=========================================================================
# 492
Date: Fri, 1 Mar 1996 09:39:14 -0600
From: mal goldsmith
Subject: Re: technology
In response to Michael Pejsach's comments on taking risks and enjoying being
the dog in the front of the pack:
I'm often struck by our human tendency to approach life in an "all or
nothing", "good or bad", "right or wrong", "beneficial or not" philosophy.
Today we are overwhelmed with choices, all promising wonderous results. Are
vitamins good or bad? Are fat and sugar substitutes safe? Is nicotene gum
an asset to adolescent smoking cessation or a new drug available OTC for
kids? RU 486, cable television, new drugs, education reform, estrogen
replacement therapy, ritalin......
Depending upon who you talk with there are many perspectives on each of
these issues. I don't think it's fair to challenge people with a "go for
it" mentality. Indeed that's just what Nike has done to our youth - and
they are doing just that.
Having grown up with a generation schooled in Toffler's Future Shock,
sometimes people are just too overwhelmed with changes and choices. To help
maintain people's mental health things sometimes evolve much slower than the
lead dogs would like. We need people who are out there (like yourself)
trying to move us in new directions. But please be patient with the masses.
Most of them have difficulty coping with the present, let alone where the
future is headed.
I believe we need to teach people how to evaluate when it's worth being the
lead dog, when there's safety in staying in the middle, and when it's wise
to hold to the back. Sometimes the lead dog is the first hit by the car.
*******************
Mal Goldsmith, Ph.D., CHES
Coordinator of Health Education
Southern Illinois University
Edwardsville, IL 62026
(618) 692-3252
(618) 692-3369 FAX
=========================================================================
# 493
Date: Fri, 1 Mar 1996 08:32:56 -0800
From: Margo Harris
Subject: Cyclical Patterns and Keeping Pace with Change
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Mark and Bill and others - Could it be that you are both right? I think =
so! While I replied privately to Patricia Reagan, one of the comments I =
shared was that for me personally and professionally it has been =
important to know where I was, where I am, and where I'm going. Bill =
our history is rich and important and a learning opportunity for our =
present and future. I was one of those agency people for more than 15 =
years and your description was right on target.
I didn't read/hear "arrogance" or an attitude of "we're better than our
=
predecessors in Mark's message. I felt like it was a wake up call to =
health educators and the profession of health education, because the =
pace of change increases every year, and we haven't kept pace very well =
(I think that is implied in Bob McDermott's messages in recent weeks). =
In fact, I've "heard" in Mark, Rick P and Bob's messages a call to the =
profession to position itself and act, whether it's the "new media", =
advocacy, or whatever front you face.
There has never been a more important moment to participate and keep =
pace, and perhaps Patricia Reagan's comments reflect that, too. Her =
four questions were important ones. One of the things I forgot to share =
on my message to her and in the absence of Andy's Friday Inspiration is =
a message I periodically put on for my screen saver, which was shared on =
a Training and Development list, "If You Always Do What You Always Did, =
You Will Always Get What You Always Got."
Several years ago at the SOPHE Mid-Year Meeting in Grand Rapids, MI, =
Noreen Clark offered the keynote address, and the title was, "Lead, =
Follow, Or Get out of the Way." Which are we doing as a profession and =
as professionals? Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
From: Bill Cissell[SMTP:d_cissell@VENUS.TWU.EDU]
Sent: Wednesday, February 28, 1996 7:44 PM
To: Multiple recipients of list HEDIR
Subject: Re: Cyclical Patterns Antother View
Mark Fulop noted that:
1. Margo asked if any other health educators are being pulled into
networked health information/multimedia health information.
Bill's note: The category is identified as networked health
information/multimedia health information. This is an information =
distribution
process with advanced technology.
Mark stated:
I could not disagree with Bill more. The new media is not about
disseminating information. We are not talking about on line =
"brochures."
The New Media is about interactivity, empowerment and behavior change. =
We
as health educators, and those preparing health educators need to be
grappling with how we can use the new media to our advantage. We need =
to
be struggling with a new collaborative learning paradigm and the =
challenges
it brings.
Bill's response: My, how we malign the pioneers in our field. We =
suggest that
they merely distributed pamphlets and made speeches about health habits. =
I
believe otherwise. As I read the roots of health education and the =
pioneers
that practiced nearly a century ago, I perceive complex and intellegent =
people
who used the "new media" of their time as part of processes involving
interactivity, empowerment (although this was not the buzz term of the =
time),
and behavior change. I believe that our predecessors were inspiring =
behavior
change before Lewin, Rosenstock, Hockbaum and others developed models =
for
explaining behavior change. I believe that pioneers in our field were
facilitating community development even before the projects of the 1930s =
that
were described by H. H. Walker of the University of Tennessee and Ira =
Hiscock
of Columbia University. I believe that our predecessors were applying =
the
princples described in the social cognitive theory and the reasoned =
action
theory before the researchers/authors who have received acclaim for =
outlining
and explaining them were in diapers. They were "struggling with (sic) =
new
collaborative learning paradigm(s) and the change(s)" these brought.
Mark stated:
Here we have peers changing peers behavior in a networked health
information/distrbuted learning environment. This is much much =
different
that the cycle of health information dissemination.
Bill's observation: Are we sure that we deserve our sense of arrogance =
to
believe that we are far superior to the health educators that we often =
dismiss
as "pamphlet pushers" and "projector toters?" I have known a number of =
health
agency-based health educators who were impressive in their ability to =
plan,
develop, and implement successful health education programs. They were =
not
particularly familiar with the theories and/or models that describe what =
they
were practicing. They did not apply the theories and models in cookbook
fashion. Many did not do a proper needs assessment or evaluation. In =
many
cases they were limited in their abilities to justify their resources to
superiors or auditors. But they engaged their communities in =
interactive
processes, stimulated self-empowerment within individuals and groups, =
and
witnessed behavior change. Are we better than them? I think not.
I want to make clear that I have full respect for Mark's perspectives. =
They
are popular with many of our current leaders. I believe that Mark is an =
able
scholar and a fine professional. However, our predecessors are better =
than we
often give them credit for being.
One thing that I agree wholeheartedly with Mark about is the need for us =
to
grapple with the new media so that we use it effectively to achieve =
worthy
goals and objectives. Otherwise, we will fail to maintain the tradition
established by the pioneers in our profession.
Bill D_Cissell@venus.twu.edu
=========================================================================
# 494
Date: Fri, 1 Mar 1996 08:53:59 -0800
From: Margo Harris
Subject: Re: OTC nicotine gum
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I'm not sure I entirely agree with your description of chewing nicotine =
gum. For accurate information, check out the PDR under the SmithKline =
Beecham heading for Nicorette. In addition to an outlined 9-step =
chewing procedure, the listing includes this other information (and much =
more):
"Nicorette treatment is indicated as an aid to smoking cessation for the =
relief of nicotine withdrawal symptoms. Nicorette treatment should be =
used as a part of a comprehensive behavioral smoking cessation program. =
The use of Nicorette for longer than 6 months has not been adequately =
studies." And of course, "(in all caps) It is important that you are =
firmly commited to giving up smoking." Margo
----------
From: Donna Holberg Kuttner[SMTP:dkuttner@PROAXIS.COM]
Sent: Thursday, February 29, 1996 3:48 PM
To: Multiple recipients of list HEDIR
Subject: OTC nicotine gum
In response to Glover's advocacy of nicotine gum being made available to
under age smokers as a part of smoking cessagion, let me ask whether any =
of
you have ever used the product. It is my understanding that chewing
nicotine gum is not the same as chewing regular gum. Regular gum can be
chewed continually and the flavor swallowed. Nicotine gum, on the other
hand, has to be chewed and the juice held in the mouth without being
swallowed. The nicotine is abosorbed in the mouth rather in the =
digestive
tract. The smoker substituting this product (so I am led to believe) is
supposed to chew awhile keeping the juice in the mouth, then park the =
gum
in the mouth until the next onset of nicotine withdrawal is felt. This =
is
pretty complicated.
Correct me if this information is incorrect. However, proceding on the
understanding that it is correct, we as health educators in the field of
smoking cessation need to be alert to how this product works, especially =
if
it is available OTC.
Donna Holberg Kuttner, PhD, CHES
dkuttner@proaxis.com
Corvallis, Oregon
=========================================================================
# 495
Date: Fri, 1 Mar 1996 14:51:48 -0500
From: KG
Subject: Re: Technology, WWW, healthcare, adaptation & leader dogs...
