Unit-
VII
Health education
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Health education is the
profession of educating people about health.[1] Areas within
this profession encompass environmental health, physical health, social health,
emotional health, intellectual health, and spiritual health.[2] It can be
defined as the principle by which individuals and groups of people learn to
behave in a manner conducive to the promotion, maintenance, or restoration
of health. However, as there
are multiple definitions of health, there are also
multiple definitions of health education. The Joint Committee on Health
Education and Promotion Terminology of 2001 defined Health Education as
"any combination of planned learning experiences based on sound theories
that provide individuals, groups, and communities the opportunity to acquire
information and the skills needed to make quality health decisions." [3] The World
Health Organization defined Health Education as "compris[ing] [of]
consciously constructed opportunities for learning involving some form of
communication designed to improve health literacy, including improving
knowledge, and developing life skills which are conducive to individual and
community health." [4]
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Contents
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The Role of the Health Educator
From the late nineteenth to the
mid-twentieth century, the aim of public health was controlling the harm from
infectious diseases, which were largely under control by the 1950s. By the mid
1970s it was clear that reducing illness, death, and rising health care costs
could best be achieved through a focus on health promotion and disease
prevention. At the heart of the new approach was the role of a health
educator [5] A health
educator is “a professionally prepared individual who serves in a variety of
roles and is specifically trained to use appropriate educational strategies and
methods to facilitate the development of policies, procedures, interventions,
and systems conducive to the health of individuals, groups, and communities”
(Joint Committee on Terminology, 2001, p. 100). In January 1978 the Role
Delineation Project was put into place, in order to define the basic roles and
responsibilities for the health educator. The result was a Framework for the
Development of Competency-Based Curricula for Entry Level Health Educators
(NCHEC, 1985). A second result was a revised version of A Competency-Based
Framework for the Professional Development of Certified Health Education
Specialists (NCHEC,1996). These documents outlined the seven areas of
responsibilities which are shown below.
Responsibility I: Assessing Individual
and Community Needs for Health Education
*
Provides the foundation for program planning
*
Determines what health problems might exist in any given group
*
Includes determination of community resources available to address the problem
*
Community Empowerment encourages the population to take ownership of their
health problems
*
Includes careful data collection and analysis
Responsibility II: Plan Health
Education Strategies, Interventions, and Programs
* Actions
are based on the needs assessment done for the community (see Responsibility I)
*
Involves the development of goals and objectives which are specific and
measurable
*
Interventions are developed that will meet the goals and objectives
*
According to Rule of Sufficiency, strategies are implemented which are
sufficiently
robust,
effective enough, and have a reasonable chance of meeting stated objectives
Responsibility III: Implement Health
Education Strategies, Interventions, and Programs
*
Implementation is based on a thorough understanding of the priority population
* Utilize
a wide range of educational methods and techniques
Responsibility IV: Conduct Evaluation
and Research Related to Health Education
*
Depending on the setting, utilize tests, surveys, observations, tracking
epidemiological
data,
or other methods of data collection
* Health
Educators make use of research to improve their practice
Responsibility V: Administer Health
Education Strategies, Interventions, and Programs
*
Administration is generally a function of the more experienced practitioner
*
Involves facilitating cooperation among personnel, both within and between
programs
Responsibility VI: Serve as a Health
Education Resource Person
* Involves
skills to access needed resources, and establish effective consultive
relationships
Responsibility VII: Communicate and
Advocate for Health and Health Education
*
Translates scientific language into understandable information
* Address
diverse audience in diverse settings
*
Formulates and support rules, policies and legislation
* Advocate
for the profession of health education
Motivation
Education for health begins with people.
It hopes to motivate them with whatever interests they may have in improving
their living conditions. Its aim is to develop in them a sense of
responsibility for health conditions for themselves as individuals, as members
of families, and as communities. In communicable disease control, health
education commonly includes an appraisal of what is known by a population about
a disease, an assessment of habits and attitudes of the people as they relate
to spread and frequency of the disease, and the presentation of specific means
to remedy observed deficiencies.[6]
Health education is also an effective
tool that helps improve health in developing nations. It not only teaches
prevention and basic health knowledge but also conditions ideas that re-shape
everyday habits of people with unhealthy lifestyles in developing countries.
This type of conditioning not only affects the immediate recipients of such
education but also future generations will benefit from an improved and
properly cultivated ideas about health that will eventually be ingrained with
widely spread health education. Moreover, besides physical health prevention,
health education can also provide more aid and help people deal healthier with
situations of extreme stress, anxiety, depression or other emotional
disturbances to lessen the impact of these sorts of mental and emotional
constituents, which can consequently lead to detrimental physical effects.,
Credentialing
Credentialing is the process by which
the qualifications of licensed professionals, organizational members or an
organization are determined by assessing the individuals or group background
and legitimacy through a standardized process. Accreditation, licensure, or
certifications are all forms of credentialing.
In 1978, Helen Cleary, the president
of the Society for Public Health Education (SOPHE) started the process of certification
of health educators. Prior to this, there was no certification for individual
health educators, with exception to the licensing for school health educators.
The only accreditation available in this field was for school health and public
health professional preparation programs.
