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School of Health Promotion for Development
Dates & language: 19th January 2009 – 18th July 2009. English
Length: 6 months
Costs:
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Description
The main intention for this school is to bring healing, reconciliation and restoration of peoples, lands and nations. The key Bible verse for the school is from John 10.10 – "I have come so that you may have life – life in all its fullness". The school will provide health and development education that is culturally and physically relevant to the location in which it is provided, and will train health workers to effectively empower local communities to recognise and deal with their health problems. The focus of the school is on promotion of good health and prevention of disease, rather than on treatment and cure. Discipleship will be a central part of the school, with recognition of the spiritual and biblical aspects of health, and intercession will be part of the lifestyle of the school. The school will aim to be an African response to African challenges. It will include teaching on the connection between poverty and ill-health; culturally sensitive education; diseases and challenges common to the region; and collaboration with local health service providers. The school will function in partnership with existing primary and community health projects run by YWAM in this area, making use of the experience and resources in these projects to develop the knowledge and practical skills of the students.
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Course content
Week 1:
· Sharing the Vision – transformation through intercession, holism, whole person health, biblical foundations, enquiry based learning
· What is Health Promotion?
· History of Health Promotion
· Approaches to Health Promotion
Week 2:
· Whole person health, whole community health
· Biblical basis of health
· What does it mean to be healthy?
· Why do we get sick?
· Healing, praying for the sick
· Stewardship of our bodies
Week 3:
· Intercession, hearing God's voice
· Transformation
· Healthcare as evangelism – fulfilling the great commission
· Spiritual mapping, taking a spiritual history
· Spiritual warfare, strongholds
Week 4:
· Enquiry based learning – theory of EBL, benefits, practical application (malaria)
Week 5:
· Health education – theories, models, approaches
· Learning and teaching styles
· Participatory learning
· Teaching aids and resources
Week 6:
· Working with communities for transformation
· Poverty, health and development
· Participatory approach
· Needs assessment , participatory rural appraisal
· Monitoring and evaluating effects
Week 7:
· Practical application of week 5 – field work
Week 8: (EBL)
· Counselling as part of healthcare
· Active listening
· Working with distressed / traumatised people
· Ethical issues
Week 9: (EBL)
· Maternal and child health
· Immunisation
· Family planning
· STIs
· Reducing infant mortality
Week 10: (EBL)
· HIV / Aids
· Human behaviour, enabling behaviour change
· PMTCT
Week 11: (EBL)
· Nutrition
· How to eat for good health
· Dealing with malnutrition
Week 12: (EBL)
· Sanitation, hygiene, water – their effect on health
· Promotion of good sanitation and clean water, available technology
Week 13: (EBL)
· Disability
Week 14: (EBL)
· Traditional and natural medicine used in Africa and their place in modern health care
· The difference between traditional medicine and witchcraft – redeeming traditional medicine for God's purposes
· The appropriate use of modern medicines
Week 15: (EBL)
· First Aid
Week 16: (EBL)
· Environmental factors – a stable eco-system as a pre-requisite to health
· Sustainable development
Week 17
· Working with community health projects
· Working with other sectors
· Leadership and teamwork
Weeks 18-25
· Outreach
Week 26
· Debrief and evaluation
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Lecture phase
The lecture phase will make use of a method of teaching and learning known as Enquiry Based Learning (EBL). This means that students take responsibility for their learning, finding out relevant information through research, group work and presentations. There will be some field-work as part of the lecture phase, to allow students to apply classroom knowledge as they are learning it.
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Outreach phase
Students will spend time living in a community, carrying out a participatory needs assessment within that community, and finding strategies to meet the needs that they identify. Students will have an opportunity to work with existing community health projects in East Africa.
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Requirements
DTS
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