In Japan, after March-11-2011 disaster of tsunami, earthquake and nuclear accidents, many activities are ongoing regarding emergency medicine, public health and epidemiology. However, in health education and promotion (HE & HP), activities are overwhelmed by disastrous situations. The author analyzed dilemmas of Japanese HE & HP, and discovered six remedies; 1) focus not on fixed lifestyles, but on changing daily life, 2) approach people's mental balance and wellbeing, 3) activate horizontal knowledge sharing, 4) empower community formation, 5) activate people's autonomy, and 6) not just describe but carry out health promotion.
To achieve these remedies, the author adopted image mapping/sharing methodology consisting four procedures; (1) by externalizing one's important images, (2) by sorting images horizontally according to negative emotion accompanying images, (3) by arranging images vertically according to positive emotion, and (4) by sharing and exchanging each other using image map.
On May-09- 2011, two months after the tragedy, disastrous damages were still remained in Miyagi prefecture. The author guided image mapping/sharing, and let 27 students to visualize, reflect and share their life experiences after March 11. After visualizing life images, students animated and exchanged one another reflecting unique images. Students interactions were identified either as advocate, enable or mediate, key notions of health promotion.
By this participatory reflection, students revealed and discovered their hidden interests toward other people and society, and such interactions are supposed to be a basis of community development as well as health promotion.
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