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.