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KINGDOM OF SAUDI ARABIAMINISTRY OF HIGHER EDUCTION

KING SAUD UNIVERSITYCAMS DEPARTMENT\ HE

SOCIAL CONCEPT OF HEALTH EDUCATION SERVICES

Remember by “ Promote and Help Others To …….. ?

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CHS383

EISA ALI JOHALI عيسى بن علي الجوحلي

بسم الله الرحمن الرحيم

The Healthy Individual Health Family and Society

Johali 2nd Step To Holistic Saudi HE & Happiness Society

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EISA ALI JOHALI

عيسى بن علي الجوحلي

A Lecturer• Bachelor A. M. Sc. Heath Education, KSU 1407 /1987

•Short Fellowship Planning Health Professions Education, UIC, USA 199•MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in

Nursing, UK 1995•PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept.

2012

Author of Two Published Books & 3 Projected

http://faculty.ksu.edu.sa/JOHALI/default.aspx Johali59@hotmail.com WL Messengers SCHE 2014

http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 https://twitter.com/TheNature2011 Dr. Eisa Johali

بسم الله الرحمن الرحيم

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CHS383 Promontory

Social Concept (Context) of Health Education (CHS 383) is the 2nd course I teach to you. It is one of basic health education courses after the principles (CHS282) that I taught you last semester & the CHS 232.

Therefore you have to recall what you have been taught in these two courses. Meanwhile you have to think that you are going to use these knowledge, attitudes and skills in the next courses and your future education and profession

My role is to promote and help to be ready and willing to have meaningful lifelong learning" But I can't think instead of you…You have to .."

The above statement is the summary of my teaching philosophy. Based on my postgraduate education and its following experiential earning "Student Centered" is my favorite approach. However, we have no choice; we have to follow our higher national educational system and its procedures with slightly modification to achieve the above vision. As an introduction to my teaching philosophy in my teaching and learning plan, lecture, assignments instructions and student assessment feedback, I use the most related Islamic teachings and Arabic Proverbs that can motivate and promote my students be active, independent thinker, honest and creative hard workers to satisfy themselves, their relatives and patients. The most motivating statements SUCH AS:

ب+ * ت.س- ي.ح0 ال. ي0ث+ ح. م-ن0 ه+ ق0 ز+ ي.ر0 و. ا ج: ر. م.خ0 ل.ه+ ع.ل0 ي.ج0 الله. ي.ت@ق- /و.م.ن0 [3، 2الطالق ]

ان:ا ق. ر0 ف+ ل.ك+م0 ع.ل0 ي.ج0 الله. وا ت.ت@ق+ /إ-ن0 [.29األنفال ]

: “ عنه ” الله رضي مالك بن أنس عن والسالم، الصالة أفضل عليه محمد نبينا الكريم رسوله وقول ) البخاري) أخرجه لنفسه يحب ما ألخيه يحب حتى أحدكم يؤمن ال

) مسلم ) رواه أخيه عون في العبد كان ما العبد عون في الله كان وسلم علية الله صلى وقولهوالترمذي داود وأبو

These Islamic Calls are our Evidences to assure Quality of Profession; Quality of NHEPC & Quality of Life today and for the Day after.

Meanwhile, do not forget the most common Arab Proverb:

“Nothing Itching Your Skin like Your Nail”

All the Learners will success; Except the one Who DO NOT Welling to Success” – mainly absent and who don’t care

Thus, “Be Ready and Willing to Success You Will Success ”

As I have taught you in CHS 282, I hope that you will be ‘learner who have to think, discover, reflect and be independent creative note taker and health educator, not just traditional ‘teacher dependent student’ who may not care to listen, hear, memorize and sure forget.

