A Roadmap to Health Education

1. A Roadmap to Health Education Laura Stade, CHES Community Health Educator

2. Objectives • By the end of this session, participants will be able to: • Understand the essential components of effective health education • Identify ways that story enhances the learning process • Understand SOYD’s impact by examining our process of program evaluation • Identify areas where SOYD may be a resource

3. Seven Areas of Responsibility I: Assess needs, assets and capacity for health education II: Plan health education III: Implement health education IV: Conduct evaluation and research related to health education V: Administer and manage health education VI: Serve as a health education resource person VII: Communicate, promote and advocate for health, health education, health promotion and the profession

4. I. Assess Needs, Assets and Capacity for Health Education • Provides the foundation for program planning • Needs assessment: What health problems exist? What assets are available? Overall capacity to address health issues?

5. Seven Areas of Responsibility I: Assess needs, assets and capacity for health education II: Plan health education III: Implement health education IV: Conduct evaluation and research related to health education V: Administer and manage health education VI: Serve as a health education resource person VII: Communicate, promote and advocate for health, health education, health promotion and the profession

6. III. Implement Health Education

7. “If you want people to understand and identify with a complicated concept, tell a story about it.” -Donald Miller

8. AND CALLS THEM TO ACTION AND MEETS A GUIDE THAT ENDS IN A SUCCESS A CHARACTER WHO GIVES THEM A PLAN THEM AVOID FAILURE HAS A PROBLEM THAT HELPS ! / / / / / /

9. AND CALLS THEM TO ACTION AND MEETS AN EDUCATOR THAT ENDS IN A SUCCESS A STUDENT WHO GIVES THEM A PLAN THEM AVOID FAILURE HAS A PROBLEM THAT HELPS ! / / / / / / Who is the hero?

10. AND CALLS THEM TO ACTION AND MEETS AN EDUCATOR THAT ENDS IN A SUCCESS A STUDENT WHO GIVES THEM A PLAN THEM AVOID FAILURE HAS A PROBLEM THAT HELPS ! / / / / / / Who is the hero?

11. AND CALLS THEM TO ACTION AND MEETS AN EDUCATOR THAT ENDS IN A SUCCESS A STUDENT WHO GIVES THEM A PLAN THEM AVOID FAILURE HAS A PROBLEM THAT HELPS ! / / / / / /

12. Three levels of problems: External Internal Philosophical HAS A PROBLEM !

13. Examples • External: • Frodo- Must save Middle Earth • Student - Must choose kindness • Student-Must incorporate physical activity into daily life • Internal: • Frodo-Is he courageous enough? • Student-Does he have what it takes to be kind in the face of peer pressure? • Student-Is he worthy of self care? Is he disciplined? • Philosophical: • Frodo - Will good win out over evil? • Student - Is life fair? Can kindness win out over bullying? • Student- Can self-acceptance and discipline be enough?

14. Self-Reflection Try this exercise with a problem you’ve dealt with in life. Write a brief statement for each of the questions. Your past can be better understood when framed as a story. Think about a goal you’ve accomplished in life. Who were you at the time you made the goal and what did you want to achieve? What problem did you encounter along the way and how did it make you feel? Who did you meet or what did you read that helped you? What plan did you come up with after meeting the guide? What did it feel like to take action on that plan? What happy ending did you experience? What could have been lost if you’d have failed?

15. Try this exercise with a problem you’ve dealt with in life. Write a brief statement for each of the questions. Your past can be better understood when framed as a story. 1. Think about a goal you’ve have accomplished in life. Who were you at the time you made the goal and what did you want to achieve? After I had knee surgery, I wanted to get back in shape. 2. What problem did you encounter along the way and how did it make you feel? I felt weak and unmotivated. My muscles weren’t as strong as they were before and I was worried about reinjuring myself. 3. Who did you meet or what did you read that helped you? I met a new friend, and we connected over our love for the outdoors. She mentioned an upcoming hiking trip and suggested I come along for the adventure. 4. What plan did you come up with after meeting the guide? I was too nervous to commit to the hiking trip. Instead, we began going on walks together. 5. What did it feel like to take action on that plan? I enjoyed these walks so muchthat they became a part of my weekly, routine. I could feel myself getting stronger and our conversations gave me confidence and encouragement. Finally, it was the weekend of the hiking trip and I knew I had to go. I didn’t want to miss out! 6/7. What happy ending did you experience? What could have been lost if you failed? I ended up meeting several new people on that trip and we are still friends to this day.

16. AND MEETS AN EDUCATOR Listens Provides a Plan / Call to Action Understands Empathizes

18. Trust the Force (Luke Skywalker) AND CALLS THEM TO ACTION AND GIVES THEM A PLAN You have what it takes(Frodo) Simple paradigm shift Complex multi-level strategy

20. Seven Areas of Responsibility I: Assess needs, assets and capacity for health education II: Plan health education III: Implement health education IV: Conduct evaluation and research related to health education V: Administer and manage health education VI: Serve as a health education resource person VII: Communicate, promote and advocate for health, health education, health promotion and the profession

21. IV. Conduct Evaluation and Research • Pre- and post-tests • Student and staff evaluations

22. Staff Evaluation Student Evaluation

26. Sources • Cottrell, R., Girvan, J., McKenzie, J. (2014). Principles and foundations of health promotion and education. Pearsons • National Commission for Health Education Credentialing, Inc. (nchec.org) • Miller, D. (2017). Building a storybrand. Nashville, TN: HarperCollins