The paper "Health Education" is a great example of a report on education. Health education is defined in a number of ways but if one is familiar with the relationship between health behaviour and education, it is generally a systematic, planned, and set of techniques that positively influence antecedent behaviours such as awareness, knowledge, skills, beliefs, attitudes, and so on, and facilitate voluntary development of healthy behaviour (Sharma & Romas, 2011). Since people’ s behaviour plays an important role in the acquisition and persistence of different health problems, health education becomes a professional and scientific field focusing on major causes of mortality and morbidity, behavioural and lifestyle factors such as diet, substance abuse, sedentary work and leisure, and so on.
In other words, health education is aimed at making individuals aware of both positive and negative consequences of their behaviour (Koelen & Van de Ban, 2004). Health promotion is multifaceted and often utilizes different approaches depending on circumstances and need. These approaches are not only correlated but overlapping and complementary in practice such medical and behavioural change approaches intended to prevent disease and disability by promoting the uptake of disease-preventing medicine and attempts to encourage people to adopt a healthy lifestyle.
The education approach, on the other hand, is linked to empowerment where health agenda is communicated to improve individual and collective health as well as preventing illness by influencing knowledge, attitudes, and behaviour of people in the community (Piper, 2009). As opposed to traditional approaches that commonly stress individualism, empowerment in health education is consciousness-raising and community centred. It is a process of liberating people’ s capacity to act with others to grow, change, and improve quality of life (Black et al, 2009). A good example of such an approach is the IVAC model (Investigation-Visions-Action-Change) developed by Jensen used to support the Health Promoting Schools project aimed to promote health through both formal and informal curriculum.
HPS also promote equity and empowerment in learning about health. The model, on the other hand, provides students with opportunities to define local health problem, acquire knowledge, envision a possible solution, and take some action to address it (Ferreira & Welsh, 1997). Three schools were selected as part of HPS, one in Australia, one in Denmark, and one in the Czech Republic.
This Australian school was chosen because of its continuing involvement in Queensland's Health Promoting Schools programme. Students spent four weeks investigating the effect of television viewing on their health. Activities include reviewing the content of the current children’ s programme on television aimed to facilitate the discovery of the most common type of advertising shown during the programme such as toys and fast food. The discovery enables students to imagine alternative advertising and developed posters of these alternatives with a healthier theme.
Some students developed a booklet of outdoor games to encourage other students to play outdoors more often rather than watching television most of the time. Democratic approaches to health education such as this can help improve the health of children, create a supportive environment for health, strengthen community involvement and action, empower individuals and enable the development of personal skills (ibid). There are several types of health education. There are health educations implemented in a school environment to support healthy behaviours. Community-based health education draws on social relationship and organizations that include media and interpersonal strategies.
This community intervention is often conducted in churches, clubs, recreation centres, and typically designed to encourage healthful nutrition, reduced risk of cardiovascular disease, and so on. There are also worksite health promotions aimed to improve worker health and health practices. For high-risk individuals, health education is conducted in health care settings and focusing on preventing and detecting disease, and helping people make decisions in managing acute and chronic diseases. At home, health education and behavioural change are conducted through different channels such as home visits, Internet, telephone, and mail (Glanz et al, 2008).