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====
#1142
Date: Thu, 27 Jun 1996 12:37:54 -0400
From: William Livingood
Subject: Re: Name Game
Mike & Others who care to respond:
In reading your message and many of your similar messages, I get
the impression that you are encouraging the use of social marketing
analysis to develop strategies to advance the profession of health
education. I believe this is a unique idea, and other approaches may be
even more effective in advancing the profession. However, you and I and
many others can agree that we would like to advance the status of the
profession of health education in society.
I have a few questions about the use of social marketing. Would
we use social marketing analysis to determine who we are? What happens if
the outside consultants decide that you and I are out but all MDs and
nurses are in? After we decide who makes up this profession, do we then
use social marketing to decide how to advance the profession or do we
leave it to the members of the profession to determine the best approach
for developing and advancing the profession?
Bill Livingood
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====
#1143
Date: Thu, 27 Jun 1996 14:45:10 -0400
From: "Molly Laflin, PhD"
Subject: Self-Esteem and Drug Abuse
Well, I had planned to stay out of this, but I just changed my
mind. The problem with self-esteem is that there are perhaps hundreds of
definitions of it and there are certainly that many measures. The measures
don't tend to correlate well with each other, thus they are actually
measuring different things. Self-esteem is too broad a concept and has
proven to be a poor research topic. But no matter how it is measured there
is little evidence that school based programs can change it, and it tends
to account for little variance in health behaviors (e.g., it accounts for
less than 1% of the variance in drug abuse).
An article that lays out these problems quite clearly is "Is There
a Relationship between Self-Esteem and Drug Use?" I have included the
abstract below. I am willing to send reprints of the actual article to
anyone who asks.
Molly Laflin
Is There a Relationship between Self-Esteem and Drug Use?
Methodological and Statistical Limitations of the Research
Schroeder, D., Laflin, M., and Weis, D. (1993). The Journal of Drug Issues
23(4), 645-665
Partial funding for the project was provided by grants G00872 0259 and S
184 A 90084 -89B from the U.S. Department of Education.
ABSTRACT
Although a causal connection between self-esteem and drug use might make
intuitive sense, a critical evaluation of the research calls this causal
relationship into question. The most fatal flaw in the "low self-esteem
causes drug use" argument is the fact that only a very small proportion of
the variance in drug use is associated with self-esteem across a variety of
definitions of self-esteem. In addition, the literature is fraught with
methodological and statistical problems that severely limit the conclusions
that can be drawn. Methodological problems examined in the article
include: (1) measurement of self-esteem, (2) measurement of drug use and
abuse, (3) inclusion of confounding variables, and (4) tendency to infer
causality from correlational data. Statistical problems explored are: (1)
differences between the results of studies employing multivariate and
bivariate statistics, (2) failure to report strength of association
indices, (3) inflated experimentwise error rate when conducting numerous
statistical analyses, (4) failure to collapse several highly correlated
variables into fewer factors, (5) tendency to misinterpret statistical
data, and (6) reporting insufficient statistical information to allow
readers to draw their own conclusions. We conclude that the scientific
evidence relating self-esteem and drug use is insufficient to justify
making self-esteem enhancement the cornerstone of drug prevention efforts.
**********************************************************************
Molly Laflin, Ph.D., Professor, School of HPER,
215 Eppler North, Bowling Green State University
Bowling Green, Ohio 43403
419-372-0301 phone, fax & voice mail, email = mlaflin@bgnet.bgsu.edu
=====================================================================
====
#1144
Date: Thu, 27 Jun 1996 15:49:07 -0600
From: Marilyn Massey
Subject: Re: The Myth of Self-Esteem (fwd)
Bob,
I have read Nathanial Branden's The Six Pillars of Self-Esteem, and I like
what he says about the self-efficacy aspect of self-esteem. In addition, an
extremely interesting discussion regarding the depression "epidemic" in
this country and its relationship to self-esteem is included in Martin
Seligman's excellent book entitled The Optimistic Child. Seligman espouses
the "doing-well" approach for fostering self-esteem in children, and his
book covers techniques for changing pessimism into optimism and changing
helplessness into mastery.
Regards,
Marilyn
Marilyn S. Massey, EdD, CHES
Assistant Professor of Health
Dept. of HPER - Texas Tech University
Box 43011, Lubbock, TX 79409-3011
Ph. 806 742-2332
Fax 806 742-1688
unmsm@ttacs.ttu.edu
Visit our Web site at http://www.ttu.edu/~hper
>
>On Wed, 26 Jun 1996, Bob Collins wrote:
>Hi Margo,
>
>I too am intrigued by and interested in this discussion of high and low
>self-esteem. But I'm more interested in the concept of "healthy
>self-esteem". Two aspects of self-esteem that are often not included in
>definitions or discussions are "a sense of personal efficacy
>(self-efficacy) and a sense of personal worth (self-respect). One of the
>researcher, author, speakers I've found to have a useful perspective on
>self-esteem issues is Nathaniel Branden. He gave a keynote speech at the
>first International Conference on Self-Esteem in August, 1990 in Oslo,
>Norway, titled, "What is Self-Esteem". His speech is available from:
> The Branden Institute for Self-Esteem
> P.O. Box #2609
> Beverly Hills, CA 90213
>
>He has also published a book addressing his thirty some years of clinical
>experience and research on self-esteem, titled, "The Six Pillars of
>Self-Esteem", publisher is Bantam Books.
>
>Another source of research info on this topic is Robert Reasoner. He can
>be reached at 360-437-0300.
>
>In 1991 I put together a 35 page annotated bibliography
>of self-esteem literature that may interest some of you. It is
>copyrighted by the Comprehensive Health Education Foundation. If
>interested contact:
>
> Robert Collins
> The Center for Studies in Health Education
> University of Washington
> 1107 NE 45th Street, Suite 215
> Seattle, WA. 98105
> Phone: 206-545-3586
>
>I'd be interested in any references others may have on this topic.
>Thanks. Bob
>
>Bob Collins 206-545-3586
>Center for Studies in Health Education collinsb@u.washington.edu
>University of Washington>
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====
#1145
Date: Thu, 27 Jun 1996 14:19:40 -0700From: Elaine Tencati
Subject: Job postings
Does anyone have a master list of the best places to post health education
job announcements? I know that some SOPHE chapters have job banks and of
course there is always The Nation's Health. Recommendations for other
great spots? i understand the HEEF has a job bank - how can I reach them?
I plan to give this info to someone with a great job to post. I'll make
sure it gets posted here as well.
Thanks - Elaine Tencati
Elaine Tencati, MPH, CHES
Stanford Center for Research in Disease Prevention
1000 Welch Road, Palo Alto, CA 94304
Phone: (415) 725-4899 Fax: (415) 725-6906
tencati@scrdp.stanford.edu
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====
#1146
Date: Thu, 27 Jun 1996 16:40:16 -0500
From: Donna Stauber
Subject: Re: FW: FW: Textbook: Introduction to Health Education and Health
Promotion
Are health educators afraid of for profit organizations? What is wrong with
someone profiting from health education products if they are suggested by
educators and experts in the field? I am confused. I thought that was why
networking was so vital to our field.
Seems to me that this is a way of working together to find the best
materials to educate those future health educators or others who are
interested in improving their own health behavoirs.I agree that we don't
want the magazine freebies or spam advertised on the HEDIR mail directory
but in my opinion there is a need for places where you can learn about
effective health education materials. ds
Donna Stauber, Ph.D.,CHES
Product Development Coordinator
WRS Group, Inc.-Health Edco
701 N. New Rd.
Waco, Texas 76710
Phone- 817-776-6461 ext. 612
Fax- 817-754-8023
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====
#1147
Date: Thu, 27 Jun 1996 17:02:35 -0700
From: Margo Harris
Subject: Help from the Past
Some time ago, someone posted information about the Social Marketing =
Conference offered at the University of South Florida. If you are not =
on summer vacation, would you resend that information or at least the =
name and contact info for the coordinator. I know it's over for this =
year, but several of us would like to get on the mailing list for '97. =
Thanks. Sorry for misplacing the old post. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
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====
#1148
Date: Fri, 28 Jun 1996 10:30:22 -0400
From: Mimi Kiser
Subject: Faith Community Partnerships
Health education colleagues,
Again, in my efforts to keep you posted on the potential role of the
faith communities/congregations as partners in community health
promotion, here is a cross-posting from our Interfaith Health Practices
listserv.
YOurs,
Mimi Kiser
Interfaith Health Program
The Carter Center
A Report for the Interfaith Health Program at The Carter Center: FAITH
COMMUNITY A STRONG PRESENCE IN RECENT CONFERENCE ON COMMUNITY
HEALTH
by Susan Baird Kanaan
Last week, a meeting on Building Bridges Between the Public and Private
Sectors for Community Health Improvement brought together some 120 people
from more than 75 local, state and national organizations working on
community health. The faith community was well represented -- both in
numbers, with at least 20 present, and more importantly in the tone, content
and outcomes of the meeting. Mimi Kiser of the Interfaith Health Program
called the event a unique opportunity for the faith community to build a
partnership with health leaders. She and others hailed the manifold
evidence that the health world is honoring the faith communitys
contributions to community health and seeing the potential for partnerships
with it.
This convergence is part of a full-blown movement that Leonard
Duhl, a founder of the healthy cities movement, characterized (quoting Jonas
Salk) as one of the good epidemics, spreading rapidly and developing
distinctively in every community. Just returned from the United Nations
Habitat II conference in Istanbul, he attested to the international
nature of this movement.
The first Building Bridges conference was held in Atlanta in
November 1995 and laid the foundation for the more recent activities.
Both that meeting and the June 20-22 one, held in Washington, D.C., were
organized by the Leadership Action Forum, whose participants represent
private and public entities including business, health professional
groups, the faith community, academia, and national, state and community
health agencies organizations.
The Centers for Disease Control and Prevention and the Hospital Research and
Education Trust (part of the American Hospital Association) have played major
leadership and support roles, with funding from the Robert Wood Johnson
Foundation and the W.K. Kellogg Foundation, among others.
Four faith-based organizations were represented on the 27-person Steerin
g
Committee: the Congress of National Black Churches, the National Church
Nurses Convention of America, the Catholic Health Association of the U.S.,
and InterHealth. In addition to helping plan the meeting, they played active
roles in it, along with representatives of the United Methodists, the
National Council of Churches, and other church organizations. Several
impinging sectors also were represented at the conference -- education,
agriculture and the environment -- and discussions turned often to the
importance of building more and stronger connections to all sectors concerned
with community well-being.
Outstanding keynote speeches and panel discussions provided the
philosophical framework and the real-world grounding for the conference. In
addition to the heads of several federal agencies and programs, speakers
included Christopher Gates, President of the National Civic League; Barbara
Aranda-Naranjo, MSN, who directs a program for mothers with AIDS in southern
Texas; Richard Davidson, President of the American Hospital Association; Dr.
Caswell Evans of the Los Angeles Department of Health; and Rev. Harlene
Harden of the Developing Communities Project in Chicago.
A centerpiece of the meeting was a Declaration signed by
participants, on behalf of their dozens of organizations, to express
solidarity around a shared mission to work toward aligning the priorities
of the public and private sectors with those of communities to develop
solutions to community health problems and improve quality of life. The
document acknowledges a set of shared values, including the need to
collaboratively address the root causes of health problems, and lays out
an agenda based on a broader definition of health that includes the
physical, mental, social, and spiritual.
Recent church burnings cast a shadow over the meeting, but also
provided a powerful example of a redemptive response to crisis. One
speaker noted that it is no accident that the perpetrators have chosen
churches, because of their power to mobilize and empower people. The
national mobilization for community healing in response to the fires and
the need for a similar response to the national health crisis was a
recurrent theme.
Perhaps the most important process to take place during the
meeting was the work of eight action teams on focused action agendas.
The teams titles say a lot about the meetings content and outcomes, and
point to some criteria for assessing its future impact:
+ Identifying best practices or models that work with non-traditional/diverse
partners
+ Developing ways to facilitate communications between the public health
perspective and the bottom line perspective
+ Developing community-wide health improvement learning skills
+ Strengthening the role of the faith community in community health
partnership
+ Forwarding the agenda for community renewal: next steps in growing the
movement
+ Best practices for community generated prevention and health promotion
strategies
+ Developing community health report cards
+ Training for health professionals [changed to health workforce] for
community organization and development
Although some new initiatives emerged from these discussions,
most action items were aimed at consolidating, supporting, extending and
linking existing programs and models -- an emphasis of the entire
meeting. Such was the case for the goals formulated by the faith
community partnership group. After initially wondering if they would be
more effective by distributing themselves among all the teams, the faith
groups members found themselves drawn to exploring the nature of their
shared motivation, learning more about the resources and experiences
represented among them, developing strategies for strengthening them and
mobilizing more of the faith community to work for community health, and
helping build bridges from the faith community to others.
