Health Promotion Methods and Approaches (1)
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Transcript of Health Promotion Methods and Approaches (1)
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8/6/2019 Health Promotion Methods and Approaches (1)
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SUBMITTED BY:
DHRITI PURI
BDS INTERN
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HEALTH EDUCATION is a process which
informs,motivate and helps people to adoptand maintain healthy practices andlifestyles,advocates environment changes asneede to facilitate this goal and conducts
professional training and research to thesame end.(THE NATIONAL CONFERENCE ONPREVENTIVE MEDICINE IN USA)
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APPROACH AIMS METHODS WORKER/CLIENT
RELATIONSHIP
1.Medical To identify those at risk
from disease.
Primary health care
consultation, e.g.measurement of body
mass index.
Expert led. Passive,
conforming client.
2.Behaviour
change
To encourage individuals
to take responsibility for
their own health and
choose healthierlifestyles.
Persuasion through one-
to-one advice,
information, mass
campaigns, e.g. LookAfter Your Heart
dietary messages.
Expert led.
Dependent client. Victim
blaming ideology.
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APPROACH AIMS METHODS WORKER/CLIENT
RELATIONSHIP
3.Educational To increase knowledge
and skills about healthy
lifestyles.
Information.
Exploration of attitudes
through small group
work. Development of
skills, e.g. womens
health group.
May be expert led
May also involve client in
negotiation of issues for
discussion.
4.Empowerment To work with clients or
communities to meet
their perceived needs.
Advocacy
Negotiation
Networking
Facilitation e.g. food
co-op, fat womens
group.
Health promoter is
facilitator.
Client becomes
empowered.
5.Social change To address inequities in
health based on class,
race, gender, geography.
Development of
organisational policy,
e.g. hospital catering
policy.
Public health
legislation, e.g. food
labelling.
Entails social regulation
and is top-down.
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AIM APPROPRIATE METHOD
1.Health awareness goal
Raising awareness, or consciousness,
of health issues.
Talks, group work, mass media, displays and
exhibitions, campaign.
2.Improving knowledge
Providing information.
One-to-one teaching, displays and exhibitions,
written materials, mass media, campaigns, group
teaching.3.Self-empowering
Improving self-awareness, elf-esteem,
decision making.
Group work, practising decision-making, values
clarification, social skills training, simulation,
gaming and role play, assertiveness training,
counselling.
4.Changing attitudes and behaviour
Changing the lifestyles of individuals.
Group work, skills training, self-help groups, one-
to-one instruction, group or individual therapy,written material, advice.
5.Social/environmental change
Changing the physical or social
environment.
Positive action for under-served groups, lobbying,
pressure groups, community-based work,
advocacy schemes, environmental measures,
planning and policy making, organisational
change, enforcement of laws and regulations.
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TYPE DESIGN EMPHASIS
1.Cognitive interventions Design to use both information and emotions to changeperceptions
2.Structural interventions Designed to use changes in the behavioural environment/
context to influence behaviour
3.Behavioural interventions designed to provide incentives (natural or external) to
reward desired behaviour
4.Policy interventions Designed to use social force or approval to influence
behaviours and related determinants
5.Marketing interventions Designed to create exchange relationships with specific
target population to provide benefits with lowerobstacles/cost
6.Participatory interventions Designed to maximize in the most feasible manner the
active involvement of the target population in every
programme stage on the premise that people ultimately
know what is best for themselves and will sustain self-
designed interventions longer than those externallyimposed.
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TYPE CHARACTERISTICS
Limited reach media
1.PHAMPLETS Information transmission. Best where cognition rather than
emotion is desired outcome.
2.INFORMATION
SHEET
Quick convenient information. Use as series with storage folder.
Not for complex behaviour change.
3.NEWSLETTERS Continuity. Personalised. Labour intensive and requires detailed
commitment and needs assessment before commencing.
4.POSTERS Agenda setting function. Visual message. Creative input required.
Possibility of graffiti might be considered.
5.T-SHIRTS Emotive. Personal. Useful for cementing attitudes and
commitment to program/idea.
6.STICKERS Short messages to identify/motivate the user and cement
commitment. Cheap, persuasive.
7.VIDEOS Instructional. Motivational. Useful for personal viewing withadults as back-up to other programmes.
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TYPE CHARACTERISTICS
Mass e ia reac
7.TELEVISION Awareness, arousal, modelling and image creation role. May be
increasingly useful in information and skills training asawareness and interest in health services.
8.RADIO Informative, interactive (talkback). Cost effective and useful in
creating awareness, providing information.
9. A R ong and short copy information. Material dependent on type of
paper and day of week.
10.MAGAZI Wide readership and influence. Useful as in supportive role and
to inform and provide social proof.