Lecturer Philosophy

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CHS 383 Course Description & L Objectives

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Course (code and NO): (CHS 383) Course title:Social Concept of Health

EducationCredit hours: 3 (2+1) Level: 6

Contact hours: 5 Prerequisite: CHS 282, CHS 232

After its briefly historical overview and comparative introductory to society, social and cultural context of health in Islam and worldwide. This course will explore the WHO and worldwide social determinants of health and their circumstances in which people are born, grow up, live, work, and age, as well as the systems put in place to deal with illness. These circumstances are in turn shaped by a wider set of forces: religious, economics, social policies, and politics (WHO Social Determinants of Health Key Concepts ; http://www.cdc.gov/socialdeterminants).. Finally, it will promote the learners to explore the recent contribution of behavioral sciences and behavioral change in holistic social and community health education & promotion (http://ije.oxfordjournals.org/content/31/4/722.full; and other live discussion topics) as they already studied the health behavior and theory of change in CHS 282…

Course Description

CHS 383 Course Description & L Objectives

At the end of this course, the students will be able to: 

1. Briefly overview of historical development of social and cultural context of HE in Islam and other societies

2. Defining related terms: Individual-Family- Society to Social and cultural terms

3. Explore the WHO and worldwide social determinants of health4. Explore the most common social forces affecting health education 5. Explore and examine recent contribution of behavioral sciences

and behavioral change6. Help learners to develop empathy for and a collaborative stance

toward individuals and populations with whom one will work in the field of 'public health = Community-Social Health Education'.

7. Promote interest in further study of the social and behavioral determinants of health.

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Learning Objectives

By Completing this course you will be able to: - - Probe the Reasons Behind CHS 232

- Acknowledge contribution of: - Social sciences in health education & promotion: individual, family and society

- Behavioral sciences in health education & promotion

- Identify social determinants of diseases.

- Understand and Use the Basic Concepts of Social and Behavioral Theories & Social changes

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Johali Teaching & Learning Plan – L Plan

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TOPICS - Teaching and Learning Activités Hours(45)

Weeks(15+)

Presenting and discussion the Course Objectives and Teaching Plan

Reasoning Why SCHE (The Place of SCHE in HE Profession JD& Education the Courses

4 1st – 2nd

A Brief Historical Probing and Defining SCHE: Individual-Family –Society to Social in Islam and Worldwide

9 3rd – 5th

WHO and worldwide social determinants of health

MIDTERM EXAM 1 \ Plan of Smart Practical Assignments

9 6-8th

Social forces affecting health education 9 9-11th

Recent contributions of behavioral sciences and behavioral

change in holistic social and community health education &

promotionMIDTERM EXAM 2 \ Submit-Present S. P. Assignments

9 10-12th

Live Discovery Topics SCHE \ Final Revision 5 13-14th FINAL EXAM 15-16th

Johali Reasoning )Why SCHE ? (

Health Educator Job DescriptionJob Title : Health Education Specialist Scientific Degree : Bachelor Degree AMS . Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific Knowledge & Skills: •Knowledge of health and educational issues, •Effective teaching methods and technologies•Effective Communication and Counseling Reported to: the Health Education Consultant Master\PhDJob Definition (Summary) :Health Education and Promotion job is a focal point for all allied health professions and health issues. Thus, HE have to work effectively with health teams, with community and organization representatives, they have to facilitate, teach and promote clients to learn how to improve and maintain healthy behaviors. Major Job Duties: As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the following “Duties and Responsibilities”: •Assessing patients, school and community health education needs•Managing and organizing health education activities. •Participate in providing health education in the local community (Inside Health Services and outside organizations such schools and industries..); •Select health education methodology appropriate to the target clients taken in consideration cultural interests and needs.•Prepare and participate in designing, evaluation and development of health education materials•Supervise and participate in process of designing and implementing health education plans. •Give Special Patients Counseling eg; diabetic patient education •Improve his/her personal and professional knowledge and skills.

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Probe Historical HE Social Concepts & Defining

Terms

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From Course Title …What Do You Think The Most Related Terms Have To Be Define That Can Help You To Understand

This Course ? !

Probe Social HE - Historical Overview & Define Terms

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History_of_Health_Education_and_Promotion_(American)

http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_presentation

(Just look and think how “the Creative Lecturer l Health Educators “Write and Teach )

Probe Social HE - Historical Overview & Define Terms

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One Learner Have To Present and Other Think

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Introduction to Social HE

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Social Concepts in Islam

FAMILY The family, which is the basic unit of civilization, is now disintegrating. 

Islam’s family system brings the rights of the husband, wife, children, and relatives into a fine equilibrium.  It nourishes unselfish behavior, generosity, and love in the framework of a well-organized family system.  The peace and security offered by a stable family unit is greatly valued, and it is seen as essential for the spiritual growth of its members.  A harmonious social order is created by the existence of extended families and by treasuring children.

http://www.islamreligion.com/articles/241/CHS383 15Johali1SCHE 2014

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A shorthand for the broad and complex array of social, political, economic, environmental and cultural factors which strongly impact health status and equity.

