نقش آموزش د رارتقاء سلامت خانواده The Role of Education on Family HealthSlide 3
دکتر محمد کمالی استاديار دانشکده علوم توانبخشی دانشگاه علوم پزشکی ايران www.mkamali.com firstname.lastname@example.org تهران - صندوق پستی 183-17445Slide 4
Is There a Difference Between Health Education and Health Promotion? Wellbeing training: learner coordinated Health advancement: more extensive idea coordinated toward pushing wellbeing: Individual and group instruction Environmental change Policy changes Economic changes Shifts in societal standardsSlide 5
I. What is Health Promotion? An expansive field incorporating instructive, social, financial, and political endeavors Practiced in numerous settings A binding together idea that unites numerous different fields Allows individuals to assume control and liability for their wellbeingSlide 6
II. The Triad of Health Promotion Prevention Health Protection Role of Health Education Relationships Among the TriadsSlide 7
Prevention Primary Prevention – mediations to turn away malady, ailment, damage, or crumbling Secondary Prevention – distinguishes ailment at its most punctual stages and applies suitable measures to restrict the outcomes Tertiary Prevention – endorses particular intercessions to confine the impacts of handicaps and ailments and to anticipate repeat of ailmentSlide 8
Health Protection Legal or financial controls, directions and approaches, and intentional codes went for positive wellbeing Health promoters overcome numerous wellbeing boundaries to wellbeing assuranceSlide 9
Role of Health Education The center of the aggregate wellbeing advancement program An arranged procedure which more often than not consolidates instructive encounters to set up solid practices Educate people, media, chose authorities, and group pioneers about wellbeingSlide 10
Relationships Among the Triad ought to be seen as an interlocking arrangement of circles of action Seven spaces created by the connectionsSlide 11
III. Structure for Health Promotion Three levels of concern and activity Health challenges Health advancement systems Implementation Strategies Explores biopsychosocial forms that propel people to take part in practices Health advancement triad goes through structure Most vital test is lessening wellbeing imbalances amongst low-and high-pay populacesSlide 12
IV. Exceptional Themes in Health Promotion Empowerment – individuals accepting control over their lives Ecological viewpoint sees as a result of the individual and subsystems of the biological system (family, culture, physical, social environment) Community association – multi-staged procedure creating change and build up the group Individual conduct assumes a key part in one\'s wellbeingSlide 13
The idea of wellbeing The idea of wellbeing is characterized as the condition of body and brain which manages the individual the capacity to endeavor toward his/her practical destinations and his/her socially wanted objectives.Slide 14
What is Health Education?Slide 15
Popular Definition of Health Education Any blend of learning encounters intended to encourage deliberate adjustments of conduct helpful for wellbeing. Green, Kreuter, Deeds, & Partridge, 1980Slide 16
Ultimate Goal of Health Education? Empower individuals to build control over their wellbeing and personal satisfaction. Enabled learners feel equipped and certain about settling on wellbeing choices that are ideal for them.Slide 17
Health Education Produces Health Literacy Capacity of people to get, decipher, and comprehend wellbeing data and administrations. Fitness to utilize such data and administrations in ways which upgrade/keep up strength of self and relatives.Slide 18
World Health Organization (WHO) has as of late characterized wellbeing education all the more extensively, as takes after: Health proficiency speaks to the intellectual and social aptitudes which decide the inspiration and capacity of people to access, comprehend and utilize data in ways which advance and keep up great wellbeing. Wellbeing proficiency implies more than having the capacity to peruse flyers and effectively make arrangements. By enhancing individuals\' entrance to wellbeing data and their ability to utilize it viably, wellbeing proficiency is basic to strengthening. (WHO, 1998)Slide 19
Whatever definition you pick… "… one key rule must guide the work of wellbeing instructors: Individuals Families, and Communities Can be taught to expect obligation regarding their own particular wellbeing and, to some degree, for the soundness of others." Butler, 2001Slide 20
The test is… "… to locate the most profitable approaches to impact deliberate individual and group conduct without disregarding singular opportunities ..." Butler, 2001Slide 21
Effective Health Instruction "What to educate and how to show it." Dalis, 1994 Knowledge does not generally change states of mind or conduct Attitudes are not generally reliable with conductSlide 22