Technology & Healthcare
I should preface by stating that I am not a "bona fide" health ed person,
since my background
is not based in Health Studies (Currently I'm studying mass communications).
However I'm
interested in the application of new technologies, such as WWW for
healthcare also (for my
MA thesis.), so I've been lurking.
I also posted a query. Thanks to all for your suggestions.
Re: the technology discussion: Here are my 2 cents worth.
I don't think that the "health industry" or other health related
organizations are necessarily all
that "far behind." From my research, there is quite a bit going on, but it
does seem to be
scattered and piecemeal. Perhaps more focus is needed to bring people
together on this topic
(such as with this discussion server), journals, conferences etc.
Computers are already being used heavily in the health care "industry."
Doctors, hospitals and
clinics have patient data on file, as do HMO's and insurance companies
(those with vested
financial interests are usually the 'dogs' at the front of the pack...
I found info on experiments have been conducted where doctors have input
patient
information into or retrieved information from computer files during actual
exams, with the
patient present. Patients generally did not perceive these changes
negatively, as long as they
were able to ask what was in their files, a question they usually do not
think to ask, or know
they have a right to ask about their traditional hand-written documents. If
anything, patients
often thought of their doctors as more "modern" and "up-to-date."
It appears that one major problem of this electronically based
informational format is that it is
often perceived as more riskprone to loss of privacy, than paper work. Yet
as with other means
of collecting data, the potential for abuse is always present. We must
"simply" ensure that
necessary measures of consumer/patient protection are followed. (esp. if and
when patient info
will be put on the internet, as some organizations are already planning)
Here again technology
itself (encryption software) can ensure proper access.
As for some "dogs at the head of the pack" being faster than their fellows.
This is true of any
innovation. There will be early adaptors, late adaptors, laggards...
However, again I found
articles which discussed experiments that used electronic surveys to obtain
information on a
patient's mental and health status, in lieu of face-to-face interviews and
pen-and-paper
surveys. Controls for these studies included the use of the latter two for
comparative purposes.
Again, the results indicated that patients reacted favorably to the new
information gathering
means, particularly after having been exposed to it. That is, some,
especially older, less
educated patients, were more intimidated by the new method. Yet once they
were familiarlized
with the concept and procedure, most were favorably predisposed to it. Once
you lead a horse
[:-)] to water, s/he usually drink (esp. if you dunk their head.) ok, being
facetious. But I don't
think the adaptation problem is that great.
Insurance companies, such as Aetna last year, and Geisinger this year, are
already providing a
new call-in service. It consists of computer- assisted nurses, whom insurers
can call in to get
information on a symptom they may be experiencing, on where to get more
information on a
disease, or a drug and so forth. The nurses use the computers not only to
access information
on the patient, but also to quickly access detailed medical information
regarding the described
symptoms, and suggested remedies.
These measures are, in part, clearly undertaken to save time and money on
patient
management. However, in part, they may also help to increase the quality,
convenience or
speed of care a patient experiences.
Don't get me wrong, I'm no technofetishist, or even technophile. Yet,
because of economic and
political conditions (I think) the fast pace of life and change, as well as
these technologies,
such as the Internet, are here to stay --and grow. Hence I agree with what
some of you said:
we must jump on the electronic chip, and ensure that we get as much good out
of it as
possible. --and this, I believe, not only a matter of knowing and
understanding what the
technology can do, but getting the political / economic backing to do the
research and create
the type of websites, for example, which will benefit ALL segments of
society, not just a select
few. The technology itself is neither good, nor bad, it all depends on how
it will be used, for and
by whom.
Although from what I understand, health care programs being implemented are
usually very
concerned with being culturally, socially, demographically,
psychographically appropriate, the
same cannot be said of the World Wide Web -- yet. Being a new venture and
venue for health
information, most sites are, from what I've been able to find, still being
produced ad hoc.
There is little background, methodology, or other data available to guide
site designers, in how
to best create format and content. As with early mass media attempts, these
health sites are
'mass' targeted, with very broad targets in mind.
There are no (or few) specific studies yet which test the efficacy, the
actual versus targeted
users, or the actual effect of the service and information on users'
attitudes, beliefs and
behavior. The potential for health care on the World Wide Web remains
largely untapped.
So yes, there's a lot of work to be done.
I'll stop now, before I put my whole thesis on a post. ;-)
Replies welcome.
=========================================================================
# 496
Date: Fri, 1 Mar 1996 16:23:16 EST
Comments: MEMO 03/01/96 16:14:00
From: "Welsh, Valerie A"
Subject: Re: Happy Belated Health Educators Week
I tried to send this two days ago in response to Margo's
acknowledgment of North Carolina's effort on this matter and
am still learning how to respond using this technology.
Here it is again.
__________________________________________________________
This is an excellent example of how the practice and
profession can get more visibility for its effort, its
outputs, and its unique contribution to the health of the
Nation. Our professional organizations (like SOPHE) and
other health education leadership who are well-connected
with their legislators, local/State politicians, etc. may
want to draw upon the experience of L.A. County Health
Commissioner and former APHA President Caswell Evans' effort
last year to successfully establish on a national basis
(through a Presidential proclamation) the first week of
April as Public Health Week, and to more clearly
communicate the "essential services" of public health in
human terms. It would be worthwhile to draw upon North
Carolina's experience and to try to replicate similar
efforts in other States in order to build some momentum
before trying to go national. There are lessons to be
learned here for health educators and health education!
=========================================================================
# 497
Date: Fri, 1 Mar 1996 16:01:11 -800
From: "Mark J. Kittleson, Ph.D."
Subject: February Messages
HEDIRs, the February HEDIR messages (approximately 280)
have been placed on the e-mail services www.
It's address is:
http://www.siu.edu/departments/coe/hedrec/faculty/kittleson/HEDIR/Menu.html
=========================================================================
# 498
Date: Sat, 2 Mar 1996 12:38:01 -0500
From: Michael Pejsach
Subject: Re: technology
Mal,
Good points. I guess my passion, for the profession, has provoked my
overzealousness for doing whatever is necessary to get us up front in the
disease prevention/health promotion milieu. That includes every modern
cost-effective mass media approach possible. I believe that unless we, the
professionals who can do it better, assume the leadership role in
prevention/health promotion, it will get never done like it's supposed to,
and will contiue to take a back seat to the more expensive treatment
approach. I was suggesting that certain tools, sometimes ignored, sometimes
shied away from because of the risk it requires, can help us move up front.
Michael Pejsach
=========================================================================
# 499
Date: Sat, 2 Mar 1996 09:47:21 -0800
From: Margo Harris
Subject: More Reflections on New Media/Technology
I sent this to Patricia Reagan in response to four key questions she =
posed about incorporating new media/technology in graduate programs. =
She suggested I might want to share with the list. My pleasure.
Wow! Thanks for a great message. I am not in academia and won't =
pretend to be able to answer your questions, except in a naive and =
superficial way.
1. My guess? It would look like a new course or new material in =
existing course(s) - probably plural, relying on texts/books like Health =
and the New Media and recent journal articles. It would "brrow/share" =
resources from other disciplines. A training and development colleague =
said to me a while back, that in the future, there would be less concern =
for what our Profession was, and we would all be more professional. =
Maybe.
2. Why replace? Would it not augment, supplement, extend? I have =
often thought that the challenge of many undergraduate as well as =
graduate programs is to need to stay dynamic. The speed of change and =
emerg
ng technology makes that even more challenging. I have always believed =
that it helped me personally and professionally to know where the field =
came from, where it is, and where it is going (with what is known and =
projected). I'm not sure replace is appropriate.
3. Integration is a great approach. Do you have resources on campus =
that may be in a variety of forms--training and development staff, an =
office/staff devoted to improving teaching (which is a misnomer, because =
the staff there are often helping professors incorporate new technology =
in the classroom and making effective instruction more effective), =
assistance to get identify and use information on the Web? You may have =
integration assistance on staff at your college/university.
4. Study it, whatever it is, continues to be my favored approach. With =
today's rapid change, study promptly and don't wait too long. As a =
profession we seem to wait a long time and then wonder (sometimes whine) =
that others have taken our place (jobs?), when they have really =
responded more quickly or studied more quickly. One step at a time. =
Don't throw out any babies! Who knows what you will be accused of!
Great questions. Good luck! Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
=========================================================================
# 500
Date: Sat, 2 Mar 1996 15:56:58 -0600
From: Arlene Valentine
Subject: Announce: HomePage address
On behalf of the McLean County (IL) AIDS Task Force, I invite you to stop by
and visit our homepage at: http://www.dave-world.net/~mcatf/
We will be updating/changing items on a weekly basis. Please leave any
comments!
