HLTH 3030 – Health Promotion Program Planning

HLTH 3030 – Health Promotion Program Planning Jim Lidstone, Professor & Chair Department of Health, Physical Education & Recreation

Thought for the Day "Understanding is not immediate, not a matter of either you get it or you don't, but a matter of degree. The continuum of understanding ranges from naive to sophisticated, and from simplistic to complex (as opposed to merely right or wrong.) " Wiggins & McTighe, 1998

Terminology • Health • Health behavior • Health education • Health promotion

Health • A combination of physical, mental, social, emotional, and spiritual factors that enable one to live to his or her optimal capabilities

Health Behavior • Those behaviors that impact a person’s health (duh!)

Learning Activity • List some behaviors that influence our health • Positive? • Negative?

Health Education • The continuum of learning which enables people, as individuals and as members of social structures, to voluntarily make decisions, modify behavior, and change social conditions in ways which are health enhancing Joint Committee on Health Education Terminology (1991)

Health Education (cont’d) • Any combination of learning experiences designed to facilitatevoluntaryactions conducive to health Green & Kreuter (1999)

Health Promotion • Any combination of health education and related organizational, political and economic interventions designed to facilitate behavioral and environmental adaptations that will improve or protect health USDHHS (1980)

Health Promotion (cont’d) • Any combination of educational and ecological supports for actions and conditions of living conducive to health Green & Kreuter (1999)

Health Promotion and Disease Prevention • The aggregate of all purposeful activities designed to improve personal and public health through a combination of strategies including the competent implementation of behavioral change strategies, health education, health protection measures, risk factor detection, health enhancement and health maintenance Joint Committee on Health Education Terminology (1991)

Health Education Settings Where do health educators work? • Schools (K-12; colleges & universities) • Community health agencies (governmental and non-governmental) • Worksites (business, industry, etc) • Health care settings (clinics, hospitals, managed care organizations)

Learning Activity • What are the competencies of a health educator? What should he/she be able to do? • http://www.nchec.org/

Entry-Level Health Educator Seven areas of responsibility: • Assessing individual and community needs for health education • Planning effective health education programs • Implementing health education programs • Evaluating the effectiveness of health education programs

Entry Level - Health Educator (cont’d) • Coordinating provision of health education services • Acting as a resource person in health education • Communicating health and health education needs, concerns, and resources Role Delineation Project (1985)

Advanced Level Practitioner • Applying appropriate research principles and techniques to health education • Administering health education programs • Advancing the profession of health education AAHE, NCHEC & SOPHE (1999)

Levels of Prevention • Primary: Preventive measures that forestall the onset of illness or injury • Secondary: Preventive measures that lead to early diagnosis and prompt treatment of a disease, illness or injury • Tertiary: Preventive measures aimed at rehabilitation following significant pathogenesis

Levels of Prevention Health Status Levels of Prevention Healthy: Without signs and symptoms of disease, illness, or injury Primary Prevention: Measures that forestall the onset of illness or injury Disease, illness, or injury Secondary Prevention: Measures that lead to early diagnosis and prompt treatment of a disease, illness or injury Disability, impairment, or dependency Tertiary Prevention: Measures aimed at rehabilitation following significant pathogenesis Death

Assumptions of Health Promotion • Health status can be changed • Health and disease have biological, psychological, behavioral and social causes • Disease occurrence theories and principles can be understood • Appropriate prevention strategies can be developed

Assumptions of Health Promotion • Behavior can be changed • Individual behavior, family interactions, community and workplace relationships and resources, and public policy all contribute to health and influence behavior change • Initiating and maintaining a behavior change is difficult

Assumptions of Health Promotion • Individual responsibility should not be viewed as victim blaming • For health behavior change to be permanent, an individual must be motivated and ready to change (Bates & Winder, 1984; Pellmar, Brandt, & Baird, 2002) For more on this: http://www.nap.edu/catalog/9838.html

Program Development • Understanding the community and engaging the target population • Assessing the needs of the target population • Developing appropriate goals and objectives • Creating an intervention that considers the peculiarities of the setting

Program Development • Implementing the intervention • Evaluating the results Understanding & Engaging Assessing Needs Setting Goals & Objectives Developing an Intervention Implementing the Intervention Evaluating the Results

Program Planning • “If you fail to plan, your plan will fail” • Planning, implementation and evaluation are all interrelated • Planning an effective program is more difficult than implementing it • Even the most experienced health educators find program planning challenging because of the constant changes in settings, resources, and priority (target) populations

Learning Activity Come up with your own definitions: • Health • Health behavior • Health education • Health promotion

HLTH 3030 – Health Promotion Program Planning