3 - m.pdf

Umm Al-Qura University Faculty of Public Health and Health Informatics Health Promotion and Education Department Community Health Education Foundation in the Theory and Practice of Community Health Education Dr. Mohamed Alharbi Lecture Objectives By the end of this lecture, you will be able to d...

Umm Al-Qura University Faculty of Public Health and Health Informatics Health Promotion and Education Department Community Health Education Foundation in the Theory and Practice of Community Health Education Dr. Mohamed Alharbi Lecture Objectives By the end of this lecture, you will be able to describe: 1. Theories and models currently being used by health education. 2. Practice of community health education Community Health Education (CHE) • Community-based health education depend on social relationships and organizations to reach large populations with media and interpersonal strategies. Community Health Education • Models of community organization enable program planners to: 1. Gain support. 2. Design suitable health messages and delivery mechanisms. Audiences for Community Health Education • Effective (CHE) should be designed with well understanding of the: • Characteristics of the audiences, • Beliefs, Values, • Attitudes, Skills, Past behaviors. Theories And Models Used By Health Educator 1. 2. 3. 4. 5. 6. 7. 8. 9. The rational model. Health belief model. Extended parallel process model. The trans theoretical model of change. The theory of planned behavior. The activated health education model. Social cognitive theory. The communication theory. Diffusion of Innovation Theory. 1- The Rational Model • This model, also known as the “knowledge, attitudes, practices model” (KAP). • It is based on the premise that increasing a person’s knowledge will prompt a behavior change. 2- Health Belief Model • It is one of the earliest behavior change models to explain human health , decisionmaking and subsequent behavior. • It says: • When people presented with risk message will appraise whether they are susceptible or no, if yes what actions requested to avoid threat. 2- Health Belief Model • It is based on the following six constructs: – Perceived Susceptibility. – Perceived Severity. – Perceived Benefits. – Perceived barrier. – Perceived Cues to action. – Perceived Self-efficacy. 3- Extended Parallel Process Model • It is based on the health belief model. • It proposes that people, when presented with a risk message , engage in two appraisal processes: 1- Determination of whether they are susceptible to an identified threat. 2- whether the threat is severe; and whether the recommended action can reduce that threat (i.e. response efficacy) and whether they can successfully perform the recommended action (i.e. self-efficacy). 4- The Trans Theoretical Model of Change • In this model the behavior change is viewed as a progression through a series of five stages: • Pre-contemplation. • Contemplation. • Preparation. • Action. • Maintenance. 4- The Trans Theoretical Model of Change • People have specific informational needs at each stage, and health educators can offer the most effective intervention strategies based on the recipients’ stage of change. 5- The Theory of Planned Behavior • The theory holds that intent is influenced by: 1. Attitude towards behavior, 2. Understand of social norms, 3. Degree of perceived behavioral control. 6- The Activated Health Education Model • This is a three - phase model that actively engages individuals in the assessment of their health (experiential phase). • Presents information and creates awareness of the target behavior (awareness phase) • Facilitates its identification and clarification of personal health values and develops a customized plan for behavior change (responsibility phase). 7- Social Cognitive Theory • According to this theory, three main factors affect the likelihood that a person will change health behavior: • Self-efficacy, • Goals, • Outcome expectancies. • If individuals have a sense of self-efficacy, they can change behavior even when faced with obstacles. 8- Communication Theory • It said that; multi-level strategies are necessary depending on who is being targeted. • Strategies: - Tailored messages at the individual level, - Targeted messages at the group level, Social Marketing at the community level. Media advocacy at the policy level. Mass media campaigns at the population level. 9- Diffusion of Innovation Theory • This theory holds that there are five categories of people: 1. Innovators. 2. Early adopters. 3. Early majority adopters. 4. Late majority adopters. 5. Laggards. And the response to health education will be based on them. Practice of Community Health Education • Health education is carried out at three main levels : 1. Individual, 2. Group. 3. General public through mass media of communication. Practice of Community Health Education • For effecting changes in attitudes and behaviors , we rely on individual and group approach. Practice of Community Health Education III. General public • For education of the general public , we use “mass media” of communication. • These are: 1. Television: TV become the most potent of all media. Modification of pubic attitudes can be achieved through TV. Practice of Community Health Education III. General public: 2. Radio: It is found nearly in every home, and has penetrated into even the remotest villages. It is a potent instrument of education. 3. Press: Newspapers are the most widely disseminated of all forms of literature. They are an important channel of communication to the people. Practice of Community Health Education III. General public 4. Films 5. Health Magazines: Some are good, and some not so good. – Good magazines can be an important channel of communication. – The material of them needs expert presentation. Practice of Community Health Education III. General public 6. Posters: used for dissemination of information to the general public. It attracts attention; therefore, the material needs artistic preparation. Practice of Community Health Education III. General public 7. Health exhibition: if it organized properly and published, it will attract numbers of people and get variety of new ideas in health matters. – Small mobile exhibitions are effective if used at key points of interest. Practice of Community Health Education III. General public 8. Social media: it displays material covering various aspects of health. – A good message can be a very effective mass media of education. Practice of Community Health Education III. General public: Mass media are generally less effective in changing human behavior than individual or group methods because communication is “oneway”. Nevertheless, they reach large numbers of people with whom there is no contact. Practice of Community Health Education III. General public continuous dissemination of information and views about health through all the media leads to raising the knowledge in the community. mass media should be used in combination with other methods. References • Manoj Sharma and John A. Romas (2010): Theoretical Foundations of Health Education and Health Promotion • Mark J. Minelli & Donald J. Breckon (2008): Community Health Education: Settings, Roles, and Skills. Jones & Bartlett Publishers, 5th edition. • Robert J. Bensley & Jodi Brookins-Fisher (2008): Community Health Education Methods: A Practical Guide [Paperback], Jones & Bartlett Publishers,3rd EditionDonald J. Breckon, John R. Harvey & R. Brick Lancaster (1998): Community Health Education: Settings, Roles, and Skills for the 21st Century.