Health Education and Prevention (Health Engineering and Society Series: Health and Patients Set)

Social Representations, Beliefs, Values And Knowledge Are Just Some Of The Aspects That Affect How The Beneficiaries Of Preventative Health Measures Perceive Their Wellbeing. Health Education And Prevention Questions And Analyzes These Concepts In Order To Consider New Ways Of Theorizing Patients’ Conceptions Of Their Health. From A Methodological Point Of View, These Analyses Are Put Into Practice With The Design Of Prevention Tools And Devices. The Use Of A Corpora Of Photographs Is Particularly Meaningful In This Respect. This Book Offers An Authoritative Perspective By Noting Important Points Of Vigilance In Training, And Especially By Distinguishing Instructive Contents Conducive To The Development Of An Explicit Health Pedagogy For More Effective Prevention Measures. A Model For Categorizing Situations Integrating Both Educational And Healthcare Paths Is Also Proposed. Content: 4. Qualitative Methodologies for the Investigation of Health Conceptions -- 4.1. What are the main qualitative methodologies used in international publications? -- 4.2. Which biopsychosocial interpretative model of conceptions should we use? -- 4.3. How to model the biopsychosocial dimensions of conceptions on addictions? -- 4.4. Are there many health conceptions from infancy? -- 4.4.1. Domain A: biomedical health -- 4.4.2. Domain B: social and environmental influences in prevention -- 4.4.3. Domain C: perception of the social and societal environment -- 4.4.4. Domain D: mobilization of relational competences and influence on the emotion of social relations -- 4.4.5. Domain E: psychoaffective perception of others and the management of emotions -- 4.4.6. Domain F: the physiological and psychoaffective consequences of a behavior in health -- 4.5. Should we fear what children and adolescents have to tell us? -- 4.5.1. What diversity of conceptions? -- 4.5.2. How do conceptions of health evolve within a group of children? -- 4.6. What are the elements to prioritize for intervening in health? -- 4.7. What are the advantages for public health from this approach to health conceptions? -- 5. The Convergence of Research Tools, Interventions and Training -- 5.1. How is a tool an inseparable element from human activity? -- 5.2. Why is the transferability of "good practices" a fantasy? -- 5.3. How to expand the notion of tools in prevention? -- 5.3.1. What are the epistemic and epistemological principles of health intervention? -- 5.4. Why talk about the tool syndrome in health education and prevention? -- 5.5. What is the real process of conception of a prevention tool? -- 5.6. How does using photographs enable a reconciliation of research and intervention? -- 5.6.1. Methodological overview of the use of photographs. 6. Formative Perspectives for More Effective Prevention Actions -- 6.1 What are the andragogic foundations for better apprehending the complexity of systems of conceptions? -- 6.1.1. On which points of vigilance is it necessary to focus training? -- 6.2. In teaching, how can a better apprehension of the complexity of systems of conceptions be developed? -- 6.3. What foundations of an explicit pedagogy should teaching follow? -- 6.3.1. Why is it imperative to make the implicit explicit? -- 6.3.2. What should lessons in health aim for? -- Conclusion -- Appendix -- A.1. Qualitative or mixed scientific publications pertaining to the ways in which children, adolescents and young adults (4-20 years old) address health -- A.2. Qualitative or mixed scientific publications pertaining to the ways in which children, adolescents and young adults (4-18 years old) address health themes -- A.3. Qualitative or mixed scientific publications pertaining to the ways in which children, adolescents and young adults (4-18 years old) address themes related to the health thematic -- References -- Index -- Other titles from iSTE in Health Engineering and Society -- EULA.