Thank you,
Bru Stefl
Web Page designer
=========================================================================
# 501
Date: Sun, 3 Mar 1996 03:03:23 -0500
From: Andrea Frank
Subject: Re: technology
Enjoyed reading your thoughtful reply to Michael Pejaschl. Thanks for
posting it. Andrea Frank, ABD, Milwaukee, WI
>>>
In response to Michael Pejsach's comments on taking risks and enjoying being
the dog in the front of the pack:
I'm often struck by our human tendency to approach life in an "all or
nothing", "good or bad", "right or wrong", "beneficial or not" philosophy.
Today we are overwhelmed with choices, all promising wonderous results. Are
vitamins good or bad? Are fat and sugar substitutes safe? Is nicotene gum
an asset to adolescent smoking cessation or a new drug available OTC for
kids? RU 486, cable television, new drugs, education reform, estrogen
replacement therapy, ritalin......
Depending upon who you talk with there are many perspectives on each of
these issues. I don't think it's fair to challenge people with a "go for
it" mentality. Indeed that's just what Nike has done to our youth - and
they are doing just that.
Having grown up with a generation schooled in Toffler's Future Shock,
sometimes people are just too overwhelmed with changes and choices. To help
maintain people's mental health things sometimes evolve much slower than the
lead dogs would like. We need people who are out there (like yourself)
trying to move us in new directions. But please be patient with the masses.
Most of them have difficulty coping with the present, let alone where the
future is headed.
I believe we need to teach people how to evaluate when it's worth being the
lead dog, when there's safety in staying in the middle, and when it's wise
to hold to the back. Sometimes the lead dog is the first hit by the car.
=========================================================================
# 502
Date: Sun, 3 Mar 1996 22:22:01 -0500
From: Shapess
Subject: Teaching strategies
I am looking for information anyone has regarding the following
areas:
1. Parent program for fostering independence in children
2. Software for use in a high school in-school supension program
about tobacco and smoking
3. Successful teaching stategies for 8th and 9th graders regarding
HIV/AIDS. Especially any good videos about abstinence.
4. I'm developing a best practices file for effective classroom
lessons on HIV/AIDS at all grade levels. Anyone have success and
want to share it with other educators?
Linda Shapess
shapess@dreamscape.com
=========================================================================
# 503
Date: Mon, 4 Mar 1996 09:01:54 -0400
From: olasov@NKU.EDU
Subject: Job announcement
HEALTH and PHYSICAL EDUCATION. Northern Kentucky University, located
approximately six miles from downtown Cincinnati, is seeking candidates
for Assistant Professor, tenure track position, beginning Fall, 1996,
with summer school teaching opportunities available. Minority candidates
are strongly urged to apply. Primary responsibilities include teaching
undergraduate and graduate courses in health and physical education as
well as other education courses, advising undergraduate and graduate
students, supervising field experiences, assisting in teacher education
program development, and engaging in scholarly activity. Applicants
should have a PhD or EdD in Education, with preparation in health
education, physical education, or related areas and three years' teaching
experience in health and/or physical education at the elementary, middle
school, or secondary school level. Send letter of application, resume,
and three letters of recommendation to Health and Physical Education
Search Committee, School of Education, Northern Kentucky University,
Highland Heights, KY 41099-0800. Applications must be received by March
28, 1996. Northern Kentucky University is an Equal Opportunity,
Affirmative Action Employer.
=========================================================================
# 504
Date: Mon, 4 Mar 1996 10:57:18 -0500
From: Dar0856@AOL.COM
Subject: Alternative medicine
I was unable to contact the person who asked about interest in alternative
medicine about a month ago. I think I had the incorrect e-mail address.
If anyone is aware of his/her address/name/etc. please let me know.
Darcy Scharff
DAR0856@aol.com
=========================================================================
# 505
Date: Mon, 4 Mar 1996 09:06:55 CST
From: Steve Nagy
Subject: Issues, reflections request input
Dear Directory Members - at the risk of being bold (or stupid) I'm in
an adventurous mood and am going to advance a brief position paper
that I drummed up one evening. My intent is to promote debate and I
own up to being somewhat out of my element on the topic. I look
forward to comments, input and numerous learning opportunities.
Should we focus on "risk factors" in developing health promotion
programs?
During the past several years, I have been reflecting on the efficacy
of health promotion programs and the fundamental attributes of
programs which seem to predict success. There seems to be adequate
evidence that certain types of health promotion programs are highly
successful. A prime example is cardiovascular disease where we have
experienced significant and meaningul reductions in mortality and
morbidity. Successful health promotion programs directed toward CVD
address the cause-effect relationships that have been established
through years of research. Subsequently, the behaviors targeted are
established risk factors which when altered, effect a physiological
state that reduces the individual's chances of disease development
(i.e. lower blood cholesterol via lower saturated fat intake results
in less plaque development). This type of approach seems well founded
in some of the basic principles of health promotion and health
education in that, the principles of disease are sufficiently
understood.
Successful health promotion programs use theory to direct the
programs toward the modification of appropriate risk factors to more
clearly define successful methodologies. Similar approaches in
immunization, hypertension control, diabetes control etc., have a
knowledge base that justifies the development of these programs. This
epidemiological approach seems to make sense and has resulted in our
health promotion success stories such as the Stanford studies, Mr.
Fit, Pawtucket and North Korelia Project.
I have personal concerns when we attempt to duplicate this approach
in addressing health behaviors for which the physiological mechanisms
are currently unclear. In these areas there are few cause-effect
relationships that are clearly understood. Examples of these
behaviors include substance abuse adoption, involvement with multiple
sex partners, lack of condom utilization and a variety of issues and
behaviors in which preventive health actions would reduce the
incidence of mortality and morbidity. Most programs dealing with
influencing these behaviors have met with minimal success. The best
example of failure in this approach is in the area of substance abuse.
I believe that there is sufficient evidence to conclude that the
programs of the last 25 years have been minimally successful at best.
Given the enormous expenditures, one must immediately question whether
failure has occured because substance abuse programs have attempted to
duplicate the approaches used to address chronic health diseases?
The history of substance abuse prevention programs clearly document
that these programs have attempted to identify risk factors and then
develop programs to address these same risk factors. This is where
major problems seem to arise. Do risk factors such as poverty, low
SES, low education, single parent families, etc. have a predicatable
mechanism through which they cause the problem of substance abuse to
occur? These "risk factors" seem not to be risk factors but rather,
are factors that are associated with a greater likelihood of the
occurrence of the undesireable health behavior. When we can identify
20-30 such "risk factors" and they are all significantly associated
with at-risk populations one must question the value of identifying
these specific attributes as worthy of an intervention focus. The
question we must all ask is where is the proven cause-effect
relationship that would justify these attributes the title of risk
factors. There seems to be a growing consensus among substance abuse
program evaluators that this risk factor approach may be incorrect
(see Brown, J.J. Evaluation Review 1993 Vol 17(5) 529-555 for a
summary.)
There would seem to be similar problems in other high visibility
health promotion areas of concern such as HIV risky behaviors,
multiple sex partners, teenage pregnancy, etc. We have seen some
modest success stories in these fields, but these programs ususally do
not address "risk factors" in the conventional sense, but instead,
address behavior changes through a different avenue. Successful
programs seem to incorporate Social Cognitive Theory and similar
theories that encourage the individuals in environments that have
unusually high occurrences of undesireable behaviors to model their
behaviors after individuals who have not adopted the undesireable
behaviors. Subsequently, these programs utilize peer driven
approaches, mentoring approaches and similar methodologies that do not
focus on risky behaviors, but instread focus on appropriate behaviors.
This approach is remarkably similar to the Wellness movement where
individuals are encouraged not to address risk factors, but to pursue
behaviors that are optimal for their well-being. Although many of you
would argue that I am grasping at straws, these issues have major
implications for program development and evaluation.
Programs that are developed to address risk factors will be
required to demonstrate changes in the risk factors under the
assumption that this will ultimately yield changes in behavior.
Evaluation of these programs then focuses on the risk factors and not
necessarily on the bottom line behavior. An example is the
identification of not knowing how to use a condom as a risk factor in
condom utilization. We address this risk factor by developing
knowledge /demonstration programs that show individuals how to
properly use condoms. If after such a program individuals demonstrate
better skills at using condoms, we call the program a success.
However, if more people are not using condoms, how can we say that
addressing this risk factor reduces the risk of HIV or STD or
pregnancy?
