Judy C. Drolet

In able to discuss the present and future of her health education philosophy, Judy begins with her past. She was blessed with parents who valued life long learning, trust, discipline, respect, the pleasure of surprises, freedom and humor. She was reminded not to take herself too seriously and was instilled with respect for sincerity, dependability, responsibility, productivity and tolerance. She learned that it’s not important to know everything, but that it helps to know where to look it up. With her parental support, all the concepts she was taught as a child, became realities

Judy’s future images of health education include: cultivating political activism, speaking with a unified voice, marketing ourselves and our work, and learning how to professionally prepare for expanded status. She believes that Health Educators have the privilege of working in a field that on a daily basis is creative, challenging and changing. Health Educators have an obligation to nurture and attend to their profession, because as Judy believes, they are our greatest hope.

Guidance and opportunity has been offered to Judy through mentors who she feels have blessed her along the way. Her formal training at San Francisco State University is where she received instruction about the conceptual approach of the School Health Education Study (SHES) of the 1960’s. Two decades later she is now colleagues with this landmark project’s writing team. As a fundamental framework for health education, SHES continues to unify health education and defend it, even at the postsecondary level.

Dorothy Nyswander reminds Judy “We are the most borrowing profession in existence, perhaps. But out of these borrowed items we have brought about a fusion of theory, principles, and practice that makes sense when we work with people.”

K through postsecondary levels. Teachers should be professionally prepared and offered ongoing training to remain up to date. Administrative support, profession

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