PEDAGOGIC AND PSYCHOLOGICAL HEALTH-EDUCAT ION - GROUP-SUPPORTED SELF-MODIFICATION FOR ESSENTIAL-HYPERTENSION PATIENTS

Common Sense Theories and Cooperative Learning in Health Education and Social Support Systems: The role of tacit theories in learning and in struction. The paper reports a study aimed at optimizing the effects o f an instructional programm (in non-academic area). The study dealt wi th a health education programm for hypertonic patients, with a social support program. Higher efficiency of instruction was accomplished by taking into account the learners' tacit or common sense theories about chronic illness or critical life events. Common sense theories about chronic illness were assessed by means of an informal and a standardiz ed instrument. Changes in knowledge, behavior, and psychological data were used as dependent variables. The results of the evaluation-study demonstrate significant differences (blood pressure status; knowledge about hypertension) between patients in the experimental and the contr ol groups. In a qualitative interview-based study the impact of attitu des towards social support and cooperation could be demonstrated. The design of health education programs should be tailored to fit to their addressees' tacit knowledge, because the desired goals, i.e. alterati ons of common sense explanations, cognitive structures, and behavior p atterns demand greater personal engagement in the training phase as we ll as more mutual social support over longer periods of time.