Health education for child and adolescents

1. Health education for child and adolescents

2. Outline • Objectives • Introduction • Physical, cognitive,andpsychosoclal development for school age and adoledcene • General characteristics for school age and adolescence • Teaching strategies for school aged • Teaching strategies for adolescence • Summary • Conclusion • Article

3. Objective At the end of this seminar, the student will be able to: • 1.Identify physical, cognitive, and psychosocial development for both school age & adolescence stages within 15 minutes correctly 2. List at least five characteristics for each developmental stage within 5 minutes correctly. 3. Discuss each step in teaching strategies for school age & adolescence stages correctly within 20 minutes

4. Introduction Pedagogy is the art and science of helping children to learn(Knowles, 1990). The different stages of childhood are divided according to what developmental theorists and educational psychologists define as specific patterns of behavior seen in particular phases of growth and development .

5. School aged (6-11 years of aged) Have progressed in their physical , cognitive , and psychosocial skills to their point where most begin formal training in structured school system . Children at this developmental level are motivated to learn because of their natural curiosity and their desire to understand more about themselves , their bodies , their world , and the influence that different things in the world have on them .

6. Physical, Cognitive, and Psychosocial Development 1 . The gross and fine motor abilities of school aged children are increasingly . 2 . Physical growth during this phase is highly variable .

7. 3 .Able to think more objectively , are willing to listen to others . 4 .The skills of memory , decision making , insight , and problem solving are all more fully development . 5 .Less dependency on family , they extended their intimacy to include special friends and social groups .

8. General characteristics for school aged 1 . More realistic and objective . 2 . Understands cause and effect . 3 . Wants concrete information . 4. Able to compare objects and event . 5 . Variable rates of physical growth . 6 . Understands seriousness and consequences of actions . 7. Subject-centered focus .

9. Health Education Concepts Attitude Knowledge Practice

10. Behavior change The final outcome of Health education

11. Stages of behavior change Awareness Assessment (evaluation Interests Trying (attempt) Followers

12. Teaching strategies for school aged 1 .Encourage independence and active participation . 2 .Be honest , allay fears . 3 . Use logical explanation . 4 .Allow time to ask questions.

13. 5 .Use analogies to make invisible processes real . 6 . Establish role models . 7 . Relate care to other children’s experiences; compare procedures . 8 . Use subject-centered focus

14. 9 . Use play therapy . 10 . Provide group activities . 11 . Use drawings , models , dolls , painting , audio-and video tapes .

15. For short – term learning 1 . Allow school – aged children to take responsibility for their own health care . 2 . Teaching sessions can be extended to last as long as 30 minutes . 3 . Use diagrams , models , pictures , videotapes , printed materials , and computers .

16. 4. Clarify any scientific terminology and medical jargon used . 5 . Use analogies as an effective means of providing information in meaningful terms 6 . Use one-to-one teaching sessions as a method to individualize learning relevant to the child’s own experiences . 7 . Provide time for clarification , validation , and reinforcement of what being learned .

17. 8 . Select individual instructional techniques . 9. Employ group teaching sessions with others of similar aged and with similar problems . 10 . Prepare children for procedures well in advance to allow them time to cope with their feelings and fears . 11 . Encourage participation in planning for procedures and event . 12 . Provide much-needed nurturance and support , always keeping in mind .

18. For long-term learning 1 . Help school aged children acquire skills that they can use to assume self-care responsibility for carrying out therapeutic treatment regimens on an ongoing basis with minimal assistance .

19. Adolescence (12-19 years of age) The stage of adolescence marks the transition from childhood to adulthood . Adolescents are known to be among the nation’s most at-risk population .

20. Physical, Cognitive, and psychosocial Development 1 . Alterations in physical size, shape, and function of their bodies , along with the appearance and development of secondary sex characteristics . 2 . Able to understand the concept of health and illness 3 . Comparing their self-image with an ideal image ..

21. 4 . Find themselves in a struggle to establish their own identity , match their skills with career choices , and determine their self . 5 . Demand personal space , control , privacy , and confidentiality

22. General Characteristics for adolescence 1. Can build on past learning . 2. Reasons by logic and understands scientific principles . 3 . Future orientation . 4. Peer group important ..

23. 5 . intense personal preoccupation appearance extremely important (imaginary audience) .

24. Teaching Strategies for adolescence 1 . Establish trust , authenticity . 2 . Know their agenda . 3 . Address fears\concerns about outcomes of illness . 4. Include in plan of care . 5. Use peers for support and influence. 6. Focus on details .

25. 7. Arrange group sessions . 8 . Use audiovisuals, role play, contracts, reading materials . 9.Provide for experimentation and flexibility .

26. For short-term learning 1 .use one-to-one instruction to ensure confidentiality of sensitive information . 2 . Choose peer group discussion sessions as an effective approach to deal with health topics as smoking , alcohol ,and drug use . 3 . Use face-to-face or computer group discussion , role-playing .

27. 4 . Employ adjunct instructional tools , such as complex models , diagrams , and specific , detailed written materials . 5 . Clarify any scientific terminology and medical jargon used 6. Include them in formulating teaching planed .

28. 7. Give a rationale for all that is said and done to help adolescents feel a sense of control . 8. Expect negative responses , which are common when their self-image and self integrity are threatened . 9. Avoid confrontation and acting like an authority figure .

29. For long-term learning ## Allow them the opportunity to test their own convictions .

30. Tips • School is recognized as the preferred place for health education and promotion because of the important interactions between health, academic success, and education, and also because it is where a vast majority of an age group can be reached. • The collection of resources (sources of reference material, documentation, methodological guides) and pedagogical tools and their availability to teachers is also fundamental

31. The clarification of values and attitudes and the development of self-esteem are not only ethical factors but also factors critical to effectiveness. • The enrichment of students' psychosocial skills, such as negotiation, problem resolution, creative thinking, decision-making, coping, interpersonal relationships and communication is an important element in the success of health education programs.

32. Health education programs are most effective if parents are involved

35. Active teaching methods • Problem solving • Brain storming • Group teaching • Exchange of role • Telling stories • Competition • lecture

36. Conclusion • Every child have a special teaching strategies to deal with him according to own cognitive ,Development , physical and age

37. References Bastable.B.Susan (2008) Nurse as edaucator principals of teachinh and learning . London : Jones and bartlett publisher .