Her initial response was to
incorporate experts in the field and to promote funding for the process. The
director if the Division of Associated Health Professions in the Bureau of
Health Manpower of the Department of Health, Education, and Welfare, Thomas
Hatch, became interested in the project. To ensure that the commonalities
between health educators across the spectrum of professions would be sufficient
enough to create a set of standards, Dr. Cleary spent a great amount of time to
create the first conference called the Bethesda Conference. In attendance were
interested professionals who covered the possibility of creating credentialing
within the profession.
With the success of the conference and
the consensus that the standardization of the profession was vital, those who
organized the conference created the National Task Force in the Preparation and
Practice of Health Educators. Funding for this endeavor became available in
January 1979, and role delineation became a realistic vision for the future.
They presented the framework for the system in 1981 and published entry-level
criteria in 1983. Seven areas of responsibility, 29 areas of competency and 79
sub-competencies were required of health education professionals for approximately
20 years for entry-level educators.
In 1986 a second conference was held
in Bethesda, Maryland to further the credentialing process. In June 1988, the
National Task Force in the Preparation and Practice of Health Educators became
the National Commission for Health Education Credentialing, Inc. (NCHEC). Their
mission was to improve development of the field by promoting, preparing and
certifying health education specialists. The NCHEC has three division boards
that included preparation, professional development and certification of health
educator professionals. The third board, which is called the Division Board of
Certification of Health Education Specialist (DBCHES), has the responsibility
of developing and administering the CHES exam. An initial certification process
allowed 1,558 individuals to be chartered into the program through a
recommendation and application process. The first exam was given in 1990.
In order for a candidate to sit for an
exam they must have either a bachelor’s, master’s, or doctoral degree from and
accredited institution, and an official transcript that shows a major in health
education, Community Health Education, Public Health Education, or School
Health Education, etc. The transcript will be accepted if it reflects 25
semester hours or 37 quarter hours in health education preparation and covers
the 7 responsibilities covered in the framework.
In 1998 a project called the
Competencies Update Project (CUP) began. The purpose of the CUP project was to
up-date entry-level requirements and to develop advanced-level competences.
Through research the CUP project created the requirements for three levels,
which included entry-level, Advanced I and Advanced II educators.[9] [10]
Recently the Master Certified Health
Education Specialist (MCHES) is in the process of being created. It is an exam
that will measure the knowledge of the advanced levels and sub levels of the
Seven Areas of Responsibilities. The first MCHES exam is expected to be given
in October 2011.
In order to be eligible to take the
MCHES exam you must have at least a Master's degree in health education or
related discipline along with a least 25 credit hours related to health
education. In addition, five years of documented information of practice in
health education and two recommendations of past/present supervisors must be
provided. A vitae/resume must also be submitted.
The Competency Update Project (CUP),
1998-2004 revealed that there were higher levels of health education
practitioners, which is the reasoning for the advancements for the MCHES. Many
health educators felt that the current CHES credential was an entry-level exam.
There will be exceptions made for
those who have the Certification of Health Education Specialist, that have been
active for several consecutive years. They will be required to participate in
the MCHES Experience Documentation Opportunity that will omit them from taking
the exam. [11]
Teaching
In the United
States some
forty states require the teaching of health education. A comprehensive health
education curriculum consists of planned learning experiences which will help
students achieve desirable attitudes and practices related to critical health
issues. Some of these are: emotional
health and
a positive self image; appreciation, respect for, and care of
the human body and its vital
organs; physical
fitness;
health issues of alcohol, tobacco, drug use and abuse; health
misconceptions and myths; effects of exercise on the body systems and on
general well being; nutrition and weight
control; sexual relationships and sexuality, the scientific,
social, and economic aspects of community and ecological health; communicable and degenerative diseases including sexually transmitted diseases; disaster preparedness; safety and driver education; factors in the
environment and how those factors affect an individual's or population's Environmental health (ex: air quality, water quality, food
sanitation); life skills; choosing professional medical and health
services; and choices of health careers.
The National Health Education
Standards (NHES) are written expectations for what students should know and be
able to do by grades 2, 5, 8, and 12 to promote personal, family, and community
health. The standards provide a framework for curriculum development and
selection, instruction, and student assessment in health education. The
performance indicators articulate specifically what students should know or be
able to do in support of each standard by the conclusion of each of the
following grade spans: Pre-K–Grade 2; Grade 3–Grade 5; Grade 6–Grade 8; and
Grade 9–Grade 12. The performance indicators serve as a blueprint for
organizing student assessment.[12]
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Standard 1
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Standard 2
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Standard 3
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Standard 4
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Standard 5
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Standard 6
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Standard 7
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Standard 8
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Students
will comprehend concepts related to health promotion and disease prevention
to enhance health.
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Students
will analyze the influence of family, peers, culture, media, technology, and
other factors on health behaviors.
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Students
will demonstrate the ability to access valid information, products, and
services to enhance health.
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Students
will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
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Students
will demonstrate the ability to use decision-making skills to enhance health.
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Students
will demonstrate the ability to use goal-setting skills to enhance health.
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Students
will demonstrate the ability to practice health-enhancing behaviors and avoid
or reduce health risks.
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Students
will demonstrate the ability to advocate for personal, family, and community
health.
