Health-Literate Youth

Abstract

Across the country for the last several years, has become a buzz word--a major topic of discussion. In 2008, the American Association for Health Education approved a position statement on literacy. (1) As a educator since 1971 and after reading article after article about math literacy, reading and science literacy, I think it's about time! Before delivering my AAHE Scholar Address in April 2010, a Google search for the words health literacy identified 5,120,000 and 988 videos. On June 30, 2010, a new Google search for health literacy identified 20,800,000 and 1,300 videos. Clearly, continues to be an important concern across the country. And, educators in all settings acknowledge that is a key determinant of outcomes, has a major impact on disparities, and most important, should be a fundamental part of general education. Although it is important that all individuals become health-literate, my comments are focused on youth because most of my professional work has centered within school settings working with children and youth from ages 6-18 years. More important, I believe that is where we must begin, and the earlier, the better. Hopefully by beginning on the first day of kindergarten and continuing through high school graduation, we can make a difference. I believe health-literate youth will grow up to be health-literate adults who will be able to make positive health-related decisions for themselves and the parents/guardians for whom they likely will become primary caregivers. In my discussion, I will address what I see to be some evolving challenges for educators working with youth as well as some possible strategies for addressing them. EVOLVING CHALLENGE #I : UNDERSTANDING HEALTH LITERACY begin with an end in mind means to start with a clear understanding of your destination. (2)(p98) Moreover, as Eleanor Roosevelt said, is a two-way street Before we, as educators, can facilitate understanding of literacy, we must truly understand it ourselves. So, what is literacy? Does the meaning of vary from person to person, organization to organization and location to location? Why is important? What is implied when we say someone is health-literate? How does work? What are the potential benefits of and the potential consequences of not being literate? To what other concepts are connected? How do we see in relation to our work in education, promotion, risk reduction, disease prevention and care reform? Finally, how do we measure literacy? What does a health-literate person know and what is a health-literate person able to do? Clearly, understanding (as a concept) is complex; it is much broader than mere knowledge. Moreover, there are many different ways of understanding. Like a die, understanding is multi-faceted? When one truly understands an idea or concept, he/she can explain it, can interpret it and can apply it; he/she has perspective, can empathize and has self-knowledge. (3) So, let us examine in each of its facets. Understanding Facet #1: Explanation. This first facet is basic--what is and what is it not? Initially, we must define health. On more than one occasion, when sharing my profession (i.e., educator) with a person I did not know, the first question I was asked (focusing on the physical) is Oh, what sport do you play? Most professionally-prepared educators agree that is a dynamic process of achieving one's potential in several interrelated dimensions. In the literature and in multiple textbooks, has been portrayed as a continuum, a star, a wheel, or one of many other geometric shapes. Regardless of the model used, when we talk about literacy, we must not limit our discussions to physical and accessing the (physical) care system; we must remember to address all dimensions of health--physical, emotional, mental, social, and spiritual. …