===========================================================
==============
#1087
Date: Fri, 1 Dec 1995 05:46:00 EST
From: MICHAEL DAVIDSON
Subject: CHANGE OF ADDRESS
Mark: I just signed off from Hedir from my Apollo account and want to
add my name to HEDIR from a different account. Can you change my address
to:
DavidsonM@Alpha.Montclair.Edu
Thanks,
Mike Davidson
Montclair State Univ
===========================================================
==============
#1088
Date: Fri, 1 Dec 1995 08:18:57 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: CDC Wonder
Fellow HEDIRs and especially the WONDERful staff at CDC:
At APHA in San Diego, the CDC announced that CDCWonder was
going to be available on the www effective 12-1-95. I have
misplaced the web address...did anybody else get that notice
and if you did, please respond back. Thanks.
===========================================================
==============
#1089
Date: Fri, 1 Dec 1995 09:26:26 CST
From: Bill Cissell
Subject: Multitide of Prestigous Places
While I sincerely appreciate your Friday inspirations, Andy, I am curious
about
the suggestion that there are a multitude of places more prestigous than
HEDIR.
Shucks, I thought this was the top banana of health education discussion
lists.
Don't let this little dig diminish your enthusiasm for doing the Friday
inspiration. I merely want to illustrate that, even when we deliver messages
with the best of intentions, the reader may focus on an element of the message
that we have been careless in developing. Or, were you careless?
Bill D_Cissell@venus.twu.edu
===========================================================
==============
#1090
Date: Fri, 1 Dec 1995 10:46:00 EST
From: Elaine Lawson
Subject: Re: CDC Wonder
The internet address is:
http://wwwonder.cdc.gov:8082
EL
===========================================================
==============
#1091
Date: Fri, 1 Dec 1995 09:53:16 -0700
From: jodi fisher
Subject: internships
The University of Utah Department of Health Education is adding an
internship to the masters degree requirements. We are in need of
guidelines for graduate internships. If you have a masters internship,
please fax the guidelines to: Jodi Brookins-Fisher, Dept. of HEd, at
(801) 581-8092. Thank you for your help! Jodi
===========================================================
==============
#1092
Date: Fri, 1 Dec 1995 09:10:58 -0700
From: "Andrew Jenkins (Central Washington University)"
Subject: Re: Multitide of Prestigous Places
In- <01HYAA6AW3QQ0031P6@AURORA.CWU.EDU>
Bill and others,
Perhaps my humbleness was not clear--It was >my< Friday letter not the
HEDIR that I was speaking of.
Andy J :{)
On Fri, 1 Dec 1995, Bill Cissell wrote:
> inspiration. I merely want to illustrate that, even when we deliver
messages
> with the best of intentions, the reader may focus on an element of the
message
> that we have been careless in developing. Or, were you careless?
>
> Bill D_Cissell@venus.twu.edu
>
Andrew P. Jenkins, PhD
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++++++++++++
===========================================================
==============
#1093
Date: Sat, 2 Dec 1995 13:58:15 -0500
From: Carolyn Woodhouse
Subject: Re: National Congress of Institutions Preparing Graduate Health
Educators
Please send registration materials to Dr. Lynn Woodhouse, Professor of
Health, East Stroudsburg University, East Stroudsburg, PA 18301. Thank you.
On Tue, 28 Nov 1995, AAHE wrote:
> Since 1992, representatives of the health education profession, supported
> by the Association for the Advancement of Health Education and the
> Society for Public Health Education have been working to develop a
> framework for graduate preparation in health education. Preliminary
> competencies have been developed from the existing curriculum framework
> for basic health education preparation. On February 8, 9 and 10, 1996
> the National Congress of Institutions Preparing Graduate Health Educators
> will be convened in Dallas, Texas.
>
> The National Congress is being convened to engage professional
> preparation programs in a review and dialogue about advanced
> competency-based preparation. The conference purposes are to review the
> work of the Joint Committee; make recommendations for adoption and
> implementation of the standards; increase professional solidarity for the
> preparation of practitioners; and develop recommendations for
> applications of these graduate standards.
>
> On August 29, 1995 a letter was sent to all institutions preparing
> graduate health eductors inviting them to assemble a team to participate
> in this congress. If you wish to receive more information regarding the
> Congress or a registration packet please call AAHE at 703-476-3420.
>
===========================================================
==============
#1094
Date: Sat, 2 Dec 1995 17:13:52 CST
Comments: Converted from PROFS to RFC822 format by PUMP V2.2X
From: Joyce Morris
Subject: Re: CDC Wonder
In- note of 12/01/95 10:07
Note that what is available at the Wonder site on the internet is very
limited. The only thing that you can access without an account right
now, besides the instructions, is the Prevention Guidelines. Even
with an account the number of databases is limited.
===========================================================
==============
#1095
Date: Sun, 3 Dec 1995 18:32:56 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: Re: CDC Wonder
Thanks for the people who have given me Wonder's address...it's
http://wwwonder.cdc.gov
Joyce...I've found that one can access all of the data...you need to get a
temporary account and/or password.
>Note that what is available at the Wonder site on the internet is very
>limited. The only thing that you can access without an account right
>now, besides the instructions, is the Prevention Guidelines. Even
>with an account the number of databases is limited.
>
________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
===========================================================
==============
#1096
Date: Sun, 3 Dec 1995 19:06:37 CST
From: g_ghazizadeh@VENUS.TWU.EDU
Subject: Latest AIDS statistics in Iran.
The following piece of news may interest some of you.
Majid Ghazizadeh
Department of Health Studies
Texas Woman's University
----------------
Health minister gives AIDS figures;
Source: IRNA news agency, Tehran, in Persian 0920 gmt 2 Dec 95
Tehran, 2nd December: The minister of health, treatment and medical
training
has announced: So far 311 people have been infected with the AIDS virus (HIV)
of whom 118 people have developed full-blown AIDS.
.
Dr Alireza Marandi, who was speaking on Saturday 2nd December at a seminar
in Tehran Medical University on World AIDS Day, added: Of the 118 AIDS
sufferers,107 are men and the rest women; and 100 people have died so far.
.
He said 175 people had caught the virus from infected blood and blood
products, seven (who were drug addicts) from using dirty needles and 106 from
sexual contact with infected people. The reason for the infection of 19 people
remains unknown.
-------------------
===========================================================
==============
#1097
Date: Sun, 3 Dec 1995 20:49:49 -0500
From: Wha'?
Subject: TERMINOLOGY
In- <199512040109.AA12299@unf6.cis.unf.edu>
What does "full-blown" AIDS mean? Does mean this is the end stage of
AIDS? The beginningof AIDS? I thought if you have AIDS, you have AIDS.
It's all the same.
Coralynn Torio
> Health minister gives AIDS figures;
> Source: IRNA news agency, Tehran, in Persian 0920 gmt 2 Dec 95
> Tehran, 2nd December: The minister of health, treatment and medical
training
> has announced: So far 311 people have been infected with the AIDS virus
(HIV)
> of whom 118 people have developed full-blown AIDS.
> .
> Dr Alireza Marandi, who was speaking on Saturday 2nd December at a
seminar
> in Tehran Medical University on World AIDS Day, added: Of the 118 AIDS
> sufferers,107 are men and the rest women; and 100 people have died so far.
> .
> He said 175 people had caught the virus from infected blood and blood
> products, seven (who were drug addicts) from using dirty needles and 106
from
> sexual contact with infected people. The reason for the infection of 19
people
> remains unknown.
>
> -------------------
>
===========================================================
==============
#1098
Date: Tue, 5 Dec 1995 01:09:39 +1000
From: "Association of International Students,
Executive Board of Directors,
New Zealand Chapter"
Subject: ===>> FREE 1 yr. Magazine Sub sent worldwide- 295+ Popular USA
Titles
**This was an advertisement unrelated to health education. To save space, it
has been removed from this file. MJKittleson**
===========================================================
==============
#1099
Date: Mon, 4 Dec 1995 08:47:59 -0500
From: "Lea S. Dooley"
Subject: Re: TERMINOLOGY
In- <9512041221.AA15711@is.nyu.edu>
On Sun, 3 Dec 1995, Wha'? wrote:
> What does "full-blown" AIDS mean? Does mean this is the end stage of
> AIDS? The beginningof AIDS? I thought if you have AIDS, you have AIDS.
> It's all the same.
>
> Coralynn Torio
ok, a quick AIDS/HIV 101, let's take a look at the sentence,...
>
> > Health minister gives AIDS figures;
> > Source: IRNA news agency, Tehran, in Persian 0920 gmt 2 Dec 95
> > Tehran, 2nd December: The minister of health, treatment and medical
> training
> > has announced: So far 311 people have been infected with the AIDS virus
(HIV
)
> > of whom 118 people have developed full-blown AIDS.
It looks to me as though the gist of it is that out of the 311 people who
have tested positive for having HIV antibodies in their system, 118 also
meet the criteria of having developed into AIDS. This means that they
have either developed an opportunistic infection, or their T-cell count
has dropped below the minumum (which I can't remember CDC's number at the
moment, it's still pre-coffee for me)
AIDS is a process. You do not "get it and die" as we sometimes are led
to believe. You first test positive to the HIV antibodies, meaning that
your body has encountered the virus, and is in a stage of fighting it
off. We now think that stage lasts several years. I think the years
have been extended to over 10 that a person can live a healthy live with
little interuption via the virus. After that, your body usually starts
to lose the fight, and what we consider to be AIDS develops. This is
just the final stage.
Any experts out there? How'd I do? :-)
Lea Dooley
===========================================================
==============
#1100
Date: Sat, 2 Dec 1995 20:19:00 EST
From: Ken Packer
Subject: Re: CDC Wonder
FROM: Packer, Kenneth L.
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: Re: CDC Wonder
Date: 12-02-95 20:13 EST
PRIORITY:
Several of you have been talking about the wonder site on the internet. I use
Wonder as my E-mail system. It is wonderful. Not only does it process e-mail
form the internet and other wonder users, but it has many health related data
bases for you to search. It is well worth getting a password. Passwords are
available to anyone in the health field. It is free if you are associated
with a health department. Just write wonder on their letterhead.
===========================================================
==============
#1101
Date: Mon, 4 Dec 1995 09:47:00 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: terminology
I see the term "full blown AIDS" used the same as I see people
use "alcohol and drug use" The media has misused those terms.
I'm sure the memo regarding the individual from Tehran indeed
used those terms...whether we as professionals like it or not
the media (and public) still inappropriately uses those terms.
I guess that is why we're health educators...to rid the world
of wrong terminology. Thanks for the update on the Iran AIDS
situation.
===========================================================
==============
#1102
Date: Mon, 4 Dec 1995 12:20:27 -0500
From: Mimi Kiser
Subject: health/faith conference (fwd)
Health Education Colleagues,
To continue my efforts to enhance the role of the faith community as
health promoters by building bridges to those involved in community
health promotion, I am forwarding a posting on our interfaith health
practices listserv. The meeting described in this posting is not unlike a
similar meeting held in LA in September of this year and also discussions
held during the American Public Health Association(APHA) meeting in
November around the formation of a faith and health caucus.
Just keeping it alive!
Mimi Kiser, MPH, CHES
Interfaith Health Program
The Carter Center
404-420-3848
mkiser@emory.edu
---------- Forwarded message ----------
Date: Sat, 2 Dec 1995 16:12:54 -0500
From: RevRAM@aol.com
To: IHP-NET@interaccess.com
Subject: health/faith conference
On November 16, 1995, more than 170 health and faith professionals and
community members gathered at Summit Medical Center in Oakland, CA for the
first "Building Healthy Communities Through Health and Faith Partnerships"
conference. Included among the participants were members of the clergy,
physicians, members of congregations and other faith communities, community
organizers, health planners, public health nurses, community outreach
workers, academicians, health care administrators, spiritual directors, and
other representatives from a variety of communty health and social services
organizations. The goal of the conference was to provide the health and
faith communities of Alameda County with an opportunity to meet one another
and share common interests, and to begin building collaborative partnership
approaches to creating healthy communities.
Colorful banners, along with artwork provided by the community-based art
project "Health Through Art: Signs of Recovery" greeted participants as they
gathered. The morning began with an interfaith procession and ceremony
calling on the spirit of healing from a wide variety of spiritual and
religious traditions. Opening remarks were given by Arnold Perkins, Director
of Alameda County Public Health. Rev. Gary Gunderson, Director of Operations
of the Interfaith Health Program at The Carter Center provided an inspiring
charge and challenge to the conference participants. Rev. Gunderson was
followed by Dr. Gerald Durley of the Morehouse School of Medicine who, as
stated by Nancy Nielsen, one of the conference coordinators, "was an
incredible blessing to us all."
Following the opening plenary session, lunch was served with people grouped
by their pre-identified neighborhoods. This caused some initial discomfort,
as friends were not all able to eat together. But the benefit of meeting new
folks from our own "backyards" doing similar work was well worth the effort.