They agreed that three aspects of the faith community have
special relevance for its contributions to community health improvement:
its organizational structures; its ability to mobilize groups and have an
impact on the lives of individuals; and, most importantly, its shared
theological motivation. The group was enriched by the variety of
Catholic and Protestant organizations participating, and they all agreed
that even greater diversity within the faith/health coalition would be
desirable in the future. (This theme was echoed in the conference as a
whole: a celebration of the wealth ofperspectives and experiences
present, together with a desire to involve morevoices in future
conversations.)
What follows is another list worth a thousand words -- the
outcome of several hours of discussion by the faith community partnership
group about what needs to be done over the long term to strengthen the
role of the faith community in community health partnership. The group
selected the first three items as its priorities for immediate action,
and made specific commitments for implementation.
1. Resources: identify hands-on materials, covering such things as good
models and best practices, to be augmented later with training in how to use
the resources.
2. Clarify the terms, structures and cultures of the faith community to help
the health world build bridges to and communicate with it. (A draft
framework will be posted on IHP-NET, with an invitation to provide input.)
3. Issue a press release about this meeting and the resources of the Carter
Center (e.g., IHP-NET), for dissemination throughout the faith community.
4. Disseminate resources to the faith and public health communities where
they can do the most good, avoiding the hourglass phenomenon in which most
information stays on top and little trickles down to the community
5. Develop cooperative funding initiatives and strategies.
6. Focus on initiatives that support change at the local level.
7. Build bridges between providers and congregations (e.g., between
religious-owned providers and their own congregations)
8. Reshape the training of religious and health professionals.
9. Collect and disseminate scripturally-based stories about the health/faith
connection from all traditions.
10. Develop a mechanism for informing faith community constituencies,
government and the public at large about faith organizations public policy
positions on health issues, and generally about the relationship between
policy issues and health.
11. Consider the advocacy implications of health issues.
12. Find common ground areas within the faith community, while recognizing
and lifting up the areas where there is no agreement and sanctifying the
differences.
13. Identify an issue that can galvanize everyone (e.g., youth and tobacco,
hungry children, health issues of children in poverty, child immunizations).
The conjunction of faith and health in the Building Bridges conference
stimulated deep and far-reaching discussions, not only in the faith community
group but also in the larger assemblies. Certainly, the organizers goal of
having the faith communitys voice affect the agenda-setting process was
accomplished. Virtually every presenter acknowledged the important roles of
the faith community in community health promotion -- roles in articulating
the values of personhood and community, in calling people to healthy
behaviors, in providing ongoing care, and in leading and supporting dynamic
community programs.
One outcome of the meeting was the decision to join forces with the
Coalition for Healthier Cities and Communities, which can provide an ongoing
structure for joint efforts and carry forward the work of the Leadership
Action Forum. The task for the faith community will be to sustain its place
in the partnership as it moves ahead.
.......................................
Follow-up information:
For more information on the Building Bridges conference or to supply
information for action item #1, contact Mimi Kiser at the Interfaith Health
Program, at 404/420-3848 or by e-mail at mkiser@emory.edu.
Those who have not yet subscribed to IHP-NET can do so by sending an e-mail
message with only the following statement in the body: Subscribe ihp-net
Send this message to MAJORDOMO@synasoft.com. No subject is necessary for the
message.
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#1149
Date: Fri, 28 Jun 1996 14:06:46 -0600
From: Robyn Housemann
Subject: Re: CHES Exam
I've spent the last couple of weeks reviewing all of your comments
regarding CHES certification. I am currently a Ph.D. student in Health
Services Research and I am about to begin my dissertation research. I
minored in Behavioral Science/Health Education and I have a
concentration in Organizational Psychology. I worked for almost 15
years before deciding to return to school for my MPH and Ph.D. And, I
am a full time researcher now. I do not plan to be a "health educator" in
the traditional sense. However, I do plan to do research (and consult) at
the organizational and community level and I am particularly interested in
the environmental factors which support or inhibit healthy behaviors.
Your conversations have not convinced me that I would benefit from this
certification. I have spoken with other doctoral students and faculty who
have taken the exam and passed without much effort. It is also an
expensive endeavor for a student on a limited budget. The expense of
taking the exam is only part of it, remaining certified appears to be costly
as well. I understand that you have to be willing to pay for things that
are meaningful to you, but I could get 3 or 4 journal subscriptions with
that amount of money and a lot less effort.
Maybe this certification is more appropriate for those without advanced
degrees and for those who will be practicing health educators?? Again,
I am still not sure if this is worth my while. I guess if it increases my
chances of getting a faculty position, then it is worth it. I'd appreciate
some guidance from those of you in similar situations.
Thanks
Robyn A. Housemann, MPH
Prevention Research Center at Saint Louis University
houseman@wpogate.slu.edu
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#1150
Date: Mon, 1 Jul 1996 13:04:58 -0400
From: "Donald B. Ardell"
Subject: A Second Opinion
Mimi Kiser of the Interfaith Health Program (The Carter Center) states,
"Again, in my efforts to keep you posted on the potential role of the
faith communities/congregations as partners in community health
promotion, here is a cross-posting from our Interfaith Health Practices
listserv" and proceeds to provide us with "A Report for the Interfaith
Health Program at The Carter Center: FAITH COMMUNITY A STRONG PRESENCE IN
RECENT CONFERENCE ON COMMUNITY HEALTH by Susan Baird Kanaan.
Fair enough. As health educators, we do well to consider all manner of
strategies to advance health status, and to leave stones unturned of any
kind seems unwise. On the other hand, some of us consider "faith" an
unpromising notion that, like unproven remedies, can delay, obscure or
substitute altogether for more efficacious approaches to recovery from
illness states or, in this case, self-efficacy, optimal personal
functioning and similar states associated with what Halbert L. Dunn termed
high level wellness beginning in the 1950's.
With all due respect to Mimi Kaiser and the Carter Center, in my efforts
to keep you posted on the potential role of rationality as a partner in
community health promotion, I submit this cross-posting (excerpt) from a
secularhumanist listservice from one Richard Russell of Madison, WI. entitled
"Faith?" It is part of a much longer piece on which the author has
requested feedback, so feel free to request the entire article from
Richard, if interested. His address is RSRMadison@aol.com
FAITH? You want to promote FAITH??? Faith is the stupidest decision-making
tool possible. Why on Earth could you possibly want to ally yourself with it?
Why should ANY rational human have a single good thing to say about faith?
I append herewith Part 1 of the article which I have just submitted to "The
Freethought Exchange" for publication in the July / August issue and which
expands upon the foregoing sentiments.
(snip--a lengthy assessment of evidence such as personal testimony,
reason, confidence, trust, chance, obedience and hope precedes the
following):
(8) Faith. Last and least we come to faith, defined by the dictionary as
"unquestioning belief". In the epistle of Paul to the Hebrews (11:1-3) we
read "1Now faith is the substance of things hoped for, the evidence of things
not seen. 2For by it the elders obtained a good report. 3Through faith we
understand that the worlds were framed by the word of God, so that things
which are seen were not made of things which do appear." Right. H. L. Mencken
wrote: "Faith may be defined briefly as an illogical belief in the occurrence
of the impossible.". In short, faith is belief in something despite the
absence of any evidence for it, and frequently despite evidence to the
contrary.
Given this, faith ought to be the decision-making tool of last resort. And
indeed it is for most people most of the time; but (surprise!) it is the 1
most favored by the priesthood. If there were any evidence at all to support
a conclusion, if there were any more reliable decision-making technique
available, the priests would use it. They use faith only to support
conclusions for which there is no credible evidence and no reason to believe
in their truth, validity, efficacy, or efficiency.
Suppose you're standing on the edge of a busy highway and want to cross to
the other side. Why not plug your ears, close your eyes, and just walk across
at some random time, having faith that you'll make it unscathed to the
opposite side? That would be stupendously dumb, wouldn't it? But that's the
way faith works. The only time it's ever applied is when there's no good
reason for doing what faith would lead you to do.
Recognizing this, the priest class spends a tremendous amount of energy and
effort extolling faith as a decision-making tool. "Faith, hope, and charity"
get a lot of good press from Paul in 1 Corinthians 13:13, a staple of wedding
ceremonies, and the idea that "Faith can move mountains." (same book, 13:2)
is widely quoted (tho without naming the specific mountain that gave rise to
the aphorism). "Have faith!" and "Keep the faith, baby!" are common
catchphrases (tho I prefer the cynical variant on the latter: "Keep the baby,
Faith."). Lutherans in particular make a fetish of labelling their buildings
with the word "faith", but religionists of all denominations regularly praise
faith from the pulpit.
Adolf Hitler called this technique "the big lie". Say it over and over, shout
it from the rooftops, make songs about it, praise it fulsomely at every turn,
and pretty soon everybody will take it for granted, as part of the cultural
background, without ever questioning it.
Nonetheless, you have to be an idiot to take anything on faith.
As it happens, billions qualify.
____________
Donald B. Ardell (407) 823-2453 (fax 3411) 9901 Lake Georgia, Orl 32817
A signature should be about three lines, according to custom. A few
days ago, my latest book arrived, so I am extending this norm just a bit
to 30 lines! Why? In order to plug THE BOOK OF WELLNESS: A SECULAR
APPROACH TO SPIRITUALITY, MEANING AND PURPOSE! Published by Prometheus
Books in Amherst, NY, the BOW features 100 interesting commentaries
from thoughtful health promoters throughout the U.S., Canada and
Australia. Their statements respond to one or more of the ten outrageous
propositions I created about meaning and purpose (M&P), and the
connections I make between varied beliefs and prospects for wellness
lifestyles. The contents include:
* A dedication to Charles Cochrane, a very good friend and colleague who
died last year, and a group of performers (Monty Python) for their movie
"The Meaning of Life."
* A preface addressed to two of YOUR "meaning of life" views and
the full title that I would have preferred for this book if I had
had my way about it.
* An introduction that explains what the BOW is about and what it does NOT
attempt to address, why I am fascinated with this topic, ways in
which M&P views impact lifestyle, and the link between M&P & happiness.
* A discussion of spirituality, and why I'm against it! Well, sort of.
* A listing of alternatives to spirituality.
* Assumptions about THE meaning of life and the search for M&P.
* A summary in each chapter concerning "what to make of it all" and tips
for finding meaning personally and tips for helping others do the same.
* A variety of tests and quizzes for promoting self-awareness
about current and desirable aspects of M&P.
* A summary of my six favorite books on the topic of meaning in life.
* A listing of thirty-three additional books on the subject.
* A short bio on each of the 100 contributors.
To order, call 1 800 421-0351; for a review copy for possible use in
a college class or magazine/journal book review, call 1 800 853-7545.
=====================================================================
====
#1151
Date: Mon, 1 Jul 1996 10:46:35 -0700
From: Margo Harris
Subject: Names and Fears
On top of Donna Stauber's question about what are we afraid of, Bill =
shared this thought. I'm not sure anyone said a social marketing =
analysis would be done, but let's say it was. Bill, your comment sort =
of said, "let's not ask the question/do the research because we might =
not like the outcome." Perhaps that's not what you meant. The analysis =
might be really productive and helpful and we (health educators) might =
even win!
We are not all risk takers, but the health education profession is =
changing around us, the health world (care, communication, education, =
information, promotion--that was alphabetical!) is changing around us on =
a day-to-basis. We can stand pat or we can take risks and ask hard =
questions to improve and define the profession. I think you know my =
bias. I'm willing to surrender "exclusivity" for collaboration and =
participation in a fascinating health world. Do I have fears? Oh YES! =
But we can't let fear stop us from participating. Margo
PS...There was a great story about MCI in the Wall Street Journal. They =
hired a marketing consultant to advise them on a move out of the =
Washington, DC area. The consultant's advice was ignored, and the CEO =
moved the division to Colorado Springs. The results have been =
challenging, not what MCI expected, and some say has lost the =
competitive edge for the company in the engineering division plus market =
share.
