The Value of Health

The Role of Health in Values Education

Bend – the body

Mend – the senses

End – the mindEnd – the mindSri Sathya Sai Baba

How does this translate?

Medicare is bending the body:• Physically• Physiologically• Mentally & EmotionallyEducare is mending the SensesSociocare is a mixture of these two• These lead to the goal of spirituality which is:

END THE MIND

Educare

Medicare Sociocare

The Three Fields of Sai Spiritual Endeavour

Education as healthHealthcare as education

Education as social conscience

Society as the educational field

Health care as social service

Social needs determine health care

Education as healthHealthcare as education

• The health of society is intimately linked with the educational level of the people 1, 2

• The educational experience is reflected, not only in the physical health, but the emotional and psychological health 2

• Education reflects in adult behaviour, impacting on health 3

• Healthcare education in school can positively affect adult health 4

• These correlations are critical when we look at the role values education can make to societal health

Health care as social serviceSocial needs determine health care

“You have no reason to feel proud when you are able to help another, for your skill or wealth or strength or courage or official position that gave you the chance to serve was the gift of God, whether you recognize it or not. You are only offering this God's gift to another God's gift, namely the poor, the illiterate, the weak, the diseased, the grieving, the broken-hearted, who seek your help.” Baba

Health Care & Social Service are simply God gifting God back to God

Education as social conscienceSociety as the educational field

“Health and environmental education seek toaddress the living conditions and lifestyle choicesthat lead to health and environmental problemsby motivating and teaching students how toparticipate in the reconstruction of themselvesand society in accordance with ecological valuesand the democratic values of social and economicjustice.” Fien 5

Programme Description in the form of Programme Logic for a Health Promotion Programme in South Auckland School

SITUATION

- Children arrive at school with health conditions relating to malnourishment- Socioeconomic factors impact on health status, which is to nutrition- This affects children’s participation in school life- Parents rely on school for their social support

INPUTS

- Naturopathic Students as nutritional health workers

- Written resources

- Time: College Academic, Administrative and School staff

- Travel- Cooking

facilities and materials

OUTPUTS

- Numbers in programme

- Numbers of days programme delivered

- Numbers of students involved

- Student completion rates

- Students formative & summative assessments

OUTCOMES

Short Term- Feeling someone cares- Social interaction

Intermediate Term- Better attendance because of

health- Improvement in nutritional

inputs- Improvement in family’s

nutrition

Longer Term- Lessening of infections- Increased academic

achievement- Improvement in all health

parameters

Values Inherent in the Health for Life Programme

• Engendering compassion• Feeling of unity and understanding of the

situation of others• Creating a sense of family• Wanting others to have the same health and

educational opportunities as we have (creates a sense of upliftment)

• A sense of sacrifice lets us forget about ourselves

Workshop Exercise -1

In three groups, using the butcher paper and pens, relate the aspects of educare, medicare and sociocare, using the values • Group 1 will relate educare and medicare• Group 2 will relate educare and sociocare• Group 3 will relate medicare and sociocareUsing the values as the determinants of the relationships

• Using those relationships determine at least three actions that could be used to enhance those relationships

• Then design a programme (in brief) that could be applied in the values educational environment that meets the need of the relationships, in terms of: Needs met Goals & outcomes Resources required How the programme puts the values in action

Workshop Exercise -2

References1. Wilkinson RG, Marmot MG. Social determinants of health: the solid facts

2ed. Copenhagen: World Health Organisation; 2003.2. Power C, Stansfeld SA, Matthews S, Manor O, Hope S. Childhood and

adulthood risk factors for socio-economic differentials in psychological distress: evidence from the 1958 British birth cohort. Social Science & Medicine. 2002;55(11):1989-2004.

3. Koivusilta L, Arja R, Andres V. Health behaviours and health in adolescence as predictors of educational level in adulthood: a follow-up study from Finland. Social Science & Medicine. 2003;57(4):577-93.

4. Lakin L, Littledyke M. Health promoting schools: integrated practices to develop critical thinking and healthy lifestyles through farming, growing and healthy eating. International Journal of Consumer Studies. 2008;32(3):253-9.

5. Fien J. Learning to care: a focus for values in health and environmental education. Health Education Research. 1997 December 1, 1997;12(4):437-47.