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Performance
Indicators for Pre-K-Grade 2
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Performance
Indicators for Pre-K-Grade 2
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Performance
Indicators for Pre-K-Grade 2
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Performance
Indicators for Pre-K-Grade 2
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Performance
Indicators for Pre-K-Grade 2
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Performance
Indicators for Pre-K-Grade 2
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Performance
Indicators for Pre-K-Grade 2
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Performance
Indicators for Pre-K-Grade 2
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1.2.1 Identify that healthy
behaviors impact personal health.
1.2.2 Recognize that there are
multiple dimensions of health.
1.2.3 Describe ways to prevent
communicable diseases.
1.2.4 List ways to prevent
comes.
1.2.5 Describe why it is
important to seek health care.
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2.2.1
Identify how the family influences personal health practices and behaviors.
2.2.2 Identify what the school
can do to support personal health practices and behaviors.
2.2.3 Describe how the media
can influence health behaviors.
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3.2.1
Identify trusted adults and professionals who can help promote health.
3.2.2 Identify ways to locate
school and community health helpers.
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4.2.1
Demonstrate healthy ways to express needs, wants, and feelings.
4.2.2 Demonstrate listening
skills to enhance health.
4.2.3 Demonstrate ways to
respond in an unwanted, threatening, or dangerous situation.
4.2.4 Demonstrate ways to tell
a trusted adult if threatened or harmed.
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5.2.1
Identify situations when a health-related decision is needed.
5.2.2 Differentiate between
situations when a health-related decision can be made individually or when
assistance is needed.
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6.2.1
Identify a short-term personal health goal and take action toward achieving
the goal.
6.2.2 Identify who can help
when assistance is needed to achieve a personal health goal.
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7.2.1
Demonstrate healthy practices and behaviors to maintain or improve personal
health.
7.2.2 Demonstrate behaviors
that avoid or reduce health risks.
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8.2.1
Make requests to promote personal health.
8.2.2 Encourage peers to make
positive health choices.
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Performance
Indicators for Grades 3-5
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Performance
Indicators for Grades 3-5
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Performance
Indicators for Grades 3-5
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Performance
Indicators for Grades 3-5
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Performance
Indicators for Grades 3-5
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Performance
Indicators for Grades 3-5
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Performance
Indicators for Grades 3-5
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Performance
Indicators for Grades 3-5
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1.5.1
Describe the relationship between healthy behaviors and personal health.
1.5.2 Identify examples of
emotional, intellectual, physical, and social health.
1.5.3 Describe ways in which
safe and healthy school and community environments can promote personal
health.
1.5.4 Describe ways to prevent
common childhood injuries and health problems.
1.5.5 Describe when it is
important to seek health care.
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2.5.1
Describe how family influences personal health practices and behaviors.
2.5.2 Identify the influence of
culture on health practices and behaviors.
2.5.3 Identify how peers can
influence healthy and unhealthy behaviors
2.5.4 Describe how the school
and community can support personal health practices and behaviors.
2.5.5 Explain how media
influences thoughts, feelings, and health behaviors.
2.5.6 Describe ways that
technology can influence personal health.
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3.5.1
Identify characteristics of valid health information, products, and services.
3.5.2 Locate resources from
home, school, and community that provide valid health information.
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4.5.1
Demonstrate effective verbal and nonverbal communication skills to enhance
health.
4.5.2 Demonstrate refusal
skills that avoid or reduce health risks.
4.5.3 Demonstrate nonviolent
strategies to manage or resolve conflict.
4.5.4 Demonstrate how to ask
for assistance to enhance personal health.
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5.5.1
Identify health-related situations that might require a thoughtful decision.
5.5.2 Analyze when assistance
is needed in making a health-related decision.
5.5.3 List healthy options to
health-related issues or problems.
5.5.4 Predict the potential
outcomes of each option when making a health-related decision.
5.5.5 Choose a healthy option
when making a decision.
5.5.6 Describe the outcomes of
a health-related decision.
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6.5.1
Set a personal health goal and track progress toward its achievement.
6.5.2 Identify resources to
assist in achieving a personal health goal.
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7.5.1
Identify responsible personal health behaviors.
7.5.2 Demonstrate a variety of
healthy practices and behaviors to maintain or improve personal health.
7.5.3 Demonstrate a variety of
behaviors to avoid or reduce health risks.
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8.5.1
Express opinions and give accurate information about health issues.
8.5.2 Encourage others to make
positive health choices.
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Performance
Indicators for Grades 6-8
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Performance
Indicators for Grades 6-8
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Performance
Indicators for Grades 6-8
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Performance
Indicators for Grades 6-8
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Performance
Indicators for Grades 6-8
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Performance
Indicators for Grades 6-8
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Performance
Indicators for Grades 6-8
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Performance
Indicators for Grades 6-8
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1.8.1 Analyze the
relationship between healthy behaviors and personal health.
1.8.2
Describe the interrelationships of emotional, intellectual, physical, and
social health in adolescence.
1.8.3
Analyze how the environment affects personal health.
1.8.4
Describe how family history can affect personal health.
1.8.5
Describe ways to reduce or prevent injuries and other adolescent health
problems.
1.8.6
Explain how appropriate health care can promote personal health.
1.8.7
Describe the benefits of and barriers to practicing healthy behaviors.
1.8.8
Examine the likelihood of injury or illness if engaging in unhealthy
behaviors.
1.8.9
Examine the potential seriousness of injury or illness if engaging in
unhealthy behaviors.
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2.8.1 Examine how
the family influences the health of adolescents.
