Health Education

Unit 3:

Health Education

‫‪English for the Students of Public Health‬‬

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‫آﺷﻨﺎﻳﻲ ﺑﺎ ﻣﺘﻦ ﻫﺎي درس‬

‫درس ﺳﻪ داراي ﺳﻪ ﻣﺘﻦ ﺟﺪاﮔﺎﻧﻪ اﺳﺖ‪ (1):‬ﻣﺘﻦ اﺻﻠﻲ)‪(Reading‬؛ )‪(2‬ﻣﺘﻦ ﺧﻮاﻧﺪﻧﻲ اﺿﺎﻓﻲ‬ ‫)‪(Further Reading‬؛ )‪(3‬ﻣﺘﻦ ﻛﺎﻣﻞ ﻛﺮدﻧﻲ)‪.(Cloze‬‬ ‫ﻣﺘﻦ اﺻﻠﻲ ﺗﺤﺖ ﻋﻨﻮان?‪ What do we really mean by health education‬از‬ ‫ﻧﻘﺶ آﻣﻮزش ﺑﻬﺪاﺷﺖ ﺑﻪ ﻋﻨﻮان ﺟﺰﺋﻲ از ﻣﺮاﻗﺒﺖ ﻫﺎي ﺑﻬﺪاﺷﺘﻲ در ارﺗﻘﺎي رﻓﺘﺎر ﺑﻬﺪاﺷﺘﻲ اﻓﺮاد‬ ‫ﺻﺤﺒﺖ ﻣﻲ ﻛﻨﺪ و اﻳﻨﻜﻪ ﻛﺎرﺷﻨﺎﺳﺎن آﻣﻮزش ﺑﻬﺪاﺷﺖ ﭼﻪ ﻛﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻣﺘﻦ ﺧﻮاﻧﺪﻧﻲ اﺿﺎﻓﻲ ﺗﺤﺖ ﻋﻨﻮان ‪ Settings for Health Education‬ﺑﻪ ﻣﻮﻗﻌﻴﺖ ﻫﺎ و‬ ‫ﺑﺴﺘﺮﻫﺎي آﻣﻮزش ﺑﻬﺪاﺷﺖ از ﻗﺒﻴﻞ ﻣﺪارس‪ ،‬ﺟﻮاﻣﻊ‪ ،‬ﻣﺮاﻛﺰ ﻛﺎري‪ ،‬ﻣﺮاﻛﺰ ﺑﻬﺪاﺷﺘﻲ و ﺧﺎﻧﻪ ﻫﺎ‬ ‫ﻣﻲ ﭘﺮدازد‪.‬‬ ‫ﻣﺘﻦ ﻛﺎﻣﻞ ﻛﺮدﻧﻲ ?‪ Online Health Information: Can You Trust It‬ﺑﻪ اﻋﺘﺒﺎر‬ ‫ﺳﺎﻳﺖ ﻫﺎي اﻳﻨﺘﺮﻧﺘﻲ و ﻧﺤﻮة ﺗﺸﺨﻴﺺ ﺻﺤﺖ و ﺳﻘﻢ ﻣﻨﺎﺑﻊ ﺑﻬﺪاﺷﺘﻲ ﻣﻮﺟﻮد در اﻳﻨﺘﺮﻧﺖ و‬ ‫ﺳﺎﻳﺖ ﻫﺎ اﺷﺎره دارد‪.‬‬ ‫ﻫﺪف ﻛﻠﻲ‪ :‬آﺷﻨﺎﻳﻲ ﺑﺎ واژﮔﺎن و اﺻﻄﻼﺣﺎت ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻔﻬﻮم »آﻣﻮزش ﺑﻬﺪاﺷﺖ« و درك ﻣﻄﻠﺐ‬ ‫اﻳﻦ ﻣﺘﻦ و ﻣﺘﻮن ﻣﺸﺎﺑﻪ در اﻳﻦ زﻣﻴﻨﻪ‪.‬‬ ‫ﻫﺪف ﻫﺎي رﻓﺘﺎري‪ :‬ﭘﺲ از ﻓﺮاﮔﻴﺮي اﻳﻦ درس ﺑﺎﻳﺪ ﺑﺘﻮاﻧﻴﺪ‪:‬‬ ‫‪ -1‬ﻣﻔﻬﻮم و ﻣﻌﻨﻲ ﻫﺮ ﻳﻚ از واژﮔﺎن ﻛﻠﻴﺪي زﻳﺮ را در ﺟﻤﻠﻪ ﺗﺸﺨﻴﺺ دﻫﻴﺪ‪:‬‬ ‫‪Cause(n.), cause(v.), solve, solution, identify, identification, behave,‬‬ ‫‪behavior, encourage, encouraging, facilitate, facility, effective, effectiveness,‬‬ ‫‪effectively, support(v.), support(n.),train(v.), trained, trainer, trainee,‬‬ ‫‪training, practice, practice, participate, participation.‬‬ ‫‪ -2‬ﻣﺘﻦ اﺻﻠﻲ را ﻣﻄﺎﻟﻌﻪ و درك ﻛﻨﻴﺪ و ﺑﻪ ﺳﻮاﻻت ﻣﺮﺑﻮط ﺑﻪ ﻣﺘﻦ ﭘﺎﺳﺦ دﻫﻴﺪ‪.‬‬ ‫‪ -3‬ﺟﺎﻫﺎي ﺧﺎﻟﻲ ﻣﺘﻦ ﻛﺎﻣﻞ ﻛﺮدﻧﻲ)‪ (Cloze‬را ﺑﺎ اﺳﺘﻔﺎده از واژﮔﺎن داده ﺷﺪه ﺗﻜﻤﻴﻞ ﻛﻨﻴﺪ‪.‬‬ ‫‪ -4‬واژﮔﺎن ﺗﺨﺼﺼﻲ‪ ،‬اﺻﻄﻼﺣﺎت ‪ ،‬واژﮔﺎن ﻣﺮﻛﺐ و ﺟﻤﻠﻪ ﻫﺎي ﺳﺎده ﺗﺨﺼﺼﻲ ﻣﺮﺑﻮط ﺑﻪ درس را‬ ‫ﺑﻪ ﻓﺎرﺳﻲ ﺗﺮﺟﻤﻪ ﻛﻨﻴﺪ‪.‬‬ ‫‪ -5‬ﺑﺘﻮاﻧﺪ ﻧﺤﻮة اﺳﺘﻨﺎدﻛﺮدن ﻣﻨﺎﺑﻊ در ﻣﺘﻦ و ﻓﻬﺮﺳﺖ ﻣﻨﺎﺑﻊ آﺧﺮ ﻣﻘﺎﻻت و ﻳﺎ ﻛﺘﺎب ﻫﺎ را اﺳﺘﻔﺎده‬ ‫و درك ﻛﻨﻴﺪ‪.‬‬

