Health Education and promotion-Dr Sudeep.pptx

HEALTH EDUCATION &
PROMOTION
DR SUDEEP
DEPT OF PHD

CONTENTS
INTRODUCTION
HEALTH EDUCATION
● Definition
● Objectives
● Approaches To Achieve Health
● Models Of Health Education
● Principles Of Health Education
● Contents Of Health Education
● Health Education & Propoganda
● Communication
● Educational Aids Used
● Methods
HEALTH PROMOTION
● Definition
● Logo
● Priority Action Areas
● Approaches
CONCLUSION
REFERENCE

INTRODUCTION
Education
Latin*Educare and *Educere:to bring out and to lead
Health education is an active learning process, which aims at favorably changing attitudes and
influencing behavior with respect to health practices. The same principles, which govern any learning
situation, are inherent in the process of health education. For example, there must be motivation to
learn, a value placed on the learning and participation of the learner. Education is a learning process
or a series of learning experiences through which an Individual informs and orients himself to develop
skills and intelligent action.
Health education is vital to the practice of prevention. It is the channel for reaching the people and
alerting them to the doctor's services and to all other community health resources. A "health-
educated" person is well aware of his own responsibility and of the steps he himself must take to
receive the full benefits of prevention at all levels.

DEFINITION
“Health Education comprises consciously constructed opportunities
for learning involving some form of communication designed to
improve health, literacy, including improving knowledge and
developing life skills which are conductive to individuals and
community health.” -WHO Health Promotion Glossary,1998

OBJECTIVES
● Informing people( Cognitive objective) :People are informed about
different diseases, etiology and how to prevent them.
● Motivating people (Affective objective): It is concerned with clarifying,
forming or changing attitudes, beliefs, values or opinions. The mere
presence of information does not improve health. Motivate them to alter
their lifestyles so that it becomes favorable to promoting health and
preventing disease. Motivation has been defined as "a combination of
forces which initiate, direct and sustain behaviors".
● Guiding into action (Behavioral objective) :It is concerned with the
development of skills and action. A person who has obtained health
information might be motivated to change his behavior and lifestyle.
However he might need professional help and guidance so as to bring
about these changes and to sustain these altered lifestyles.

APPROACHES TO ACHIEVE HEALTH
1. Legal or regulatory approach
2. Administrative or service approach
3. Educational approach
4. Primary health care approach

1. Legal or regulatory approach:
This is the form of approach that makes use of the law. The government makes laws and
regulations in order to safeguard the health of its people. Examples for this type of approaches
include,
• Epidemic Diseases Act,1897
• Pollution Act,1981
• Food Adulteration Act 1954 and
• Environmental Act.1986
Drawbacks:
• They are applicable only at certain times or in limited situations.
• They may not alter the behavior of the individual.
• These laws are not democratic since they interfere with an individual's personal choices.

2. Administrative or service approach:
This form of approach intends to provide all the health facilities to the people with the
hope that they will use it.
Drawbacks:
*It becomes a failure if the service is not based on the felt needs of the people.
Eg: A dental program using sophisticated equipment, providing all kinds of treatment
free of charge might become a failure if
*It is planned in an area where there is an epidemic of gastroenteritis.
3. Educational approach:
This form of approach is found to be the most effective means for achievement of changes in the
health practices and lifestyles of the community. The components of this approach are motivation,
communication and decision making. Another important factor in this approach is that sufficient time
should be allowed for the individual to bring about the desired changes in his behavior.
It may involve not only learning new "facts" but "unlearning" wrong information as well.

4. Primary health care approach:
This is an approach that involves full participation and active involvement of the people starting from
the planning stage till the delivery of health services. This is based on the principles of primary
health care, i.e., community participation. This can be achieved by providing the necessary
guidance to help people identify their health problems and to find solutions to these problems.
MODELS OF HEALTH EDUCATION
1. Medical model
The medical model is concerned with the diagnosis and treatment of disease and
technological advances to facilitate this process. Health Information was provided to
people hoping that they would use this information to improve their health.

