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Core Elements of Health Education and Risk Reduction Activities

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Core Elements of Health Education and Risk Reduction Activities
A number of core elements should be considered in health education and risk reduction program and evaluation activities.
Effective Health Education and Risk Reduction program activities:
• State realistic, specific, measurable, and attainable program goals and objectives.
• Identify methods and activities to achieve specific goals and objectives.
• Define staff roles, duties, and responsibilities.
• Define the populations to be served by geographic locale, risk behavior(s), gender, sexual orientation, and race/ethnicity.
• Assure that educational materials and messages are relevant, culturally competent, and language- and age-appropriate.
• Include professional development for all program staff.
• Include a written policy and personnel procedures that address stress and burnout.
• Include written procedures for the referral and tracking of clients to appropriate services outside of the agency.
• Provide for collaboration with other local service providers to assure access to services for clients.
• Assure confidentiality of persons served.
Effective Health Education and Risk Reduction evaluation activities:
• Include process evaluation.
• Require consistent and accurate data collection procedures, including number of persons served, quantity and type of literature or materials distributed, and demographics of persons served. A description of the tools to be used and definitions of various measurements (e.g., "unit of service" and "contact") should be outlined.
• Include staff supervision, observation, evaluation, and feedback on a regular basis.
• Include feedback from persons served.
• Designate staff who are responsible for evaluation and quality assurance activities, for compiling and analyzing data, and for documenting and reviewing findings.
• Define methods for assessing progress toward stated proc...

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Aug. 21 - Course outline
26 - The Meaning of Health and Wellness 1
28 - The Meaning of Health and Wellness 1

Sept. 2 – Health Promotion 2
4 - Health Promotion 2
9 - Health Education 3
11 - No class
16 - History of Health Education and Health Promotion 4
18 - History of Health Education and Health Promotion 4
23 - Health Education and Promotion as a Profession 5
25 - Health Education and Promotion as a Profession 5
30 - Settings for Health Education and Promotion 6

Oct. 2 - Settings for Health Education and Promotion 6
7 - Mid-term exam
9 – Fall break
14 - Coordinated School Health Programs 7
16 - Government Initiatives 8
21 - Programs that work 9
23 - Programs that work 9
28 - Learning and Behavior Change: Theories and Models 10
30 - Learning and Behavior Change: Theories and Models 10

Nov. 4 - Needs Assessment, Planning, and Program Implementation 11
6 - Needs Assessment, Planning, and Program Implementation 11
11 - Evaluation 12
13 - Evaluation 12
18 - Current and Future Issues in Health Education and Health Promotion 13
20 - PPD
25 – Interview presentations
27 - Thanksgiving

Dec. 2 - Interview presentations
4 - Interview presentations

FINAL TBA

In this essay, the author

  • Recommends a number of core elements should be considered in health education and risk reduction program and evaluation activities.
  • Describes the populations to be served by geographic locale, risk behavior, gender, sexual orientation, and race/ethnicity.
  • Recommends consistent and accurate data collection procedures, including number of people served, quantity and type of literature or materials distributed, and demographics of persons served.
  • Describes the duties of designated staff responsible for evaluation and quality assurance activities, compiling and analyzing data, documenting findings, and reviewing findings.
  • Explains that they are knowledgeable about subject matter and will find out what they don't know for you.
  • Describes the procedures for referral and tracking of clients to appropriate services outside of the agency. they provide for collaboration with other local service providers to assure access to services for clients.
  • Defines health education as a combination of learning opportunities designed to facilitate voluntary adaptations of behavior conducive to health.
  • Explains that this is a science based in theory and has practical applications. regular attendance will not be taken in this class.
  • Explains that the mid-term and final will cover the first and second half of the semester. the interview will require the student to visit a health educator.
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