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KEY WORDS: Before reading the TEXT, look through the following key words, and then do the KEY WORDS REVIEW.

cause n WHAT CAUSES STH [countable] a person, event, or thing that makes sth happen:[+ of]: What was the cause of the accident?| The doctor had recorded the cause of death as heart failure.| root/ underlying etc cause (=the basic cause):One of the root causes of the crime problem is poverty. | cause and effect (=the idea or fact of one thing directly causing another)

cause v to make sth happen: Heavy traffic is causing long delays on the freeway. cause sb/sth to do sth: A dog ran into the road, causing the cyclist to swerve. | cause concern/uncertainty/ embarrassment etc (=make people feel worried, unsure, embarrassed etc): The constant changes of policy have caused a great deal of uncertainty in the workforce. | cause sb trouble/ problems/ inconvenience etc: Jimmy's behaviour is causing me a lot of troubles. solve v. 1. find an answer to (a problem, etc); explain or make clear (a mystery, etc): Charlie thinks money will solve all his problems. | to solve the mystery of the missing books.

2. to find the correct answer to a problem or the explanation for sth that is difficult to understand: solving a mathematical equation / solve a crime /mystery/ case: The police haven't been able to solve the murder yet.

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English for the Students of Public Health

solution n. an answer to a difficulty or problem: There are no simple solutions to the problem of overpopulation. | [to/for]: There are no simple solutions to the problem of crime.| find a solution: Both sides are trying to find a peaceful solution.

identify v 1 to recognize and correctly name someone or sth: I agreed to try and identify the body. | identify sb/sth: The aircraft were identified as Japanese.

2 to recognize sth or discover exactly what it is, what its nature or origin is, etc: The first task is to identify local crime problems. | Scientists have identified the gene that causes abnormal growth.

3 to make it clear to other people who someone is; identify sb as sb: His accent identified him as a Frenchman.

identification n [uncountable] 1 official papers or cards, such as your passport, that prove who you are: Do you have any identification card (ID card)? | means of identification: My only means of identification was my driving licence. | He carries identification card with him at all times.

2 your ability to say who someone is because you have seen them before: procedures for the identification of suspects

3 the act or process of recognizing sth: Correct identification of needs is vital.

behave v 1 [always + adv/prep] to do things in a

Health Education

particular way: I'm sorry about last night - I behaved like a child.

2 also behave yourself to behave in a way that people think is good or correct, by being polite and obeying people, not causing trouble etc: Will you children please behave! | Did Peter behave himself while I was away? | well-behaved/badlybehaved: a badly-behaved class

opposite misbehave behaviour BrE, behavior AmE n [uncountable] 1 the way that someone behaves: Can TV violence cause aggressive behavior? | good/bad behaviour: The headmaster will not tolerate bad behaviour in class. | [+ towards]: Her father's behavior towards him was irrational.

2 be on your best behaviour to behave as well and politely as you can, especially in order to please someone: I want you both to be on your best behaviour at Grandad's.

3 the way that an object, animal, substance etc normally behaves: studying the behavior of the AIDS virus

encourage v 1 to say or do sth that helps someone have the courage or confidence to do sth: Hassan encouraged Bahram in his work. | encourage sb to do sth: Patricia encouraged me to apply for the job.

2 to make sth more likely to happen or make people more likely to do sth: a meeting format that will encourage debate | encourage sb to do sth: A

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good public transport encourages people to leave their cars at home.

encouraging adj giving you hope and confidence: The results of the survey have been very encouraging.

facilitate v to make it easier for a process or activity to happen: Computers can be used to facilitate language learning.

facility n 1 facilities [plural] rooms, equipment, or services that are provided for a particular purpose: a 5star hotel with fantastic facilities | child-care facilities | toilet facilities| transportation facilities

2 [usually singular] a special part of a piece of equipment or a system which makes it possible to do sth: Is there a call-back facility on this phone? | a bank account with an overdraft facility | to provide someone with every facility for accomplishing a task; to lack facilities for handling bulk mail.

effective adj 1 producing the result that was wanted or intended: The ads were simple, but remarkably effective. | effective steps toward peace.