Omawale Satterwhite, Ph.D., President of the Community Development
Institute, transformed lunch into an interactive learning time. This segment
of the conference also included creating communication lists among the lunch
table groups so that interaction between the new "partners" following the
conference would be enhanced.
Two afternoon workshop sessions provided time to explore in depth several
areas of existing collaboration between the health and faith fields. Topics
included: Fatherhood/Parenting: Male Role Models; Moving From Blame: AIDS,
TB and Other Communicable Diseases; Creating Sober, Drug Free Communities;
Environmental Justice: Exploring the Ecological Dimensions of Our Spiritual
and Public Health; Healthcare Agencies and Faith Communities; and "It Takes A
Whole Village to Raise a Child": Health, Youth and Spirituality.
The day concluded with a buffet dinner and health fair which provided
participants with resources and models to begin building and nurturing
partnerships. The conference closed with grateful thanks to the interfaith
spirit of healing through music, dance, prayer and an offering of ourselves
to continued commitment to the creation and nurture of health/faith
partnerships.
The conference fulfilled its goal of being a participatory, hands-on
community-building experience which provided participants with the
opportunity to learn tools, share ideas, and meet others engaged in this
work. The success of the conference showed those involved with planning that
there is both potential and interest in more health and faith oriented
activities.
We will be personally following up with each conference participant to
determine what touched them during the conference, what was worthwhile and
what was not, what ideas or plans they have for the future, and how we can
continue to provide assistance in developing health/faith partnerships. We
will also be holding a brown bag lunch once a month beginning January 26,
1996 to offer an opportunity for conference participants and others to come
together on a regular basis to maintain relationships, make new ones and
share progress with various projects and programs.
I will provide information on our progress.
For further info contact me:
Rev. Bob Matthews, Coordinator
Health Faith Initiative
Alameda County Dept. of Public Health
499 -5th St.
Oakland CA 94607
510-268-4177
revram@aol.com
OR
Nancy Nielsen
Vesper Society
510-444-7774 ext. 107
===========================================================
==============
#1103
Date: Mon, 4 Dec 1995 09:26:29 -0800
From: Holly Lenz
Subject: Re: TERMINOLOGY
In- <9512041220.AA10957@ucs.orst.edu>
Hi Folks:
Just a note of clarification...
On January 1, 1993. the newest definition of AIDS was put into the
surveillance network by the CDC. They revised the classification system
for HIV infection to emphasize the clinical importance of the T4
lymphocyte count in the categorization of HIV-related clinical conditions.
Those patients with T4 counts under 200 micrograms per liter are most
likely to be severely ill and/or in greatest need of medical and social
services. With the new definition, these people are eligible earlier in
their illness for federal and state medical and social assistance programs.
In addition to retaining the 23 clinical conditions from the 1987
definition, the CDC added 3 more: TB, recurrent pneumonia, and cervical
cancer. This last addition was to ensure that more women were accurately
being address in terms of surveillance and testing.
The term "Full Blown AIDS" seems to be a popular "lay" term for the
distinction between being HIV-positive and meeting the CDC surveillance
guidelines for AIDS.
We still need to do an enormous amount of work as educators in order to
clarify the difference without stigmatizing either AIDS as a disease
process or being HIV-positive as a chronic condition. Any ideas?
Holly Lenz
OSU
===========================================================
==============
#1104
Date: Mon, 4 Dec 1995 16:28:00 PST
From: "Patterson, Sheila M."
Subject: CALL For Papers/SOPHE MidYear/June 6-9th
HEDIR members: Please note this is a call for papers for the SOPHE MidYear
Scientific Conference to be held June 6-9th at West Chester University, near
Philadelphia. Please print out and share with colleagues. NOTE: Proposals
must be received by February 15th, 1996. This call for papers also will be
advertised in the December SOPHE newsletter and in a mailing to all national
SOPHE members. Please direct questions to spatters@wcupa.edu and not the
HEDIR listserve.
Thanks!
SOPHE MID-YEAR SCIENTIFIC CONFERENCE
CALL FOR PAPERS
"HEALTH EDUCATION IN THE NEW MILLENNIUM:
THE POWER OF TECHNOLOGY AND INNOVATION"
June 6-9, 1996
West Chester University, West Chester, PA
(25 miles west of Philadelphia)
The Conference Planning Committee is soliciting abstracts for paper
presentations, programs, workshops and poster sessions for the 1996 mid-year
Conference. Submissions are being sought across the field of practice and
from all settings. Submissions focusing on contemporary research
issues/results, insights for future of health education, uses of technology,
practitioner concerns' and descriptions of innovative programs are welcome.
If your proposal is accepted, you are committed to delivering your
presentation at the scheduled time during the meeting. All participants are
required to register for the meeting. Accepted proposals will be assigned
to one of the following formats:
1) 20 minute paper presentations
2) 60 minute program
3) 90 minute Workshop
4) poster session
The purpose of the paper presentation sessions will be to share successful
strategies for educating about health and the dissemination of results from
research studies. The 60 minute programs will serve to provide an expanded
forum for describing innovative programs, in-depth results from research
studies and discussing practitioner concerns. The 90 minute workshops are
designed to be interactive, expand the knowledge base and provide
opportunities for improving skills related to the roles and responsibilities
of health educators. Poster sessions will provide an opportunity for
practitioners and researchers to share results and dialogue with conference
participants during a designated time frame.
All submitted proposals will be peer-reviewed. Proposals accepted will be
assigned as papers, programs, workshops or poster sessions at the discretion
of the planning chair. If you have a preference regarding the presentation
format, please indicate in the submission form. Please note, however, that
such a designation may decrease your chances of acceptance.
Abstracts must be received by February 15, 1996. No facsimiles will be
accepted. Notice of acceptance of abstracts will be sent no later than
March 20, 1996. All authors will need to send an abstract and all
supporting information as indicated on the abstract form. Incomplete
submissions will not be reviewed.
If you have questions regarding the submission and review process, please
contact Dr. Sheila M. Patterson, Department of Health, West Chester
University, West Chester, Pennsylvania @ (610)
436-2931 or email spatters@wcupa.edu.
1996 SOPHE Mid-Year Scientific Conference
Directions for Abstract Submission
1. For each abstract, submitted complete a separate submission form.
2. The abstract should be approximately 250-300 words and provide a concise
description of your proposed presentation.
3. Each abstract should be on separate sheet of paper.
4. Use clear, black type from a letter-quality or laser printer. Use only
a 12-point
type. Do not use condensed or reduced type.
5. Titles should be in upper case letters.
6. The original copy of the abstract should include the authors' names and
affiliations.
7. Include four copies of the abstract without author identification
information.
8. Include a self-addressed stamped envelope for notification of submission
acceptance or rejection. Include a self-addressed stamped envelope to
verify
receipt of submission.
9. Text of abstract should be single spaced.
10. The original abstract with author information, four copies of the
abstract without identifying information , one completed submission form per
abstract, and a biographical sketch for author(s) presenting should be
forwarded to:
Dr. Sheila M. Patterson CHES
Chairperson, Department of Health
Health Science Center, H 207
South New Street
West Chester University
West Chester, PA 19383
All submissions must be received by February 15, 1996.
Submission Form to Accompany Abstract for SOPHE MidYear Meeting
Please complete and attach all requested information. Incomplete or
incorrect submissions will not be considered. Please type.
FORMAT:
1. I will accept the follow formats:
____a. 20 min paper presentations
____b. 60 minute program
____c. 90 minute workshop
____d. poster session
2. I would prefer the following format:
____a. 20 minute paper presentation
____b. 60 minute program
____c. 90 minute workshop
____d. poster session
3. Submission Title:
4. Presenter Objectives (specify 2 to 4 learning outcomes to be achieved
by the participant
attending this session)
5. Please review the following Areas of Responsibility for entry-level
health educators and put a
check next the areas of responsibility that you will be addressing in
this submission.
____Responsibility I: Assessing Individual and Community Needs for
Health Education
____Responsibility II: Planning Effective Health Education Programs
_____ Responsibility III: Implementing Health Education Programs
_____ Responsibility IV: Evaluating Effectiveness of Health Education
Programs
_____Responsibility V: Coordinating Provision of Health Education
Services
_____Responsibility VI: Acting as a Resource Person in Health Education
_____Responsibility VII: Communicating Health and Health Education,
Needs, Concerns and
Resources.
6. On a separate page, please provide the following information for each
author making the
presentation: a) name, b) title, c) affiliation, d) CHES (yes or
no), e) CHES number,
f) professional qualifications/degrees and g) relevant professional
associations.
===========================================================
==============
#1105
Date: Mon, 4 Dec 1995 15:55:44 CST
From: Nancy Parsons
Subject: Loose Canon Publications
I am trying to obtain a copy of "The Health Education Specialist--A Self Study
Guide for Professional Competence" by Sigrid Deeds. My order form was
returned
to me with the notation on the envelope stating, "moved, left no address."
Does anyone have a forwarding address for Dr. Deeds or Loose Canon
Publications? Any help would be greatly appreciated.
Nancy Parsons
Nancy_Parsons@ccmail.wiu.edu
===========================================================
==============
#1106
Date: Mon, 4 Dec 1995 21:11:00 EST
From: COGS101W@WONDER.EM.CDC.GOV
Subject: Loose Canon Publications
I am trying to obtain a copy of "The Health Education Specialist--A Self
Study
Guide for Professional Competence" by Sigrid Deeds. My order form was
returned
to me with the notation on the envelope stating, "moved, left no address."
Does anyone have a forwarding address for Dr. Deeds or Loose Canon
Publications? Any help would be greatly appreciated.
Nancy Parsons
Nancy_Parsons@ccmail.wiu.edu
===========================================================
==============
#1107
Date: Tue, 5 Dec 1995 13:37:58 -0500
From: Shirley Haberman
Subject: Re: Loose Canon Publications
In- <9512042111.aa19421@humfrey.humfrey.medarts.upmc.edu>
In <9512042111.aa19421@humfrey.humfrey.medarts.upmc.edu>,
COGS101W@WONDER.EM.CDC
.GOV wrote:
>I am trying to obtain a copy of "The Health Education Specialist--A Self
>Study
>Guide for Professional Competence" by Sigrid Deeds. My order form was
>returned
>to me with the notation on the envelope stating, "moved, left no address."
>
>Does anyone have a forwarding address for Dr. Deeds or Loose Canon
>Publications? Any help would be greatly appreciated.
>
>Nancy Parsons
>Nancy_Parsons@ccmail.wiu.edu
>
I don't have an address but I thought I'd share that a couple of our
grad students told me that they did not find the book very helpful.
Shirley Haberman
===========================================================
==============
#1108
Date: Tue, 5 Dec 1995 13:35:42 -0600
From: Tim.Archer@USASK.CA
Subject: Health Educator Posting
Student Health Centre
University of Saskatchewan
HEALTH EDUCATION COORDINATOR
(Term)
The Student Health Centre is a comprehensive health agency that provides
clinical, psychiatric, chiropractic, nursing, immunization and health
education services to a student community numbering approximately 18,000 at
the University of Saskatchewan.
Duties: Reporting to the Director of the Student Health Centre, the Health
Education Coordinator is responsible for developing, promoting, implementing
and evaluating a comprehensive health education program which meets the needs
of the student population. Responsibilities include: developing and
implementing a peer health education program on campus including selecting,
training, supervising and evaluating a group of student peer educators
involved in a variety of health and wellness education initiatives; preparing
and presenting health education seminars and workshops; preparing appropriate
written health education materials and promotional pieces; coordination of
efforts with and support of other groups involved in health education-related
activities both on and off campus; coordination of needs assessment surveys
and other health-related studies.
Qualifications: Graduation from an approved program in health education,
social work, social sciences, nursing, or a related field and a minimum
of two years of progressively responsible health education experience;
excellent written and verbal communication skills, as well as workshop
development/presentation skills; must be able to plan, organize,
implement and evaluate a variety of health education programs and
activities; and must be a dynamic and highly motivated individual who
relates well with all members of the University community. Proficiency
with computers, especially word processing and electronic mail
applications is important. Experience in marketing, health
communications, and research methodology is desirable. Prior work
experience which demonstrates a focus on prevention and community
health promotion is important and experience with peer health education
programs is an asset.
Term: This is a two year term position which will be renewed, pending
funding.
Salary: Starting salary in the range of $28,000 to $38,000 per annum,
commensurate with qualifications and experience.
