Defining and conceptualising Using models Case studies Session outcomes The explain the roots of health promotion To apply three different frameworksmodels or typologies that explain the scope of health promotion to different contemporary topics ID: 530510
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Slide1
Health Promotion
Defining and conceptualising
Using models
Case studies Slide2
Session outcomes
The explain the roots of health promotion
To apply three different frameworks(models or typologies) that explain the scope of health promotion to different contemporary topics.
To explain selected principles of health promotion practice to a case study Slide3
The roots of health promotion
Health Promotion emerged from health education movement.
Health education noticeable in early 1900s with emphasis on cleanliness
, personal behaviour and therefore responsibility for ones own ill-health and health.
The
Central Council for Health Education was founded in 1927.
This explains why health education is often viewed as the main Slide4
What is Health Promotion?
Today Health Promotion is more than personal and population education.
Defined in a number of ways
“
The process of enabling people to increase control over and improve their health”
(World Health Organisation 1986)
Health Promotion
= health education x healthy public policy.
(Tones and
Tilford
, 1994)
Slide5
The scope of health promotion activity
Frameworks and Models are tools that help explain phenomena.
Many tools developed to explain the scope of health promotion.
Tannahill
, (1985) model
of health
promotion
Naidoo
and Wills (2000) typology of health promotion
Beattie’s (1991) model of health promotion
Tones and
Tilford’s
(1994) empowerment model
of health
promotion
Caplan
and Holland’s (1990)
Four
perspectives on health promotion Slide6
Beattie’s model of Health Promotion
Individual
Authoritative
Collective
Negotiated
Health persuasion
Needs to focus on why behaviour is happening
Legislative Action
Focus
Act
Resources
Policy
Community Development
Empowerment community level
Skills
Personal Counselling
Greater control
Slide7
Beattie’s model applied
Key features
Examines 2 axis
i
) type of approach used top down (authoritarian) or bottom up
(negotiated or owned by clients)
ii) size of approach
Categorises 4 types of activities
Personal Counselling
eg
working with dietician on food and physical individual personal plans and goals
Health persuasion
eg
Campaign of eating 5 fruit and vegetables a day on TVLegislative action eg laws that subsidise the price of healthy food stuff
Community development eg communities producing and distributing food themselves Slide8Slide9
Tones and
Tilford’s
(1994) model of health promotion
Key features
States interaction between two main sets of processes for health improvement
i
)development and implementation of healthy public policy ii) health education in which people are empowered to take control of their life.
Example is attempts of Jamie’s School Diners campaign where school meals was brought into public consciousness and lead to standards for meals and an increase in the budgets for school meals.
Only when these two approaches work in parallel can the conditions for living and individuals behavioural aspects of health be addressed Slide10
Caplan and Holland’s model of health promotion
(
1990
)Slide11
Caplan and Holland’s model of health promotion
(
1990
)
Key features
More complex and theoretically driven
Attempts to unpick what determines health and ill-health and therefore what activities can be used to address health issues.
One
axis refers to a theory of knowledge and how knowledge is
generated in relation to health
The other axis refers to how society is
constructed and how this impacts
on health.Slide12
Application to domestic violence
Nature of knowledge
Traditional
Treatment of injuries
Educational campaigns about the issue to raise awareness and change attitudes to domestic violence in populations.
Radical Humanist
Provide supportive networks and self help groups and use of safe houses to remove women from violence.
Women to gain more power by developing economic and social power via work and stronger networks.
Radical
structuralist
Working to reduce power inequality between men and women through legislation for gender equality.
Issue to be taken seriously by criminal justice system .
Social unacceptability of issue generated through advocacy and lobbying.
Humanist
Working with women (and men) directly so they can understand the nature of their experiences and what they can do themselves. Using cognitive-
behavioural
therapy (CBT) approaches to understand the issues and change
behaviour
.
Nature of societySlide13
Key principles in health promotion
Principles are important as they relate to how we should work in practice.
The World Health Organisation provides a global perspectives
Gregg and O’Hara (2007
) provide a good synthesis of many of these Slide14
Focus on upstream approaches
“You know”, he said, “...sometimes it feels like this. There I am standing by the shore of a swiftly flowing river and I hear the cry of a drowning man. So I jump into the river, put my arms around him, pull him to shore and apply artificial respiration. Just when he begins to breathe, there is another cry for help. So I jump into the river, reach him, pull him to shore, apply artificial respiration, and then just as he begins to breathe, another cry for help. So back in the river again, reaching, pulling, applying, breathing and then another yell. Again and again, without end, goes the sequence. You know, I am so busy jumping in, pulling them to shore, applying artificial respiration, that I have
no
time to see who the hell is upstream pushing them all in” (
McKinlay
, 1979 p 249).Slide15
Non- victim blaming approaches
Victim
blaming is an approach to health education which only focuses on individual action rather than the external forces that influence an individual person resulting in blaming people for their health behaviour and related consequences (
Hubley
and
Copeman
, 2008).
Practitioners
should resist victim-blaming as it does not show understanding of the influences of health
behaviour.
Instead
practitioners should consider the social and economic experiences of people’s lives and which may explain how & why people behave in the manner that they do. Slide16
Evidence based practice
Evidence
based practice
is
concerned with trying to understand which approaches and methods of working are likely to produce the strongest health improvement.
The
principle of generating evidence by providing stronger evaluation of programmes and initiatives as they are developed & implemented and encouraging the utilisation of the existing
evidence
base by practitioners, are
both
key principles of practice. Slide17
Participation and empowerment
Participation
implies
‘being present and taking part’ in health promotion activities and secondly
recognising
that when people participate what they say should be listened to and acted upon (
Lowcock
and Cross, 2011).
Empowerment is
an
approach that facilitates people working together to increase the control that they have over events that influence their lives and health (Woodall
et al
. 2010)
Given that a definition of health promotion is about taking control then these two interlinked concepts are fundamental to how we act as practitioners Slide18
Equity
Equity
in health is concerned with fairness and the idea that everyone should have equal right to the fullest health possible.
The
term inequity enshrines an
unfair
distribution of health status.
Eg
poorer health is experienced in lower social classes
Health
should be more equally distributed and that health promotion approaches should, as a high priority, address health inequities.
Policies
and projects are now being evaluated to assess their impact on health equity, to reduce the disproportional impact on those that already experience poorer health, using a technique known as health equity audits (Health Development Agency, 2003)Slide19
Ethical principles
There are four major ethical principles outlined in
Naidoo
and Wills, 2009
Autonomy – “Respect for the rights of individuals and their rights to govern their own lives” (
Naidoo
and Wills, 2000 p91)
Beneficence - Doing and promoting good but we would need to consider whose good, the individual or wider group
Non-maleficence - Doing no harm
Justice - People should be treated equally and fairly.
Slide20
Summary
The scope of health promotion is varied and diverse and not limited to health education.
In order to address health issues a wider range of health promotion approaches should be used that directly address the wider upstream determinants.
Approaches should be evaluated on the basis of key health promotion principles.