2 impressive or interesting enough to be noticed: an effective use of colour | an effective photograph.

effectiveness n. The quality of being effective effectively adv

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1 in a way that produces the result that was intended: Children have to learn to communicate effectively.

2 [sentence adverb] used to describe what the real situation is, especially when it is different from the way that it seems to be: Effectively, it has become impossible for us to help.

support v 1 AGREE WITH SB/STH to say that you agree with an idea, group, person etc and want them to succeed: The bill was supported by a large majority in the Senate. | support sb in sth: the peasants who supported Castro in his bid for power/ strongly support (=support sth very much)

2 HOLD STH UP to hold the weight of sth, keep it in place, or prevent it from falling: The middle part of the bridge is supported by two huge towers

support n 1 APPROVAL [uncountable] approval and encouragement for an idea, plan etc: Local people have given us a lot of support in our campaign. | in support of: They signed a petition in support of the pay claim.

2 SYMPATHY/HELP [uncountable] sympathetic encouragement and help that you give to someone: Thanks for all your support at this difficult time.

3 HOLD STH UP [countable, uncountable] sth such as a piece of wood that presses up on sth

petition= ‫ ﻋﺮض‬،‫دادﺧﻮاﺳﺖ‬ ‫ﺣﺎل‬

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else to hold it up or in position: The roof may need extra support. | the supports of a bridge

train v 1 to teach someone or be taught the skills of a particular job or activity: [+ as]: Nadia trained as a singer under a famous professor of music. | train sb in: Soldiers trained in hand-to-hand combat | train to do sth: Hugh's training to be a doctor. | to train soldiers.

2 to teach an animal to do sth or to behave correctly; train sth to do sth: These dogs are trained to detect explosives. | a well-trained puppy

3 to prepare for a sporting event or tell someone how to prepare for it, especially by exercising: [+ for]: Brenda spends two hours a day training for the marathon.

trained adj a highly trained technician trainable adj trainer n [countable] someone who trains people or animals for sport, work etc: a teacher trainer

trainee n someone who is in the process of being trained for a particular job. training n 1 [singular, uncountable] the process of training or being trained: [+ in]: On the course we received

Health Education

training in every aspect of the job. | a training manual

2 [uncountable] special physical exercises that are part of a plan for keeping someone fit and healthy: Lesley does weight training twice a week.| be in/out of training (=be fit or not fit for a sport): The champion is in training for his next fight.

practice n 1 A SKILL a) [uncountable] regular activity that you do It takes hours of practice to learn to play the guitar. With a little more practice you should be able to pass your test.

b) [countable] a period of time you spend training to improve your skill in doing sth: We have two football practices a week. | Practice makes perfect.

2 in practice used when saying what really happens rather than what should happen or what people think happens: In practice women receive much lower wages than their male colleagues.

3 CUSTOM [countable] sth that you do often because of your religion or your society's tradition: religious beliefs and practices | the practice of doing sth: It is not the practice here for men to wear long hair.

4 sth done often; [countable, uncountable] sth that people do often, especially a particular way of doing sth: the widespread practice of underdeclaring taxable income | unsafe sexual practices | dangerous working practices

5 DOCTOR/LAWYER [countable] the work of a doctor or lawyer or the place where they

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work: medical/legal practice: Mary Beth had a busy legal practice in Los Angeles. The doctor wanted his daughter to take over his practice when he retired. 6 common/standard/general/normal practice the usual and accepted way of doing sth: In Scandinavian countries it is common practice for the husband to stay at home to look after the baby.

practise BrE , practice AmE v 1 to do an activity regularly in order to improve your skill or to prepare for a test: practise (doing) sth: John's practising the violin.| Today we're going to practise parking.| practise for sth: She's practising for her driving test. | practise hard (=practise a lot): If you practise hard you might be the next Carl Lewis. | “I know you've heard it a thousand times before. But it's true -- hard work pays off. If you want to be good, you have to practice, practice, practice. If you don't love something, then don't do it.”. - Ray Bradbury 2 to use a particular method or custom:That weird custom is still practised in some parts of the world. 3 to work as a doctor or lawyer: [+ as]: Gemma is now practising as a dentist. | practise sth: He went on to practise law. | to practice law.

4 if you practise a religion, system of ideas etc, you live your life according to its rules: to practice one's religion.

participate v formal to take part in an activity or event: [+ in]: Everyone in the class is expected to participate in these discussions.

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participation n [uncountable] the act of taking part in an activity or event: [+ in]: We want more participation in the decision-making. | entertainment with plenty of audience participation

KEY WORD REVIEW: Fill in the blanks in each of the following sentences using the correct form of the words from the list below. There are some more words than you will need. Some of the words could be used more than once. _____________________________________________________________________________________

behave-behavior-cause-effective-effectiveness-encourage-facilitate identify-practice-participate-solution-solve-support-train 1. 2. 3. 4. 5.

You have been the ……………. of much anxiety. What was the ……………. of the accident? She was ……………. as a nurse in the nursing school. Bacteria ……………. many diseases in mankind. They use ……………. teaching methods to train skilled health workers. 6. Some of the insecticides and herbicides lose their ……… rapidly- at times, within a few hours after they are sprayed. 7. The fire was …………….by a cigarette. 8. It would ……………. matters if you were more co-operative. 9. The scientist …………. the hard mathematical equation. 10. You need to ……………. parking the car in a small space. 11. One of the chief duties of a teacher is to ………… students. 12. The doctor wanted his daughter to take over his ……………. when he retired. 13. The driver who caused the accident was ………… as Nader. 14. Malaria is…………….by a parasite. 15. She’s ……………. a new language. 16. Patients demand services. When they have understood their problems and have come to the health worker for a …………, they have a right to be heard. 17. Everyone in the class is expected to ……………. in these discussions.

