Social learning theory provides a complex scientific foundation for health education and can be used to improve health education research and practice. This foundation includes proven cognitive and behavioral constructs and techniques for promoting health behavior changes. (JN)

A wide variety of health disciplines use proxy measures to determine the extent to which a given program has had an effect. A framework for obtaining proxy measures of behavior includes the components of: exposure; attention; comprehension; yielding; retention and retrieval; decision making; action; and continuation. (JN)

If health education is to develop into a discipline that increases the competencies of people to implement decisions about health behaviors, the development of a paradigm that can be used as an alternative to the behavior change paradigm is required. Several models of behavior change are presented. (JN)

Questions to stimulate discussion around five articles in the May-June 1981 issue of "Health Education" (v12 n3) are listed. (CJ)

A direct relationship is shown among wilderness conservation, energy requirements, recreational needs, and the mental health of the citizenry. While there is a need for regulation and legal control over natural resources, there is a requisite for voluntary practices by the population which would make controls unnecessary. Other issues for study…

A good introductory course in women's health would consist of all or a variety of issues which would include: the economics of women's health, terminology, hysterectomies, breast cancer, hormone therapy, childbirth, and patient-practitioner relationships. (JN)

Experimental learning activities should be the major emphasis of health education. The Simulation Technique utilizes a three-step approach: rehearsal and preparation before the procedure is performed; the actual testing; and follow-up exercises that enhance knowledge and reinforce the usefulness of the screening procedure. Examples from this…

The domain of health is defined by a comprehensive model which identifies three basic elements of individual health: the physical, the mental, and the spiritual. This model can provide insight for improving the quality of life for health educators and their students. (JN)

The teaching of ethics or controversial issues in health education must meet two criteria: (1) The controversy must be addressed from various viewpoints; and (2) The issues must involve questions of right and wrong. Examples of values clarification activities are given. (JN)

To study the relationships among stress, illness, and disease in a college student population, an intervention model was prepared. A study of life-changes demonstrated that college students experiencing a great deal of life-change contract more disease than those experiencing less stress. (JN)

A study was done to examine the possibility that the concepts of "alcoholic" and "drug addict" are defined by individuals in relation to their self-perceptions. (JN)

A computerized health profile model was developed to help adolescents clarify their values about health and health practices. Results indicate that the profile was effective in involving adolescents in making positive decisions about their health. (JN)

The difficulty in getting a job has become a dilemma for health education graduates. The preparation of the curriculum vitae, methods of personal interviewing, and ideas for evaluating the potential employer are discussed. Sample questions which might be asked of the potential employer are included. (JN)

The ultimate goal of continuing education programs is to bring about improvement in health education. Evaluations of these programs rarely indicate significant change. Problems with evaluations and with continuing education programs are discussed. (JN)

The planning cycle for health program goals and objectives involves determining needs and establishing, implementing, and evaluating goals. Necessary knowledge, skills, and abilities of health planners are delineated. (CJ)