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Health education: A practical guide for health care projects

Although the link between education and poor mental health has long been es- tablished, it has not often been examined in large-scale longitudinal studies. In this paper, we look at this issue in the context of a very recent and large scale study of adolescents in England. England is a particularly interesting country for analysing this issue because of a notably bad performance both on measures of child wellbeing and early drop-out from full-time education. For example, the UK made headlines in the last couple of years for ranking 24th out of 29 Eu- ropean countries on a league table of child wellbeing (Bradshaw and Richardson, 2009) | at HEALTH EDUCATION A PRACTICAL GUIDE FOR HEALTH CARE PROJECTS A FEW CONCEPTS HOWTO ORGANISE A HEALTH EDUCATION PROJECT SOME METHODOLOGY. ACTIVITY TECHNIQUES AND HEALTH EDUCATION TOOLS PAGE 80 EXAMPLES OF MESSAGES TO SPREAD AND ADDITIONAL RESOURCES PAGE 84 AUDIOVISUAL AIDS FOR HEALT-RELATED AWARENESS RAISING AND EDUCATION KEYS TO THEIR UNDERSTANDING AND CREATION 3 EN INTRODUCTION INTRODUCTION Health education is one of eight priorities to be implemented in a primary healthcare programme according to the Alma Ata declaration. Health education is a key activity in any health promotion programme. Health promotion as defined by the Ottawa Charter is the process that equips people with the means needed to have greater control over health and to improve it. Intervention in order to promote health is achieved by developing five main points creating healthy public policies creating favourable environments reinforcing community action acquiring suitably skilled people and redirecting health services. Health education aims to give people the means to adopt a healthier lifestyle by transmitting knowledge social skills and the necessary know-how and thus is found in the point of acquiring individual aptitude capacities. It also aims to make the community take responsibility for health problems and encourages community participation which stems from the point reinforcing community action . Getting the community to take responsibility for health problems is a key factor in creating long-lasting health promotion activities. For instance to optimise the results of setting up a Tuberculosis diagnosis and treatment centre associating information distribution and communication activities aiming to publicise the centre and its geographic and financial access would be advisable as well as health education activities about the telltale symptoms that should cause people to consult the centre. Thus in Delhi India in 2000-2001 an information education communication IEC campaign about .