global&health - shape america · 2016-03-08 · global&health...
TRANSCRIPT
GLOBAL HEALTH
A cri-cal component of the Health Educa-on Curriculum
Chrystyna Kosarchyn, PhD, CHES Professor of Health Educa-on
Longwood University
Objec-ves
By the end of this session, par-cipants will be able to 1. Illustrate the benefits of including a global
health component in teaching health. 2. Iden-fy ways in which global health can be
integrated into the health curriculum. 3. Select methods that foster implementa-on
of a global perspec-ve in teaching health.
What does “health” mean?
• What do you think “health” means? • Do you consider yourself “healthy”? • Why or why not?
Defini-on of Health
A state of complete physical, mental, and social well-‐being and not merely the absence of disease or infirmity. -‐ World Health Organiza-on
But is that all there is to “health”?
• Health is more than – Physical – Mental – Social
What other “dimensions” of health are there?
Health: A dynamic, ever-‐changing process of trying to achieve your individual poten-al in the physical, social, intellectual, emo-onal, environmental/occupa-onal and spiritual dimensions. Wellness: The achievement of the highest level of health possible in each of the dimensions of health.
Health Determinants
• What’s responsible for our health status? – Gene-cs – Access to health care – Environment – Individual behaviors
What is “global health”?
• There are actually several defini-ons in use, just like when it comes to the word “health”.
• What do you think global health is?
Global health
Health problems, issues, and concerns that transcend na-onal boundaries and may best be addressed by coopera-ve ac-ons. -‐US Ins-tute of Medicine
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Why Global Health?
Ethical Reasons Should we be concerned that: • 10,000 babies die every day in the world before they are four weeks old?
• 529,000 women a year die in childbirth? • More than 750,000 children die every year of measles?
• 1.6 million people die in the world die every year of TB?
Why Global Health?
Altruis-c Reasons • The belief that it is wrong for anyone, anywhere, to go hungry, be very poor, to be sick or die unnecessarily.
• The belief that it is important to develop “social responsibility” in our students.
• The belief that health is a “human right”, not a “privilege”.
Why Global Health?
Selfish Reasons • Our health is increasingly dependent on the health of others – diseases know no boundaries.
• In a world that is “globalized” it is in everyone’s best interest for people everywhere to be healthy and produc-ve members of society. Why?
• A healthy world is a stable and secure one.
Why Global Health
Educa-onal Reasons • Improving the knowledge of our students about others, par-cularly in the areas of culture and how it can impact health, can lead to healthier students.
• Helping students lose some of their ethnocentric beliefs about others.
• Encourage students to help those less fortunate by volunteering for various “missions”, joining the Peace Corps, etc.
• Create “global ci-zens”, not just na-onal ones.
Each of us should be concerned with the health of others whether it’s for health, security or humanitarian
reasons. www.globalhealth.gov
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Benefits for Students
• Help students gain a more global perspec-ve, not just in regard to health.
• Increase students’ knowledge and awareness of global health issues.
• Help students be healthy -‐ what happens elsewhere can happen/come to the US.
• Raise students’ social consciousness that global issues are intertwined with almost everything they do.
Benefits for American Society
• Can help our government iden-fy, respond, priori-ze health problems and needs so that we can be a healthier society.
• Can help us apply low-‐cost but highly effec-ve interven-ons to our na-onal health situa-on.
• Allows us to becer understand the need for different “actors” to work together – and to get involved.
• Such awareness and knowledge makes us becer ci-zens, both na-onally and globally.
Ader all, we’re all in this together and if we don’t all work together, we won’t succeed in making it a healthy world.
Think you can’t include global aspects of health in your teaching?
• Think again -‐ you can! • Isn’t there something you already do in your health classroom teach that has to do with global health?
Where to start?
• Na-onal Health Educa-on Standards • VA Standards of Learning Do either include “global health” as a focus?
VA Standards of Learning
• www.doe.virginia.gov • SOLs are provided in three dis-nct groupings – Essen-al Health Concepts – Healthy Decisions – Advocacy and Health Promo-on
Selected VA SOLs -‐ Grade Six • Essen-al Health Concepts – 6.1 g) Determine the effects of environmental influences on personal health.
• Healthy Decisions – 6.2 n) Describe how culture, media, and other external factors influence percep-ons about body image and gender roles.
• Advocacy and Health Promo-on – 6.3 m) Demonstrate ways to show respect for individual differences, opinions, and beliefs.
– 6.3.u) Create and monitor progress toward a goal to protect the environment.
Selected VA SOLS – Grade 7
• Healthy Decisions – 7.2 t) Describe how a healthy environment is essen-al to personal and community health
• Advocacy and Health Promo-on – 7.3 i) Describe how family prac-ces and customs promote posi-ve health choices.
Selected VA SOLs – Grade Eight
• Healthy Decisions – 8.2 r) Explain how humans and the environment are interdependent.
Selected VA SOLS – Grade Nine
• Essen-al Health Concepts – 9.1 r) Examine the impact of global health issues on local communi-es.
• Healthy Decisions – 9.2 w) Iden-fy global and local health-‐related environmental issues, including ways to prevent and manage asthma and allergies.
– 9.2 y) Evaluate how public health policies influence health and disease preven-on.
Selected VA SOLS – Grade 10
• Healthy Decisions – 10.2 u) Inves-gate the influence of the environment on the individual.
• Advocacy and Health Promo-on – 10.3 y) Establish goals for improving environmental health.
What are some ways in which you can include global aspects into these
SOLs?
• First, let’s brainstorm a licle . . . Here’s a licle hint: you can actually integrate global health into just about every topic you teach.
• Ideas? Anything you’re currently doing?
Suggested Teaching Ac-vi-es
• First let’s actually look at some of the selected Health SOLs and come up with some ideas ourselves . . . .
Some Useful Teaching Methodologies
• Have students develop “case studies” – e.g., zika virus, Ebola, sanita-on issues, etc.
• Guest speakers – on a variety of global health topics
• Inves-gate dietary prac-ces in different cultures and their impact on health – cook meals, video clips, field trips
• Do brainstorming ac-vi-es – solu-ons to a global health issue (a variety of global health topics)
Useful Teaching Methodologies
• Projects: presenta-ons, crea-ng PSAs, designing “infographics” – inves-gate a country’s health system, especially in light of what we can learn from it
– research an emerging or re-‐emerging disease – design plans on how to protect and promote health
• Involve students in “celebra-ons” – organize one for your school: – World Health Day – April 7 – World AIDS DAY – December 1
“Canned” Materials
• Lesson plan on Global Health hcp://www.pbs.org/now/classroom/globalhealth.html
• Curriculum on Global Health issues Health for all: Teenage Teaching Modules American Associa-on for World Health
Organiza-ons
• hcp://globalhealth.org • hcp://www.globalhealth.gov • hcp://www.gatesfounda-on.org • hcp://www.cartercenter.org/index.html
Teaching Global Health at the University Level
• Introduce concepts of global health in all Health classes, no macer the topic
• Offer a General Educa-on/Core Curriculum course on Global Health
Conclusion
• Did I convince you that global health is something we should incorporate into our teaching, no macer what the level?
• Did I convince you that global health can be incorporated into the curriculum?
• Are you coming away from this presenta-on with some ideas on how to do this?
• Can you advocate for and promote the concept of global health?
Thank You & Good Luck!
Please feel free to contact me with any ques-ons you might have: [email protected] I would love to hear how you’ve adopted some of the ideas discussed today!