| Foreword |
|
xi | |
| Preface |
|
xiii | |
| Acknowledgments |
|
xvii | |
|
A Background for the Profession |
|
|
1 | (35) |
|
|
|
2 | (3) |
|
Current Status of Health Education |
|
|
5 | (2) |
|
Key Words, Terms, and Definitions |
|
|
7 | (3) |
|
Measuring Health or Health Status |
|
|
10 | (6) |
|
|
|
10 | (1) |
|
|
|
11 | (2) |
|
Years of Potential Life Lost |
|
|
13 | (1) |
|
Disability-Adjusted Life Years |
|
|
14 | (1) |
|
Disability-Adjusted Life Expectancy and Health-Adjusted Life Expectancy |
|
|
14 | (1) |
|
Health-Related Quality of Life |
|
|
14 | (1) |
|
|
|
15 | (1) |
|
The Goal and Objectives of the Profession |
|
|
16 | (1) |
|
The Practice of Health Education |
|
|
16 | (2) |
|
Basic Underlying Concepts of the Profession |
|
|
18 | (18) |
|
|
|
18 | (1) |
|
The Levels and Limitations of Prevention |
|
|
19 | (3) |
|
|
|
22 | (1) |
|
|
|
23 | (3) |
|
Other Selected Principles |
|
|
26 | (10) |
|
The History of Health and Health Education |
|
|
36 | (38) |
|
|
|
37 | (1) |
|
Early Efforts at Community Health |
|
|
38 | (1) |
|
|
|
39 | (1) |
|
|
|
40 | (3) |
|
|
|
43 | (2) |
|
|
|
45 | (2) |
|
|
|
47 | (3) |
|
|
|
50 | (1) |
|
|
|
50 | (1) |
|
Public Health in the United States |
|
|
51 | (10) |
|
|
|
51 | (1) |
|
|
|
52 | (2) |
|
|
|
54 | (7) |
|
School Health in the United States |
|
|
61 | (13) |
|
Philosophical Foundations |
|
|
74 | (20) |
|
|
|
75 | (2) |
|
Why Does One Need a Philosophy? |
|
|
77 | (2) |
|
Principles and Philosophies Associated with Health |
|
|
79 | (2) |
|
Leading Philosophical Viewpoints |
|
|
81 | (2) |
|
|
|
83 | (3) |
|
Predominant Health Education Philosophies |
|
|
86 | (2) |
|
Impacting the Delivery of Health Education |
|
|
88 | (6) |
|
|
|
94 | (37) |
|
|
|
95 | (1) |
|
The Importance of Using Theory in Health Education/Promotion |
|
|
96 | (1) |
|
An Overview of the Theories and Models Used in Health Education/Promotion |
|
|
97 | (25) |
|
Planning Models (Theories/Models of Implementation) |
|
|
97 | (14) |
|
Theories and Models Focusing on Health Behavior Change (Change Process Theories) |
|
|
111 | (11) |
|
Some Final Thoughts about Theories and Models |
|
|
122 | (9) |
|
Ethics and Health Education |
|
|
131 | (26) |
|
|
|
132 | (1) |
|
Why Should People Act Ethically? |
|
|
133 | (1) |
|
|
|
133 | (1) |
|
|
|
134 | (1) |
|
Basic Principles for Common Moral Ground |
|
|
135 | (2) |
|
|
|
137 | (5) |
|
Ethical Issues and Health Education |
|
|
142 | (6) |
|
Ensuring Ethical Behavior |
|
|
148 | (9) |
|
The Health Educator: Roles, Responsibilities, Certifications, Advanced Study |
|
|
157 | (30) |
|
|
|
158 | (1) |
|
History of Role Delineation and Certification |
|
|
158 | (6) |
|
|
|
164 | (1) |
|
Graduate Health Education Standards |
|
|
165 | (1) |
|
Competencies Update Project |
|
|
165 | (1) |
|
|
|
166 | (2) |
|
Responsibilities and Competencies of Health Educators |
|
|
168 | (8) |
|
Responsibility I: Assessing Individual and Community Needs for Health Education |
|
|
169 | (3) |
|
Responsibility II: Planning Effective Health Education Programs |
|
|
172 | (1) |
|
Responsibility III: Implementing Health Education Programs |
|
|
173 | (1) |
|
Responsibility IV: Evaluating the Effectiveness of Health Education Programs |
|
|
173 | (1) |
|
Responsibility V: Coordinating Provision of Health Education Services |
|
|
174 | (1) |
|
Responsibility VI: Acting as a Resource Person in Health Education |
|
|
