‫بسم هللا الرحمن الرحيم‬
KINGDOM OF SAUDI ARABIA
MINISTRY OF HIGHER EDUCTION
KING SAUD UNIVERSITY \ CAMS DEPARTMENT\ HE
Final
Johali MHECHS285 METHODOLY OF HEALTH EDUCATION 2014
METHODOLY OF HEALTH EDUCATION
Johali MoHE2014 the CHS385
BSCCTPS
6 Self Scientists
E-Learning
From book –black
board 10% HE
Smart & e-board
The ZD Holistic HEM
Remember by “ Promote and Help Others To …….. ?
Johali 3rd Step To ZD Holistic HEP
EISA ALI JOHALI
CHS385
‫عيس ى بن علي الجوحلي‬
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1
‫بسم هللا الرحمن الرحيم‬
EISA ALI JOHALI
‫عيس ى بن علي الجوحلي‬
A Lecturer
• Bachelor A. M. Sc. Heath Education, KSU 1407 /1987
•Short Fellowship Planning Health Professions Education, UIC, USA 199
•MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in
Nursing, UK 1995
•PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012
Author of Two Published Books & 3 Projected
http://faculty.ksu.edu.sa/JOHALI/default.aspx
Johali59@hotmail.com WL Messengers SCHE 2014
http://sa.linkedin.com/pub/eisa-johali/31/3a6/896
https://twitter.com/TheNature2011 Dr. Eisa Johali
Lecturer Philosophy
As I can’t think, learn and decide instead of you, my role is to help, facilitate, support, motivate and
promote you to be ready and willing to have and practice meaningful lifelong for today and
day after.
The above statement is the summary of my teaching philosophy. Based on my postgraduate
education and its following experiential earning "Student Centered" is my favorite approach. However, we
have no choice; we have to follow our higher national educational system and its procedures with slightly
modification to achieve the above vision. As an introduction to my teaching philosophy in my teaching
and learning plan, lecture, assignments instructions and student assessment feedback, I use the most
related Islamic teachings and Arabic Proverbs that can motivate and promote my students be active,
independent thinker, honest and creative hard workers to satisfy themselves, their relatives and patients.
The most motivating statements SUCH AS:
ُ ‫ق هللاَ يَجْ عَ ْل لَهُ َم ْخ َر ًجا * َويَ ْر ُز ْقهُ ِم ْن َحي‬
]3 ،2/‫ب [الطالق‬
ِ َ ‫ْث الَ يَحْ ت‬
ُ ‫س‬
ِ َّ ‫َو َم ْن يَت‬
.]29/‫إِ ْن تَتَّقُوا هللاَ يَجْ عَ ْل لَ ُك ْم فُ ْرقَانًا [األنفال‬
:‫ عن أنس بن مالك رضي هللا عنه‬،‫وقول رسوله الكريم نبينا ”محمد“ عليه أفضل الصالة والسالم‬
‫( ال يؤمن أحدكم حتى يحب ألخيه ما يحب لنفسه) أخرجه البخاري‬
‫وقوله صلى هللا علية وسلم (كان هللا في عون العبد ما كان العبد في عون أخيه) رواه مسلم وأبو داود والترمذي‬
These Islamic Calls are our evidences to assure Quality of our “HEMO-MOHE Course; our
teaching-learning, practice and life”.
Meanwhile, do not forget the most common Arab Proverb:
“Nothing Itching Your Skin like Your Nail”
All the Learners will success; Except the one Who DO NOT Welling to Success” – mainly absent
and who don’t care
Thus, “Be Ready and Willing to Success You Will Success ”
As I have taught you in CHS 282 & CHS 382, I hope that you will be ‘learners who have to think,
discover, reflect and be independent creative note taker and health educator, not just traditional
Johali1 MoHE 2014
‘teacher dependent student’ who may not care to listen, hear, memorize..and eventually sure forget.
CHS385
3
CHS385 Promotion – Vision- Mission
From CHS282 – CHS382, you have probe HE,
philosophy, theories…..learn how to write meaningful
heath education objectives.
In this course we have retrieve what we have learn,
review, innovate, compare, distinguish and practice to
decide the best methodologies that can assure quality of
meaningful health education activities over all ages.
Overall Mission of MoHE2014 ‫موهي‬
So;
Why - What Are The Best MoHE ‫ موهي‬that We
Have To Look For - How to Decide ?
CHS385
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CHS 385
Course Description \ Objectives & Plan
Course (code and
NO):
(CHS 385)
Course
title:
Methodology of health education
Credit hours:
4 (2+2)
Level:
7
Contact hours:
8
Prerequisit
CHS 382
e:
Course
description:
The course provide an overview of various techniques designed to enable
students to develop and practice the skills necessary for effective delivery of
health promotion and education programs to various groups in a variety of
settings such as school, community, work-sites and medical care settings. It
includes: designing and delivering health education messages, counseling,
group work, lecture, presentation, meetings , demonstration and participatory&
experiential learning, problem solving/ decision making, community based
health education, social marketing, health campaign, peer education/ working
with volunteers, behavioral modification, life skills, role play , games and
puppet
CHS385
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CHS 385 Course Description & L Objectives
Learning Objectives \ Outcomes (reorganized) :
Show proficiency in diagnosis of readiness to learn and learning barriers.
Compare between characteristics of learners: Child- Adults -Aged people.
Describe basic principles of community health education, participation &
organization
Develop and practice the skills necessary for effective delivery of health promotion
and education programs at various levels of interventions (Level of HE Tenant
Model ) intra--inter, group…………international
Identify, distinguish, compare various methods, approaches and intervention
activities used in health education & promotion
Select and fit suitable educational method & intervention to various level and
groups in a variety of settings such as medical care settings, community, school,
work-sites.
Critically analyze, and evaluate the most common methods & interventions of the
current health promotion practice in KSA.
CHS385
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Johali Teaching & Learning Plan – Johali MoHE 2014
TOPICS -Teaching and Learning Activités
Hours (60)
Weeks (15)
4
1st

Introductory : Course Objectives – Learning Outcomes - Plan - Defining
Terms & Reasoning
Motivation & Learning Scientific Bases
8
2nd - 3rd

PRINCIPLES – CHARACTERSTICS – WHO\WHOM
8
4th – 5th
8
6th -7th
8
8th – 9th
8
10th -111th
8
12th -13th
8
14th – 15th
16-17th
•
- Characteristics of learners: Child- Adults –Aged People – Family – Community
– Organization
-
Principles of community health education, participation & organization