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
From: William Livingood[SMTP:blivingo@esu.edu]
Sent: Thursday, June 27, 1996 9:37 AM
To: Multiple recipients of list HEDIR
Subject: Names and Fears
Mike & Others who care to respond:
In reading your message and many of your similar messages, I get
the impression that you are encouraging the use of social marketing
analysis to develop strategies to advance the profession of health
education. I believe this is a unique idea, and other approaches may be
even more effective in advancing the profession. However, you and I and
many others can agree that we would like to advance the status of the
profession of health education in society.
I have a few questions about the use of social marketing. Would
we use social marketing analysis to determine who we are? What happens =
if
the outside consultants decide that you and I are out but all MDs and
nurses are in? After we decide who makes up this profession, do we then
use social marketing to decide how to advance the profession or do we
leave it to the members of the profession to determine the best approach
for developing and advancing the profession?
Bill Livingood
=====================================================================
====
#1152
Date: Mon, 1 Jul 1996 14:27:28 -0500
From: Terry Wessel
Subject: Call for Proposals
Southern District AAHPERD Convention
New Orleans, LA
February 12-16, 1997
Proposal Submission Deadline: August 1, 1996
You must be a current member of AAHPERD and register for the SD
convention in New Orleans to present.
further information or a proposal form contact:
Beverly F. Mitchell
Kennesaw State College
Dept. of HPER
1000 Chastain Rd.
Kennesaw, GA 30144
Phone: 770-423-6417
FAX: 770-423-6561
E-mail: bmitchel@kscmail.Kennesaw.Edu
Join us for a great convention in an exciting location, with
informative sessions and super people!
Sincerely,
Terry Wessel, Ed.D., CHES
Past Vice President of Health Division, SDAAHPERD
Dept. of Health Sciences
James Madison University
Harrisonburg, VA
------- =_aaaaaaaaaa--
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====
#1153
Date: Mon, 1 Jul 1996 14:10:14 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Social Mktg & Health Ed
As many of you know we host a social marketing and public health
conference at the University of South Florida every year. There are
several well known scholars in social marketing, many of whom have
strong links with health ed and professional health organizations. It
is always a pleasure to see them participating in our annual meeting.
They could certainly offer some worthwhile remarks about the role of
SM to help move the profession along.
Not only are several principles of SM quite relevant to advancing the
health profession, it is important that we step back and look at some
of the ways we violate principles of marketing AND social marketing
as the profession evolves. I'll give just a few examples that come
to mind and then I'll jump out of the way:
o We aren't sure who are "customers" are.
o We might be guilty of putting ourselves ahead of our customers.
o We know little about how our "product" is received, or even
what our product is. The product also changes.
o We identify ourselves with behavioral models that promote
individual change, but promote social change to a much lesser
extent.
o We ignore the segmentation of our audience much of the time.
o We don't know how to make ourselves attractive to other health
professionals, to CEOs, or to the public-at-large. That is, we
have limited useful knowledge about how to promote ourselves.
o We suffer from low professional self-esteem.
o We haven't figured out how to link price and promotion and place
with our product.
o Within our profession we have numerous factions and segments, some
of which are taking the profession toward a "wellness" concept,
some to a "health promotion" concept, some to a "medical
mouthpiece" model, and others, as well as the "education" concept
that is more or less traditional.
o We do not recognize many of the inherent weaknesses in our practice
or our professional preparation.
o Many of the most important things that potentially could tie or
unify the profession are beyond the reach of too large a number of
our fellow practitioners (e.g., attending professional conferences,
accessing CEU opportunities, etc.)
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====
#1154
Date: Mon, 1 Jul 1996 14:16:09 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Re: Help from the Past
Date sent: Thu, 27 Jun 1996 17:02:35 -0700
Send reply to:
From: Margo Harris
Subject: Help from the Past
Originally to: HEDIR
To: Multiple recipients of list HEDIR
Some time ago, someone posted information about the Social Marketing =
Conference offered at the University of South Florida. If you are not =
on summer vacation, would you resend that information or at least the =
name and contact info for the coordinator. I know it's over for this =
year, but several of us would like to get on the mailing list for '97. =
Thanks. Sorry for misplacing the old post. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
REPLY------>
Ginger Phillips
USF College of Public Health
13201 Bruce B. Downs Blvd.
Tampa, FL 33612
813/ 974-4867
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====
#1155
Date: Mon, 1 Jul 1996 13:35:34 -0700
From: Margo Harris
Subject: Re: Social Mktg & Health Ed
Well said, Bob. Margo
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====
#1156
Date: Mon, 1 Jul 1996 19:37:01 -0400
From: "John Canfield. M.Ed., C.H.E.S."
Subject: Re: A Second Opinion
Bill,
I think you may have missed the boat on this one.
Mimi Kiser's employer and the Carter Center are networking with churches,
synogoges, temples, and other faith organizations to help improve the health
status of its members and the surrounding communities. They are not using
faith as a decision-making tool. They are reaching out to the local
community using the faith organizations as gatekeepers. It is community
empowerment and a community outreach (for lack of a better word) strategy.
They are able to reach more people and open more doors for prevention and
education than without the faith communities help. They are working WITH the
faith communities in partnership, rather than "doing something TO the
community."
Also the tone of your E-mail appeared hostile. I don't know if that was the
intention, but it seemed that way to me and I am very difficult to irritate
especially when it comes to spirituality. If you disagree, disagree
politley. We, as health educators, need to open doors to the community, not
shut them.
I hope you understand my point.
John Canfield, M.Ed., C.H.E.S.
Director of Education
AIDGWinnett
Jccanfield@aol.com
=====================================================================
====
#1157
Date: Mon, 1 Jul 1996 23:31:00 EST
From: Isabel Burk
Subject: faith
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: faith
Date: 07-01-96 23:30 EST
PRIORITY:
Dear Don,
Perhaps you are right that some consider "faith" an unpromising notion. But
with all due respect to you and others who disregard "faith" let us remember
that there are many times for many people around the world when faith provides
strength, patience, endurance and belief in one's abilities and potential.
" in my efforts to keep you posted on the potential role of rationality"
It is my belief that faith is not rational, but is a deeply held internal
value. I'm not speaking of purely religious faith alone, but also faith in
its broadest sense. Faith in one's abilities; faith in the truth; faith in
the skills of a highly trained physician; faith in the good intentions of
others, and so on.
Rationality provides a structure and purpose for health promotion and
wellness; faith may provide the courage to begin or the patience to persevere
in the face of obstacles. Faith may encourage others to join and to celebrate
wellness!
There is certainly room for both faith and rationality. Speaking personally,
I'd opt for faith with rationality as a winning equation for wellness.
****Faith is the sense of life, that sense by virtue of which man does not
destroy himself, but continues to live on. It is the force whereby we
live.----Leo Tolstoy****
Isabel Burk
*****************************************************************************
.oooO
( ) Oooo.
\ / ( )
(__) \ / Courage is rightly esteemed the first of human qualities,
(__) because...it is the quality that guarantees all others.
Winston Churchill
Isabel Burk
914-248-2458 ***914-962-6819 (fax)
Burk112w@wonder.em.cdc.gov
*****************************************************************************
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====
#1158
Date: Tue, 2 Jul 1996 09:02:41 EDT
From: "Stu Fors (University of Georgia)"
Subject: Re: Self-Esteem and Drug Abuse
In-Reply-To: Message of Thu,
27 Jun 1996 14:45:10 -0400 from
RE: the self-esteem issue.
Dave Hayes and I looked at this issue in '89-90 and published a piece in
the J.Sch. Health in 1990 about Self-Esteem and School Health Education.
We concluded from our look at the literature that SE was an elusive
construct that had specific dimensions that in many cases had to be
measured separately (eg - school, home, peer). There was no consistent
evidence that a specific curriculum could have a meaureable effect on
self-esteem. stu fors
Dept of health prom and behavior
Univ. of Georgia
=====================================================================
====
#1159
Date: Tue, 2 Jul 1996 09:07:26 CDT
From: Barb Giloth
Subject: Re: CHES Exam
In-Reply-To: Message of Fri,
28 Jun 1996 14:06:46 -0600 from
I am in a DrPH program and am just starting my dissertaion research. I have 20
years experience in health education and was grandfathered in as a CHES. At t
his point in time I do not need a CHES certification and don't expect that in
the near future, given my credentials and experience that I would need it. I c
hose to become a CHES and choose to remain one because I want to participate in
the development of the profession. I have been involved in teaching a health
promotin class and have begun incorporating information about the certification
into that class. It provides an opportunity to engage people just evtering the
field. My belief is that as the certification develops there will be advanced
levels that will have more meaning for those with experience and advanced degr
ees. I also, by the way, discuss the controversies surrounding the development
of the certification. Continued discussions as we have been having are very im
portant as ways to engage people in debate about the future of the profession,
educate others about the current CHES program, and continue active problem solv
ing about the weaknesses of this program.
=====================================================================
====
#1160
Date: Tue, 2 Jul 1996 11:23:32 -0400
From: Mimi Kiser
Subject: Clarify "Faith Community"
When one posts a long message, there is always the risk of readers
missing the point for reasons not necessary to describe. Don Ardell's
response was such a far out misunderstanding that I feel it is necessary
to follow-up with this clarification.
The work that we have been doing here at The Carter Center for the last 4
years under the leadership of Dr. Bill Foege is based on a foundation of
both the science of prevention and the value-based, social
justice-oriented decision-making processess utilized by public health
and faith communities.
The many factors (sense of meaning, coherence, social support, locus of
control, religious practices, etc.) now known to be associated with positive
individual health outcomes along with the emerging broader understanding
of the socio-enviromental determinants of population-based health
outcomes make it evident that partnerships with congregations are
critical to improving the health of communities. This is true at both
behavioral and policy levels. Congregations (approximately 330,000 in
the US) are the most viable voluntary associations today in America. Last
week in DC, several representatives of this sector, came to the table with
health leaders to discuss their role in the work of creating healthy
cities/healthy communities.
We see this effort and also the formation of the APHA Caucus on
Public Health and the Faith Community to be landmark steps in the much
needed shift toward a community-based, prevention oriented "health"
system in this country.
Mimi Kiser
Interfaith Health Program
The Carter Center
=====================================================================
====
#1161
Date: Tue, 2 Jul 1996 09:01:23 +0000
Comments: Authenticated sender is
From: Grady Cash
Subject: Remote Participation in Wellness Conference
Bob McDermott wrote:
> o Many of the most important things that potentially could tie or
> unify the profession are beyond the reach of too large a number of
> our fellow practitioners (e.g., attending professional conferences,
>>>>>>>>>>>>>>>>>>>>>>>>>^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^
As the Internet grows, we will be able to reduce some of these
limitations by remote participation in conferences.
The week of July 14-20, 1996, several organizations will combine
resources to provide daily news coverage of the National Wellness
Conference . Each year, over 1,500 wellness professionals gather at
Stevens Point, Wisconsin for this conference.
Onsite reporters from several organizations will provide conference
updates almost hourly each day, including summaries of key
presentations. Those who cannot attend will have access to articles
and digital photos shortly after each event. We hope to allow web
visitors to post questions to reporters or even to conference presenters
via an online discussion group.
The primary coverage of this event will be at Welltech
International's web site at at http://www.welltech.com.
My wife and I will be reporting for Welltech and will provide related
coverage from my web site - the Center for Financial Well-Being at
http://www.ns.net/cash/ - of my presentations at the conference.
Other organizations are involved, but I don't know all the details
yet. At a minimum, I anticipate web sites in St. Louis, Stevens
Point, and Sacramento will be hyperlinked for the conference. More
information will be available next week and during the Conference itself.
We hope that you will visit with us remotely at the National Wellness
Conference the week of July 14-20 via one of the above web sites.
Your constructive comments will help us improve these health
education efforts for our next remote conference.
- - - - - - - - - - - - -
Grady Cash, M.Ed., CFP cash@cashwellness.com
Center for Financial Well-Being http://www.ns.net/cash/
"Building healthier attitudes towards money."
=====================================================================
====
#1162
Date: Tue, 2 Jul 1996 12:52:13 -0400
From: Dreadswim@AOL.COM
Subject: Re: The Myth of Self-Esteem (fwd)
But if people are really, really serious about the research on self-estem,
take a look at:
Peggy Orenstein, School Girls: Young Women, Self-Esteem, and the
Confidence Gap, NY: Doubleday, 1994.
