1. Dr shabeel’s presentations

2. INTRODUCTION
The practice of instructing people
and communities in the principles of
hygiene and in ways of avoiding
disease is a very ancient one.
An elementary study of the history of
medicine reveals that since time
immemorial it has been considered a
necessity to instruct communities in health
matters for their protection and survival.

3. DEFINITIONS
 The National Conference on Preventive
Medicine [USA]
Health education is a process which informs,
motivate and helps people to adopt and maintain
healthy practices and life styles; advocates
environmental changes as needed to facilitate
this goal and conducts professional training and
research to the same end.

4.  WHO Definition
Health education, like general education,
is concerned with changes in knowledge,
feelings and behaviour of people.In its
most usual forms, it concentrates on
devoloping such health practices as are
believed to bring about the best possible
state of well being.

5. AIMS OF HEALTH EDUCATION
 To inform the general public of the principles of
physical and mental hygiene and methods of
preventing avoidable diseases.
 To create an informed body of opinion and
knowledge. (social workers, teachers)
 To give the public accurate information of
medical discoveries.
 To facilitate the acceptance and proper usage of
medical measures.

6. METHODS OF APPROACHES IN
HEALTH EDUCATION
1. Legal or Regulatory Approach
3. Administrative or Service Approach
5. Educational Approach

7. Legal or Regulatory Approach
 Makes use of the law to protect the health
of the public.
 Eg : Epidemic Diseases Act , Pollution Act
 Limitations :
1. applicable only at certain times or
limited situations.
2. they may not alter the behaviour of the
individual.

8. Administrative or Service Approach
 Intends to provide all the health facilities
needed by the people
 ‘felt needs of people’

9. Educatinal Approach
 most effective
 Components :
1. motivation
2. communication
3. decision making
• results slow , but permanent and enduring.
• Suffient time for an individual to bring about changes
• information asfacts as well as unlearning wrong
learning new
well.

10. CONTENTS OF HEALTH
EDUCATION
1. Human Biology
2. Nutrition
3. Hygiene
4. Family Health Care
5. Control of Communicable and Non-
Communicable Diseases
6. Mental health
7. Prevention of Accidents
8. Use of Health Services

11. Human Biology

12. Nutrition
 for prevention of malnutrition
 Taught nutrient value of food stufs
 Method of preparation , storage
 Help people to choose balanced diet

13. Hygiene
Personal Environmental

14. Family Health Care
 Strengthen and improve the health of the
family as a unit rather than as an
individual.
 Maternal and child health care, family
planning, immunization, nutrition, etc.

15. Control of Communicable and Non-
Communicable diseases
 Provide elementary knowledge about the
nature of the diseases and methods of
preventing them.

16. Mental Health
 Depression, neurosis, mental anxiety and
emotional disturbances
 Basic knowledge of common
psychological ailments, its detectio,
methods of prevention and treatment.

17. Prevention of Accidents
 People taught about basic safety rules
and prevent common accidents.

18. Use of Health services
 People should be informed about various
health services and preventive
programmes available to them.

19. STAGES IN ADOPTION OF NEW
IDEAS AND PRACTICES
STAGE OF UNAWARENESS STAGE OF AWARENESS
Not aware of new idea or practice Gets some information but not
know much
STAGE OF EVALUATION STAGE OF INTEREST
Find out advantages & Shows interest to know more
disadvantages Listen, read
STAGE OF ADOPTION
STAGE OF TRIAL
Accepts new idea as beneficial
Puts it into practice
to him & adopts it

20. PRINCIPLES OF HEALTH
EDUCATION
 INTEREST
 PARTICIPATION
 COMPREHENSION
 MOTIVATION
 REINFORCEMENT
 KNOWN TO UNKNOWN
 LEARNING BY DOING
 SOIL, SEED & SOWER
 COMMUNITY LEADERS
 GOOD HEALTH RELATIONS

21. Interest
 Topic of interest
 Identify the ”felt needs” of the people
 Then prepare a programme

22. Participation
 Educator should encourage people to
participate in health education
programmes
 Group discussions, panel discussions, etc
provide oppurtunities for people’s
participation
 Leads to acceptance

23. Known to Unknown
 Start with what the people already know
and then give the new knowledge
 Existing knowledge as people as the basic
step

24. Comprehension
 Determine the level of literacy and
understanding of audience.
 Language of communication,
understandable to audience
 Usage of technical or medical terms
should be avoided.

25. Reinforcement
 Also called as “booster dose”
 Refers to repetition needed
 When not possible for people to learn new
things in short time

26. Motivation
 Defined as “the fundamental desire for learning
in an individual”
 2 types :
primary motive  inborn desires
food, clothing, housing
secondary motive  outside forces
gifts, a word of praise,
love, rewards

27. Learning by Doing
 Learning process accompanied by doing
the new things.
 Based on famous Chinese proverb “if I
hear, I forget ; if I see, I remember ; if I do,
I know.

28. Soil, Seed & Sower
 Soil  people to whom education is given
 Seeds  Health facts to be given
 Sower media to transmit the facts
 All components are interdependent and
result in dynamic interaction.

29. Good Human Relations
 health educator should have good
personal qualities
 Should be able to maintain friendly
relations with people
 Should have a kind nad sympathetic
attitude

30. Community leaders
 Leaders can be used to reach people of
the community and to convince them
about the need for health education.

31. HINDRANCES OR BARRIERS IN
PROCESS OF COMMUNICATION
 Psychological barriers
 emotional disturbances
 depression
 neurosis
 Physiological barriers
 difficulties in self-expression
 difficulties in hearing or seeing
 difficulties in understanding

32. HINDRANCES…
 Environmental barriers
 excessive noise
 difficulties in vision
 congested areas
 Cultural barriers
 persistent patterns of behaviour, habits,
beliefs, customs, attitudes, religion, etc

33. EDUCATIONAL AIDS USED IN
HEALTH EDUCATION
1. Audio aids
2. Visual aids
3. Combination of Audio-Visual aids

34. Audio Aids
 Based on principles of sound, electricity and
magnetism
 megaphones
 public addressing systems or
microphones
 Gramophone records
 Tape recorders
 Radios
 Sound amplifiers

35. Visual Aids
 Based on principles of projection
Projected aids – needs projection from a
source on to a screen
 films or cinemas
 film strips
 slides
 overhead projectors
 epidiascopes
 transparencies
 bioscopes
 video cassettes
 silent films

36. Non-projected Aids – do not require
projection
 blackboard
 pictures
 cartoons
 photographs
 posters
 flashcards
 charts
 brochures
 models
Other aids – traditional media which makes use of light and sound stimuli
 Folk dances and Folk songs
 Puppet shows
 Dramas

37. Combination of Audio-Visual Aids
 Modern media available
 Sound & sight combined together to
create a better presentation
 televisions
 tape and slide combinations
 Video Cassette Players and Recorders
 Motivation pictures or Cinemas
 Multimedia Computers

38. HEALTH EDUCATION FOR THE
GENERAL PUBLIC
 Mass communication literally means
communication that is given to a community
where the people gathered together does not
belong to one particular group.
 Advantages
 large no. of people can be reached
 people of all socio-economic status
irrespective of their caste, creed and religion
 Medias
televisions, radios, posters, news papers, etc

39. ESSENTIALS OF HEALTH
EDUCATON TO THE PUBLIC
1. Accuracy and Truth
3. Presentation must be simple
5. Health education should be factual
7. Principles of health should be taught

40. CONCLUSION
In a field such as health, it is natural that
“helping people to help themselves”
should be as important as direct service.