2. Motivation model
When people did not use the information provided to them, it was felt that just providing information is
not sufficient, the individual must be motivated to translate the health information into action. But the
adoption of new behavior is not a simple act, it is a process consisting of several stages,
Stages in the adoption of new ideas and practicel
● Unawareness
● Awareness
● Interest
● Evaluation
● Trial
● Adoption

a) Stage of unawareness:
This is the stage in which the individual is not aware of the new idea or practice.
b) Stage of awareness:
some This is the stage in which the individual has general information about the new idea or practice,
but he does not know much about it's usefulness, limitations etc.
c) Stage of interest:
This is the stage in which the individual shows interest in knowing more about the new idea or practice.
The individual is keen to listen to or read about the new method.
d) Stage of evaluation:
This is the stage in which theindividual tries to find out the advantages and disadvantages of the new
method. He evaluates whether the new practice will be beneficial to him and his family. After proper
evaluation the individual takes a decision to accept or reject the new idea.
e) Stage of trial:
This is the stage in which the individual decides to put the new idea or method into practice. Additional
information and proper guidance should be given at this stage to the individual to eliminate problems
encountered in putting the new method into practice.

f) Stage of adoption:
This is the stage in which the individual finally accepts the new idea or practice as beneficial to him and
adopts it. The individual can also reject the idea or practice at any stage, either because he feels it is not
of any benefit to him, or because of economic or cultural reasons or because adequate information was
not made available to him.
All these stages need not be followed in adopting a new idea or practice. Some stages may be skipped.
The adoption of the practice as part of his own existing values is called internalization.
These stages can also be summarized as: (given by Prochaska and DiClemente, 1992)
1. The pre-contemplation stage
Here, the person is engaged in a certain type of behavior, which is unhealthy and he is continuing with
this behavior
2. The contemplation stage
Here, the person is thinking of changing his behavior and studying the pros and cons

3. The preparation stage
Here, the person has decided to make the change and is preparing himself by making plans
4. The action stage
Here, the actual behavior change is done
5. The maintenance stage
Here, the person is maintaining the changed behavior

3. Social intervention model
The motivation model ignored the fact that in a number of situations, it is not the individual alone who
needs to be changed but also his social environment. It was also found that people will readily accept
and try something new when it has been approved by the group to which they belong. This gave birth
to the idea of social intervention model.
Eg: When helping a person quit the habit of smoking, in addition to motivating him, there is also a need
to change his social environment. Tobacco cessation is easier when a person is in an environment in
which people don't smoke, when there is no cigarette exposure at home and when spouse or friends
did not smoke.
Therefore, a coherent strategy needs to be developed with a combination of approaches using all
methods to change behavior promote health

PRINCIPLES OF HEALTH EDUCATION
The principles of health education, can be categorized as follows:
1. Credibility
2. Interest
3. Participation
4. Motivation
5. Comprehension
6. Reinforcement
7. Learning by doing
8. Known to unknown
9. Setting an example
10. Good human relations
11. Feedback
12. Community leaders

1. Credibility
It is the degree to which the message is perceived as trustworthy by the receiver.
It should be scientifically proven, based on facts and should be compatible with
local culture and social goals
2. Interest
If the health education topic is of interest to the people, they will listen to it. The
health educator should identify the "felt needs" of the people and then prepare a
program that they can actively participate in to make it successful. Felt needs is
the, requirement of, or, care as determined by the patient or the public.
3. Participation
The health educator should encourage people to participate in the program. Once the people are
given a chance to take part in the program it leads to their acceptance of the program. Certain
methods like group discussions, panel discussions etc. provide opportunities for people's
participation.
4. Motivation
Motivation can be defined as "the fundamental desire for learning in an Individual. Motives are of two types
Primary motives and Secondary motives. The primary motives in life are inborn desires and/or forces, which
drives an individual into action.

● Food, clothing and housing are examples of primary motives The secondary
motives are desires that are the results of outside forces. Examples for secondary
motives are gifts, love, a word of praise, rewards etc.
● In health education, the need for incentives is a first step in learning to change.
The incentives may be positive or negative. Praise, rewards and promise of health
are examples of positive incentives whereas punishment or fear of death are
negative incentives.
● Health education can also be facilitated by the motivation provided by the desire
to achieve individual goals. For example, for a teenager, esthetics might be a
motive to take care of his/her teeth whereas for an adult, the expenses of
undergoing restorative care might be the motivating factor for taking care of
his/her teeth.

