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Health promotion as conceptual framework
Concepts of health promotion
Health promotion as conceptual framework
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I attended the event titled Unnatural Causes Bad Sugar on Thursday, October 22 from 6 to 7 p.m. The event centered on the ways in which many factors influence people’s lives and significantly impact health. The first part of the event centered on watching a short video that focused on the damage to health that Native American tribes faced after they lost their water. There was a large increase in the amount of Native Americans who got diabetes and who were dying. It was thought that biology and genes were one of the main causes behind the increase in diabetes, but in reality there were many other factors. Geographic location, social and economic class status, and income level has an impact on a person’s health.
Health Education Strategy – Point Mar Case Study: Childhood Obesity In health education and promotion, utilizing an effective strategy in intervention programs is vital to the success of the program. According to Rural Health Information Hub (2017), health education strategies are tailored to suit the target population. Considering the Point Mar Case Study, with the focus of this paper being to develop an effective health education strategy to address childhood obesity, with adult onset of type II diabetes. According to the Centers for Disease Control and Prevention [CDC] (2015), essential knowledge, enumerates the characteristics of an effective health education curriculum to include, dissemination of essential knowledge to shape the group
I. INTRODUCTION Life Course Theory (LCT) is an approach to public health which draws from a large variety of disciplines, such as biology, sociology, and psychology, in order to examine how health and disease develop over the course of a lifetime (1). This lens is used to examine health disparities, examine factors which contribute to the achievement of optimal health, and develop interventions. The goal of life course-based intervention goes beyond the prevention of disease and seeks to create conditions in which people are able to thrive, or achieve their full potential for health and wellness, throughout their entire lives (2, 3). According to LCT, health is dynamically produced across the lifespan in response to behavioral, social, and
Life course perspective is used in social science to help understand human development. It takes into account how a person grows and changes through life experiences. It looks at historical events as well as cultural changes that affect a person’ evolution over their life (The life course perspective, 2003-2018). Life course perspective states that there is complex interaction of social and environmental factors mixed with biological, behavioral, and physiological issues that define the course of a person’s life. Each stage in life exerts influences on the next stage, social, economic, and physical environments and they also have influences through a person’s life course.
‘Health promotion means to have a positive attitude in the setting to maintain a healthy and active lifestyle.’ One way children’s well-being can be supported by health promotion in the setting is by snack time. During snack time and lunch in my setting they have health foods which they encourage all children to eat. The setting provides balanced and healthy meals for the children. By giving children healthy meals and snacks it sets a good example and teaches children what they should be eating.
The purpose of health promotion is to notify individuals about current thinking on how to live healthily. It aims to inspire people to adopt health lifestyle choices. Health promotion should be hands-on in tackling health- related challenges and issues. An example of an issue that can be targeted by health promotion is the increase of obesity in this country and the issues that arise from this, such as the price of the NHS of treatment for conditions arising from obesity and the increase in obesity related deaths. What are the aims of health promotion?
with the stated problem and purpose statements worked well with the study, besides the fact it could not infer causality. The problem described how little research had been done to understand the relationship between environmental and personal factors contribute to diabetes, and the purpose sought to determine the role of one’s living status and racial identity to diabetes. The research design was a cross-sectional survey with a stratified sample design. The stratified sample design was used to choose a population that fit the studies criteria, which focused solely African-American and Caucasians who lived in poor or nonpoor neighborhoods, and were identified to have diabetes. The target population were Caucasians and African-Americans in the United States who were classified to have diabetes.
The Biopsychosocial model (Suls & Rothman, 2004) is one of the earliest multi-dimensional models of the health field. This model demonstrates the interaction between biological and social factors in regard to disease analysis. It displays levels above and below a person arranged from global systems at the top and genetic systems at the bottom. In the Social and Behavioral Foundations of Public Health, Coreil (2010) describes how the biopsychosocial is more concerned with the biological systems within the human body and pays greater attention to this interplay. In the case study, Cockerham (2013) details how social conditions act as the ultimate causes of diabetes and diabetes related fatalities in the community of East Harlem.