On the other hand, programs that have used peer modeling and peer
counseling have demonstrated some prevention potential, but these
again are not directly addressing risk factors, rather they are
emulating appropriate behaviors. The increasingly popular term used
to identify these programs is resiliency focused programing.
My apologies for rambling on, but this brings forth some ethical
concerns relative to prevention programs. If risk reduction programs
are not based upon a cause-effect theoretical framework, then as
health promotion specialists should we be advocating the continued
development of these programs? The behavioral disciplines in the CDC
and NIH have attempted to utilize a medical/epidemiological approach
in the development of their demonstration projects, however, there
seems to be relatively little evidence to substantiate the
identification of "risk factors" for programs directed toward
undesireable health behaviors for which no clear cause-effect
relationships have been established. Since these funding sources
advocate the risk-factor approach where it is clearly ineffective,
shouldn't there be some debate regarding the validity of the current
beliefs in program requirements?
As health promotion specialists we have a responsibility to clearly
differentiate between applied programs and research programs. Applied
programs use the current knowledge base to address problem areas.
These programs need to utilize methodologies that have the highest
chances for success. Perhaps in some areas, research programs are
premature until we understand more about behavior or the disease
process. In either case, many health promotion programs should
re-assess their current approach and where appropriate, modify their
approach towards a resiliency focus.
=========================================================================
# 506
Date: Mon, 4 Mar 1996 11:12:42 -0600
From: "Renae D. Cunnien, Ph.D."
Subject: WORKSITE FITNESS-HELP!
I am hoping to enlist the help of some of my fellow worksite health promotion
specialists. Here's the scenario:
We are trying to build a case for the development on an on-site employee
fitness center. Our Administrator is saying "Employee fitness center
utilization rates are low, hence, building one would not be cost-effective".
MEDLINE and CINAHL lit. searches have not produced much. I know/hope there is
research to validate the efficacy of such employee fitness centers. Can
anybody give me one or two resources to use as ammunition?
I will anxiously await your responses. Thanks in advance,
Renae D. Cunnien, Ph.D.
Mayo Clinic Scottsdale
Scottsdale, AZ
cunnien.renae@mayo.edu
=========================================================================
# 507
Date: Mon, 4 Mar 1996 13:21:00 EST
From: "Petosa.1@osu.edu"
Subject: Re: Issues, reflections request input
> Dear Directory Members - at the risk of being bold (or stupid) I'm in
> an adventurous mood and am going to advance a brief position paper
> that I drummed up one evening. My intent is to promote debate and I
> own up to being somewhat out of my element on the topic. I look
> forward to comments, input and numerous learning opportunities.
>
> Should we focus on "risk factors" in developing health promotion
> programs?
> During the past several years, I have been reflecting on the efficacy
> of health promotion programs and the fundamental attributes of
> programs which seem to predict success. There seems to be adequate
> evidence that certain types of health promotion programs are highly
> successful. A prime example is cardiovascular disease where we have
> experienced significant and meaningul reductions in mortality and
> morbidity. Successful health promotion programs directed toward CVD
> address the cause-effect relationships that have been established
> through years of research. Subsequently, the behaviors targeted are
> established risk factors which when altered, effect a physiological
> state that reduces the individual's chances of disease development
> (i.e. lower blood cholesterol via lower saturated fat intake results
> in less plaque development). This type of approach seems well founded
> in some of the basic principles of health promotion and health
> education in that, the principles of disease are sufficiently
> understood.
> Successful health promotion programs use theory to direct the
> programs toward the modification of appropriate risk factors to more
> clearly define successful methodologies. Similar approaches in
> immunization, hypertension control, diabetes control etc., have a
> knowledge base that justifies the development of these programs. This
> epidemiological approach seems to make sense and has resulted in our
> health promotion success stories such as the Stanford studies, Mr.
> Fit, Pawtucket and North Korelia Project.
> I have personal concerns when we attempt to duplicate this approach
> in addressing health behaviors for which the physiological mechanisms
> are currently unclear. In these areas there are few cause-effect
> relationships that are clearly understood. Examples of these
> behaviors include substance abuse adoption, involvement with multiple
> sex partners, lack of condom utilization and a variety of issues and
> behaviors in which preventive health actions would reduce the
> incidence of mortality and morbidity. Most programs dealing with
> influencing these behaviors have met with minimal success. The best
> example of failure in this approach is in the area of substance abuse.
> I believe that there is sufficient evidence to conclude that the
> programs of the last 25 years have been minimally successful at best.
> Given the enormous expenditures, one must immediately question whether
> failure has occured because substance abuse programs have attempted to
> duplicate the approaches used to address chronic health diseases?
> The history of substance abuse prevention programs clearly document
> that these programs have attempted to identify risk factors and then
> develop programs to address these same risk factors. This is where
> major problems seem to arise. Do risk factors such as poverty, low
> SES, low education, single parent families, etc. have a predicatable
> mechanism through which they cause the problem of substance abuse to
> occur? These "risk factors" seem not to be risk factors but rather,
> are factors that are associated with a greater likelihood of the
> occurrence of the undesireable health behavior. When we can identify
> 20-30 such "risk factors" and they are all significantly associated
> with at-risk populations one must question the value of identifying
> these specific attributes as worthy of an intervention focus. The
> question we must all ask is where is the proven cause-effect
> relationship that would justify these attributes the title of risk
> factors. There seems to be a growing consensus among substance abuse
> program evaluators that this risk factor approach may be incorrect
> (see Brown, J.J. Evaluation Review 1993 Vol 17(5) 529-555 for a
> summary.)
> There would seem to be similar problems in other high visibility
> health promotion areas of concern such as HIV risky behaviors,
> multiple sex partners, teenage pregnancy, etc. We have seen some
> modest success stories in these fields, but these programs ususally do
> not address "risk factors" in the conventional sense, but instead,
> address behavior changes through a different avenue. Successful
> programs seem to incorporate Social Cognitive Theory and similar
> theories that encourage the individuals in environments that have
> unusually high occurrences of undesireable behaviors to model their
> behaviors after individuals who have not adopted the undesireable
> behaviors. Subsequently, these programs utilize peer driven
> approaches, mentoring approaches and similar methodologies that do not
> focus on risky behaviors, but instread focus on appropriate behaviors.
> This approach is remarkably similar to the Wellness movement where
> individuals are encouraged not to address risk factors, but to pursue
> behaviors that are optimal for their well-being. Although many of you
> would argue that I am grasping at straws, these issues have major
> implications for program development and evaluation.
> Programs that are developed to address risk factors will be
> required to demonstrate changes in the risk factors under the
> assumption that this will ultimately yield changes in behavior.
> Evaluation of these programs then focuses on the risk factors and not
> necessarily on the bottom line behavior. An example is the
> identification of not knowing how to use a condom as a risk factor in
> condom utilization. We address this risk factor by developing
> knowledge /demonstration programs that show individuals how to
> properly use condoms. If after such a program individuals demonstrate
> better skills at using condoms, we call the program a success.
> However, if more people are not using condoms, how can we say that
> addressing this risk factor reduces the risk of HIV or STD or
> pregnancy?
> On the other hand, programs that have used peer modeling and peer
> counseling have demonstrated some prevention potential, but these
> again are not directly addressing risk factors, rather they are
> emulating appropriate behaviors. The increasingly popular term used
> to identify these programs is resiliency focused programing.
> My apologies for rambling on, but this brings forth some ethical
> concerns relative to prevention programs. If risk reduction programs
> are not based upon a cause-effect theoretical framework, then as
> health promotion specialists should we be advocating the continued
> development of these programs? The behavioral disciplines in the CDC
> and NIH have attempted to utilize a medical/epidemiological approach
> in the development of their demonstration projects, however, there
> seems to be relatively little evidence to substantiate the
> identification of "risk factors" for programs directed toward
> undesireable health behaviors for which no clear cause-effect
> relationships have been established. Since these funding sources
> advocate the risk-factor approach where it is clearly ineffective,
> shouldn't there be some debate regarding the validity of the current
> beliefs in program requirements?
> As health promotion specialists we have a responsibility to clearly
> differentiate between applied programs and research programs. Applied
> programs use the current knowledge base to address problem areas.
> These programs need to utilize methodologies that have the highest
> chances for success. Perhaps in some areas, research programs are
> premature until we understand more about behavior or the disease
> process. In either case, many health promotion programs should
> re-assess their current approach and where appropriate, modify their
> approach towards a resiliency focus.
=========================================================================
# 508
Date: Mon, 4 Mar 1996 13:29:06 EST
From: "SMITH, KAREN l"
Subject: HEDIR
I would like to subscribe to your health education list serve.