2.8.2
Describe the influence of culture on health beliefs, practices, and
behaviors.
2.8.3
Describe how peers influence healthy and unhealthy behaviors.
2.8.4
Analyze how the school and community can affect personal health practices and
behaviors.
2.8.5
Analyze how messages from media influence health behaviors.
2.8.6
Analyze the influence of technology on personal and family health.
2.8.7
Explain how the perceptions of norms influence healthy and unhealthy
behaviors.
2.8.8
Explain the influence of personal values and beliefs on individual health
practices and behaviors.
2.8.9
Describe how some health risk behaviors can influence the likelihood of
engaging in unhealthy behaviors.
2.8.10
Explain how school and public health policies can influence health promotion
and disease prevention.
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3.8.1 Analyze the
validity of health information, products, and services.
3.8.2
Access valid health information from home, school, and community.
3.8.3
Determine the accessibility of products that enhance health.
3.8.4
Describe situations that may require professional health services.
3.8.5
Locate valid and reliable health products and services.
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4.8.1 Apply
effective verbal and nonverbal communication skills to enhance health.
4.8.2
Demonstrate refusal and negotiation skills that avoid or reduce health risks.
4.8.3
Demonstrate effective conflict management or resolution strategies.
4.8.4
Demonstrate how to ask for assistance to enhance the health of self and
others.
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5.8.1 Identify
circumstances that can help or hinder healthy decision making.
5.8.2
Determine when health-related situations require the application of a
thoughtful decision-making process.
5.8.3
Distinguish when individual or collaborative decision making is appropriate.
5.8.4
Distinguish between healthy and unhealthy alternatives to health-related
issues or problems.
5.8.5
Predict the potential short-term impact of each alternative on self and
others.
5.8.6
Choose healthy alternatives over unhealthy alternatives when making a
decision.
5.8.7
Analyze the outcomes of a health-related decision.
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6.8.1 Assess
personal health practices.
6.8.2
Develop a goal to adopt, maintain, or improve a personal health practice.
6.8.3
Apply strategies and skills needed to attain a personal health goal.
6.8.4
Describe how personal health goals can vary with changing abilities,
priorities, and responsibilities.
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7.8.1 Explain the
importance of assuming responsibility for personal health behaviors.
7.8.2
Demonstrate healthy practices and behaviors that will maintain or improve the
health of self and others. 7.8.3 Demonstrate behaviors to avoid or reduce
health risks to self and others.
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8.8.1 State a
health-enhancing position on a topic and support it with accurate
information.
8.8.2
Demonstrate how to influence and support others to make positive health
choices.
8.8.3
Work cooperatively to advocate for healthy individuals, families, and
schools.
8.8.4
Identify ways in which health messages and communication techniques can be
altered for different audiences.
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Performance
Indicators for Grades 9-12
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Performance
Indicators for Grades 9-12
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Performance
Indicators for Grades 9-12
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Performance
Indicators for Grades 9-12
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Performance
Indicators for Grades 9-12
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Performance
Indicators for Grades 9-12
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Performance
Indicators for Grades 9-12
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Performance
Indicators for Grades 9-12
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1.12.1 Predict
how healthy behaviors can affect health status.
1.12.2
Describe the interrelationships of emotional, intellectual, physical, and
social health.
1.12.3
Analyze how environment and personal health are interrelated.
1.12.4
Analyze how genetics and family history can impact personal health.
1.12.5
Propose ways to reduce or prevent injuries and health problems.
1.12.6
Analyze the relationship between access to health care and health status.
1.12.7
Compare and contrast the benefits of and barriers to practicing a variety of
healthy behaviors.
1.12.8
Analyze personal susceptibility to injury, illness, or death if engaging in
unhealthy behaviors.
1.12.9
Analyze the potential severity of injury or illness if engaging in unhealthy
behaviors.
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2.12.1 Analyze
how the family influences the health of individuals.
2.12.2
Analyze how the culture supports and challenges health beliefs, practices,
and behaviors.
2.12.3
Analyze how peers influence healthy and unhealthy behaviors.
2.12.4
Evaluate how the school and community can affect personal health practice and
behaviors.
2.12.5
Evaluate the effect of media on personal and family health.
2.12.6
Evaluate the impact of technology on personal, family, and community health.
2.12.7
Analyze how the perceptions of norms influence healthy and unhealthy
behaviors.
2.12.8
Analyze the influence of personal values and beliefs on individual health
practices and behaviors.
2.12.9
Analyze how some health risk behaviors can influence the likelihood of
engaging in unhealthy behaviors.
2.12.10
Analyze how public health policies and government regulations can influence
health promotion and disease prevention.
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3.12.1 Evaluate
the validity of health information, products, and services.
3.12.2
Use resources from home, school, and community that provide valid health
information.
3.12.3
Determine the accessibility of products and services that enhance health.
3.12.4
Determine when professional health services may be required.
3.12.5
Access valid and reliable health products and services.
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4.2.1 Demonstrate
healthy ways to express needs, wants, and feelings.
4.12.1
Use skills for communicating effectively with family, peers, and others to
enhance health.
4.12.2
Demonstrate refusal, negotiation, and collaboration skills to enhance health
and avoid or reduce health risks.
4.12.3
Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts
without harming self or others.
