HKIN 426 Health Education

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					HKIN 426
Health Education

Day 6

January 17, 2008

 Planning to teach “health”
 Barriers to teaching health
 Wellness
 Health promotion
     Disease Prevention
        Primary,   secondary, tertiary
 Why Health Education
Preparing Health Education
Units – take home handout
 On your handout, fill in
  the blanks … be as
  realistic and practical as
  possible …
 … check the topics and
  circle those that you
  would include … count
  each circle separately
Why prepare health units?
Why prepare health units now?
 Why? An overall plan is needed when
  teaching … scope, sequence must be
  developed prior to entering the
  classroom to meet objectives
 Why now? To present a realistic
  picture of what needs to be done,
  decisions to be made, etc.
Supports for teaching Health
 Academic Departments
      Human Kinetics, Human Nutrition, Nursing,
       Department (School) of Education
 Colleagues (?)
 Health Canada, Stats Canada, Canadian Association
  for Health, Physical Education, Recreation, and
  Dance (CAHPERD), Canadian Fitness, and Lifestyle
  Research Institute (CFLRI), Canadian Society of
  Exercise Physiology (CSEP), American College of
  Sports Medicine (ACSM), Canadian School Physical
  Activity and Nutrition Network (CANSPANN), etc.
 Internet (?)
Barriers to Teaching Health
 Financial, Lack of support, Time tabling
      … administrators with low priority for health ed.
 Volume of topics to be covered
      Controversial health issues
 “Cognitive dissonance” (knowledge ≠ behaviors)
      Requires active learning
 Preconceived notions, habits, and misinformation
  about health
 Teachers ideas conflict with those of parents or
  peers (e.g. sexual education)
      Birthing video
      Missing sex ed classes

 “an integrated and dynamic level of
  functioning oriented toward maximizing
  potential, dependent upon self-
 ever-changing process
 involves preventative health behaviours
 shift in thinking and attitude to a mind set of
  lifelong growth and achievement

 Six (seven) dimensions
     Physical, social, spiritual, intellectual,
      emotional, environmental, occupational
 not exclusive but rather considerable
  overlap between the dimensions
     E.g. exercise class – physical, social,
      emotional, spiritual
 Balance … wellness wheel
Growth in Wellness

 Awareness – of the wellness option
 Assessment – of your lifestyle (current
  habits and behaviors)
 Knowledge – to understand risks and how to
  modify risks
 Skills and management techniques – goal
  setting, behaviour modification, strategy
 Motivation – to start and keep going
    Intrinsic vs. extrinsic
Growth in Wellness

 Support – to maintain positive
  lifestyle choices
 Self-responsibility – center of
  wellness option
     “Personal empowerment” - active
      involvement, realistic expectations,
      personal accountability
Wellness as part of Health
 IF “wellness” is the way that you see
  health you will …
     include a broad perspective of issues in
      your teaching units
     emphasize the role of self responsibility
      in wellness to your students
     “practice what you preach”
Health Promotion
 Various methods aimed at encouraging healthy
      Dynamic, action-oriented process
 Includes … educational, social, economic, and
  political efforts
      Building healthy public policy (e.g., smoke-free
       public places)
      Creating supportive environments
      Strengthening actions in the community
      Developing personal skills
      Reorienting health services
 Goal - to improve the health of a (the) population
 In fact, health promotion and disease prevention may
  be the only way to curb health costs today!
Health Promotion … involves

 enabling … people to take control
 cooperating … with various sectors
  beyond health services
 combining … diverse yet
  complementary methods
 encouraging … effective public
   Health Promotion

               Health Education

            Health Promotion
Health Protection                 Disease Prevention
Disease Prevention

 primary … prevent the onset of
 secondary … detect disease before
  symptoms develop to increase the
  effectiveness of treatment
 tertiary … provide rehabilitation and
  treatment services that maximize
  possible outcomes
Health Promotion
      Primary Prevention
       “action(s) taken to avert the occurrence
         of disease”
       For example?
       e.g. stop smoking, increase physical
         activity, eat well, immunizations, regular
         dental and medical exams, water
         floridizaton, OCs, condoms, clean
         needles, seat belts, car seats, etc.
       Also includes – improving/providing
         knowledge so that healthier lifestyle
         choices can be made
Health Promotion
       Secondary Prevention
        “actions taken to identify
         diseases at their earliest stages
         and to apply treatments”
        For example?
        e.g. mammograms, Pap tests, testicular
         and breast self-exams, high blood
         pressure, cholesterol medications, eye
         exams, nit exams, changing diet,
         increasing PA, etc.
Health Promotion
        Tertiary Prevention
         specific interventions to assist
          people with diseases to limit the
          effects of their diseases – i.e., to
          contain or minimize irreversible
         For example?
         e.g. surgery and/or
          pharmacological interventions,
          rehabilitation, physical and
          occupational therapy
Why Health Education?

 Importance of self responsibility –
  even in children
 chronic diseases often begin in
 “teachable” moments
 health habits are not fully developed
  … develop positive lifestyle habits
 ease of integration to other subjects
 classroom teacher as role model