5. Comprehension
It refers to the level of understanding of the people who receive the health education. The health educator
should first determine the level of literacy and understanding of the audience and act accordingly. Words
that are strange or new to the people should not be used. Usage of technical or medical terms, which are
not familiar to the common man should be avoided.
Eg: A statement saying "Eat food items which are non cariogenic may not be comprehensive to the layman.
A better way of explaining would be Avoid food stuffs which are sweet and which stick to your teeth like
toffees and pastries. Eat food items like fruits and raw vegetables which in addition to being healthy, also
help in keeping your teeth clean."
6. Reinforcement
This is the principle that refers to the repetition needed in health education. It is not possible for the people to
learn new things in a short period of time.Sorepetition is a good idea. This can be done at regular intervals
and it helps people to understand new ideas or practices better This principle can be called as a
"booster dose" in health education.

7. Learning by doing
Just by listening to new ideas or sering new things, it might be difficult to implement them. If the
learning process is accompanied by doing the new things, it is better instilled in the minds of the
people This principle is based on the famous Chinese proverb "if I hear, I forget, If I see. I
remember; If I do, I know"
Eg: It is difficult to even remember the method of tooth brushing if the procedure is only heard
on the radio. It might be difficult to master the act of proper tooth brushing even by watching a
demonstration. However, after the demonstration, if it is practiced under the guidance of an
expert, the proper method of tooth brushing can be learnt.
8. Known to unknown
Before the start of any health education program, the health educator should find out how much the people alre
know and then give them the new knowledge The existing knowledge of the people can be used as the basic st
upon which new knowledge can be placed.
Eg: A health education program with the aim of introducing a toothbrush to a rural population will be better

9. Setting an example
The health educator should follow what he preaches. He should set an example
for other people to follow. Eg A health educator who participates in a program highlighting the ill effects of
tobacco should not be seen smoking since it sends a wrong signal and the seriousness of the situation is
lost.
10. Good human relations
This principle states that the health educator should have good personal qualities and should be able to
maintain friendly relations with the people. The health educator should have a kind and sympathetic
attitude towards the people and should always be helpful to them in clarifying their doubts or repeating
what is not understood
11. Feedback
For any program to be successful it is necessary to collect a feedback to find out if any modifications are
needed to make the program more effective.

12. Community leaders
Community leaders can be used to reach the people of the community and to convince them
about the need for health education. The leaders can also be used to educate the people, as
they will have a rapport and will be familiar with the people of their community. The leader will
have an understanding of the needs of the community and advise and guide them.
Health education for rural people can be achieved through the head of the village, whereas
school children can be approached through the headmaster or school teacher

CONTENTS OF HEALTH EDUCATION
The contents of health education can be categorized into seven main divisions as
follows:
● Human biology
● Nutrition
● Hygiene
● Family health care
● Control of communicable & non
● Communicable diseases
● Prevention of accidents
● Use of health services

HEALTH EDUCATION AND PROPAGANDA
Propaganda is merely a publicity campaign aimed at presenting a particular thing or concept in a
favorable light in such a way that the public may accept it without thinking about it analytically.
Health education on the other hand, promotes active thinking and assessment of the problem by the
people and encourages them to decide for themselves whether they want to change and in what
manner.

Health Education and promotion-Dr Sudeep.pptx

COMMUNICATION
Communication is regarded as a two way process of exchanging or shaping ideas, feelings and
information to bring about desired changes in human behavior. According to the "Soil, Seed and
Sower" principle, the people to whom health education is given can be compared to the soil, the
health facts to be given can be compared to the seeds and the media used to transmit the facts can
be compared to the sower.
Definition:
Health communication is defined as "a key strategy to inform the public about health concerns and to maintain
important health issues on the public agenda. The use of the mass and multimedia and other technological
innovations to disseminate useful health information to the public, increases awareness of specific aspects of
individual and collective health as well as importance of health in development. -WHO Health Promotion
Glossary, 1998
Communication is essentially the transfer of ideas, messages or information from one person to another.
Communicating is like a two-way street. which entails the relation between the sender and the receiver.

