For graduate studies

2. A comprehensive health program in
the society should influence, in a positive
way, knowledge, attitudes and behaviours,
ultimately leading to an enhanced quality of
life for all. Through the involvement of
home, school and community, the
comprehensive health program should relate
to every aspect of a person’s life including:
the physical, intellectual, emotional, social
and moral development.

3. A comprehensive health program
encompasses a wide range of home, school
and community personnel collaborating to
enhance the well-being of all. The program
deals with a broad spectrum of health topics
in an integrated and holistic way. The health
instruction component of the program
should be coordinated with health services,
within a healthful school and community
environment.

4. Comprehensive health programs achieve
their goals through:
 formal and informal instruction
 support services
 a healthy environment
 social support

10.  Develop a basic understanding of the
components of health.
 Develop a positive self-concept and to
exhibit self-efficacy.
 Foster an awareness of the role of the
school, the home and the community as they
relate to all aspects of health.
 Develop skills and to promote behaviours for
health and injury prevention.
 Promote and to reinforce positive attitudes
towards health and well-being.

11.  Foster the idea of self-responsibility and
capability for health and well-being.
 Help acquire a body of knowledge and skills
that will lead to sound decision making
regarding health and well-being.
 Encourage the appropriate selection and use
of health information and services.
 Promote a holistic view of health as a
resource for everyday living.

13. What is ‘psychology’ and why is
it so important in the context of
health education?
What do we mean by ‘health’
and why is psychology central to
the effective delivery of health
education?

15. Psychology is the study of human
behaviour, thought processes and
emotions
Health psychology refers to the
application of psychological theory and
research to promote evidence-based
personal and public health.
Therefore psychology sits
alongside these other disciplines to
make an important contribution to the
health and well-being of the population.

17. There are many ways in which
psychological theory and research can
contribute to improvements in health
education including:
 appreciate how people’s understandings
and needs vary, so that we can try to
ensure that the individualized care we
provide is both appropriate and optimal;
 gain a better understanding of
communication processes so that we can
identify ways of improving the
therapeutic relationship and work more
effectively in interprofessional and inter-
agency contexts;

18.  identify factors that affect how people
cope with such situations as acute and
chronic illness, pain and loss, and the
demands of everyday life
 inform us about factors that influence
people’s lifestyles and what motivates
certain health-related behaviours such as
smoking, dietary change and exercise
 apply evidence-based interventions to
enhance health and well-being
 help people to change or modify their
lifestyles.

20.  The Sociology of Health Education
examines the interaction
between society and health.
 The objective is to see how social life has
an impact on morbidity and mortality
rate, and vice versa.
 The sociology of health education covers
sociological pathology (causes of disease
and illness), reasons for seeking particular
types of medical aid, and patient
compliance or noncompliance with
medical regimes.

21. EXAMPLE:
Health, or lack of health, was once
merely attributed to biological or natural
conditions. Sociologists have demonstrated
that the spread of diseases is heavily
influenced by the socioeconomic status of
individuals, ethnic traditions or beliefs, and
other cultural factors. Where medical
research might gather statistics on a
disease, a sociological perspective on an
illness would provide insight on what
external factors caused the demographics
who contracted the disease to become ill.

22.  There are obvious differences in patterns
of health and illness across societies, over
time, and within particular society types.
 There has historically been a long-term
decline in mortality
within industrialized societies, and on
average, life-expectancies are
considerably higher in developed, rather
than developing or undeveloped,
societies.
 Patterns of global change in health care
systems make it more imperative than
ever to research and comprehend the
sociology of health and illness.

23.  Continuous changes in
economy, therapy, technology and
insurance can affect the way individual
communities view and respond to the
medical care available.
 Advancing information is vital because as
patterns evolve, the study of the
sociology of health and illness constantly
needs to be updated.