- Level \ Field of HE (Tenant Model CHS382)
Scientific Bases of Identifying Best HE Methodologies
TRANFER – SHAPE – GROW – DEVELOPM Theories
1st Mid Term Exam\Assignment Plan
 Common Health Education Methods 1 (counseling; group work, lecture,
presentation, meetings ; demonstration and participatory)
 Common Health Education Methods 2 (experiential learning; problem
solving/ decision making, community based health education, social
marketing)
 Common Health Education Methods 3 (health campaign, peer education/
working with volunteers, behavioral modification, life skills, role play , games
and puppet)
2nd Mid Term Exam\ Submit-Present Assignments
 Analyse, evaluate and practice the best QMoHE
CHS385
 FINAL EXAM
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Johali Reasoning (Why MoHE the CHS385 ?
)
Health Educator Job Description
Job Title : Health Education Specialist
Scientific Degree : Bachelor Degree AMS .
Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific Knowledge & Skills:
•Knowledge of health and educational issues,
•Effective teaching methods and technologies
•Effective Communication and Counseling
Reported to: the Health Education Consultant Master\PhD
Job Definition (Summary) :
Health Education and Promotion job is a focal point for all allied health professions and health issues. Thus, HE have to work effectively with health
teams, with community and organization representatives, they have to facilitate, teach and promote clients to learn how to improve and maintain
healthy behaviors.
Major Job Duties:
As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the following “Duties and Responsibilities”:
•Assessing patients, school and community health education needs
•Managing and organizing health education activities.
•Participate in providing health education in the local community (Inside Health Services and outside organizations such schools and industries..);
•Select health education methodology appropriate to the target clients taken in consideration cultural interests and needs.
•Prepare and participate in designing, evaluation and development of health education materials
•Supervise and participate in process of designing and implementing health education plans.
•Give Special Patients Counseling eg; diabetic patient education
•Improve his/her personal and professional knowledge and skills.
1) Essential to HE (HEJD)
2) Assure Quality MoHE
8
CHS385
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Introductory
Probing & Define Terms
CHS385
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HE METHODOLOGIES – DEFINING & REASONING
http://www.visualthesaurus.com/app/view
Synonyms of Method :
Approach ; How ; Strategy; Style; System; Tack - Way; Tactics…
Origin of METHOD:
Middle English, prescribed treatment, from Latin methodus,from
Greek methodos, from meta + hodos way
First Known Use: 15th century
Method
- A way of doing something
- A careful or organized plan that controls the way something is done
CHS385
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HE METHODOLOGIES – DEFINING & REASONING
http://www.visualthesaurus.com/app/view
Medical – Teaching definitions and uses;
- A systematic procedure, technique, or mode of inquiry employed by or proper to
a particular discipline or art
- A systematic plan followed in presenting material for instruction
- A way, technique, or process of or for doing something
- A body of skills or techniques
Examples of METHOD:
- He claims to have developed a new method for growing tomatoes.
-Their teaching method tries to adapt lessons to each student.
- We need to adopt more modern methods of doing things.
Methodology is the systematic, theoretical analysis of the methods applied
to a field of study, or the theoretical analysis of the body of methods and
principles ..
CHS385
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http://www.merriam-webster.com/dictionary/method
11
Philosophical - Scientific Bases
People
“Learning - Learners”
Through
Ages
How People Learn Through Age Stages
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How People Learn Throughout Age Stages
While Crawford D. (2004) concludes ""The literature supports the idea that adults
are very capable of learning well into their seventies which is a good reason to
accept ‘Andragogy” the lifelong learning as more than just a pleasant mantra", the
Arab and Islamic world have more evidence in their well known Proverb:
‫اطلبوا العلم من المهد إلى اللحد‬
Seek education from the cradle to the grave.
Keep learning from when you're born until you die
http://simple.wikiquote.org/wiki/Arabic_proverbs
This Proverb indicates that “people can and have to learn over all ages from fetus
to death using best methods suite their different abilities and characters”.
So it necessary to realize these differences in order to decide the best ' HE
approaches, methodologies and strategies appropriate for every ages stages, you
can use Maslow and Coleman Models that you have learn early courses, mainly
CHS 282 and 382.
CHS385
Remember Ages “Maslow & Coleman - Do You ? If You Don’t You Have To Lear Again !!!?
Knowing Brainstorming
Do You Know What You Don’t Know
This move, from "knowing that you don't know" to "knowing that you know" is what most learning and hence teaching is all about.
http://www.youtube.com/watch?v=xWqFYF6BDns
Be Ready To Take Smart Note ‘terms-draw
Your child's education: What you don't know can hurt you
http://www.youtube.com/watch?v=W6BZiNJo7LM
Hosted by Bridgeway Academy, a leading provider of academic programs for K-12
students worldwide, this educational summit will increase public awareness of the full
range of educational options available to students, no matter what their learning style.
Attendees will have the opportunity to submit questions during the presentation which
will be answered by the education experts during a Q&A session. All will leave with an
in depth understanding of their educational options as well as an exclusive opportunity to
receive a Learning Style Assessment (LSA)—a highly intuitive assessment that allows
parents to gain a firm understanding of their child's individual learning style.
In addition, attendees will learn about the 3 Cs of education including:
• Taking back Control: How and when to advocate, and when to say enough is enough
• Know your Choice
• Customize for your child
Knowing Brainstorming
Do You Know What You Don’t Know
This move, from "knowing that you don't know" to "knowing that you know" is what most learning and hence teaching is all about.
In Knowing, the two senses are those of:
• Awareness of self, (represented by the vertical red line in the diagram
below) and
• Knowledge of the world (the horizontal blue line)
If I don't know I don't know
I think I know
If I don't know I know
I think I don't know
Laing R D (1970) Knots Harmondsworth; Penguin (p.55)
"He that knows not,
and knows not that he knows not
is a fool.
Shun him
He that knows not,
and knows that he knows not
is a pupil.
Teach him.
He that knows,
and knows not that he knows
is asleep
Wake him.
He that knows,
and knows that he knows
is a teacher.
Follow him."
(Arabic proverb)
NEIGHBOUR R (1992) The Inner Apprentice London; Kluwer Academic
Publishers. p.xvii
"We know what we know, we know that there are things we do not know,
and we know that there are things we don't know we don't know"
Donald Rumsfeld (4 Sept 2002) (Woodward, 2004: 171. Video here.) It is
ironic, perhaps, that the initial insight is allegedly Arabic.
Discover Characteristics
Does aging have an effect on adult learning?
Click here to play the
“I Want to be a Millionaire”
(oops wrong game)
“Adult Education and Aging Game”
IQ in Adults
A. Decreases about 1% a
year after the age of 30.
C. Doesn’t materially
change during adulthood
B. Increases about 1% a
year until the age of 65.
D. Starts dropping off
significantly after the age of 65.
Hide Answer !!
CHS385
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How People Learn Through Age Stages
 A group of 50 year olds were given IQ tests that had
taken 31 years earlier.
 They made higher scores on every part except math
reasoning.
 Wechsler found test scores increased until 35 then
declined very slowly after that.
IQ = Intelligence Quotient (proportion)
http://uk.askmen.com/money/body_and_mind_150/174_better_living.html
http://mentalhealthdaily.com/2013/04/24/11-ways-to-increase-your-iq-score-intelligence-quotient/
http://curiosity.discovery.com/question/can-you-increase-iq-score
CHS385
Next
Johali1Question
MoHE 2014
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How People Learn Through Age Stages
Physical Strength in Adults
A. Peaks around the age of 20.
C. Peaks around the age of 40.
B. Peaks around the age of 30.
D. Peaks around the age of 50
Hide Answer !!
 In England, Galton set up a booth at a National Fair and tested
over 7,000 people for physical strength, his research and later
research reveals 30 is the peak.
 However, physical strength declines slowly. Research at Harvard
found physical strength dropped dramatically between 70 and 75.
CHS385
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Next Question
18
How People Learn Through Age Stages
Intelligence - Hearing
There is a relationship between intelligence
and speed of learning
A. In youth.
B. In adults.
C. In both youth and adults.
D. In neither youth
or adults
Hide Answer !!
The correct answer is A
In youth there is a correlation between intelligence and speed in learning.
In adulthood, this is not true.
CHS385
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How People Learn Through Age Stages
Hearing
The ability to hear peaks before
A. Age 15
B. Age 30
C. Age 45
D. Age 60
Hide Answer !!
The Correct Answer is A
Peak Performance in Hearing Occurs Before Age 15
CHS385
 Gradual decline until 65, then more rapid.
 Older people
 Hear less and
 Hear slowerJohali1 MoHE 2014
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Hearing
As people age:
- Men lose ability to hear high sounds.
- Women lose ability to hear low sounds.
This is one of the reasons why women talk more with
women and men talk more with men in the older years
COMMON SENSE PRACTICE FOR MINIMIZING HEARING LOSS









Sit people where they can see everyone’s face.
Use small groups.
Teacher should stand still.
Teacher should speak, clearly, distinctly, and loudly
Use more than one sense while teaching.
Observe faces of students.
Eliminate outside noises.
Ask people to speak out if they can’t hear.
CHS385questions and answers.Johali1 MoHE 2014
Repeat
21
Vision
The most acute decline in vision occurs
A. Between 13 and 18
B. Between 18 and 40
C. Between 40 and 55
D. After 55

The Correct answer is C.