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18. Bad driving is the ……………. of most road accidents. 19. His coach ……………. him throughout the marathon race to keep on running. 20. The new public health school in the region bought new educational ……………. for its classrooms. 21. The health worker could not find a simple …………….for the water pollution problems. 22. All Middle Eastern countries……………. In the measles immunization campaign. 23. The child ……………. badly at the party.

READING

What do we really mean by health education?

H

ealth education is the part of health care that is concerned with promoting healthy behaviour.

A person's behaviour may be the main cause of health problem, but it can be also be the main solution. This is true for the teenager who smokes, the mother with the poorly nourished child, and the butcher who gets a cut on his finger. By changing their behavior these individuals can solve and prevent many of their problems. Through health education we help people understand their behavior and how it affects their health. We encourage people to make their own choices for a healthy life. We do not force people to change .

nourished= to give a person or other living thing the food they need in order to live, grow, and stay healthy

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Health education does not replace other health services, but it is needed to promote the proper use of these services. One example of this is immunization: scientists have made many vaccines o prevent disease, but this achievement is of no value unless people go to incinerators= receive the immunization. Similarly, incinerators ‫زﺑﺎﻟﻪ ﺳﻮزﻫﺎ‬ for burning refuse are useless unless people will make the effort to put the refuse inside the incinerators. Health education encourages behaviour that promotes health, prevents illness, cures disease, and facilitates rehabilitation. The needs and interest of individuals, families, groups, organizations, and communities are at the heart of the health education programmes. Thus there are many opportunities for practicing health education. Health education is not the same thing as health information. Correct information is certainly a basic part of health education, but health education must address the other factors that affect health behaviour such as availability= availability of resources, effectiveness of ‫دردﺳﺘﺮس ﺑﻮدن‬ community leadership, social support from family members, and levels of self-help skills. Health education therefore uses a variety of methods to help people understand their own situations and choose actions that will improve their health. Health education is incomplete unless it encourages involvement and choice by the people themselves. For example merely telling people to follow “good health

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behaviour” is not health education. Although bringing a child monthly to the clinic for weighing is a behaviour that promotes health some mothers may see the situation differently. Some may believe that a child who is healthy does not need to attend a clinic. Some mothers may not see any purpose in weighing babies, and some may feel that their housework and other jobs are more important than weighing a healthy baby. In health education these different views are considered when seeking solutions to problems. Also, in health education we do not blame people if they do not behave in a healthy way. Often unhealthy behaviour is not the fault of the individual. In health education we must work with families, communities, and even regional and national authorities to make sure that resources and support are available to enable each individual to lead healthy life. Who is a health educator? Once we understand what health education is about, it is important to answer the question, ’Who is a health educator?’ It is true that some people are specially trained to do health education work. We may refer to those people as specialists. But since all health workers are concerned with helping people to improve their health knowledge and skills, all health workers should practice health education in dispensers= their jobs. By carrying out health education activities, nurses, dispensers and, of course, ‫ داروﺳﺎز‬،‫ﻧﺴﺨﻪ ﭘﻴﭻ‬

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community health workers, can make health care more effective. Health education, then, is really the duty of everyone engaged in health and community development activities. If health and other workers are not practicing health education in their daily work, they are not doing their job correctly. When treating someone with a skin infection or malaria, a health worker should also educate the patient about the cause of the illness and teach preventive skills. Drugs alone will not solve problems. Without health education, the patient may fall sick again and again from the same disease. Likewise, an environmental sanitation programme should include health education. It is not enough for the ministry or an agency to provide sanitary wells, latrines, and waste collection facilities: the people will continue to suffer from the diseases caused by poor sanitation if they do not use the facilities. If a health education is taken, the people will participate from the beginning in identifying their sanitation problems and will choose the solutions and facilities they want. They will then be more likely to use these facilities and improve their health. Health workers must also realize that their own personal example serves to educate others. The midwife who does not wear a clean

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uniform and the dispenser who does not sweep his first-aid post clean set bad examples. People will not believe these health workers when they talk about health and hygiene. On the other hand, health workers who build latrines in their own houses, purify their drinkingwater and feed their children nutritious food will, by example, teach their neighbours healthy habits.

purify= to remove the dirty or unwanted parts from sth

Comprehension Check A. Answer the following questions. 1- How could the teenager solve his smoking problem? 2- Who are health education specialists? 3- What could be the main cause of health problems such as teenage smoking? 4- How could we insure that resources and support be available for each individual in order to lead to a healthy life? 5- How could we prevent a malaria patient from falling sick again and again? 6- When will people believe in what health workers say about health and hygiene? B. TRUE OR FALSE: Put T for true and F for false statements. 1. ….. Health information is the same as health education. 2. ….. The achievement of vaccines made by scientists will have no value unless people immunize themselves. 3. ….. Health education is completed by encouraging people to involve and choose their own methods of solving their problems by themselves. 4. ….. Heath education is the method of telling people to have good health behavior. 5. …… The only health education specialists are health educators. 6. …… People are not blamed if they behave in an unhealthy way.

