Descripciones mejoradas de Syndetics:

For undergraduate courses in health education and promotion.

Current Real-World Perspectives Enhance Readers' Understanding of Health Education and Promotion

Principles and Foundations of Health Promotion and Education provides readers with a solid foundation in the history, philosophy, theory, and ethics of health education. Considered the best overall introduction to the growing field of health education and promotion, the text connects fundamental topics to research, resources, and practitioners. The 7th Edition covers the roles and responsibilities of health education specialists, potential occupational settings, and the ethics that inform professional decisions. Looking at the past, present, and future of health, health care, and health education and promotion, the book features discussions of recent health reforms, the evolving professional landscape, the use of social media in health promotion, and much more.

Tabla de contenidos provista por Syndetics

• Foreword(p. xi)
• Preface(p. xiii)
• Acknowledgments(p. xvii)
• Chapter 1 A Background for the Profession(p. 1)
• Key Words, Terms, and Definitions(p. 2)
• The Health Education/Promotion Profession(p. 4)
• Measuring Health or Health Status(p. 6)
• Rates(p. 6)
• Life Expectancy(p. 9)
• Years of Potential Life Lost(p. 10)
• Disability-Adjusted Life Years(p. 10)
• Health-Related Quality of Life(p. 11)
• Health Surveys(p. 11)
• Using Health Data m Health Education/Promotion(p. 13)
• The Goal and Purpose of the Profession(p. 14)
• The Practice of Health Education/Promotion(p. 14)
• Basic Underlying Concepts of the Profession(p. 15)
• The Health Field Concept and the Determinants of Health(p. 16)
• The Levels and Limitations of Prevention(p. 18)
• Risk Factors(p. 19)
• Health Risk Reduction(p. 20)
• Other Selected Principles(p. 25)
• Summary(p. 27)
• Review Questions(p. 27)
• Case Study(p. 28)
• Critical Thinking Questions(p. 29)
• Activities(p. 29)
• Weblinks(p. 29)
• References(p. 31)
• Chapter 2 The History of Health and Health Education/Promotion(p. 34)
• Early Humans(p. 35)
• Early Efforts at Public Health(p. 36)
• Early Cultures(p. 37)
• Middle Ages(p. 41)
• Renaissance(p. 44)
• Age of Enlightenment(p. 45)
• The 1800s(p. 46)
• Public Health in the United States(p. 47)
• 1700s(p. 47)
• 1800s(p. 47)
• 1900 to Present(p. 50)
• School Health in the United States(p. 58)
• Patient Protection and Affordable Care Act(p. 65)
• Summary(p. 67)
• Review Questions(p. 69)
• Case Study(p. 69)
• Critical Thinking Questions(p. 69)
• Activities(p. 70)
• Weblinks(p. 70)
• References(p. 71)
• Chapter 3 Philosophical Foundations(p. 74)
• What Is a Philosophy?(p. 76)
• Why Does One Need a Philosophy?(p. 78)
• Principles and Philosophies Associated with Health(p. 80)
• Leading Philosophical Viewpoints(p. 81)
• Developing a Philosophy(p. 83)
• Predominant Health Education/Promotion Philosophies(p. 85)
• Impacting the Delivery of Health Education/Promotion(p. 89)
• Summary(p. 90)
• Review Questions(p. 90)
• Case Study(p. 91)
• Critical Thinking Questions(p. 91)
• Activities(p. 92)
• Weblinks(p. 92)
• References(p. 93)
• Chapter 4 Theories and Planning Models(p. 94)
• Definitions(p. 95)
• The Importance of Using Theory in Health Education/Promotion(p. 96)
• Behavior Change Theories(p. 97)
• Intrapersonal (Individual) Theories(p. 99)
• Interpersonal Theories(p. 108)
• Community Theories(p. 113)
• Planning Models(p. 115)
• Prececle-Proceed(p. 118)
• CD Cynergy(p. 121)
• Smart(p. 124)
• MAPP(p. 124)
• Generalized Model (GM)(p. 126)
• Summary(p. 128)
• Review Questions(p. 129)
• Case Study(p. 129)
• Critical Thinking Questions(p. 130)
• Activities(p. 130)
• Weblinks(p. 131)
• References(p. 132)
• Chapter 5 Ethics and Health Education/Promotion(p. 136)
• Key Terms and Origin(p. 137)
• Why Should People Act Ethically?(p. 137)
• Professional Ethics(p. 138)
• Ethical Theories(p. 139)
• Basic Principles for Common Moral Ground(p. 141)
• Making Ethical Decisions(p. 143)
• Context, of Ethical Decision Making(p. 146)
• Applying the Ethical Decision-Making Process(p. 146)
• Ethical Issues and Health Education/Promotion(p. 148)
• Ensuring Ethical Behavior(p. 154)
• Ensuring Ethical Behavior in the Health Education/Promotion Profession(p. 155)
• Summary(p. 156)
• Review Questions(p. 156)
• Case Study(p. 157)
• Critical Thinking Questions(p. 157)
• Activities(p. 158)
• Weblinks(p. 159)
• References(p. 160)
• Chapter 6 The Health Education Specialist: Roles, Responsibilities, Certifications, and Advanced Study(p. 163)
• Quality Assurance and Credentialing(p. 163)
• History of Role Delineation and Certification(p. 164)
• Individual Certification(p. 168)
• Graduate Health Education Standards(p. 171)
• Competencies Update Project(p. 172)
• NCCA Accreditation and Five-Year Updates(p. 172)
• International Efforts in Quality Assurance(p. 173)
• Accreditation Task Forces(p. 175)
