Spiritual_Wellness_Holistic_Health_and_the_Practic

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CHAPTER9HEALTH EDUCATION ANDHEALTH PROMOTION:A LOOK AT THE JUNGLEOF SUPPORTIVE FIELDS,PHILOSOPHIES ANDTHEORETICAL FOUNDATIONST HOMAS C. T IMMRECKG ALEN E. C OLEG ORDON J AMESD IANE D. B UTTERWORTHH istorically, health education (instruction for hygiene) was founded on concernssuch as the lack of physical fitness in school children or military inductees. Habitssuch as drug and alcohol use, viewed detrimental to society and especially children,were also a focus of many original health education activities. Health education, with
68 Philosophical Foundations of Health Educationits early ties to physical education and medicine, evolved to the point where healtheducation was associated with physical education and mostly abandoned by medicine.When medicine lost its obsession with the “ miracle drug ” penicillin, and not beingable to “ cure ” viral infections, it again recognized that education toward prevention“ works ” and that the mind is connected with the body, influencing disease and healingprocesses, and that behavior and lifestyle are associated with health status. Health educationonce again became more acceptable to medical science.As chronic diseases continued to have a heavy impact on the nation ’ s health statusand as chronic diseases, coupled with an aging population, began using the health caredollar at a rate beyond all predictions, prevention, health education, and health promotionbegan to take on new meanings. With many disease states no longer caused bymicroorganisms, health education soon became a possible solution to many medicalproblems facing the nation, especially the preventable and behaviorally founded diseasesand syndromes.Health education and health promotion represent a behavioral science discipline,which offers a unique preventive perspective, knowledgeable enough in the medicalsciences to effectively educate and divert groups of people from needing expensiveclinical medicine. Thus health education and promotion have become more behavioralscience than medical science with physical education and fitness being an importantbut minor focus of concern from the holistic perspective.Health education for many years has promoted “ health ” from a holistic perspective.Now “holism, ” “lifestyle, ” and “wellness ” are being embraced by many segmentsof the helping professions, medicine, and business. Because of the global concern forhealth and lifestyle, the fields of health psychology, behavioral medicine, medical/health anthropology, medical sociology, education, and human services, and others alsoclaim a similar perspective, resulting in a jungle of theories, philosophies, andapproaches. Health education, needing a clear identity, has tried to decide which aspectsof these various disciplines to accept, embrace, adapt, or reject. It is obvious that manytheories and approaches from these various disciplines are of great use and benefitto health education and health promotion. The dilemma faced by health education is todiscern which or how much of the theory of related or supportive fields to accept andapply while avoiding becoming or duplicating that discipline. The result is a jungle oftheory for health education to utilize from other supportive disciplines. However,the theory in a health education or health promotion context is not clearly delineated, noris it organized in a manner that is clear. Consequently health education lacks directionand a well - organized theoretical base from which to develop the field. Health educationresearch, certification, competency - based training, teaching and process development,planning, and evaluation are not done in an organized manner because there is no commonbasis of philosophy and theory upon which to rely (Timmreck, Cole, James, &Butterworth, 1987). Health education ’ s uniqueness beyond related fields lies in its abilityto marry the field of behavior science to medical science knowledge and in turn provideeducational, counseling, and behavior change skills in a variety of settings thatwill have the greatest impact on preventing future illness, disability, and death.
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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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Page 44 and 45: CHAPTER4HEALTH EDUCATIONAS A BASICC
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Page 50 and 51: Health Education as a Basic 23FIGUR
Page 52 and 53: Health Education as a Basic 25Secon
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Page 76 and 77: CHAPTER7CONNECTING APERSONAL PHILOS
Page 78 and 79: Connecting Personal Philosophy to P
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Page 120: Cognitive Approaches in Health Educ
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Page 138 and 139: The Paradigm Shift Toward Teaching
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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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136 Philosophical Foundations of He
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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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PART5FREEING/FUNCTIONING INHEALTH E
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Freeing/Functioning in Health Educa
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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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