In this process, a cycle of communicating messages is formed between the sender and the receiver.
The sender is required to conceive the message he/she wishes to send, encode this message and then
transmit. The receiver then is required to receive the message, decode is and clarify his/her
understanding of the message. It is effective when it gets the desired action or response.
From the sender's perspective one needs to have the following essential skills:
• Skills to compose the message
• Skills to send the message
From the receiver's perspective one needs to have the following essential skills:
The skill of receiving a message
• Without assumptions
• Placing biases aside
• Actively listening

Components of communication
The components of communication are: Sender, receiver, message, channels of communication and
feedback.
Sender:
• He is the originator of the message
• His objectives should be clearly defined
• He should know the interests and needs of his audience
• He should know the message
• He should know the channels of communication
Receiver:
The audience may be a single person or a group.
The 2 types of audience are
• Controlled
It is held together by a common interest. It is a homogenous group.
Eg: A group of school children in a school
• Uncontrolled:It is a group, which has gathered together because of curiosity.
Eg: An audience of a street play in a busy area. People gather around out of curiosity. They are from
different walks of life with differing literacy levels, different socio-economic status, sharing nothing in
common

Message:
It is the information transmitted by the communicator to the recipient. A good message must be,
• In line with the objective
• Based on felt needs
• Clear and understandable
• Specific and accurate
• Timely and adequate
• Interesting
• Culturally and socially appropriate

Channels of communication:
It is the media used for communication. The media selected should be capable of making the communication
effective. The media chosen should be
• Efficient in transmitting the message
• Attractive to the audience
• Easily understandable by the people
Able to bring about good response and interaction by the people
The most common channel of communication is interpersonal or face- to-face communication. The
other methods are mass media like TV, radio and folk media like folk songs, dramas.
Feedback:
It is the flow of information from the audience to the sender. It provides an opportunity to modify
the message and render it more acceptable.
Eg: Opinion polls, interviews, questionnaire surveys

Types of communication
1. One way and two way communication
● One way communication (Didactic):
It is a type of communication where the flow of information is one-way from the sender to the
receiver. The drawbacks are,
• Knowledge is imposed
• Learning is authoritative
There is little audience participation
• No feedback
● .Two way communication (Socratic/ Dilectic):
In this method there is participation from both the sender and the receiver.
• Learning is active and democratic

2. Verbal and non-verbal communication
Verbal communication is the traditional way by word of mouth. Non-verbal communication involves a whole
range of bodily movements and facial expressions like smile, raised eye brows, frowning.
3. Formal and informal communication
Formal communication follows lines of authority, whereas informal communication is conversing with
friends or colleagues.
Keys to successful communication:
● Personal contact is important
● Always be courteous
● Be consistent and clear
● Listen to others and show interest

Barriers in communication
They can be classified as,
a. Psychological barriers: Emotional disturbances, depression, neurosis or any other psychosomatic
disorder can cause psychological barriers in communication. When interacting with individuals with
psychological problems, special methods and utmost care should be adopted in order to convey the
message to them.
b. Physiological barriers: They include difficulties in self-expression, difficulties in hearing or seeing, dif-
ficulties in understanding etc. When dealing with special groups, Eg: the deaf, dumb or blind, the
channels of communication should be selected in such a way as to target that group effectively.
c. Environmental barriers: They are due to excessive noise, difficulties in vision and congestion. These
can be overcome by making small groups and using appropriate channels of communication.
d. Cultural barriers: Communication must take into consideration the cultural factors like patterns of
behavior, habits, beliefs, customs, attitudes, religion etc.

The verbal barriers are:
• Attacking
• Interrogating
• Criticizing
• Blaming
• Ordering
• Threatening
• Shouting
The non-verbal barriers are:
• Flashing eyes
• Rolling eyes
• Gestures out of exasperation

EDUCATIONAL AIDS USED IN HEALTH EDUCATION
1)Auditory aids
2) Visual aids and
3) A combination of audio - visual aids.
Auditary aids:
The auditary aids are based on the principles of sound. The most commonly used audio aids in
health education are,
a) Megaphones
b) Public addressing systems microphones or
c) Gramophone records and discs
d) Tape recorders
e) Radios
f) Sound amplifiers

Visual aids:
The visual aids are based on the principles of projection. Visualization helps individuals to
understand better.
The visual aids can be classified as projected and non-projected aids,
a) Projected aids:
These are visual aids, which needs projection from a source on to a screen.
The various projected aids include,
• Films or Cinemas
• Film strips
• Slides
• Transparencies
• Bioscopes
• Video cassettes
• Silent films