Applications and names of three references should be sent by December18,
1995 to:
Tim Archer, Director; Student Health Centre; University of Saskatchewan;
Saskatchewan Hall; 91 Campus Drive; SASKATOON SK S7N 5E8
PLEASE QUOTE COMPETITION NUMBER A 082 Posted December 5,
1995
===========================================================
==============
#1109
Date: Tue, 5 Dec 1995 15:46:20 -0600
From: Laurie Schierer
Subject: Re: Loose Canon Publications
>In <9512042111.aa19421@humfrey.humfrey.medarts.upmc.edu>,
>COGS101W@WONDER.EM.CDC
> .GOV wrote:
>>I am trying to obtain a copy of "The Health Education Specialist--A Self
>>Study
>>Guide for Professional Competence" by Sigrid Deeds. My order form was
>>returned
>>to me with the notation on the envelope stating, "moved, left no address."
>>
>>Does anyone have a forwarding address for Dr. Deeds or Loose Canon
>>Publications? Any help would be greatly appreciated.
>>
>>Nancy Parsons
>>Nancy_Parsons@ccmail.wiu.edu
>>
>
>I don't have an address but I thought I'd share that a couple of our
>grad students told me that they did not find the book very helpful.
>
>Shirley Haberman
I used that publication to prepare for the CHES certification exam and I
found it to be a good review. It can be frustrating because it presents
information and applicable questions but not the answer to questions. I
called Dr. Deeds and asked her why the answer weren't included. She said
it was so many of the answers begin with "It depends". Some of the
questions in that book were on my exam.
Laurie Schierer, MS, CHES "Do what's right, not what's
HIV Prevention Project convenient"
Illinois State University
fax: 309.438.3813
e-mail: lshierer@rs6000.cmp.ilstu.edu
phone: 309.438.5435
Laurie Schierer, MS, CHES
HIV Prevention Project
Illinois State University
fax: 309.438.3813
e-mail: lshierer@rs6000.cmp.ilstu.edu
phone: 309.438.5435
===========================================================
==============
#1110
Date: Tue, 5 Dec 1995 21:43:00 EST
From: Isabel Burk
Subject: Re: Loose Canon Publications
FROM: Burk, Isabel
TO: SMTP:HEDIR%SIUCVMB.BITNET@UBVM.C
SUBJECT: Re: Loose Canon Publications
Date: 12-05-95 21:37 EST
PRIORITY:
-
In <9512042111.aa19421@humfrey.humfrey.medarts.upmc.edu>,
COGS101W@WONDER.EM.CDC
.GOV wrote:
>I am trying to obtain a copy of "The Health Education Specialist--A Self
>Study
>Guide for Professional Competence" by Sigrid Deeds. My order form was
>returned
>to me with the notation on the envelope stating, "moved, left no address."
>
>Does anyone have a forwarding address for Dr. Deeds or Loose Canon
>Publications? Any help would be greatly appreciated.
>
>Nancy Parsons
>Nancy_Parsons@ccmail.wiu.edu
>
I don't have an address but I thought I'd share that a couple of our
grad students told me that they did not find the book very helpful.
Shirley Haberman
I don't have the address but I actually used the book when I prepared for the
CHES exam and found it concise and helpful. However, it isn't the only source
to be used for preparing. Others should also be used.
Isabel Burk
===========================================================
==============
#1111
Date: Wed, 6 Dec 1995 09:49:49 -0600
From: Judy Drolet
Subject: Re: Loose Canon Publications
Let's not forget the original Framework upon which the Deeds book (my
understanding is the book is out of press; co. out of business... hmmm...)
is based. Areas of responsibility/competencies also discussed well in
Foundations books. Exam targeted for bachelor's level certification (tho
Master's in practice). Also, version of exam changes each year so specific
items may or may not re-appear.
[a few insights from an "old" test
constructor]
>In <9512042111.aa19421@humfrey.humfrey.medarts.upmc.edu>,
>COGS101W@WONDER.EM.CDC
> .GOV wrote:
>>I am trying to obtain a copy of "The Health Education Specialist--A Self
>>Study
>>Guide for Professional Competence" by Sigrid Deeds. My order form was
>>returned
>>to me with the notation on the envelope stating, "moved, left no address."
>>
>>Does anyone have a forwarding address for Dr. Deeds or Loose Canon
>>Publications? Any help would be greatly appreciated.
>>
>>Nancy Parsons
>>Nancy_Parsons@ccmail.wiu.edu
>>
>
>I don't have an address but I thought I'd share that a couple of our
>grad students told me that they did not find the book very helpful.
>
>Shirley Haberman
===========================================================
==============
#1112
Date: Wed, 6 Dec 1995 09:21:35 -0800
From: Holly Lenz
Subject: Re: Loose Canon Publications
In- <9512060211.AA00988@ucs.orst.edu>
Hi Folks!
Regarding the CHES exam...I must agree with Dr. Deeds in that I found many
(if not all) of the questions could be answered with "It Depends."
Unfortunately...that was never one of the multiple-choice options we were
given. As a result...I found the exam highly subjective. (No...I am not a
disgruntled test-taker...I passed) But...Is this really
the best instrument for the profession? I also feel that the exam needs to
include questions regarding environmental health education and risk
communication. If we approach community health from an ecological
perspective...then shouldn't we also include environmental health in the
training for all health educators?
Holly Lenz
OSU
===========================================================
==============
#1113
Date: Wed, 6 Dec 1995 10:11:49 -0800
From: Mark Fulop
Subject: Loose Canons
With a publishing company called "loose canon publications," what do you
expect?! Anyone who knows Sig, knows what a profoundly subtle sense of
humor she has in life as well as what a profound insight she has into the
profession of health education. "It depends", is not only a tounge in
cheek answer to her book, but it is also a most profound statement of
health education as a profession. Who of us when pressed for an answer
could give "one right answer."
Perhaps the flaw of the whole credentialing process is that we have
contented ourselves with "one right answer" rather than looking for the
second right answer. Would that we all put "loose canon" after our MPH's
rather than "CHES Certified"
This 2 cents from a 4 year CHES certified educator, who did test and
pass... and who also worked with Sigrid's unpublished version of her
materials prior to testing.
_________________________________________________
Mark Fulop, MPH, Loose Canon, CHES
fulop@mail.sdsu.edu
Co-Director, Health Promotion and Education Projects
California College Health 2000 & Collegiate Health Care
WEB: http://www.sa.sdsu.edu/health/cchpage.html
===========================================================
==============
#1114
Date: Wed, 6 Dec 1995 12:20:17 -0600
From: "Dr. Brian Colwell"
Subject: Re: Loose Canon Publications
At 09:21 AM 12/6/95 -0800, you wrote:
>Regarding the CHES exam...I must agree with Dr. Deeds in that I found many
>(if not all) of the questions could be answered with "It Depends."
Agreed.
>Unfortunately...that was never one of the multiple-choice options we were
>given. As a result...I found the exam highly subjective. (No...I am not a
>disgruntled test-taker...I passed) But...Is this really
>the best instrument for the profession?
It stunk (stank? sucked?, whatever!) when I took it too!
I also feel that the exam needs to
>include questions regarding environmental health education and risk
>communication. If we approach community health from an ecological
>perspective...then shouldn't we also include environmental health in the
>training for all health educators?
I think, though, that it tried to focus primarily on process rather than
content. My version of the exam was pretty light on content.
Later!
B
Brian Colwell, Ph.D., CHES
Assistant Professor of Health Education
Texas A&M University
===========================================================
==============
#1115
Date: Wed, 6 Dec 1995 10:24:02 -0700
From: "Andrew Jenkins (Central Washington University)"
Subject: CHES
In- <01HYHEJ1DVQQ003MWP@AURORA.CWU.EDU>
On Wed, 6 Dec 1995, Holly Lenz wrote:
> Regarding the CHES exam...I must agree with Dr. Deeds in that I found many
> (if not all) of the questions could be answered with "It Depends."
> Unfortunately...that was never one of the multiple-choice options we were
> given. As a result...I found the exam highly subjective. (No...I am not a
> disgruntled test-taker...I passed) But...Is this really
> the best instrument for the profession? I also feel that the exam needs to
> include questions regarding environmental health education and risk
> communication. If we approach community health from an ecological
> perspective...then shouldn't we also include environmental health in the
> training for all health educators?
>
>
> Holly Lenz
> OSU
Nice points, Holly,
The "real world" of health education in the trenches is often different
from "Test World" where everything goes according to plan and people are
rational and predictable. (Fer instance, have you ever seen a planning
model that allows for crazy administrative decisions like: "We use this
curriculum because we've already paid for the books" or "The
administrator's godson must be made an assistant to the associate director
for the summer..."
Of course, no test can be completely comprehensive and encompass ALL that
we do in our various careers. I do agree that environmental health has
become a big part of our message as of late, however.
I was disappointed with the lack of content based items on the exam when I
took it in '91. I'm not sure if things have changed or not but it seems
to me that an entry level HE should have a fair balance of theory and
content. For example, I'd not want to hire a health educator who new how
to plan a blood pressure screening but was unable to acurately describe
hypertension and it's risks.
Andy J
>
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++++++++++++
"How a person masters his fate is far more important than what his fate is."
(Wilhelm von Humboldt)
Andrew P. Jenkins, PhD
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++++++++++++
===========================================================
==============
#1116
Date: Wed, 6 Dec 1995 14:05:00 EST
From: Rick Petosa
Subject: Re: CHES
The role delineation process and subsequent exam were designed to
focus specifically on generic competencies across settings of practice
in health education. It was a pragmatic decision to focus on "core"
competencies. There are many practical reasons for this decision. It
was explicitly decided not to focus on "content." There are also many
practical reasons for this decision.
Lets do a fantasy exercise: Imagine yourself in a warm, clean and
pleasently scented room. In the room are 200 Health Educators from
around the country (or world). Your goal is to identify the fundamental
health content essential to be credentialed for professional practice.
Discussion ensues, gradually the room "feels" less pleasent.....
rick petosa (enjoying pleasent xmas break).
===========================================================
==============
#1117
Date: Wed, 6 Dec 1995 14:11:00 EST
From: Rick Petosa
Subject: Re: CHES
ANNOUNCEMENT: Recipient of 1996 Oberteuffer Award
I am pleased to announce that Larry Green has received the Oberteuffer
Award from the School of HPER, THE ohio state University. Dr. Green
will be on campus April 1, 1996. He will present seminars in the
morning, afternoon and the Oberteuffer Lecture in the Evening.
I encourage all health educators within reasonable distance to
attend.
===========================================================
==============
#1118
Date: Wed, 6 Dec 1995 11:24:41 -0800
From: Holly Lenz
Subject: Re: CHES exam
In- <9512061835.AA18518@ucs.orst.edu>
On Wed, 6 Dec 1995, Dr. Brian Colwell wrote:
>
> I think, though, that it tried to focus primarily on process rather than
> content. My version of the exam was pretty light on content.
>
Yes...well that's my point I suppose. Coming from my perspective...
Risk Communication is process. All of the wonderful work over
the last fifteen years by Sandman, Covello, Slovik, etc. has
given us terrific insights into how to communicate with any audience
that may be feeling conflicts over the message they are receiving.
Can any school health educator talk about condoms in any school setting?
Can any community health worker talk about AIDS and STD's in any
community setting? If Lawrence Green asks us to do a social analysis
of the community we are working in...then shouldn't we also do
a communications analysis?
The National Research Council defines risk communication as "an
interactive process of exchange of information and opinion among
individuals, groups, and institutions."
Risk communication research shows us what works and what doesn't work.
These are skills that every health educator should study and practice.
Holly*
===========================================================
==============
#1119
Date: Wed, 6 Dec 1995 11:56:31 -0700
From: "Andrew Jenkins (Central Washington University)"
Subject: Re: CHES
In- <01HYHH0TGXGY003MLA@AURORA.CWU.EDU>
Ok, Rick,
I'll bite: How 'bout we ask them basic questions like those that might
appear in a health 101 course? I'd like to believe that certified HEs
could all pass my 101 final and would have no >less< understanding of
basic health essentials than the undergraduate population in general.
ok, how would we define what the content should be? How's about
reviewing all the top ten basic health texts?
Andy J :{)
(Flak jacket on--ready for in-coming from my Depreciation Club)
On Wed, 6 Dec 1995, Rick Petosa wrote:
> The role delineation process and subsequent exam were designed to
> focus specifically on generic competencies across settings of practice
> in health education. It was a pragmatic decision to focus on "core"
> competencies. There are many practical reasons for this decision. It
> was explicitly decided not to focus on "content." There are also many
> practical reasons for this decision.
> Lets do a fantasy exercise: Imagine yourself in a warm, clean and
> pleasently scented room. In the room are 200 Health Educators from
> around the country (or world). Your goal is to identify the fundamental
> health content essential to be credentialed for professional practice.
> Discussion ensues, gradually the room "feels" less pleasent.....
> rick petosa (enjoying pleasent xmas break).
>
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++++++++++++
"How a person masters his fate is far more imoprtant than what his fate is."
(Wilhelm von Humboldt)
Andrew P. Jenkins, PhD
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++++++++++++
===========================================================
==============
#1120
Date: Wed, 6 Dec 1995 15:30:00 PST
From: "Patterson, Sheila M."
