Health Promotion and Education


After this unit, students should be able to:
1. Understand the principles and theoretical-conceptual approaches of Health Promotion and Health Education;
2. Analyze models of health determinants and interactions with Health Promotion and Health Education policies and practices, at different levels (local, national and international);
3. Understand the scope of the application of Health Promotion at different levels (individual, community, organizational and systems) and throughout life;
4. Understand the processes of planning and evaluation of policies and programs of Health Promotion and Health Education;
5. Describe the ethical challenges presented by health promotion interventions;
6. Integrate acquired knowledge, developing comprehensive research and interventions to promote health in a given problem, setting or community;
7. Develop communication skills in this area.

General characterization





Responsible teacher

Tiago Correia


Weekly - 10,5

Total - 32

Teaching language



Not applicable


• Cockerham WC (2005). Health Lifestyle Theory and the Convergence of Agency and Structure. Journal of Health and Social Behavior, 46: 51-67.
• Zapata-Moya AR, Willems B, Bracke P (2019). The (re)production of health inequalities through the process of disseminating preventive innovations: the dynamic influence of socioeconomic status. Health Sociology Review (ahead of print).
• Thompson L, Kumar A (2011). Responses to health promotion campaigns: resistance, denial and othering. Critical Public Health, 21(1): 105-117.
• Moon G, Barnett R, Pearce J, Thompson L, Twigg L (2018). The tobacco endgame: The neglected role of place and environment. Health and Place, 53: 271-278.
• Woodall J, Warwick-Booth L, South J, Cross R (2018). What makes health promotion research distinct?. Scandinavian Journal of Public Health, 46(suppl 20): 118-122.

Teaching method

For this curricular unit it is proposed the use of a combination of different teaching-learning methods, such as theoretical and theoretical-practical sessions, reading of scientific papers, exercises based on problem-solving, tutorial supervision and other activities of contact with the teacher based on the students’ autonomous work.

Evaluation method

The assessment consists of in-class presentations and discussions around selected texts by the teacher, which requires from students the preparation of classes beforehand. Students’ presence is mandatory and counted in the assessment.

Subject matter

I. Theories and concepts of Health Promotion and Health Education:
a. Evolution of theories and concepts of Health Promotion and Health Education.
b. Conceptual models of Health Promotion and Health Education.
II. Approaches to analyze and understand population health:
a. Models of health determinants.
b. Policies and practices of Health Promotion and Health Education, at different levels.
III. Health Promotion Applications in the Global Context:
a. Principles and approaches to health promotion of different populations, and different levels.
b. Examples of specific projects/programs.
IV. Planning and evaluation in Health Promotion:
a. Conceptual models.
V. Research and intervention in Health Promotion:
a. Theoretical and methodological approaches to health research.
b. Evidence-based health promotion interventions.
c. Ethical challenges presented by health promotion interventions.


Programs where the course is taught: