Spiritual_Wellness_Holistic_Health_and_the_Practic

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PART5FREEING/FUNCTIONING INHEALTH EDUCATIONThe freeing/functioning philosophy in health education offers an alternative approachand purpose. The focus of health education for a professional who espouses this philosophywould be a holistic and humanistic approach that acknowledges the wholeperson. Grounded in principles of humanistic psychology, the freeing/functioning philosophypromotes the development of the entire person. Early pioneers in the adoptionof this philosophy by the health education profession include Russell (1975), Nolte(1976), and Greenberg (1978). This philosophy in health education is interested in howpeople function, totally, despite some practices not generally correlated with health.
198 Philosophical Foundations of Health EducationAdoption of this philosophy would ensure that health education ’ s commitment wouldbe to human fulfillment, the focus would be positive, and the learner would be anactive self - learner liberated to govern and make choices congruent with his or herown life. Within this philosophy people are free to make their own choices as long asthe decisions do not adversely affect others.Choosing freeing/functioning philosophy means concentrating on self - developmentwith the focus on self - image, self - esteem, and self - worth. The premise of this philosophyis that people who have a positive, holistic perception of self are more likely tohave and practice healthier lifestyles. Freeing/functioning philosophy focuses onencouraging clients and students to participate fully in life celebration and to be gratefulfor the opportunity to live and experience both life ’ s joys and sorrows (Greenberg,1978). This philosophy would argue that people who are unfulfilled and feel unworthyare more apt to practice negative lifestyle patterns. Teach people to love themselvesfirst, and good health habits will follow. Advantages to this philosophy include a holisticapproach to health education, honoring autonomy and democratic principles, andmoving away from a piecemeal approach to health.ARTICLESThe articles in Part 5 introduce readers to the principles of the freeing/functioning philosophyof health education. Greenberg (1978) introduces the notion of health educationas freeing. He challenges health education professionals to move away fromlooking at only the behavioral minutiae of clients and instead trying to understand thewhole person and the reasons behind health decisions being made. Greenberg urgeshealth educators to stop overemphasizing the physical aspects of health to the detrimentand neglect of others. Anderson & Ronson (2005) introduce the importance offollowing democratic principles in health promotion programs with special emphasison autonomy. In the example they reported on, they found that health promotionshould be a process in which people are encouraged to have control over their lives.By empowering the students, they found that the students were more apt to complywith health promotion principles when they felt listened to and respected. Hoyman(1971) guides the profession through a splendid description of human ecology as aroute to personal fulfillment and a holistic means to health where examples withinhealth education are explored. And finally, Hawks (2004) encourages healtheducators to take a holistic approach to the profession. He contends that with purpose,
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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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CHAPTER12THE PARADIGM SHIFTTOWARD T
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The Paradigm Shift Toward Teaching
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CHAPTER13HISTORICAL STEPS IN THEDEV
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Historical Development of School He
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CHAPTER14PHILOSOPHY ANDPRINCIPLES O
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Philosophy and Principles of the Sc
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CHAPTER15BEHAVIORAL HEALTH ANDHEALT
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Behavioral Health and Health Educat
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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
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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
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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
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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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