Course Details

1. Examine and explain the terms: health and illness in contemporary society, health education and health promotion.
2. Identify aims and objectives and the role of Health Education as an interdisciplinary activity, in all levels of education, that contributes the quality of life of both students and the community and explain its necessity in contemporary educational settings in Cyprus.
3. Critically analyse and examine the factors influencing the acquisition of health behaviours (i.e: attitudes, perceptions, values, gender, age, peers, media etc.) and discuss their implications to health education.
4. Identify areas in school curriculum that promote mental health (i.e: positive self image, high self esteem, assertiveness and empowerment) and propose activities towards these ends.
5. 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.
6. Identify and discuss gender influences on physical and psychological health, examine the role of stereotypes in relation to health and explain reasons for gender inequalities in health.
7. Propose, implement and evaluate health education programs in schools and include programmes in sensitive areas such as sex education, use and abuse of substances, family violence etc.

·         Analysis of key concepts: health and illness (physical, mental, sexual, social health) health education and health promotion

§  Health education as an interdisciplinary school subject of the curriculum

§  Health education as a transmitter of knowledge, skills, attitudes and values related to health.

§  Contemporary approaches to health education and health promotion.

§  Ddifferent types of child and women abuse (physical, psychological, mental, social, and sexual), their implications to health, ways of preventing child abuse and dealing with it.

§  Gender influences on physical and psychological health and the role of stereotypes in relation to health.

§  Sensitive areas of health education in schools (sex education, substance use and abuse, family violence and child abuse etc.

practices.

§  Planning, implementation and evaluation of health education programs in schools.

§  Identification of areas in school curriculum that promote mental health (i.e: positive self image, high self esteem, assertiveness and empowerment) and propose activities towards these ends.

§  Planning, implementation and evaluation of health education programs in schools. Identify areas in school curriculum that promote mental health (i.e: positive self image, high self esteem, assertiveness and empowerment) and propose activities towards these ends.

• Kaplan, R. Sallis, J. and Paterson. (1993). Health and Human Behaviour, International Editions: McGraw-Hill.
• Keyser B. Morrow, M. Doyle, K., Ogletree, R. and Parsons, N. (1999) Health Education Skills and Competencies Boston – London: Jones and Bartlett Publishers.

• AthanasiouKyriacos (2007). Health Education. Athens: Grigoris.
• Tones, K. and Tilford (1990). Health Education: Effectiveness, efficiency and equity. Second Edition. London: Chapman and Hall.
• Nettleton , S. and Gustafsson U.(Editors) (2002). The Sociology of Health and Illness. Oxford: Blackwell
• Ogden, J. (1996). Health Psychology. Buckingham: Open University Press.