Theories and Models of Health Education - Assignment Example

Theories and Models of Health Education Introduction Theories and models which are accepted facts attempting to give a rationaleexplanation and models representing essential structure in symbols or physical manifestations can be used to demonstrate and explain health education. Health education encompasses opportunities for learning that include modes of communication that enhance individual’s skills, knowledge and the overall literacy of a community. It helps in building individual’s confidence and ability to interact with the environment and fosters handling of socioeconomic factors that affect health.

There are various models and theories that have already been drafted to explain and provide an outline of how various basic health programs are executed, helping the entire community in appreciating various behaviors among people and help them improve them. These models were developed to provide a framework for other behaviorally based health education interventions, to identify a standard protocol for curriculum design, and to develop a theoretical structure indigenous to health education (Dennison & Golaszewski, 2002).

These models and theories that provide a framework for health education programs are explained as follows: Health Belief Model This theory is the most popular theory in health education and promotion. Its concept is that health behavior is by far determined by own belief or how someone perceives a certain disease, its range of severance and occurrence which are enhanced by the factors from within (intrapersonal factors) that influence the health behavior of that individual. The theory revolves around perceived seriousness, susceptibility, benefits and barriers that have been used to show action, encouraging factor and the self worth (McCormick-Brown, 1999).

Individual Perception Modifying Factors Likelihood of Action Age, Sex, Perceived Benefits Minus Perceived barriers Ethnicity, Personality, Socioeconomic, knowledge Perceived susceptibility Perceived Threat Likelihood of Behavior Perceived Severity Cues to Action Social Learning Theory It explains the need of observing and coming up with a model of a person’s behavior emotional reactions to others and his/her attitude. It is imperative for individuals to consider the effects of rot their dealings or actions to cause something from within.

It further explains the individual behavior in terms of interaction with themselves, other people and the entire surroundings (Bandura, 1977). Its main components underlying this theory are attention, retention motor reproduction and motivation. In essence, the attention that an individual display in relation to functional value and complexity in regard to observer manifestations. Retention will embed itself on the symbolic and ability to remember. Motor reproduction on the other hand represents the physical capabilities of reproduction whereas motivation depicts the personal esteem especially external.

To ensure that the objective of health education is achieved, the various physical, mental and self esteemed essentials need to be aligned so that the person is able to effectively lower down to the basics of his or her ability to believe in his/her strength regardless of their orientations in health. Theory of Reasoned Action It is oriented in understanding and hence predicts the person’s social behavior. Thus, one is able to determine the intention of the individual behavior leading to a decision being made.

This theory primarily relies on the person’s attitude to behave in that manner and the influence of the social factors in performing the behavior. The attitude is in relation to the consequences that a person belief will result from acting in a decided manner (Godin, 1986). For purposes of making health education more effective, this theory provides that the educators should help individuals develop a positive attitude which should be exhibited by the behavior. This means that various negative beliefs held by persons in the community in terms of health may be rendered ineffective bearing in mind the attitudes that the community has in certain health issues.

Moreover, enhancing health education starts with the thoughts and manifests of the individual regarding the actions and presumed consequences. Diffusion of Innovations Theory It entails developing new ideas, mode of communicating the ideas, time factors in question and the interrelated units of the social sphere that help in achieving the objective. It therefore explains the various factors that affect individual’s innovations such as acceptance and rejection of the innovation, its knowledge, attitude and implementation (Davies, 1979).

Therefore in developing an outline for health education, this theory explains that the idea has to be satisfying a certain threshold of implementation and how efficient it will be in promoting community health. Diverse Populations In a community, handling various groups of people in approaching them for purposes of educating them on matters of health is very diverse depending on their age, gender, race, minority and majority issues and the various special needs that people have such as disabilities and functional illiteracies.

This therefore means that a totally different method is required to handle the following categories of special groups: Clients with disabilities and/or functional illiteracies In promoting behavior change among persons with disabilities and functional illiteracies, there are various strategies that can be employed: a) Encouraging participation in sports competitions For positive behavior change, people with disabilities should be given a chance in participating in sports and other co-curricular activities that will boost their health and help them realize that disability is not inability, for instance, in athletics where they compete with wheelchairs and also lawn tennis (Peabody & Pettit, 2008). b) Leadership positions Health education can play a big role in developing careers for persons with disabilities.

This involves creating a level ground for them to engage in business managerial positions, politics and other leadership positions in the society. c) Engaging them in Social activities Persons with functional disabilities can be engaged in social activities such as charity work, church activities and other avenues that promote participatory nature of doing things. In this way, it helps them to change their attitude towards various issues in the society and their implications. It there cultivates the energy in them in a positive way hence helping them change their behavior hence regaining their abilities to contribute to the community projects and even their own goals (Minelli & Breckon, 2008).

References Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Davies, S. (1979). The Diffusion of Process Innovations. Cambridge: Cambridge University Press. Dennison, D., & Golaszewski, T. (2002). The activated health education model: Refinement and implications for school health education. Journal of School Health, 72 (1), 23-26. Godin, G. (1986). Theories of Reasoned Action and Planned Behavior: Overview of fondings, emerging research problems and usefulness for exercise promotion. J.Appl.

Sport Psychol. McCormick-Brown, K. (1999). Health Belief Model. Retrieved from http//hsc.usf.edu/kmbrown/Health_Belief_Model_Overview.htm Minelli, M. J., & Breckon, D. J. (2008). Community health education: Settings, roles, and skills. Sudbury, MA: Jones and Bartlett Publishers. Peabody, K. L., & Pettit, M. L. (2008). Theory smeary! An analysis of intrapersonal theories and models in health education. American Journal of Health Studies, 23 (2), 100-104.