1. Understanding a Skills-Based Approach
C H A P T E R 2
Understanding a Skills-Based Approach
Chapter 2

2. Health Education Is Evolving
Many current health education programs focus on learning new information, not applying the information in a real-life setting.
The introduction of the National Health Education Standards in 1995, revised in 2007, highlights the importance of skill development.

3. National Health Education Standards
Core concepts
Analyzing influences
Accessing valid and reliable information
Interpersonal communication
Decision making
Goal setting
Self-management
Advocacy

4. Skills-Based Health Education Defined
A skills-based health education is a planned, sequential, comprehensive, and relevant curriculum that is implemented through participatory methods in order to help students develop skills, attitudes, and functional knowledge needed to lead health-enhancing lives.

5. Skills-Based Health Education
Places an emphasis on skill development over learning new concepts
Builds the health literacy of students
Has potential to bring about broader student outcomes
Is planned and sequential building in sophistication and depth across a student’s career (continued)

6. Skills-Based Health Education (continued)
Comprehensively addresses multiple dimensions of health
Is relevant to students in the real world
Engages students as participants in their learning
Fosters health-enhancing attitudes
Includes functional information to build functional knowledge

7. Key Aspects of Skills-Based Health Education

8. Skill Development
Is a process that requires meaningful practice and application
Must be applicable to real-life scenarios
Includes learning, modeling, observation, and practice
Demonstrates skill application across a variety of contexts

9. Five Steps of Skill Development
Step 1: Discuss the importance, relevance, and relationship to other skills
Step 2: Present the steps of the skill
Step 3: Model the skill
Step 4: Practice and rehearse the skill
Step 5: Provide feedback and reinforcement

10. Support for Skills-Based Health Education
Many theories, including the health belief model and theory of reasoned action, support this approach.
Social cognitive theory is highlighted and emphasized.
A skills-based approach meets the Characteristics of Effective Health Education presented by the CDC.

11. Social Cognitive Theory
Proposes that health behavior is determined by knowledge, perceived self-efficacy (that one has control over health habits), outcome expectations, health goals, and perceived facilitators and impediments to action

12. Social Cognitive Theory: Knowledge
Knowledge about health concepts and behaviors is the impetus to behavior change.
Knowledge, in this instance, is about both health topics and health skills.
Knowledge is the foundation, but alone it will not change behavior.

13. Social Cognitive Theory: Self-Efficacy
Self-efficacy is the belief in one’s ability to produce the desired effects from actions.
The more a student sees himself as successful in performing a skill, the greater his self-efficacy becomes.
High levels of self-efficacy in a variety of health skills can affect health behavior and outcomes.

14. Social Cognitive Theory: Outcome Expectations
Outcome expectations refer to the expectations people have about the outcomes of their health-related actions.
Examining attitudes and beliefs as they relate to health behavior affects outcome expectations.
Students must learn about realistic expectations and their impact on health.

15. Social Cognitive Theory: Goals
Having goals and a plan to accomplish them is a fundamental determinant of health behavior.
Goals set the path for behavior change.
Students must learn how to set appropriate goals and then formulate a plan to accomplish them.

16. Social Cognitive Theory: Perceived Facilitators and Impediments
One must recognize the factors that will help and those that will hinder progress toward health enhancing behavior.
Multiple influences play a role in behavior. Students must learn how to mitigate influences.

17. Characteristics of Effective Health Education
Planned and sequential
Provides age-appropriate and developmentally appropriate information, learning strategies, teaching methods, and materials
Provides adequate time for instruction and learning
Focuses on specific behavioral outcomes (continued)

18. Characteristics of Effective Health Education (continued)
Is research based and theory driven
Comprehensive
Focuses on increasing the personal perception of risk and harmfulness of engaging in specific health risk behaviors as well as reinforcing protective factors
Relevant and participatory method
(continued)

19. Characteristics of Effective Health Education (continued)
Provides functional health knowledge that is basic and accurate and directly contributes to health-promoting decisions and behaviors
Uses strategies that personalize information and engage students
Incorporates learning strategies, teaching methods, and materials that are culturally inclusive
(continued)

20. Characteristics of Effective Health Education (continued)
Provides opportunities to reinforce skills and positive health behaviors
Provides opportunities to make positive connections with influential others
Focus on skills, attitudes, and knowledge
Addresses individual values and group norms that support health-enhancing behaviors (continued)

21. Characteristics of Effective Health Education (continued)
Addresses social pressures and influences
Builds personal competence, social competence, and self-efficacy by addressing skills

22. Summary
Research and theory support a skills-based approach to health education.
Teachers serve as guides or facilitators in a skills- based classroom.
Skills-based health education is relevant and engaging for students.
A skills-based course focuses on building a solid foundation so students lead healthier lives.