Health promotion and education are primarily concerned with answering the question: “How are individuals and groups motivated to change health-related behaviours for the better?” To shed light on this, principles of health promotion and behaviour change will be studied within the contexts of school and community settings. Analysis of specific health promotion and education initiatives relating to current individual and community health concerns will provide insight into contemporary health issues and the means by which governments and non-profit agencies are attempting to address those issues.
- History and context for health promotion and education
Learning and behaviour change: models of individual health behaviour.
- Continuum of wellness
- Intervention continuum – from disease treatment to wellness optimization
- Understanding Canadian health care and health promotion/education
- Canadian health care delivery
- Health Canada and health education/promotion
- Current initiatives
- The role of non-profit organizations and health promotion/education
- Public school system and health promotion/education
- Curriculum based
- Community based
- Event based
Selected health topics: (Individual instructors will cover a selection of topics from the following list as they relate to the other course components: Specifically, as they relate to course content items 1.2, 1.3, and 2 above and item 4 below)
- Learning Theory
- Cognitive dissonance
- Learning styles and learning basics:
- Cognitive domain
- Affective domain
- Psychomotor domain
- Selected theories relating to choice and behaviour change
- Motivational theory – Maslow’s hierarchy of needs
- The Health Belief Model
- The Theory of Reasoned Action and Theory of Planned Behaviour
- The Transtheoretical Model and Stages of Change
The Health Promotion Process:
- Psychosocial health:
- Personal health and nutrition:
- Cardiovascular disease
- Type II diabetes
- Other health and nutrition topics
- Personal health and physical activity:
- Cardiovascular disease
- Type II diabetes
- Other health and physical activity topics
- Personal health and substance abuse:
- Understanding addiction
- Contemporary drug concerns
- Gateway drug
- Environmental health
- Communicable and chronic diseases
- Assessing community needs
- introduction to vital statistics and demography
- epidemiological studies
- Planning for promotion and assessment of success
- Selecting Strategies and Tools
Methods of Instruction
- Discussion groups
- Reading assignments
- Field Observation
- Online discussion groups
Means of Assessment
The selection of evaluation tools for this course is based on:
- Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
The following is presented as an example assessment format for this course:
|Health Education case study
|Health Promotion Fair
Following successful completion of this course, the student shall be able to:
- Accurately define and discuss in his/her own words health, wellness, health education, and health promotion.
- Describe and discuss the primary determinants of health behaviour and health behaviour change.
- Identify key elements of curriculum-mandated health promotion in the k-12 school context.
- Identify alternative health promotion activities and initiatives in the k-12 school context.
- Describe a community context and identify health promotion activities utilized in that context.
- Analyze an existing health promotion initiative in a school or community context by identifying its goals, breaking it into its component pieces and identifying what constitutes success and failure for the campaign.
- Describe how vital statistics and epidemiological data are used for assessment and planning of health education and promotion.
60 credits, including ENGL 1130 and SPSC 1103 and (SPSC 1105 or SPSC 2205)
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.