizes critical thinking & lifelong learning *Welle, Russell, & Kittleson (1995) Copyright © 2015 Pearson Education, Inc. Predominant Health Education/Promotion Philosophies* – 2 • freeing/functioning philosophy – focuses on freeing people to make best health decision for them based on their needs and interests– not necessarily for society • social change philosophy – emphasizes creating social, economic, & political change that benefits health of individuals & groups • eclectic health education/promotion philosophy – focuses on an adapting approach that is appropriate for setting *Welle, Russell, & Kittleson (1995) Copyright © 2015 Pearson Education, Inc. Predominant Health Education/Promotion Philosophies* – 3 • A call to return to our roots – health education specialists should be disseminators of factual information and facilitators of rational choice (Buchanan, 2006) – cognitive based – decision-making – freeing/functioning – call for an integrated behavioral ecological philosophy *Welle, Russell, & Kittleson (1995) Copyright © 2015 Pearson Education, Inc. Impacting the Delivery of Health Education/Promotion • Every educational choice carries a philosophical belief with it – Javier’s behavior change approach – Nokomis’ decision-making case example – Li Ming’s use of the freeing or functioning method Copyright © 2015 Pearson Education, Inc. Summary – 1 • philosophy means a statement summarizing the attitudes, principles, beliefs, & concepts held by an individual or a group • Forming both a personal & an occupational philosophy requires reflection & the ability to identify the factors, principles, ideals, & influences that help shape your reality • The decision to use any philosophy involves understanding & accepting the foundation that helped create the philosophy • A sound philosophical foundation serves as a guidepost for many of the major decisions in life Copyright © 2015 Pearson Education, Inc. Summary – 2 • Predominant philosophies of health education/promotion: behavior change, cognitive based, decision making, freeing/functioning, social change, eclectic health education/promotion • Health education specialists might disagree on which philosophy works best • One of the overriding goals of any health education/promotion intervention is the betterment of health • All of the philosophies have that goal; they simply differ in how to attain it Copyright © 2015 Pearson Education, Inc. Philosophical Foundations Chapter 3: The End Copyright © 2015 Pearson Education, Inc.

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