Health Promotion Models Example
Write a one page paper about something you have learned in this class and how you plan to use it in the future personally and professionally! Remember, you should have a thesis statement, conclusion and correct grammar. APA Health Promotion Models Example
This can be on making stress my friend.TED TALK or about health promotion health models etc Health Promotion Models Example
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.Health Promotion Models Example
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
Models of health promotion
The kinds of health promotion programmers that students and schools implement reflect the health education models on which they are based. There are three main categories in which health education models can be broadly placed:Health Promotion Models Example
- behavioral change model
- self-empowerment model
- collective action model.
(For more information about these models, see ‘Characteristics of the health promotion and health education models’. Refer also to Nutbeam, 2000; Colquhoun, Goltz, and Sheehan, 1997; and French and Adams, 1986.)
While the three models are not mutually exclusive (many teachers and health professionals use all of them to some extent), Health and Physical Education in the New Zealand Curriculum (1999) (PDF, 688 KB) focuses on the self-empowerment and collective action models.Health Promotion Models Example
Teachers’ notes
Knowledge and understanding of health promotion is essential content for students studying health education at level 8 of the curriculum, and is required for students preparing for assessment against NCEA level 3 achievement standards and the Scholarship standard.
Physical education and home economics teachers need to understand the processes and the theoretical origins of health promotion so that they can apply these processes in their teaching and learning program mes without making health promotion a specific content focus for their students.
Behavioral change model
The behavioral change model came into use before the other two approaches. Many early New Zealand health campaigns were based on this model, and it is still widely used, in conjunction with other models, as part of comprehensive health campaigns.
The behavioral change model is a preventive approach and focuses on lifestyle behaviors that impact on health. It seeks to persuade individuals to adopt healthy lifestyle behaviors, to use preventive health services, and to take responsibility for their own health. It promotes a ‘medicated’ view of health that may be characterized by a tendency to ‘blame the victim’. The behavioral change model is based on the belief that providing people with information will change their beliefs, attitudes, and behaviors. This model has been shown to be ineffective in many cases because it ignores the factors in the social environment that affect health, including social, economic, cultural, and political factors.Health Promotion Models Example
Self-empowerment model
This approach (also known as the self-actualization model) seeks to develop the individual’s ability to control their own health status as far as possible within their environment. The model focuses on enhancing an individual’s sense of personal identity and self-worth and on the development of ‘life skills’, including decision-making and problem-solving skills, so that the individual will be willing and able to take control of their own life. People are encouraged to engage in critical thinking and critical action at an individual level. This model, while often successful for individuals, is not targeted at population groups and is unlikely to affect social norms.
Collective action model
This is a sociology-ecological approach that takes account of the interrelationship between the individual and the environment. It is based on the view that health is determined largely by factors that operate outside the control of individuals. (See the information about determinants of health in the Appendix.)Health Promotion Models Example
This model encompasses ideas of community empowerment, which requires people individually and collectively to acquire the knowledge, understanding, skills, and commitment to improve the societal structures that have such a powerful influence on people’s health status. It engages people in critical thinking in order to improve their understanding of the factors affecting individual and community well-being. It also engages them in critical action that can contribute to positive change at a collective level.
Given the importance of determinants of health, the use of a collective action model is more likely to achieve healthy outcomes, both for individuals and for groups within society.
Health promotion and the Ottawa Charter
The Ottawa Charter for Health Promotion (WHO, 1986) provided much of the impetus for the change to using a sociology-ecological approach for health education and health promotion. This charter recognized that major health gains were linked not so much to advances in medical knowledge as to increases in wages and living standards and to public health initiatives accompanied by policy changes at government and community levels.
When we simply offer health advice to people (‘You should stop smoking if you want to get rid of that cough and improve your general health’, or ‘No wonder you’re putting on weight – you should get out and do a bit more exercise!’), we approach it from our perspective. We think the person should do ‘this’ (stop smoking or take more exercise) to improve ‘that’ (their cough or weight).Health Promotion Models Example
But when we come at it from a health promotion point of view, we look at it from the person’s perspective. It’s no longer what we think the person should do – it’s about what he or she wants and, probably more importantly, what he or she is prepared to change to get what they want.
So instead of advising or telling the person what they have to do to improve their health, we begin by finding out what the person would like to see improved, how he or she thinks it could be improved, and how ready he or she is to make the change – even just a small change to get things started.
That’s not to say there isn’t a place for giving people advice to improve their health. People will see you as someone they can turn to for advice and they will actively seek it – when they’re ready. You’ll then be able to use your knowledge to suggest appropriate changes, or help the person access expert advice or information. But that’s a bit different from taking one look at a person who is clearly overweight and saying to him or her: ‘You need to lose weight’. It might seem like good sense from a health point of view, but the approach you’ve taken may have the opposite effect from the one you seek by making the person feel he or she is losing control of their own body and stubbornly refuse to play ball.
You may come across some people who are signed up to a formal health promotion ‘course’ – they may have joined a smoking cessation group run by a practice nurse, for instance, or are attending specialist counseling sessions to help them overcome anxieties or worries that are stopping them from getting on with their lives and affecting their health as a result. But more often than not, positive health promotion messages emerge during normal everyday conversations you’ll have with your patients/clients, when a problem or issue they raise offers the chance to speak about lifestyle changes that might not only solve their identified problem, but also improve their general health. Patients/clients might well speak casually about their weight, or lack of physical activity, or any part of their life that presents an opportunity to talk about lifestyle change.Health Promotion Models Example
This idea of making every contact with a patient/client a chance to speak about improving their health is now seen as being very important. Health Education England’s Making Every Contact Count website provides resources and information on the effects it can have. While it has been developed for England only, the lessons it teaches have far wider relevance.
In the meantime, we’re going to look at another idea that is very important in terms of supporting people to live healthier lifestyles – the Stages of Change Model.Health Promotion Models Example