Judith Rodin, Body Traps: Breaking the Binds that Keep You From Feeling
Good About Your Body, NY, Morrow, 1992.
And most importantly: Richard Weissbourd, The Vulnerable Child: What
Really Hurts America's Children and What We Can Do About It, Reading, MA:
Addison-Wesley, 1996.
=====================================================================
====
#1163
Date: Tue, 2 Jul 1996 13:05:20 -0400
From: Dreadswim@AOL.COM
Subject: Re: Self-Esteem and Drug Abuse
Take a look at the work of Richard Weissbourd, The Vulnerable Child: What
Really Hurts America's Children and Whatr We Can Do About It. Reading, MA,
Addisonb-?Wesley, 1996.
=====================================================================
====
#1164
Date: Tue, 2 Jul 1996 13:15:03 -0400
From: Dreadswim@AOL.COM
Subject: Re: A Second Opinion
I would say to Russell "Get a 'Faith,'" and start by reading something simple
like the June 254 issue of Time on "Faith And Healing: Can spirituality
promote health?"
=====================================================================
====
#1165
Date: Tue, 2 Jul 1996 13:26:54 -0400
From: Dreadswim@AOL.COM
Subject: Re: faith
Henry Ford observed, "Whether you believe you can, or whether you believe you
can't, you're absolutely right." Countless individual stories of exceptional
achievement and numerous research stories of exceptional achievement and
numerous research studies have confirmed the power of self-fulfilling
prophecies. (See June 24, 1996 Time Article "Faith and Healing"). Belief --
or nonbelief -- in a future possibility dynamically influences results. Soren
Kierkegaard, the Danish philosopher, continually challenged people to make
what he calle da "leap of faith," to tap their hidden resources of creativity
and work toward making their dreams come true. Is this not what health
education is all about?
=====================================================================
====
#1166
Date: Tue, 2 Jul 1996 14:10:18 EDT
From: "Stu Fors (University of Georgia)"
Subject: Re: faith
In-Reply-To: Message of Tue, 2 Jul 1996 13:26:54 -0400 from
"dreadswim" comments on the issue of faith, but when we discuss this issue
we need to clarify "faith in onesself"(self efficacy) in relation to faith
or belief in an external figure and/or a heaven and hell, for example. I
am not clear from which direction all this discussion cometh. For example,
does the Carter Center "faith and health" project require a faith in a certain
God/god or religious practice or is acceptance of the spiritual dimension of
humanity (with or without a diety) adequate? stu fors
uga
Athens, GA
=====================================================================
====
#1167
Date: Tue, 2 Jul 1996 11:32:41 -0700
From: Margo Harris
Subject: Faith Thoughts
------ =_NextPart_000_01BB6821.C5659940
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
I don't think you can work long with people who battle chronic illness =
and discount the power of faith. You see people place their faith in =
their doctors, medical treatment, or whatever in conjunction with their =
religious/spirititual beliefs. I often think faith is a remarkably =
strong motivator (if not the strongest) in terms of compliance. For =
several years, I've watched a patient comply with an amazing and tedious =
pumping process to reduce lymph fluid collecting in her arm following =
modified mastectomy. The procedure requires a 7 day/week commitment for =
a minimum of 2 hours. Her faith drives her to be compliant more than =
any other factor in her medical regimen. =20
On the other hand, my thoughts are quite different about people who =
replace health care with faith only. Just a thought. Margo
=====================================================================
====
#1168
Date: Tue, 2 Jul 1996 15:43:56 -0700
From: Margo Harris
Subject: Faith Thoughts
I don't think you can work long with people who battle chronic illness
and discount the power of faith. You see people place their faith in=20
their doctors, medical treatment, or whatever in conjunction with their
religious/spirititual beliefs. I often think faith is a remarkably=20
strong motivator (if not the strongest) in terms of compliance. For
several years, I've watched a patient comply with an amazing and tedious =
pumping process to reduce lymph fluid collecting in her arm following
modified mastectomy. The procedure requires a 7 day/week commitment for
a minimum of 2 hours. Her faith inspires her to be compliant more than=20
any other factor in her medical regimen.
On the other hand, my thoughts are quite different about people =
who
replace traditional or alternative health care with faith only.
The specific post dealt with harnessing the power of the faith =
community. In the past this incredible resource was underutilized. =
Some of my colleagues at the ALA worked with the Black Churches to =
attack the smoking issue in black youth. I also saw a recent ad in the =
Journal of Health Education for a publication called, Renewing the =
Partnership: The Mainline Church in Support of Public Education. I =
have no information about that publication, but wonder if others have =
reviewed it. I was a bit puzzled in the book description where it =
noted: "The guide focuses on the historic relationship and common =
values shared between public education and the Protestant mainline =
church, and offers suggestions for educators on how to involve =
supportive clergy. Does that suggest that the Protestants are the only =
ones included in the guide? That seems rather limited if it is the =
case. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=====================================================================
====
#1169
Date: Tue, 2 Jul 1996 16:14:39 -0700
From: Donna Holberg Kuttner
Subject: Re: A Second Opinion
>Bill,
>
>I think you may have missed the boat on this one.
>
>Mimi Kiser's employer and the Carter Center are networking with churches,
>synogoges, temples, and other faith organizations to help improve the health
>status of its members and the surrounding communities. They are not using
>faith as a decision-making tool. They are reaching out to the local
>community using the faith organizations as gatekeepers. It is community
>empowerment and a community outreach (for lack of a better word) strategy.
> They are able to reach more people and open more doors for prevention and
>education than without the faith communities help. They are working WITH the
>faith communities in partnership, rather than "doing something TO the
>community."
>
>Also the tone of your E-mail appeared hostile. I don't know if that was the
>intention, but it seemed that way to me and I am very difficult to irritate
>especially when it comes to spirituality. If you disagree, disagree
>politley. We, as health educators, need to open doors to the community, not
>shut them.
>
>I hope you understand my point.
>
>John Canfield, M.Ed., C.H.E.S.
>Director of Education
>AIDGWinnett
>Jccanfield@aol.com
Excellent point, Bill. For some people, the faith community is the only
point of access for health education information. If this information is
linked to the teachings of the faith, perhaps we have a better chance of
having some success. Are there any data which support this assumption?
Donna
-------------------------------------------------
Donna Holberg Kuttner, PhD, CHES
dkuttner@proaxis.com
If it contains chocolate, it can't be bad.
-------------------------------------------------
=====================================================================
====
#1170
Date: Tue, 2 Jul 1996 19:56:24 -0400
From: Dreadswim@AOL.COM
Subject: Re: faith
I like what Peter Occhiogrosso (A Critique of Impure Reason: What Is
Spirituality?" has to say about "spirituality" has to say:
"The word 'spirit,' which comes from the Latin for 'breathing,' connotes
both the sense of vital force and of something invisible. And so by
extension, spirituality can refer not merely alongside visible, material
reality, but also as the animiating force of the physical, which is
inextreicably bound to it. . .For my purpose, the word 'spiritual' is
preferable to 'religious' because it is not limited to the denotation of an
organized communal practice."
This should be the way in which we deal with it in health education. . .what
a jolt. . .
=====================================================================
====
#1171
Date: Wed, 3 Jul 1996 14:40:00 EST
From: Isabel Burk
Subject: Thought for Wednesday, Jul 3, 1996 (fwd
FROM: Burk, Isabel
TO: SMTP:HEDIR%SIUCVMB.BITNET@UBVM.C
SUBJECT: Thought for Wednesday, Jul 3, 1996 (fwd
Date: 07-03-96 14:39 EST
PRIORITY:
Funny thoughts for Independence Day, courtesy of the International Counselors'
Network. Enjoy!
Isabel
What might have happened if government bureaucracy were as
entrenched then as it is now. Think about it.
----------------------------------------------------
The Court of King George III
London, England
July 10, 1776
Mr. Thomas Jefferson
c/o The Continental Congress
Philadelphia, Pennsylvania
Dear Mr. Jefferson:
We have read your "Declaration of Independence" with great interest.
Certainly, it represents a considerable undertaking, and many of your
statements do merit serious consideration. Unfortunately, the Declaration
as a whole fails to meet recently adopted specifications for proposals to
the Crown, so we must return the document to you for further refinement.
The questions which follow might assist you in your process of revision:
1. In your opening paragraph you use the phrase "the Laws of Nature and
Nature's God." What are these laws? In what way are they the criteria
on which you base your central arguments? Please document with
citations from the recent literature.
2. In the same paragraph you refer to the "opinions of mankind." Whose
polling data are you using? Without specific evidence, it seems to
us the "opinions of mankind" are a matter of opinion.
3. You hold certain truths to be "self-evident." Could you please
elaborate. If they are as evident as you claim then it should not be
difficult for you to locate the appropriate supporting statistics.
4. "Life, Liberty, and the pursuit of happiness" seem to be the goals of
your proposal. These are not measurable goals. If you were to say that
"among these is the ability to sustain an average life expectancy in
six of the 13 colonies of at last 55 years, and to enable newspapers
in the colonies to print news without outside interference, and to
raise the average income of the colonists by 10 percent in the next
10 years," these could be measurable goals. Please clarify.
5. You state that "Whenever any Form of Government becomes destructive of
these ends, it is the Right of the People to alter or to abolish it,
and to institute a new Government...." Have you weighed this assertion
against all the alternatives? What are the trade-off considerations?
6. Your description of the existing situation is quite extensive. Such a
long list of grievances should precede the statement of goals, not
follow it. Your problem statement needs improvement.
7. Your strategy for achieving your goal is not developed at all. You
state that the colonies "ought to be Free and Independent States," and
that they are "Absolved from All Allegiance to the British Crown." Who
or what must change to achieve this objective? In what way must they
change? What specific steps will you take to overcome the resistance?
How long will it take? We have found that a little foresight in these
areas helps to prevent careless errors later on. How cost-effective are
your strategies?
8. Who among the list of signatories will be responsible for implementing
your strategy? Who conceived it? Who provided the theoretical research?
Who will constitute the advisory committee? Please submit an organization
chart and vitas of the principal investigators.
9. You must include an evaluation design. We have been requiring this
since Queen Anne's War.
10. What impact will your problem have? Your failure to include any
assessment of this inspires little confidence in the long-range
prospects of your undertaking.
11. Please submit a PERT diagram, an activity chart, itemized budget, and
manpower utilization matrix.
We hope that these comments prove useful in revising your "Declaration of
Independence." We welcome the submission of your revised proposal. Our due
date for unsolicited proposals is July 31, 1776. Ten copies with original
signatures will be required.
Sincerely,
Management Analyst to the British Crown
----------------------------------------------------
=====================================================================
====
#1172
Date: Fri, 5 Jul 1996 18:00:06 -0500
From: William London
Organization: American Council on Science & Health
Subject: Fwd: Course material, Hlth Ed Philosophy
A special issue of PRIORITIES FOR LONG LIFE AND GOOD HEALTH with a symposium
section on "Life, Liberty and Public Health" has just been published. The
symposium would be an excellent choice for assigned supplemental reading in
undergraduate or graduate courses on the political and philosophical
foundations of health education. Instructors might want to use it as a basis
for discussion of these and other important questions:
1. What public health services are appropriate for government to provide?
2. Do contemporary public health practices intrude unreasonably on personal
liberty?
3. In trying to protect people from their own "behavioral risk factors," do
public health professionals actually contribute to public health problems?
(PRIORITIES is the quarterly magazine of the American Council on Science and
Health [ACSH]. ACSH is a nonprofit, tax exempt consumer education consortium
directed and advised by some 250 American and Canadian physicians and
scientists. ACSH addresses all aspects of preventive medicine with particular
interest on human health concerns associated with food, nutrition, chemicals,
pharmaceuticals, lifestyle, the environment. In addition to publishing
PRIORITIES, ACSH produces newspaper op-ed pieces and peer-reviewed reports on
important public health topics. ACSH staff appear frequently on television and
radio programs and are often cited in newspapers and magazines.)
The symposium takes as its starting point Jacob Sullum's provocative essay
"What the Doctor Orders," which appeared originally in the January 1996 issue
of REASON magazine. The article is reprinted in PRIORITIES in its entirety. In
his essay, Sullum, who is Senior Editor of REASON, questions the wisdom, the
propriety and the effectiveness of various actions that governments have taken
or might take to modify personal lifestyles in the interest of public health.
