This course provides an introduction to the principles of health promotion and the strategies used to promote health to individuals, to groups in specific settings such as schools and worklplaces, and to whole communities. The course will develop and extend students' understanding of public health principles, global health, human behaviour and determinants of health and to explore recent advances in the science and art of health promotion particularly in relation with narrative medicine, ICF and parents pedagogy.
1. To increase students’ understanding of the defining characteristics of health promotion
2. To enhance students’ skills and competencies related to the planning, development, implementation and evaluation of health promotion interventions
b. To increase students’ understanding of the contributions of theory, evidence, and values in the planning of interventions in health promotion practice
c. To increase students’ understanding and implementation of the range of strategies available in the planning of interventions in health promotion practice in relation with narrative medicine, ICF and parents pedagogy
The module is divided in three chapters:
1) Health promotion
2) Health promotion, medical humanities and narrative medicine
3) From cure to care: health promotion, ICF and parents pedagogy
Health carers: medical doctors, nurses, psychologists, teachers, pedagogists, parents, care givers.
In each chapter there is a theory part, individual activities and a questionnaire to help students to test if he has acquired the module’s contents.
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Health promotion is the process of enabling people to increase control over and improve their health. This perspective is derived from a concept of ‘health' as the extent to which an individual or group is able, on the one hand, to realise aspirations and satisfy needs, and on the other hand, to change or cope with the environment.
Health is seen therefore, as a resource for everyday life, not the objective of living; it is a positive concept emphasising social and personal resources, as well as physical capacities. Health promotion represents a comprehensive social and political process, not only embracing actions directed at strengthening the skills and capabilities of individuals, but also action directed towards changing social, environmental, and economic conditions so as to alleviate their impact on public and individual health.
Community participation is essential to sustain health promotion actions and this is the link with narrative medicine, ICF and Parents pedagogy that will be the themes of the next two chapters.
Why ICF and Parents pedagogy could be part of an Health Promotion Programme?
As we mentioned in Chapter 1, Health Promotion is the process of enabling people to increase control over and improve their health. This perspective is derived from a concept of “health” as the extent to which an individual or group is able, on the one hand, to realise aspirations and satisfy needs, and on the other hand, to change or cope with the environment.
From this perspective we can assume that ICF and Parents Pedagogy are Health Promotion instruments. In particular Parents Pedagogy is focused on the “Village Community” which allows everybody to take part in the upbringing of the child and in the extended family, where the parental functions are taken in a collective way. The sense of continuous and aware responsibility, inherited from the family, is functional to the tasks of the healthcare system which evaluates on a long term the results of his actions. All the family members are part of the caring process with teachers, nurses and medical doctors; in a salutogenetic prospective the person with all his/her competences (physical, mental, emotive, spiritual) and with his/her networks (family, care givers, community) are part of a new idea of a empowered community.