4.12.4
Demonstrate how to ask for and offer assistance to enhance the health of self
and others.
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5.12.1 Examine
barriers that can hinder healthy decision making.
5.12.2
Determine the value of applying a thoughtful decision-making process in
health-related situations.
5.12.3
Justify when individual or collaborative decision making is appropriate.
5.12.4
Generate alternatives to health-related issues or problems.
5.12.5
Predict the potential short-term and long-term impact of each alternative on
self and others.
5.12.6
Defend the healthy choice when making decisions.
5.12.7
Evaluate the effectiveness of health-related decisions.
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6.12.1 Assess
personal health practices and overall health status.
6.12.2
Develop a plan to attain a personal health goal that addresses strengths,
needs, and risks.
6.12.3
Implement strategies and monitor progress in achieving a personal health
goal.
6.12.4
Formulate an effective long-term personal health plan.
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7.12.1 Analyze
the role of individual responsibility for enhancing health.
7.12.2
Demonstrate a variety of healthy practices and behaviors that will maintain
or improve the health of self and others.
7.12.3
Demonstrate a variety of behaviors to avoid or reduce health risks to self
and others.
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8.12.1 Utilize
accurate peer and societal norms to formulate a health-enhancing message.
8.12.2
Demonstrate how to influence and support others to make positive health
choices.
8.12.3
Work cooperatively as an advocate for improving personal, family, and
community health.
8.12.4
Adapt health messages and communication techniques to a specific target
audience.
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Health
Education Code of Ethics
The Health Education Code of Ethics
has been a work in progress since approximately 1976, begun by the Society of
Public Health Education (SOPHE). Various Public Health and Health Education
organizations such as the American Association of Health Education (AAHE), the
Coalition of National Health Education Organizations (CNHEO), SOPHE, and others
collaborated year after year to devise a unified standard of ethics that health
educators would be held accountable to professionally. In 1995, the National
Commission for Health Education Credentialing, Inc. (NCHEC) proposed a
profession-wide standard at the conference: Health Education Profession in the
Twenty-First Century: Setting the Stage. Post-conference, an ethics task force
was developed with the purpose of solidifying and unifying proposed ethical
standards. The document was eventually unanimously approved and ratified by all
involved organizations in November 1999 and has since then been used as the
standard for practicing health educators.
"The Code of Ethics that has
evolved from this long and arduous process is not seen as a completed project.
Rather, it is envisioned as a living document that will continue to evolve as
the practice of Health Education changes to meet the challenges of the new
millennium."
PREAMBLE The Health
Education profession is dedicated to excellence in the practice of promoting
individual, family, organizational, and community health. The Code of Ethics
provides a framework of shared values within which Health Education is
practiced. The responsibility of each Health Educator is to aspire to the
highest possible standards of conduct and to encourage the ethical behavior of
all those with whom they work.
Article I:
Responsibility to the Public A Health Educator’s ultimate
responsibility is to educate people for the purpose of promoting, maintaining,
and improving individual, family, and community health. When a conflict of
issues arises among individuals, groups, organizations, agencies, or
institutions, health educators must consider all issues and give priority to
those that promote wellness and quality of living through principles of
self-determination and freedom of choice for the individual.
Article II:
Responsibility to the Profession Health Educators are responsible for
their professional behavior, for the reputation of their profession, and for
promoting ethical conduct among their colleagues.
Article III:
Responsibility to Employers Health Educators recognize the boundaries of their
professional competence and are accountable for their professional activities
and actions.
Article IV:
Responsibility in the Delivery of Health Education Health Educators
promote integrity in the delivery of health education. They respect the rights,
dignity, confidentiality, and worth of all people by adapting strategies and
methods to the needs of diverse populations and communities.
Article V:
Responsibility in Research and Evaluation Health Educators contribute to
the health of the population and to the profession through research and
evaluation activities. When planning and conducting research or evaluation,
health educators do so in accordance with federal and state laws and
regulations, organizational and institutional policies, and professional
standards.
Article VI:
Responsibility in Professional Preparation Those involved in the
preparation and training of Health Educators have an obligation to accord learners
the same respect and treatment given other groups by providing quality
education that benefits the profession and the public.[14]
All versions of the document are
available on the Coalition of National Health Education's site: http://www.cnheo.org/.[15][16] The National
Health Education Code of Ethics is the property of the Coalition of National
Health Education.
American Public
Health Association (APHA) APHA is the main voice for public health advocacy
that is the oldest organization of public health sine 1872. The American Public
Health Association aims to “protect all Americans and their communities from
preventable, serious health threats and strives to assure community-based
health promotion and disease preventions.” Any individual can become a member and
benefit in online access and monthly printed issues of The Nation’s Health and
the American Journal of Public Health [17]
Society for Public
Health Education (SOPHE) The mission of SOPHE is to provide global
leadership to the profession of health education and health promotion and to
promote the health of society through advances in health education theory and
research, excellence in professional preparation and practice, and advocacy for
public policies conducive to health, and the achievement of health equity for
all. Membership is open to all who have an interest in health education and or
work in health education in schools, medical care settings, worksites,
community based organizations, state/local government, and international
agencies. Founded in 1950, SOPHE publishes 2 indexed, peer-reviewed
journals, Health Education &
Behavior and Health
Promotion Practice. [18]
American School
Health Association (ASHA) The American School Health Association was founded
in 1972 by a group of physicians that already belonged to the American Public
Health Association. This group specializes in school-aged health specifically.