The advantages of using the above aids are that
• Real life situations can be enacted in films
• Complete process is self explanatory
• Creates a special interest among the audience to watch a film
• Situational effects can be shown in a film, which will leave a lasting impression in the viewer's mind
b) Non-projected aids:
These are visual aids, which do not require any projection. The commonly used aids without projection are,
• Blackboard
• Pictures, cartoons, photographs,
• Charts, posters

Combination of audio-visual aids:
These are the modern media available. The advantage of this type of media is that sound and sight can
be combined together to create a better presentation. They include.
(a) Televisions
(b) Tape and slide combinations
(c) Video players and recorders
(d) Motion pictures or cinemas
(e) Multimedia Computers
These also include the traditional media, such as
a) Folk dances
b) Folk songs
c) Puppet shows
d) Dramas

Points to remember when using educational aids in health education:
1. They should be considered as educational tools only.
The end product is not the result of the tools but depends upon the
"teacher", his technical skills, and the elements of the learning
process.
2. The selection and use of audio- visual material should be guided
by program objectives.
3. They should be suitable for the groups who are targeted.
4. Educational aids will be more effective when they are used in a
good environment with good lighting, ventilation, temperature and
comfortable seating.

METHODS IN HEALTH EDUCATION
Health education can be done targeting three main divisions, individuals, groups or
the masses. Any one or a combination of these methods can be used depending
upon the objectives to be achieved.
1) Individual approach
When an individual comes to the dental clinic or a health centre because of illness, the opportunity should be
used to educate him on matters of interest such as the cause and nature of his illness, its prevention,
beneficial diet, oral hygiene etc. This approach can also be used by public health personnel, since they will
be visiting homes and can interact with the individual and their families.
Advantages:
Can be done in a dentist's consultation room (two-way communication)
Discussion, argument and persuasion of an individual to change his behavior is possible
There is opportunity for the individual for asking questions and clearing doubts

Disadvantages:
Only small number can benefit
Health education is given only to those who come in contact with the dental surgeon or with public
health personnel.
2) Group approach
Group education is an effective way of educating the community. Suitable medium should be
selected based on the group targeted
a. Chalk and talk (Lectures)
A lecture is defined as "a carefully prepared oral presentation of facts, organized thoughts and
ideas by a qualified person
The chalk lends the visual component. The characteristics of a lecture are:
Should have an opening statement which gives the theme of the lecture
Group should not be more than 30 people
The duration of the talk should not exceed 15 to 20 minutes
Should be based on topic of current interest

b. Symposium:
• A series of speeches on a selected topic
Each speaker presents a brief aspect of the topic
• There is no discussion among speakers
• In the end, the audience may ask questions
• The chairman makes a summary at the end of the session

c. Group discussions:
A group is an aggregation of people interacting in a face-to-face situation.
Process of identifying problems & finding solutions collectively by members of group
• An effective group should consist of 6-12 members
The participants are seated in a circle There should be a group leader who initiates the subject, prevents side
conversations, encourages everyone to participate and sums up the discussion.
There slllhould be a recorder who prepares a report on issues discussed and agreements reached
Disadvantages:
There may be unequal participation. Some members may be shy and some may be dominating
d. Panel discussion:
Panel of 4 to 8 experts sit and discuss a topic in front of an audience..
Headed by a chairman who opens the session, introduces the speakers and keeps the discussion going
Audience are allowed to ask questions
Chairman sums up the different views presented

e. Workshop:
It consists of a series of meetings with emphasis on individual work with the help of resource persons.
• The total workshop is divided into small groups and each group will select a chairman and a
recorder.
• The individuals work, solve a part of the problem, contribute to group discussion and leave the
workshop with a plan of action for the problem.
f. Conferences or seminars:
• Programs range from half day to one week
Held on a regional, state or national level
• They usually have a theme

g. Role playing/socio drama:
The size of the group should be about 25. The audience should take active part by suggesting
alternative solutions and even by taking part in the drama.
The situation is dramatized to make communication more effective.
It is followed by a discussion of the problem.
Puppet shows used in villages is a type of socio drama
Useful for children's health education
h. Demonstrations:
Procedure is carried out step-by-step in front of an audience.
The method involves the audience in discussion and has a high motivational value.
The audience can then carry out the procedure themselves with expert help