I am the newly hired, Outreach Wellness Coordinator at Culpeper
Memorial Hospital in Culpeper, Virgina. Thanks.
Karen Smith
KSmith@culmem.com
=========================================================================
# 509
Date: Mon, 4 Mar 1996 14:38:14 CST
From: Joyce Morris
Subject: methods and materials
I am looking for three things:
1) What would you expect to be included in a course named Methods
and Materials in Health Promotion and Education
2) Is there a better name for such a course?
3) What would you suggest as text and/or readings for the class
and as resources for the instructor?
Please note that practitioners are just, or more, likely to be able
to answer the above as academics.
Joyce Morris morris@islchp.uc.twsu.edu
Health Services Organization and Policy
Wichita State University
Wichita KS 67260-0043
=========================================================================
# 510
Date: Mon, 4 Mar 1996 17:35:43 -0500
From: "Donald B. Ardell"
Subject: A Most Unusual Cruise
BON VOYEUR
In 20 years, my "ministrations for wellness" have taken me on
many unusual and adventuresome journeys. Yes, preaching to the
choir of true believers and a few worseness infidels has been a
continuing ministry of amazing delights. I have, for example,
saved souls for wellness for months at a time at a world famous
ski resort in Utah (Snowbird) and on a riverboat cruise with Mark
Twain (played by Bill Linn) from St. Louis to Hannibel,
proselytized for wellness on multiple junkets around Australia
with Crocodile Donovan, moved the masses to come forward and
declare for lifestyle righteousness during annual wellness
festivals in Stevens Point and conducted at least 500 one-man
whole-person fitness revivals in cities and towns throughout
America and Canada, plus a bit of preaching in Guam, Malaysia,
Norway and New Zealand. Yes, it's been an exciting calling, but
it got even more stimulating last week when I accepted an
invitation to bare my soul, so to speak, by ministering to 900
nudists on a luxury cruise! Yes, I went on a nude cruise. I
figured, "Hey, what have I got to be ashamed of?" I couldn't
think of anything. (No wise cracks, please.)
We departed Miami and made eight-hour stops in Nassau, Jamaica
and Grand Cayman Islands over the course of a seven-day journey.
Most of the time, obviously, was spent at sea, which suited me
fine--most of the islands in this area are impoverished tropical
backwaters devoted to the sale of t-shirts. They are also
overpriced and undercultured, way too hot, plagued by crime,
polluted and tacky--and they have too many tourists, not to
mention natives. But, let's get back to the cruise.
This cruise was pretty much the same as any other (I've been on
four), except that people were naked nearly all the time! It may
sound preposterous to you but trust me on this: You get used to
it. (Before long, you stop fretting about what not to wear
today.) However, prior to reflections on nudists and, most
important, their reactions to my wellness talks (that is what you
want to read about, isn't it?), I should review the similarities
to other cruises. These included:
* Great food and service at breakfast/lunch and dinner with
three banquets between each of the main sumptuous feasts. All
meals were distinguished not just by fabulous tastes but also by
wild consumption excesses by cruise patrons of total calories and
particularly calories from the four food groups (fat, alcohol,
caffeine and sugar). Of course, nobody was forced to consume
recklessly; anyone disciplined enough to stick with fruits and
veggies, mineral water and vitamin pills was free to do so. If
anyone like this were on board, I didn't spot her. However, it
was rumored that many nudists awake for the totally gratuitous 2
a.m. banquet were ordering Diet Cokes with their meats and
pastries.
* Friendly, happy people. This was true for the crew as
well as the nude vacationers. The only instance of clear and
unmistakable unfriendliness towards people who had the bizarre
desire to run around starkers occurred when the ship was anchored
about a mile off Grand Cayman Island. Apparently, the local Nazi
authorities, upon learning that a shipload of nudists were out
there in their very proper harbor (unseen, of course, from
shore), gave orders that everyone on board had to cover up
immediately else the vessel would be ordered out to sea! This bit
of "family values mentality" seemed a bit incongruous from
officials of an island best known for banks sheltering drug
profits from properly attired and suitably dignified smugglers.
Of course, nobody on board had any problem with the idea of being
ordered out of local waters, except those whose spouses had left
the ship for visits to local beaches! Thus, the idyllic repose
of the naked ones was rudely interrupted. Cruise patrons had a
big laugh about the incident and were pleased when the time came
to sail away from this righteous island and "normalcy" was
reestablished.
* Great entertainment, interesting programs, luxurious
accommodations and, most significantly, a gym. The gym was
always packed but then, it was a very small gym.
* The pleasures of being at sea with ample time to read,
ponder the meaning of life and go on about wellness to hundreds
of highly interested people. (On this cruise, a nervous presenter
could not employ the old speaker's trick of imagining folks
sitting out there in their underwear.)
* Finally, it has to be noted that this cruise, like others,
was attractive simply because a week at sea provides ample
opportunities to meet new folks--some of whom are bound to be a
lot of fun, as well as to get away for a spell, enjoy the
tranquility (assuming the seas are calm) and mystery of the ocean
and relate on a new level with whomever you chose to invite as
your travelling companion. These are among the attractions of
any cruises and this one was no exception.
With these basics out of the way, permit me to reveal what it was
like spending a week at sea in search of converts for wellness
under these unusual circumstances. While I did not conduct
double-blind cross-over trials of a longitudinal, latitudinal and
dignified nature, this has never inhibited me in the past from
making wild and unsupported assertions in an irreproducable
fashion--and it's not about to do so now.
Here is my major finding: A ship populated with 900 nudists is
just like a boatload of 900 non-nudists, except that these folks
are obviously less inhibited than the average citizen. But, they
come in all shapes, sizes and colors (I'm referring to the
people) and, most importantly, their lifestyles, personalities,
opinions, preferences and everything else seem to represent all
the variations and shadings found in the general population.
This noted, here are a few of my "scientific discoveries" or
perhaps inspired opinions. For starters, I was amazed at the
number of folks who, paradoxically, love to display their bodies
but do not take very good care of them. There were large numbers
of overweight people on this cruise and, much much worse, a
disproportionate population of smokers. I asked many fit-looking
non-smokers about this but nobody had a sensible explanation for
the enigmatic contradiction. Of course, no wellness promoter
would want anyone to be ashamed of his or her body, but I had the
sense that an exception might be made in this case. Some people
would be better off with a bit less self-acceptance if it could
be married to a resolution to do something about their health
problems, like exercise more/eat less and substitute positive
avocational passions for mindless self-destructive high-risk
behaviors (i.e., smoking). But, wellness is a positive approach
so enough on this. On the horrors of smoking and paradox of
couch potatoism, I held my tongue except to promise, in the
context of my lectures, that my wellness way would lead to the
promised land! (This is, before they got to die anyway, but in a
much healthier state following a briefer period of
deterioration.)
Furthermore, I made a major discovery that could, if I play my
cards right, lead to a Nobel prize or free t-shirt or something.
It concerns my favorite wellness topic, namely, how to tell when
you reach middle-age: You're middle age when you sense people are
dressing you with their eyes.
If you'd like to take a nude cruise or simply obtain colorful
brochures about clothes-free galas at sea, call "Bare
Necessities" travel agency in Austin, Texas. The phone number is
(800) 743-0450 or (512) 469-0179; the address is 1802 West 6th
Street, Suite B, Austin, TX 78703. Ask for Nancy.
Oh, by the way, maybe you're wondering if I presented my lectures
on wellness in the spirit of things, that is, "suitably attired"
or unattired, as the case might be. Are you wondering? If you
recall the formula 7/38/55 dealing with the proportion of the
elements of a speech that affect comprehension (seven percent of
what folks remember is based on the verbal element of the speech;
38 and 55 percent relate to vocal and visual elements,
respectively), then you must know that I elected to remain fully
clothed. Had I done otherwise, it's unlikely that members of my
audience would have been able to recall even seven percent of my
verbal message!
Would I go on another nude cruise? Sure. Would I do anything
different next time? Yes, I'd go sooner and stay later. Oh, and
one more thing: I'd work even harder on my presentations and
less on my physical condition! You see, if the speeches were
slightly better and my figure just a little worse, maybe I could
get up the audience up to eight percent on verbal comprehension.
_______________
Excerpt from the 42nd edition of the ARDELL WELLNESS REPORT.
Still in draft form, so comments and suggestions are welcomed.