Over the years it has snowballed and now includes any person that can be a part
of a child’s life, from dentists, to counselors and school nurses. The American
School Health Association mission “is to protect and promote the health of
children and youth by supporting coordinated school health programs as a
foundation for school success." [19]
American Association
of Health Education/American Alliance for Health, Physical Education,
Recreation, and Dance (AAHE/AAHPERD) The AAHE/AAHPERD is said to be the
largest organization of professionals that supports physical education; which
includes leisure, fitness, dance, and health promotion. That is only a few;
this incorporates all that is physical movement. This organization is an
alliance with five national associations and six districts and is there to
provide a comprehensive and coordinated array of resources to help support
practitioners to improve their skills and always be learning new things. This
organization was first stated in November 1885. William Gilbert Anderson had
been out of medical school for two years and was working with many other people
that were in the gymnastic field. He wanted them to get together to discuss
their field and this organization was created. Today AAHPERD serves 25,000
members and has its headquarters in Reston, Virginia.[20]
Eta Sigma Gamma (ESG) The Eta Sigma
Gamma is a national health education organization founded in 1967 by three
professor from Ball tate University. The mission of the ESG to promote public
health education by improving the standards, ideals, capability, and ethics of
public health education professionals. The three key points of the organization
are to teach, research, and provide service to the members of the public health
professionals. Some of the goals that the Eta Stigma Gamma targets are support
planning and evaluation of future and existing health education programs,
support and promote scientific research, support advocacy of health education
issues, and promote professional ethics. [21]
American College
Health Association (ACHA) The American College Health Association originally
began as a student health association in 1920, but then in 1948 the association
changed the name to what its known today. The principal interest of the ACHA is
to promote advocacy and leadership to colleges and universities around the
country. Other part of the mission's association is to encourage education,
communication, and services to students and campus community in general. The
association also promotes advocacy and research. The American College Health
Association has three types of membership: institutions of higher education,
individual members who are interested in the public health profession, and
susbtain members which are profitable and non-profitable organization. The ACHA
is connected to 11 organizations located in six regions around the country.
Currently, the American College Health Association serves 900 educative institutions
and about 2400 individual members in the United States. [22]
Directors of Health
Promotion and Education (DHPE) Founded in 1946 as one of the
professional groups of the Health Education Profession. The main goal of the
HEPE is to improve the health education standards in any public health agency.
As well, build networking opportunities among all public health professionals
as a media to communicate ideas for implementing health programs, and to keep
accurate information about the latest health news. The DHPE also focus to
increase public awareness of health education and promotion by creating and
expanding methods of existing health programs that will improve the quality of
health. The Directors of Health Promotion and Education is linked to the
Association of State and Territorial Health Officials (ASTHO) to "work on
health promotion and disease prevention". [23]
National Commission
for Health Education Credentialing (NCHEC)
The National
Commission for Health Education Credentialing NCHEC is the national
accrediting organization for health educators, promoting the certified and
master certified health education specialist (CHES and MCHES, respectively)
credential. Many government and private sector jobs require that the health
educator have at least the CHES credential as a prerequisite qualification for
work. NCHEC also administers the affirmation of approved continuing education
to maintain these credentials. Both CHES and MCHES are required to take at
least 75 continuing education contact hours (CECH) every five years to be
recertified.[24] The provision
and administration of the CHES credential represents the major strategy of
NCHEC to fulfill its mission to "improve the practice of health education
and to serve the public and profession of health education by certifying health
education specialists, promoting professional development, and strengthening professional
preparation and practice." NCHEC's quarterly newsletter is "The CHES
Bulletin."[25]
Health Education Career Opportunities
The terms Public Health Educator,
Community Health Educator or Health Educator are all used interchangeable to
describe an individual who plans implements and evaluates health education and
promotion programs. These individuals play a crucial role in many organizations
in various settings to improve our nations health. Just as a Community health
educator works work toward population health, a school Health educator
generally teaches in our Schools. A community health educator is typically
focused on their immediate community striving to serve the public.
Health Care Settings: these include
hospitals (for-profit and public), medical care clinics, home health agencies,
HMOs and PPOs. Here, a health educator teaches employees how to be healthy.
Patient education positions are far and few between because insurance companies
do not cover the costs. [1]
Public Health
Agencies:
are official, tax funded, government agencies. They provide police protection,
educational systems, as well as clean air and water. Public health departments
provide health services and are organized by a city, county, state, or federal
government. [2]
School Health
Education:
involves all strategies, activities, and services offered by, in, or in
association with schools that are designed to promote students' physical,
emotional, and social development. School health involves teaching students
about health and health related behaviors. Curriculum and programs are based on
the school's expectations and health. [3]
Non Profit Voluntary
Health Agencies:
are created by concerned citizens to deal with health needs not met by
governmental agencies. Missions include public education, professional
education, patient education, research, direct services and support to or for
people directly affected by a specific health or medical problem. Usually funded
by such means as private donations, grants, and fund-raisers.[4]
Higher Education: typically two types
of positions health educators hold including academic, or faculty or health
educator in a student health service or wellness center. As a faculty member,
the health educator typically has three major responsibilities: teaching,
community and professional service, and scholarly research. As a health
educator in a university health service or wellness center, the major
responsibility is to plan, implement, and evaluate health promotion and
education programs for program participants. [5]
Work site Health
Promotion:
is a combination of educational, organizational and environmental activities
designed to improve the health and safety of employees and their families.
