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Developing effective helping relationships in health education practice

M van Ryn1, C A Heaney

  • 1Department of Health Policy, Management, and Behavior, School of Public Health, University at Albany, Rensselaer, New York 12144-3456, USA. MVR01@albnydh2.health.state.ny.us

Health Education & Behavior : the Official Publication of the Society for Public Health Education
|December 31, 1997
PubMed
Summary

Effective health education hinges on strong client relationships. Enhancing client self-esteem and control through unconditional positive regard and shared power fosters progress toward health goals.

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Area of Science:

  • Health Education
  • Social Psychology
  • Behavioral Science

Background:

  • Health educators require effective relationship-building skills to facilitate client progress.
  • Formal training in establishing effective helping relationships is often lacking for health educators.
  • Social influence research offers insights into maximizing the effectiveness of helping relationships.

Purpose of the Study:

  • To identify interpersonal behaviors that enhance the effectiveness of formal helping relationships in health education.
  • To explore the convergence of social influence and empowerment literature in defining effective helping relationships.
  • To propose essential components for effective health educator-client relationships.

Main Methods:

  • Review of social influence process literature.

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  • Analysis of empirical findings on interpersonal behaviors in helping relationships.
  • Synthesis of social influence and personal empowerment concepts.

    • Main Results:

    • Effective helping relationships are characterized by behaviors that enhance client self-esteem and feelings of control.
    • Enhancing self-esteem and control aligns with definitions of personal empowerment.
    • Two key components for effective relationships are unconditional positive regard and shared power.

    Conclusions:

    • Health educators can improve client outcomes by fostering self-esteem and control.
    • Providing unconditional acceptance and positive regard is crucial.
    • Participatory processes that share power and control are essential for effective health education relationships.