Contact Donald B. Ardell at:
ARDELL WELLNESS REPORT
9901 Lake Georgia Drive
Orlando, FL 32817
(407) 823 2453 or FAX 823 2099
(e-mail) ardell@pegasus.cc.ucf.edu
=========================================================================
# 511
Date: Mon, 4 Mar 1996 20:25:00 -0600
From: Judy Drolet
Subject: Re: successful smoking cessation program
Re: George Strickland's request -
A "generic" response to your request for successful smoking programs might
be found in the December 1995 issue of Journal of School Health. Authors
discuss 11 components of drug abuse prevention curricula (in general) with
implications for your question. Hope this helps, Saluki!
>Does anyone on the hedir been involve in or aware of a successful smoking
>cessation program directed toward middle & high school students? If so,
>I would appreciate the "particulars." Otherwise, I would like some ideas
>on what health educators "think" should be included in a smoking cessation
>program whose target is the "teenager"
>This is my first try on the hedir - BE GENTLE! =(:-+)
=========================================================================
# 512
Date: Mon, 4 Mar 1996 22:54:46 +0000
From: michael olpin
Subject: Re: WORKSITE FITNESS-HELP!
Renae D. Cunnien, Ph.D. wrote:
>
> I am hoping to enlist the help of some of my fellow worksite health promotion
> specialists. Here's the scenario:
>
> We are trying to build a case for the development on an on-site employee
> fitness center. Our Administrator is saying "Employee fitness center
> utilization rates are low, hence, building one would not be cost-effective".
> MEDLINE and CINAHL lit. searches have not produced much. I know/hope there
is
> research to validate the efficacy of such employee fitness centers. Can
> anybody give me one or two resources to use as ammunition?
> I will anxiously await your responses. Thanks in advance,
>
> Renae D. Cunnien, Ph.D.
> Mayo Clinic Scottsdale
> Scottsdale, AZ
> cunnien.renae@mayo.edu
One good resource that may have some answers may be in past issues of
the American Journal of Health Promotion (if you have not already looked
there).
Micheal Olpin
SIU Dept. Of Health Ed. & Rec.
E-mail: olpin@siu.edu
webpage: http://www.siu.edu/departments/bushea
=========================================================================
# 513
Date: Tue, 5 Mar 1996 07:59:00 EST
From: "Moore, John R."
Subject: Re: A Most Unusual Cruise
Any observations about the use of sunscreens/skin cancer prevention?
John Moore
CDC/DASH
----------
]>-From: HEDIR%SIUCVMB.BITNET
]>-To: Multiple recipients of list HEDIR
]>-Subject: A Most Unusual Cruise
]>-Date: Monday, March 04, 1996 5:35PM
]>-
]>-Return-Path:
]>-Received: from msmail by SmtpIn.em.cdc.gov id
<313AFE0B@SmtpIn.em.cdc.gov>;
]>- Mon, 04 Mar 96 18:28:27 EST
]>-Received: from VMS.DC.LSOFT.COM by msmail (5.0/SMI-SVR4) id AA18532; Mon,
4
]>- Mar 1996 18:27:59 -0500
]>-Message-Id: <9603042327.AA18532@msmail>
]>-Received: from PEACH.EASE.LSOFT.COM (205.186.43.4) by VMS.DC.LSOFT.COM
(LSMTP
]>- for OpenVMS v1.0a) with SMTP id 36546981 ; Mon, 4 Mar 1996 18:02:27
-0500
]>-Date: Mon, 4 Mar 1996 17:35:43 -0500
]>- The International Electronic Mail Directory for Health
Educators
]>-
]>-
]>-
]>-From: "Donald B. Ardell"
]>-Subject: A Most Unusual Cruise
]>-To: Multiple recipients of list HEDIR
]>-content-length: 9130
]>--------------------------------------------------------------------------
-----
]>-BON VOYEUR
]>-
]>-In 20 years, my "ministrations for wellness" have taken me on
]>-many unusual and adventuresome journeys. Yes, preaching to the
]>-choir of true believers and a few worseness infidels has been a
]>-continuing ministry of amazing delights. I have, for example,
]>-saved souls for wellness for months at a time at a world famous
]>-ski resort in Utah (Snowbird) and on a riverboat cruise with Mark
]>-Twain (played by Bill Linn) from St. Louis to Hannibel,
]>-proselytized for wellness on multiple junkets around Australia
]>-with Crocodile Donovan, moved the masses to come forward and
]>-declare for lifestyle righteousness during annual wellness
]>-festivals in Stevens Point and conducted at least 500 one-man
]>-whole-person fitness revivals in cities and towns throughout
]>-America and Canada, plus a bit of preaching in Guam, Malaysia,
]>-Norway and New Zealand. Yes, it's been an exciting calling, but
]>-it got even more stimulating last week when I accepted an
]>-invitation to bare my soul, so to speak, by ministering to 900
]>-nudists on a luxury cruise! Yes, I went on a nude cruise. I
]>-figured, "Hey, what have I got to be ashamed of?" I couldn't
]>-think of anything. (No wise cracks, please.)
]>-
]>-We departed Miami and made eight-hour stops in Nassau, Jamaica
]>-and Grand Cayman Islands over the course of a seven-day journey.
]>-Most of the time, obviously, was spent at sea, which suited me
]>-fine--most of the islands in this area are impoverished tropical
]>-backwaters devoted to the sale of t-shirts. They are also
]>-overpriced and undercultured, way too hot, plagued by crime,
]>-polluted and tacky--and they have too many tourists, not to
]>-mention natives. But, let's get back to the cruise.
]>-
]>-This cruise was pretty much the same as any other (I've been on
]>-four), except that people were naked nearly all the time! It may
]>-sound preposterous to you but trust me on this: You get used to
]>-it. (Before long, you stop fretting about what not to wear
]>-today.) However, prior to reflections on nudists and, most
]>-important, their reactions to my wellness talks (that is what you
]>-want to read about, isn't it?), I should review the similarities
]>-to other cruises. These included:
]>-
]>- * Great food and service at breakfast/lunch and dinner with
]>-three banquets between each of the main sumptuous feasts. All
]>-meals were distinguished not just by fabulous tastes but also by
]>-wild consumption excesses by cruise patrons of total calories and
]>-particularly calories from the four food groups (fat, alcohol,
]>-caffeine and sugar). Of course, nobody was forced to consume
]>-recklessly; anyone disciplined enough to stick with fruits and
]>-veggies, mineral water and vitamin pills was free to do so. If
]>-anyone like this were on board, I didn't spot her. However, it
]>-was rumored that many nudists awake for the totally gratuitous 2
]>-a.m. banquet were ordering Diet Cokes with their meats and
]>-pastries.
]>-
]>- * Friendly, happy people. This was true for the crew as
]>-well as the nude vacationers. The only instance of clear and
]>-unmistakable unfriendliness towards people who had the bizarre
]>-desire to run around starkers occurred when the ship was anchored
]>-about a mile off Grand Cayman Island. Apparently, the local Nazi
]>-authorities, upon learning that a shipload of nudists were out
]>-there in their very proper harbor (unseen, of course, from
]>-shore), gave orders that everyone on board had to cover up
]>-immediately else the vessel would be ordered out to sea! This bit
]>-of "family values mentality" seemed a bit incongruous from
]>-officials of an island best known for banks sheltering drug
]>-profits from properly attired and suitably dignified smugglers.
]>-Of course, nobody on board had any problem with the idea of being
]>-ordered out of local waters, except those whose spouses had left
]>-the ship for visits to local beaches! Thus, the idyllic repose
]>-of the naked ones was rudely interrupted. Cruise patrons had a
]>-big laugh about the incident and were pleased when the time came
]>-to sail away from this righteous island and "normalcy" was
]>-reestablished.
]>-
]>- * Great entertainment, interesting programs, luxurious
]>-accommodations and, most significantly, a gym. The gym was
]>-always packed but then, it was a very small gym.
]>-
]>- * The pleasures of being at sea with ample time to read,
]>-ponder the meaning of life and go on about wellness to hundreds
]>-of highly interested people. (On this cruise, a nervous presenter
]>-could not employ the old speaker's trick of imagining folks
]>-sitting out there in their underwear.)
]>-
]>- * Finally, it has to be noted that this cruise, like others,
]>-was attractive simply because a week at sea provides ample
]>-opportunities to meet new folks--some of whom are bound to be a
]>-lot of fun, as well as to get away for a spell, enjoy the
]>-tranquility (assuming the seas are calm) and mystery of the ocean
]>-and relate on a new level with whomever you chose to invite as
]>-your travelling companion. These are among the attractions of
]>-any cruises and this one was no exception.