The appearance of the article in REASON prompted a letter to the editor of
that magazine from William M. London, EdD, MPH (ACSH's Director of Public
Health) and Elizabeth M. Whelan, ScD, MPH (ACSH's President). The ACSH letter
and a response to it from Mr. Sullum were both published in the April issue of
REASON. The letter and Mr. Sullum's response will be reprinted in the special
issue of PRIORITIES.
The symposium also includes seven essays in response to Mr. Sullum's REASON
article. The essays include:
1. "Seeking Equilibrium in a Problem-Driven Field" by Harvey V. Fineberg, MD,
PhD, Dean of the Harvard School of Public Health,
2. "Rx: A Strong Dose of Moderation" by Lawrence W. Green, DrPH, Director of
the Institute of Health Promotion Research and a professor in the Department
of Halth Care and Epidemiology at the University of British Columbia,
3. "'Health Education as Freeing': Developing Decision Makers" by Jerrold S.
Greenberg, EdD, Professor of Health Education at the Department of Health
Education, University of Maryland and current AAHPERD scholar,
4. "Rights, Ethics, and the Question of Lifestyle Factors" by John Higginson,
MD, FRCP, Clinical Professor of Community Medicine, Georgetown University
Medical Center,
5. "The Public Doctor Orders Bad Medicine" by Jane M. Orient, MD, an internist
in private practice in Tucson, AZ and Executive Director of the Association of
American Physicians and Surgeons,
6. "Sound Epidemiology and the Human Condition Equation" by R. T. Ravenholt,
MD, MPH, President of Population Health Imperatives, Seattle, WA,
7. "Questioning the 'Vision of the Anointed`" by Philip Cole, MD, DrPH,
Professor of Epidemiology, School of Public Health, University of Alabama at
Birmingham
An eighth commentator, former U.S. Surgeon General C. Everett Koop, MD,
graciously agreed to address three questions concerning issues raised by
Sullum's essay. We present the three questions and Dr. Koop's brief answers to
them as a sidebar to the longer responses.
Coming full circle, the symposium concludes with Jacob Sullum's own response
to the commentaries.
The price of a one-year subscription to Priorities is $25.00 or a "list price"
of $6.25 per issue. College bookstores or instructors may order copies of the
special symposium issue at a "wholesale" price of $5.00 per copy, prepaid.
If you are interested in receiving a single review copy of the special
symposium issue of PRIORITIES to consider for course adoption, please fill out
a hard copy of the order form below and send it along with your check in the
amount of $2.50 (to cover postage and handling expenses) made out to "American
Council on Science and Health."
William M. London, EdD, MPH
Director of Public Health
American Council on Science and Health
1995 Broadway, 2nd Floor
New York, NY 10023
ORDER FORM For "Life, Liberty and Public Health" Issue of PRIORITIES
NAME_____________________________________________________________
COLLEGE OR UNIVERSITY________________________________________________
ADDRESS___________________________________________________________
_________________________________________________________________
CITY or TOWN_______________________________________________________
NAME OF COURSE FOR ADOPTION
CONSIDERATION_______________________________
COURSE NUMBER_____________________________________________________
SEMESTERS OR QUARTERS OFFERED_________________________________________
ANTICIPATED NUMBER OF STUDENTS PER SEMESTER OR
QUARTER___________________
Enclosed is my check in the amount of $2.50 made out to the American Council
on Science and Health as prepayment for one review copy of the special "Life,
Liberty and Public Health" issue of PRIORITIES.
_________________________________________________________________
(your signature)
____I am also interested in freelance writing opportunities offered by the
American Council on Science and Health. My resume or c.v. is enclosed.
--
-----------------------------------------------------------------------
The American Council on Science and Health
1995 Broadway, 2nd Floor New York, NY 10023-5860
Tel: 212/362-7044 Fax: 212/362-4919
-----------------------------------------------------------------------
=====================================================================
====
#1173
Date: Mon, 8 Jul 1996 09:10:17 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Graduate standards
The AAHE/SOPHE Joint Committee for the Development of Graduate Level
Preparation Standards met for the last time this past weekend to finalize
the project that culminated in the National Congress last February in
Dallas. Being on this committee for the past 4 years has been a most
interesting and professionally challenging association...one that I will not
forget. I believe it is most appropriate that the profession recognize the
efforts put forth by this committee. I believe it is worthy to identify
these individuals who have put forth such effort:
Steve Stewart (James Madison U) and Margaret Smith (formerly with Oregon
State) were our co-chairs...not an easy task with us...they did a great job.
Other members included:
Evelyn Ames, Western Washington U
Bill Cissell, Texas Woman's U
Don Calitri, E. Kentucky U
Mary Hawkins, N.C. Central U
Doug Hippler, Chesterfield, MO
Don Read, Worchester State College
Bill Livingood, E. Stroudsburg U
James Robinson, Texas A & M U
Carl Peter, formerly of Western Illinois U now residing in Lexington, KY
Ruth Richards, formerly with UCLA
Elaine Vitello, SIUC
Pat Evans, Council for Education for Public Health
Pat Mail, representing the National Commission of Health Education
Credentialing, INC
Aileen Frazee, AAHE
Both AAHE/SOPHE made monetary committments to this effort.
It is hoped that the results of the work of this committee will see a higher
level of graduate programs in health education. The final product will be
forthcoming within a few months.
=====================================================================
====
#1174
Date: Mon, 8 Jul 1996 10:28:24 -0400
From: "Carolyn Parks (U of North Carolina at"
Subject: More on Spiritual Health Assessments
From: IN%"n-friberg@bethel.edu" 20-JUN-1996 12:09:50.83
To: IN%"CPARKS@SOPHIA.SPH.UNC.EDU"
CC:
Subj: RE: Can anyone help? Carol Parks, UNC School of Public Health
Concerning your request for info on people who have worked up assessment
issues for spiritual life and health care, get in touch with Rev. Gary
Berg, 1203 7th Ave N., St Cloud, MN 56303. He has a software program that
does a very good job of this, and is using it daily at the V.A. Hospital in
St Cloud. He has written this up in the Journal of Pastoral Care, 49:4
(Winter, 1995), and the Journal of Health Care Chaplaincy 6:1 (1994).
Hope this helps.
Prof. Nils C. Friberg
n-friberg@bethel.edu
Bethel Theological Seminary
St. Paul, MN
612-638-6176
=====================================================================
====
#1175
Date: Mon, 8 Jul 1996 10:30:52 -0400
From: "Carolyn Parks (U of North Carolina at"
Subject: Spiritual Assessments Info
From: IN%"MTNBRK@aol.com" 20-JUN-1996 21:25:03.58
To: IN%"CPARKS@SOPHIA.SPH.UNC.EDU"
CC:
Subj: RE: Can anyone help? Carol Parks, UNC School of Public Health
Yes, Project Health, an inner city program promoting "Well-Being" in Atlanta
asks a whole series of questions based on the research in
psychoneuroimmunology that shows higher levels of wellness among people who:
Practice forgiveness rather than harboring anger and
resentment
Have close, loving relationships
Regularly do things for others
Value and interact with the environment
Report an intimate relationship with God
Pray or meditate regularly
See God as in control of their lives
You have to be careful in framing these questions. Many people confuse
religious involvement with spiritual wellness and they are not the same. You
may find a large body of literature on "Extrinsic - Intrinsic" religious
orientation very interesting and helpful. This research basically
demonstrates what has always been obvious - you may actively and prominently
participate in religion, but not have anything that is really wellness of
spirit going on inside ... your actions are just to look good to others. Let
me know if we can help you in any way. Good luck! Melanie Adair - Project
Health
=====================================================================
====
#1176
Date: Mon, 8 Jul 1996 10:38:23 -0400
From: "Carolyn Parks (U of North Carolina at"
Subject: More on spriritual assessments
From: IN%"guilpat@charlie.cns.iit.edu" "Pat Guilbeault" 23-JUN-1996 18:28:42.
30
To: IN%"CPARKS@SOPHIA.SPH.UNC.EDU"
CC: IN%"ihp-net@synasoft.com"
Subj: RE: Can anyone help? Carol Parks, UNC School of Public Health
Write to George Fitchett at Rush Presbyterian St.Luke's Medical Center in
Chicago.
=====================================================================
====
#1177
Date: Mon, 8 Jul 1996 09:38:47 -0700
From: Margo Harris
Subject: Promotion of Public Health
It's been exciting to see the increased effort to promote "Public =
Health" and the work of state and local health departments. The =
messages on this list during Public Health Week were a part of what I =
noticed. The SOPHE Mid-Year offered a great video from the state of =
Kansas that focused on the definition and benefits of public health in =
KS. It was a great, upbeat production.
July 1 marked CDC's 50th anniversary with a special MMWR edition (June =
28, 1996/Vol.45/No.25) focused on this anniversary and a special =
perspective on CDC's role.=09
I then received a copy of a new publication from Channing L. Bete, Inc.
=
called "Public Health--Working for a healthy community." In a =
"RealStyle" print format, again the remarkable story of public health is =
told. I know some colleagues who are reluctant to use Bete =
publications, citing illustrations, price, etc. In my practice, the =
irony has always been that when the publications get in to the hands of =
the "client" they are well accepted and read! If you haven't seen this =
publication, you may want to take a look. If you have a local Bete rep, =
give him/her a call. If not, call the company directly for a =
sample--800/343-1649. If you're a Pacific Northwest "customer", your =
rep is Don Rickel (no relation to the comedian!) and you can ask for Don =
directly when you call the 800#. No, I get no commission! I just like =
their materials. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=====================================================================
====
#1178
Date: Mon, 8 Jul 1996 20:29:11 -0500
From: Donna Stauber
Subject: 1996 Edition 3 Health Edco Catalog
Hope everyone's holiday week-end was restful and fun.
I need your assistance. Would those of you that received an edition 3
Health Edco catalog with a white cover and a brain in a beer mug on the
front, please look on the next page after page 34 and let me know if the
next page begins with HEALTH EDCO NEWS headline and a letter from me? We
have had several complaints from health educators that did not receive this
version. Thank you for your help!!!
Donna Stauber, Ph.D.,CHES
Product Development Coordinator
WRS Group, Inc.-Health Edco
701 N. New Rd.
Waco, Texas 76710
Phone- 817-776-6461 ext. 612
Fax- 817-754-8023
=====================================================================
====
#1179
Date: Tue, 9 Jul 1996 10:04:00 EST
From: BURK112W@WONDER.CDCWONDER.EM.CDC.GOV
Subject: Truancy Manual (1) (fwd)
Follow up on truancy program highlights ...
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Russell A. Sabella, Ph.D. rasabe01@ulkyvm.louisville.edu
Educational & Counseling Psychology (502) 852-0625
School of Education
University of Louisville "Argue for your limitations
Louisville, KY 40292 and they might be yours."
----------------------------Original message----------------------------
LAST WEEK, THE PRESIDENT announced a two-part effort to support
schools & communities in preventing truancy. First, the
Department of Education is sending a *Manual to Combat Truancy*
to every school district in the U.S. Second, the Department is
inviting applications under a new $10 million discretionary grant
program (on truancy).
Below is the full text of the manual. (It's too long for one
message, so we've divided it into two). Tomorrow, we'll send you
a summary of the notice inviting applications (grant program) &
where you can get additional information about it.
Kirk Winters & Peter Kickbush
U.S. Department of Education
kirk_winters@ed.gov peter_kickbush@ed.gov
=================================================================
MANUAL TO COMBAT TRUANCY
The Problem of Truancy in America's Communities
July 1996
=================================================================
Truancy is the first sign of trouble; the first indicator that
a young person is giving up and losing his or her way. When young
people start skipping school, they are telling their parents, school
officials and the community at large that they are in trouble and need
our help if they are to keep moving forward in life.
Research data tells us that students who become truant and
eventually drop out of school put themselves at a long term
disadvantage in becoming productive citizens. High school dropouts,
for example, are two and a half times more likely to be on welfare
than high school graduates. In 1995, high school dropouts were almost
twice as likely to be unemployed as high school graduates. In
addition, high school dropouts who are employed earn much lower
salaries. Students who become truant and eventually drop out of high
school too often set themselves up for a life of struggle.
Truancy is a gateway to crime. High rates of truancy are linked
to high daytime burglary rates and high vandalism. According to the
Los Angeles County Office of Education, truancy is the most powerful
predictor of juvenile delinquent behavior. "I've never seen a gang
member who wasn't a truant first," says California District Attorney
Kim Menninger. Truancy prevention efforts should be a part of any
community policing effort to prevent crime before it happens.