Vision
 13-18
 18-40
 40-55
 55 On
Continuous gain
Gradual decline
Sharp decline
Gradual decline
Older Eyes Suffer
 Vision loss in dim light
 Narrowing field of vision
 Slow adaptation to dark
 Cataracts
 Defective color vision
SO……………..
Common Sense Practices For Minimizing Losses Associated With Age - Vision



Illumination
 More Direct Light
 Don’t Face Direct Light
Eliminate glare
White or Chalk Boards
 Keep Clean
 Use Large Writing


Media
 Use Sharp Color Contrast
 Enlarged Type or Print
 Avoid Abbreviations
Seating
 Seat People Close to Board
22
GROWTH AND DEVELOPMENT
Maslow & Coleman ?
 Begins with birth
 Ends with death
Johali 2003-2014
COLEMAN P DEVELOPMENT STAGES (CDS) Comparative Summary CDS/ Maslow
Classifying 7 Stages
 Infancy- birth to 1 year
 Early childhood - 1 -6 years




Late childhood - 6-12 years
Adolescence - 12 -20 years
Early adulthood - 20 - 40 years
Middle adulthood - 40 - 65
years
 Late adulthood - 65 and up
CHS385
6
Later Age
60+
Retirement/
new live
5
Middle Age
36-60
Full
Responsible
4
Early Adulthood
18-35
Be
Responsible
3
Adolescence
12-18
Identity/Ego
2
Middle C
6-12
Social needslearning
1
CHS
Early Child hood
0-6
Basic needs Learn to Live
self realization
self estimation
social
safety
physiological
Ego Ref Qs:
- Why Maslow with Coleman ?; Why M & C for HEHAP ?
-Learn to live is essential at late age ( T / F) correct
- Self esteem/Ego raised at adolescence ( T/F) correct if F
Johali3 NHEPC 2014
4 TYPES OF GROWTH AND
DEVELOPMENT
 Physical: Body growth
 Mental: development of mind
 Emotional: feelings
 Social: interactions & relationship
www.ebsummit.info/.../LifeStages.ppt
Plus; http://cte.sfasu.edu/wp-content/uploads/2013/02/Four-Areas-of-Development-Preschool-to-School-Age-PPT.pdf
23
How People Learn Via Age Stages
Child and Adult Learning Characteristics
Children 1-5-11
Adults 12-65
Rely on others to decide what Decide for themselves what
is important to be learned.
is important to be learned.
Aging 65 +
Keep Reading;
Writing ….
Accept the information being Need
to
validate
the
presented at face value.
information based on their
beliefs and values.
Expect what they are learning Expect
what
they
are
to be useful in their long-term learning to be immediately
future.
useful.
Have little or no experience Have substantial experience
upon which to draw, are upon which to draw. May
relatively "blank slates."
have fixed viewpoints.
Little ability to serve as a Significant ability to serve Maintain
knowledgeable resource to as
a
knowledgeable Adjustment
teacher or fellow classmates. resource to the trainer and
fellow learners.
&
Both ‘child-adult’ are sometimes “fatigued \ exhaustion” when they attend classes, old age more.
Adults attend classes often with a Mixed set of motives - educational, social,
recreational - and sometimes out of an overdeveloped puritanical sense of duty.
http://www.mysdcc.sdccd.edu/Staff/Instructor_Development/Content/HTML/Adult_Learning_Page1.htm
After review taxonomy of LO Interest Patients \ Learners Characters
What People Remember
The Bad News
10 % of what is read
20 % of what is heard
The other 70% are
either taking a
mental nap,
thinking about the
past or planning the
future
Only 30% of the
students are listening
at any given time
during the lecture
Copyright CSHI 2007
30 % of what is seen
50 % of what they see & hear
70 % what they say as they do a task
90% of what they teach
CHS385
25
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https://www.osha.gov/dte/.../training_techniques2.ppt
Learning Theories
Q: How do people learn?
A: Nobody really knows !! but there are huge theories, can be classified these 6
theories (your left) - summarized in THREE Figure Model ( your right ) :
Behaviorism
Cognitivism
Social Learning Theory
Social Constructivism
Multiple Intelligences
Brain-Based Learning
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Learning Theories
CHS385
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27
Learning Theories
CHS385
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Learning Theories
CHS385
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HEP
Philosophies - Theories -Approaches - Model - Strategies and Methods
http://www.slideshare.net/mrsnazlan/week-6-approaches-strategy-methods-14779459
CHS385
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HEP
Philosophies - Theories -Approaches - Model - Strategies and Methods
http://www.slideshare.net/mrsnazlan/week-6-approaches-strategy-methods-14779459
CHS385
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HEP
Philosophies - Theories -Approaches - Model - Strategies and Methods
Deductive reasoning (top-down logic – Informal) contrasts with ”Inductive reasoning (bottom-up
logic - Formal) in the following way: In deductive reasoning, a conclusion is reached reductively by
applying general rules that hold over the entirety of a closed domain of discourse, narrowing the
range under consideration until only the conclusion is left. In inductive reasoning, the conclusion is
reached by generalizing or extrapolating from initial information. As a result, induction can be used
even in an open domain, one where there is epistemic uncertainty. Note, however, that the inductive
reasoning mentioned here is not the same as induction used in mathematical proofs – mathematical
induction
is actually a form of deductive reasoning.
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32
HEP “Philosophy - Theory – Model - Approach – Methods – Strategies” Plan
“P – T – M – A – M – S” PLAN
Different Between Theories Approaches Model Strategies and Methods
MEDICAL
BEHAVIOUR
EDUCATIONAL
EMPOWERMENT
PERSON-CLIENT
Aim is freedom
from medicallydefined disease
and
disability
such
as
infectious
diseases
Aim is to change
people’s individual
attitudes
and
behaviour so that
they adopt a healthy
lifestyle
Aim is to give information
and ensure knowledge and
understanding of health issues
and to enable well-informed
decisions to be made
Self-empowerment of the client
is seen as central
Aim is to effect on
the physical, social
and economic
environment, in
order to make it
more conducive to
good health
Involves
medical
intervention to
prevent
or
ameliorate illhealth
teaching people how
to stop smoking,
encouraging people
to take exercise, eat
the right food, look
after their teeth etc
Information about health is
presented and people are
helped to explore their values
and attitudes and make their
own decisions
Help them to identify what they
want to know about and take
action on and make their own
decisions and choices according
to their own interest and values
Focus is on changing
society
not
on
changing
the
behavior
of
individuals
Help in carrying out those - HE role act as facilitator in
decisions and adopting new helping people to identify their
health practices may also be own concerns and gain the
offered
knowledge and skills they
-value
the
educational require to make
things
process and respect the happen
right of the individual to
choose their own health - Clients are valued as equal who
behaviour
have knowledge, skills and
- Responsibility to raise abilities to contribute, and who
with clients the health have an absolute right to control
issues which they
think will
their
own health destinies
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2014
be in their client’s best
interests
Value
democratic
right
to
change
society and will be
committed to putting
health on the political
agenda
Values
A healthy lifestyle is
preventive
in the interest of
medical
their clients and that
procedures and they are responsible
the
medical to encourage as
profession’s
many people as
responsibility to possible to adopt a
ensure
that healthy lifestyle
patients comply
with
recommended
proceduresCHS385
SOCIETAL
33
How We Can Become
More Intelligent Learners and Teachers & HE !! ?
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How We Can Become
More Intelligent Learners and Teachers & HE !! ?
1. Twelve Characteristics of Intelligent Behavior:
Persistence: Persevering when the solution to a problem is not readily apparent .
Decrease Impulsivity: Think before speaking or doing .
Listen: Listen to others with empathy and understanding .
Flexibility in Thinking: Consider other options--there's never one right way to do
everything .
6. Metacognition: Try to be aware of your own thinking .
7. Check for Accuracy and Precision: Revise, revise, revise .
8. Questioning and Problem Posing: Be critical in your questioning .
