Concepts of Health and

Wellness

RACHEL S. DIONELA, RMT

Objectives:
determine the dimensions of
01
health

define health, mental health,

02 emotional health, physical
health, social health, spiritual
health, and sexual health
Objectives:
understand the provisions of the
03 Philippine Constitution about
health as a basic human right

determine the stand of WHO

04 as to the government’s
responsibility to the health
of its people.
Section 1 Article 25 of
Declaration of Human Rights
The Philippine Constitution of 1987
“The State shall adopt an integrated and
comprehensive approach to health
development which shall endeavor to Art. XIII
make essential goods, health and other
social services available to all the
people at affordable cost.
There shall be priority for the needs of
the unprivileged, sick, elderly, disabled,
Section 11
women, and children.
The state shall endeavor to provide free
medical services to paupers”
“The enjoyment of the
highest attainable
standard of health is
one of the
fundamental rights of
every human being
without distinction of
race, religion, political
belief, economic or
social condition”
(2017)
 “Governments
have a
responsibility for
the health of their
people which can
be fulfilled only by
the provision of
adequate health
and social
measures”.
 3 Basic Positive Concepts of Health
03
01
equating health with
Reflecting concern productive and
creative living
02

placing health in the

context of the environment WHO
(1995)
The Universal Declaration of Human Rights remains
as relevant today as it was on the day in 1948 that it
was proclaimed and adopted by the United nations
General Assembly.
(retrieved 6/29/20)
2016 2018 2020

2015 2017 2019

Good health is clearly determined by other basic

human rights including access to safe drinking
water, and sanitation, nutritious foods, adequate
housing, education, and safe working conditions
The right to health for all people means that
everyone should have access to the health
services they need, when and where they need
them, without suffering financial hardship.

None should get sick and die just because they are
poor, or because they cannot access the health
services they need.
According to World Health Organization (WHO):
Health – a state characterized
by soundness and wholeness
of human structures, bodily
and mental functions
-OREM
This concept of all dimensions being in a state of
“completeness” seems unattainable and can only
exist in in an ideal state.

claims that the WHO definition is ideal which is:

Just a “goal to strive for” but can never be achieved
since no one can ever attain a state of complete
mental, physical and social well-being;

-COTTRELL
 derived from the old English word for heal which is

Health HAEL. It means WHOLE

is holistic (total health) and it includes the different
dimensions of health taking into account the separate
influences and interaction of these dimensions
(Aggleton & Homans, 1987)
✓ a positive state of well-being

✓ every part of the body and mind is in

harmony and in proper functioning
balance with every other part

✓ a characteristic of life that enables a

person to live longer
What about Holistic Health

JOHN 10:10

The thief comes only to steal and kill and

destroy; I have come that they may have
life, and have it to the full.
 BROADER DIMENSION

INDIVIDUAL DIMENSION
BROADER DIMENSION OF HEALTH

ENVIRONMETAL health
-physical environment
where people live

e.g.sanitation and pollution,

facilities(housing,transport,utilities)
BROADER DIMENSION OF HEALTH
SOCIETAL health
-link between health and the
way the society is structured

e.g. peace, economy,

degree of division or
integration within the society
INDIVIDUAL DIMENSION OF HEALTH
SPIRITUAL

SOCIAL EMOTIONAL

PHYSICAL MENTAL

SEXUAL
 INDIVIDUAL DIMENSION OF HEALTH

SPIRITUAL health
-the recognition of a
Supreme Being or
Force and the ability to
put into practice one‟s
moral principles or
beliefs
 INDIVIDUAL DIMENSION OF HEALTH

SPIRITUAL health
-a guiding sense of
meaning and value,
balance, introspection,
and meaning
What about Spiritual Health

Matthew 4:4

Jesus answered, “It is written:

„Man shall not live on bread alone,
but on every word that comes from
the mouth of God.”
 INDIVIDUAL DIMENSION OF HEALTH

EMOTIONAL health
- is the ability to express one‟s feelings appropriately
and to develop and sustain relationships
INDIVIDUAL DIMENSION OF HEALTH