175 | (1) |
|
Responsibility VII: Communicating Health and Health Education Needs, Concerns, and Resources |
|
|
175 | (1) |
|
Summary of Responsibilities and Competencies |
|
|
176 | (1) |
|
|
|
176 | (1) |
|
|
|
176 | (1) |
|
|
|
177 | (1) |
|
Advanced Study in Health Education |
|
|
178 | (1) |
|
|
|
178 | (3) |
|
Selecting a Graduate School |
|
|
181 | (1) |
|
|
|
182 | (1) |
|
|
|
183 | (4) |
|
The Settings for Health Education |
|
|
187 | (38) |
|
|
|
188 | (6) |
|
A Day in the Career of a School Health Educator |
|
|
191 | (3) |
|
Additional Responsibilities |
|
|
194 | (1) |
|
Community/Public Health Education |
|
|
194 | (6) |
|
A Day in the Career of a Community Health Educator |
|
|
196 | (3) |
|
Additional Responsibilities |
|
|
199 | (1) |
|
Worksite Health Promotion and Education |
|
|
200 | (7) |
|
A Day in the Career of a Worksite Health Educator |
|
|
203 | (3) |
|
Additional Responsibilities |
|
|
206 | (1) |
|
Health Education in Health Care Settings |
|
|
207 | (5) |
|
A Day in the Career of a Health Care Setting Health Educator |
|
|
209 | (2) |
|
Additional Responsibilities |
|
|
211 | (1) |
|
Health Education in Colleges and Universities |
|
|
212 | (1) |
|
International Opportunities |
|
|
213 | (3) |
|
Nontraditional Health Education Positions |
|
|
216 | (1) |
|
|
|
217 | (8) |
|
Agencies/Associations/Organizations Associated with Health Education |
|
|
225 | (33) |
|
Governmental Health Agencies |
|
|
226 | (1) |
|
Quasi-Governmental Health Agencies |
|
|
226 | (2) |
|
Nongovernmental Health Agencies |
|
|
228 | (22) |
|
Voluntary Health Agencies |
|
|
228 | (1) |
|
Philanthropic Foundations |
|
|
229 | (1) |
|
Service, Fraternal, and Religious Groups |
|
|
229 | (1) |
|
Professional Health Associations/Organizations |
|
|
229 | (21) |
|
Joining a Professional Health Association/Organization |
|
|
250 | (8) |
|
The Literature of Health Education |
|
|
258 | (30) |
|
Types of Information Sources |
|
|
259 | (2) |
|
Identifying the Components of a Research Article |
|
|
261 | (1) |
|
Critically Reading a Research Article |
|
|
262 | (1) |
|
Evaluating the Accuracy of Nonresearch-Based Sources |
|
|
262 | (1) |
|
Writing an Abstract or a Summary |
|
|
263 | (1) |
|
Locating Health-Related Information |
|
|
264 | (6) |
|
|
|
264 | (3) |
|
|
|
267 | (1) |
|
|
|
268 | (1) |
|
|
|
269 | (1) |
|
|
|
269 | (1) |
|
The Internet and the World Wide Web |
|
|
270 | (4) |
|
Evaluating Information on the Internet |
|
|
274 | (14) |
|
Future Trends in Health Education |
|
|
288 | (27) |
|
|
|
289 | (2) |
|
Minority Population Changes |
|
|
289 | (2) |
|
|
|
291 | (1) |
|
|
|
291 | (6) |
|
|
|
292 | (1) |
|
|
|
292 | (2) |
|
|
|
294 | (2) |
|
Medical Care Establishment |
|
|
296 | (1) |
|
Professional Preparation and Credentialing |
|
|
297 | (3) |
|
|
|
297 | (2) |
|
|
|
299 | (1) |
|
Implications for Practice Settings |
|
|
300 | (7) |
|
|
|
301 | (1) |
|
|
|
302 | (2) |
|
Community/Public Health Setting |
|
|
304 | (2) |
|
|
|
306 | (1) |
|
|
|
307 | (8) |
| Appendix A Development of a Unified Code of Ethics for the Health Education Profession |
|
315 | (8) |
| Appendix B Responsibilities and Competencies for Entry-Level Health Educators |
|
323 | (6) |
| Appendix C Eta Sigma Gamma Chapters: Locations and Dates of Installation |
|
329 | (4) |
| Glossary |
|
333 | (12) |
| Credits |
|
345 | (2) |
| Index |
|
347 | |
Other versions by this Author