9. Use Past Knowledge: Draw on what you know and apply it to new situations .
10. Precise Language and Thought: Use more descriptive language to communicate
more precisely .
11. Use All the Senses: Utilize as many sensory pathways as possible--visual, tactile,
kinesthetic, auditory, olfactory, and gustatory .
12. Creativity: Use your ingenuity, originality, and insightful--we are all creative beings .
13. Be Curious: Work on your sense of wonderment and inquisitiveness--learn to enjoy
problem solving and develop a sense of efficacy as a thinker.
2.
3.
4.
5.
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How We Can Become
More Intelligent Learners and Teachers & HE !! ?
What We Can Do as Teachers\HE to Promote Intelligent Behavior:
• Have faith that all learners can think
• Help learners see thinking as a goal
• Present challenging problem solving opportunities
• Create a safe, risk-taking environment
• Give learners time to learn
• Provide a rich responsive environment for learning
• Pay attention to learners' developmental readiness and sequence
• Be the kind of learner you would have them be learn
FINALLY REMEMER To Know That You Don’t Know A Lot – Be Aware – Ready & Willing
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Further for
learning
Knowledge; education; erudition;
scholarship; culture; wisdom; study; be
taught; be trained; become skilled at; gain
knowledge of; find out; hear; discover;
realize; ascertain; gather; understand……
http://www.stanford.edu/group/SLOW/
http://www.knowledgepassion.com/swift.html
http://www.knowledgepassion.com/milo-process.html
MILO
Leadership DevelopmentT he MILO Process
Knowing and Not Knowing
http://www.doceo.co.uk/tools/knowing.htm
http://wup-forum.com/viewtopic.php?f=35&t=25914
DIALOGUE
37
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Motives and Barriers
To
Learning
MOTIVATION
WHY
Just Remember Did You Learn Motivation ? Where – What ….!!
http://www.businessdictionary.com/definition/theory-X-and-theory-Y.html
http://www.slideshare.net/rmullenger/motivation-models
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WHY
Teaching – Learning
 To provide an introduction to the “Spirit of M”
 To learn about “M principles to use with individuals on
behavior change
 To assess motivation for readiness to change
 To provide a foundation to build skills
Spirit of Team Assure Success
M = Motivators who – how Motivation Success = People the Students & Patients
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Three Components of M Spirit
Collaboration
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• Working in
partnership
Evocation
• Draw out ideas
and solutions
from individuals
Autonomy
• Decision
making left to
the person
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buddy.garfinkle@bridgeway.com
nancy.schneeloch@bridgeway.com
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MOTIVATION
Just Remember Did You Learn Motivation ? Where – What ….!!
MI = Motivational Interviewing
Directive, person centered counseling style that aims to help
people explore and resolve their ambivalence ‫“تردد ; أترجح ;تناقض‬
about behavior change.
“Michael Wiles and Cross Country Education, Inc. 2005”
What is Ambivalence?
 I want to, but I don’t want to
 Ambivalence is key issue to resolve for change to occur
Mi is a counseling style rather than a set of techniques. It is not a method for tricking
people in to doing things they do not want to do. It is a style for eliciting from the
person their own motivations for change. It is a way of interacting with people to
assess their readiness to change and to help them move through different stages of
change. MI focuses on creating a comfortable atmosphere without pressure or
coercion to change. It is called interviewing because it involves careful listening and
strategic questioning rather than teaching to help people overcome their ambivalence
to change. Any change that will happen will come from within the client and not
imposed upon them by some outside force. It is the role of the client to be able to
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articulate and resolve his or her own ambivalence to change. Ambivalence is the I
want to but I don’t want to state of mind – feeling 2 ways about something. Direct
Motivation Factors
Motivation Vision
Motivation – the extremes?
COMPLIANCE
COOPERATION
COMMITMENT
The Plodder
The Enthusiast
Little Enthusiasm
High enthusiasm
Little Motivation
High Motivation
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Which
MoHE project
2014
would you preferJohali1
on your
team and why?
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Douglas McGregor’s
Theory X & Theory Y
People “Youth” Don’t Want to Work?!
People don’t want to be responsible
People want to be directed
People want security
People are only interested when they are forced
Strict rules & regulations
control
No sharing of responsibilities
Show no interest
41 - 50 points = strong Theory Y beliefs
31 - 40 points = moderate Theory Y beliefs
21 - 30 points = mixed Theory Y and Theory X beliefs
11 - 20 points = moderate Theory X beliefs
5 - 10 points = strong Theory X beliefs
People are What they are Working
Is their profession?
People want to be responsible {to be in charge of}
People want to be creative
People need self-confidence {as result of feedback }
More place
Less rules and regulations
More self –control
People share responsibilities
People show interest
1
2
3
4
5
SA
A
U
D
SD
Passive react
Big interest in working
Johali
Johali
1. Most people will try to do as little work as possible.
2. For most people, work is not as natural as play or recreation.
3. Most employees must be closely supervised in order to get
them to perform up to expectations
4. Most employees actually prefer to be told exactly what to do rather than having to figure it
out for themselves
5. Most employees do not care much about the organization's goals.
6. Most employees would prefer increased job security to increased responsibility.
7. Most people will not use their own initiative or do things that they have not been specifically
assigned to do.
8. Employees generally do not have much to contribute when asked to participate in making
decisions or solving problems
9. It is just basic human nature--people just naturally dislike work.
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10. Most
employees will not exercise self-control
and self-motivation--managers
must do this43
for them
Motives and Barriers
To
Learning
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Motives and Barriers for Learning
Why don't we participate in learning ?‫؟‬
GIVE YOUR REASONS….First ?!!
then see Video make smart note
Barriers to Learning Presentation
http://www.youtube.com/watch?v=V_fwKT7zAOc
Boshier, Morstain and Smart:
Houle wasn't good enough for these guys--they had to go out and
come up with an even longer list of why adults participate in learning (there's a lot of "list comparison" that
goes on in educational research, isn't there?). They came up with six factors for participation:
1. Social Relationships: make friends and meet others.
2. External Expectations: complying with the wishes of someone else with
authority.
3. Social Welfare: desire to serve others and/or community.
4. Professional Advancement: desire for job enhancement or professional
advancement.
5. Escape/Stimulation: to alleviate boredom and/or to escape home or work routine.
6. Cognitive Interest: learning for the sake of learning itself.
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http://www.fsu.edu/~adult-ed/jenny/learning.html#motives
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Why don't We Participate in learning ?‫؟‬
This critical learning question have been studied by many researchers. The following
researchers have worked out ways of grouping specific barriers into categories:
• Johnstone and Rivera; Found two categories :External or situation barriers
and; Internal ro dispositional barriers
• Cross: Three categories ;Situational barriers( depending person's situation at a given
time) ,Institutional barriers( all practices and procedures that discourage adults from
participation--like filling out those application forms for graduate school ,)Dispositional
barriers( person's attitude about self and learning(
• Darkenwald and Merriam: ;tsil 'ssorC ot yrogetac rehtona ddA Informational
barriers( person is not aware of educational activities available :morf nekat evobA .)