]>-
]>-With these basics out of the way, permit me to reveal what it was
]>-like spending a week at sea in search of converts for wellness
]>-under these unusual circumstances. While I did not conduct
]>-double-blind cross-over trials of a longitudinal, latitudinal and
]>-dignified nature, this has never inhibited me in the past from
]>-making wild and unsupported assertions in an irreproducable
]>-fashion--and it's not about to do so now.
]>-
]>-Here is my major finding: A ship populated with 900 nudists is
]>-just like a boatload of 900 non-nudists, except that these folks
]>-are obviously less inhibited than the average citizen. But, they
]>-come in all shapes, sizes and colors (I'm referring to the
]>-people) and, most importantly, their lifestyles, personalities,
]>-opinions, preferences and everything else seem to represent all
]>-the variations and shadings found in the general population.
]>-
]>-This noted, here are a few of my "scientific discoveries" or
]>-perhaps inspired opinions. For starters, I was amazed at the
]>-number of folks who, paradoxically, love to display their bodies
]>-but do not take very good care of them. There were large numbers
]>-of overweight people on this cruise and, much much worse, a
]>-disproportionate population of smokers. I asked many fit-looking
]>-non-smokers about this but nobody had a sensible explanation for
]>-the enigmatic contradiction. Of course, no wellness promoter
]>-would want anyone to be ashamed of his or her body, but I had the
]>-sense that an exception might be made in this case. Some people
]>-would be better off with a bit less self-acceptance if it could
]>-be married to a resolution to do something about their health
]>-problems, like exercise more/eat less and substitute positive
]>-avocational passions for mindless self-destructive high-risk
]>-behaviors (i.e., smoking). But, wellness is a positive approach
]>-so enough on this. On the horrors of smoking and paradox of
]>-couch potatoism, I held my tongue except to promise, in the
]>-context of my lectures, that my wellness way would lead to the
]>-promised land! (This is, before they got to die anyway, but in a
]>-much healthier state following a briefer period of
]>-deterioration.)
]>-
]>-Furthermore, I made a major discovery that could, if I play my
]>-cards right, lead to a Nobel prize or free t-shirt or something.
]>-It concerns my favorite wellness topic, namely, how to tell when
]>-you reach middle-age: You're middle age when you sense people are
]>-dressing you with their eyes.
]>-
]>-If you'd like to take a nude cruise or simply obtain colorful
]>-brochures about clothes-free galas at sea, call "Bare
]>-Necessities" travel agency in Austin, Texas. The phone number is
]>-(800) 743-0450 or (512) 469-0179; the address is 1802 West 6th
]>-Street, Suite B, Austin, TX 78703. Ask for Nancy.
]>-
]>-Oh, by the way, maybe you're wondering if I presented my lectures
]>-on wellness in the spirit of things, that is, "suitably attired"
]>-or unattired, as the case might be. Are you wondering? If you
]>-recall the formula 7/38/55 dealing with the proportion of the
]>-elements of a speech that affect comprehension (seven percent of
]>-what folks remember is based on the verbal element of the speech;
]>-38 and 55 percent relate to vocal and visual elements,
]>-respectively), then you must know that I elected to remain fully
]>-clothed. Had I done otherwise, it's unlikely that members of my
]>-audience would have been able to recall even seven percent of my
]>-verbal message!
]>-
]>-Would I go on another nude cruise? Sure. Would I do anything
]>-different next time? Yes, I'd go sooner and stay later. Oh, and
]>-one more thing: I'd work even harder on my presentations and
]>-less on my physical condition! You see, if the speeches were
]>-slightly better and my figure just a little worse, maybe I could
]>-get up the audience up to eight percent on verbal comprehension.
]>-
]>-_______________
]>-
]>-Excerpt from the 42nd edition of the ARDELL WELLNESS REPORT.
]>-Still in draft form, so comments and suggestions are welcomed.
]>-Contact Donald B. Ardell at:
]>-
]>- ARDELL WELLNESS REPORT
]>- 9901 Lake Georgia Drive
]>- Orlando, FL 32817
]>- (407) 823 2453 or FAX 823 2099
]>- (e-mail) ardell@pegasus.cc.ucf.edu
]>-
=========================================================================
# 514
Date: Tue, 5 Mar 1996 08:04:28 -0500
From: "Sandra S. Bargainnier"
Subject: text book help
Dear Health Professionals,
I am in the process of developing a major in Wellness Management at SUNY
Oswego. Whether or not it gets state approval, we will be offering
several new courses.
I am open to suggestions for texts books/student resources for the
following two courses being offered next fall.
HSC 201 Introduction to Health Promotion and Wellness: An introductory
course for first year students. Focuses on foundations, philosphies, and
theories of health promotion. CHES competencies will be covered, career
possibilities, speakers from work site wellness programs, hospitals, and
communuity agencies will be included. (First year students)
I have texts by Grant; Butler; and Dignan & CArr.
HSC 301 Disease: Lifestyle and the Environment: This course attempts to
investigate the role of the environment, as well as lifestyle, in the
disease
process. Other issues such as environment/safety of the workplace
will be explored. (Disease, Environment & SAfety intertwined)
(Sophomores )
These courses are not designed for school health educators.
These students will be taking 18 credits in business management, 9
credits in psychology and 31 credits in health science.
They will be doing internships in corporate wellness programs, hospitals,
YMCA's, HMO's , community centers etc...
Thank you for your assistance. PLease send e-mail to me and not the list.
If others are interested in this info please let me know!
Sandra Bargainnier Ed.D. A.T.,C. CHES
Assistant Professor Health Science/PE
SUNY Oswego, Oswego, NY. 13126
315/341-2879
ssbargai@mailbox.syr.edu
=========================================================================
# 515
Date: Tue, 5 Mar 1996 09:29:24 -0500
From: Tamara Lou Gallant
Subject: Women's Health Conference in Massachusetts (fwd)
---------- Forwarded message ----------
# 516
Date: Mon, 04 Mar 1996 16:33:15 -0500 (EST)
From: Gloria T Difulvio
To: ccoar
Cc: tgallant@uhs.umass.edu
Subject: Women's Health Conference
WOMEN'S HEALTH CONFERENCE ANNOUNCEMENT:
The University of Massachusetts School of Public Health and University
Health Services are sponsoring a Women's Health Conference entitled
"Current Perspectives in Women's Health"
The event will take place on Friday April 12th at the UMASS Campus Center
from 9am - 5pm.
The Keynote speakers include:
Julia Scott - President of the National Black Women's Health Project
"In common but different: The politics of women's health care"
I-Min Lee, M.D. - Faculty, Harvard School of Medicine and Harvard
School of Public Health
"Does physical activity reduce cancer risk in women?"
Presentations include Women and AIDS, Lesbian health care, violence
and other health care issues.
Pre-registration fee (before March 18): Professional $80
Student $25
After March 18: Professional $80
Student $35
This conference has been approved for 6 Nursing CEUs. Social Work CEUs
are still pending. (Contact Gloria DiFulvio (413) 549-2671 x181 for CEU
info).
For a brochure contact the School of Public Health: (413) 545-1669.
=========================================================================
# 517
Date: Tue, 5 Mar 1996 08:40:35 PST
From: Donna Champeau
Subject: subscribe
I would again like to be put on the HEDIR. I was at Boise State and
am now at Oregon State University.
champead@ccmail.orst.edu
=========================================================================
# 518
Date: Tue, 5 Mar 1996 10:41:46 -0800
From: Mark Fulop
Subject: New Media Continued
I have been out running a policy conference the last few days and came in
this AM to a large # of posts on the Technology thread started last week.
I have a little more breathing room today and so I pulled from a number of
the posts in this continued discussion. I have not tried to attribute
words to specific people but culled some ideas to react to.
> This change is not about disseminating information and
>online brochures. This change is about trying to use these new social
>patterns of communication and information to bring about increased community
>empowerment & behavior change.
This statement is basically a re-statement of the point that I was
initially making. It seems that some people mis-took what I was saying.
I appreciated Bill's second post calling us back to our core competencies
(and Bill, you have to admit that your first post did not contain all of
the historical assumptions you laid out in your second -- at face value I
still disagree with your first post). Bill's point is critical. One of
the many movements sweeping the business community is the movement of "core
competencies." The idea is that you can only build upon the strength of
your core competencies.... which leads us to to the questions about
curricula.
> How would it [new media] replace the existing health education
>program? .... Or, how would one integrate computers, multimedia, etc.
>into the traditional graduate curriculum? Is there room?
