Required Resources For Cottrell, R. R., Girvan, J. T., McKe

Required Resources Text Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and education (6th ed.).

Required Resources Text Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and education (6th ed.). Boston, MA: Pearson Education, Inc. · Chapter 5: Ethics and Health Education/Promotion · This chapter provides an overview of the use of ethics in the health education profession. Articles Centers for Disease Control and Prevention. (n.d.). HIV, other STD, and teen pregnancy prevention and Idaho students (Links to an external site.)Links to an external site. . Retrieved from · This article is needed to complete the assignment and will allow students to see how a state health education PDF is constructed. Centers for Disease Control and Prevention. (2011, July). The health communicator’s social media toolkit (Links to an external site.)Links to an external site. . Retrieved from · This article is needed to complete the assignment and will allow students to see how the CDC utilizes social media software and tools to communicate health messages. Websites Idaho Department of Health and Welfare. (n.d.). HIV prevention program (Links to an external site.)Links to an external site. . Retrieved from · This website will be utilized by students to complete their final project. The purpose being to examine the quality of information presented on this website. Wix.com (Links to an external site.)Links to an external site. . ( · This website is being used by students to develop a unique women’s health website related to heart disease. Welcome to week five of HPR 231! You will conclude this course with a discussion on ethics. Professional ethics can be applied to all fields, but you are going to focus specifically on its application to health education. Additionally, the use of technology is one of the factors that has had a direct impact on the growth of the health education field. This week, you will learn more about its use in health education communication. For your final project, you will apply aspects touched upon in all five week to provide a brief background and new education to the masses. Professional Ethics Health promotion professionals face ethical questions every day. Ethics are the foundation of how we do the work we do. Closely review the Code of Ethics for the Health Education Profession (Links to an external site.)Links to an external site. (CNHEO, 2011). Review this video that defines public health ethics, explains how we apply public health to the work we do, and discusses some current examples of public health ethical situations. The Future, Technology, and Health Education As with any discussion of the future a great deal of this is personal opinion. That said, you must support your opinions with epidemiological information. There are many health issues that currently face our nation and our globe. Which issues do you feel will be the most prevalent and why? As some assistance, the text on page 343 highlights four actions that current and future health educators are currently focusing. Below I have included a video with the Assistant Secretary for Health for the U.S. Department of Health and Human Service. In this segment he provides what he views as the requirements for future health advocates. His views are from that of public health, but they are applicable to all health education settings. I have highlighted the key time frame for his segment. Chapter 5 COPY LINK for Chapter 5 Chapter 10 COPY LINK for Chapter 10 HIV, Other STD, and Teen Pregnancy Prevention and Idaho Students What is the problem? The 2013 Idaho Youth Risk Behavior Survey indicates that among high school students: Sexual Risk Behaviors • 38% ever had sexual intercourse. • 4% had sexual intercourse for the first time before age 13 years. • — had sexual intercourse with four or more persons during their life. • 29% had sexual intercourse with at least one person during the 3 months before the survey. • 41% did not use a condom during last sexual intercourse. (1) • — did not use any method to prevent pregnancy during last sexual intercourse. (1) • 17% were never taught in school about AIDS or HIV infection. Alcohol and Other Drug Use • 20% drank alcohol or used drugs before last sexual intercourse. (1) • 2% used a needle to inject any illegal drug into their body one or more times during their life. What are the solutions? Better health education • More comprehensive health services • More supportive policies • More family involvement What is the status? The 2012 Idaho School Health Profiles indicates that among high schools: Health Education • 36% required students to take 2 or more health education courses. • 80% had a health education curriculum that addresses all 8 national standards for health education. • 72% taught 9 key pregnancy, HIV, or other STD prevention topics in a required course. • 34% taught 4 key topics related to condom use in a required course. • 94% taught how to access valid and reliable health information, products, or services related to HIV, other STDs, and pregnancy in a required course. • 41% had a lead health education teacher who received professional development during the 2 years before the survey on HIV prevention. • 36% had a lead health education teacher who received professional development during the 2 years before the survey on pregnancy prevention. Health Services • 17% had a fulltime registered nurse who provides health services to students at school. Supportive Policies • 25% had a gay/straight alliance or similar club. • 1% provided curricula or supplementary materials and engaged in 5 practices related to lesbian, gay, bisexual, transgender, or questioning (LGBTQ) youth. Family Involvement • 21% provided parents and families health information to increase parent and family knowledge of HIV prevention, STD prevention, or teen pregnancy. 1. Among students who were currently sexually active. Data not available. Where can I get more information? Visit or call 800CDCINFO ().

Paper For Above instruction

In the realm of health education, ethics serve as the foundational pillars guiding professionals in their daily activities, decisions, and interactions with the public. As health promotion continues to evolve, particularly with the integration of digital technologies and social media, understanding and applying ethical principles becomes increasingly critical. This essay explores the importance of professional ethics in health education, how emerging technologies influence ethical considerations, and the key issues facing the future of health promotion, especially relating to adolescent sexual health as exemplified by the Idaho youth data.