Subject: Purpose of CHES Exam
Let's remember the intent of the CHES exam is to assess the mastery of the
seven areas of responsibility and their competencies and related
subcompetencies. The intent of the CHES exam was never to focus exclusively
on the content areas relevant to health education. There are, however, some
generic and entry level competencies(skills) deemed essential to health
educators across all settings.
[Refer to the Henderson and McIntosh report of 1981 or Cleary's history of
NCHEC for detailed explanation of how these responsibilities were delineated
and verified].
Programs of professional preparation use a variety of content areas as the
framework for applying and demonstrating these skills. As Ric Petosa
described, the task of determining what is THE appropriate content for
health educators is difficult to say the least. Perhaps that is why we see
speciality certificates (ie, addictions, death education). Health
educators, however, have the mastered the skills and often are "specialists
at being generalists", and able to seek additional content/knowledge
specific to their desired setting of employment.
Sheila Patterson
spatters@wcupa.edu
===========================================================
==============
#1121
Date: Wed, 6 Dec 1995 15:54:36 -0500
From: Donna Kuttner
Subject: Re: Purpose of CHES Exam
I agree with Sheila. The CHES should be able to work with a subject matter
/expert/specialist (SME) in any health education context. I don't think it is
either possible or necessary to be expert in all subject categories. For
example, I keep up to date in HIV/AIDS, Sexuality, and Mental Health. But I
could put together some expertise on diabetes education, addiction treatment,
or violence as a health risk if the position called for that expertise. My
skills are in knowing how to search the literature, contact the experts, and
work with various populations at risk. Knowing that the needs of a group in
an employee assistance plan in my city in Oregon are very different from
those of the dock workers in Houston Texas is where the expertise lies.
Donna Holberg Kuttner, PhD
dkuttner@proaxis.com
or dikuttner at aol.com
===========================================================
==============
#1122
Date: Wed, 6 Dec 1995 15:07:09 CST
From: Lisa Pogoff
Subject: Re: Purpose of CHES Exam
>Date sent: Wed, 6 Dec 1995 15:54:36 -0500
>Send reply to: The International Electronic Mail Directory for Health
Educators
>
>From: Donna Kuttner
>Subject: Re: Purpose of CHES Exam
>Originally to: HEDIR@siucvmb.bitnet
>To: Multiple recipients of list HEDIR
Yes, but do you have the skills to put together a plan to educate
communities on risks from hazardous waste sites when dealing with an
auditorium of 200 angry people? That's where traditional health
education seems to fail to meet the needs of health educators in the
environmental health education/communications field.
LP
>I agree with Sheila. The CHES should be able to work with a subject
matter
>/expert/specialist (SME) in any health education context. I don't think it is
>either possible or necessary to be expert in all subject categories. For
>example, I keep up to date in HIV/AIDS, Sexuality, and Mental Health. But I
>could put together some expertise on diabetes education, addiction treatment,
>or violence as a health risk if the position called for that expertise. My
>skills are in knowing how to search the literature, contact the experts, and
>work with various populations at risk. Knowing that the needs of a group in
>an employee assistance plan in my city in Oregon are very different from
>those of the dock workers in Houston Texas is where the expertise lies.
>
>Donna Holberg Kuttner, PhD
>dkuttner@proaxis.com
>or dikuttner at aol.com
>
Lisa Pogoff
Community Relations Coordinator
Site Assessment and Consultation Unit
Minnesota Department of Health
Phone 612/215-0916
Fax 612/215-0975
Internet: lisa.pogoff@health.state.mn.us
Work Days: M-Th
===========================================================
==============
#1123
Date: Wed, 6 Dec 1995 15:38:18 CST
From: Lisa Pogoff
Subject: CHES exam
Yes, but do you have the skills to put together a plan to educate
communities on risks from hazardous waste sites when dealing with an
auditorium of 200 angry people? That's where traditional health
education seems to fail to meet the needs of health educators in the
environmental health education/communications field.
LP
>I agree with Sheila. The CHES should be able to work with a subject
matter
>/expert/specialist (SME) in any health education context. I don't think it is
>either possible or necessary to be expert in all subject categories. For
>example, I keep up to date in HIV/AIDS, Sexuality, and Mental Health. But I
>could put together some expertise on diabetes education, addiction treatment,
>or violence as a health risk if the position called for that expertise. My
>skills are in knowing how to search the literature, contact the experts, and
>work with various populations at risk. Knowing that the needs of a group in
>an employee assistance plan in my city in Oregon are very different from
>those of the dock workers in Houston Texas is where the expertise lies.
>
>Donna Holberg Kuttner, PhD
>dkuttner@proaxis.com
>or dikuttner at aol.com
Lisa Pogoff
Community Relations Coordinator
Site Assessment and Consultation Unit
Minnesota Department of Health
Phone 612/215-0916
Fax 612/215-0975
Internet: lisa.pogoff@health.state.mn.us
Work Days: M-Th
===========================================================
==============
#1124
Date: Wed, 6 Dec 1995 17:37:22 -0500
From: terrence patrick otoole
Subject: CHES Exam and school health
In- <199512062124.QAA25224@obslave.ucs.indiana.edu>
It is quite interesting to see this discussion move from a request for an
address of Loose Canon to that of the purpose of the CHES Exam. As a
test-taker hot out of the oven (Oct 95), I find myself nodding with
virtually all of the previous responses about the exam, etc., in true
comprehensive-like HEDer fashion. Yes, there could be more of this,
yeah, there should have been less on that... (in *my* opinion)...
I do think that the presentation by Deeds was helpful to the extent that
the exam (and her publication) covered what an entry-level health
educator's *knowledge* might be given the entry-level health educator's
stated responsibilities et al. What more can one ask from the 150
structured, multiple choice format which, at best, can measure basic
application levels, (fact-oriented) knowledge or principles,
cause/effect relsps, etc., regarding school AND community health.
Other fields use a practical portion, in addition to the written,
in order to address the more analytical aspects of their content/method
appaisal process. Just commenting, not recommending.
The address from the book is:
Loose Canon Publications
PO Box 5538
Los Alamitos, CA 90721-5538
410-430-2310
QUESTION: Regarding *school health*, what might you recommend on the order
of texts/articles for preparation to take the CHES exam? We are revising
our readings list for our students (and others) who are also asking for
further
resources. Thanks for your reply!
Terry.
*************************************************
* *
* Terry O'Toole, M.Ed., M.Div., C.H.E.S. *
* Applied Health Science Dept. *
* Indiana University *
* Bloomington, IN 47405 *
* 812.855.0361 *
* totoole@indiana.edu *
* *
*************************************************
"... if you wish to believe, love." M. Buber
===========================================================
==============
#1125
Date: Wed, 6 Dec 1995 21:09:45 -0600
From: Judy Drolet
Subject: Re: Loose Canon Publications
CHES exam is NOT measuring content... rather application of areas of
responsibility/competencies/sub-competencies used at work settings in which
health educators practice. Again, let's not forget the Role Delineation
Project and subsequent work!
>At 09:21 AM 12/6/95 -0800, you wrote:
>
>>Regarding the CHES exam...I must agree with Dr. Deeds in that I found many
>>(if not all) of the questions could be answered with "It Depends."
>
>Agreed.
>
>>Unfortunately...that was never one of the multiple-choice options we were
>>given. As a result...I found the exam highly subjective. (No...I am not a
>>disgruntled test-taker...I passed) But...Is this really
>>the best instrument for the profession?
>
>It stunk (stank? sucked?, whatever!) when I took it too!
>
>I also feel that the exam needs to
>>include questions regarding environmental health education and risk
>>communication. If we approach community health from an ecological
>>perspective...then shouldn't we also include environmental health in the
>>training for all health educators?
>
>I think, though, that it tried to focus primarily on process rather than
>content. My version of the exam was pretty light on content.
>
>Later!
>B
>
>Brian Colwell, Ph.D., CHES
>Assistant Professor of Health Education
>Texas A&M University
===========================================================
==============
#1126
Date: Wed, 6 Dec 1995 21:20:44 -0500
From: Donna Kuttner
Subject: Re: Purpose of CHES Exam
Lisa:
That's where process training comes in. Dealing with conflict, communication
skills, may not be addressed as specific health education curricula. However,
individuals who intend to be community health education providers should seek
training in mediation and communication, and community assessment (which is
currently part of the levels of responsibility). I hope that the advanced
level of CHES which is being currently drafted for implementation will
address that skill along with strategic planning and management skills.
Donna Holberg Kuttner, PhD, CHES
===========================================================
==============
#1127
Date: Wed, 6 Dec 1995 21:14:57 -0400
From: Alyson Taub
Subject: CHES Exam
The credentialing system estabished by the National Commission for Health
Education Credentialing, Inc. was set up to improve the professional practice
of health education specialists. The CHES exam is only an entry point to
this system. The continuing education that is required to maintain
certification is the process by which we can all improve ourselves and should
get greater attention. I'm sure that the NCHEC would welcome constructive
comments about the exam. It has been created following a rigorous test
development process supervised by the Professional Examination Service, a
national testing agency with more than 50 years experience. The exam by
design is competency-based, rather than content-based.
-- Alyson Taub (taubal@is.nyu.edu)
===========================================================
==============
#1128
Date: Thu, 7 Dec 1995 08:34:01 -0500
From: "J. Greenberg"
Subject: Re: Loose Canon Publications
Here we go again! Years ago one of the complaints regarding the
certification process concerned the lack of content (how are health
educators different than other educators?). And, years ago there was
objection to a paper and pencil test measuring competencies (it can only
measure knowledge associated with competencies). Those of us who offered a
cautious note regarding the certification process (not certification
itself) asked for consideration of these issues before widely applying the
process. Alas, we were taken out back and tarred and feathered (the
feathering was sort of exciting). The more things go around....
Peace and Health,
Dr. Jerrold S. Greenberg
Universty of Maryland
Department of Health Education
HHP Building, Valley Drive
College Park, MD 20742
(301) 405-2524
===========================================================
==============
#1129
Date: Thu, 7 Dec 1995 09:00:24 -0500
From: mkelley@SELU.EDU
Subject: Re: CHES
In- <01HYHL5MM55U9GWKYK@selu.edu>
The phrase "generic competencies across setting of practice in health
education" was not one that came to my mind as I reviewed (mentally, of
course) the exam that I given. My version of the exam had nothing about
college health promotion, very little about worksite health promotion,
and what appeared to be "token" questions about school health. There
were some competencies which were also under represented, for example, I
found only 4 questions that I could identify as being related in any way
to evaluation.
On Wed, 6 Dec 1995, Rick Petosa wrote:
> The role delineation process and subsequent exam were designed to
> focus specifically on generic competencies across settings of practice
> in health education. It was a pragmatic decision to focus on "core"
> competencies. There are many practical reasons for this decision. It
> was explicitly decided not to focus on "content." There are also many
> practical reasons for this decision.
> Lets do a fantasy exercise: Imagine yourself in a warm, clean and
> pleasently scented room. In the room are 200 Health Educators from
> around the country (or world). Your goal is to identify the fundamental
> health content essential to be credentialed for professional practice.
> Discussion ensues, gradually the room "feels" less pleasent.....
> rick petosa (enjoying pleasent xmas break).
>
===========================================================
==============
#1130
Date: Thu, 7 Dec 1995 07:12:24 -0800
From: patricia fabiano
Subject: Re: Loose Canon Publication
In- <9512071340.AA03618@henson.cc.wwu.edu>
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~
Patricia Fabiano,
Assoc. Dir. for Primary Prev. & Health Promotion
Counseling, Health, & Wellness Services phone: 360-650-3074
Western Washington University fax: 360-650-7308
Bellingham, WA 98225-9091 e-mail:fabiano@henson.cc.wwu.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~
===========================================================
==============
#1131
Date: Thu, 7 Dec 1995 07:51:08 -0700
From: "Andrew Jenkins (Central Washington University)"
Subject: Friday Inspiration
Friends and Fellows,
What a beautiful winter morning today! Icey arctic air and a new moon.
The perfect day to launch my winter break. There's a fresh snow on the
ground, the decorations are up, and the Holidays are here! I'm hoping to
spend my days afoot and my evenings by the fire.
This little poem by Margurite Kingman paints the picture purfectly.
Autumn Song
The firelight glows,
The embers sigh,
We dream and
Doze--
The cat and I.
The kitten purrs,
The kettle sings,
The heart remembers
Little things.
See you next year!
Andy J :{)
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++++++++++++
"Time goes, you say? Ah, no! Alas, Time stays, we go." (Austin Dobson)
Andrew P. Jenkins, PhD
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++++++++++++
===========================================================
==============
#1132
Date: Thu, 7 Dec 1995 09:52:21 CST
From: Bill Cissell
Subject: Making the CHES Exam Better
Brian, Holly, Andy, and Other Critics of the CHES Exam:
You have the ideal experience and knowledge to make the CHES exam better.