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DIDACTICGROUP METHODSDIDACTICGROUP METHODS
1.LECTURE-
DISCUSSION
Best for knowledge transmission, motivation in large groups.
Requires dynamic, effective speaker with more knowledge than
the audience.
2.SEMINAR Smaller numbers (2-20). Leader-group feedback. Leader most
knowledgeable in the group. Best for trainer learning.
3.CONFERENCE Can combine lecture/seminar techniques. Best for professional
development. Several authorities needed.
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EXPERIENTIAL GROUP METHODSEXPERIENTIAL GROUP METHODS
1.SKILLS
TRAINING
Requires motivated individuals. Includes explanation, demonstration
and practice, e.g. relaxation, childbirth, exercise.
2.BEHAVIOUR
MODIFICATION
Learning and unlearning of specific habits. Stimulus-response
learning. Generally behaviour specific, e.g. quit smoking phobia
desensitisation.
3.SENSITIVITIY/
ENCOUNTER
Consciousness raising. Suitable for professional training and some
middle-class health goals.
4.INQUIRY
LEARNING
Used mainly in school settings. Requires formulating and problem
solving through group co-operation.
5.PEER GROUP
DISCUSSION
Useful where shared experiences, support, awareness are important.
Participants homogeneous in at least one factor, e.g. old people,
prisoners, teenagers.
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6.SIMULATION Useful for influencing attitudes in individuals with varying abilities.
Generally in school setting, but of relevance to other groups.
7.ROLEPLAY Acting of roles by group participants. Can be useful where
communication difficulties exist between individuals in a setting, e.g.
families, professional practice, etc.
8.SELF-HELP Requires motivation and independent attitude. Valuable for ongoingpeer support, values clarification, etc. Can be therapy or a forum for
social action.
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1.NO
PARTICIPATION
The community is told nothing, and is not involved in any way.
2.VERY LOW
PARTICIPATION
The community is informed. The legacy makes a plan and
announces it. The community is convened or notified in other ways
in order to be informed; compliance is expected.
3.LOW
PARTICIPATION
The community is offered token consultation. The agency tries to
promote a plan and seeks support or at least sufficient sanction so
that the plan can go ahead. It is unwilling to modify the plan unless
absolutely necessary.
4.MODERATE
PARTICIPATION
The community advises through a consultation process. The agency
presents a plan and invites questions, comments and
recommendations. It is prepared to modify the plan.
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5.HIGH
PARTICIPATION
The community plan jointly. Representatives of the agency and the
community sit down together from the beginning to devise a plan.
6.VERY HIGHPARTICIPATION
The community has delegated authority. The agency identifies andpresents an issue to the community, defines the limits and asks the
community to make a series of decisions which can be embodied in
a plan which it will accept.
7.HIGHEST
PARTICIPATION
The community has control. The agency asks the community to
identify the issue and make all the key decisions about goals andplans. It is willing to help the community at each step to accomplish
its goals even to the extent of delegating administrative control of
the work.
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UNAWARENESS
AWARENESS
INTERESTEVALUATION
TRIAL $ADOPTION
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ADVANTAGESADVANTAGE S DISADVANTAGESDISADVANTAGES
1.Starts with peoples concerns, so it is more
likely to gain support.
1.Time consuming.
2.Focuses on root causes of ill health, not
symptoms.
2.Results are often not tangible or
quantifiable.
3.Creates awareness of the social causes of ill
health.
3.Evaluation is difficult.
4.The process of involvement is enabling and
leads to greater confidence.
4.Without evaluation, gaining funding is
difficult.
5.The process includes acquiring skills whichare transferable, for example, communication
skills, lobbying skills.
5.The health promoter may find his or her rolecontradictory. O whom are they ultimately
accountable employer or community?
6.If health promoter and people meet as
equal, it extends principle of democratic
accountability.
6.Work is usually with small groups of people.
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Heqlth diplomacyfor childrens
health
Medical sector and research institutionsAcademic institutions, physician
associations, individual doctors Testing and patient diagnosis
Appropriate treatment and care Disease management
- hospital and pharmaceutical firms Research
- epidemiology- scientific and clinical
- social
International health associations and
organizations (WHO, IDF, WorldEconomic Forum, etc)
International standard setting
- guidelines, protocols- best practice
Technical assistance Funding
International coalition building
Private sectorFunding, individuals
Corp. employee engagement -education and financial support
Corp in-kind support
Foundations, NGOs Financial support
Grass roots intervention- initiate and sustain community action
Lobbying and advising government Service delivery
Mass mediaPress outlets (TV, Radio, Newspaper,
Magazine)Online outlets (Yahoo, Message boards)
Public forum and information- data dissemination
- public feedback and discussion
GovernmentHealth Ministry, Public Health
Officials, State and localgovernments
Legislation and policy Direct funding
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