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NON-smokers do it without coughing' is the latest health slogan to appear m rear windows of cars, and has more in common with the sexual innuendo of those who claim that 'surf-boarders do it standing up' than with the education of young people. At a time of mcreasmg anxiety about the spread of HIV and Aids such health messages are seriously misplaced and are an example of the gulf that exists between health education and the very worst health promotion, in which the end is thought to justify the means. Medical modelsIn order to meet the criteria for the World HealthOrgamsation's 'Healthy Cities' project, local education authorities (LEAs) are in danger of reverting to medical models for health education. These models attempt to persuade the individual to adopt a healthier lifestyle by teachmg a curriculum which purely sup-, plies information about health, and especially about diet, exercise and smoking. It is generally acknowledged that the mere presentation of facts does not bring about significant changes m behaviour, yet schools are bemg besieged by 'smoking qmzzes, healthy eating games and all-singing, all-dancmg health days''. There is nothing wrong with such activities, except that m many schools this is all that is done I It is quite clear from the research undertaken by the Health Education Authority's Primary Schools Health Education project at Southampton Umversity that children have a far greater knowledge of health at an earlier age than previously thought&dquo;. Moreover, ch2-dren apparently have quite strong attitudes about what makes and keeps them healthy. It is clear that we must not make assumptions about what children know and that if health education is to be effective, ithas to be related to children's existing knowledge and to the attitudes and beliefs that they hold&dquo;. Such an approach is preferable to a deficient view of children. The latter sees children merely as empty vessels to be filled, and will inevitably perpetuate the tendency to blame the victim rather than developing the necessary skills to challenge the pohtical, social and economic roots of poor health&dquo;.The health promoting school To support the health curriculum, appropriate teachmg and learning strategies will have to do much to overcome the hidden messages conveyed to chfldren and young people by the wider school environment. Schools tend to teach one set of values while, perhaps unwittingly, promoting or representing another set which can be equally persuasive'. It is of no use teaching children that too much sugar is harmful to their teeth if sweets are regularly used as a reward for good work and sold m the school tuck shop. Nor is it helpful to teach that fat-free diets help prevent coronary heart disease when the LEA school meals services, strugglmg to survive under competitive tendering and delegated school budgets, can only sell profitable food m a cafetena system, such as ... chips Even the humble baked potato, served as the healthy alternative, is mvariably filled with butter or cheese. However, banning tu...
NON-smokers do it without coughing' is the latest health slogan to appear m rear windows of cars, and has more in common with the sexual innuendo of those who claim that 'surf-boarders do it standing up' than with the education of young people. At a time of mcreasmg anxiety about the spread of HIV and Aids such health messages are seriously misplaced and are an example of the gulf that exists between health education and the very worst health promotion, in which the end is thought to justify the means. Medical modelsIn order to meet the criteria for the World HealthOrgamsation's 'Healthy Cities' project, local education authorities (LEAs) are in danger of reverting to medical models for health education. These models attempt to persuade the individual to adopt a healthier lifestyle by teachmg a curriculum which purely sup-, plies information about health, and especially about diet, exercise and smoking. It is generally acknowledged that the mere presentation of facts does not bring about significant changes m behaviour, yet schools are bemg besieged by 'smoking qmzzes, healthy eating games and all-singing, all-dancmg health days''. There is nothing wrong with such activities, except that m many schools this is all that is done I It is quite clear from the research undertaken by the Health Education Authority's Primary Schools Health Education project at Southampton Umversity that children have a far greater knowledge of health at an earlier age than previously thought&dquo;. Moreover, ch2-dren apparently have quite strong attitudes about what makes and keeps them healthy. It is clear that we must not make assumptions about what children know and that if health education is to be effective, ithas to be related to children's existing knowledge and to the attitudes and beliefs that they hold&dquo;. Such an approach is preferable to a deficient view of children. The latter sees children merely as empty vessels to be filled, and will inevitably perpetuate the tendency to blame the victim rather than developing the necessary skills to challenge the pohtical, social and economic roots of poor health&dquo;.The health promoting school To support the health curriculum, appropriate teachmg and learning strategies will have to do much to overcome the hidden messages conveyed to chfldren and young people by the wider school environment. Schools tend to teach one set of values while, perhaps unwittingly, promoting or representing another set which can be equally persuasive'. It is of no use teaching children that too much sugar is harmful to their teeth if sweets are regularly used as a reward for good work and sold m the school tuck shop. Nor is it helpful to teach that fat-free diets help prevent coronary heart disease when the LEA school meals services, strugglmg to survive under competitive tendering and delegated school budgets, can only sell profitable food m a cafetena system, such as ... chips Even the humble baked potato, served as the healthy alternative, is mvariably filled with butter or cheese. However, banning tu...
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