Spiritual_Wellness_Holistic_Health_and_the_Practic

More documents

Recommendations

Info

PART3COGNITIVEAPPROACHES INHEALTHEDUCATIONOne major philosophical approach well represented in Health Education literature isthe cognitive approach. In the past, health education frequently focused on informationdissemination and the increase of knowledge regarding specific content areas ofhealth. The cognitive - based philosophy has its roots in the hygiene health educational
92 Philosophical Foundations of Health Educationprograms founded within schools at the turn of the twentieth century, and it remainsstill a prevailing philosophy. Health educators who espouse this philosophy define thepurpose of health education informing by giving the best scientific health practices.Creswell and Newman (1989) viewed the cognitive - based approach to learning interms of objectives and quantifiable terms to be measured. They advocated the cognitiveapproach as a means of transferring a large base of knowledge relatively quickly.Cognitive - based philosophies of health education have been viewed as a foundationupon which other philosophies can be developed (Kolbe, 1982).One limitation to the cognitive - based approach to health education is that thisphilosophy does not ensure the adaptation of healthy lifestyles. Also, the scientificbase of health knowledge changes rapidly and the transfer of specific knowledge producesonly short - term health effects. Yet, as the cognitive approach to health educationcontinues to be researched and developed, additions to this philosophy have beenmade. The cognitive - based health education philosophical perspective includes strategiesand approaches that focus on constructivism, critical thinking, and decision making.Critical thinking techniques enable learners to reason dialectically and to reach conclusionsin an analytical and logical format. Critical thinking works with cognitive - basedphilosophy by emphasizing the ability to reason as a higher - order thinking skill and isfoundational for the synthesis of cognitive information. Decision making is viewed asa systemic approach to education, designed to equip learners with skills that enablethem to make self - satisfying decisions and appropriate choices based on up - to - datefactual information.The concept of health literacy (Joint Committee on National Health EducationStandards, 1995; Tappe & Galer - Unti, 2001; American Association of Health Education,2008) is a good example of a cognitive approach in health education that employsboth the skill of critical thinking and decision making in practice. The AmericanAssociation of Health Education ’ s position statement on health literacy is reprinted inAppendix C.In summation, the cognitive - based philosophy of health education is found to bestrongly supported, with the school structure as the most effective way to affect the
Page 1 and 2:
See discussions, stats, and author
Page 4:
PHILOSOPHICALFOUNDATIONS OFHEALTH E
Page 7 and 8:
Copyright © 2010 by John Wiley & S
Page 9 and 10:
vi ContentsPART 2DEVELOPING A PHILO
Page 11 and 12:
viii Contents21 HUMAN ECOLOGY AND H
Page 14 and 15:
FIGURES, TABLES,AND EXHIBITSFIGURES
Page 16:
Dedicated posthumously to the follo
Page 19 and 20:
xvi Forewordthese papers available
Page 21 and 22:
xviii Introductiondiscussions of a
Page 24 and 25:
THE EDITORSJill M. Black , PhD, CHE
Page 26:
PHILOSOPHICALFOUNDATIONS OFHEALTH E
Page 29 and 30:
2 Philosophical Foundations of Heal
