Health Education and Prevention.

Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction "Health Education": a Vast Enterprise -- 1. Conceptions and Deciding for One's Health -- 1.1. "Conception" and "decision": what do they mean? -- 1.2. Is educability in health possible? -- 1.3. What are the factors of efficacy in prevention at the international level? -- 1.4. Why speak of leading practices in health? -- 1.5. What are the unwavering links between "research" and "intervention"? -- 2. Social Representations of Health Conceptions -- 2.1. Can we speak of quantitative preponderance? -- 2.2. What qualitative studies are available to us at the international scale? -- 2.3. Why is there still a paradox in health education? -- 2.4. What meaning should be given to the terms used in publications? -- 2.4.1. The term "perception" -- 2.4.2. The term "belief" -- 2.4.3. The term "knowledge" -- 2.5. What are the benefits and limits of the notion of social representation in the field of health? -- 2.5.1. A notion enclosing health within a "social whole" -- 2.5.2. The contested theory of the central core -- 2.5.3. Other elements for a critical analysis of the notion of social representation in health -- 2.6. What are the preliminaries for a new theorization of conceptions in health? -- 2.6.1. Why replace the subject in a central position? -- 2.6.2. What limits are attributed to the KVP model (knowledge, values, social practices)? -- 3. A Renewed Theory of Conceptions in Health -- 3.1. What are the paradigmatic foundations of health conceptions? -- 3.2. Why combine health paradigms? -- 3.3. How to avoid the pitfall of simplified thinking? -- 3.4. Theorization of conceptions in health -- 3.4.1. How to consider the subject from a biopsychosocial point of view? -- 3.4.2. What are the seven criteria that characterize conceptions in health?.

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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.