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Education and Health Promotion

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Education is central to an empowerment approach to health promotion
Education has a vital role to play in the empowerment process and is thus central to health promotion. It was not always seen this way, however, and in the early 1980s, health education had a rough time of it. Some writers criticised health education for being, as they saw it, a series of individually focused campaigns designed to change lifestyles, and which therefore disempowered people by 'blaming the victim' for their own ill-health (Rodmell and Watt, 1986). As a result there was for some time an emphasis on health promotion, which was seen as advocating structural changes to the social, political and public health fabric of society. This polarisation lead to the marginalisation of health education, and indeed of all educational activity, in favour of socially focused approaches, for some years.

In the mid 1980s there was a fight back on behalf of health education (Tones, 1987). It was particularly significant that the Ottawa Charter (WHO, 1986) placed education firmly at the heart of health promotion when it suggested five areas for action within health promotion, one of which was predominantly individual and educational – the enhancement of the individual with the knowledge, skills and motivation to make competent decisions about their health’.

Health education and health promotion tend now to be seen as overlapping spheres (Green and Kreuter, 1991) and the differences between them as about levels of intervention rather than ideology or values. It is now seen as appropriate to include approaches which are aimed predominantly at individuals in the full repertoire of wider health promotion interventions. Tones and Tilford (1994) suggest a helpful way forward which puts the two into a clear, symbiotic and synergistic relationship:

Health promotion consists of any combination of

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