EMOTIONAL health
- the emotional quality of an individual
- ability to accept and manage feelings through
challenge and change
What about Emotional Health

LUKE 6:45
A good man brings good things out of the
good stored up in his heart,
and an evil man brings evil things out of
the evil stored up in his heart.
For the mouth speaks what the heart is
full of.
INDIVIDUAL DIMENSION OF HEALTH

MENTAL health
-the positive sense of purpose and underlying
belief in one‟s own worth (self- esteem) like
feeling good and feeling able to cope
-psychological well-being
What about Mental Health

2 TIMOTHY 1:7

For God hath not given us the spirit of

fear,
but of power and of love and of a
sound mind
https://docs.google.com/forms/d/e/1FAIpQLScE3lUbbvPT3LPv6yxEQdWT9anere67JKoYbBhS-8In4aGumg/viewform
INDIVIDUAL DIMENSION OF HEALTH
INDIVIDUAL DIMENSION OF HEALTH

SEXUAL health
- the acceptance of and the ability to
achieve a satisfactory expression of one‟s
sexuality
Concept of Health and Wellness in Today’s World
What about Sexual Health

1 COR. 7:3-4

The husband should fulfill his wife‟s sexual needs,

and the wife should fulfill her husband‟s needs.
The wife gives authority over her body to her
husband,
and the husband gives authority over his body to his
wife.
 What about Sexual Health

1 COR. 7:5
Do not deprive each other of sexual relations, unless
you both agree to refrain from sexual intimacy for a
limited time so you can give yourselves more
completely to prayer. Afterward, you should come
together again so that Satan won‟t be able to tempt you
because of your lack of self-control.
 INDIVIDUAL DIMENSION OF HEALTH

PHYSICAL health
-the state of one‟s body
(fitness and not being ill)
What about Physical Health

1 COR. 10:31

So, whether you eat or drink, or whatever

you do, do all to the glory of God.
INDIVIDUAL DIMENSION OF HEALTH

SOCIAL health
- involves the support system that is
available from family members and friends
- involvement with activities in
community,school, church etc.
- “No man is an island”.
 What about Social Health

ECCLESIASTES 4:9-12
Two are better than one because they have a good
return for their labor:If either of them falls down, one can
help the other up. But pity anyone who falls and has no
one to help them up. Also, if two lie down together, they
will keep warm. But how can one keep warm alone?
Though one may be overpowered, two can defend
themselves. A cord of three strands is not quickly broken.
 Health according to Goodstadt:
1. Physical health is the biological integrity of an
individual where there is optimum functioning of
his physical and physiological abilities and
freedom from any disease or disability.

2. Mental health ( or psychological health and

emotional health) is subjective sense of well-
being ; may also refer to intellectual capabilities.
 Health according to Goodstadt:
3. Social health is the ability to interact effectively with
other people and the social environment; development
and sustenance of satisfying interpersonal
relationships and effective efficient role fulfillment.

4. Spiritual health or personal health is defined in such

a way that it may be concerned with one‟s belief in a
transcending, unifying force (whether its basis is in
nature, scientific law or a godlike source.) It has also
been associated with the concept of self-actualization
and concern for issues which affect one‟s value
system.
 Factors in the POLITICAL FACTORS

Ecosystem which ENVIRONMENTAL INFLUENCES

affect the Optimum
Level of Functioning SOCIO-ECONOMIC INFLUENCES

(OLOF) HEALTHCARE DELIVERY SYSTEM

BEHAVIORAL FACTORS OLOF

HEREDITARY/BIOLOGICAL FACTORS
 POLITICAL FACTORS
➢involve power and authority to regulate the environment or
social climate
Ex. Safety, oppression, people empowerment

HEALTHCARE DELIVERY SYTEM

➢a partnership approach to the effective provision of essential
health services that are community-based, accessible,
acceptable, sustainable and affordable. The focus of healthcare
is in the promotive, preventive, curative and rehabilitative
aspects of care
 SOCIO-ECONOMIC INFLUENCES
➢Families in lower income group are the ones mostly served
Ex. Employment, education, and housing.