* During a recent sample period in Miami more than 71 percent of
13 to 16 year-olds prosecuted for criminal violations had been
truant.
* In Minneapolis, daytime crime dropped 68 percent after police
began citing truant students.
* In San Diego, 44 percent of violent juvenile crime occurs between
8:30 a.m . and 1:30 p.m.
While no national data on the extent of truancy exists, we know
that in some cities unexcused absences can number in the thousands
each day. In Pittsburgh, for example, each day approximately 3,500
students or 12 percent of the pupil population is absent and about 70
percent of these absences are unexcused. In Philadelphia,
approximately 2,500 students a day are absent without an excuse. In
Milwaukee, on any given school day, there are approximately 4,000
unexcused absences.
Combating truancy is one of the first ways that a community can
reach out quickly to a disaffected young person and help families that
may be struggling with a rebellious teenager. This guide seeks to
offer parents, school officials, law enforcement agencies and
communities a set of principles to design their own strategies to
combat truancy and describes successful models of how anti-truancy
initiatives are working in communities across the nation.
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Users' Guide to Deterring Truancy
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Each school and each community need to decide which steps to take
to reduce truancy. These decisions should be made with the active
involvement of parents, educators, law enforcement personnel, juvenile
and family court judges, and representatives from social service,
community, and religious organizations.
The communities that have had the most success in deterring
truancy not only have focused on improving procedures -- such as those
that accurately track student attendance -- but each also has
implemented a comprehensive strategy that focuses on incentives and
sanctions for truants and their parents. Below are five primary
elements of a comprehensive community and educational strategy to
combat truancy.
1. Involve parents in all truancy prevention activities
Parents play the fundamental role in the education of their
children. This applies to every family regardless of the
parents' station in life, their income, or their educational
background. Nobody else commands greater influence in getting
a young person to go to school every day and recognizing how a
good education can define his or her future.
For families and schools to work together to solve problems like
truancy, there must be mutual trust and communication. Many
truancy programs contain components which provide intensive
monitoring, counseling and other family-strengthening services
to truants and their families. Schools can help by being
"family-friendly" and encouraging teachers and parents to make
regular contact before problems arise. Schools may want to
consider arranging convenient times and neutral settings for
parent meetings, starting homework hotlines, training teachers
to work with parents, hiring or appointing a parent liaison, and
giving parents a voice in school decisions.
2. Ensure that students face firm sanctions for truancy
School districts should communicate to their students that they
have zero tolerance for truancy. State legislatures have found
that linking truancy to such items as a student's grades or
driver's license can help reduce the problem. Delaware,
Connecticut, and several other states have daytime curfews during
school hours that allow law enforcement officers to question
youth to determine if their absence is legitimate. In a few
states, including New York, a student with a certain number of
unexcused absences can be failed in his or her courses. A
Wisconsin judge may, among other options, order a truant to
attend counseling or to attend an education program designed for
him or her.
3. Create meaningful incentives for parental responsibility
It is critical that parents of truant children assume
responsibility for truant behavior. It is up to each community
to determine the best way to create meaningful incentives for
such parents to ensure that their children go to school. In some
states, parents of truant children are asked to participate in
parenting education programs. Some other states, such as
Maryland and Oklahoma, have determined that parents who fail to
prevent truancy can be subject to formal sanction or lose
eligibility for certain public assistance. Communities can also
provide positive incentives for responsible parents who ensure
their child's regular school attendance. Such incentives can
include increased eligibility to participate in publicly funded
programs. Local officials, educators and parents, working
together, can make a shared commitment to assume responsibility
for reducing truancy -- and can choose the incentives that make
the most sense for their community.
4. Establish ongoing truancy prevention programs in school
Truancy can be caused by or related to such factors as student
drug use, violence at or near school, association with truant
friends, lack of family support for regular attendance, emotional
or mental health problems, lack of a clear path to more education
or work, or inability to keep pace with academic requirements.
Schools should address the unique needs of each child and
consider developing initiatives to combat the root causes of
truancy, including tutoring programs, added security measures,
drug prevention initiatives, mentorship efforts through community
and religious groups, campaigns for involving parents in their
children's school attendance, and referrals to social service
agencies.
Schools should also find new ways to engage their students in
learning, including such hands-on options as career academies,
school-to-work opportunities, and community service. They should
enlist the support of local business and community leaders to
determine the best way to prevent and reduce truancy. For
example, business and community leaders may lend support by
volunteering space to house temporary detention centers,
establishing community service projects that lead to after school
or weekend jobs, or developing software to track truants.
5. Involve local law enforcement in truancy reduction efforts
In order to enforce school attendance policies, school officials
should establish close linkages with local police, probation
officers, and juvenile and family court officials. Police
Departments report favorably on community-run temporary detention
centers where they can drop off truant youth rather than bring
them to local police stations for time-consuming processing.
When part of a comprehensive anti-truancy initiative, police
sweeps of neighborhoods in which truant youth are often found can
prove dramatically effective.
=====================================================================
====
#1180
Date: Tue, 9 Jul 1996 10:07:00 EST
From: BURK112W@WONDER.CDCWONDER.EM.CDC.GOV
Subject: Truancy Manual (2) (fwd)
Some interesting programs concerning truancy worth reading ...
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Russell A. Sabella, Ph.D. rasabe01@ulkyvm.louisville.edu
Educational & Counseling Psychology (502) 852-0625
School of Education
University of Louisville "Argue for your limitations
Louisville, KY 40292 and they might be yours."
----------------------------Original message----------------------------
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Model Truancy Reduction Initiatives
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Each community needs to determine how it will reduce and deter
truancy. Below are descriptions of truancy programs being
used in communities around the country which employ some or
all of the elements described above.
Milwaukee, Wisconsin
~~~~~~~~~~~~~~~~~~~~
Program elements: Parents, police, and the school system focus on
the causes of truancy in the Truancy Abatement and Burglary
Suppression (TABS) initiative in Milwaukee. Attendance is
taken every period in all high schools. Local police officers
pick up truant students and bring them to a Boys and Girls
Club for counseling. Parents are called at home automatically
every night if their child did not attend school that day. If
the parent is not supportive of regular school attendance,
then the district attorney is contacted.
Results: In a recent sample of students who went through the TABS
process, 73 percent returned to school the next day, 66
percent remained in school on the 15th day, and 64 percent
still are in school 30 days later. Since the TABS initiative
began, daytime burglary in Milwaukee has decreased 33 percent,
and daytime aggravated battery has decreased 29 percent.
Aquine Jackson, Director of the Parent and Student Services
Division of the Milwaukee Public Schools, says, "I think the
TABS program is so effective because it is a collaboration
among...the Milwaukee Public Schools, the Milwaukee Boys and
Girls Clubs, the Milwaukee Police Department, and the County
Sheriff, and because it is now a part of state statute that
police officers can stop students on the street during school
hours."
Rohnert Park, California
~~~~~~~~~~~~~~~~~~~~~~~~
Program elements: The Stop, Cite and Return Program is designed to
reduce truancy and juvenile crime in the community and to
increase average daily attendance for the schools. Patrol
officers issue citations to suspected truants contacted during
school hours, and students are returned to school to meet with
their parents and a vice principal. Two citations are issued
without penalty; the third citation results in referral to
appropriate support services.
Results: Due in large part to this initiative, the daytime burglary
rate is 75 percent below what it was in 1979. Haynes Hunter,
who has worked in different capacities on the issue of truancy
in Rohnert Park for over 15 years, says the program is
effective because it is a "high visibility" effort. "Being on
the street, being in contact with the kids makes them aware of
the fact that we care. We want them to get their education."
New Haven, Connecticut
~~~~~~~~~~~~~~~~~~~~~~
Program elements: The Stay in School Program targets middle school
students who have just begun to have problems. Targeted
students go to truancy court, at which a panel of high school
students question them and try to identify solutions. After
court, youth and attorney mentors are assigned to each student
for support. The student and the court sign a written
agreement, and after two months, students return to the court
to review their contract and report on their progress.
Results: Denise Keyes Page, who recruits and trains mentors for
this initiative, says "This program works because it harnesses
the power of peer pressure. Truants are judged and mentored
by their peers, instead of just by adults who may seem distant
and unconnected. Our program uses both the carrot and stick
approaches, providing both supportive mentorship and real
courtroom accountability to truant students. One of the
evolving strengths of the program is that not only are we
providing support to the truant, but we are serving as a
resource to their parents."
Atlantic County, New Jersey
~~~~~~~~~~~~~~~~~~~~~~~~~~~
Program elements: The Atlantic County Project Helping Hand receives
referrals from six Atlantic City and four Pleasantville
elementary schools for youth in K through eighth grades who
have five to 15 days of unexcused absences. A truancy worker
meets with the youth and family to provide short-term family
counseling, usually up to eight sessions. Referrals for
additional social services are made on an as needed basis. If
the family fails to keep appointments, home visits are made to
encourage cooperation. Once a truancy problem is corrected,
the case is closed and placed on an aftercare/monitoring
status with contact made at 30, 60, and 90 day intervals to
ensure that truancy does not persist.
Results: During the past school year, 84 percent of the students
who participated in the Atlantic County program had no
recurrence of truancy. Colleen Denelsback of project Helping
Hand says that "our philosophy is one of early intervention,
both at the age level and the number of unexcused absences.
We stress that the earlier intervention takes place, the
greater the chance for positive outcomes. Early intervention
will prevent truancy and later delinquency."
Oklahoma City, Oklahoma
~~~~~~~~~~~~~~~~~~~~~~~
Program elements: The THRIVE (Truancy Habits Reduced Increasing
Valuable Education) initiative is a comprehensive anti-truancy
program spurred by an ongoing community partnership of law
enforcement, education, and social service officials. Police
bring a suspected truant to a community-run detention center
where, within one hour of arrival, officials assess the
youth's school status, release the youth to a parent or
relative, and refer the family to any needed social service
agencies. Parents are notified by the district attorney of
potential consequences for repeat behavior. Parents who
harbor youth with 15 days of consecutive unexcused absences
are subject to misdemeanor charges.
Results: Since THRIVE's inception in 1989, the Oklahoma City
Police Department reports a 33 percent drop in daytime
burglary rates. Tom Steemen, the parent of a student who went
through THRIVE, says, "The first I heard of the program was
when my son was caught and taken to the center. I was real
glad to know they had something like THRIVE." His son Ken,
age 15, says, "THRIVE shook me up. I knew (while in the
police car) just how wrong I was."
Norfolk, Virginia
~~~~~~~~~~~~~~~~~
Program elements: The Norfolk, Virginia school district uses
software to collect data on students who are tardy, cut class,
leave grounds without permission, are truant but brought back
to school by police, or are absent without cause. Each school
has a team composed of teachers, parents, and school staff
that examines the data to analyze truancy trends. For
example, a team may try to pinpoint particular locations where
truant students are found during school hours and then place
additional monitors in these locations. A team may also
notice certain months when truancy is prevalent and then
design special programs to curb truancy during those months.
Results: Ann Hall of the Norfolk Public Schools says, "Attendance
has improved at all levels of schools since 1992 - two percent
at the elementary and secondary levels. The overall district
average is up one percent. This is significant in that legal
attendance is at the 93rd percentile. Tighter attendance
policies, grading practices, and teamwork have lead to this
improvement...There are few, if any, teachers complaining that
discipline and law violations are not being handled
consistently throughout the district. This is a marked
improvement over the report that was made in the teacher
satisfaction survey conducted in 1988."
Marion, Ohio
~~~~~~~~~~~~
Program elements: The Community Service Early Intervention Program
focuses on potential truants during freshman year. Referred
students are required to attend tutoring sessions as directed,
give their time to community service projects, and participate
in a counseling program. In addition, students are required
to give back to the Intervention initiative by sharing what
they have learned with new students in the program and by
recommending others who might benefit. Parental participation
is required throughout the program. Upon completion of the
six-week sequence, school records relative to truancy are
nullified. If the student fails the program, formal court
intervention is the next step.
Results: Of the 28 students who took part in the program this
semester, 20 have improved attendance records and will pass
freshman year. The eight who did not improve their attendance
records either moved from the school district or were removed
from the school for failure to meet attendance requirements.
