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‫بسم هللا الرحمن الرحيم‬
KINGDOM OF SAUDI ARABIA
MINISTRY OF HIGHER EDUCTION
KING SAUD UNIVERSITY
CAMS DEPARTMENT\ HE
SOCIAL CONCEPT OF HEALTH EDUCATION
SERVICES
The Healthy Individual
Health Family and Society
Johali 2nd Step To Holistic Saudi HE & Happiness Society
Remember by “ Promote and Help Others To …….. ?
(Johali 1 SCHE 2014)
EISA ALI JOHALI
CHS383
‫عيس ى بن علي الجوحلي‬
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‫بسم هللا الرحمن الرحيم‬
EISA ALI JOHALI
‫عيس ى بن علي الجوحلي‬
A Lecturer
• Bachelor A. M. Sc. Heath Education, KSU 1407 /1987
•Short Fellowship Planning Health Professions Education, UIC, USA 199
•MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in
Nursing, UK 1995
•PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012
Author of Two Published Books & 3 Projected
http://faculty.ksu.edu.sa/JOHALI/default.aspx
[email protected] WL Messengers SCHE 2014
http://sa.linkedin.com/pub/eisa-johali/31/3a6/896
https://twitter.com/TheNature2011 Dr. Eisa Johali
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CHS383 Promontory
Social Concept (Context) of Health Education (CHS
383) is the 2nd course I teach to you. It is one of basic
health education courses after the principles (CHS282)
that I taught you last semester & the CHS 232.
Therefore you have to recall what you have been
taught in these two courses. Meanwhile you have to
think that you are going to use these knowledge,
attitudes and skills in the next courses and your future
education and profession
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Lecturer Philosophy
My role is to promote and help to be ready and willing to have meaningful lifelong learning" But I
can't think instead of you…You have to .."
The above statement is the summary of my teaching philosophy. Based on my postgraduate
education and its following experiential earning "Student Centered" is my favorite approach. However,
we have no choice; we have to follow our higher national educational system and its procedures with
slightly modification to achieve the above vision. As an introduction to my teaching philosophy in my
teaching and learning plan, lecture, assignments instructions and student assessment feedback, I use
the most related Islamic teachings and Arabic Proverbs that can motivate and promote my students be
active, independent thinker, honest and creative hard workers to satisfy themselves, their relatives and
patients. The most motivating statements SUCH AS:
ُ ‫هللا يَجْ َع ْل لَهُ َم ْخ َر ًجا * َو َي ْر ُز ْقهُ ِم ْن َحي‬
]3 ،2/‫ب [الطالق‬
ِ َ ‫ْث الَ يَحْ ت‬
ُ ‫س‬
َ ‫ق‬
ِ َّ ‫َو َم ْن َيت‬
.]29/‫هللا يَجْ َع ْل لَ ُك ْم فُ ْرقَانًا [األنفال‬
َ ‫ِإ ْن تَتَّقُوا‬
:‫ عن أنس بن مالك رضي هللا عنه‬،‫وقول رسوله الكريم نبينا ”محمد“ عليه أفضل الصالة والسالم‬
‫( ال يؤمن أحدكم حتى يحب ألخيه ما يحب لنفسه) أخرجه البخاري‬
‫وقوله صلى هللا علية وسلم (كان هللا في عون العبد ما كان العبد في عون أخيه) رواه مسلم وأبو داود والترمذي‬
These Islamic Calls are our Evidences to assure Quality of Profession; Quality of NHEPC &
Quality of Life today and for the Day after.
Meanwhile, do not forget the most common Arab Proverb:
“Nothing Itching Your Skin like Your Nail”
All the Learners will success; Except the one Who DO NOT Welling to Success” – mainly
absent and who don’t care
Thus, “Be Ready and Willing to Success You Will Success ”
As I have taught you in CHS 282, I hope that you will be ‘learner who have to think, discover, reflect
and be independent creative note taker and health educator, not just traditional ‘teacher
dependent student’ who may not care to listen, hear, memorize and sure forget.
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CHS 383 Course Description & L Objectives
Course (code and NO):
Credit hours:
Contact hours:
(CHS 383)
3 (2+1)
5
Course title:
Level:
Prerequisite:
Social Concept of Health
Education
6
CHS 282, CHS 232
Course Description
After its briefly historical overview and comparative introductory to society,
social and cultural context of health in Islam and worldwide. This course will
explore the WHO and worldwide social determinants of health and their
circumstances in which people are born, grow up, live, work, and age, as well as
the systems put in place to deal with illness. These circumstances are in turn
shaped by a wider set of forces: religious, economics, social policies, and politics
(WHO Social Determinants of Health Key Concepts ; http://www.cdc.gov/socialdeterminants).. Finally, it will
promote the learners to explore the recent contribution of behavioral sciences
and behavioral change in holistic social and community health education &
promotion (http://ije.oxfordjournals.org/content/31/4/722.full; and other live discussion topics)
as they already studied the health behavior and theory of change in CHS 282…
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CHS 383 Course Description & L Objectives
At the end of this course, the students will be able to:
1. Briefly overview of historical development of social and cultural
context of HE in Islam and other societies
2. Defining related terms: Individual-Family- Society to Social and
cultural terms
3. Explore the WHO and worldwide social determinants of health
4. Explore the most common social forces affecting health education
5. Explore and examine recent contribution of behavioral sciences
and behavioral change
6. Help learners to develop empathy for and a collaborative stance
toward individuals and populations with whom one will work in the
field of 'public health = Community-Social Health Education'.
7. Promote interest in further study of the social and behavioral
determinants of health.
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Learning Objectives
By Completing this course you will be able to:
- Probe the Reasons Behind CHS 232
- Acknowledge contribution of:
- Social sciences in health education & promotion: individual, family and society
- Behavioral sciences in health education & promotion
- Identify social determinants of diseases.
- Understand and Use the Basic Concepts of Social and Behavioral Theories & Social changes
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Johali Teaching & Learning Plan – L Plan
TOPICS -Teaching and Learning Activités

