Synthesising socioecological frameworks, impacts of social determinants and strengths-based paradigms - imperatives for efficacy in health education and health promotion

Synthesising socioecological frameworks, impacts of social determinants and strengths-based paradigms - imperatives for efficacy in health education and health promotion

Health Education and health promotion initiatives are more effective and more likely to result in adoption of beneficial health practices, attitudes and values if intercultural exchanges are an integral part of all propositions (Glanz, Lewis & Rimer, 1997). Diverse cultural perspectives must be considered in the compilation and delivery of information and in the formulation of strategies (Ajzen & Fishbein, 1980). Efficacy of health education and health promotion can be increased through assuming the principles of social justice - diversity, equity and supportive environments and adopting approaches cased in positivity and strength-based paradigms (Leger & Nutbeam, 2000; ACARA, 2012). Evaluating the impact of these approaches on the knowledge, understandings and skills of population groups is challenging given that the uptake of health promoting behaviours is a long term proposition and health values are hard to quantify (Glanz, Lewis and Rimer, 1997; Ajzen & Fishbein, 1980) however, some models of behaviour change and socioecological frameworks can be predictive of efficacy. This research highlights the importance of whole of settings approaches and contends that interculturally inclusive and sensitive conversations are a prerequisite to the realization of health education and health promotion intiatives (WHO, 1986; WHO 1997; Nutbeam, 1996).

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