Training health educators for social change. 1984-85.
Health education practice reflects the ideology of the social forces that support it. Currently, health educators approach their task from two divergent viewpoints: one group emphasizes changing individual behavior while the other focuses on organizing people to change health-damaging institutions, policies and environments. This report provides a rationale and examples of the latter approach. It then describes the kind of training program that would be necessary to prepare health educators to work effectively for social change. Specifically, it is suggested that graduate students in health education need more preparation in social epidemiology, environmental sciences and policy analysis, particularly the analysis of the impact of non-health policies on health status. Health education training programs also need new approaches to the process of learning. The social movement of the last decades, health education programs in developing and socialist countries and some projects in this country provide a rich source of case studies. Training programs also need to recruit students who will be prepared to serve populations most in need of help. This suggests attracting students who have in the past been excluded from graduate education. Finally, several methods are suggested by which students, faculty and practitioners can begin the process of transforming the institutions that prepare professional health educators.
Freudenberg
Nicholas
N
Hunter College School of Health Sciences, City University of New York, NY, USA.
D004500:Education, Graduate / Q000379:methods; D040381:Education, Public Health Professional / Q000379:methods; D006266:Health Education / Q000266:history*; D040441:Health Educators / Q000193:education*; D006293:Health Promotion / Q000266:history*; D049673:History, 20th Century; D006801:Humans; D011640:Public Policy; D012922:Social Change; D012935:Social Justice; D012962:Sociology, Medical