Please write to:
The National Commission for Health Education
Credentialing, Inc.
@ Professional Examination Service
475 Riverside Drive, Suite 740
New York, NY 10115
or call: (212) 870-2047
and volunteer to assist in revising the exam. I am sure that the content
experts who formulated the test items in the past and the test design experts
at PES will be in awe of your abilities and the entire field will adore you
for
the wonderful results that you will achieve.
Bill D_Cissell@venus.twu.edu
===========================================================
==============
#1133
Date: Thu, 7 Dec 1995 11:18:00 EST
From: Rick Petosa
Subject: Re: Loose Canon Publications
Dr. Greenberg writes:
> Here we go again! Years ago one of the complaints regarding the
> certification process concerned the lack of content (how are health
> educators different than other educators?). And, years ago there was
> objection to a paper and pencil test measuring competencies (it can only
> measure knowledge associated with competencies). Those of us who offered a
> cautious note regarding the certification process (not certification
> itself) asked for consideration of these issues before widely applying the
> process. Alas, we were taken out back and tarred and feathered (the
> feathering was sort of exciting). The more things go around....
I attended a few of the national meetings where Dr. Greenberg and others
raised these important issues. However, these issues are very complex
and contentious (again...I challenge anyone to bring together a
representative group of H.E. and develop consensus on "content."
Ultimately societal needs/capability/political will sets the health
education agenda, hence the content expertise needed. Content expertise
must rapidly evolve to meet this agenda. Practically speaking, it would
be difficult to develop a content-based tool with a half-life greater
than 1 year.
On the issue of what makes H.E. different from other educators?
What makes use different from community health nurses, social workers,
health psychologists, counselors of many types, etc.... well, there may
be more similarities than differences. But I would argue what makes us
different is our professional commitment to:
1. Public Health goals which have a substantial
2. lifestyle/social action dimension that is addressed by
3. education and community empowerment strategies.
A/ Does this make us unique? to a large extent.
B/ Does this require content expertise? Sure...alot of it.
C/ Does this require Process skills? to a massive extent.
Does it logically follow that those souls so inclined may take the
initiative to develop "content" oriented measures/certification
procedures?
Are there H.E.'s developing alternatives to the paper and
pencil CHES exam?
Does the current credentialling system prevent folks from making these
contributions? Nyet, No, Negative,
Arm Chair critics...rise and shine...get busy...we need you.
rick petosa
===========================================================
==============
#1134
Date: Thu, 7 Dec 1995 11:32:00 EST
From: Rick Petosa
Subject: Re: CHES
> The phrase "generic competencies across setting of practice in health
> education" was not one that came to my mind as I reviewed (mentally, of
> course) the exam that I given. My version of the exam had nothing about
> college health promotion, very little about worksite health promotion,
> and what appeared to be "token" questions about school health. There
> were some competencies which were also under represented, for example, I
> found only 4 questions that I could identify as being related in any way
> to evaluation.
1. What was measured? What areas or competencies were over represented?
2. How long would the exam be if it sampled equally across all seven
competency areas and completely assessed all aspects of each area?
rick petosa B.C.H.E.S.A.
Basic Certified Health Education Specialist Apologist :-))))))
===========================================================
==============
#1135
Date: Thu, 7 Dec 1995 10:58:59 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: State of the HEDIR
--=====================_818359085==_
Content-Type: text/plain; charset="us-ascii"
--=====================_818359085==_
Content-Type: text/plain; charset="us-ascii"
Content-Disposition: attachment; filename="STATE"
Fellow HEDIRs:
With the end of another year upon us, I would like to take
a few minutes to thank all of you for your support in the
smooth operations of the HEDIR listserv. For those of us
who have been with this from the very beginning, there
has been a tremendous "maturity" on this listserv. I would
like to take this opportunity to have somewhat a "State of the
HEDIR".
As we complete our second complete year on the HEDIR
listserv, it's important to note the increase of participation.
The November/December 1995 Journal of Health
Education has an article on a content analysis of the
HEDIR messages for the first year of 1994. I believe it
stated that there were nearly 390 messages sent via
HEDIR during that year. As of this date, there has been
over 1300 messages on the HEDIR for 1995. The
enrollment on the e-mail directories at the end of 1994
was approximately 300 people...as of this date, it is over
700. The listserv has over 950 members (remember many
people are not eligible to be listed in the directories but
still want to observe the messages from HEDIR).
In 1994 approximately 20% of all HEDIR messages could
be categorized as "errors"...individuals using the HEDIR
to send private memos. I don't have a figure for 1995 but
it is apparent that the misuse of the HEDIR to send private
messages is now very low. That is due to a number of reasons:
1) more sophisicated understanding of the listserv's purpose;
2) stricter requirements of subscribers before being subscribed;
3) a change in the configuration preventing people from "replying"
to any HEDIR message (that configuration has now been changed
back to the original setting so one can now reply to a HEDIR message).
As we enter 1996 this list will continue to provide an
outlet for all health educators--at universities,
community/public agencies/organizations, government
facilities, and in public schools. Although the list is still
lopsided in favor of university faculty, I foresee the
proportions balancing out within the next couple years
when more agencies have access to e-mail.
It is hoped that during 1996 I will be able to secure some
type of funding to hire a graduate assistant (preferably a
doctoral student so I don't have to retrain them on a
regular basis) who can take over the day to day
operations. I am spending approximately 2 1/2-3 hours a
day monitoring this system. I have some other professional ideas
that I would like to expand on, but at this time I don't have the
time. I have grappled with a wide variety of ideas ranging from
asking for a small donation from subscribers, to receiving
a grant, to seeking a sponsor (e.g., book publisher).
If any of you have ideas I would love to hear about it.
One of my weak areas is that I am not very good at asking
for money or selling things. Basically what I would need is
somewhere between $12,000 and $15,000 (this is in line with
doctoral assistantships of approximately $1,000 a month here
at SIU).
Other issues that I foresee developing over the next year is
how people will view the discussions on the listserv. A
few days ago Andy Jenkins wrote something in his regular
Friday inspirations that Bill Cissell good-naturedly
questioned. It's not really important what the issue was
about, but it heightened the fact that e-mail is a different
type of communication. It is difficult to know when somebody
is kidding, or the mood of the person writing the response. Some
people put various symbols to try to show their mood, but such attempts
are limited. In addition, when one realizes that this list is being
monitored by many people outside the health education profession,
many of the comments made during our conversations can be taken
out of context. This is not to say that we should not continue with
our discussions of important issues, but we all need to realize that anything
stated on the HEDIR listserv should be considered public information.
I have had an individual share with me that there is concern that
people are saying things that may be viewed negatively by groups
outside the HEDIR or the profession. A part of me is concerned
that this could lead to some problems, but another part of me says not to
worry--anybody can take anything out of context. For
example, when I listened to Larry Green's excellent talk in
the mid-80s as the AAHE Scholar (forgive me Larry, I
forget the exact date) I am sure that I could take
something out of context that could embarrass Larry or
the profession. Of course, as professionals we always
need to keep in mind the context of whatever has been
said. Yet the HEDIR listserv is under scrutiny by many
who feel that the profession is not yet mature enough to
engage in open dialogue through a mechanism such as
HEDIR. My advice has always been and will continue to
be, to remember that the words written on the HEDIR list
is public information...use your humor, encourage diverse
thinkings, but keep in mind that some of the things you
say could be viewed negatively. I would hate to see the
HEDIR revert to just a mechanism to announce jobs and
calls for papers. I believe it is important for all
subscribers to feel comfortable in voicing their opinions.
Many of the HEDIR subscribers do not have any other
outlet--many do not (or cannot afford) attend national
conferences. This is one of their ways to keep
professionally up-to-date.
Another issue that will need to be dealt with is regarding
the inappropriate use of the HEDIR to advertise non-
health related products. As of this time, SIU does not
have the capability of "editing" the list. I'm hoping that
as my university replaces their older computing system
that this option will be available. That will allow us to
stop the advertisements from being sent. Of course, I
approve of those "ads" that are for the good of the
profession...whether it be promoting journals, special
books, conferences, or other health education resources.
Usually these people are very self-conscious about
sending such messages and typically these people usually
send them to me first. If you need to promote something
and are in doubt, send it to me first and I'll give you my
opinion.
You know, when I began my profession in health
education, I never dreamed that it would move into this
aspect. I'm looking forward to the next few years to see
how technology can advance our profession. We're on
the forefront of it and I can only encourage you to keep
spreading the word about HEDIR and the e-mail
directories. Hope you all have a nice winter break, happy holidays
and I wish you well for 1996.
Mark Kittleson
--=====================_818359085==_
Content-Type: text/plain; charset="us-ascii"
________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
--=====================_818359085==_--
===========================================================
==============
#1136
Date: Thu, 7 Dec 1995 11:16:40 CST
From: Bill Cissell
Subject: Re: Loose Canon Publications
Jerry:
I am curious. I was a member of the National Task Force. My memory is one in
which dialog occurred. I do remember that some of your remarks during the
closing session of the "Second Bethesda Conference" may have been limited due
to time constraints. However, I do not remember any effort among the members
of the National Task Force to deny anyone the opportunity to criticize the
the design of the National Commission, the credentialing process, or the
examination.
I recall you stating during the "Second Bethesda Conference" that
the proposed credentialing agency should be established quickly, suggesting
that this be done within two years. You also recommended that individuals
serving on the National Task Force not continue as leaders of the
credentialing
agency. After I became a member of the National Task Force in June 1986, I
pushed vigorously to deliver on these two recommendations. The National
Commission was established by June of 1988 and a process was established to
elect its leadership, assuring that those serving on the National Task Force
would not become long term leaders of the National Commission.
Yes, you and others wrote letters to colleagues and newsletter editors
requesting a moritorium on the establishment of the National Commission, which
contradicted your recommendation during the "Second Bethesda Conference."
Before and after the call for a moritorium, members of the National Task Force
appeared on the programs of ASHA, AAHE, SOPHE, and APHA nationally and at
state
and regional professional meetings. During these appearances, the anticipated
actions were described and dialog was encouraged. Reports of National Task
Force activities were routinely submitted to the editors of the newsletters of
the organizations represented by the Coalition of National Health Education
Organizations and opinions of professional health educators were invited.
Members of the National Task Force received lots of communications during this
period of time. The bulk of it supported your recommendations at the "Second
Bethesda Conference" rather than the one for a moritorium.
While your suggestion that you were punished for seeking to change the pace
and
direction of the activities of the National Task Force is humorous in its
style,
it does not match my perceptions of what happened. If you were tarred and
feathered, I missed the party and that disappoints me immmensely.
Bill D_Cissell@venus.twu.edu
Date: Thu, 7 Dec 1995 08:34:01 -0500
From: "J. Greenberg"
Subject: Re: Loose Canon Publications
Here we go again! Years ago one of the complaints regarding the
certification process concerned the lack of content (how are health
educators different than other educators?). And, years ago there was
objection to a paper and pencil test measuring competencies (it can only
measure knowledge associated with competencies). Those of us who offered a
cautious note regarding the certification process (not certification
itself) asked for consideration of these issues before widely applying the
process. Alas, we were taken out back and tarred and feathered (the
feathering was sort of exciting). The more things go around....
Peace and Health,
Dr. Jerrold S. Greenberg
Universty of Maryland
Department of Health Education
HHP Building, Valley Drive
College Park, MD 20742
(301) 405-2524
===========================================================
==============
#1137
Date: Thu, 7 Dec 1995 12:30:50 -0600
From: Laurie Schierer
Subject: Re: State of the HEDIR
>
>You know, when I began my profession in health
>education, I never dreamed that it would move into this
>aspect. I'm looking forward to the next few years to see
>how technology can advance our profession. We're on
>the forefront of it and I can only encourage you to keep
>spreading the word about HEDIR and the e-mail
>directories. Hope you all have a nice winter break, happy holidays
>and I wish you well for 1996.
>
>Mark Kittleson
>
Many thanks Mark. You are not only a great scholar, but a gentle man.
Happy Holidays.
PS I would be willing to pay a subscription fee ($15,000 divided by 700 =
$21, say $25). Hardly the gas to statewide meeting.