These work site wellness programs offer an additional setting for health
educators and allow them to reach segments of the population that are not
easily reached through traditional community health programs. Some work site
health promotion Some work site health promotion activities include; smoking
cessation, stress management, bulletin boards, newsletters, and much more. [6]
Independent
Consulting and Government Contracting: international, national, regional, sate,
and local organizations contract with independent consultants for many reasons.
They may be hired to assess individual and community needs for health
education; plan, implement, administer and evaluate health education
strategies; conduct research; serve as health education resource person; and or
communicate about and advocate for health and health education. Government
contractors are often behind national health education programs, government
reports, public information web sites and telephone lines, media campaigns,
conferences, and health education materials. [7]
Influential Individuals in Health Education:
Past and Present
Dorothy Bird
Nyswander
Dr. Nyswander was born September 29,
1894. She earned her Bachelor's and Master's degree at the University of Nevada and received
her Doctorate in educational psychology at Berkeley. She is a founder of the
School of Public Health at the University of California at Berkeley. Dr.
Nysawnder pursued her interest in public health at the Works Progress
Administration during the depression. She served with the Federal Works Agency
contributing to the establishment of nursery schools and child care centers to
accommodate young mothers working in defense plants. She set up these centers
in 15 northeastern states. This did not happen quickly so she advocated all
over the nation to train people to act as foster parents for the children of
working women. Dr. Nyswander became the director of the City health Center
in Astoria, Queens in 1939. She spent her time as director
promoting the idea of New York City keeping an eye on the health of children.
They would do this by keeping records that would follow them to whatever school
they might move to. She wrote "Solving School Health Problems" which
is an analysis of the health issues in New York children. This is still used in
public health education courses today.[26]
Mayhew Derryberry
Dr. Derryberry was born December 25,
1902 and earned his Bachelor's degree in chemistry and mathematics at the University of Tennessee. He began his career in 1926 with the
American Child Health Association as the director of one of the first
large-scale studies of the health status of the nation’s schoolchildren. A year
after his work with the American Child Health Association he earned his
Master's degree in education and psychology at Columbia University. He then
went on to earn his doctorate and moved to the New
York City Health
Department as the secretary to the sanitary superintendent. He finally moved to
Washington DC and joined the US Public Health Service as a senior public health
analyst. He became chief of the Public Health Service and began assembling a
team of behavioral scientists. They studied the nexus of behavior, social
factors, and disease. Two scientists and Derryberry conducted the study of the
role of health beliefs in explaining utilization of public health screening
services. This work contributed to the development of the Health Belief Model.
This provided an important theoretical foundation for modern health education.
His legacy was very important because he engaged behavioral and social
scientists in the problems of public health and gave importance to the role of
that health education plays on human health.
Elena Sliepcevich
Elena
Sliepcevich was
a leading figure in the development of health education both as an academic
discipline and a profession. She graduated from the University of Ireland in
1939 and received her Master's degree from the University of Michigan in 1949.
She received her doctorate in physical education from Springfield College in 1955.
After completing her schooling, Elena Sliepcevich worked at Ohio State
University in 1961 as a professor of health education. There she helped direct
the School Health Education Study from 1961 to 1969, and most health education
curricula used in schools today are based on the ten conceptual areas
identified by the School Health Education Study. These ten areas of focus
include community health, consumer health, environmental health, family life,
mental and emotional health, injury prevention and safety, nutrition, personal
health, prevention and control of disease, and drug use and abuse.
Helen Agnes Cleary
Helen Cleary was born March 28, 1914
at Petersburg, South Australia. She trained as a nurse at the Broken Hill and
District Hospital in New South Wales. She became a general nurse in 1941, and
an obstetric nurse in 1942. She joined the Royal Australian Air Force Nursing
Service as a sister on November 15, 1943. Along with other RAAF nurses, she
would partake in evacuations throughout New Guinea and Borneo, which earned the
nurses the nickname "the flying angels", and were also known as the
"glamor girls" of the air force. In April 1945, she was ranked No. 2
Medical Air Evacuation Transport Unit, and began bringing thousands of Australian
and British servicemen from prisoner-of-war camps after Japan had surrendered.
She and other nurses cared for many patients who suffered from malnutrition and
dysentery. During the Korean War, Cleary was charge sister on the RAAF, where
she organized medical evacuations of Australians from Korea, fought for better
treatment and conditions of the critically wounded, and nursed recently
exchanged Prisoners of War. On August 18, 1967, Ms. Cleary was made honorary
nursing sister to Queen Elizabeth II. She had been appointed an associate of
the Royal Red Cross in 1960, and became a leading member in 1968 for her
contributions to the training of medical staff, and for maintaining "the
high ideals of the nursing profession". She retired on March 28, 1969, and
later died on August 26, 1987.
