Course Details

Course Information Package

Course Unit Title	HEALTH EDUCATION
Course Unit Code	ELE117
Course Unit Details
Number of ECTS credits allocated	4
Learning Outcomes of the course unit	By the end of the course, the students should be able to: Examine and explain the terms: health and illness in contemporary society, alternative methods of medicine, medicalisation of health and its implications to health education and health promotion. Identify and describe different reasons that determine the acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.) and discuss their implications to health education. Compare and contrast models of health (i.e: biomedical model, social model, psychosocial model) and theories of behaviour change and discuss their relationship to health education in schools. Identify, critically analyse and discuss gender influences, differences and inequalities in relation to physical, psychological and social health, morbidity and mortality, examine the role of stereotypes in relation to health and explain reasons for gender inequalities in health. Identify steps involved in questioning gender stereotypes and examine the role of formal and informal education in de-constructing them. Identify different types of child and women abuse (physical, psychological, mental, social, and sexual), discuss their implications to health and propose ways of preventing child abuse and dealing with it. Develop and apply communication skills (listening skills, expression of feelings), assertiveness skills and skills for resolving conflict and examine their relationship to health maintenance and health promotion. Develop detailed teaching plans / strategies for de-constructing gender stereotypes. Evaluate and apply research findings that are related to prevention of ill health and the promotion of health.
Mode of Delivery	Face-to-face
Prerequisites	NONE	Co-requisites	NONE
Recommended optional program components	-  Αγάθωνος – Γεωργοπούλου Ε. (1991). Κακοποίηση – Παραμέληση Παιδιών.  2η έκδοση.  Αθήνα: Γρηγόρη.  -  Annandale Ellen and Hunt Kate (2000). Gender Inequalities and Health. UK: Open University Press. -  AποστολίδουΜ. Μαυρικίου Π., Πάρλαλης Στ. (2014). Πρώτη Παγκύπρια Ερευνα για την Έκταση, Μορφές, Συχνότητα και Επιπτώσεις της Βίας ενάντια στις Γυναίκες στην Κυπριακή Οικογένεια. Για τη Συμβουλευτική Επιτροπή για την πρόληψη και Καταπολέμηση της Βίας στην Οικογένεια.  (www.familyviolence.gov.cy) -  Αποστολίδου, Μ., Παπαδόπουλος, Κ. Παγιάτσου, Μ., Ιερίδου, Α. Αποστολίδου, Ζ. (2005).  Έκταση , μορφές και επιπτώσεις της βίας ενάντια στα παιδιά στην κυπριακή οικογένεια. Λευκωσία: Συμβουλευτική Επιτροπή για την πρόληψη και Καταπολέμηση της Βίας στην Οικογένεια.  (www.familyviolence.gov.cy) -  Dubos, R. (1999).  Το Όραμα της Υγείας: Ουτοπίες, Πρόοδοι και Βιολογικές Αλλαγές. Αθήνα: Κάτοπτρο. -  Fernado, S. (1991). Mental Health. Race and Culture. Basingstoke: MacMillan Press. -  Illitch, I. (1989) Medical Nemesis. Great Britain: Penguin Books. -  Keyser B. Morrow, M. Doyle, K., Ogletree, R. and Parsons, N. (1999) Health Education Skills and Competencies Boston – London: Jones and Bartlett Publishers. -  Ουόκερ, Λ. (1989) Η Κακοποιημένη Γυναίκα  Αθήνα: Ελληνικά Γράμματα.
Course Contents	-  Historical perspective of health. Contemporary approaches to health, mental health, illness, and preventive behaviours, health behaviours (attitudes, values gender, age, environment, peers, media etc.) and implications to health education. -  Health Models: Models of health (i.e.: biomedical model, social model, biosychosocial) and their relationship to health education and health promotion schools. -  Alternative Medicine: Alternative methods of medicine (i.e.: homeopathy, acupuncture, aromatherapy, osteopathology).  Medicalisation of health and its implications for society, for health education and for health promotion in schools. -  Theories / Models of Behaviour Change:  Theories / models of behaviour change (the health belief model, the theory of reasoned action) and their relationship to health education. Factors that determine acquisition of health habits (attitudes, values gender, age, environment, peers, media etc.) -  Healthy Relationships and Mental Health Promotion: Skills for effective communication (listening skills, expression of feelings etc.), assertiveness skills and skills for resolving conflict in relationships.  Areas in the school curriculum that could help children form healthy relationships. -  Child Abuse – Domestic Violence: Different types of child and women abuse. (Physical, psychological, mental, social, and sexual).  Implications of abuse to health.  Skills for identifying and reporting child abuse. -  Gender and Health: Gender influences on physical and psychological health. The role of stereotypes in relation to physical, social and psychological health.
Recommended and/or required reading:
Textbooks	Lecture Notes Power point presentations Kaplan, R. Sallis, J. and Paterson. (1993). Health and Human Behaviour. International Editions: McGraw-Hill.
References	Bird Chloe E. & Rieker Patricia P. (2008). Gender and Health: The Effects of Constrained Choices and Social Policies. N.Y: Cambridge University Press. Connell, Robert, W. (2006) [2002]. Το Κοινωνικό Φύλο (μετ. Ελένη Κοτσιφού), Θεσσαλονίκη: Επίκεντρο. Curtis, S.E. (2003). Health and Inequality. London: Sage Publications Downie, R.S., Tannahill, C and Tannahill, A. (1996). Health Promotion: Models and Values. Oxford: Oxford University Press. Green, J. and Thorogood, N. (2004). Qualitative Methods for Health Research. London: Sage Publications. Nettleton , S. and Gustafsson U.(Editors) (2002) The Sociology of Health and Illness. Oxford: Blackwell. Ogden, J. (1996). Health Psychology. Buckingham:Open University Press Παπαδάτου, Δ. και Αναγνωστόπουλος, Φ. (1995). Η Ψυχολογία στο Χώρο της Υγείας. Αθήνα: Ελληνικά Γράμματα. Tones K. and S. Tilford (1994). Health Education: Effectiveness, efficiency and equity. Second Edition. London: Chapman and Hall.
Planned learning activities and teaching methods	The course is delivered to the students by means of lectures, which are aided by power point presentations, classroom discussions, role plays and group work. Lecture notes and presentations are available for students to use in combination with the textbooks.
Assessment methods and criteria	Assignment 20% Presentation 20% Group work participation 10% Final Exam 50%
Language of instruction	English
Work placement(s)	NO