3) Mass approach
Health education for a large community or the general public can be given using the mass media of
communication. Mass communication literally means communication that is given to a community where the
people gathered together do not belong to one particular group.
Advantages
• Large number of people can be reached
Disadvantage: One way communication Various mass media used are:
a) Television
Coverage to large number of people
Can also reach illiterate people
Can influence public opinion effectively
Provides entertainment as well as education
Disadvantage is the high cost

b) Radio
• Has a broader audience than television
• Can also reach illiterate people
• Economical and easily accessible medium
• Care should be taken to select the proper language and length of talk
c) Documentary films
Provide realism and motion
Disadvantage is the high cost
d) Newspapers / press
• Widely disseminated form of literature
• Disadvantage is the low readership in urban areas because of television /radios and in rural areas because of
illiteracy.

e) Printed material
• Health magazines, health information booklets and educational pamphlets are issued by
Government and non - governmental agencies
•
g) Posters
They should catch the eye and must be artistic
• Message should be simple and short
Should be placed in locations were people frequent like bus stands, hospitals
• They should be changed frequently to maintain their effect
h) Health museums / exhibitions
• If properly organized, they can attract large numbers of people
Museums with photographic panels and three dimensional models can be effective
Exhibitions must be conducted during fairs or festivals
Personal communication is possible in exhibitions where workers can explain each item on the exhibit.

i) Internet
The internet, a fast growing computer based communication system has opened vast capability of transfer of
knowledge. There are a number of internet sites, such as WHO, Ministry of Health and Family Welfare, Governm
India, providing health information to the community.
Disadvantages:
• Although large numbers of people are using it, it is still not accessible in rural areas.
• There are chances that internet might provide misleading information without any scientific basis. Therefore, p
should be advised to seek information only from web- sites belonging to authorized bodies or associations.

DEFINITION OF HEALTH PROMOTION
Health promotion is "the process of enabling people to increase control over, and to improve
their health Ottawa Charter for Health Promotion, First International Conference on Health
Promotion, Ottawa, 21 November 1986.
HEALTH PROMOTION LOGO

The main graphic elements of the HP logo are: one outside circle,
one round spot within the circle, and three wings that originate from this inner spot, one of
which is breaking the outside circle.
a) The outside circle, originally in red colour, is representing the goal of "Building Healthy
Public Policies", therefore symbolising the need for policies to hold things together This circle
is encompassing the three wings, symbolising the need to address all five key action areas
of health promotion identified in the Ottawa Charter in an integrated and complementary
manner
b) The round spot within the circle stands for the three basic strategies for health promotion,
enabling mediating, and advocacy", which are needed and applied to all health promotion
action areas.
c) The three wings represent (and contain the words of the five key action areas for health
promotion that were identified in the Ottawa Charter for Health Promotion in 1986. Overall,
the logo visualises the idea that Health Promotion is a comprehensive, multi-strategy
approach.

1. Building healthy public policy
Health promotion puts health on the agenda of policy makers in all sectors and at all levels,
directing them to be aware of the health consequences of their decisions and to accept their
responsibilities for health.
Legislative policy can have a very powerful influence on health by creating a social environment,
which protects or improves health.
Fiscal policy is a part of health promotion, which seeks to influence the cost of items influential to
health. Taxation of unhealthy products can increase their cost, making them less affordable
However this concept is debatable, sinceit might inrese increase pressure on the most
disadvantaged groups in society who are often heavily dependent on these unhealthy products.

.
2.Creating supportive environment for health
Health promotion generates and working conditions that are safe, stimulating, satisfying and enjoyable. The
protection of the natural and built environments and the conservation of natural resources must be addressed
in any health promotion strategy. The way society organizes work should help create a healthy society. This is
termed 'Organizational change
Eg: Establishing smoke-free areas, healthy catering services.
3. Strengthening community action for health
Health promotion works through concrete and effective community action in setting priorities, making
decisions, planning strategies and implementing them to achieve better health. At the heart of this
process is the empowerment of communities the ownership and control of their own endeavors and
destinies.

