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Perspectives on Terminology and Conceptual and Professional Issues in Health Education and Health Promotion Credentialing

¹ Steinhardt School of Culture, Education, and Human Development, New York University
² Department of Health and Behavior Studies, Teachers College, and Department of Sociomedical Sciences, Mailman School of Public Health, Columbia University, NY
³ Department of Health Promotion, National University of Ireland, Galway
⁴ Japanese Society for Health Promotion and Education

^* To whom correspondence should be addressed. E-mail: alyson.taub{at}nyu.edu.

	Abstract

This article was prepared to inform the deliberations of the Galway Consensus Conference by providing a common and global reference point for the discussion of terminology and key conceptual and professional issues in the credentialing of health education and health promotion specialists. The article provides a review of the terminology that is currently employed across different countries in defining health education and health promotion as well as health educator and health promotion specialist. The terminology used to describe concepts in professional credentialing of health education and health promotion specialists and the scope of professional responsibilities of such specialists, including the terms professional competencies, professional standards, and accreditation, are also reviewed. Finally, key unresolved issues are identified and discussed from a global perspective. The article concludes that despite differences in terminology in the definitions of roles and responsibilities, health education and health promotion are conceptually more similar than different across countries.

First published on May 15, 2009, doi:10.1177/1090198109333826

Health Education & Behavior 2009;36:439.

A more recent version of this article appeared on June 1, 2009


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