.)1991( .R ,alleraffaC & .S ,mairreMLearning in Adulthood ,ssaB-yessoJ :ocsicnarF naS .
.90-86
All of the above-mentioned studies look at participation from a psychological
perspective" ,If one looks at the social structure rather than individual needs and interests,
one discovers some very different explanations as to why adults do or do not participate in
adult learning activities.)94 .p ,1991( "
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LEARNING CONDITIONS & BARRIARS
Most of us can come up with many reasons for not participating in educational activities,
but as educators, we may be so used to participating in learning ourselves that it becomes
difficult to "think outside the box" sometimes. Merriam and Brockett (1997) devote a
whole chapter (the info below is from pp.187-200) to the issue of access to adult
education and list four major conditions that limit access:
Geographic Conditions:
There is a great divide between urban, suburban, and rural settings. Rural areas tend to
have fewer resources for education. In many industrialized countries, however, inner
cities may be worse off than some rural areas. Migrant and homeless people are also at
a great disadvantage for receiving access to education.
Demographic Factors:
Age and sex influence who participates and who doesn't. Young and middle-aged adults
participate more than older adults--of course, younger adults often continue learning for
their jobs. But older adults tend to have less education in general than younger people,
and level of education is a good predictor of who will continue to participate in
educational activities. The role of age could change significantly in the future, however,
in countries such as the U.S., where life expectancy continues to rise.
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LEARNING CONDITIONS & BARRIARS
Socioeconomic Conditions and Education:
Those who have relatively affluent backgrounds, tend to remain that way and also tend to
participate more in education. Those from less wealthy families participate less partly
because they have less money to do so, but also because they don't fit into the system of
education (i.e. they don't speak the same language, share the same norms, etc.) which is
built and maintained by wealthier people. Formal education is also the kind of education
that "counts the most," but it also costs the most and has the most prerequisites--less welloff people may be engaging in a variety of learning activities, but these activities don't
count since they don't earn the learners an "official" piece of paper.
Cultural Determinants:
Minority groups all over the world tend to participate less than majority groups. This can
be due to majority groups explicitly prohibiting the participation of minority people. It can
also be that belonging to certain non-majority groups can impact one's attitudes towards
education. As a member of a particular social group, you may not feel that you can trust
certain forms of education and may feel uncomfortable participating in them. Additionally,
immigrant populations tend not to participate in educational activities as much as nativeborn populations.
(Now Try To Think Can You Draw The Above Barriers in an Attractive Model ? )
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Learning conditions and barriers Models
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http://www.academia.edu/1267765/Understanding_the_Adult_Learners_Motivation_and_Barriers_to_Learning
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Johali MoHE Sciences
-
HOW TO DECIDE HOW TO CHOOSE OR INNVATE
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WHO \ WHOM
OUR CPMMUNITY \ PEOPLE \ ORGANIZATIONS
In planning health promotion interventions;
There is an increasing interest in systematic descriptions or taxonomies of health promotion
interventions, the theoretical methods they contain, and the determinants that are targeted for change
(Stavri & Michie, 2012). However, most of these taxonomies focus on individual behavior change and
only a few also include behavior change of environmental agents (Bartholomew, et al., 2011; Khan et
al., 2009) at the interpersonal, organizational, community and policy levels. Moreover, translating
methods into applications demands a sufficient understanding of the theory behind the method,
especially the theoretical parameters under which the theoretical process is effective or not (Schaalma &
Kok, 2009)
The new synergy support our tenant
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HE LEVEL \TYPES \ FIELD
the MoHE
Johali2014
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Johali Tenant
METHODS FOR EVERY LEVEL
National–International
INTRA&INTER
Social & Cultural
Organizational
Group
INTERPERSONAL
INTRAPERSONAL
Adapted HuCOMP PH1-FuHE – M0oHE LEVELS
1. Self interact to interpret reality & create messages. At this basic level, the central
communicative processes of encoding & decoding are performed to help us coordinate our
meanings and messages at 2.
2. Interaction, negotiation and relations between two individuals, its effectiveness
3.
based on level 1, this level is the most important to health communication and, thus, it is
important to gain at least the “Seven Top Health Communication Skills (Pagano & Ragan,
1992, 29) .
Interaction of three or more individuals to adapt & achieve common tasks, its
effectiveness based on 1. & 2. e.g; medical team.
4. Encompasses 1, 2, & 3, it is important to develop effective formal channels
and informal networks e.g; hospitals & health centres.
5. Intra & Inter Social/Cultural joints all the above, it can be within more than two
different groups, communities in one organization, nation or nations.
6. This is the highest level of communications, e.g; national and international mass
media & satellites.
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DO YOU REMEMBER - WHERE – HOW USE TO DECIDE
Johali Summary Philosophies & Theories of Education
Key Concepts Most Common Philosophies & Theories of Education
Humanism
Transfer
Progressivism
Travel /Jearny
Preserve&
Adaptation/ Training Personal Growth
Education
Transmit
Training/Skills/Objecti
/Process
&
Knowledge
ves
Development
worthwhile
relative- essential for
Knowledge/
Life experience
safe
practice
Theory
Tentative
Student interest
Relative to safe
Vital
Skills/
Vital
practice
Practice
Centre /
Instructor & Guide
Teacher/HE
Facilitator
Examination/
Evaluation
Student/Pati
ent
Transferor
Vital-theory
Passivecontainer
Fully-controlled
Technocrat
Shape
Vital- practical
Passive- holder
practically fully
supervised
Self interest &
evaluation
Active/ Freeinterest
Reconstruction
Grow
Society-Centered
Create better society
Life experience
Tentative Society
interest
Vital
Indoctrinator/
Orientator
Vital theory-practice for
better society
Active
Semi-control
Curriculum/Pl Map of key Schedule of Basic Portfolio
of Agenda of Cultural
an
Subject
Skills/ a kind of
Experiences
Issues
Technology
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MoHE
Define & Reasoning Why & How to choose the appropriate ?
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BEHAVIORAL EDUCATIONAL OBJECTIVES
BEO Based MoHE
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THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES
Learn to behave
BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES the Domains
Simple
/
Dependent
/
Passive
COGNITIVE
Know – Knowledge
AFFECTIVE
Think – Value – Response - Judge
PSYCHOMOTOR/ACTION
Intellectual Skills
Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move
Complex
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/
Independent
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Active
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THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES-
Learn to behave
The BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES the Verbs
Simple
Class
Knowledge
/
Dependent
Area
Knowledge
Int. Ability
Cognitive
Affect
Action/
Psycho
Remember
Receive
Reflect/Move
Reason
Respond
Communicate
Plan to solve
Value/apprise
Act
Format
Organize/characte
r
Adapt
Understand
Create/Interpret
Develop
Inter Judge
Ext Judge
Decide
Analysis
Synthesis
Int. Skills
Evaluation
Complex
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/
Passive
Behavioral Objective
Comprehension
Application
/
Independent
/
Active
/
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Teaching -Learning Objectives
Key Characters (ICHO)




Independent of other actions
Contain a specific action verb
Have a beginning and ending
Observable and measurable
Must contain the condition(s) under which performance is to
occur
Do NOT Use (KLU)
To Know
Why (cloudy ; dreamlike)
To Learn
To Understand
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COMMON
METHODOLOGIES - APPROCHES
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SELF-EMPOWERMENT COLLECTIVE METHODS
 Andraogy - Participatory learning
 Critical Thinking CT to Problem Solving PS – DM
 Counselling: Client-centred & Group Counselling
 Individual & Social Assertiveness Training
 Educational drama
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Andragogy
Community\ People\
Students\Patient
Cantered Learning
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http://drhaddox.hubpages.com/hub/Andragogy-and-Pedagogy-Defined-and-Compared
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Knowles, M. ( .)1980The Modern Practice of Adult Education: From Pedagogy to
Andragogy 2nd edsserP noitaicossA :kroY weN .
According to the article Malcolm Knowles an American
practitioner and theorist of adult education, defined andragogy
as “the art and science of helping adults learn”.
Knowles identified the six principles of adult learning as:
• Adults are internally motivated and self-directed
• Adults bring life experiences and knowledge to learning
experiences
• Adults are goal oriented
• Adults are relevancy oriented
• Adults are practical
• Adult learners like to be respected
http://tomwhitby.wordpress.com/2013/05/03/pedagogy-vs-andragog
Johalili2013
http://www.linkedin.com/groups/Andragogy-1848366?home=&gid=1848366&trk=anet_ug_hm
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http://www.scoop.it/t/elearning123
THE CLIENT-CENTRED APPROACH (The Real EMPOWERMENT)
Aim is to work with clients in order to help them to identify
what they want to know about and take action on and make
their own decisions and choices according to their own
interest and values
Health promoter’s role is to act as a facilitator in helping
people to identify their own concerns and gain the
knowledge and skills they require to make things happen
Self-empowerment of the client is seen as central to this
amazing approach
Clients are valued as equal who have knowledge, skills and
abilities to contribute, and who have an absolute right to
control their own health destinies
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Participatory Learning
Participatory Learning is a new non formal Adult learning, your role just a
facilitator to promote, help and support
Client Participation
 The degree of participation in the HE process directly influences the
amount of learning.
 When the HE works with clients in a learning context, one of the first
question to discuss is “What does the client wants to learn?”
 The amount of learning is directly preoperational to the learner's
involvement – the more involvement the more quality of learning”
For example, a group of senior citizens “old ages” attended a class on
nutrition and aging, yet made few changes in eating patterns. It was not
until the members became actively involved in the class, encouraged by the
HE to present problems and solutions for food purchasing and preparation
on limited budget, that any significant behavioral changes occurred.
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http://www2.unescobkk.org/elib/publications/nonformal/M4.pdf
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Participatory Learning
What – How Do We Learn – Group Exercise ?
The purpose of this exercise is to see ourselves as learners before
discussing how to help learners learn.
========
This exercise reminds us that:
Everybody has his or her own learning habits ?
-Some people learn fast with books ?
- Others learn better from friends or TV Or Programs; Internet…..etc.?
-May enjoy learning through group work and your friends (True ?)
-You may prefer learning through real demonstrations, when you compare
your experience with others ..
-You find that different people have different learning habits- Each of our
learners is different ( True ?)
We have to keep this in mind and develop flexible teaching-learning methods.
There is no single best way, Are we facilitators ?, Do we need to find the
best ones for our own centre ?
Chambers, R. (1993) Treading more carefully: participatory rural appraisal – past , present and future. New Ground 13, 12-13. Hart R (1996)
Children’s Participation: The Theory and practice of Involving Young Citizens In Community Development and Environmental Care, UNICEF
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Participatory Learning
Why; What – How Do We Learn – Group Exercise & Games ?
What environment can we create for better learning?
Exercise 1
Please draw a sketch of your literacy class setting – doorway (s), windows,
desks, chairs, blackboard, etc.
We can think about a good environment in two ways:
One is the physical environment – facilitates including the building that houses the learning
centre and facilities in the classroom. We can ask the following questions:
“ ë Do learners have places to sit?; Is there enough light?; s the place warm or cool enough?; Is
water available?; Is the learning place interesting to look at, with some photos and charts on
the wall?; ë Is there too much noise from outside?; ë Are there toilets?
Second, we need to consider the psychological environment. In other words,
adult learners need to feel comfortable in their minds when they learn.
The following statements may be common to many of us:
“ ë I feel relaxed in class, not threatened by anything; ë The facilitator and the other learners
listen to me; ë Other people respect my ideas.; ë I can express my opinions freely….
In order to make the situation relaxed and friendly, we may play some games.
We call them çice breakersé or çenergizers.é
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Brain Storming
Critical Thinking - Problem Based Learning & Problem Solving
& Decision Making (CTPSDM)
What is brainstorming?
Brainstorming is used to generate a large number of
creative ideas when problem solving and achieving
objectives. It can even be used for decision making.
Brainstorming was first introduced a book named Applied
Imagination written in the late 1930’s by Alex Osborn.
Steps for a brainstorming session:
ë Identify the issue(s) with the learners.
ë Write the issue(s) on the board and explain.
ë Ask learners to think about the issue(s) for a few minutes.
ë Invite quick ideas on the issue(s) without elaboration.
ë Ask learners not to interrupt or argue.
ë Assign someone to write down ideas on the board.
ë Stop brainstorming at some point and ask learners to clarify each
idea.
ë Put ideas into categories and prioritize.
ë Discuss and underline the ideas
agreed
upon.
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Critical Thinking - Problem Solving & Decision Making
(CTPSDM)
P1: the 8 Coins? Move two coins to make each coin touch three coins
P2 the 7 Matchsticks : Move Three Matchsticks to Make 5
http://www.problem-solving-techniques.com/Brainstorming-Techniques.html
Six Thinking Hats
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http://www.mindtools.com/pages/article/newTED_07.htm
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Critical Thinking - Problem Solving & Decision Making
(CTPSDM)
P is the gap between the current and the desired situations/ it is an obstacle
/barrier to achieve objective
PS is the act of finding the most appropriate solutions/answers
D the choice of one from a set of initially possible alternatives.
DM is a problem-solving process where you are required to make a choice on
one solution based on many solutions gathered from the information you have
acquired (http://www.sunrisepage.com/manage/decision.htm)
DM is the study of identifying and choosing alternatives on the values and
preferences of the decision maker.
http://www2.unescobkk.org/elib/publications/nonformal/M4.pdf
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Critical Thinking - Problem Solving & Decision Making (CTPSDM)
Problem-Solving Skills
in Education and Life
http://www.asa3.org/ASA/education/
think/methods.htm
+
5 Whys Root Cause Analysis Problem
Solving Tool--Video Training
http://www.asa3.org/ASA/education/think/m
ethods.htm#problem-solving-education
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Demonstration & Return demonstration
The demonstration method often is used for teaching
psychomotor skills and is best accompanied by
explanation and discussion,
With time set aside for return demonstration by the
client or caregiver the HE, It gives clients a clear
sensory image of how to perform the skill.
Because a demonstration should be within easy visual
and auditory range of learners, it is best demonstrate in
front of small groups or a single client.
Use the same kind of
equipment that clients
will use, show exactly
how the skill should be
performed, and
provide learners with
ample opportunity to
practice until the skill
is perfected.
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Demonstration & Return demonstration
Demonstration & Return demonstration
https://www.google.com.sa/search?q=demonstration+method&espv=
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Role Play
ROLEPLAY
Acting of roles by group participants. Can be useful where
communication difficulties exist between individuals in a setting,
e.g. families, professional practice, etc.
At times, having clients assume and act out roles maximize learning.
For example, A parenting group, , found it helpful to place themselves in the role of
their children; their feelings about various ways to respond became more apparent.
- Reversing roles can effectively teach spouses in conflict about better ways to
communicate.
- To prevent role-playing from a becoming a game with little learning, plan the
proposed drama with clear objectives in mind.
Steps to follow for a role play:
ë Choose the subject matter and outline a basic plot.
ë Select the actors. Do a small role play first. Later it can evolve into a long
drama in the form of a series, in which the same characters reappear, more join
in, and more issues are covered.
ë Prepare flash cards of proverbs or sayings that the actors can use at any
time.
ë Encourage the actors to make up their own spontaneous dialogue to suit
the story line and plot.
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ë Arrange
some time after the role play
toMoHE
discuss
http://www2.unescobkk.org/elib/publications/nonformal/M4.pdf
SIMUALTION - GAMES
Do We Like – Can We Do – How we can we make learning enjoyable ?!
SIMULATION
Useful for influencing attitudes in individuals with varying
abilities. Generally in school setting, but of relevance to other groups.
Advantages
Active learners
Practice “reality” in a safe setting
Useful for cognitive and psychomotor
domains of learning
GAMES
Limitations
Labor intensive
Costs of equipment
instructional methods requiring the learner to participate in a
competitive activity with preset rules to achieve an
educational objective
Advantages
Active learner
Perceived as “fun” by many learners
Useful for all three domains of learning
Limitations
Too competitive for some learners
Ice Breakers in http://www.linkedin.com