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7. ….. .The most important part of health educations programs are the needs and interests of individuals, families, groups, organizations, and communities. 8. ….. Health education could take the place of other services. 9. …… A person's behavior can be the main solution of a health problem. 10. ….. In all cases people are blamed for their unhealthy behavior. 11. … Health education helps people understand their behavior. 12. ….. ‘Those people’ in paragraph 8 refers to all heath workers. 13. …..Merely telling people to follow” good health behavior” id health education. 14. …..In health education we blame people if they don’t behave healthy. 15. …..Teaching preventive skills to patients are more effective.

C. Choose the best choice to complete the sentences. 1. Which of the following factors do not affect health behaviour? a) effectiveness of community leadership b) levels of self-help skills c) social support from family members d) incinerators for burning refuse

2. Health education does not…. a) help people understand their behaviour b) come in place of other health services c) encourage health-promoting behaviour d) promote the proper use of health services

3. Which of the following groups could not be "health educator ?" a) common people c) dispensers

b) nurses d) community health workers

4. Which is not true about health educators? a) it is the duty of all engaged in community development activities to do health education work b) they are people specially trained to do health education work c) doctors, dentists, nurses are also health educators d) the people are responsible for health education

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5. Which of the following statements is FALSE? Health……. a) education is needed to promote the proper use of health services b) education encourages health-promoting behaviours c) information is not just like health education d) education in some cases blame people of their unhealthy behaviour

6. Health education does not encourage ……. a) people to make their own choice for a healthy life. b) health-promoting behaviours. c) behaviours that lead to unhealthy behaviours. d) behaviours that prevent illness.

FURTHER READING

Settings for Health Education Where Is Health Education Provided? Today, health education can be found nearly everywhere. The settings for health education are important because they provide channels for delivering programs, provide access to specific populations and gatekeepers, usually have existing communication systems for diffusion of programs, and facilitate development of policies and organizational change to support positive health practices (Mullen and others, 1995). Six major settings are particularly relevant to contemporary health education: schools, communities, worksites, health care settings, and homes. Schools. Health education in the schools includes classroom teaching, teacher training, and changes in the school environment that support healthy behaviors (Luepker and others, 1996). To support long-term health enhancement initiatives, theories of organizational change are used to

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encourage adoption of comprehensive smoking control programs in schools. Diffusion Theory and the Theory of Reasoned Action have been used to analyze factors associated with adoption of AIDS prevention curricula in Dutch schools (Paulussen, Kok, Schaalma, and Parcel, 1995). Communities. Community-based health education draws on social relationships and organizations to reach large populations with media and interpersonal strategies. Models of community organization enable program planners both to gain support for and to design suitable health messages and delivery mechanisms. Community interventions in churches, clubs, recreation centers, and neighborhoods have been used to encourage healthful nutrition, reduce risk of cardiovascular disease, and use peer influence to promote breast cancer detection among minority women. Worksites. Since its emergence in the mid-1970s, worksite health promotion has grown and spawned new tools for health educators. Because people spend so much time at work, the workplace is both a source of stress and a source of social support. Effective worksite programs can harness social support as a buffer to stress, with the goal of improving worker health and health practices. Today many businesses, particularly large corporations, provide health promotion programs for their employees (National Center for Health Statistics, 2001). Both high-risk and populationwide strategies have been used in programs to reduce the risk of cancer (Tilley, Glanz, and others, 1999; Tilley, Vernon, and others, 1999; Sorenson and others, 1996) and cardiovascular disease (Glasgow and others, 1995). Health Care Sites. Health education for high-risk persons,

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patients, their families, and the surrounding community and inservice training for health care providers are all part of health care today. The changing nature of health service delivery has stimulated greater emphasis on health education in physicians’ offices, health maintenance organizations, public health clinics, and hospitals (Walsh and McPhee, 1992; King and others, 1993). Primary care settings, in particular, provide an opportunity to reach a substantial number of people (Campbell and others, 1993; Glanz and others, 1990). Health education in these settings focuses on preventing and detecting disease, helping people make decisions about genetic testing, and managing acute and chronic illnesses. Homes. Health behavior change interventions are delivered to people in their homes, both through traditional public health means—home visits—and through a variety of communication channels and media such as the Internet, telephone, and mail (Science Panel on Interactive Communication and Health, 1999; McBride and Rimer, 1999). The use of strategies such as mailed tailored messages (Skinner, Campbell, Rimer, Curry, and Prochaska, 1999) and motivational interviewing by telephone (Emmons and Rollnick, 2001) makes it possible to reach larger groups and high-risk groups in a convenient way that reduces barriers to their receiving motivational messages.

A. Vocabulary Drills I. Find single words in the text which match the following definitions. 1. spreading ideas, information etc among a lot of people: 2. belonging to the present time:

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3. large enough in amount or number to be noticeable or to have an important effect: 4. the act of deciding to use a particular plan, method, way of speaking etc: 5. easy to use or go to; easy for somebody or sth: 6. involving relations between people: 7. the positions sth is in; the places and times in which sth happens: 8. including all the necessary facts, details, or problems that need to be dealt with; thorough: 9. directly connected with the subject or problem being discussed or considered:

II. Find words in the text which have the same meaning as: 10. the ways that someone behaves in health matters: 11. the science and art of helping people change their lifestyle to move toward a state of optimal health: 12. training that you do while you are working in a job: 13. the delivery of services looking after the health of all the people in a country or an area: 14. someone of the same age, social class etc that has an influence on other people or things: 15. change in an organization : 16. practices which has positive effect on health: 17. health education that focuses on the whole community: 18. plans for comprehensive health services, prepaid by an individual or by a company for its employees, that provides treatment, preventive care, and hospitalization to each participating member in a central health center:

B. Comprehension Check 1. TRUE OR FALSE: 1…..Health education could not found everywhere.

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2…..Worksites and homes are two examples of major settings relevant to health education. 3…..Social relationships is a base for community-based heath education. 4…..Community interventions have been employed to encourage healthful nutrition. 5…..Health education in settings focuses on treatment rather on detection. 6…..It is impossible to reach larger groups for reducing barriers by telephone.