Effective Health Instruction Conduct mediations to achieve various nonexclusive results including: Skill advancement Values mindfulness Concept and data procurement and application Opinion improvement and talk Decision makingSlide 23
The procedure of wellbeing training… Is a part of a consecutive program that presents ideas at suitable learning levels and that is based upon what was found out already, which frames a premise for what is to be realized later on.Slide 24
The procedure of wellbeing instruction… Emphasizes in a complete way how different parts of wellbeing are interrelated and how all angles influence personal satisfaction Includes association between a qualified teacher and learner." Butler, 2001Slide 25
Health Education Practice "… is that multidisciplinary rehearse… worried with planning, executing, and assessing instructive projects that empower people, families, gatherings, associations, and groups to assume dynamic parts in accomplishing, ensuring, and maintaining wellbeing." Report on the Joint Committee on Health Education Terminology (1990).Slide 26
Steps to Develop a Health Education/Promotion Program Assessing the requirements and resources of the objective populace Prioritizing needs taking into account accessible assets, accessible information, & experience Developing fitting objectives and targets Creating an intercession that considers the idiosyncrasies of the setting Implementing the mediation Evaluating the outcomesSlide 27
Home and Family Influence on Education Active capital : where guardians are dynamic and associate with youngsters and schools and group. Detached capital : guardians give youngsters with assets to instruction.Slide 28
Active and aloof capital Both sorts of capital can impact the instructive accomplishment, be that as it may, dynamic capital specifically can have a noteworthy effect. e.g. John Stuart Mill at an age before most youngsters go to class was taught Latin and Greek by his dad… he doubtlessly did not have unprecedented qualities, and his fathers\' learning was not any more remarkable than a few men of the time...the focal contrast was the time and exertion went through by his dad with the kids on scholarly matters.Slide 29
Parenting Styles: Authoritarian Style – taking into account inflexible grown-up situated standards. Definitive Style – in view of firm predictable control Permissive Style – in light of tolerating, positive and warm approach in conjunction with few requests. Aloof uninvolved – scarcely included with family life.Slide 30
Other elements in parental impact: Parental Encouragement – can be dynamic or aloof and has a tendency to positively affect an instructive projects. Parental Expectations – can affect post-optional desiresSlide 31
Parents instruction Parental Education – has a tendency to strongly affect all different elements since guardians with advanced education have a tendency to invest more energy with kids assisting with homework, and troublesome assignments.Slide 32
Family Needs Communication Needs Information Needs Guide on life Tasks Consultation Needs Economic and Financial NeedsSlide 33
Family Education Individual Education Group Education Mass Education Self EducationSlide 34
New Ideas and Practices Awareness Interest Evaluation Trial AdoptionSlide 35
Friends Support Group Members Pamphlets Medical and Rehabilitation Team Library Mass Casual Acquaintances (e.g. holding up room) Co-Workers Internet Referrals Books Attitudes Culture The Family PerspectiveSlide 36
Practice of Health Education Individual and family Education to overall population T.V Radio Press Films Health magazine Posters Health presentation Health exhibition hall Mass media is less powerful in changing human conductSlide 37
Lectures Film and graphs Group exchange Panel examination Symposium Workshop Institute Role playing Demonstration Programmed direction Stimulation and activity Group Health EducationSlide 38
Keep as a top priority Human Behavior is Complex Participants/customers/patients construct their feeling in light of their discernment How applicable the system or wellbeing instruction appeared to be as far as their needs How intriguing it was as far as topic and learning exercises Tips: Assess the learner recognitions early Adapt/alter exercises if necessarySlide 39
Stages of Successful Education Audience investigation State goals Select media and materials Utilize media and materials Require learners cooperation Evaluation and overhaulSlide 40
Peoples Education TIPS Discuss; DON\'T LECTURE! Consider incidental & financial components Respect social/otherworldly convictions and states of mind Ask the general population what they comprehend about the wellbeing issue Assess the general population\'s availability for change K
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