We have developed a new oral health education program to prevent gingivitis and to maintain a healthy periodontal condition based on the improving“zest for living”through the following four studies.
The first study included two different types of programs, guidance type program and assistance type program, which were simultaneously conducted respectively in one class. Three sessions were carried out. Guidance type program was not effective at maintaining toothbrushing behaviors 6 months later but was effective at improving the periodontal condition immediately after the sessions. Assistance type program resulted in opposite findings.
The second study evaluated psycho-behavioral effects, revealed that the level of self-management skills as a psycho-behavioral background correlated with knowledge, attitude toward oral health, and toothbrushing behavior.
In the third study, a guidance type program that partially included the assistance type program and an assistance type program that partially included guidance type program were evaluated. Both programs were effective at improving the periodontal condition immediately after the class and more effective at maintaining good toothbrushing behaviors 8 months later. Especially, assistance type program that partially included guidance type program was more effective than other forms of education.
In the fourth study, we examined the process, impact, and outcome of the new program that the number of sessions was shortened from 3 to 2. In process evaluation, teacher and dental hygienist demonstrated their own professional skills in the sessions. In impact evaluation, we found that the educational program increased children's awareness of oral health and they assumed a positive attitude toward their own oral health. In outcome evaluation, the children learned the appropriate toothbrushing behavior and their periodontal condition improved.
We have developed three types of new oral health education programs. These programs could be utilized at schools for oral health education.

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Purpose: To explore the participant's learning experience of a health education course for salt-restriction made by the Try angle (TYA) method, which emphasizes participation and dialogue.
Methods: We recruited 19 female participants (40 to 68 years old) in a 5-month long, a salt restriction course at B town in A prefecture. We then interviewed them within one month after finishing the course. For analysis, we used a grounded theory, in particular, by focusing on their learning experiences.
Results: We extracted 134 data from the text and classified them into 37 sub categories and then 37 into 16 categories. Of 16, we used the following 9 categories to identify one theme, ‘changes in salt restriction behavior and expanded learning experience’ : the 9 categories were “awareness, ” “retrace, ” “understanding, ” “eagerness, ” “changes in salt restriction behavior, ” “realization of practical effect, ”“willingness to continue, ” “expanded concern to others after having experiences, ” and “expanded learning experiences beyond eating habit”. The remaining 7 categories were “surprise, ” “pleasure, ” “admiration, ” “satisfaction, ” “joy, ” “dissatisfaction, ” and “disappointment”. Using these 7, we identified another theme, ‘mind of being touched’.
Conclusions : Our study revealed above-mentioned two important themes in this salt restriction course. It suggests that a health education course emphasizing participation and dialogue can bring about effective learning experiences that go beyond targeted behavior change.

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The Republic of Korea enacted the National Health Promotion Act in 2005, setting the stage for health promotion action in the country. A National Health Promotion Fund was established, financed through tobacco taxes, which is now one of the largest in the world. However, despite abundant financial resources, the infrastructure needed to plan, implement, coordinate and evaluate health promotion efforts is still underdeveloped. Currently, health promotion capacity mapping efforts are emerging in Korea. Korean Government will introduce a national license system for Health Education System (class 1) starting in 2009. The legal backing for the license system is the National Health Promotion Act. According to Hp-Source.net, the health promotion capacity map in Korea looks good. However, initial investments in capacity mapping followed by investments in capacity building are key to help strength capacity in Korea.

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