![]() | Education for Health (WHO, 1988, 274 p.) |
![]() | ![]() | (introduction...) |
![]() | ![]() | Acknowledgements |
![]() | ![]() | (introduction...) |
![]() | ![]() | A message from the Director-General of the World Health Organization' |
![]() | ![]() | Introduction |
![]() | ![]() | The concept of primary health care |
![]() | ![]() | Chapter 1: Health behavior and health education |
![]() | ![]() | (introduction...) |
![]() | ![]() | Health, illness, and behavior |
![]() | ![]() | Understanding behavior |
![]() | ![]() | Changes in behavior |
![]() | ![]() | Helping people to lead healthier lives |
![]() | ![]() | The role of health education |
![]() | ![]() | Who is a health educator? |
![]() | ![]() | Chapter 2: People working with people |
![]() | ![]() | (introduction...) |
![]() | ![]() | Establishing good relationships |
![]() | ![]() | Communicating clearly |
![]() | ![]() | Encouraging participation |
![]() | ![]() | Avoiding prejudice and bias |
![]() | ![]() | Chapter 3: Planning for health education in primary health care |
![]() | ![]() | (introduction...) |
![]() | ![]() | Collecting information |
![]() | ![]() | Understanding problems |
![]() | ![]() | Deciding on priorities, objectives, and action |
![]() | ![]() | Identifying and obtaining resources |
![]() | ![]() | Encouraging action and follow-through |
![]() | ![]() | Selecting appropriate methods |
![]() | ![]() | Evaluating results |
![]() | ![]() | Reviewing the process of planning |
![]() | ![]() | Chapter 4: Health education with individuals |
![]() | ![]() | (introduction...) |
![]() | ![]() | The purpose of counselling |
![]() | ![]() | Rules for counselling |
![]() | ![]() | Different types of counselling |
![]() | ![]() | Facilitating decisions and follow-through |
![]() | ![]() | A sample counselling session |
![]() | ![]() | More practice in counselling |
![]() | ![]() | Chapter 5: Health education with groups |
![]() | ![]() | (introduction...) |
![]() | ![]() | What is a group? |
![]() | ![]() | Formal groups and informal gatherings |
![]() | ![]() | Behavior in formal groups |
![]() | ![]() | The value of group education |
![]() | ![]() | Education with informal gatherings |
![]() | ![]() | Education with formal groups |
![]() | ![]() | Discussion groups |
![]() | ![]() | Self-help groups |
![]() | ![]() | The school classroom |
![]() | ![]() | Health education at the work-site |
![]() | ![]() | Demonstrations |
![]() | ![]() | Case studies |
![]() | ![]() | Role-playing |
![]() | ![]() | A group training session |
![]() | ![]() | The health team |
![]() | ![]() | Meetings |
![]() | ![]() | Chapter 6: Health education with communities |
![]() | ![]() | (introduction...) |
![]() | ![]() | What is a community? |
![]() | ![]() | When is community health education needed? |
![]() | ![]() | Getting opinion leaders involved |
![]() | ![]() | The role of local organizations |
![]() | ![]() | The community health committee |
![]() | ![]() | Advisory and planning boards |
![]() | ![]() | Intersectoral coordination groups |
![]() | ![]() | Organizing a health campaign |
![]() | ![]() | Special community events |
![]() | ![]() | Mobilizing community resources for a project |
![]() | ![]() | Developing a partnership with people |
![]() | ![]() | The role of the community health worker |
![]() | ![]() | Chapter 7: Communicating the health message: methods and media |
![]() | ![]() | (introduction...) |
![]() | ![]() | Communicating the health message |
![]() | ![]() | Methods and media |
![]() | ![]() | Summary |
![]() | ![]() | Reading List |