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http://www.linkedin.com/groups?gid=2767130&mostPopular=&trk=tyah&trkInfo=tas%3AIce%20Breakers%2Cidx%3A2-1-2
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Why Games
https://www.facebook.com/anthony.d.champagne
Games are growing media form
There is little doubt that people are increasingly allocating time from other
media to games
Games may offer better forms of educational experiences (at times)
Researchers are trying to figure this out and early returns are promising
The technologies & talents housed in the games industry have proven
capabilities beyond games
Exploit technologies and techniques honed by millions if not billions of dollars
Summary Points...
 We've come a long way in a few years
 The research agenda is still being set, and barely is being met but momentum
to do so is building
 We can't just research, or build, we must do and respect both needs equally.
 We can have an effect but the strength, size, and pervasiveness are questions
 Defining the usage space, do's, don'ts, strengths..,etc.
 For what we gain... can we actually measure?
http://www.programasejogos.net/download_gratis/arcade-race
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http://www.programasejogos.net/download_gratis/ice-breakers
learning GAMES
Do We Like – Can We Do – How we can we make learning enjoyable ?!
Communication Circles: (suitable for later
stages; skill: writing):
True or False: (suitable after two or
three months; skill: reading)
Write several statements on large
pieces of paper, making them either
true or false.
For example: snakes eat mice,
birds eat worms, not seeds; sunrise
in the morning, sunset in the east;
fresh water is salty...
Show these statements to the class
very quickly (speed reading) and
ask the participants to decide T
(True) or F (False).
Ice Breakers in http://www.linkedin.com
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Ask all the participants to write down their
names on small pieces of paper.
Put all the pieces together and ask
participants to pick out one name at random.
If they pick out their own name, then they
should swap the paper with
someone else.
For the following two or three weeks every
participant writes short letters ormessages
to the participant whose name they picked
out. The facilitator acts as a messagebearer, distributing this secret mail among
the members of the circle. At the end of the
period, the participants say whom they have
been writing to, and then letters are
displayed on the wall to compare.
http://www.linkedin.com/groups?gid=2767130&mostPopular=&trk=tyah&trkInfo=tas%3AIce%20Breakers%2Cidx%3A2-1-2
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learning GAMES
Do We Like – Can We Do – How we can we make learning enjoyable ?!
Cotton Blowing:- We can use this game to build teamwork, to encourage
planning, and to stimulate learners to be analytical.
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Counseling and Group Work in Health
Education
Counselling is one of the educational methods most frequently used
in health education to help individuals and families. During counselling,
a person with a need (the client) and a person who provides support
and encouragement (the counsellor) meet and discuss in such a way
that the client gains confidence in his or her ability to find solutions to
their problems.
Groups can often do things that individuals could not do by
themselves. They may be able to support their members in the
practice of improving their health behaviour. School health
education is any combination of learning experiences initiated by you
as a Health Extension Practitioner in the preschool and school setting
(Figure 11.1). Your work will be targeted to develop the behavioural
skills required to cope with the challenges to health at school.
http://labspace.open.ac.uk/mod/oucontent/view.php?id=452843&direct=1
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Group Work & Counseling
GROUP DISCUSSION
Gladding defined a group as “a collection of two or more individuals who meet in
face-to-face interaction, interdependently, with the awareness that each belongs
to the group and for the purpose of achieving mutually agreed-on goals.”
Steps for a group discussion:
1. State the reasons for and the goals of the discussion beforehand.
2. Talk in an informal way and ask about the concerns learners have so that they
can help choose a topic (family planning is one example).
3. Select a moderator to start the discussion.
4. Encourage group members to present the pros and cons of the topic.
4. Everyone should have a chance to speak and share ideas.
5. Gather information and analyze. Have someone take notes on the blackboard.
We have to know that group discussion is not just people chatting. It is useful to
set up ground rules for group discussion such as these:
ë We listen to each other.
ë We respect other peoples ideas.
ë We do not hurt or insult each other.
ë We
speak briefly, clearly and precisely.
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Group Counseling Process
1. First session in CBDD:
1.
Clarify ground rules and
guidelines.
Build cohesiveness and
trust.
2.
3.
Discuss confidentiality.
Discuss active listening
for each other.
4.
2. Remaining sessions in 8
Steps SELEESR:
1. Summary
of
the
initial
meeting.
2. Establish
therapeutic
atmosphere.
3. Leader models facilitative
behaviors.
4. Establish a relationship.
5. Address
members’
concerns/problems.
6. Explore previous solutions,
look at alternatives.
7. Set goals, try new behaviors,
assign homework
8. Report and evaluate results
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Group Counseling Process
Implications for Different Ages
Group counseling can help children in formative years acquire social skills,
improve racial relationships, and shape a positive attitude towards school.
Group counseling can support preadolescents in dealing with family, peer
pressure, and anger management.
Group counseling can help high school students with making choices, stress,
aggression, and eating disorders.
Group counseling can help students with self-esteem, self-determination, body
awareness, and self-concept (ex. unity model).
Group Leader Characteristics (Corey)
 Presence – genuine care in “being there” for clients
 Personal power – self confidence and awareness of one’s power
 Courage – ability to take risks and be vulnerable
 Willingness to confront oneself – being honest and self aware
 Sincerity and authenticity – sincere interest in the well-being of others and
behaving without pretense
 Sense of identity – knowing one’s values, strengths, and limitations
 Belief and enthusiasm for the group process
 CHS385
Inventiveness and creativity – open to new ideas and experience
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Lecture & Presentation
You CHS382 Exciting
HE have to present information to a large group. The lecture method, a formal
kind of presentation, may be the most efficient way to communicate general
health information. However, lectures tend to create a passive learning
environment for the audience unless strategies are devised to involve the
learners.
To capture their attention, slides, overhead projections, computer-generated slide
presentations, or videotapes can supplement the lecture.
Allowing time for question and dissection after lecture also actively involves the
learners.
This method is best used with adults, but even they have a limited attention span,
and a break at least midway through a presentation of 1 hour will be appreciated.
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Distributing
and2014
summarizes the content shared,
or supplements it, also reinforce important points.
Lecture & Presentation
You CHS382 Top Exciting - Why
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BEHAVIOUR CHANGE - MODIFICATION
- Learning and unlearning of specific habits.
-Stimulus-response learning.
-Generally behavior specific, e.g. quit smoking phobia desensitization.
- Often used in intra-personal, cultural, social, national communication
educational levels, and include techniques intended to help those in the target
population experience a change in behavior systematic procedure for
changing a behavior and process based on stimulus response theory
- Emphasis placed on a specific behavior that one might want to increase or
decrease
- Particular attention given to changing the events that are antecedent or
subsequent to the behavior that is to be modified
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METHODOLOGIES
JOHALI QUALITY MODEL -SUMMARY OF THE MOST COMMOM MoHEs
M & T MAJOR METHODS
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METHODOLOGY – THE MOST COMMOM CAP BASEDE
Example of HE Strategies
( CAP Objective Based Methodologies)
Teaching Objectives
O kinds
Strategy
(M \T)
1. Present \Provide
Information
- Cognitive
- Lecture
- AVAs
- Reading
Passive
2. Encourage
understanding
- Cognitive
- Affect
- Problem
Solving
- G work
- Program
med
learning
Active
3. Encourage
investigation of
attitude and
value
-
• G. work
• Share
experienc
es
Active
Affect
Cognitive
4. Develop
-Cognitive
psychomotor
-Affect
and
-Psycho
interpersonal
skills,
M TYPES
WITH KINDS OF LEARNING;
Patient
Status
Advantages
• Economic
times and
resources
• Large
patients &
information
Disadvantag
es
Example
(Recommen
d)
• Quantity
only
• Passive
Think/Pro
mote
-
• Large
group of
patient at
1st visit
• Demonstr
Active
ation
• Games
• Simulatio
n
STATUS
OF LEARNERS PLUS ADVANTAGES & DISADVANTAGES
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HEALTH PROBLEM AND BEHAVIOR BASED CHARACTERS
M & T RELATION TO OBJECTIVES & COMPLEXITY
Diagnostic
Criterion
Prevalent
category
Desired
Educational
Outcomes
Cognitive
HEMLT Strategies
Audio
visual
aids
Lectur
e
Individ
ual
instruct
ion
Mass
medi
a
Progra
mmed
Learnin
g \ ETV
Inquiry
Learnin
g
Simulat
ions
and
games
Peergroup
discussi
on
√
√
√
√
√
√
√
√
√
√
√
Affect
Psycho.
HI
Complexity
Simple
HB
Complexity
Simple
HB
Duration
Short
HB
Frequency
Infrequent
HB Extent
Rare
√
√
Complex
Behavi
or
modific
ation
√
√
√
√
√
Modelin
g
√
√
√
Complex
√
√
√
Long
√
√
√
√
√
√
√
√
√
√
√
Frequent
Widespread
HB Nature
Additive
√
√
√
Substantive
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Recommended HEM Strategies To Age; Believe & Socioeconomic Status
Diagnos
tic
Criterio
n
Prevalent
category
Age
Infants
and
preschool
children
Audiovi
sual
aids
Individu
al
instructi
on
Mass
media
√
√
√
√
Secondar
y school
√
√
√
√
√
√
√
Program
ed
Learnin
g \ TV
Inquiry
Learnin
g
Simulati
ons and
games
√
√
√
√
√
√
√
√
√
√
√
√
√
Weak
Moderate
Socioec
onomic
statue
Lectur
e
Primary
school
children
Adults
Believe
s HBM
HEMLT Strategies
√
Peergroup
discussio
n
Modelin
g
Behavio
r
modifica
tion
√
√
√
√
√
Strong
√
High
intermedi
ate
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√
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TECHNOLOGIES 3
Techniques
Advantages
Disadvantages
Examples
9.Filme , video ,
television
• Resemble ‘look like’ reality
• Available to large audiences
• Effective illumination of
attitudes and values , can
demonstrate skills
• Visual and auditory senses
stimulated
• Need careful selection and previewing
• Need meaningful introduction and follow – up
discussion
• costly
• Electricity required
• All information in film may not be appropriate
• No self – pacing
• Need proficient with equipment