Laurie Schierer, MS, CHES
HIV Prevention Project
Illinois State University
fax: 309.438.3813
e-mail: lshierer@rs6000.cmp.ilstu.edu
phone: 309.438.5435
===========================================================
==============
#1138
Date: Thu, 7 Dec 1995 15:38:28 -0500
From: AAHE
Subject: Limiting Children's Access to Tobacco
The date for comments to be sent to the FDA on supporting limiting
children's access & attraction to tobacco has been extended to Jan 2,
1996. Please write or call your representatives and senators urging your
strong support for Food and Drug Administration actions to protect
children and teenagers from tobacco. Comments may be seen directly to
FDA at this address:
Dockets Management Branch (HFA-305)
Food and Drug Administration
Room 1-23
12420 Parklawn Drive
Rockville, MD 20857
===========================================================
==============
#1139
Date: Thu, 7 Dec 1995 15:21:19 CST
From: Bill Cissell
Subject: Additional Response to the "tarred and feathered"
Jerry:
Subsequent to my earlier response to your "tarred and feathered" message, I
had
a telepone conversation with Pete Cortese. He is not a subscriber of HEDIR,
but requested that I make clear that the National Task Force for Preparation
and Practice of Health Educators was deliberate and conscientious in its
efforts to determine the preferences of professional health educators relative
to the establishment of the National Commission for Health Education
Credentialing. Following the "Second Bethesda Conference," The Task Force
surveyed the profession, by correspondence with the leadership of the
professional societies and professional preparation programs, to determine
their preferences about credentialing issues. The National Task Force
perceived the results to be a mandate to pursue the course it took.
Pete also expressed surprise that critics of the CHES exam were requesting
that
knowledge of health facts be tested. New research findings make yesterday's
facts today's errors or misconceptions. We need to focus on preparing health
education specialists in the skills of acquiring the most current facts,
verifying their accuracy, and guiding learners in using them wisely.
It is more important for health educators to teach learners how to determine
the accuracy of the information they receive than to teach them specific
facts.
Given that the Department of Health Education, University of Maryland, has
prided itself on emphasizing health behavior versus factual content, it is
surprising that one of its favorite sons is calling for the testing of the
knowledge of health facts.
Hopefully, I have done justice to Pete's points of concern. If not, maybe one
of the other former members of the National Task Force will take up the baton,
or is it the tar brush, and complete this effort.
Bill D_Cissell@venus.twu.edu
===========================================================
==============
#1140
Date: Thu, 7 Dec 1995 15:05:47 -0700
From: Donna Champeau
Subject: Job announcement
POSITION: Health Educator, Department of Health, Physical Education
and Recreation; Tenure Track.
QUALIFICATIONS: An earned doctorate in health education; public
school teaching experience in health; ability to teach courses in health
curriculum and instruction and other health related content areas.
RESPONSIBILITIES: Teach a variety of health education courses; advise
undergraduate and graduate students; conduct applied research.
RANK AND SALARY: Commensurate with qualifications and experience.
EFFECTIVE Date: August 19, 1996
APPLICATION: Send letter of application, resume, transcripts, and three
letters of recommendation to:
Chair, Search Committee
Department of HPER
Boise State University
Boise, ID 83725
DEADLINE: Screening will commence March 1, 1995 and continue until
the position is filled.
GENERAL INFORMATION: Boise State University is in an urban setting
that is a dynamic center of business and government. University
enrollment is approximately 15.000. The Department of HPER has 13
full-time faculty and offers bachelor's degrees in Physical Education and
Athletic Training, and a master's degree in Exercise and Sports Studies.
The programs currently enroll approximately 375 undergraduate and 50
graduate students.
Boise State University is strongly committed to achieving excellence
through cultural diversity. The University actively encourages
applications and nominations of women, persons of color, and members
of other underrepresented groups. EOE/AA Institution.
===========================================================
==============
#1141
Date: Thu, 7 Dec 1995 15:56:06 -0600
From: "Renae D. Cunnien, Ph.D."
Subject: HOSPITAL PATIENT ED.
As the Patient Education Director of a multi-specialty clinic which is about
to build a hospital, I have been asked to develop a proposal for my "vision"
of patient education in a hospital setting. In essence, this will be a wish
list. One of the many vehicles we are considering is computer assisted
instruction via videodisc. If anybody is aware of any companie who produce
such systems, I would appreeciate hearing from you. I am familiar with a few,
but would appreciate hearing of others, especially those which are currently
being used by some of your facilities. Please send your response to me at
MRA7700%ROCVM@mrp.mayo.edu
Thank you!
Renae Cunnien
Mayo Clinic Scottsdale
Scottsdale, AZ
P.S. It's 75 here today for those of who who are wondering...........
===========================================================
==============
#1142
Date: Thu, 7 Dec 1995 16:07:44 -0600
From: Laurie Schierer
Subject: Getting info from parents
I am involved in a project with a local high school to develop their
STD/HIV prevention education program. We are working to include peer
education as well as a curriculum infusion approach. This high school is
located in a very small town, rural setting. We have had many problems in
the past trying to develop programs in this setting because of conservative
reaction. I use the American Cancer Society Gallop Poll results to suggest
that most parents support the development of educational material to STD
and HIV prevention. We are spending a lot of time in advocacy to gain
community support before we even begin. I have suggest we survey parent to
get their reaction to our proposal before we even begin. My hypothesis is
that a survey will document the silent approving majority and minimize the
affect of a vocal minority. This program will have a diverse steering
committee that includes teachers, administrators, students, parents, and
agency representatives.
(sorry for this long build up) My request is this: Does anyone have an
instrument or are you aware of an instrument that we could use in crafting
our parent survey?
I will be glad to post any resources sent to me. Thanks.
Laurie Schierer, MS, CHES "Do what's right, not what's
Illinois State University convenient..."
HIV Prevention Project
5300 College of Education
Normal, IL 612790-5300
(309) 438-5435
fax: 438-3813
e-mail: lshierer@rs6000.cmp.ilstu.edu
Laurie Schierer, MS, CHES
HIV Prevention Project
Illinois State University
fax: 309.438.3813
e-mail: lshierer@rs6000.cmp.ilstu.edu
phone: 309.438.5435
===========================================================
==============
#1143
Date: Thu, 7 Dec 1995 16:27:35 CST
Comments: Converted from PROFS to RFC822 format by PUMP V2.2X
From: Joyce Morris
Subject: Re: CHES exam discussion
As I read the discussion about the CHES exam I am struck by the severe
lack of knowledge and understanding about tests and measurements it
reflects. Well crafted multiple choice exams can be very powerful
in measuring far more than simple factual knowledge. Since I have
not seen the exam I cannot tell you whether it does this. However
I can tell you that the comments made about the CHES exam are the
same ones made by my students who have had no training in how
to create tests and measurements. The questions they complain about
are very good at discriminating between those who understand the
concepts and can use them and those student who simply know a lot
of isolated facts.
Joyce Morris
Health Services Organization and Policy
Wichita State University
===========================================================
==============
#1144
Date: Thu, 7 Dec 1995 18:01:45 -0500
From: WESSELMT@VAX1.ACS.JMU.EDU
Subject: Re: CHES exam discussion
I would invite Joyce Morris to take a look at the CHES exam for starters.
She could also provide her superior knowledge and expertise to the rest of
us who are so uninformed and misguided about testing and measurement. We can
all learn.
Sincerely,
Terry Wessel
Department of Health Sciences
James Madison University
Harrisonburg, VA
===========================================================
==============
#1145
Date: Thu, 7 Dec 1995 15:45:26 -0800
From: Lisa Gilbert
Subject: Re: HOSPITAL PATIENT ED.
In- <199512072249.OAA18142@crow.csrv.uidaho.edu>
I recently ordered, received, previewed, and used a videodisk titled "The
Living Body: Aging" in my "Basic Health" class. Several other colleagues
previewed it, as well, and we all agreed (students included) it was well
done. I was impressed with the combination of scientific facts, physiology,
psychology, and entertainment provided. It was 26 minutes long, and only one
($129) in a series of 26 topics available ($2995). The vendor is:
Films for the Humanities and Sciences/ 800 257-5126.
Lisa Gilbert, Ph.D.
University of Idaho
On Thu, 7 Dec 1995, Renae D. Cunnien, Ph.D. wrote:
> As the Patient Education Director of a multi-specialty clinic which is
about
> to build a hospital, I have been asked to develop a proposal for my
"vision"
> of patient education in a hospital setting. In essence, this will be a wish
> list. One of the many vehicles we are considering is computer assisted
> instruction via videodisc. If anybody is aware of any companie who produce
> such systems, I would appreeciate hearing from you. I am familiar with a
few,
> but would appreciate hearing of others, especially those which are
currently
> being used by some of your facilities. Please send your response to me at
> MRA7700%ROCVM@mrp.mayo.edu
> Thank you!
> Renae Cunnien
> Mayo Clinic Scottsdale
> Scottsdale, AZ
>
> P.S. It's 75 here today for those of who who are wondering...........
>
===========================================================
==============
#1146
Date: Thu, 7 Dec 1995 18:12:43 -0700
From: Judy Hancock
Subject: Re: HOSPITAL PATIENT ED.
> As the Patient Education Director of a multi-specialty clinic which is about
> to build a hospital, I have been asked to develop a proposal for my "vision"
> of patient education in a hospital setting. In essence, this will be a wish
> list. One of the many vehicles we are considering is computer assisted
> instruction via videodisc. If anybody is aware of any companie who produce
> such systems, I would appreeciate hearing from you. I am familiar with a
few,
> but would appreciate hearing of others, especially those which are currently
> being used by some of your facilities. Please send your response to me at
> MRA7700%ROCVM@mrp.mayo.edu
> Thank you!
> Renae Cunnien
> Mayo Clinic Scottsdale
> Scottsdale, AZ
>
> P.S. It's 75 here today for those of who who are wondering...........
Remember to check out our HIV and alcohol education programs. They can be
downloaded free from: http://www.ualberta.ca/~jhancock/HealthEd.html
P.S. - It's minus 30 here today!! (and windy)
Judy Hancock
Health Education Coordinator
University of Alberta Health Services
111 St. & 88 Avenue
Edmonton, Alberta, Canada T6G 2R1
email: jhancock@gpu.srv.ualberta.ca
http://www.ualberta.ca/~jhancock/HealthEd.html
===========================================================
==============
#1147
Date: Fri, 8 Dec 1995 08:36:48 GMT+0200
From: " ANSA.OJANLATVA@UTU.FI"
Subject: Re: Additional Response to the "tarred and feathered"
In- Your message dated "Thu,
07 Dec 1995 15:21:19 -0600 (CST)"
<01HYJNHEF7EI9ZQ822@sara.cc.utu.fi>
To Bill and others concerned about "content/knowledge"...
As a part of my health education ethics -class (for medical students), I use
the delphi technique in assessing current important issues as the participants
perceive them. This year, as requested by students, I am also in the process
of
completing one with our teaching/researching physicians, and what seems to be
surfacing is a combination of: (translated) "giving adequate information to
the
patient" and "appropriateness of knowledge for health education" (among 21) as
top priorities, the last one way above others. At the same time, there is
concern about "correct knowledge" among the students as well.
Is the emphasis on content a sign of the times --not necessarily in itself but
as a part of another important (perhaps unidentified) issue? I have also
pondered ...whether there is an increased demand on being able to assess the
appropriateness of research results, or whether we are on the verge of another
surge into more specialization. Listening e.g. to the findings of the latest
HPV (Human papillomavirus) investigations, it seemed evident that without new
content emphasis, a generalist health educator would not understand the real
impact of selected types of HPV (e.g. 16, 18, 32 or 33). The need for addional
information is turning to sophisticated molecular biology. If we were to
prevent illness as a part of health education, the matter cannot be omitted.
I would take the need for content seriously and discuss it --but perhaps on a
different level. It seems to me that (in reality) application skill of the
Bloom's taxonomy is crossing all other levels. This first surfaced in our
seminar discussion among Scandinavian medical educators this September but I
did not realize the impact when I asked for a clarification on an issue then.
This would also appear to mean that learning "in order of importance" would
seem less significant.
It may be that the core issues need to regrounded or restructured. Which is
it?
The discussion seems important to me and new leadership on this may be needed.
Ansa.
************************
Ansa Ojanlatva, PhD, CSE
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
(Please note the new "zip" code and telephone/fax "prefix")
************************
===========================================================
==============
#1148
Date: Fri, 8 Dec 1995 02:18:44 -0500
From: Ric Loya
Subject: Re: State of the HEDIR
and HEDIR did inspire the California Association of School Health Educators
to come up with a home page for "health teachers" (aka "school health science
teachers" aka "school health educators") at http://www.caprica.com/~cashe/
It's best to use a fast modem as there are color photos to be transmitted.
The focus of the cashe homepage is to meet the needs of health teachers in
grades 6-12. Season's greetings to all and thanks Dr. Mark for your gift of
inspiration. CASHE...
===========================================================
==============
#1149
Date: Fri, 8 Dec 1995 10:14:25 -0500
From: "stephen c. goodwin"
I obviously agree with many of the comments I read over the directory and
disagree with others. However, I do not understand the pettiness and
sarcasm that has been voiced over the recent CHES discussion. Dialog is
healthy and I do not believe personal attacks in the form of sarcasm are
necessary. Why can't we keep this on a more professional level and
discuss the issues and avoid public attacks. If you want to attack
someone in that matter do so privately.
Just an opinion.
Hope everyone enjoys the semester break and holiday season.
