Health Education and Promotion at UBC Judith Prat, B.Ed., M.A. UBC Wellness Centre Student Health Service

Health Promotion Facilitates and supports positive health behaviour through organizational, environmental, political and economic forces enabling individuals & communities to increase control over the determinants of health. Epp, 1986 (Health Canada)

Determinants of Health 1.Biology & genetic endowment 2.Health services 3.Education 4.Income & social status 5.Employment conditions 6.Social & physical environments 7.Social support networks 8.Gender 9.Culture 10.Personal health practices & coping skills

Statements about Health Promotion “No clear coordination and comprehensive vision of health promotion in BC that sets it apart from prevention and illness care.” BC Coalition for Health Promotion “ We can do all the lifestyles teaching we want but unless people have the resources little will change.” 19 th annual International Health Promotion Conference

Individual Change vs. Community Capacity to Change unhealthy lifestyles vs. unhealthy living/ working conditionsunhealthy lifestyles vs. unhealthy living/ working conditions individual interventions vs. collective mobilizationsindividual interventions vs. collective mobilizations Adapted from Ronald Labonte, Canada Research Chair, Globalization/Health Equity, Institute of Population Health What UBC is doing …

Health Education Program Planning Wellness Centre 1. Needs assessment 2. Program development 3. Implementation 4. Assessment & Evaluation Health Practices & Coping Skills

Planning & Evaluation go Hand-in-hand  Know your context & mandate  What outcome does program seek to accomplish?  What interim objectives are required to produce outcomes?  What activities will achieve interim objectives?  What resources are required?  Ask, “How will you measure success?”

Organizational Context

1. Needs Assessment BC/Canada Health Data ( ): Obesity not improved in past decade Excessive drinking worsening (in 31% fatal accidents) STIs on the rise (1496/100,000 chlamydia in females yrs. old) Depression increasing (~ 1/8 Canadians)

UBC Health Data (NCHA – Undergrads, 2006) * Context - With negative impact on grades: 28% not getting enough sleep (5/7 days) 20% exp. relationship difficulties 20% experienced depression 43% too overwhelmed to function (3+ times) 7% males, 14% females exp. anxiety 13% considered suicide

2. Program Planning  Gather resources and support  Recruit & train Wellness Peer Educators  Provide supportive climate  Facilitate, coordinate, and supervise  Build in assessment methods (e.g., impacts on: knowledge, skills, attitudes or stages of change)

Personal Health Practices & Coping Skills Knowledge Attitudes (values, beliefs) Skills > Behaviour change > Cultural shift

3. Implementation A - Advertise B - Budget C - Construct (event, logistics, facilitate peer involvement) D - Debrief E - Evaluate

Why Peer Education? Characteristics similar to target group; can help to change campus culture Commitment to helping and professional development Flexibility to work in different settings and times

30-40 Wellness Peer Educators 40,000 UBC students “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” Margaret Mead

4. Assessment & Evaluation What can you assess in Health Education delivery?  Knowledge  Skills  Attitudes (e.g., intention to change)

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