Health behavior And Health education

Health Education,3th Class



Health behavior
And
Health education
Health behavior and Health education

• Health:
It is a complete state of mental, social and physical well being so not only the absence
of a disease..
• Illness:
In a medical definition it is a disease process or invasion of microorganisms to a part
of body resulting in a dysfunction of malfunction of invaded organ and will follow up with signs and symptoms.
But as a community we can use the term “illness” to any person who actually not an active and productive person in his society.

Health Behavior and Health Education:
Theory, Research, and Practice

Health Behavior and Health Education: Theory, Research, and Practice provides a comprehensive, highly accessible, and in-depth analysis of health behavior theories that are most relevant to health education.
This essential resource includes the most current information on theory, research, and practice at individual, interpersonal, and community and group levels. It includes substantial new content on current and emerging theories of health communication, culturally diverse communities, health promotion, the impact of stress, the importance of networks and community, social marketing, and evaluation.

Health Education & Behavior

Health Education & Behavior (HEB) is a peer-reviewed bi-monthly journal that provides empirical research, case studies, program evaluations, literature reviews, and discussions of theories of health behavior and health status, as well as strategies to improve social and behavioral health.
HEB also examines the processes of planning, implementing, managing, and assessing health education and social-behavioral interventions.


Behavior changes:

Are general terms for an abnormal condition in which a persons behavior is altered to degree that is not typical or usual for the individual.
Behavior changes can result in problems in many areas, such as at work and school, in relationships and in the ability to function independently.

Stages of behavior changes:
1. Pre contemplation stage
2. Contemplation stage
3. Preparation stage
4. Action stage
5. Maintenance and relapse prevention


Role of health education

1.Directed at people who have influence in the community.
2.Repeated and reinforced over time using different methods.
3.Adaptable and uses existing channels of communication for example: song drama and story telling.
4.Entertraining and attracts the community attention.
5.Uses clean simple language with local expression and emphasized short term benefits of action.
6.Uses demonstration to show the benefits of adopting paretic.

Changing health behavior in youth

Before considering the need for changing health behavior, it may be useful to think about how we learn health behavior to begin with. This should help us to understand the reasons why it is often difficult to effect changes--and how we may succeed.
From the moment the infant is born, almost everything done for him is intended to protect him against harm and to promote his physical and mental development.
The infant is helpless and vulnerable, and his health and safety depend entirely on what adults can do for him.
As he grows older, some of the responsibility for his own health, safety and welfare is gradually shifted to him.
He is led to acquire certain health habits, such as keeping his body clean, not to play in the street, and so on.
He begins to learn that if he does certain things they will cause pain either directly, as when he burns himself on a hot object, or through punishment from his parents, as when he is spanked for playing with matches.
On the other hand, he reaps rewards for "good" behavior.
He feels better when a wound is cleansed and dressed, or he is praised after brushing his
teeth.
Through such rewards and punishments, he learns to differentiate between desirable and undesirable behavior and acquires various habits and behavior patterns, even though at this young age he does not yet know and understand their implications for his health.
Which behaviors he learns to consider desirable depends, of course, on what his parents and other adults around him happen to know and believe--and this may not always be correct.
But there are also other sources--the child has varied experiences with illness and with medical personnel, both of which influence his feeling and thinking about health.
Perhaps even more important are the many bits and pieces he picks up from overhearing adult conversations, from the often distorted and misinformed stories he hears from other boys and girls, from watching TV programs and commercials, etc.
Out of all these diverse, often unreliable, and unrelated sources of health information, he forms ideas, attitudes and beliefs about health and illness before he is able to sort out the valid from the erroneous, and the reliable from the unreliable.