 | 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...)
In health education we aim to encourage people to develop the confidence and skills to help themselves. In other words, the planning skills that are discussed in this chapter are not only for the use of health workers but also for the use of the community itself. Involving the community in the planning process is itself educational because once the skills have been learned and practiced, the community will be able to take more initiative in planning its own programmes and activities. That is how self-reliance develops.
In this chapter eight basic planning skills are described:
- 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
These skills should not be seen as steps to be followed in a 1, 2, 3 order. Of course information must be collected before action can begin, but evaluation, although listed near the end, should start at the beginning of the process so that progress or drawbacks can be charted all along.
The importance of using appropriate technology, the need for community involvement, the value of partnership between the community and the health worker, and the need to coordinate different levels of health planning are emphasized.
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