Misty Swanger, Community Educator for this initiative, saw a
general improvement in the grades and behavior of the
students. Executive Director Christine Haas says, "This
program is a combination of early intervention and early
attention. As long as the child knows that someone is
watching out for them and taking an interest in them, they
will not be truant. The attention factor is very important.
It creates success." The intervention program has already
identified 100 ninth grade students with truancy problems to
work with in the coming year.
Peoria, Arizona
~~~~~~~~~~~~~~~
Program elements: In Operation Save Kids, school officials contact
the parents of students with three unexcused absences.
Parents are expected to relay back to school officials steps
they have taken to ensure their children regularly attend
school. When students continue to be truant, cases are
referred to the local district attorney. To avoid criminal
penalty and a $150 parent fine, youth are required to
participate in an intensive counseling program, and parents
must attend a parenting skills training program.
Results: Since Operation Save Kids began two years ago, daytime
juvenile property crime rates have declined by 65 percent.
Truancy citywide has been cut in half. "Look at today's
truant, and you're looking at tomorrow's criminal," says
Assistant City Attorney Terry Bays Smith.
Bakersfield, California
~~~~~~~~~~~~~~~~~~~~~~~
Program elements: A consortium of school districts in Kern County,
California has formed the Truancy Reduction Program. Local
schools reach out to youth with a history of truancy through
parent contact, peer tutoring, and mentoring services.
Persistently truant youth are referred to the County Probation
Office. Probation officers visit parents at home one-on-one,
check on the youth at school weekly, and in the majority of
cases refer youth and their families to one or more needed
social service agencies. The County Probation Office and
local school continue to track the youth for a full year
before making referral to the local District Attorney's
Office.
Results: "The majority of graduates of the Truancy Reduction
Program's first year no longer present a truancy problem,"
according to the Kern County Public Schools Coordinator, Steve
Hageman. Over a fifth of that 1994 class had perfect school
attendance records in the year following their participation.
=-=-=-=-=
Resources
=-=-=-=-=
The U.S. Department of Justice provides federal funding to
states to implement local delinquency prevention programs,
including programs that address truancy. Many of these
programs address risk and protective factors. A large portion
of the funding has come from the Juvenile Justice and
Delinquency Prevention Act Formula Grants Program that is
administered by the Office of Juvenile Justice and Delinquency
Prevention, Office of Justice Programs. For more information
contact the Juvenile Justice Clearinghouse, 1-800-638-8736.
Under a jointly-funded project, the Department of Justice and
the Department of Education have developed a training and
technical assistance project to help communities develop or
enhance truancy prevention/intervention programs and programs
that target related problems of youth out of the education
mainstream. Training and technical assistance will be made
available to 10 jurisdictions through a competitive
application process in 1996. For more information contact Ron
Stephens at the National School Safety Center, 805-373-9977.
For more information about the information presented in this
guide, please call the U.S. Department of Education Safe and
Drug Free Schools Office at 202-260-3954.
------------------------------------------------------
Prepared by the U.S. Department of Education with input
from the U.S. Department of Justice and in consultation
with local communities and the National School Safety
Center.
------------------------------------------------------
Kirk Winters
Office of the Under Secretary
U.S. Department of Education
kwinters@inet.ed.gov
=====================================================================
====
#1181
Date: Tue, 9 Jul 1996 11:03:33 -0400
From: Health Literacy
Subject: Literacy, Health and the Law
A NEW BOOK!!! "Literacy, Health and the Law", 75 pp, $20
Advocating for Patients and Health Care Providers:
An Exloration of the Law and the Rights of Marginal Readers in
the Health Care System
* A man struggles to understand his surgical consent form. He gives
up and simply signs the form.
* An elderly woman misreads the prescription label and takes the
wrong dose of medication.
Who is responsible? The rushed and overworked health care provider?
The patient?
"Literacy, Health and the Law", an exploratory paper commisioned by
the Health Literacy Project, discusses ramifications for health care
providers serving low literate populations, offers suggestions on how to
make changes in patient/provider communication patterns.
Contents:
- Legal considerations when communicating with health care consumers
who have low literacy skills
* Informed consent and case law: Patient comprehension
* Communication Risk: case law involving therapeutic drugs
* Regulatory frmework: Patient communcations
- Improving communications with health care consumers who have low
literacy skills
* Recommendations for system-wide change
* Recommendations for individual providers
Authors: The book is a collaboration of the Health Literacy Project and
Consulting Attorneys:
Editor, Wendy Brandes,Esq., Sarah Furnas, RN, Frank M. McClellan,
Esq., Julie Haywood, Esq.,
Janet Ohene-Frempong, MS, RD, and Marilou Taylor-Watson, RPh, Esq.
* Health Literacy Project (HLP) is a patient and professional
education program of the Health Promotion Council of Southeastern PA. The
HLP helps to improve communication between health care providers and their
low income African-American, Latino and Asian patients. The project is
funded by Willian Penn Foundation and the Health Dept. of PA.
The book is now available from the Health Literacy Project, please
contact:
Patricia Benjamin
311 S. Juniper St. Rm.308
Philadelphia, PA 19107
215-546-1276
215-545-1395(fax)
e-mail: hlphpc@libertynet.org
=====================================================================
====
#1182
Date: Tue, 9 Jul 1996 12:29:26 -0400
From: "Donald B. Ardell"
Subject: A Quiz
Dear folks:
Not everyone attends the National Wellness Conference and, believe
it or not, some who do fail to attend my sessions. Therefore, for the
benefit or amusement of those in either of the above categories, the
following quiz is offered fyi. Comments are welcomed. It's simply
designed to introduce a few of the issues that will be addressed in the
session on peer education and to give everyone an opportunity to become
involved in the workshop. If you feel the need to obtain a scoring code
that reveals the correct answers based on extensive double-blind, cross-
over trials of a longitudinal, horizontal and dignified nature, well, this
could be arranged (for a price). Enjoy.
Peer Education Session - A Questionnaire
July 16, 1996 - NATIONAL WELLNESS CONFERENCE
Donald B. Ardell
1. Do you believe that there is excessive emphasis on disease,
dysfunction, doctors, dread, death, desperation, depression, dolor,
despair and other words beginning with the letter "D" at
wellness conferences in general and at this, THE National Wellness
Conference in particular?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?_____
2. Are wellness peer education programs in universities, hospitals and/or
corporate workplaces overly focused on risk assessment and the abatement
of negative attitudes, feelings and behaviors? In addition, is the health
promotion movement actually less oriented to wellness than to medical
training, traditional health education and a potpourri of holistic
remedies, flaky "new age" quackery (e.g., therapeutic no-contact "touch")
and a motley mix of unscientific, irrational mysticism masquerading as
"mind/body integration?"
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
3. Is there a need for a change in peer education? Specifically, should
the focus of peer-driven wellness programming be on such matters as a
creative blend of skeptical inquiry, scientific standards for beliefs of
all manner, respect for and applications of rational processes
and a predisposition toward having a good laugh at our human foibles and
vulnerabilities and, of course, the embrace and promotion of genuine
wellness!
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
4. Getting into the spirit of the times, a call is made for a 12-step
approach to basic wellness peer education programming in order to
facilitate a transition to a genuine wellness-based wellness movement as
we near the Year 2000. Do you agree with the basic idea of a modified
version of the famous, time-tested but (according to the workshop leader)
deeply-flawed Alcoholics Anonymous 12-steps and 12-traditions?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
5. Do you agree that peer wellness educators should advocate rejecting
normalcy and moderation in order to promote a philosophy of genuine
wellness worthy of the challenges and opportunities for the good and
examined, healthy, exciting and meaningful life in the coming
millennium?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
6. Do you think there is a need to promote a wellness approach to
recovery from normalcy, or what could be called a rational alternative to
cultures of dependency, cult-like adoration of celebrity experts and
victimization models? A wellness-based model would feature such
neglected qualities as competency, independence, skepticism and critical
thinking, personal accountability and free will, joy and attention to
lifestyles of excellence and passion.
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
For additional information along these lines, write for a sample copy of
the ARDELL WELLNESS REPORT at 9901 Lake Georgia Drive, Orlando, FL 32817
or call Don at (407) 823-2453 or FAX 823-3411 or e-mail as follows:
ardell@pegasus.cc.ucf.edu
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#1183
Date: Tue, 9 Jul 1996 16:20:48 U
From: Shelly Masur
Subject: Health Education Journals
Subject: Time:4:17 PM
OFFICE MEMO Health Education Journals
Date:7/9/96
I am going to make a break from lurking to ask the opinions of this group.
Other than Health Education Quarterly and the Am J of Public Health, what top
two Health Education/Health Communcation Journals would you recommend?
Thanks.
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#1184
Date: Tue, 9 Jul 1996 18:12:50 -0400
From: Dreadswim@AOL.COM
Subject: Re: Graduate standards
A thank you to Mark Kittleson for sharing his thoujghts via "The
Committe." What a true learning experience for me to be associated with such
people. To borrow a quote from Ken Keyes A Conscious Person's Guide to
Relationships, "The opportunity to work with another human being is one of
life's greatest gifts." I had the opportunity to do so with a "group" of
wonderful human beings. For me, effective relationships include a measure of
valuable frustration: They provoke us to confront our contradictions and
develop beyond previous limitations. This, to me, was what I took away from
that four year learning experience. Alas, time stays, WE go - Dobson.
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#1185
Date: Tue, 9 Jul 1996 17:00:48 -0500
From: "Cunnien, Renae D., Ph.D."
Subject: Health Education Journals
*** Reply to note of 07/09/96 16:59
From: Renae D. Cunnien, Ph.D.
Patient Education
2-8138 or 2-8644
The Journal of Health Education, published by AAHE........
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#1186
Date: Tue, 9 Jul 1996 17:23:59 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Re: Health Education Journals
Date sent: Tue, 9 Jul 1996 16:20:48 U
Send reply to:
From: Shelly Masur
Subject: Health Education Journals
Originally to: HEDIR List
To: Multiple recipients of list HEDIR
Subject: Time:4:17 PM
OFFICE MEMO Health Education Journals
Date:7/9/96
I am going to make a break from lurking to ask the opinions of this group.
Other than Health Education Quarterly and the Am J of Public Health, what top
two Health Education/Health Communcation Journals would you recommend?
Thanks.
REPLY------>
I'm going to enjoy this frenzied dialogue. It could go on for years,
especially if people give the rationale for their choices.
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#1187
Date: Tue, 9 Jul 1996 15:39:57 -0700
From: Margo Harris
Subject: Re: Health Education Journals
I have a split answer! I often recommend the Journal of Health =
Education. I was recently given a copy of the Journal of Health =
Communication. Based on reading one issue (Vol 1/No 1, January-March =
1996), I was interested but haven't subscribed. While I have recently =
subscribed, I have not yet received my first issue of Social Marketing =
Quarterly. I would be interested in others comments about those last =
two mentions. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
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#1188
Date: Tue, 9 Jul 1996 19:59:33 -0400
From: "Lawrence W. Green"
Subject: Re: Graduate standards
Mark et al.: Thanks to all of you for your service on this joint committee
and your perserverance in keeping the candle burning. An historical
footnote: Peter Cortese as President of AAHE and I as President of SOPHE in
early 1980s created this and several other joint committees during a period
when we thought it might be possible to forge a merging of the two health
education organizations. That was an idea whose time is not likely to come
in my career span, but the joint committees have done good work on behalf of
the profession in ethics, professional preparation and a few other areas
that now escape my alleged mind, but of which someone will remind us. Thanks
to all who kept the ecumenical spirit alive for more than a decade. --Larry
At 09:10 AM 7/8/96 -0500, Mark J. Kittleson, Ph.D. wrote:
>The AAHE/SOPHE Joint Committee for the Development of Graduate Level
>Preparation Standards met for the last time this past weekend to finalize
>the project that culminated in the National Congress last February in
>Dallas. Being on this committee for the past 4 years has been a most
>interesting and professionally challenging association...one that I will not
>forget. I believe it is most appropriate that the profession recognize the
>efforts put forth by this committee. I believe it is worthy to identify
>these individuals who have put forth such effort:
>
>Steve Stewart (James Madison U) and Margaret Smith (formerly with Oregon
>State) were our co-chairs...not an easy task with us...they did a great job.