Delbert Oberteuffer
A long time health educator, Delbert
Oberteuffer definitely made his mark on the physical education and health
education world. He was born in Portland, Oregon in 1902 where he remained
through college, attending the University of Oregon receiving his Bachelors
Degree. His next step took him to the prestigious Columbia University where he
obtained his Masters of Arts and Doctor of Philosophy Degree. He furthered his
education by becoming a professor at Ohio State University where he taught from
1932 until 1966. During his time there, he was head of the Men's Physical
Education Department for 25 years. After years of hard work, he was rewarded
with numerous jobs including the President of the American School Health
Association and The College of Physical Education Association. Unfortunately,
he passed away in 1981 at the age of 79. He is Survived by his wife, Katherine,
and his son, Theodore K. Oberteuffer
Howard Hoyman
Howard Hoyman is mainly recognized for
his work in sex education and introductions of ecology concepts. He is credited
for developing the original sex education program for students in grades 1
through 12. The model Hoyman created heavily influenced the thinking of many
health educators. Hoyman received his Bachelors Degree from Ohio State
University in 1931. He then went on to earn his Masters degree in 1932 and
Doctorate in 1945 from the University of Colombia. Throughout his career he
wrote over 200 articles and was honored many times by multiple organizations such
as Phi Beta Kappa and the American Public Health Association. Dr. Hoyman
retired in 1970 as A Professor Emeritus
Lloyd Kolbe
Lloyd Kolbe received his B.S. form
Towson University and then received his Ph.D. and M.Ed. from the University of
Toledo during the 1970s. Dr. Kolbe played a huge role in the development of
many health programs applied to the daily life of different age groups. He
received the award for Excellence in Prevention and Control of Chronic Disease,
which is the highest recognition in his department of work, for his work
forming the Division of Adolescent and School Health. Dr. Kolbe was the
Director of this program for 15 years. He has also taken time to write and
publish numerous books such as Food marketing to Children and Youth and
School as well asTerrorism Related to Advancing and Improving the
Nation’s Health.[
Robert Morgan Pigg
University of Florida professor,
Robert Morgan Pigg, started his health career in 1969 when he received his
Bachelors Degree in Health, Physical Education, and Recreation from Middle
Tennessee State University. A year later he received his M.Ed; also from Middle
Tennessee University before moving on to Indian University where he obtained
his H.S.D. in 1974 and his M.P.H. in 1980. He held many jobs at numerous
Universities including Western Kentucky University, University of Georgia,
Indiana University, and the University of Florida where he currently resides
today. Pigg's main focus of interest is the promotion of health towards
children and adolescents. After spending 20 years as Editor for the Journal of
Health, he was given the job as Department Chair in 2007 for The University of
Florida
Linda Rae Murray
Linda Rae Murray holds her MD, and
MPH. Currently she is the Chief Officer for the Ambulatory & Community
Health Network. She was elected president November 2009. Dr. Murray has served
in a number of Medical settings her most recent being Medical Director of the
federally funded health center, Winfield Moody, serving the Cabrini–Green public
housing project in Chicago. She has also been an active member of the board of
national organizations. Along with this she served as Chief Medical Officer in
primary care for the twenty three primary care and community health centers.
Today Murray serves as the Chief Medical Officer for the Cook County Health
& Hospital system. Dr. Murray has also been a voice for social justice and
health care as a basic human right for over forty years.[
Mark J. Kittleson
Mark J. Kittleson is a professor at
New Mexico State University for Public Health Education. His interests include
Educational Technology and Behaviorism; he attended the University of Akron and
received his PhD in Health Education. Dr. Kittleson has experience as owner and
founder of the HEDIR a place where people can hold discussions related to
health and health education. His honors and awards consist of Scholar of the
Year, American Association of Health Education 2008 and he is a member of the
American Association of Health Education. Elaine Auld
Elaine Auld has been a leading figure
for over more than 30 years in the health education field. She attended the
University of Michigan, MPH, and Health Behavior/Health Education, from 1976 to
1978 Elaine is the chief executive officer for the Society for Public Health
Education (SOPHE) and has had many contributions in health promotion and health
communications. She has been a certified health specialist since 1989 and in
1996 was an adviser to the first Health Education Graduate Standards. Elaine
was involved with the Competency Update Project (CUP), which provided standards
for the health education profession. Elaine’s interest and work are related to
health education credentialing and standards, workforce development, public
policy, and health equity. For the last decade Elaine has been a site visitor
for the Council on Education for Public Health, and also strengthened the
accreditation and preparation of future health specialists, which is key to an
overall healthy well-being. Elaine has received two awards U of MI SPH Alumni
of the Year Award in 2010 and SOPHE Distinguished Fellow in 2008.[36]
Susan Wooley
Susan Wooley received
her bachelor’s degree from Case Western Reserve University, a master’s degree
in health education from the University of North Carolina at Greensboro, and a
Ph.D. in health education from Temple University. Susan is the executive
director of the American School Health Association and has been a member to
ASHA for 31 years. She co-edited Health Is Academic: A Guide to Coordinated
School Health Programs and co-authored Give It a Shot, a Toolkit for Nurses and
Other Immunization Champions Working with Secondary Schools. Susan has had many
previous jobs such as CDC’s Division of Adolescent and School Health, Delaware
State College, American Association for Health Education and Delaware
Department of Public Instruction and is also a certified health specialist.
Wooley spent four years on a curriculum development project for elementary
schools, Science for Life and Living: Integrating Science, Technology and
Health. Now Susan oversees the day-to-day operations of a national professional
association and provides consultation and technical assistance to others
working
toward health
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