ENVIRONMENTAL INFLUENCES
➢factors or situations which exerts effects on the environment
& environmental resources
Ex. Pollution, communicable diseases, utilization of pesticides
 BEHAVIOURAL FACTORS
➢refers to a person‟s level of functioning and is affected by certain
habits, their lifestyle, health care and child rearing practices which
are determined by one‟s culture and ethnic heritage
Ex. Culture, habits, mores, and ethnic customs

BIOLOGICAL FACTORS
➢refers to the understanding of genetically influenced disease
and genetic risks. It includes congenital defects, strengths
and health risks which can be familial, ethnic or racial
WELLNESS
- Is the integration of the mind, body
and spirit
- Is keeping a balance among the
dimensions of health
- a state of mind, a way of life; largely
determined by decisions that an
individual makes
- the level of self actualization where
one feels that he has lived a full and
accomplished life
- the perception that one is capable
of achieving one‟s full potentials
through the options one has in
relation to being well
 Greenberg (1992)
Donatelle and Davies (1996)
-wellness is a positive
quality which involves the
integration of spiritual,
intellectual, physical,
emotional, environmental
and social dimensions of
health to form a whole
“healthy person”
 Dunn (1997)
- wellness is an integrated
method of functioning which
is oriented toward maximizing
the potential which the
individual is capable of
- the ability to maintain a
continuum of balance and
purposeful direction within
the environment where
he/she is functioning
THE HEALTH CONTINUUM
HEALTH VS WELLNESS
Taking Charge of your WELLNESS
Lifestyle
you can improve your health
by making behavioral
changes to your lifestyle
Attitude
by focusing on your attitudes, you can
act in ways that make you healthier
person
Knowledge
- you need information to make good
choices about your health

- HEALTH LITERACY
ACTIVITY 1

Share a personally significant challenge in

health and wellness you are facing or have
faced(what ?&why?) and how have you
overcome or how are you coping.
Thank you
#sanaol diba? XD
 Health Education
as an
Emerging Profession

RACHEL S. DIONELA, RMT

OBJECTIVES
:
✓Define health education

✓ Determine the purpose and

importance of health education

✓ Determine the roles of a health

educator
 HEALTH
❖a EDUCATION
process concerned with designing,
implementing and evaluating educational
programs that enable families, groups,
organizations, and communities to play active
roles in achieving, protecting and sustaining
health

❖a science and a profession of teaching health

concepts to promote, maintain and enhance
one’s health, prevent illness, disability, and
premature death through the adoption of
healthy behaviour, attitudes and perspectives
 HEALTH
EDUCATION
❖any combination of learning
experiences designed to
facilitate voluntary adaptations
of behaviour conducive to
health
-GREEN, et al, (1980)
 HEALTH
EDUCATION
❖any combination of planned learning
experiences based on sound theories that
provide individuals, groups, and communities
the opportunity to acquire information and
the skills needed to make quality health
decisions
- Joint Committee on Health Education and
Promotion Terminology of 2001
The Importance of Health Education
❖ empowers people

❖equips people with knowledge and

competencies to prevent illness, and maintain
health

❖ enhances the quality of life

❖creates awareness regarding the importance

of preventive and promotive care
The Role of a Health Educator
❖help promote, enhance, and maintain the
health of others

❖be a professionally prepared individual who

serves in a variety of roles and is specifically
trained to use appropriate educational
strategies and methods to facilitate the
development of policies, procedures,
interventions, and systems conducive to the
health of individuals, groups and community
Areas of Responsibility
of the Health Educator
(Competency- based framework for the
Professional Development of Certified Health Education )

✓ Implement health education strategies,

interventions and programs

✓ Administer health education strategies,

interventions, and programs

✓ Conduct evaluation and research in relation

to health education
Areas of Responsibility
of the Health Educator
(Competency- based framework for the
Professional Development of Certified Health Education )
✓ Serve as health education resource person