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
10 Philosophical Foundations of Hea
Page 39 and 40:
Page 41 and 42:
Page 44 and 45:
CHAPTER4HEALTH EDUCATIONAS A BASICC
Page 46 and 47:
Health Education as a Basic 19urgen
Page 48 and 49:
Health Education as a Basic 21The s
Page 50 and 51:
Health Education as a Basic 23FIGUR
Page 52 and 53:
Health Education as a Basic 25Secon
Page 54:
Health Education as a Basic 27Natio
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68: 40 Philosophical Foundations of Hea
Page 76 and 77: CHAPTER7CONNECTING APERSONAL PHILOS
Page 78 and 79: Connecting Personal Philosophy to P
Page 80 and 81: Connecting Personal Philosophy to P
Page 82 and 83: CHAPTER8HEALTH EDUCATORS ANDTHE FUT
Page 84 and 85: Health Educators and the Future 57w
Page 86 and 87: Health Educators and the Future 59t
Page 88 and 89: Health Educators and the Future 61e
Page 90 and 91: Health Educators and the Future 63W
Page 92 and 93: Health Educators and the Future 65e
Page 94 and 95: CHAPTER9HEALTH EDUCATION ANDHEALTH
Page 96 and 97: Health Education and Health Promoti
Page 106 and 107: CHAPTER10PHILOSOPHICAL TRENDSIN HEA
Page 108 and 109: Philosophical Trends in Health Educ
Page 120: Cognitive Approaches in Health Educ
Page 127 and 128: 100 Philosophical Foundations of He
Page 136 and 137: CHAPTER12THE PARADIGM SHIFTTOWARD T
Page 138 and 139: The Paradigm Shift Toward Teaching
Page 146 and 147: CHAPTER13HISTORICAL STEPS IN THEDEV
Page 148 and 149: Historical Development of School He
Page 154 and 155: CHAPTER14PHILOSOPHY ANDPRINCIPLES O
Page 156 and 157: Philosophy and Principles of the Sc
Page 158 and 159: Philosophy and Principles of the Sc
Page 160: Philosophy and Principles of the Sc
Page 166 and 167: CHAPTER15BEHAVIORAL HEALTH ANDHEALT
Page 168 and 169:
Behavioral Health and Health Educat
Page 170 and 171:
Behavioral Health and Health Educat
Page 172 and 173:
CHAPTER16HEALTHY BEHAVIOR:THE IMPLI
Page 174 and 175:
Healthy Behavior 147but a few — a
Page 176 and 177:
Healthy Behavior 149constructing a
Page 178 and 179:
Healthy Behavior 151brave enough to
Page 180 and 181:
Healthy Behavior 153individual expe
Page 182 and 183:
Healthy Behavior 155control ’ tha
Page 184 and 185:
Healthy Behavior 157In her book Neu
Page 186 and 187:
Healthy Behavior 159processes, pure
Page 188 and 189:
Healthy Behavior 161This attitude i
Page 190 and 191:
Healthy Behavior 163we strongly emp
Page 192 and 193:
Healthy Behavior 165Bishop, G. D. (
Page 194:
Healthy Behavior 167Conferences and
Page 197 and 198:
170 Philosophical Foundations of He
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 224 and 225:
PART5FREEING/FUNCTIONING INHEALTH E
Page 226:
Freeing/Functioning in Health Educa
Page 229 and 230:
Page 231 and 232:
Page 234 and 235:
CHAPTER20DEMOCRACY:THE FIRST PRINCI
Page 236 and 237:
Democracy 209Dispassionate views of
Page 238 and 239:
Democracy 211are seen not only as c
Page 240 and 241:
Democracy 213have shown that higher
Page 242 and 243:
Democracy 215The links between demo
Page 244 and 245:
Democracy 217■■■■■student
Page 246 and 247:
Democracy 219staff rather than the
Page 248 and 249:
Democracy 221democratic society —
Page 250 and 251:
Democracy 223Students must consider
Page 252:
Democracy 225The health promoting s
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 284 and 285:
CHAPTER23NEW HEALTH PROMOTIONMOVEME
Page 286 and 287:
New Health Promotion Movement 259Th
Page 288 and 289:
New Health Promotion Movement 261an
