顛覆或省思？充能理念與衛生教育

Revolution or Reflection? Empowerment and Health Education

10.30026/CJSH.200312.0005

張麗春(Li-Chun Chang)；黃松元(Song-Yuan Huang)

充能 ； 衛生教育 ； 省思 ； empowerment ； health education ； reflection

學校衛生

43期（2003 / 12 / 01）

77 - 90

繁體中文

健康是身體、心理、心智、社會、文化、經濟與靈性的集合體。衛生教育的目的即是協助民眾達到這樣的境界。傳統衛生教育多以專業主導、教導式或學校介入的策略、較缺乏的是民眾參與、政策與社會行動，健康行為持續的可能性便降低。結合充能的衛生教育在於茁根式的評估（傾聽與對話）、主客轉移（參與）、回到出發點（省思），以期能讓民眾從中習得領導關係與問題解決及動員資源的能力，獲得個人、社會、經濟與政治力量的認識與掌控，目的是為了採取行動以提昇其生活條件，達到整體健康。

Health is an integrity of physical, psychology, mental, society, culture, economic and spiritual which health education is to assist the public to achieve. Traditional health education is more professional domination, instructional or school-based interventions. Public participation and political/social action are few so that the possibilities to maintain health behaviors would decrease. Health education with the concept of empowerment is grounding-in assessment (dialogue and listening), participation (transformation between subject and object), and backing to start point (reflection) in order to assist public to learn the leaderships, problem-resolving skills and capabilities to mobilize the resource. Those abilities could make them to realize the personal, social economic, and political power and to gain the control among those so that they could take actions to prompt their living conditions and to achieve the entity of health.

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