✓ Assess individual and community needs for

health education

✓ Plan health education strategies,

interventions and programs

✓ Communicate and advocate for health and

health education
“Health educators take on profound
responsibilities in using educational
processes to promote health and
influence well- being”.
Code of Ethics of the
Society for Public Health Education, Inc.
(SOPHE)
 Principles of Health Education
Hubley stated that “Health Education is an essential
component of any program to improve the health of a
community and has the major role in promoting:

✓good health practices like sanitation,

clean drinking water, good hygiene,
breast feeding, infant weaning and oral
sanitation

✓ the use of preventive services like

immunization, screening, antenatal and
child health clinics
Principles of Health Education
✓ correct use of medications and the
pursuit of rehabilitation regimens
(for tuberculosis and leprosy, respectively)

✓ recognition of early symptoms of

disease and promoting early referral

✓ community support for primary health

care and government control measures
 Relationship between Health
Education and Health Promotion:
The primary role of health educators is to develop
appropriate health education/promotion programs for
the people they serve through:

✓ Planning
✓ Implementing
✓ Evaluating the health plans/ programs
Steps in Developing a Health Education/
Promotion Program (Cottrell et.al 2001)
✓ Assessing the needs of the target
population
✓ Developing appropriate goals and
objectives
✓ Creating an intervention that
considers the peculiarities of the
setting
✓ Implementing the intervention
✓ Evaluating the results
Health Education Planning
➢ What is the desired change?

➢ Where should health education take

place?

➢ Who should carry it out?

➢ How should it be done?

 Health Education Planning
➢ What?
Steps to consider:
• Identify what the key problems are
• What advice should be given

Proposals should:
•Be simple to put practice with the existing
knowledge and skills in the community.

•Fit in with existing lifestyle and culture and

not conflict with beliefs
 Health Education Planning
➢ What?
Proposals should:
•Not require resources or money, materials
and time that are not available locally

• Meet a felt need of the community

•Be seen by the people to convey real benefits

in the short term, not in the distant future
 Health Education Planning

➢ Where?
•can be done in the privacy of patient’s room
which may involve the patient and/ or his
family

•can be done in the community barangay hall

involving different organized groups or
members of a health education class or during
the conduct of home/ follow up visits
Health Education Planning
➢ Who?

• Health Workers

• members of organized group

• persons of influence

• students
Health Education Planning
➢How?
• Demonstration
(e.g practical in first aid or ERT train
ing)

• Word of Mouth
(e.g storytelling, music and songs)
Health Education Planning
➢How?
• Audio-Visual Aids
(leaflets, charts, posters, flashcards)

•Film showing and the use of

modular instruction
learners uses his/her senses of sight,
hearing, touching, smelling and
even tasting
 Characteristics of Effective
Health Education (HUBLEY,
❖directed at people who have influence
1983)
in the community

❖lessons are repeated and reinforced

over time using different methods

❖lessons are adaptable and use existing

channels of communication like songs,
drama and storytelling
 Characteristics of Effective
Health Education (HUBLEY,
1983)
❖entertaining and attracts the
community’s attention

❖uses clear, simple language with local

expressions

❖emphasizes short term benefits of

action
 Characteristics of Effective
Health Education (HUBLEY,
❖provides opportunities for dialogue, discussi
1983)
and learner participation and feedback
❖uses demonstrations to show the benefits of
adopting the practices.
-END-
Principles Strategies and Methodologies for
Teaching and Learning
Objectives:

1. Define and understand

concepts in teaching,
learning, and how it occurs

2. Determine the
experiences that hinder or
facilitate learning

3. Determine the common

principles of teaching and
learning
 Components of the Educative Process

THE THE THE

LEARNER TEACHER SUBJECT MATTER

S c i e n c e T e c h n o l o g y E n g i n e e r i n g A r t s M a t h e m a t i c s
 Components of the Educative Process
(3 pillars of the teaching-learning process)

01 THE LEARNER
•One who is devoted to learning, who seeks knowledge from
professional teachers or from books
•One who studies or examines in any manner, an attentive and
systematic manner.
•One who pays the price for getting education