Steve Goodwin, Univ. of Del.
goody@strauss.udel.edu
===========================================================
==============
#1150
Date: Fri, 8 Dec 1995 12:12:19 -0600
From: Laurie Schierer
>I obviously agree with many of the comments I read over the directory and
>disagree with others. However, I do not understand the pettiness and
>sarcasm that has been voiced over the recent CHES discussion. Dialog is
>healthy and I do not believe personal attacks in the form of sarcasm are
>necessary. Why can't we keep this on a more professional level and
>discuss the issues and avoid public attacks. If you want to attack
>someone in that matter do so privately.
>
>Just an opinion.
>
I would like to support this comment. I realize that sometimes messages
look harsher in print than they were intended by the sender. These
attacks, however, are not only unprofessional but have a detrimental affect
on the listserv. Those of us who are more faint of heart than Andy and
others are less likely to post if we fear hostile responses.
Laurie Schierer
Laurie Schierer, MS, CHES
HIV Prevention Project
Illinois State University
fax: 309.438.3813
e-mail: lshierer@rs6000.cmp.ilstu.edu
phone: 309.438.5435
===========================================================
==============
#1151
Date: Fri, 8 Dec 1995 12:19:29 CST
From: Bill Cissell
Subject: Subcription Rate for HEDIR
I would like to support the recommendation of Laurie Schierer. We could have
a
staggered rate if we want to give students a break. I would be willing to pay
in the range of $30 to $50 as an annual fee and permit students to subscribe
free or pay a token subscription rate, possibly $5.00.
Bill D_Cissell@venus.twu.edu
===========================================================
==============
#1152
Date: Fri, 8 Dec 1995 02:42:59 +0700
From: Danny Ballard
Subject: Re: Not so clever or funny
Stephen and Laurie certainly have my support regarding the unnecessary and
not so clever or funny sarcastic remarks directed to our fellow health
educators who have written to express a thought or opinion on playing field
we all can share: the HEDIR. Surely we can express ourselves without the
concern of being riduculed publicly before our peers. This is an excellent
forum for professional questions, comments, and editorials and for the very
welcome, Friday Inspirations!! Why not respond to others' statements of
facts and opinions with our own important facts and opinions, but not in a
sarcastic manner!?!
Now I feel better already.
Enjoy the holidays and may you all be with the ones you love.
Danny Ballard
>>I obviously agree with many of the comments I read over the directory and
>>disagree with others. However, I do not understand the pettiness and
>>sarcasm that has been voiced over the recent CHES discussion. Dialog is
>>healthy and I do not believe personal attacks in the form of sarcasm are
>>necessary. Why can't we keep this on a more professional level and
>>discuss the issues and avoid public attacks. If you want to attack
>>someone in that matter do so privately.
>>
>>Just an opinion.
>>
>I would like to support this comment. I realize that sometimes messages
>look harsher in print than they were intended by the sender. These
>attacks, however, are not only unprofessional but have a detrimental affect
>on the listserv. Those of us who are more faint of heart than Andy and
>others are less likely to post if we fear hostile responses.
>
>Laurie Schierer
>
>Laurie Schierer, MS, CHES
>HIV Prevention Project
>Illinois State University
>fax: 309.438.3813
>e-mail: lshierer@rs6000.cmp.ilstu.edu
>phone: 309.438.5435
Dr. Danny J. Ballard
Associate Professor-Health
Texas A&M University
College Station, TX 77843-4243
phone (409) 845-7649
Fax (409) 847-8987
===========================================================
==============
#1153
Date: Fri, 8 Dec 1995 15:02:40 -0500
From: AAHE
Subject: National Congress
A reminder to all of you who will be attending the National Congress of
Institutions Preparing Graduate Health Educators in Dallas, TX February
8-10, 1996 - make sure you make your hotel reservations before January 2,
1996 by calling the Hyatt Hotel - at 214-453-1234. The hotel will
release the block of rooms we are holding on that date and cannot
guarrantee room availability after that time. For those of you
making airline reservations, Registration will
open at 5:30 p.m. on Feb. 8th and the first session will begin at 7 p.m.
If you have any questions, please call Aileen Frazee at AAHE at 703-476-3420.
HIV Project
Association for the Advancement of Health Education
===========================================================
==============
#1154
Date: Fri, 8 Dec 1995 13:20:00 PST
From: "Brey, Rebecca Ann"
Subject: FW: Request for Teaching Ideas--1996 Teaching Techniques Forum
----------
The Health Educator Section of the American School Health Association is
soliciting abstracts of original, innovative, and dynamic teaching
techniques for presentation at the 1996 National School Health Conference of
the American School Health Association in St. Louis, Missouri. Published
material or techniques intended for commercial purposes will not be
considered.
Guidelines:
Abstracts must include a separate page with the title or the technique,
author's name and affiliation, mailing address, and telephone number. The
abstract must include:
1) A clear statement of the teaching technique's intended educational
objectives, 2) A clear statement of the teaching technique's appropriate
grade level, 3) A clear and detailed description of the content to be
presented as well as methods used to implement the technique, 4) Necessary
materials and aids for implementing and processing the technique, 5) A brief
curriculum vitae (two pages maximum for ALL authors), and 6) Four copies of
all application material.
Abstracts must be no longer than TWO, double-spaced typewritten pages.
Selection:
In evaluating the abstracts, a blind review system will give preference
to techniques that:
- Can be used in one class period,
- Are innovative and involve the active participation of the
learner,
- Are original and have never been published, and
- Can be presented at the Conference within a 20-minute period.
If not selected for a Teaching Techniques Forum presentation, abstracts
will be considered for a Poster or Roundtable format. Please indicate your
preference. No audiovisual equipment will be available for these sessions;
handout materials are strongly suggested.
Deadline:
Abstracts must be RECEIVED by February 1, 1996.
Submission:
Please send abstracts to:
Rebecca A. Brey, Ph.D.
Assistant Professor
Department of Health, South Campus
West Chester University
West Chester, PA 19383
===========================================================
==============
#1155
Date: Fri, 8 Dec 1995 17:57:00 -0600
From: Judy Drolet
Subject: Re: CHES exam discussion
The Professional Examination Service staff would be pleased (and agree
with) your comments. Emphasis during test construction was placed on
addressing higher level taxonomy skills. Any particular version of the
exam may randomly include fewer or lesser of certain competencies and/or
higher skills-based questions.
>As I read the discussion about the CHES exam I am struck by the severe
>lack of knowledge and understanding about tests and measurements it
>reflects. Well crafted multiple choice exams can be very powerful
>in measuring far more than simple factual knowledge. Since I have
>not seen the exam I cannot tell you whether it does this. However
>I can tell you that the comments made about the CHES exam are the
>same ones made by my students who have had no training in how
>to create tests and measurements. The questions they complain about
>are very good at discriminating between those who understand the
>concepts and can use them and those student who simply know a lot
>of isolated facts.
>
>Joyce Morris
>Health Services Organization and Policy
>Wichita State University
===========================================================
==============
#1156
Date: Fri, 8 Dec 1995 17:12:31 -0600
From: Administrator
Subject: Message not deliverable
WARNING - Original "From:" field length exceeds cc:Mail maximum.
Field truncated for delivery. Reply may or may not work.
Original "From:" field was:
I obviously agree with many of the comments I read over the directory and
disagree with others. However, I do not understand the pettiness and
sarcasm that has been voiced over the recent CHES discussion. Dialog is
healthy and I do not believe personal attacks in the form of sarcasm are
necessary. Why can't we keep this on a more professional level and
discuss the issues and avoid public attacks. If you want to attack
someone in that matter do so privately.
Just an opinion.
Hope everyone enjoys the semester break and holiday season.
Steve Goodwin, Univ. of Del.
goody@strauss.udel.edu
===========================================================
==============
#1157
Date: Fri, 8 Dec 1995 17:12:29 -0600
From: Administrator
Subject: Message not deliverable
WARNING - Original "From:" field length exceeds cc:Mail maximum.
Field truncated for delivery. Reply may or may not work.
Original "From:" field was:
Stephen and Laurie certainly have my support regarding the unnecessary and
not so clever or funny sarcastic remarks directed to our fellow health
educators who have written to express a thought or opinion on playing field
we all can share: the HEDIR. Surely we can express ourselves without the
concern of being riduculed publicly before our peers. This is an excellent
forum for professional questions, comments, and editorials and for the very
welcome, Friday Inspirations!! Why not respond to others' statements of
facts and opinions with our own important facts and opinions, but not in a
sarcastic manner!?!
Now I feel better already.
Enjoy the holidays and may you all be with the ones you love.
Danny Ballard
>>I obviously agree with many of the comments I read over the directory and
>>disagree with others. However, I do not understand the pettiness and
>>sarcasm that has been voiced over the recent CHES discussion. Dialog is
>>healthy and I do not believe personal attacks in the form of sarcasm are
>>necessary. Why can't we keep this on a more professional level and
>>discuss the issues and avoid public attacks. If you want to attack
>>someone in that matter do so privately.
>>
>>Just an opinion.
>>
>I would like to support this comment. I realize that sometimes messages
>look harsher in print than they were intended by the sender. These
>attacks, however, are not only unprofessional but have a detrimental affect
>on the listserv. Those of us who are more faint of heart than Andy and
>others are less likely to post if we fear hostile responses.
>
>Laurie Schierer
>
>Laurie Schierer, MS, CHES
>HIV Prevention Project
>Illinois State University
>fax: 309.438.3813
>e-mail: lshierer@rs6000.cmp.ilstu.edu
>phone: 309.438.5435
Dr. Danny J. Ballard
Associate Professor-Health
Texas A&M University
College Station, TX 77843-4243
phone (409) 845-7649
Fax (409) 847-8987
===========================================================
==============
#1158
Date: Fri, 8 Dec 1995 17:12:34 -0600
From: Administrator
Subject: Message not deliverable
WARNING - Original "From:" field length exceeds cc:Mail maximum.
Field truncated for delivery. Reply may or may not work.
Original "From:" field was:
A reminder to all of you who will be attending the National Congress of
Institutions Preparing Graduate Health Educators in Dallas, TX February
8-10, 1996 - make sure you make your hotel reservations before January 2,
1996 by calling the Hyatt Hotel - at 214-453-1234. The hotel will
release the block of rooms we are holding on that date and cannot
guarrantee room availability after that time. For those of you
making airline reservations, Registration will
open at 5:30 p.m. on Feb. 8th and the first session will begin at 7 p.m.
If you have any questions, please call Aileen Frazee at AAHE at 703-476-3420.
HIV Project
Association for the Advancement of Health Education
===========================================================
==============
#1159
Date: Fri, 8 Dec 1995 21:07:01 -0600
From: SOWEIDRA@SLUVCA.SLU.EDU
Organization: SAINT LOUIS UNIVERSITY St. Louis, MO
Subject: environmental indicators
Hi everyone. I am currently working on a project at St. Louis Univ. School
of Public Health to develop environmental indicators of community norms.
Environmental indicators (also called unobtrusive measures) are things like
the amount of space devoted to low-fat milk in a grocery store (as comparewd
to space devoted to all milks), the percent of restaurants in a city that
have smoke-free sections, etc. We are concentrating on envr. indicators for
physical activity, smoking, and diet.
In an attempt not to reinvent the wheel, we are searching for researchers who
have done work in this area. We are familiar with the work out of CDC
(Sterling et al), out of Washington (Cheadle et al), out of Cooperstown, NY,
and out of Florida. Is anyone else doing work in this area? We are
especailly
having difficulty with envr. indicators of physical activity in settings other
than schools. Any ideas that are measurable?
My e-mail address is" soweidra@sluvca.slu.edu.
Thanks! Have a good weekend
- Rema Soweid, MPH
===========================================================
==============
#1160
Date: Sat, 9 Dec 1995 11:07:23 CST
From: Bill Cissell
Subject: Goodwill to All
Stephen, Laurie, and Danny:
I apprediate your remarks. I received a couple of private messages informing
me that my comments had caused discomfort in the readers. I apologize to any
who were offended by them. In the future I will try to control my impulse to
respond in a less than clever and funny manner. If the sarcasm detracts from
the serious portion of the message, it is counterproductive anyway.
It is the season of goodwill. I want to contribute to HEDIR being the
positive
environment for exchange that Mark established it to be.
Andy, Brian, Holly, Jerry, and any other who perceived of themselves
as being painted in the sweep of the scarcasm brush I wish you all good
health,
great holidays and satisfying exchanges on the HEDIR!
Bill D_Cissell@venus.twu.edu
===========================================================
==============
#1161
Date: Sat, 9 Dec 1995 12:31:57 -0500
From: Harriet Barr
Subject: Re: Subcription Rate for HEDIR
I also support the recommendation for a subscription fee. Certainly at least
$25 could be the fee.