Presenting and discussion the Course Objectives and
Teaching Plan

Reasoning Why SCHE (The Place of SCHE in HE
Profession JD& Education the Courses
A Brief Historical Probing and Defining SCHE: IndividualFamily –Society to Social in Islam and Worldwide


WHO and worldwide social determinants of health
Hours
(45)
4
Weeks
(15+)
1st – 2nd
9
3rd – 5th
9
6-8th
9
9
9-11th
10-12th
5
13-14th
MIDTERM EXAM 1 \ Plan of Smart Practical Assignments

Social forces affecting health education

Recent contributions of behavioral sciences and behavioral
change in holistic social and community health education &
promotion
MIDTERM EXAM 2 \ Submit-Present S. P. Assignments


Live Discovery Topics SCHE \ Final Revision
FINAL EXAM
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Johali Reasoning (Why SCHE ? )
Health Educator Job Description
Job Title : Health Education Specialist
Scientific Degree : Bachelor Degree AMS .
Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific Knowledge &
Skills:
•Knowledge of health and educational issues,
•Effective teaching methods and technologies
•Effective Communication and Counseling
Reported to: the Health Education Consultant Master\PhD
Job Definition (Summary) :
Health Education and Promotion job is a focal point for all allied health professions and health issues.
Thus, HE have to work effectively with health teams, with community and organization representatives,
they have to facilitate, teach and promote clients to learn how to improve and maintain healthy behaviors.
Major Job Duties:
As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the
following “Duties and Responsibilities”:
•Assessing patients, school and community health education needs
•Managing and organizing health education activities.
•Participate in providing health education in the local community (Inside Health Services and outside
organizations such schools and industries..);
•Select health education methodology appropriate to the target clients taken in consideration cultural
interests and needs.
•Prepare and participate in designing, evaluation and development of health education materials
•Supervise and participate in process of designing and implementing health education plans.
•Give Special Patients Counseling eg; diabetic patient education
•Improve his/her personal and professional knowledge and skills.
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Probe
Historical HE Social Concepts & Defining Terms
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Probe Social HE - Historical Overview & Define Terms
 From Course Title …What Do You Think
The Most Related Terms Have To Be
Define That Can Help You To
Understand This Course
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Probe Social HE - Historical Overview & Define Terms
One Learner Have To Present and Other Think
History_of_Health_Education_and_Promotion_(American)
http://www.powershow.com/view/664f5N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_pr
esentation
(Just look and think how “the Creative Lecturer l
Health Educators “Write and Teach )
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Introduction to Social HE
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Social Concepts in Islam
 FAMILY
 The family, which is the basic unit of civilization, is now
disintegrating. Islam’s family system brings the rights of the husband,
wife, children, and relatives into a fine equilibrium. It nourishes unselfish
behavior, generosity, and love in the framework of a well-organized family
system. The peace and security offered by a stable family unit is greatly
valued, and it is seen as essential for the spiritual growth of its members. A
harmonious social order is created by the existence of extended families
and by treasuring children.
http://www.islamreligion.com/articles/241/
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Social Determinants of Health
 A shorthand for the broad and complex array of social, political,
economic, environmental and cultural factors which strongly
impact health status and equity.
 “The structural determinants and conditions of daily
life…responsible for a major part of health inequities……. Commission on
the SDOH
 'the distribution of power, income, goods and services,
 Locally, nationally, and globally…[and]
 the visible circumstances of people's lives - their access to
high quality schools and education, their conditions of work