02 THE TEACHER
•A person who teaches
•Imparts knowledge or skill
•Removes the darkness (clouds of confusion)
•Takes the disciples from darkness to light or from ignorance to
knowledge
•Works as a Torch Bearer of Change.
Components of the Educative Process

03 THE SUBJECT MATTER

•matter presented for consideration in discussion, thought, or

study (Merriam Webster Dictionary)
Principles of Learning
The learner must clearly perceive the goal

✓communication between teacher and

learner regarding the goals and
objectives of instruction

✓learners capability to understand and

internalize concepts and ideas which
are relevant to their own needs and
problems
Principles of Learning
The learner must be psychologically and physiologically ready

✓Thorndike’s law of readiness and law of effect.

Law of Readiness states that when a person is
prepared to respond or act, giving the response
is satisfying and being prevented from doing so
is annoying

✓The Law of Effect states that learning

strengthened when it results in satisfaction but is
weakened if it leads to annoyance
Principles of Learning

The learner must be motivated to learn

The learner must be active not passive for

maximum learning

✓ EFFORT
✓ WILL/CHOICE
Learning as defined by Bastable(2003) is a
lasting or permanent change in behaviour as a
result of experience which is primarily
determined or influenced by the environment
where the person is situated.

Furthermore, he defined learning as a relatively

permanent change in mental processing,
emotional functioning and/ or behaviour as a
result of experience.

It is a complex process which involves changes

in mental processing, development of
emotional functioning and social transactional
skills which develop and evolve from birth to
death.
Principles of Teaching
Professional Qualities
Mastery of the Subject/Field
• Essential for effective teaching is a thorough grasp of
the subject one teaches
• To master one’s field is to keep learning more about it.

General understanding of other branches of knowledge

• Relatable
• Informative /source of wisdom /MKO
• practical
Principles of Teaching
Professional Qualities
Understanding of teaching principles and Skills in the application of techniques

• HOW to teach WHO

Understanding and appreciation of the teaching profession

• The degree of teacher’s success depends to a great extent

on his attitude toward his job

• Teaching involves varied relationships among various

individuals.
Principles of Teaching
Professional Qualities
Understanding of the Learner
• understanding the basic principles of human growth and
development
• understanding individuals/uniqueness/stories
Principles of Teaching
The teacher as facilitator of learning:
✓ Provides the conditions for effective learning

✓ Seeks to meet the needs and interests of the learner

✓ Helps to create conditions for openness, respect, trust,

acceptance, confrontation, and self- evaluation

✓ Places emphasis on the uniqueness and rights of the individual

✓ Seeks feedback which will improve his effectiveness as a

facilitator of the learning process
BASIC PRINCIPLES OF TEACHING & LEARNING
T he old ways of learning & teaching is
found to be too rigid & out-dated.
EVALUATION
But, now Teaching learning process
consists of four basic elements:

IMPLEMENTATION

PLANNING

It is a method for monitoring and

ASSESSMENT judging the overall quality of learning
or teaching based on objective, data and
scientific criteria.
 How does learning occur?
• Learners have their own way of taking in and processing information
(learning style) and the type, nature and level of motivation also
affects learning.
• Learning occurs as the individual interacts with his/ her environment
and incorporates or applies new information or experiences to what
he/she already knows or has learned.
• There are environmental factors that affect learning like society and
culture, the structure or pattern of the stimuli, the effectiveness or
credibility of role models and reinforcements, feedback for correct
and incorrect responses, and opportunities to process and apply
learning to new situations
 Experiences that Facilitate or Hinder the
Learning Process
• The teacher’s selection of learning theories

• The teacher’s skills and knowledge of:

•
•
•
•

• The teacher’s ability to relate new knowledge, previous experiences,

values, self perception, and the learner’s readiness to learn
Teaching-Learning Process

▪the heart of education

▪carries the fulfilment of the
aims & objectives of
education
Teaching-Learning Process

▪ process of providing
opportunities for students
to produce relatively
permanent change
through the engagement
in experiences provided
by the teacher
Teaching-Learning Process