Harriet Barr BARR@SPHVAX.SPH.UNC.EDU
===========================================================
==============
#1162
Date: Sat, 9 Dec 1995 13:17:11 -0500
From: "Michael J. Ludwig"
Subject: Fee vs. Free exchange of information
Members of HEDIR:
I am surprised at the number of members of HEDIR who are ready and willing to
fork over a fee to continue the list. I don't subscribe to many lists but I
have
never heard of a fee being charged to administer a listserv group. If it is
a common
practice, I'd like to hear more about it.
Don't we have an obligation to stem the tide of the increasing
commercialization of
virtual worlds? Isn't the Internet about the free exchange of ideas? As it
is, a
substantial portion of the population in the United States has no access
to the types of technology that most of us take for granted. If we put a
fee on top of the
already steep entry price (the price of owning a computer, paying for
access, etc.), don't we
create another layer that makes our dialogue that much more inaccessible?
This country is already torn by conflict between the haves and the have
nots. It is not about
Republican, Democratic, Independent, or any other political party that may
or may not have
power. It is about democracy with a small "d," something that is slipping
away faster than
I can believe. While the HEDIR is a limited form of democracy (a limited
and elite form I might
add), why would we want to further limit membership?
I think there needs to be some careful thinking on this issue.
Michael Ludwig
++++++++++++++++++++++++++++++++++++++++++++++++
Michael J. Ludwig | mjludwig@gsvms2.cc.gasou.edu
Georgia Southern University | mjludwig@gsaix2.cc.gasou.edu
Landrum Box 8075 | (912)871-1552 (voice)
Statesboro, GA 30460-8075 | (912)681-5266 (secretary)
(912) 681-0721 (FAX) | (912)764-4211 (home)
++++++++++++++++++++++++++++++++++++++++++++++++
"Choice is illusory to the degree it represents the
expectations of others." -Paulo Freire
===========================================================
==============
#1163
Date: Sat, 9 Dec 1995 15:12:24 -0700
From: Judy Hancock
Subject: Re: Fee vs. Free exchange of information
I agree with Michael Ludwig that we should continue this list as a free
exchange of information. If a fee is instituted, I will leave the list -
not because I can't afford to pay it, but because that's not the spirit
that appeals to me. (Our university has already developed two health
education computer programs that are available on the WWW and are
specifically free to students and the unemployed. *That's* the spirit of
sharing that I want to participate in.
BTW, if you want the software, point your Web browser to:
http://www.ualberta.ca/~jhancock/HealthEd.html
Enjoy!
- Judy Hancock (jhancock@gpu.srv.ualberta.ca)
Health Education Coordinator
University Health Services
111 St. & 88 Avenue
Edmonton, Alberta, Canada T6G 2R1
http://www.ualberta.ca/~jhancock/HealthEd.html
===========================================================
==============
#1164
Date: Sat, 9 Dec 1995 21:01:23 CST
From: Bill Cissell
Subject: Fee vs. Free exchange of information
With due respect to the views of Michael and Judy, I repeat my willingness to
pay for my subscription to HEDIR. I believe the concept that a discussion
list
is operated free is erroneous. It is operated at the expense of SIU-C and the
generous volunteer labors of Mark Kittleson, Dale Ritzel and graduate
students.
I concur with the spirit of Michael's concern that this communication be
available to those with meager resources as well as those with abundance.
This
is why I suggested a staggered fee. I do not see a reasonable subscription
fee
as an example of crass commercialism. Rather, it is a willingness to help
cover the very real expenses associated with providing a wonderful opportunity
for exchange of ideas. We will continue to exchange our ideas freely in the
sense of broad acceptance of divergent viewpoints, except for undue sarcasm.
I certainly applaud the institutions that are willing to underwrite the costs
of home pages and websites. Most of these services are self serving in that
these are ways the universities advertise their services and products.
The subscription fees should be set at very reasonable rates to recover costs
incurred by the providers. The benefits I receive from my subscription are
greater than those I receive from dues paid for some of my professional
society
memberships. Therefore, I am readily willing to pay a modest subscription fee
to sustain the services provided.
Bill D_Cissell@venus.twu.edu
===========================================================
==============
#1165
Date: Sun, 10 Dec 1995 11:21:06 -0600
From: Judy Drolet
Subject: Re: environmental indicators
Possible references (depending on how you're defining your measures) might
be found in Worksite Health Promotion literature; and [in Business Lit:]
under "Human Resources." Interesting area of study. Best wishes from
a "neighbor" to your southeast!
>Hi everyone. I am currently working on a project at St. Louis Univ. School
>of Public Health to develop environmental indicators of community norms.
>Environmental indicators (also called unobtrusive measures) are things like
>the amount of space devoted to low-fat milk in a grocery store (as comparewd
>to space devoted to all milks), the percent of restaurants in a city that
>have smoke-free sections, etc. We are concentrating on envr. indicators for
>physical activity, smoking, and diet.
>
>In an attempt not to reinvent the wheel, we are searching for researchers who
>have done work in this area. We are familiar with the work out of CDC
>(Sterling et al), out of Washington (Cheadle et al), out of Cooperstown, NY,
>and out of Florida. Is anyone else doing work in this area? We are
especailly
>having difficulty with envr. indicators of physical activity in settings
other
>than schools. Any ideas that are measurable?
>
>My e-mail address is" soweidra@sluvca.slu.edu.
>Thanks! Have a good weekend
>
>- Rema Soweid, MPH
===========================================================
==============
#1166
Date: Sun, 10 Dec 1995 23:07:55 -0500
From: Andrea Frank
Subject: fee vs. free
I'd like to suggest a SHAREWARE approach to keeping the HEDIR up and
running.
In the early days of personal computing the concept of "shareware" was
developed -- shareware software could be copied onto a diskette free of
charge, but users were encouraged to send in donations in a suggested or
"whatever it's worth to you" amount if they liked the software and continued
to use it. Thus, the donated amounts could range from nothing to whatever the
users considered "fair" or affordable.
Why not adapt this concept to the HEDIR listserv? When new users sign onto
the listserv they could be encouraged to send a suggested donation or
"whatever its worth to you" amount to Mark/SIU. In addition, a general
message could be sent to ongoing listserv users once or twice a year
soliciting a similar type of donation. Some HEDIR users would send in
nothing, others would send in amounts they considered fair or affordable.
With such a voluntary fee system, there is no need to maintain a database of
listserv member expiration dates or to develop elaborate billing systems.
This is not an insignificant advantage. Anyone who has been involved with
record-keeping of paid subscriptions knows how time-consuming and costly a
process this can be -- precise and accurate records must be maintained at all
times, else "customers" will be alienated by getting double-billed, etc. and
will drop off the list.
A "shareware" funding approach to the HEDIR seems to address Mark's need to
offset the very real overhead costs of the HEDIR while being responsive to
other listserv members' concerns about guaranteeing free, open, and
noncommercialized access to the HEDIR. Any discussion or thoughts on this
idea?
Andrea Frank, ABD
Milwaukee, Wisconsin
===========================================================
==============
#1167
Date: Mon, 11 Dec 1995 10:19:51 -0500
From: Mimi Kiser
Subject: Harvard Conference on Spirituality and Health (fwd)
Health Education Colleagues,
I am forwarding a posting made by my colleague here at Interfaith Health.
It's not exactly light reading for a Monday, but good food for thought
and worth getting to the end.
Mimi Kiser
---------- Forwarded message ----------
Date: Mon, 11 Dec 1995 09:43:58 -0500 (EST)
From: Thomas A. Droege
To: IHP-NET
Subject: Harvard Conference on Spirituality and Health
In an earler posting about the Harvard Medical School Conference I
promised to post a report on the event.
Report
Spirituality and Healing in Medicine
Harvard Medical School December 3-5, 1995
Just under 1,000 people attended what may well be remembered as a
milestone event in the modern rediscovery of the close linkage between
faith and health, as speaker after speaker noted in their presentations.
Faith traditions have known about this link throughout their histories,
and their scriptures are replete with spiritual practices related to
health. Medical science, on the other hand, has ignored faith in
particular and spirituality in general as outside its material-based
philosophy and methodology. Harvard Medical School broke with that
tradition by hosting a conference that brought together the best science
and representatives from some of the richest faith traditions in
spiritual practices of healing. The media took note. Good Morning
America did a half-hour segment on the conference, and newspapers gave it
wide coverage.
It is ironic that at the very moment that religious hospitals, clinics,
and other health-related institutions are being squeezed out of the
highly competitive managed care system of health delivery that medical
science is beginning to acknowledge the positive effects of spirituality
on healing. One can only hope that the administrators of managed care,
including those working in religious settings, will pay close attention
to the findings of this conference.
The strength of the Harvard conference was that it gave a strong voice to
both science and spiritual healing practices in faith traditions. That
was evident in the structure of the conference. Day one was devoted to
the correlation between spirituality and medical outcomes. Day two was
devoted entirely to spiritual healing practices in a wide variety of
faith traditions: Hindu and Buddhist, Jewish, Islamic, Catholic,
Hispanic-Pentecostal, Christian Science, and Seventh Day Adventist. Day
three was devoted to the effects of spirituality on the physiology of
pain, placebo-effect healing, and an overview that attempted to link
these two distinct traditions of healing, medicine and spirituality.
Giving the traditions of medicine and spirituality equal standing kept
this conference from being what one might have expected from a medical
school: a detached, objective rehearsal of scientific findings about
spirituality and medical outcomes. Instead, a full day was given to
representatives from various faith traditions who gave moving testimonies
to spiritual healings, their own and those they had witnessed. It was
obvious to everyone present - health professionals, religious
practitioners, and research scientists - that more was happening in
spiritual healing practices than science could capture with its
methodology. And for the most part the spiritual practitioners were open
to scientific investigation of their practices, eager to have empirical
evidence for what they already knew to be true through personal
experience and the narratives of those who had been healed. Thats a far
cry from the suspicion of science that has often characterized the
attitude of those who practice spiritual healing.
There was considerable discussion both in and outside the sessions on the
relation between spirituality and religion. Herbert Benson of Harvards
Medical School, who was the convener and director of the conference, was
a strong proponent for focusing on the structure of spirituality rather
than its content. What can we do to promote the behavioral
characteristics of spirituality that are known to positively effect
healing? Since the behavioral characteristics appear to be similar in a
variety of spiritual practices, the differences in belief systems and
practices are irrelevant as far as medical outcomes are concerned.
Bensons research on The Relaxation Response has shown that repeating
prayers or mantras or simply sounds can trigger a specific set of
physiological changes that can avert the use of surgery or
pharmacological agents. As evidence, he pointed to studies showing the
relaxation response decreased visits to health maintenance organizations
by 36 percent. Benson argued that the physiological changes are the same
whether the person is a Buddhist, Jew, Christian, or Muslim. The mind
works like a drug, and spirituality of any kind has value because it can
trigger the self-healing of the body.
There were many at the conference, both presenters and participants, who
argued that those who sided with Bensons approach trivialized
spirituality by regarding its content as irrelevant and valuing it only
as a means to the end of health and healing. The net effect is to
secularize spirituality, separating it from the transcendent source of
its energy and power - variously defined by the spiritual healing
practitioners as God or Allah, Holy Spirit, Divine Mind, and the God
within - and from the faith community which nurtures it. Though it was
clear that healing was central to the faith traditions of all the
religious practitioners, they also stressed that healing was both a
byproduct of spiritual practices and a means to the end of serving
others. They warned against treating spirituality as one more treatment
procedure that medicine can use to fight disease. Take two aspirin, go
to bed, say a prayer, and youll feel better in the morning.
Spirituality is a human universal. Everybody has spiritual needs, such
as the need for hope, for meaning and purpose, for connectedness to
others, and for a coherent moral universe. Those needs can be met within
the structures of the world as we all experience it, such as the meaning
we derive from our jobs and the connectedness we feel to family and
friends. But ultimately it is religion that satisfies spiritual needs,
as all the spiritual healing practitioners testified in one way or
another. Cut spirituality from its roots and it will atrophy or become
so shallow that it will lose its power to heal either soul or body.
Though I found myself on the side of the spiritual practitioners on this
issue, I credit Benson and Harvard Medical School for giving them such a
prominent place in the conference program.
Two presenters, David Larson and Dale Matthews of the National Institute
for Healthcare Research, reviewed the research literature on spirituality
and medical outcomes. They noted both the neglect of spirituality in
clinical research and the mishandling of the religious variable in the
research that has been done. Most researchers assess only the subjects
religious denomination, a nearly meaningless clinical variable. The few
studies that include even a single item of religious practice, such as
commitment or attendance at worship services, consistently show a
positive correlation between religious practices and health status, both
physical and mental. You will find a brief review of these studies in
the latest issue of Faith and Health, the newsletter from the Interfaith
Health Program of The Carter Center.
One hesitates to criticize a conference that did so many things well, but
there were some striking deficiencies that will hopefully be corrected in
future conferences, and the success of this first venture almost ensures
a continuation of this event. Typical of a medical conference,