Communicating Different and Higher across the Praxis of Bloom’s Taxonomy While Shifting toward Health at Every Size (HAES)

Abstract

The majority of recent studies on prevention and control of childhood obesity focus on methods for achieving weight loss. In contrast, the Health at Every Size (HAES) paradigm fosters improved health behaviors for people of all sizes by emphasizing natural diversity of body type and attention to social, emotional, and spiritual factors in addition to physical ones. This study examined introduction of the HAES paradigm to student teachers using different communication models while moving across the learning domains of Bloom’s Taxonomy. The qualitative research tested a face-to-face verbal communication model and a Computer-Mediated Communication (CMC) module and its blog. It was also based upon reflection diaries recorded by participants using both models. Participants included Druze, Jewish, and Bedouin students at a teacher training program in northern Israel. The student teachers succeeded in developing the HAES concepts further while demonstrating the higher domain levels across Bloom’s Taxonomy. These higher levels emerged when engaging with theoretical concepts and practical dilemmas relating to the HAES concepts of health promotion, body image, well-being, and self-worth. Challenging the appreciation of HAES using different communication models can be translated into diverse contexts of Health Education Practices.