With high – school students ,
cases of drug dependency can
be viewed and used as basis for
discussion
10. Tape
recordings
• Auditory sense
stimulated
• Self – pacing
• Available to large
audiences
• Small recorders can be
inexpensive ,
• Can be used for a variety
of reasons
• Quality recordings may be difficult to
obtain
• Person using must be proficient with
equipment
Tape initial session of a
group in which health
attitudes are discussed .
Play back in later session
to assess any changes
11. Expert
contributors
• Present reality
• May provide a point of
comparison
• May command
respect because of
knowledge
• May not be easily available
• May be expensive
• May not be appropriate
Inviting an adolescent
diabetic who is coping
well to speak to a
group of new juvenile
diabetics about how
he feels in relation to
his condition
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90
METHODS OF STAGES OF CHANGE
CONCEPT
DEFINITION
METHODS OF TX.
PRECONTEMPLATION
Unaware of the problem, hasn’t
thought about change
Engagement skills, develop trust,
assertive outreach, accept client
where they are at, provide concrete
care
CONTEMPLATION
Thinking about change, in the
near future (usually w/in the
next 6mos)
Instill hope, positive reinforcement
for
harm
reduction,
discuss
consequences, raise ambivalence,
motivational interviewing
PREPARATION
Making a plan to change plans,
setting gradual goals (w/in 1
mo)
Assist in developing concrete action,
problem solve w/ obstacles, build
skills, encourage small steps, tx
planning
ACTION
Specific changes to life style
has been made w/in past 6 mos
Combat feelings of loss and
emphasize long term benefits,
enhance coping skills, teach how to
use self help, tx. Planning, develop
healthy living skills, teach to avoid
high risk situations
MAINTENANCE
Continuation of desirable actions,
or
repeating
periodic
recommended step's
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RELAPSE
Johali1 MoHE 2014Determine the triggers and plan 91
for
PART OF THE PROCESS
future prevention
Assist in coping, reminders, finding
alternatives, relapse prevention
Johali MoHE
Social Marketing (SM)
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Social Marketing (SM)
We have to use carefully for facilitating modifying health behaviors
SOCIAL MARKETING defined as:
The application of marketing concepts and techniques to the
marketing of various socially beneficial ideas and causes instead or
products and services in the commercial sense. (Fox & Kotler 1980)
SM 8 Steps
SM 4 Ps
Product : the physical
product and its symbolic
meaning
Price : The Value of the
product
Place : Where the product is
available
Promotion (Advertize)
:advertising, sales
promotion, personal selling
and publicity
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1. Establishing
management
and
operating procedures
2. Selecting the products to be marketed
3. Identifying the consumer population
4. Deciding on brand names and
packaging
5. Setting an appropriate price
6. Recruiting sales outlets
7. Arranging and maintaining a distribution
system
8. Carrying out promotion
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SM Strengths
1.
2.
3.
4.
A valuable change tool
Useful in persuasion
Useful in creating awareness and interest
Helpful by reinforcing through repetition of
message
WEAKNESSES & LIMITATION
1.
2.
3.
4.
5.
6.
7.
8.
Heavy reliance on mass media (effects of selective processes)
Makes the audience passive
Tends to be manipulative
May create negative public sentiments for real
consume
products
Creates resistance if opposed to strongly reinforced and deeply
entrenched ideas/habits
Focus on the “individual” rather than the “community” at large for the
proposed change
Only appropriate in certain circumstances
Ideas from “outside” - not the audience’s own
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REFLECT & PRACE
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Every philosophy – theory – level – fields…..has each own :
• Characters - Content - Methods
Child-seeking = Child-centred
•
Inclusive of children
•
Effective for learning
•
Healthy and protective for children
•
Involved with children, families, and
communities
•
Gender-sensitive
Content
The
content areas of skillshealth education
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Methods
The
methods
for teaching & learning
- group work & discussion
- brainstorming
- role play
- educational games
- debates
- practising people skills
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Content
What topic? What issue?
Knowledge
Attitudes
About what?
Towards what?
Skills (life)
For what?
Learning Outcomes
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USING POWERPOINT&TO&CREATE SCIENTIFIC POSTERS
http://hhmi.missouri.edu/assets/docs/prep/ReploglepresentationNov2010.pdf
Self-Assessment Questions (SAQs) with answers
LIVE if possible
http://labspace.open.ac.uk/mod/oucontent/view.php?id=452843&section=122.8
Just Example 1
SAQ 11.1 (tests Learning Outcomes 11.1 and 11.2)
Explain the difference between counselling and advice, and give examples of each of them.
Hide answer
Answer
Counselling is a helping process where one person explicitly, and purposefully, gives their time to
assist clients to explore their own situation, and act upon a solution. It is the process by which we
first understand the problem, and then help the client to understand their problem, and then we need
to work together with them to find a solution that is appropriate to their situation. It involves helping
people to make decisions and giving them the confidence to put their decision into practice.
Advice is based on opinions and suggestions about what could be done about a situation or
problem. It is an opinion given by experts on what to do and how to do it. In advice, the decision is
made by the health worker and the clients are expected to follow the decision. But in counselling, the
decisions are made by the clients themselves.
Advice is not appropriate in health counselling for two reasons. First, if the advice is right, the person
may become dependent on the counsellor for solving all their problems in the future. Second, if the
advice turns out to be wrong, the person will become angry and no longer trust the counsellor.
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Selecting Objective Based HE Methods
To achieve each of your stated objectives, you need to choose the best educational
method, because not all health education methods are appropriate to achieve each of
your objectives — some methods are better than others. For example, if one of your
learning objectives is to increase knowledge about a particular health subject, you
should choose a method which is appropriate for this objective
This Table shows health education methods that are appropriate for each learning
objective.
Learning objective
Health education method
Raising awareness and passing on Lecture with discussion, talks at public meetings
knowledge
or social gatherings, and the distribution of
materials such as posters and leaflets
Changing attitudes
Individual approaches such as counselling or
discussion, using visual and audio-visual
materials
Skill development
Training and demonstrations involving practice
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Selecting Objective Based HE Methods
When you are choosing the educational method that you will use, you should also
consider:
•The number of people involved.
•Learner preferences.
•The appropriateness of the method to the local culture.
•Availability of your resources.
•A method that best fits the characteristics (age, sex, religion, etc.) of the target
group.
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FURTHER
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Highest Level
Community health education, participation & organization
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The Public Health System
Community
Governmental
Public Health
Infrastructure
Assuring the
Conditions for
Population
Health
Academia
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Health
care delivery
system
Health
care
delivery
Assuringsystem
the
Comm
unity
Employers
and Business
Govern
Employ
mental
Conditions
ers
Public
for
and
Health
Infrastru
PopulationThe Busines
Academ
s
cture
ia
Health Media
The Media
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The 10 Essential Public Health Services
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Monitor health status to identify community health problems
Diagnose and investigate health problems and health hazards in the
community
Inform, educate, and empower people about health issues
Mobilize community partnerships to identify and solve health
problems
Develop policies and plans that support individual and community
health efforts
Enforce laws and regulations that protect health and ensure safety
Link people to needed personal health services and assure the
provision of health care when otherwise unavailable
Assure a competent public health and personal health care
workforce
Evaluate effectiveness, accessibility, and quality of personal and
population-based health services
Conduct research to attain new insights and innovative solutions to
health problems
Public Health Functions Steering Committee (1994)
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Yes will be used
Narrative records
Portfolio
Photographs/
Videos
Questions
Assessment
Essays
Conversation Skills
Observation
Self Assessment
Tools &
Assignments
Projects
Techniques
Quizzes
Checklist
Oral Questions
Research Work (group)
Observation
Peer Assessment
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Narrative Reports
Rating Scales
Paintings/ Artistic
Endeavour
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Johali Adopted Philosophy To Quality of MoHE ??!!
Strategic Approach to Community Health Improvement
Yes will be used
Further Support Topics
- Patient/Family Education Learning Module
http://www.uhnj.org/uhnetweb/patienteducation/Learningmodule.htm
- A Model for Educational Feedback Based on Clinical Communication Skills
Strategies: Beyond the "Feedback Sandwich“
http://www.tandfonline.com/doi/abs/10.1207/s15328015tlm1801_9#.
Us9CQ9J_sec
http://familymed.uthscsa.edu/ACE/chapter5.htm
Chapter 5 : Instructional Methods and Strategies
Co-Lead Authors:
Christopher White, MD and Lynn Manfred
Co-Authors:
Judy Bowen, MD, Martin Leamon, MD, Jennifer Koestler, MD,
Lyuba Konopasek, MD, Marilyn Kimmelman, EdD, Paul M. Krueger, DO,
David A. Rogers, MD, MHPE
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References & Sources

Adult Learning http://www.fsu.edu/~adult-ed/jenny /learning.html

Workshop on Methods for Changing Environmental Conditions for Health: influencing
organizations, key actors and stakeholders - http://ehps.net/synergy/?q=node/237

Abraham, C., & Michie, S. (2008). A taxonomy of behavior change techniques used in interventions.
Health Psychology, 27, 379–387.

Bartholomew, L. K., Parcel, G. S., Kok, G., Gottlieb, N. H., & Fernandez, M. E. (2011). Planning
Health Promotion Programs. San Francisco, CA: Jossey-

Skills-based health education including life skills, Unicef, New York
(http://www.unicef.org/programme/lifeskills/mainmenu.html )
Born to Learn
http://www.youtube.com/watch?v=falHoOEUFz0
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