Spiritual_Wellness_Holistic_Health_and_the_Practic

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CHAPTER22SPIRITUAL WELLNESS,HOLISTIC HEALTH, ANDTHE PRACTICE OF HEALTHEDUCATIONS TEVEN H AWKSS eeking to climb stairs in the dark, on a staircase with missing or unequal treads, is arecipe for bruised shins and thwarted ascension. Just so, it is the argument of this articlethat the attainment of health education objectives is being hampered by a lack ofappreciation for the functional role of spiritual wellness — a tread that is currently misalignedin the stairway of effective health education. This position is clarified byreviewing the definitions and goals of health education, considering philosophicalinconsistencies in current practice, and outlining a foundational role for spiritual healtheducation, that, if actualized, may improve the likelihood of successful outcomes.THE UNREACHABLE GOAL OF HEALTH EDUCATIONIt is the general goal of health education to improve the health knowledge and attitudesof individuals and thereby inspire personal behaviors that lead to optimal health
244 Philosophical Foundations of Health Educationand wellness, or high levels of functioning in all of the various dimensions of health(Butler, 2001). Underlying this goal are several assumptions or beliefs about the natureof health. First, health is typically defined in our literature as being multidimensional,the realization of which requires a degree of depth and balance among such diverseelements as physical health, emotional health, intellectual health, social health, andspiritual health (Cottrell, Girvan, & McKenzie, 2002). Further, these dimensions areconsidered to be dynamic inasmuch as the status of one dimension often influences thecondition of another (Butler, 2001). Finally, it is argued that health is functionalbecause most people value it primarily for its usefulness in the pursuit of higher aims,rather than merely as an end in itself (Read, 1997).And yet the profession of health education seems philosophically inconsistent inits methodology, in that efforts at health promotion often ignore all three of the conceptspresented in the preceding definition. First, the multidimensional nature of healthis effectively discounted; most published health education objectives include onlyphysical health variables as primary outcome measures (for example, Healthy People2010 ). Outside of educational settings that offer courses on personal health, it is difficultto identify more than a few health education interventions that target, say, intellectualhealth, social health, or spiritual health as principal dimensions of interest withspecific outcome objectives. Why bother to comment on the multidimensional natureof health if in most settings we overlook all dimensions save one?If the multidimensional nature of health is disregarded, then its dynamic naturecan hardly be appreciated or capitalized on. Although it is well documented, for example,that emotional well - being exerts a profound influence on cardiovascular health,we do not often consider emotional health variables as outcome goals for cardiovascularprevention programs (Williams et al., 1999). Similarly, social support is a significantfactor in understanding a multitude of health outcomes, including various typesof cancer, cardiovascular disease, immune function (Callaghan & Morrissey, 1993;Uchino, Cacioppo, & Kiecolt - Glaser, 1996), women ’ s health (Hurdle, 2001), and positivehealth practices (McNicholas, 2002). And spiritual well - being influences suchdiverse outcomes as recovery from addiction (Pardini, Plante, Sherman, & Stump,2000), teen sexual activity (Holder et al., 2000), depression (Nelson, Rosenfeld,Breitbart, & Galietta, 2002), eating disorders (Hawks, Goudy, & Gast, 2003), breastcancer (Feher & Maly, 1999), long survival with AIDS (Ironson et al., 2002), and anumber of health behaviors (Waite, Hawks, & Gast, 1999). Yet, with few exceptions(for example, Weaver & Cotrell, 1996; White & Dorman, 2001), health educators seldomattempt to measure or influence social health or spirituality in health educationinterventions. Without an appreciation of multidimensionality, we are unable to investigatethe dynamic nature of these health dimensions in terms of how they interrelatewith and impact one another (Karren, Hafen, Smith, & Frandsen, 2002).Instead physical health is generally promoted by health educators as a sufficientend in itself, with no consideration for some larger purpose that might justify its needin the first place. The functional nature of health, its basic role of serving higher humaninterests, is thus lost in a fervor of physical health promotion, which implies that good
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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
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CHAPTER16HEALTHY BEHAVIOR:THE IMPLI
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Healthy Behavior 147but a few — a
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Healthy Behavior 149constructing a
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Healthy Behavior 151brave enough to
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Healthy Behavior 153individual expe
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Healthy Behavior 155control ’ tha
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Healthy Behavior 157In her book Neu
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Healthy Behavior 159processes, pure
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Healthy Behavior 161This attitude i
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Healthy Behavior 163we strongly emp
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Healthy Behavior 165Bishop, G. D. (
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Healthy Behavior 167Conferences and
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Page 224 and 225: PART5FREEING/FUNCTIONING INHEALTH E
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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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Page 284 and 285: CHAPTER23NEW HEALTH PROMOTIONMOVEME
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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
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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
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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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