Health education for young people: Approaches and methods Created: Foreword Recent decades have seen major changes in health issues.
Health education for young people: Approaches and methods Created: Foreword Recent decades have seen major changes in health issues. This development has been marked by the relative increase in diseases associated with lifestyles or with behaviors considered to be "at risk" for negative health consequences and by skyrocketing health costs that exhaust the funds available.
Prevention, health education, health promotion—these are some of the diverse labels of the numerous activities involved in reducing risks and modifying behaviors with the aim of improving the quality of life and prolonging it. Inin the Ottawa Charter, the World Health Organization WHO defined health promotion as "the process of enabling people to increase control over, and to improve their health".
In France, the National conference on health for the yearstressing the importance of developing prevention and education as an approach to health promotion, emphasized the need to work more deeply on the behavioral and environmental determinants of health.
It observed that France lacked a legislatively imposed legal basis for setting the boundaries for health education activities and for establishing a minimum of quantitative or qualitative requirements.
In French, two expressions—literally translated as "education for health" and "education to health"—are used interchangeably in official texts and publications.
In fact, however, they cover two different practices. Health professionals, who consider health to be a process of permanent adaptation, prefer education "for" health to stress the maintenance of this process. On the other hand, education professionals, use the preposition "to", by analogy with education "to" citizenship and the environment, to underline the educational dimension of this mission.
The establishment of committees of health and civic education inside schools and the introduction of health education into school curricula marked an important step forward. Nonetheless, both the means and the skills available are frequently inadequate.
The lack of coordination between various public agencies and the lack of relationships between researchers and field workers are reflected in the difficulty of developing evaluation methods and of the minimal visibility of most activities in this domain.
For example, there is no specialist journal publishing research and innovative actions implemented in health education in the countries of the European Community, although it would enrich the literature in this field, a literature that today is essentially North American. CANAM sought information and advice from INSERM, through the expert advisory group procedure, on the recent scientific data about the quality, consistency, and effectiveness of health education methods for young people, both nationally and internationally, with particular attention to the methods intended to prevent risk behaviors in the areas of sex and psychoactive substance use.
To respond to CANAM, INSERM established a multidisciplinary group of experts that brought together scholars with expertise in the domains of health education, public health, public law, epidemiology, psychosociology, and pedagogy.
What are currently the principal concepts in health education? What observations have structured their development? How is health education implemented within the educational system? How do the institutional solutions in France compare to those in other countries?
What legislative and regulatory framework circumscribes health education for youth in France?These approaches use health education, social marketing, put their health at risk, such as people who smoke, have poor nutrition, are physically inactive or misuse substances.
These approaches use health education, social marketing, Understand different approaches to health education Health education can be viewed from many different perspectives. There are many views of health but this unit will discuss two ‘models’ of health education: victim blaming and empowerment.
Holistic by nature, the objective of this model is to improve the social and physical environment of the school community at the same time as it develops health education for these different target populations.
The teaching is directed toward active learning and involves the teachers in innovative approaches. The diversity in concepts of health, influences on health and ways of measuring health lead, not surprisingly, to a number of different approaches to health promotion. Chapter 4 began to explore the concepts of health education and health promotion.
Understand different approaches to health education Understand different approaches to health education Health education can be viewed from many different perspectives.
These will include verbal and non-verbal forms of communication. You will also learn how to use your non-verbal skills for effective communication during your health work.
Finally, you will learn a variety of different approaches, barriers and characteristics of effective health communication in health education that will help you in your work.