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Healthy Behavior 153individual experiences more and more energy, they become more and more interestedin more healthy behaviors: “ If I can feel this much better, this soon, by just doing this,what could I feel like by doing more? ” (See Reed, 1983.)Personally observing this one eye - opener, alone, creates many professional convertswho become truly committed to looking at the problems of health educationthrough a much wider lens. Of course the health educator personally experiencingthese changes is an even more effective way.Table 16.1 reports data that has been well established for twenty years. We offerit as one example of the difficulty of changing one ’ s paradigm of reality. Nearly allprofessionals in the field of health promotion were educated without being privy tothis information. Why? Is it really true that only high tech, and very expensive, therapeuticapproaches are taught? Besides, a medical license is not required to share theseapproaches with the public. They do not even require testing of any kind. All that isneeded is that the information be available to the caring parents and concerned child.As such, this information is seen by the medical professionals in charge of the “ system,” as competition. This is opposed to what we have experienced in our practices:which is that they are complementary to the current allopathic monopoly.The feet that this twenty - year - old knowledge is not commonly applied testifies tothe difficulty of shifting our approaches to dealing with these difficult problems.Perhaps the reader has noted that most of our references are ten to twenty years old.This is not new stuff. It is just that it takes a generation for radical new discoveries tobecome part of the common consciousness. We have had our generation. It is now pasttime to move forward.For more than twenty years it has been known that various very simple changes indiet create dramatic improvements in bodymind function in a short period of time — thiswithout any evaluation at all. (See Table 16.1 .) The reluctance of the medical professionto make these simple, safe and inexpensive approaches at least part of the “treatmentof choice ” is based primarily upon economics and the fear by the professional ofbeing ostracized by her/his colleagues. The only protection the public has, against thisnon-health-related delay in “ what is best for the person, ” is to become knowledgeablein the area which concerns their own particular problems and so become more active participantsin their own health promotion (internal locus of control). Who would be betterthan the health educator to facilitate this process in any individual?TRANSPERSONAL PSYCHOLOGY: A VEHICLE FOR CHANGEJoan Borysenko, PhD, is one who understands the new paradigm and practices it in herprofession. Her tapes graphically describe and explain its powerful and practical applicationto change to healthy behavior, receptivity to health education and the individualempowerment produced by these freeing concepts. These ideas make it much morepractical for the individual to firmly establish an “ internal locus of control ” (Hafenet al., 1996, pp. 473 –484)—an essential first step toward healthy behavioral change.
154 Philosophical Foundations of Health EducationTABLE 16.1Effects of Treatment on Children’s BehaviorTreatment Option Percentage Improved Percentage WorsenedRemoving milk 32.0 1.0Removing wheat 50.0 2.0Removing sugar 51.0 3.0Psychotherapy 9.0 1.0Patterning 38.0 3.0Exercise 44.0 7.0Day School 6.0 3.0Residential School 31.0 4.0Operant Conditioning 20.0 5.0All drugs combined 1.6 1.0Mellaril (best drug) 12.0 5.0Vitamins 45.0 1.5Source: Walt Stoll, Saving yourself from the disease-care crisis (Panama City, FL: Sunrise Health Coach,1996); reprinted from Bernard Rimland (1977, June), Comparative effects of treatment on child’s behavior(Drugs, therapies, schooling, and several non-treatment events), Publication 34, Institute forChild Behavior Research (San Diego, CA).Gerald Jonas, in his book Visceral Learning: Toward a Science of Self - Control(1972), discusses human behavior and individual control in this way: “ Our personalexperience, supported by a cultural heritage of several millennia, assures us that somewhereinside the person seen by others there is an invisible core of being — a purelyprivate self that observes, if it cannot always control, our public actions and is ultimatelyfree of all controls imposed on the organism from outside. Whether it makesany sense or not, that is what it feels like to be conscious, and any definition of ‘ conscious
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PHILOSOPHICALFOUNDATIONS OFHEALTH E
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Copyright © 2010 by John Wiley & S
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vi ContentsPART 2DEVELOPING A PHILO
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viii Contents21 HUMAN ECOLOGY AND H
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FIGURES, TABLES,AND EXHIBITSFIGURES
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Dedicated posthumously to the follo
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xvi Forewordthese papers available
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xviii Introductiondiscussions of a
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THE EDITORSJill M. Black , PhD, CHE
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PHILOSOPHICALFOUNDATIONS OFHEALTH E
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2 Philosophical Foundations of Heal
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10 Philosophical Foundations of Hea
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CHAPTER4HEALTH EDUCATIONAS A BASICC
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Health Education as a Basic 19urgen
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Health Education as a Basic 21The s
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Health Education as a Basic 23FIGUR
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Health Education as a Basic 25Secon
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Health Education as a Basic 27Natio
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CHAPTER7CONNECTING APERSONAL PHILOS
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Connecting Personal Philosophy to P
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Connecting Personal Philosophy to P
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CHAPTER8HEALTH EDUCATORS ANDTHE FUT
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Health Educators and the Future 57w
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Health Educators and the Future 59t
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Health Educators and the Future 61e
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Health Educators and the Future 63W
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Health Educators and the Future 65e
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CHAPTER9HEALTH EDUCATION ANDHEALTH
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Health Education and Health Promoti
