 | 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 |
(introduction...)
Counselling is one of the approaches most frequently used in health education to help individuals and families.
During counselling, a person with a need and a person who provides support and encouragement (the counsellor) meet and discuss in such a way that the person with a need gains confidence in his or her ability to find solutions to the problems. Counselling relies heavily on communication and relationship skills.
Opportunities for counselling arise whenever we work with individuals and families: with patients at the health centre, with pupils at school, or during a home visit, to name a few. Counselling should be part of the treatment and care given to a sick or troubled person. It is also an important aspect of disease prevention and health promotion because it helps people to understand what they can do, through their own efforts, to avoid illness and to improve their lives.
This chapter describes:
- The purpose of counselling
- The rules to follow when acting as a counsellor
- The different types of counselling
- Ways to facilitate decisions and follow-through
- A sample counselling session
- Suggestions for practice in counselling
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