2. Answer the following questions: 1. What supports school healthy behaviors? 2. What do health education settings provide? 3. What does community interventions encourage? 4. When did the ‘worksite health promotion’ began? 5. What are all parts of today’s health care? 6. In what setting health education focuses on disease prevention and detection? 7. What is traditional public health means?

Using References Many references are used in scientific texts. In the passage “Settings for Health Education”, we can see different references shown in parentheses an in italic font. For example: Both high-risk and populationwide strategies have been used in programs to reduce the risk of cancer (Tilley, Glanz, and others, 1999; Tilley, Vernon, and others, 1999; Sorenson and others, 1996) and cardiovascular disease (Glasgow and others, 1995).

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This example shows that different parts of this sentence is supported by different references cited(mentioned) completely in the references below. If you want to read or have more information about the references used in the passage, you must refer to the complete address given in the list below. The following citations are the complete references cited in the above sentence. Glasgow, R., and others. “Take Heart: Results from the Initial Phase of a Work-Site Wellness Program.” American Journal of Public Health, 1995, 85(2), 209–216. Sorensen, G., and others. “Working Well: Results from a Worksite-Based Cancer Prevention Trial.” American Journal of Public Health, 1996, 86, 939–947. Tilley, B., Glanz, K., Kristal, A., Hirst, K., Li, S., Vernon, S., and Myers, R. “Nutrition Intervention for High-Risk Auto Workers: Results of the Next Step Trial.” Preventive Medicine, 1999, 28, 284–292. Tilley, B., Vernon, S., Myers, R., Glanz, K., Lu, M., Hirst, K., and Kristal, A. “The Next Step Trial: Impact of a Worksite Colorectal Cancer Screening Promotion Program.” Preventive Medicine, 1999, 28, 276–283.

With the help of your instructor or professor answer the questions after the references. References Adler, N. E., and others. “Socioeconomic Status and Health: The Challenge of the Gradient.” American Psychologist, 1994, 49(1), 15–24. Armsden, G., and Lewis, F. “The Child’s Adaptation to Parental Medical Illness: Theory and Clinical Implications.” Patient Education and Counseling, 1993, 22, 153–165. Breckon, D. J., Harvey, J. R., and Lancaster, R. B. Community Health Education: Settings, Roles and Skills for the 21st Century. Gaithersburg, Md.: Aspen Publishers, 1994. Briss, P., and others. “Developing an Evidence-Based Guide to Community Preventive Services—Methods.” American Journal of Preventive Medicine, 2000, 18(1S), 35–43. Butterfoss, F. D., Goodman, R., and Wandersman, A. “Community Coalitions for Prevention and Health Promotion: Factors Predicting Satisfaction, Participation, and Planning.” Health Education Quarterly, 1996, 23(1), 65–79. Center for the Advancement of Health. Health Behavior Change in Managed Care: A Status Report. Washington, D.C.: Center for the Advancement of Health, 2000. Derryberry, M. “Health Education: Its Objectives and Methods.” Health Education Monographs, 1960, 8, 5–11.

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Glanz, K., and Rimer, B. K. Theory at a Glance: A Guide to Health Promotion Practice. Bethesda, Md.: National Cancer Institute, 1995. Glanz, K., and Yang, H. “Communicating About Risk of Infectious Diseases.” Journal of the American Medical Association, 1996, 275(3), 253–256. Glanz, K., and others. “Patient Reactions to Nutrition Education for Cholesterol Reduction.” American Journal of Preventive Medicine, 1990, 60(6), 311–317. Kasl, S. V., and Cobb, S. “Health Behavior, Illness Behavior, and Sick-Role Behavior: I. Health and Illness Behavior.” Archives of Environmental Health, 1966a, 12, 246–266. McGinnis, J. M., and Foege, W. H. “Actual Causes of Death in the United States.” Journal of the American Medical Association, 1993, 270(18), 2207–2212. National Center for Health Statistics. Health, United States, 2000. With Adolescent Chartbook. Hyattsville, Md.: Public Health Service, 2000. National Center for Health Statistics. Healthy People 2000: Final Review. Hyattsville, Maryland: Public Health Service, 2001. (DHHS Publication No. 01–0256) National Task Force on the Preparation and Practice of Health Educators. A Framework for the Development of Competency-Based Curricula. New York: National Task Force, Inc., 1985. Taubes, G. “Epidemiology Faces Its Limits.” Science, July 14, 1995, 269, 164–169. Tilley, B., Glanz, K., Kristal, A., Hirst, K., Li, S., Vernon, S., and Myers, R. “Nutrition Intervention for High-Risk Auto Workers: Results of the Next Step Trial.” Preventive Medicine, 1999, 28, 284–292. U.S. Department of Health and Human Services. Promoting Health and Preventing Disease: Health Objectives for the Nation. Washington, D.C.: U.S. Government Printing Office, 1980. U.S. Department of Health and Human Services. Healthy People 2000: National Health Promotion and Disease Prevention Objectives. Washington, D.C.: U.S. Government Printing Office, 1991. (DHHS Publ. No. PHS 91–50213) U.S. Department of Health and Human Services. Healthy People 2010: Understanding and Improving Health. Washington, D.C.: U.S. Government Printing Office, 2000. Walsh, J., and McPhee, S. “A Systems Model of Clinical Preventive Care: An Analysis of Factors Influencing Patient and Physician.” Health Education Quarterly, 1992, 19, 157– 176. Weston, B., and Lauria, M. “Patient Advocacy in the 1990s.” New England Journal of Medicine, 1996, 334(8), 543–544. Winkleby, M. A. “The Future of Community-Based Cardiovascular Disease Intervention Studies.” American Journal of Public Health, 1994, 84, 1369–1372. www.thecommunityguide.org. Web site for The Guide to Community Preventive Services: Systematic Reviews and Evidence Based Recommendations, 2001.