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CHAPTER10PHILOSOPHICAL TRENDSIN HEA
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Philosophical Trends in Health Educ
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PART3COGNITIVEAPPROACHES INHEALTHED
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Cognitive Approaches in Health Educ
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100 Philosophical Foundations of He
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Page 192 and 193: Healthy Behavior 165Bishop, G. D. (
Page 194: Healthy Behavior 167Conferences and
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CHAPTER20DEMOCRACY:THE FIRST PRINCI
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Democracy 209Dispassionate views of
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Democracy 211are seen not only as c
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Democracy 213have shown that higher
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Democracy 215The links between demo
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Democracy 217■■■■■student
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Democracy 219staff rather than the
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Democracy 221democratic society —
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Democracy 223Students must consider
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Democracy 225The health promoting s
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CHAPTER23NEW HEALTH PROMOTIONMOVEME
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New Health Promotion Movement 259Th
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New Health Promotion Movement 261an
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New Health Promotion Movement 263po
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New Health Promotion Movement 265su
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New Health Promotion Movement 267le
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New Health Promotion Movement 269Co
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New Health Promotion Movement 271fo
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New Health Promotion Movement 273Ho
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CHAPTER24POTENTIAL UNTAPPED:HEALTH
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Potential Untapped 277Sidel, co - e
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Potential Untapped 2791. To prevent
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Potential Untapped 281a kind of ‘
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Potential Untapped 283illiteracy, a
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Potential Untapped 285than a paroch
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Potential Untapped 287energies of w
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Potential Untapped 289We must make
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Potential Untapped 291interest of H
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Potential Untapped 293Another organ
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Potential Untapped 295ENDNOTES1. Th
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Potential Untapped 297Leviton, D. (
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CHAPTER29LESSONS FROMDEVELOPING COU
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Lessons From Developing Countries 3
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Lessons From Developing Countries 3
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APPENDIXAPHILOSOPHY OF HEALTHEDUCAT
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Freeing/FunctioningHighly personali
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346 Appendix BThe contemporary conc
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APPENDIXCHEALTH LITERACY: APOSITION
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APPENDIXDCODE OF ETHICS FORTHE HEAL
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Appendix D 353Section 3 : Health Ed
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Appendix D 355Section 2 : Health Ed
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358 Appendix ECHAPTER 4: HEALTH EDU
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360 Appendix E10. According to this
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362 Appendix E10. According to this
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364 Appendix E9. Who develops measu
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366 Appendix E9. Clark indicates th
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368 Appendix E8. An analysis of pub
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370 Appendix E8. Which adult educat
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372 Appendix E7. According to the N
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374 Appendix E5. One of the solutio
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376 Appendix E3. The National Schoo
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378 Appendix E2. The basic consider
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380 Appendix ECHAPTER 15: BEHAVIORA
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382 Appendix ECHAPTER 16: HEALTHY B
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384 Appendix E10. is based on a sys
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386 Appendix E10. The transtheoreti
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388 Appendix E10. describes the pro
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390 Appendix E10. Greenberg recomme
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392 Appendix E9. Weare believes tha
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394 Appendix E8. A recommendation b
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396 Appendix E8. To make each dimen
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398 Appendix E7. Empowerment is the
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400 Appendix E7. To date, the appro
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402 Appendix E6. Elements of the To
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404 Appendix E5. In the 1979 Surgeo
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406 Appendix E5. Which of the follo
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408 Appendix E4. African - American
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410 Appendix E4. Pinzon - Perez sug
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REFERENCESAllegrante, J. P., Morisk
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References 415Veselak, K. (2001). H
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418 IndexCollaborative learning, 99
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420 IndexHealth status: disparities
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422 IndexQQuality of Global Health
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PHILOSOPHICAL FOUNDATIONS OF HEALTH
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