▪ relatively permanent change in

an individual's behaviour or
behaviour potential(capability)
as a result of experience or
practice

▪ the process of acquiring new

understanding, knowledge,
behaviour, skills, values,
attitudes, and preferences
Teaching-Learning Process

▪ results from biological

growth, and development
through experience
Teaching-Learning Process

two important processes that take place

as the person grows and develops
 Teaching-Learning Process

1. Use several senses

2. Actively involve the learner in the learning process
3. Provide an environment conducive to learning
4. Assess the extent to which the learner is ready to learn
5. Determine the relevance of the information
6. Repeat the information
7. Generalize information
8. Make learning a pleasant experience
9.Begin with what is known; move toward the unknown
10.Present information in an appropriate rate
 Teaching-Learning Process

1. Discussion
❖ between the teacher and learner

2. Interaction
❖ between the learner and some aspect of the world defined by the teacher.

3. Adaptation
❖ of the world by the teacher and action by the learner

4. Reflection
❖ on the performance of and by both teacher and learner
 -END-

Thank You
Principles Strategies and Methodologies for
Teaching and Learning
III
Objectives:
1. Determine different
learning styles and their
benefits

2. Determine the major

learning theories

Apply theories of learning

3. to health care practice
Learning Theories

A learning theory is a coherent

framework and set of integrated
constructs and principles that describe,
explain or predict how people learn, how
learning occurs, and what motivates
people to learn and change.
- Hill, et al (1990)
Teaching Approach
➢ a set of principles, beliefs or ideas about the nature of learning
which is translated into the classroom

Teaching Strategy
➢ a long term plan of action designed to achieve a particular goal

Teaching Method
➢ a systematic way of doing something
➢ implies an orderly logical arrangement of steps. It is more
procedural.

Teaching Technique
➢ a well- defined procedure used to accomplish a specific activity or
task
 These three factors must always be considered to ensure that there is
efficient and effective learning process that occurs and is achieved.

Learning Theories Teaching Strategies

Teaching and Learning

Techniques
5 MAJOR LEARNING THEORIES

Behavioral Theory

Cognitive Learning Theory

Social Learning Theory

Humanistic Theory

Psychodynamic Theory
I. BEHAVIORAL THEORY

▪ emphasizes the importance of

observable behaviour in the study of a
human beings

▪ behaviour as muscle movement and it

came to be associated with the
Stimulus-Response Psychology

▪ postulated that behaviour results from a

series of conditioned reflexes and that all
emotions and thoughts are a product of
behaviour learned through conditioning
John Broadus Watson
I. BEHAVIORAL THEORY

▪ LEARNING = S-R Model of Learning

S(stimuli)-R(response)
Stimulus-Response Theory

1. Respondent Conditioning
2. Operant Conditioning

John Broadus Watson

1. RESPONDENT CONDITIONING

A. CLASSICAL CONDITIONING
▪ aka Pavlovian Conditioning
- Ivan Pavlov

▪ a process which influences the

acquisition of new responses to
environmental stimuli

▪ NS (NEUTRAL STIMULUS)
-stimulus with no particular value

▪ UCS (UNCONDITIONAL STIMULUS)

▪ UCR (UNCONDITIONAL RESPONSE)

1. RESPONDENT CONDITIONING

A. CLASSICAL CONDITIONING
▪a NS elicits an UCR through repeated
pairings with an UCS

▪upon repeated conditioning the NS now

becomes a CS and w/o the UCS elicits
the same previously UCR has now
become a
Conditioned or Learned Response.