>
>Other members included:
>
>Evelyn Ames, Western Washington U
>Bill Cissell, Texas Woman's U
>Don Calitri, E. Kentucky U
>Mary Hawkins, N.C. Central U
>Doug Hippler, Chesterfield, MO
>Don Read, Worchester State College
>Bill Livingood, E. Stroudsburg U
>James Robinson, Texas A & M U
>Carl Peter, formerly of Western Illinois U now residing in Lexington, KY
>Ruth Richards, formerly with UCLA
>Elaine Vitello, SIUC
>Pat Evans, Council for Education for Public Health
>Pat Mail, representing the National Commission of Health Education
>Credentialing, INC
>Aileen Frazee, AAHE
>
>Both AAHE/SOPHE made monetary committments to this effort.
>
>It is hoped that the results of the work of this committee will see a higher
>level of graduate programs in health education. The final product will be
>forthcoming within a few months.
>
>
Lawrence W. Green
Institute of Health Promotion Research
University of British Columbia
2206 East Mall, Room 324
Vancouver, BC Canada V6T 1Z4
(604) 822-5776
July 1996 (604) 731-1974
Fax: (604) 822-9210
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#1189
Date: Wed, 10 Jul 1996 00:08:41 -0500
From: Dawna Wright
please unsubscribe.
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#1190
Date: Wed, 10 Jul 1996 08:37:08 -0500
From: "Steven R. Furney 245-2561"
Subject: Re: 1996 Edition 3 Health Edco Catalog
In-Reply-To: <01I6UK6LL9WM94DOA5@swt.edu>
Donna,
My copy , 1996 Edition 3, has the Health Edco News and your letter following
page 34. By the way, nice picture on page 2, very distinguished.
Steve Furney
Professor and Health Education Director
Southwest Texas State University
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#1191
Date: Wed, 10 Jul 1996 10:28:07 -0400
From: "Donald B. Ardell"
Subject: Schubert's "HMO Symphony #4 (fwd)
A commentary from a doctor about the state of the state of American
medicine posted by LafferWBII@aol.com in the Secular Humanist list service
fyi and enjoyment.
Schubert's "HMO Symphony #4"
The president of a large managed health care facility also served on the
board of his community's symphony orchestra. Finding that he could not go
to one of the concerts, he gave his tickets to the company's director of
health care cost containment. The next morning, he asked the director
whether he had enjoyed the performance. Instead of the usual polite
remarks, the director handed him a memo which read as follows:
"The undersigned submits the following comments and recommendations
relative to the performance of Schubert's "Unfinished Symphony" by this
city's symphony orchestra as observed under actual working conditions:
A. The attendance of the conductor is unnecessary for the public
performances. The orchestra has obviously practiced and has the "prior
authorization" from the conductor to perform at a predetermined level of
quality. Considerable savings could be realized by merely having the
conductor critique the orchestra's performance in retrospective fashion,
at a "peer review meeting".
B. The four oboe players had nothing to do for considerable periods.
Their number should be reduced and their work should be spread out over
the whole orchestra, thus eliminating peaks and valleys of activity.
C. The twelve violins played identical notes with identical motion. This
is unnecessary duplication of services. The staff of this section should
be drastically cut, with the consequent savings. If a large volume of
sound is required, it can currently be obtained by electronic
amplification, which has reached high levels of reproductive quality.
D. Much effort was devoted to playing 16th notes. This seems an excessive
refinement, as most listeners are unable to distinguish such rapid
playing. It is recommended that all notes be rounded up to 8th. This will
allow use of trainees and lower grade musicians without loss of quality.
E. No useful purpose is served by repeating with horns the passages
already handled by strings. If such redundancy were eliminated, duration
of the concert could be reduced from 2 hours to about 20 minutes. This
would lead to substantial savings in salaries and overhead. It is
unfortunate that Schubert had no experience in cost containment. Had he
used what we now know about it, he would have probably finished this
symphony.
Respectfully submitted,"
(signature)
Walter Laffer
LafferWBII@aol.com
"The whole problem with the world is that fools and fanatics are always so
certain of themselves, but wiser people so full of doubts. " - Bertrand
Russell
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#1192
Date: Wed, 10 Jul 1996 12:07:30 -0700
From: Margo Harris
Subject: On the WEB today
I recently received a mailing from Avicenna Systems Corporation =
announcing a new medical information supersite on the World Wide Web. =
Of course I had to visit. I was invited to join Avicenna's online =
healthcare community for free, unlimited access to:
Medline
Pharmaceutical Databases
Outcomes Databases
Clinical References
Publications
Medical Companies and Products
Public Health
Professional Associations
Conferences and Conventions
Healthcare Providers
Clinical Trials
Medical Specialties
Medical Schools
Lifestyle
How could I not visit? If you want to visit, travel to =
http://www.avicenna.com
I'd welcome any thoughts/comments after your visit. Avicenna is located =
in Cambridge, MA. Anyone know who sponsors this site? They note that =
some services are limited to licensed healthcare professionals. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
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#1193
Date: Wed, 10 Jul 1996 15:47:14 -0400
From: "Donald B. Ardell"
Subject: Another Quiz - The Meaning of Life!
Dear Folks,
Appreciate all the good feedback (private) on the peer education
quiz. There are 24 hours left (before departure)--maybe some will have
comments/suggestions/reactions/whatever on another quiz designed for a
workshop at the National Wellness Conference on meaning and purpose as a
wellness issue. Comment or not--enjoy.
Don
Wellness and Humanism: An Alternative Approach to
Spirituality Based on Ten Meaning and
Purpose In Life Propositions
(7/18/96--10:00-11:30 a.m.)
1. Do you agree with those who hold that there is no compelling
evidence to believe there is such a thing as "the" meaning of
life, that is, an all-encompassing purpose for human existence?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
2. Are you comfortable talking about your reasons for being,
that is, your purposes or ideas concerning why you're here and
what your life's all about?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
3. Do you think it's a good idea to introduce meaning and
purpose (M&P) issues into wellness and related programs?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
4. Is it possible for you to discuss M&P without giving in to a
need, tendency, mission or other inclination to try to persuade
people to adopt points of view that you consider true/desirable?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?___
5. Should the diversity concept be interpreted to support
tolerance for ideas and values as well as race, gender, and other
dimensions of a self-evident, physical and fixed variety?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?__
6. Do you think dogmas and creeds do more harm than good?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?__
7. Have your ideas about M&P changed much over the years?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?__
8. Is it likely that insufficiently satisfying M&P could be a
health risk as harmful as smoking, high cholesterol, excessive
body fat, high blood pressure, listening to Rush Limbaugh, etc.?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?__
9. Do you suppose there might be a link between the capacity of
employees to find and express aspects of M&P in their work and
one or more critical performance variables (e.g., good morale,
performance as team member, quality communications, courtesy to
others, ability to find work satisfying)?
A. Yes!_____ B. No!_____ C. What? Are You Crazy?__
10. Is there still M&P to be discovered as the years go by
despite the absence of "Calvin and Hobbes" and "The Far Side?"
A. Yes!_____ B. No!_____ C. What? Are You Crazy?__
Note: These questions are adapted from The Book of Wellness: A
Secular Approach to Spirituality, Meaning and Purpose. To order,
call Prometheus Books (800) 421-0351 or (407) 823-2453.
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#1194
Date: Wed, 10 Jul 1996 17:04:36 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: HEDIR CLUTTER
It's here again.
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#1195
Date: Wed, 10 Jul 1996 18:46:16 -0400
From: Dreadswim@AOL.COM
Subject: Re: Health Education Journals
My all time best our:
Common Boundary: Between Spirituality and Psychotherapy
New Age Journal
It is my opinion that the Journal of Health education is entry level at
best.
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#1196
Date: Thu, 11 Jul 1996 11:21:15 -0400
From: Paul Pinciaro
Subject: Re: HEDIR CLUTTER
It never went away!
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#1197
Date: Thu, 11 Jul 1996 15:10:56 PDT
From: norm eburne
Organization: Western Oregon State College
Subject: Re: HEDIR CLUTTER
Look out, here come the clutter police again!
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#1198
Date: Thu, 11 Jul 1996 17:59:12 -0400
From: MICHAEL DAVID BALLARD
Subject: Distance Learning/Internet
Dear Colleagues:
During the fall Semester, I will be teaching a Substance Use and
Abuse class via distance learning (compressed video). If you have
previous experience with this delivery system, I would appreciate
suggestions/recommendations to enrich the class.
Respectfully yours,
Michael D. Ballard. Ed.D., CHES
Assistant Professor
Department of HPER
Morehead State University
201 Laughlin Health Building
Morehead, KY 40351
m.ballar@morehead-st.edu
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#1199
Date: Fri, 12 Jul 1996 10:38:31 -0600
From: Amy Eyler
Subject: referencing Internet
Does anyone know if it's acceptable and/or how to reference a citation
from an Internet article? Has this been adressed anywhere? Thanks.
Amy Eyler
Eylera@wpogate.slu.edu
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#1200
Date: Fri, 12 Jul 1996 08:45:02 -0800
From: Mark Fulop
Subject: Re: On the WEB today
Margo,
Hello, it has been a while since we chatted and I hope your summer is going
well. I stopped by the site you posted to the HEDIR
(>http://www.avicenna.com) and was not really impressed. The layout was
great but how many of these sites do we need? I could probably list 2-3
other site that have medline for "free." And how many listings for CNN and
the Wall Street front page do we need?
What I am concerned about is the same question you ask. " Anyone know who
sponsors this site? " The fact that this group does not put up a clear who
we are section leads me to doubt the credebility of the group because the
bottom line is that they are out to make a buck. And with the internet you
make money in one of three ways: 1) Charging people money to access your
site, 2) Charging advertisers or 3) collecting information on those
accessing your site and selling that information in some form (mailing
labels, demographics, etc)
This group appears to be interested in the latter two which raises two
electronic age questions. 1) how unbiased will the information at the
site be if it is heavily subsidized by the medical industry, and 2) how
much privacy are we willing to give up in this electronic age in the name
of free access to information like medline?
I guess my first evaluation criteria of a web site is to look at the
"disclosure" of the sponsoring agency. I look for 1) the explicitly
stated use of any information that I give on line, 2) a full statement of
sponsorship relationships (i.e., between the site and advertisers, and 3) a
clear understanding of the agencies mission and goals. If I cannot find
these three things I would not use the site in the future. Hence, yoiur
site of the week does not get a bookmark on my browser.
Increasingly these issues will become important in the discussion of
networked health information as it continues to multiply with each group
trying to carve out a market niche.
_________________________________________________
Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
Co-Director,
College Health 2000
A Health Promotion Collaborative
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/chhome.html
Projects affiliated with San Diego State University
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#1201
Date: Fri, 12 Jul 1996 11:23:20 CST
From: Bill Cissell
Subject: SOPHE ADVOCACY COMMITTEE Repaort on Surgeon General's Report on
Physical Activity
Hedirs, particularly SOPHE members,
We wanted to alert you that the Surgeon General's Report on Physical
Activity was released yesterday. Details of the report can be accessed on a
daily basis at the following URLs:
* CDC/Surgeon General's Report http://www.cdc.gov
* National Coalition for Promoting Physical Activity
http://www.ncppa.org/ncppa
We are working with CDC so that you will receive a full copy of the
report, the Executive Summary, an "At a Glance" fact sheet, and a press kit
with primary messages for difficult audiences such as the elderly, women,
adolescents and school-age children. We also will be rreceiving multiple
copies of some of these documents and will forward them through the Advocacy
Tree for diatribution to chapter members in coming weeks.
Following is a press release to be disseminated immediately.
SOPHE PROVIDES 10 TIPS TO CHANGE FOR HEALTH AND FITNESS
WASHINGTON, DC -- The Society for Public Health Education (SOPHE)
congratulates the U.S. Surgeon General and the Department of Health and Human
Services on today's landmark release of Physical Activity and Health: A Report
of the Surgeon General. The report is a major compendium of the latest
scientific evidence on the role of physical activity in promoting health and
preventing disease.
"This Surgeon General's Report will be a watershed in changing the way
employers, schools, communities, health insurers, health professionals and the
general public view physical activity," predicted Ellen Capwell, PhD, CHES,
(Certified Health Education Specialist), SOPHE President and Deputy Chief,
Bureau of Health Risk Reduction at the Ohio Department of Health. "We need to
create plicies and environments that are conducive to Americans becoming more
physically active--as well as encourage and reward such behaviors--to achieve
long-term gains in our nation's health.
"An important first step," Capwell continued, "will be for Congress to
provide increased resources to