Community development draws on existing human and material resources in the community to enhance
self-help and social support. It also develops flexible systems for developing and strengthening public
participation in health matters.
This requires full and continuous access to information, learning opportunities for health, as well as funding
support.
Eg: Establishing self-help groups, where people affected by particular oral health problems share their
experiences and identify solutions.
4. Developing personal skills
Health promotion supports personal and social development through providing information,
education for health, and en- hancing life skills. By doing so, it increases the options
available to people to exercise more control over their own health and over their
environments and to make choic es conducive to health. Enabling people to learn,
throughout life, to prepare themselves for all of its stages and to cope with chronic illness
and injuries can be facilitated in school, home, work and community settings by
educational, professional, com- mercial and voluntary bodies.
Eg: Increasing patient's knowledge about the role of sugar and plaque in the etiology of
dental diseases and to develop tooth brushing skills and promote self care

5. Re-orienting health services
Reorienting health services requires a stronger attention to health research as well as to changes in professional
education and training. There must be a change of attitude and organization of health services, with the health sect
moving increasingly in a health promotion direction, beyond its responsibility for providing clinical and curative
services. The focus must be on development of appropriate high quality oral health care which places greater
emphasis on preventive care and on ways of supporting and maintaining oral health.
Eg: Dentists can be encouraged and rewarded for effective prevention and research activities.
The responsibility for health promotion in health services is shared among individuals, community groups,
health professionals, health service institutions and governments. They must work together towards a health
care system, which contributes to the pursuit of health.

APPROACHES TO HEALTH
1.Educational
This approach uses a range of methods to help individuals make informed choices about their health
related behavior. Although this approach is largely led by the expert, it does not persuade a person to
change, but provides individuals with choices, which they can select on their own.
2. Behavior change
It is an expert led approach based upon the assumption that the provision of information will lead to a
sustained change in behavior. This approach aims to encourage individuals to take responsibility for their
health and adopt healthier lifestyles. It persuades a person to
change in a particular direction.
3. Preventive
This approach aims at reductionin disease levels in which health professionals act as experts and the
patients are passive recipients of preventive care. This is called 'top down' authoritative style of working
Eg: Screening program for oral cancer

Essentials of Public Health Dentistry
4. Empowerment
This approach helps people in identifying their own concerns and priorities, and in developing the confidence and sk
to address these issues. This is a 'bottom-up approach in which the health professional acts as the facilitator He he
individuals or communities identify their problems and seek appropriate solutions. Empowerment helps to strengthe
community action for health. Community development is a way of empowering groups to become more actively
engaged in improving their health and well being
5. Social change
This approach aims to change the physical, social and economic environments to promote health and well-being To
achieve this requires changes in policy and political support through lobbying and policy planning
Each of the approaches has certain strengths and weaknesses, so a combi nation of approaches is the best way to
promote oral health.

CONCLUSION
● Health education and health promotion have the potential to tackle the underlying
determinants of oral health and thereby improve the oral health of all sections of
society. The success largely depends upon developing partnerships across agencies
and actively involving local people in the whole process.
● Health education seldom has an immediate direct impact on behavior. It predisposes
behavior through changes in knowledge, attitude, beliefs, values and perceptions.
Health education is vital to the practice of prevention. It is the channel for reaching the
people and alerting them to health services and resources.
● The focus of health education is on people & their actions through planning and
teamwork Its goal is to make realistic improvement in the basic quality of life.

The classic answer is the ‘babies in the water’ analogy:
You’re walking by a river when you see a baby float by. Naturally, you jump in and pull the baby
to safety. Then you turn around and see another, and you jump in and do the same. This
happens a third time, and a fourth. A downstream approach to the problem is stationing a man
there permanently to pull babies out of the water. An upstream approach is finding out how they
get into the water in the first place, and preventing it.

ESSAY
1.Define dental health education. Discuss its principles and classify its barriers.Add a note on audio visual aids.
2.Define health education.Discuss in detail about various methods used.
3.Define health education. Explain its principles and barriers.How do you overcome these barriers?
SHORT ESSAY
1.Barriers of health communication
.2.Classify various audio-visual aids used in health education.
3.Principles of health education
SHORT NOTES
1.Mass media
2.Barriers in communication
3.Audio visual aids
4.Health promotion
5.Seed -soil - sower concept

Reference:
Textbook of Public Health Dentistry ( 7 th
Edition)- Soben Peter

Health Education and promotion-Dr Sudeep.pptx

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