and leisure, their homes, communities, towns and cities - and
their chances of leading a flourishing life.'
CHS383
Commission on Social Determinants of Health. Closing
the gap in a generation:
health equity through action on the
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social determinants of health: Commission on Social Determinants of Health final report. Geneva: World Health
Organization Commission on Social Determinants of Health; 2008.
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Western Social Determinants of Health
Employment/
Job Quality
Schools/
Education
Urban Planning
Economy
Governance
SOCIAL DETERMINANTS
OF
HEALTH
Economic
Development
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Transportation
Options
Community
Safety
Housing
Options
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Conceptual Framework-Pathways & Entry Points
Determinants:
a. Government policies: influencing social capital, infrastructure, transport, agriculture, food.
b. Health policies at macro, health system and micro levels.
c. Individual, household and community factors: use of health services, dietary practices, lifestyle.
Economic development, urbanization, globalization
Social Context
Exposure
Age
a
Lifetime exposure to advertising of fast foods, tobacco, vehicle use,
disposable income, urban infrastructure, physical inactivity, high calorie
intake, high salt intake, high saturated fat diet, tobacco use, lack of
control over life and work, high deprivation neighborhoods
Differential
Tobacco use c
Vulnerability
Outcomes
a
a
Social deprivation
Unemployment
Illiteracy
Deprived neighborhoods
Adverse intrauterine life
Less access to:
• Health services
• Early detection
• Healthy food
b
Obesity b
Consequences
CHS383
Raised cholesterol, raised blood sugar, raised blood
pressure, overweight, obesity, lack of access to health
information, health services, social support and welfare
assistance, poor health care-seeking behavior
Social stratification
Higher incidence, frequent recurrences,
higher case fatality, co morbidities
Poverty a
Overcrowding
Poor housing
High out-of-pocket expenditure, poor adherence, lower survival, loss of
employment, loss of productivity and income, social and financial
consequences, entrenchment in poverty, disability, poor quality of life
Rheumatic heart disease
Chagas disease
b
b
Equity, social determinants and public health programmes. Edited by Erik Blas and Anand Sivasankara Kurup
2010, 300 pages ISBN 978 92 4 156397 0 World Health Organization 2010
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21
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Texas Plan to Reduce Cardiovascular
Disease and Stroke 2008
 Six broad intervention approaches






Social and environmental conditions favorable to health,
Behavioral patterns that promote health,
Low population risk,
Few events and rare deaths,
Fully functional capacity/low risk of recurrence, and
Good quality life until death
Why Not Saudi Plan ?!!
Texas Council on Cardiovascular Disease and Stroke
2008 Legislative Report
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SOCIAL COGNITIVE THEORY
Theories micro level▪ Argumentation Theory
▪ Cognitive Dissonance theory
▪ Elaboration Likelihood Model
▪ Model of Text Comprehension
▪ Semiotics
▪ Speech Act
▪ Uncertainty Reduction Theory
Theories macro level▪ Agenda Setting Theory
▪ Cultivation Theory
▪ Diffusion of Innovations Theory
▪ Hypodermic Needle Theory
▪ Medium Theory
▪ Priming
▪ Spiral of Silence
▪ Two Step Flow Th
http://www.utwente.nl/cw/theorieenoverzicht/Levels%20of%20theories
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SOCIAL COGNITIVE THEORY
http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Health%20Communication/Soci
al_cognitive_theory.doc/
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Very Interest Reference even not for us not
logic
 History_of_Health_Education_and_Promotion_(American)
http://www.powershow.com/view/664f5N2NiY/History_of_Health_Education_and_Promotion_powerpoint
_ppt_presentation
(Just look and think how the Creative Lecturer Write and Teach )
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References & Sources
- Quran Kareem
- http://www.islamreligion.com/articles/24
-
Erik Blas and Anand Sivasankara Kurup (Editors) 2010 Equity, social
determinants and public health programmes (300 pages; ISBN 978 92 4
156397 0 ) World Health Organization 2010
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