• Korean Journal of Health Education and Promotion
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• v.27 no.1
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• pp.49-60
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• 2010

Objectives: The purpose was to evaluate the effectiveness of participatory road safety education program for the lower grade in elementary schools. This program was developed based on the Activated Health Education model. Methods: Study design was compromise experimental group pre-post design. 456 students in 8 schools were nonrandomly assigned to study group(n=224) or control(n=232). The students finished self-administered questionnaire before and after education. Collected data was analyzed by using the SPSS. Results: 1. The common relevant factors in road safety knowledge and attitude were 'residential state' and 'experience of traffic accident'. 2. The knowledge showed that the case and control scored at 6.48 and 6.41 points before. After this intervention, the case and control scored at 8.38 and 6.51. The difference of the case was significant(p<0.001). 3. The attitude showed that the case and control scored at 19.67 and 19.63 before. After this, the case and control scored at 19.86 and 19.63. The difference of the case was significant(p<0.05). Conclusion: In order to implement the road safety education, children's socio-demographic characteristics were considered. Because this education was effective in both improving knowledge and attitude and bringing interest, various participatory program will be applied in road safety education for children.

• Korean Journal of Health Education and Promotion
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• v.22 no.2
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• pp.63-76
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• 2005

Objectives: The purpose of this study was to evaluate the effectiveness of K-WIFY model that was a participatory health education program. Based on WIFY, this study developed K-WIFY that was only focused on health related issues rather than all broad ranges of life issues. This study evaluated changes in health related recognition, self-efficacy, self-esteem, social support, perceived benefits, perceived barriers, and situational barriers of the subjects after participating the program. Methods: During from March 16 to April 1, 2004, 216 study subjects of university students were subjected to a quantitative survey and 187 subjects of the total subjects were exposed to qualitative survey. Results: The results were as follows: 1. Health related perceptions were statistically different after taking participatory a health education program using K-WIFY. The amount of improvement was 6.36. 2. After participatory health promotion education using K-WIFY, self-efficacy(p=.029), self-esteem(p=.019) and perceived benefits(p=.031) were statistically higher than before. Conclusions: In conclusion, this study verified the effectiveness of participatory health education promotion using K-WIFY. We recommend K-WIFY to national and regional health promotion plans and health promotion education for university students.

• Journal of Agricultural Extension & Community Development
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• v.22 no.2
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• pp.205-219
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• 2015

The purpose of this study was to develop a participatory education program of farmer's safety and health. After investigating the concept and status of agricultural safety and health to identify the problem of farmer's safety and health, we made the model in 3 steps, consist of analysis, design, and development, based on the instructional system design and the participatory instructional method. We also applied the participatory instructional method to the program to facilitate a change in practice by making farmers understand the contents. The findings of this study revealed the followings: 1) we developed the education program focused on characteristics of farmers as learners; 2) the education program was developed based on the model for developing education programs and the specific procedures that we made up; 3) we designed the program in modules to increase the availability; 4) we raised the content validity of the learning contents in the safety and health education program targeting farmers; 5) manuals and supplementaries for teachers were developed from learner's textbooks.

• Journal of the East Asian Society of Dietary Life
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• v.20 no.2
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• pp.231-238
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• 2010

This study was evaluate the effects of community based nutrition education program offered to 3rd grade elementary school students. Students enrolled in intervention programs 4 times per class by nutrition teacher & public health center. The subjects were asked to 606 students fill out a questionnaire before and then after completion of community based nutrition education program. After completion of the community based nutrition education program, nutrition knowledge score increased from $5.07{\pm}1.65$ to $6.24{\pm}1.53$ (p<0.001), dietary attitude score increased from $16.79{\pm}2.70$ to $19.52{\pm}2.71$ (p<0.001), dietary behavior score increased from $4.79{\pm}1.23$ to $5.31{\pm}1.14$ (p<0.001). The changes in nutrition knowledge scores were positively correlated with dietary attitude and dietary behavior. Above results showed that community based nutrition education program was effective for the improvement of dietary habits of 3rd grade elementary school students. Therefore this study is suggested effective Community-Based Participatory Research public health program and this program can be used at school and at public health centers.

• The Journal of Korean Society for School & Community Health Education
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• v.7
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• pp.19-32
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• 2006

Research supports that participatory strategies are central to the success of school-based sex education. Community-based participatory approaches are increasingly recognized as a central strategy for school-based sex education for their orientation towards participant engagement in program planning, content development, implementation, and evaluation. In combination with the community-based participatory approaches, a social ecological model holds values as a tool for facilitation and planning, and potentially as an evaluation aide for school-based sex education programs. This paper describes core concepts and principles of the community-based participatory research; illustrates a social ecological model organized for school-based sex education based on qualitative evaluation results of an abstinence education program in the United States ; and suggests application strategies of the presented approaches in school-based sex education in Korea.