• Health Education Program Accreditation(p. 178)
• Responsibilities and Competencies of Health Education Specialists(p. 179)
• Responsibility I Assess Needs, Resources, and Capacity for Health Education/Promotion(p. 180)
• Responsibility II Plan Health Education/Promotion(p. 182)
• Responsibility III Implement Health Education/Promotion(p. 183)
• Responsibility IV Conduct Evaluation and Research Related to Health Education/Promotion(p. 184)
• Responsibility V Administer and Manage Health Education/Promotion(p. 185)
• Responsibility VI Serve as a Health Education/Promotion Resource Person(p. 186)
• Responsibility VII Communicate and Advocate for Health and Health Education/Promotion, and the Profession(p. 186)
• Summary of Responsibilities and Competencies(p. 187)
• Multitasking(p. 188)
• Technology(p. 188)
• Role Modeling(p. 189)
• Advanced Study in Health Education(p. 190)
• Master's Degree Options(p. 190)
• Selecting a Graduate School(p. 193)
• Admission Requirements(p. 194)
• Financing Graduate Study(p. 194)
• Summary(p. 195)
• Review Questions(p. 196)
• Case Study(p. 196)
• Critical Thinking Questions(p. 196)
• Activities(p. 197)
• Weblinks(p. 197)
• References(p. 198)
• Chapter 7 The Settings for Health Education/Promotion(p. 201)
• School Health Education/Promotion(p. 202)
• A Day in the Career of a School Health Education Specialist(p. 205)
• Additional Responsibilities(p. 207)
• Public or Community Health Education/Promotion(p. 209)
• A Day in the Career of a Community Health Education Specialist(p. 214)
• Additional Duties(p. 215)
• Work-Site Health Education/Promotion(p. 218)
• A Day in the Career of a Work-Site Health Education Specialist(p. 224)
• Additional Responsibilities(p. 225)
• Health Education/Promotion in Healthcare Settings(p. 227)
• A Day in the Career of a Healthcare Setting Health Education Specialist(p. 230)
• Additional Responsibilities(p. 231)
• Health Education/Promotion in Colleges and Universities(p. 232)
• International Opportunities(p. 234)
• Nontraditional Health Education/Promotion Positions(p. 238)
• Landing That First Job(p. 242)
• Excelling in Your Health Education/Promotion Career(p. 246)
• Summary(p. 249)
• Review Questions(p. 249)
• Case Study(p. 250)
• Critical Thinking Questions(p. 250)
• Activities(p. 250)
• Weblinks(p. 251)
• References(p. 252)
• Chapter 8 Agencies, Associations, and Organizations Associated with Health Education/Promotion(p. 254)
• Governmental Health Agencies(p. 255)
• Quasi-Governmental Health Agencies(p. 255)
• Nongovernmental Health Agencies(p. 256)
• Voluntary Health Agencies(p. 256)
• Philanthropic Foundations(p. 257)
• Service, Fraternal, and Religious Groups(p. 257)
• Professional Health Associations/Organizations(p. 258)
• Joining a Professional Health Association/Organization(p. 273)
• The Certification Body of the Health Education/Promotion
• Profession: National Commission for Health Education Credentialing, Inc.(p. 274)
• Summary(p. 276)
• Review Questions(p. 276)
• Case Study(p. 277)
• Critical Thinking Questions(p. 277)
• Activities(p. 278)
• Weblinks(p. 279)
• References(p. 280)
• Chapter 9 The Literature of Health Education/Promotion(p. 282)
• Types of Information Sources(p. 285)
• Identifying the Components of a Research Article(p. 286)
• Critically Reading a Research Article(p. 287)
• Evaluating the Accuracy of Non-Research-Based Sources(p. 288)
• Writing an Abstract or a Summary(p. 289)
• Locating Health-Related Information(p. 289)
• Journals(p. 289)
• Indexes and Abstracts(p. 292)
• Government Documents(p. 292)
• Electronic Databases(p. 293)
• Application Scenario(p. 295)
• Evaluating Information on the Internet(p. 295)
• Summary(p. 297)
• Review Questions(p. 297)
• Case Study(p. 298)
• Critical Thinking Questions(p. 298)
• Activities(p. 299)
• Weblinks(p. 299)
• References(p. 307)
• Chapter 10 Future Trends in Health Education/Promotion(p. 308)
• Demographic Changes(p. 309)
• Minority Population Changes(p. 310)
• Aging(p. 311)
• Societal Trends(p. 311)
• Technology(p. 311)
• Family Structure(p. 313)
• Political Climate(p. 314)
• Medical Care Establishment and the Affordable Care Act(p. 316)
• Professional Preparation and Credentialing(p. 317)
• Professional Preparation(p. 317)
• Credentialing(p. 319)
• Implications for Practice Settings(p. 321)
• School Setting(p. 321)
• Work-Site Setting(p. 322)
• Public Health Setting(p. 324)
• Clinical or Healthcare Setting(p. 325)
• Alternative Settings(p. 327)
• Summary(p. 328)
• Review Questions(p. 329)
• Case Study(p. 329)
• Critical Thinking Questions(p. 330)
• Activities(p. 330)
• Weblinks(p. 331)
• References(p. 331)
• Appendix A Development of a Unified Code of Ethics for the Health Education Profession(p. 335)
• Appendix B Health Education Specialist Practice Analysis (HESPA) 2025 Competencies and Sub-competencies(p. 345)
• Glossary(p. 355)
• Photo Credits(p. 367)
• Index(p. 369)