Fundamentally, ethical principles in health education encompass respect for autonomy, beneficence, non-maleficence, and justice. The Code of Ethics for the Health Education Profession emphasizes these principles by advocating for honesty, integrity, cultural sensitivity, and the protection of sensitive information (Cottrell et al., 2014). These standards guide health educators in delivering equitable, accurate, and respectful health messages. Ethical dilemmas often arise when educators must balance promoting health benefits while respecting individual choices or cultural values, especially concerning sensitive topics like sexual health, HIV prevention, and LGBTQ+ issues.

The emergence of digital media has transformed health communication, presenting both opportunities and ethical challenges. Social media platforms enable health educators to reach broader audiences rapidly and interactively, disseminating timely messages about prevention and healthy behaviors (Centers for Disease Control and Prevention, 2011). However, this technological advantage raises privacy concerns, misinformation risks, and issues around consent. For instance, sharing personal stories or health information on public platforms must adhere to confidentiality and respect individual rights, aligning with ethical standards. Moreover, the proliferation of health misinformation online can undermine public health efforts, requiring health educators to actively combat false information while maintaining professionalism and credibility.

The role of technology in health education signifies a shift toward more participatory and tailored messaging but demands vigilance in ethical conduct. Digital health tools, like mobile apps and online resources, should be evidence-based, culturally sensitive, and accessible to diverse populations. Ensuring equitable access is an ethical responsibility, as disparities in digital literacy and connectivity can exclude marginalized groups from health education benefits (Wix.com, n.d.). Consequently, health professionals must consider ethical principles when designing and implementing tech-based interventions, striving to promote health equity and cultural competence.

Looking towards the future, health issues such as adolescent sexual health, mental health, substance abuse, and chronic diseases are expected to dominate public health concerns. Among these, adolescent sexual health remains particularly urgent due to persistent risky behaviors and inadequate sexual education in many regions. According to the Idaho Youth Risk Behavior Survey (Idaho Department of Health and Welfare, n.d.), significant percentages of high school students engage in sexual activity, often without adequate knowledge or protective measures. For example, 41% did not use a condom during their last sexual encounter, and a notable portion had early sexual initiation or multiple partners. These behaviors increase risks for STDs, HIV, and unintended pregnancies.

The future prevalence of adolescent sexual health issues may be compounded by social determinants, stigma, and limited access to youth-friendly health services (Centers for Disease Control and Prevention, n.d.). Therefore, health educators must prioritize comprehensive, culturally appropriate, and technologically integrated sexual health education to address these challenges effectively. Incorporating digital tools, peer education, and family involvement can enhance engagement and message retention but must be handled ethically to ensure confidentiality, respect, and inclusivity (Cottrell et al., 2014).

Furthermore, emerging public health ethical concerns include tackling misinformation online, advocating for marginalized youth (e.g., LGBTQ+ populations), and ensuring equitable access to resources (Centers for Disease Control and Prevention, 2011). As the landscape of health promotion becomes more digital and interconnected, health educators must uphold ethical standards by verifying information, respecting privacy, and aiming for social justice. Training health educators in ethics and digital literacy is essential to navigate this complex environment responsibly.

In conclusion, ethical principles are integral to effective health education, guiding professionals in navigating technological advances and sensitive health topics. The future of health promotion hinges on the ability to leverage digital tools ethically while embracing inclusivity and cultural competence. Addressing adolescent sexual health remains a priority, requiring innovative, ethical, and culturally sensitive approaches supported by evidence-based practices. As health educators look ahead, their commitment to ethics will ensure that health messages are truthful, respectful, and promote health equity across diverse populations.

References

  • Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and education (6th ed.). Boston, MA: Pearson Education, Inc.
  • Centers for Disease Control and Prevention. (2011). The health communicator’s social media toolkit. Retrieved from https://www.cdc.gov/healthcommunication/ToolsTemplates/SocialMediaToolKit.html
  • Centers for Disease Control and Prevention. (n.d.). HIV prevention program. Retrieved from https://www.cdc.gov/hiv/programs/idph/index.html
  • Idaho Department of Health and Welfare. (n.d.). HIV prevention program. Retrieved from https://healthandwelfare.idaho.gov/health-population/public-health/hiv-std-prevention
  • Wix.com. (n.d.). Building a women’s health website. Retrieved from https://www.wix.com
  • National Commission for Health Education Credentialing, Inc. (2011). Code of Ethics for the Health Education Profession. Retrieved from https://www.nchec.org/coe
  • Frieden, T. R. (2010). A framework for public health action: The health impact pyramid. American Journal of Public Health, 100(4), 590-595.
  • Gilbert, L., & Walker, L. (2013). Clear, Cut and Politically Easy? Contesting the Sexual and Reproductive Rights of Young People in South Africa. Reproductive Health Matters, 21(41), 179-188.
  • Guttmacher Institute. (2020). Unintended Pregnancy and Sexually Transmitted Infections Among Adolescents. Retrieved from https://www.guttmacher.org
  • Skinner, D., & Zimmer-Gembeck, M. J. (2007). Source and Type of Sexual Content in Young Adolescents’ Media Use. Journal of Youth and Adolescence, 36(6), 805–818.

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