Cervical cancer in the United States is growing to become an alarming public health issue among all women, yet there is a gap in research that looks at correlations between cervical cancer and lesbian women to provide adequate prevention strategies and interventions within the population. This paper will define the lesbian populations, describe the scope of cervical cancer public health issue in the US, and illustrate the extent to which cervical cancer is a public health problem for lesbian women. Lastly, I will choose a health behavioral theory, explain its constructs, and 5) use it to address the public health problem that exists between lesbians and cervical cancer. The term for same gender loving individuals dates back the 1800s; however,
Some of the strengths that the Learning for Life program emphasizes are the needs to reinforce self-esteem and recognize student achievements and participation through recognition programs. Most of the Learning for Life programs include the use of wall charts, recognition stickers, iron-on emblems, and certificates produced by the national Learning for Life office. One if not the best curriculum that is student and teacher friendly it provides much-needed support in the areas of character education, social skills, but it all connects to the academic curriculum. Some studies have suggested that students who participate in character education and social-emotional programs experience overall positive effects, higher social skills, more positive
Education, empowerment, social change, support, advocacy and medical are government strategies set out for health promotion and there are health promotion models that are linked to these strategies: Becker model (1974), Caplan and Holland (1990), Beattie (1991), Tannahill and Downie (1996), Tone and Tilford (1994). Becker Model (1994) Is one of the wellbeing advancement models called wellbeing conviction model communicated that whether she/his ' conduct as capacity of the individual 's appraisal of benefits and danger of that activity, his/she conviction about danger reality to strength of not making a move and how far she/his acknowledges the action will alter or settle the risk. Caplan and Holland model (1990) this model is hypothetically decided and is more unpredictable. It tries to investigate what achieves incredible wellbeing and debilitated wellbeing and the activities to be utilized to address wellbeing issues.
I strongly value my health and believe that health is our greatest form of wealth. When one lives a healthy lifestyle, it means more opportunities to explore the world, build families, achieving anything the heart desires and conquering personal goals. The behavior change philosophy fits my personal philosophy of health education the most because it involves goal setting, behavioral contracts and self-monitoring to help foster the modification of an unhealthy habit. The behavior change philosophy is very important because change is a process, not an event. Self-efficacy and motivation are key factors in successful behavior changes.
I chose to use the Health Belief Model, borrowed from the behavioral sciences, which explain the health behavior of the individuals. According to Rosenstock (1988), Health Belief Model contains six constructs: 1) perceived susceptibility, 2) perceived severity, 3) perceived benefits, 4) perceived barriers, 5) cues to action, and 6) self-efficacy. Rosenstock, Strecher, and Becker (1994) describe perceived susceptibility as whether or not a person regards themselves as being susceptible to an illness or being harmed due to becoming or not becoming involved in a behavior. Perceived susceptibility motivates individuals to be vaccinated for flu and to use sunscreen to prevent skin cancer. Perceived severity is the personal belief of an individual about the
I chose to use the Health Belief Model, borrowed from the behavioral sciences, which explain the health behavior of the individuals. According to Rosenstock (1988), Health Belief Model contains six constructs: 1) perceived susceptibility, 2) perceived severity, 3) perceived benefits, 4) perceived barriers, 5) cues to action, and 6) self-efficacy. Rosenstock, Strecher, and Becker (1994) describe perceived susceptibility as whether an individual regards himself or herself as susceptible to acquiring an illness or being harmed due to engaging or not engaging in a behavior. Perceived susceptibility motivates individuals to be vaccinated for flu and to use sunscreen to prevent skin cancer. Perceived severity is the personal belief of an individual
Health promotion and health education have many similarities, despite them being distinctly different. Health promotion and health education are both very important, especially when being used as tools in the hands of different authority figures and policy makers. Health promotion and health education both advocate for health in a systematic way or as a planned application, however we learned in class that anyone can promote health, but not everyone can be a health educator when it comes to health education. Health promotion entails methods by enabling individuals to gain control over the determinants of their overall health. The prerequisites of health are addressed by developing healthy public policies.