Page 290 and 291:
New Health Promotion Movement 263po
Page 292 and 293:
New Health Promotion Movement 265su
Page 294 and 295:
New Health Promotion Movement 267le
Page 296 and 297:
New Health Promotion Movement 269Co
Page 298 and 299:
New Health Promotion Movement 271fo
Page 300 and 301:
New Health Promotion Movement 273Ho
Page 302 and 303:
CHAPTER24POTENTIAL UNTAPPED:HEALTH
Page 304 and 305:
Potential Untapped 277Sidel, co - e
Page 306 and 307:
Potential Untapped 2791. To prevent
Page 308 and 309:
Potential Untapped 281a kind of ‘
Page 310 and 311:
Potential Untapped 283illiteracy, a
Page 312 and 313:
Potential Untapped 285than a paroch
Page 314 and 315:
Potential Untapped 287energies of w
Page 316 and 317:
Potential Untapped 289We must make
Page 318 and 319:
Potential Untapped 291interest of H
Page 320 and 321:
Potential Untapped 293Another organ
Page 322 and 323:
Potential Untapped 295ENDNOTES1. Th
Page 324:
Potential Untapped 297Leviton, D. (
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
Page 347 and 348:
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 362 and 363:
CHAPTER29LESSONS FROMDEVELOPING COU
Page 364 and 365:
Lessons From Developing Countries 3
Page 366 and 367:
Lessons From Developing Countries 3
Page 368 and 369:
APPENDIXAPHILOSOPHY OF HEALTHEDUCAT
Page 370:
Freeing/FunctioningHighly personali
Page 373 and 374:
346 Appendix BThe contemporary conc
Page 376 and 377:
APPENDIXCHEALTH LITERACY: APOSITION
Page 378 and 379:
APPENDIXDCODE OF ETHICS FORTHE HEAL
Page 380 and 381:
Appendix D 353Section 3 : Health Ed
Page 382:
Appendix D 355Section 2 : Health Ed
Page 385 and 386:
358 Appendix ECHAPTER 4: HEALTH EDU
Page 387 and 388:
360 Appendix E10. According to this
Page 389 and 390:
362 Appendix E10. According to this
Page 391 and 392:
364 Appendix E9. Who develops measu
Page 393 and 394:
366 Appendix E9. Clark indicates th
Page 395 and 396:
368 Appendix E8. An analysis of pub
Page 397 and 398:
370 Appendix E8. Which adult educat
Page 399 and 400:
372 Appendix E7. According to the N
Page 401 and 402:
374 Appendix E5. One of the solutio
Page 403 and 404:
376 Appendix E3. The National Schoo
Page 405 and 406:
378 Appendix E2. The basic consider
Page 407 and 408:
380 Appendix ECHAPTER 15: BEHAVIORA
Page 409 and 410:
382 Appendix ECHAPTER 16: HEALTHY B
Page 411 and 412:
384 Appendix E10. is based on a sys
Page 413 and 414:
386 Appendix E10. The transtheoreti
Page 415 and 416:
388 Appendix E10. describes the pro
Page 417 and 418:
390 Appendix E10. Greenberg recomme
Page 419 and 420:
392 Appendix E9. Weare believes tha
Page 421 and 422:
394 Appendix E8. A recommendation b
Page 423 and 424:
396 Appendix E8. To make each dimen
Page 425 and 426:
398 Appendix E7. Empowerment is the
Page 427 and 428:
400 Appendix E7. To date, the appro
Page 429 and 430:
402 Appendix E6. Elements of the To
Page 431 and 432:
404 Appendix E5. In the 1979 Surgeo
Page 433 and 434:
406 Appendix E5. Which of the follo
Page 435 and 436:
408 Appendix E4. African - American
Page 437 and 438:
410 Appendix E4. Pinzon - Perez sug
Page 440 and 441:
REFERENCESAllegrante, J. P., Morisk
Page 442:
References 415Veselak, K. (2001). H
Page 445 and 446:
418 IndexCollaborative learning, 99
Page 447 and 448:
420 IndexHealth status: disparities
Page 449 and 450:
422 IndexQQuality of Global Health
Page 451:
PHILOSOPHICAL FOUNDATIONS OF HEALTH
show all

Spiritual_Wellness_Holistic_Health_and_the_Practic

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?