Answer the following questions: 1. Who supports the statement” Today many businesses, particularly large corporations, provide health promotion programs for their employees.”?

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2. What is the name of the work cited? 3. Where is the place of publication?

CLOZE PASSAGE Fill in the blanks with the appropriate words from the list below. Each word could be used more than once. Advice checks dependable evidence features findings identified information main readily reliable sources trustworthy updated useless well-known

Online Health Information: Can You Trust It?

“How can we trust the health information we get on the Internet”? There are thousands of health related websites on the Internet. Some of the information on these websites is ……….and can be trusted. Some of it is not. Some of the……….is current. Some of it is not. Choosing which website to trust is worth thinking about . How do I find reliable health information online? As a rule, health websites sponsored by Federal government agencies are good ……….of health information. Large professional organizations and well known medical schools may also be good sources of health information. The ………. page of a website is called the home page. The home page shows you the details= all ………. on the website. You should be able to spot the name of the the sponsor of the website right away. additional information What questions should I ask? you need As you search online, you are likely to find websites for many about sth you health agencies and organizations that are not ……….. By answering the following questions you should be able to find more already know a information about these websites. A lot of these details may be little about

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found under the heading, “About Us” or “Contact Us.” Who sponsors the website? Can you easily identify the sponsor? Websites cost money—is the funding source ………. apparent? Sometimes the website address itself may help—for example : á .gov identifies a government agency á .edu identifies an educational institution á .org identifies professional organizations (e.g., scientific or research societies, advocacy groups) á .com identifies commercial websites (e.g., businesses, pharmaceutical companies, sometimes hospitals (Is it obvious how you can reach the sponsor? ……….websites will have contact information for you to use. They often have a toll-free telephone number. The website home page should list an e-mail address, phone number, or a mailing address where the sponsor and/or the authors of the information can be reached Who wrote the information? Authors and contributors should be ……….. Their affiliation and any financial interest in the content should also be clear. Be careful about testimonials. Personal stories may be helpful, but medical ………. offered in a case history should be considered with a healthy dose of skepticism. There is a big difference between a website developed by a person with a financial interest in a topic versus a website developed using strong scientific ……….. Reliable health information comes from scientific research that has been conducted in government, university, or private laboratories. Who reviews the information? Does the website have an editorial board? Click on the “About Us” page to see if there is an editorial board that ………. the information before putting it online. Find out if the editorial board members are experts in the subject you are

sponsor= ‫ ﺣﺎﻣﻲ‬،‫ﺑﺎﻧﻲ‬

affiliation= ‫واﺑﺴﺘﮕﻲ‬

testimonials= ‫ﮔﻮاﻫﻴﻨﺎﻣﻪ‬

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researching. For example, an advisory board made up of attorneys and accountants is not medically authoritative. Some websites have a section called, “About Our Writers” instead of an editorial policy. ………. websites will tell you where the health information came from and how it has been reviewed.

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authoritative ‫ ﻗﺎﺑﻞ‬،‫ﻣﻌﺘﺒﺮ‬ ‫اﻋﺘﻤﺎد‬

When was the information written? New research ……….can make a difference in making medically smart choices. So, it’s important to find out when the information you are reading was written. Look carefully on the home page to find out when the website was last ……….. The date is often found at the bottom of the home page. Remember: older information isn’t ……….. Many websites provide older articles so readers can get an historical view of the information. Is your privacy protected? Does the website clearly state a privacy policy? This is important because, sadly, there is fraud on the Internet. fraud= Take time to read the website’s policy—if the website says ،‫ﻛﻼﻫﺒﺮداري‬ something like, “We share information with companies that can ‫ﺷﻴﺎدي‬ provide you with products,” that’s a sign your information isn’t private. If you are asked for personal information, be sure to find out how the information is being used by contacting the website sponsor by phone, mail, or the “Contact Us” feature on the website. Be careful when buying things on the Internet. Websites without security may not protect your credit card or bank account information. Look for information saying that a website has a “secure server” before purchasing anything online. Does the website make claims that seem too good to be true? Are quick, miraculous cures promised? Be careful of claims that any one remedy will cure a lot of different illnesses. Be skeptical of sensational writing or dramatic cures. skeptical= Make sure you can find other websites with the same information. ‫ﺷﻜﺎك‬ Don’t be fooled by a long list of links—any website can link to another, so no endorsement can be implied from a shared link. Take the “too good to be true” test—information that sounds unbelievable probably is unbelievable.

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A final note Use your common sense and good judgment when evaluating health information online. There are websites on nearly every judgment = conceivable health topic and no rules overseeing the quality of the ‫ ﻗﻮة‬،‫ﻗﻮة ﺗﻤﻴﺰ‬ information. Take a deep breath and think a bit before acting on ‫ﺗﺸﺨﻴﺺ‬ any health information you find on the web. Don’t count on any one website. If possible, check with several sources to confirm confirm= the accuracy of your results. And remember to talk with your ‫ﻣﻄﺎﺑﻘﺖ دادن‬ doctor.