Notas de autor provistas por Syndetics

Randall R. Cottrell is professor and program coordinator in the Public Health Studies program at the University of North Carolina Wilmington. He is also an Emeritus Professor at the University of Cincinnati. Cottrell has served as President of the American Association for Health Education and served on the Board of the Society for Public Health Education. He is currently on the Board of the Foundation for the Advancement of Health Education and the North Carolina Public Health Foundation. In 2011, Dr. Cottrell was named a Fulbright Scholar and spent six months teaching and conducting research at Zhejiang University in China. He has authored several books, many with co-author James McKenzie.

James T. Girvan is an emeritus professor and former dean in the College of Health Sciences at Boise State University. During his career in higher education, Dr. Girvan has taught 14 different courses in the field of health promotion and public health and was honored for teaching excellence and distinguished community service at both Idaho State University and Boise State University. In addition, he was honored as Idaho Higher Education Administrator of the Year and received the Idaho Health Care Hero Award. He served as lead investigator for several extensive research projects in health policy and health promotion and received approximately 4.2 million dollars in external funding over his career. Girvan served as a member of both the Idaho Governor's Task Force on Health Workforce and Education and the Family Medicine Residency of Idaho Board of Directors. For several years, he was a reviewer for the Journal of Health Education and the American Journal of Public Health .

Denise Seabert, PhD, has been preparing health teachers and providing in-service trainings for teachers and other school personnel for more than 20 years. Currently she is associate dean and professor in the College of Health at Ball State University in Muncie, IN. Seabert has served the profession as a member of NCHEC's Division Board for Certified Health Education Specialists, as past Associate Editor-Teaching Techniques for the Journal of School Health, and on the American School Health Association Board of Directors. She received her BAEd in School Health Education from Western Washington University, MS in School and College Health from Indiana University, and PhD in Health Behavior with a minor in Curriculum from the University of Florida.

Caile E. Spear, PhD, MCHES works with all Health Education and Promotion students in the Department of Community and Environmental Health at Boise State University. Dr. Spear was the 2013 President of American Association of Health Education, served on the Society of Public Health Education Board of Trustees, and is a past member of the NCHEC Division Board for Certification of Health Education Specialists. She is currently serving her second time as the Faculty-in-Residence for the Health Professions Living and Learning Community.

James F. McKenzie is a Professor at Penn State-Hershey and a Professor Emeritus at Ball State University, and is a Master Certified Health Education Specialist (MCHES). He is also Fellow of the American Association for Health Education and a Distinguished Fellow of the Society for Public Health Education.