“The structural determinants and conditions of daily life…responsible for a major part of health inequities……. Commission on the SDOH

'the distribution of power, income, goods and services, Locally, nationally, and globally…[and]

the visible circumstances of people's lives - their access to high quality schools and education, their conditions of work and leisure, their homes, communities, towns and cities - and their chances of leading a flourishing life.'

Commission on Social Determinants of Health. Closing the gap in a generation: health equity through action on the social determinants of health: Commission on Social Determinants of Health final report. Geneva: World Health

Organization Commission on Social Determinants of Health; 2008.

Social Determinants of Health

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Economy

SOCIAL DETERMINANTS OF

HEALTH

Urban Planning Schools/Education

Employment/Job Quality

CommunitySafety

HousingOptions

TransportationOptions

Governance

EconomicDevelopment

Western Social Determinants of Health

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Conceptual Framework-Pathways & Entry Points

Social Context Social stratification

Exposure

Social deprivationUnemployment

IlliteracyDeprived neighborhoodsAdverse intrauterine life

Vulnerability

Less access to: •Health services •Early detection •Healthy food

Outcomes

PovertyOvercrowdingPoor housing

Consequences

Rheumatic heart diseaseChagas disease

Lifetime exposure to advertising of fast foods, tobacco, vehicle use, disposable income, urban infrastructure, physical inactivity, high calorie

intake, high salt intake, high saturated fat diet, tobacco use, lack of control over life and work, high deprivation neighborhoods

Raised cholesterol, raised blood sugar, raised bloodpressure, overweight, obesity, lack of access to healthinformation, health services, social support and welfare

assistance, poor health care-seeking behavior

Higher incidence, frequent recurrences,higher case fatality, co morbidities

High out-of-pocket expenditure, poor adherence, lower survival, loss of employment, loss of productivity and income, social and financial

consequences, entrenchment in poverty, disability, poor quality of life

Age

Economic development, urbanization, globalization

Equity, social determinants and public health programmes. Edited by Erik Blas and Anand Sivasankara Kurup 2010, 300 pages ISBN 978 92 4 156397 0 World Health Organization 2010

Determinants:a. Government policies: influencing social capital, infrastructure, transport, agriculture, food.b. Health policies at macro, health system and micro levels.c. Individual, household and community factors: use of health services, dietary practices, lifestyle.

a

Tobacco use c

b

b

Obesity b

a

a

b

a

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Dif

fere

nti

al

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Six broad intervention approaches Social and environmental conditions favorable to health, Behavioral patterns that promote health, Low population risk, Few events and rare deaths, Fully functional capacity/low risk of recurrence, and Good quality life until death

Why Not Saudi Plan ?!!

Texas Plan to Reduce Cardiovascular Disease and Stroke 2008

Texas Council on Cardiovascular Disease and Stroke 2008 Legislative Report

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SOCIAL COGNITIVE THEORY

Theories micro level ▪Argumentation Theory ▪Cognitive Dissonance theory ▪Elaboration Likelihood Model ▪Model of Text Comprehension ▪Semiotics ▪Speech Act ▪Uncertainty Reduction Theory

Theories macro level ▪Agenda Setting Theory ▪Cultivation Theory ▪Diffusion of Innovations Theory ▪Hypodermic Needle Theory ▪Medium Theory ▪Priming ▪Spiral of Silence ▪Two Step Flow Th

http://www.utwente.nl/cw/theorieenoverzicht/Levels%20of%20theories

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http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Health%20Communication/Social_cognitive_theory.doc/

SOCIAL COGNITIVE THEORY

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Very Interest Reference even not for us not logic

History_of_Health_Education_and_Promotion_(American)

http://www.powershow.com/view/664f5-N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_presentation

(Just look and think how the Creative Lecturer Write and Teach )

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References & Sources

- Quran Kareem

- http://www.islamreligion.com/articles/24

Erik Blas and Anand Sivasankara Kurup (Editors) 2010 Equity, social determinants and public health programmes (300 pages; ISBN 978 92 4 156397 0 ) World Health Organization 2010

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