KEY WORD MATCHING Match the words in the left column with their appropriate equivalents in the right column. Put the answers in the answer box. There are more words than you will need. a. to take part in an activity or event 1. cause(v) b. completely necessary 2. describe c. to recognize and correctly name someone or sth 3. solve d. to say that you agree with an idea, group, person 4. train(v) etc and want them to succeed 5. effective e. know that sth is true 6. improve f. approval and encouragement for an idea, plan etc 7. support(v) g. to give sth to sb or make sth available for sb to use 8. practice(v) h. to make something better 9. identify i. to say what sb/sth is like, or what happened 10. participate j. find an answer to (a problem, etc) k. producing the result that was wanted or intended l. to teach someone or be taught the skills of a particular job or activity m. to do an activity regularly in order to improve your skill or to prepare for a test n. to make sth happen

Answer Box 1

2

3

4

5

6

7

8

9

10

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VOCABULARY EXERCISE:

Find the key words in the sentences and fill in the boxes in the puzzle. 1 2 3 4 5

6 7 8

9 10 11 12 13

1. Amebiasis is a disease ….ed by a parasite. 2. To do things in a particular way 3. The bridge isn’t strong enough to…… myself. 4. There are many….. to solve the problem. 5. The way that someone behaves 6. To take part in an activity or event 7. Acting in a way that prevents sth happening 8. The quality of being effective 9. The fact that you can identify sb/sth that you see 10. To make it easier for a process or activity to happen 11. His teacher …….d Bahram in achieving his goals. 12. It takes hours of ……. to learn to swim. 13. He was …..ed to be a skilled teacher.

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TRANSLATION ACTIVITY: I. Translate the following words or terms into Persian. 1.latrines 2.midwife 3.websites 4.worksites 5.behavior

6.incinerators 7.interviewing 8.involvement 9.immunization 10.rehabilitation

II. Translate the following two-word phrases into Persian. 1.high-risk 2.home visits 3.healthy life 4.self-help skills 5.healthy baby 6.clean uniform 7.health problem 8.health services 9.social support 10.health worker 11.preventive skills 12.sanitary wells 13.drinking-water 14.worker health 15.nutritious food 16.healthy habits 17.poor sanitation 18.peer influence 19.social support 20.health educator 21.health education 22.medical schools 23.health behavior 24.medical advice 25.teacher training 26..acute illnesses 27.genetic testing 28.high-risk groups 29.financial interest

30.health messages 31.health information 32.healthy behavior 33.regional authorities 34.national authorities 35.person's behavior 36.health practices 37.inservice training 38.physicians’ offices 39.chronic illnesses 40.sanitation problems 41.social relationships 42.classroom teaching 43.school environment 44.government agency 45.delivery mechanisms 46.educational institution 47.unhealthy behavior 48.community leadership 49.community organization 50.organizational change 51.availability of resources 52.Community interventions 53.communication media 54.communication systems 55.professional organizations 56.communication channels 57.cardiovascular disease

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III. Translate the following phrases into Persian. 1.first-aid post 2.risk of cancer 3.high-risk persons 4.diffusion of programs 5.public health clinics 6.health care settings 7.poorly nourished child 8.health service delivery 9.traditional public health 10. good health behavior 11. breast cancer detection 12. waste collection facilities 13. positive health practices 14. AIDS prevention curricula 15. Reliable health information

16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

worksite health promotion smoking control programs community health workers health education programs health enhancement initiatives health maintenance organizations community development activities environmental sanitation program Community-based health education Health behavior change interventions

IV. Translate the following sentences into Persian. 1. Through health education we do not force people to change. 2. Health education is not the same thing as health information. 3. In health education we do not blame people if they do not behave in a healthy way. 4. A person's behavior may be the main cause of health problem, but it can be also be the main solution. 5. Through health education we help people understand their behavior and how it affects their health. 6. Through health education we encourage people to make their own choices for a healthy life. 7. Use your common sense and good judgment when evaluating health information online. 8. Health education uses a variety of methods to help people understand their own situations and choose actions that will improve their health.

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9. If health and other workers are not practicing health education in their daily work, they are not doing their job correctly. 10. Because people spend so much time at work, the workplace is both a source of stress and a source of social support. 11. Both high-risk and populationwide strategies have been used in programs to reduce the risk of cancer and cardiovascular disease. 12. Community-based health education draws on social relationships and organizations to reach large populations with media and interpersonal strategies. 13. The changing nature of health service delivery has stimulated greater emphasis on health education in physicians’ offices, health maintenance organizations, public health clinics, and hospitals. 14. As a rule, health websites sponsored by Federal government agencies are good sources of health information. Large professional organizations and well known medical schools may also be good sources of health information. 15. The use of strategies such as mailed tailored messages and motivational interviewing by telephone makes it possible to reach larger groups and high-risk groups in a convenient way that reduces barriers to their receiving motivational messages. 16. Who sponsors the website? Can you easily identify the sponsor? Websites cost money—is the funding source readily apparent? Sometimes the website address itself may help—for example: á .gov identifies a government agency á .edu identifies an educational institution á .org identifies professional organizations (e.g., scientific or research societies, advocacy groups) á .com identifies commercial websites (e.g., businesses, pharmaceutical companies, sometimes hospitals)