▪conditioning may be unlearned if for a

long period of time the occurrence of a
CS is not accompanied by a UCS.
1. RESPONDENT CONDITIONING

B. SYSTEMATIC DESENSITIZATION
▪ stress-reducing strategy

▪repeated and gradual exposure to

fear-inducing stimulus under relaxed
and safe circumstances, will assure
the subject, which results to reduced
and eventual omission of fear towards
the stimulus

▪ healthcare application??
1. RESPONDENT CONDITIONING

C. STIMULUS GENERALIZATION
▪the tendency to apply to other similar
stimuli what was initially learned

▪Discrimination Learning – a developing

realization and eventual skill that develops in
an individual which allows him to
differentiate/discriminate among similar
stimuli
(e.g. awareness of case to case basis in
healthcare with regards to sop’s )
1. RESPONDENT CONDITIONING

D. SPONTANEOUS RECOVERY

▪reappearance of the conditioned

response after a rest period or period of
lessened response

▪called spontaneous because the

response seems to reappear out of
nowhere.
2. OPERANT CONDITIONING

▪focuses on the behavior of the

organism and the reinforcement that
follows after the response

▪REINFORCEMENTS – stimuli that

strengthen responses

▪Developed by Burrhus Frederic

Skinner ; beginnings traced back to
Thorndike’s Law of Effect
II. COGNITIVE THEORIES OF LEARNING

▪ mental processes occurs between

stimulus and response

▪ transfer of learning occurs when the

learner “acts on” or applies information
gained

▪Stresses the importance of

“what goes on inside the learner”
1. GESTALT PERSPECTIVE

▪ Gestalt psychology or gestaltism is a school of psychology that emerged in Austria and

Germany in the early twentieth century based on work by Max Wertheimer, Wolfgang
Köhler, and Kurt Koffka

▪ Gestalt by definition is a physical, biological, or symbolic configuration or pattern of element

so unified as a whole that its properties cannon\t be identified from a simple summation of its
parts

▪ Gestalt psychology looks at the human mind and behavior as a whole. When trying to
make sense of the world around us, Gestalt psychology suggests that we do not simply
focus on every small component. Instead, our minds tend to perceive objects as part of a
greater whole and as elements of more complex systems. This school of psychology played
a major role in the modern development of the study of human sensation and perception.
STAGES IN THE MEMORY PROCESS

1. ATTENTION (paying attention)

2. PROCESSING (information is processed by the SENSES)

3. TRANSFORMATION (information is transformed, incorporated,

encoded into short-term and long-term memories)

4. ACTION (response on the basis of how the in formation was

processed and stored)
2. JOHN PIAGET
III. Social Learning Theories

▪ environmental conditions shape

behavior through learning and the
person’s behavior in return shapes
the environment

▪ all actual behavior patterns must be

learned through traditional learning
(by reinforcement) and observational
learning (by modeling)

Albert Bandura
COGNITIVE VARIABLES (ALBERT BANDURA)

1. ANTECEDENTS – behavior is based on the past

2. CONSEQUENCE – behavior is influenced by its result

3. COGNITIVE FACTORS – behavior is affected by how we

are motivated
COGNITIVE VARIABLES (WALKER MISCHEL-1993)

1. COMPETENCIES – skills(intellectual, social, physical,etc)

2. ENCODING STRATEGIES & PERSONAL CONSTRUCTS

– experiences retained and categorized

3. SUBJECTIVE VALUES
– what a person considers as worth having or accomplishing

3. SELF-REGULATING SYSTEMS OR PLANS

– personal standards and rules for regulating behavior
(e.g. diet/cheat days, gift/reward for self)
IV. Humanistic Theory

▪ Positive self-concept and self-

esteem enhances the learner’s
enthusiasm to learn

▪ The teacher’s role is more as

facilitator of learning rather than an
authority on teaching

Abraham Maslow
V. Psychodynamic Theory

▪ a collection of
psychological theories which
emphasize the importance of drives
and other forces in human
functioning, especially unconscious
drives

▪ emotions rather than cognition and

responses are vital in learning

Sigmund Freud
 Id is composed of:

a. Eros (Life Force)

- the desire for pleasure and sex

b. Thanatos (Death Wish)

- aggressive and destructive impulses

Sigmund Freud
Implications to Teaching-Learning Process
The patient or client will neither listen to
nor heed the advice of a health
educator whose methods are boring and
unenthusiastic.

Allow the learner to actively participate,

feel involved,
in-charge, responsible, and an important
player in the entire process.
THANK
YOU!

-END