• Korean Journal of Health Education and Promotion
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• v.26 no.1
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• pp.141-158
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• 2009

Community-Based Participatory Research(CBPR) has gained attention as a public health approach to develop community health interventions to address health disparities in recognition of the community relevance of specific health issues associated with social determinants of health. It emphasizes community involvement in equal partnership with researchers and public health professionals to address community-identified needs. The characteristics and principles of CBPR discussed in this paper highlight participatory nature, capacity development, partnership building, and process-orientation of CBPR. A 6-step process model for community empowerment is then introduced as a CBPR operationalization strategy. Mixed methods research approaches are valuable in CBPR as well as process evaluation. For the application of CBPR in Korean contexts, the Diffusion of Innovation theory is suggested as a theoretical framework for implementation. Building public health partnerships between public and private sectors to create partnership synergy is a necessary condition for successful CBPR for health promotion in Korea. Accompanying critical factors for the CBPR application include: common understanding of CBPR and its values, establishment of the definition of 'community,' 'community-based' and 'participation' in community health, development of accommodating research infrastructure for CBPR, recognition of the importance of program evaluation (particularly process evaluation), and training CBPR specialists.

• Korean Journal of Health Education and Promotion
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• v.32 no.4
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• pp.79-92
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• 2015

Objectives: The purpose of this study is to identify the trends of jjok-bang research based on the perspective of Community-Based Participatory Research and Social Ecological Model and to provide information for future public health interventions, policy designs, and policy implementations. Methods: Studies used in the systematic review are published from 1999 to 2014 and searched using key words such as 'jjok-bang' and 'single room occupancy' using domestic and international electronic databases. However, there were no studies from abroad published during this period. Search in domestic databases such as KCI, KISS, RISS generated 119 studies. In this paper, 20 cases which meet the criteria of the systematic review were included in the final analysis. Results: The contents of research included are the life of jjok-bang inhabitants(9 cases), the demand for welfare services(4 cases) and welfare need(2 cases), mental health(1 cases), and the history of jjok-bang formation(4 cases). Fourteen cases of empirical study were analyzed focusing Community-Based Participatory Research and Social Ecological Model. Some of research was carried out forming a partnership with various community partners and this trend increased since 2008. There are high frequency of intrapersonal level and interpersonal level studies. However, studies looking at the organization, community or policy level were relatively few. Conclusions: Future studies of jjok-bang area should consider the various social determinants which affect the health delivery system, community organization and policies, as well as individual or community level.

• Journal of Preventive Medicine and Public Health
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• v.42 no.6
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• pp.377-385
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• 2009

Objectives : This study was performed to evaluate the effectiveness of 'village health worker training program' which aimed to build community participatory health promotion capacity of community leaders in villages of low developed country and to develop methods for further development of the program. Methods : The intervention group were 134 community leaders from 25 barangays (village). Control group were 149 form 4 barangays. Intervention group participated 3-day training program. Questionnaire was developed based on 'Health Promotion Capacity Checklist' which assessed capacity in 4 feathers; 'knowledge', 'skill', 'commitment', and 'resource'. Each feather was assessed in 4 point rating scale. Capacity scores between intervention group and control group were examined to identify changes between the pre- and post-intervention periods. A qualitative evaluation of the program was conducted to assess the appropriateness of the program. The program was conducted in Tuguegarao city, Philippine in January, 2009. Results : The result showed significant increases in the total health promotion capacity and each feather of health promotion capacities between pre and post assessment of intervention group. But there was no significant change in that of control group. Participants marked high level of satisfaction for preparedness, selection of main subjects and education method. Qualitative evaluation revealed that training program facilitated community participatory health promotion capacity of participants. Conclusions : This study suggested that the Village health worker training program is effective for building health promotion capacity of community leaders and it can be a main method for helping low developed countries with further development.

• Journal of agricultural medicine and community health
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• v.36 no.2
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• pp.130-142
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• 2011

Objectives: This study was conducted to develop a participatory learning process and apply it to community empowerment for health promotion. Methods: The participatory learning sessions were composed of three stages according to the modified Freirean model of empowerment education. Stage 1 of generating themes (listening stage) was replaced with a community health forum. Stage 2 of problem-posing was executed via a two-session small group brainstorming discussion for selecting priority community health problems and strategies to solve them. Stage 3 of act-reflect-act, the implementation of the chosen strategies, is ongoing. We tested the feasibility of the participatory learning processes in the pilot programs for health education. Then, 14 Myeon (or Dong) Health Committee members used them in Health Plus Happiness Plus projects for community empowerment to achieve health equity in Gyeongsangnam-Do, Korea. Results: In the pilot program for feasibility, more than 80% of the 95 participants gave positive responses to evaluation questionnaires after three or four participatory learning sessions. Health Committee members successfully selected various strategies relevant to their communities with facilitation, but without any teaching from outside professionals. Conclusions: We successfully applied the participatory learning process to health promotion. However, more studies are warranted to evaluate its long-term applicability.

• Korean Journal of Health Education and Promotion
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• v.26 no.4
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• pp.83-90
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• 2009

Objectives: As collaboration for community health promotion is much emphasized, the concept and process of community collaboration for health needs to be discussed. This paper discusses varying types of collaboration and collaboration building processes and suggests directions for enhancing community collaboration research and practice. Methods: Leading literature on community partnership building and community health development and current community partnership research program information were reviewed. Results: Although the term collaboration is used interchangeably with cooperation, partnership, network, or coalition, conceptual differences need to be acknowledged in order to develop and reinforce the processes of collaboration. Collaboration building goes in hand with community-based participatory research and systems thinking, which should be supported by long-term, systematic planning and evaluation research. Conclusion: Collaboration for community health promotion needs to be defined and agreed conceptually, thus collaboration process can be developed. Effective collaboration building will be facilitated by systematic thinking and participatory research. Research support system should appreciate the time-intensive, process-oriented nature of collaboration building by providing long-term research funding and emphasizing process and long-term evaluation.