It is not either or. We are not talking about "replacing". We have core
competencies of behavior change theories, community organization,
environmental strategies which all define who we are as a profession. The
concept of "New Media" is looking at *additional* intervention points,
creating new systems solutions and developing evaluation paradigms that are
consistent with the new reality of society. How that influences graduate
curriculum might be in developing new interdiciplinary coursework, perhaps,
linking up with educational technology folks...
>Having grown up with a generation schooled in Toffler's Future Shock,
>sometimes people are just too overwhelmed with changes and choices. To help
>maintain people's mental health things sometimes evolve much slower than the
>lead dogs would like. We need people who are out there (like yourself)
>trying to move us in new directions. But please be patient with the masses.
>Most of them have difficulty coping with the present, let alone where the
>future is headed.
Again, the new media "stuff" is on a continuum. The internet, multimedia
CD roms and distance learning will enhance the work of health educators and
are transforming *some* of the ways in which *some* segments of society
learn and grow. however, when I think of our own county, reaching out to
the disenfranchised border populations with messages about TB prevention
and perinatal care, I would never be one to suggest that we stand at the
brink of an either /or watershed. I simply argue that New Media (stripped
of all the hype and glamour) becomes one more tool for our toolbox.
_________________________________________________
Mark Fulop, MPH, CHES
fulop@mail.sdsu.edu
Co-Director, Health Promotion and Education Projects
California College Health 2000 &
Collegiate Health Care
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
WEB: http://www.sa.sdsu.edu/health/cchpage.html
=========================================================================
# 519
Date: Tue, 5 Mar 1996 12:11:03 -0800
From: Margo Harris
Subject: Kudos to "College Teachers"
Bob McDermott is right; I had entirely too much time on my hands this =
weekend. Nothing like being on quarter break (no homework) to regain a =
perspective on live. I read my Sunday newspaper cover to cover and =
found the highly scientific, certainly valid and reliable results of the =
nationwide survey of honesty and ethical standards.
Who are the leading exemplars of honesty and ethical standards?
Pharmacists - 66%
Clergy - 56%
Medical doctors - 54%
Dentists - 54%
Enginee5rs - 53%
And - DRUM ROLL- college teachers - 52%
All kidding aside, I think it's terrific that some folks "out there" =
recognize the remarkable contributions made by college teachers, many of =
whom are on this very list! Congrats! (This means you, Evelyn!)
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=========================================================================
# ###
Date: Tue, 5 Mar 1996 12:21:19 -0800
From: Margo Harris
Subject: Patient Education Format Preference
I welcome suggestions, ideas, journal references, research etc. on the =
issue of patient preference for an education format, particularly with =
chronic disease patients. While many consumers demand and/or find their =
own information about disease management, treatment, etc., is there =
research to document patient preference? I know there is a long list of =
chronic conditions, plus wide variety in age, educational status, SES, =
etc. Still, does anyone have any ideas to share.
I had a brief opportunity (Fall '95) to participate in a review of a =
new "patient education" video series about to be released by Time-Life. =
T-L's Patient Education Media Inc. will introduce the program to the =
public on March 20, with a national, 20-city media tour (don't you wish =
you had those resources?). Marketing of the 30 title series offers =
point of purchase in pharmacies, as well as approaches to large, managed =
care organizations. The purchase price per video is $19.95. I'm still =
struggling with some concerns, thoughts about patient preferences for =
both content and format, not to mention how patients obtain health =
information or want to obtain health information. Any help would be =
appreciated. Thanks. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=========================================================================
# ###
Date: Tue, 5 Mar 1996 17:59:03 CST
From: Bill Cissell
Subject: New Media Provides Additional Tools in Our Tool Chest
Mark, I enjoyed you most recent post and believe that you are clearly on target
by describing the "new media" as additional tools. This matches well with Mal's
ost of last week and messages that I have been receiving privately. There
seems to be broad support for this view, as well as the belief that we have the
whole spectrum of the diffusion of innovation model represented among
professional health educators with respect to adapting to "new media."
Bill D_Cissell@venus.twu.edu
=========================================================================
# ###
Date: Tue, 5 Mar 1996 18:08:05 CST
From: Bill Cissell
Subject: Teachers Are Better in Other Parts of the World
Margo:
While we can take solace in the fact that the American society rates college
teachers fairly high on honesty, populations in other parts of the world rate
us higher. Worldwide, teachers and professors are respected as well as medical
practitioners. In Asian societies, teachers and professors are more respected
than medical practitioners. The western societies are the ones that bring us
back into the pack.
Bill D_Cissell@venus.twu.edu
=========================================================================
# ###
Date: Wed, 6 Mar 1996 09:12:23 -0500
From: "Mark G. Wilson"
Subject: FW: C/O telecommunications bill .... (fwd)
Speaking of new technology, I thought this might be of interest. For
those that have seen it, my apologies. For those that haven't, you should!
Your tax dollars at work!! %-)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Mark G. Wilson, HSD, CHES
Department of Health Promotion & Behavior
300 River Road
University of Georgia
Athens, GA 30602-3422
706-542-4364
706-542-4956 fax
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
--------------------- Forwarded Message Body ---------------------
Just this morning, our wonderful President Clinton passed into LAW an
outrageous bill regulating what con be said and done on the internet.
This INCLUDES your OWN PERSONAL E-MAIL!!! It prohibits the use of
profanities, or the mention of ...welll... I can't say it (the premature
termination of a pregnancy). Whether you know it or not, for every e-
mail you send, an exact copy of that message is sent to the FCC. Notice
the messages on your computer screen the next time you send an e-mail.
I have included below a copy of a letter I recieved earlier in the day
that explains it maybe in more detail. Anyway I ask that EVERY one of
you who recieve this letter, forward it to as many people as possible,
and PLEASE E-mail the big-man himself at PRESIDENT@WHITEHOUSE.GOV. I'm
sure he'd love to hear from all the people who helped get him elected.
Well, thank you for your time, and uh... oh yeah. If you want more
info. on how this law affects YOU, then visit http://www.yahoo.com, and
click on the words "Why is this page black?" It has a nice summary, and
the entire bill, If you would like to read it.
Original:
Yesterday, Feb. 1, 1996, Both houses of our congress passed a
telecommunications bill which had a provision in it making it illegal to
discuss ABORTION of all things on the Internet. That means that no web
sites, FTP sites, Gopher sites, OR E-MAIL MESSAGES (!!!) Can contain any
reference to abortion. Not even in a clinical manner. A doctor is not
allowed to Email a patient with a recommendation on whether or not to
have an abortion. Wether or not you are for or against abortion does not
matter, abortion in itself is not the issue. The issue is the curtailing
of EVERY AMERICANS FIRST AMENDMENT RIGHTS. Clinton has said that he will
sign this bill into law, possibly even today. The bill calls for jail
time and heavy fines of ANYONE caught discussing abortion in any way on
the net, even in the international news groups.
This is a horrible abuse of legislative power against the American
people, and we can do something about it. Please, Write the president
at President@whitehouse.gov , and let him know that you are outraged
about this bill passing (if indeed you are outraged, which I sincerly
hope you are.) Also, mass forward this message to as many people as
possible, anyone you know who uses the net. With this bill, and the
development of the Compuserve Newsgroup blackout, our freedom on the net
is being seriously curtailed. Please help, and spread this message.
=========================================================================
# ###
Date: Wed, 6 Mar 1996 10:31:11 -0500
From: "Lea S. Dooley"
Subject: Re: FW: C/O telecommunications bill .... (fwd)
In- <9603061421.AA09525@is.nyu.edu>
Okay..once again...perhaps I'll send out the forwarded email I received a
few weeks ago about this. But I'll make it short. THERE IS NO MENTION
OF ABORTION IN THIS BILL. Now that I've got your attention, allow me to
refer you back to your own suggestion to read the bill. The definitions
of obscenity that are refered to in this bill are The Same definitions
that we have been living under in regard to pornography. While we may or
may not agree with it, it's all kind of lax anyway.What this means is
that there is going to be a flurry of communication over certain sites on
the net, but let me say this first - they will be targeting "sex-sites"
and sexual chat rooms before they hit the doctors web sites. IMHO.
I think that there is always cause for concern when the gov't starts to
get too closely involved in our lives and regulating how we go about our
lives. Pick your battles......it is wise to be Informed about this bill,
but speculating as to how it can be abused, at the moment is
reactionary. Before you suggest that we all send email messages about
how we want our right to say ABORTION over the internet - check out if
anyone took that right away in the first place.
Just a thought,
Lea Dooley
=========================================================================
# ###
Date: Wed, 6 Mar 1996 13:37:52 EST
From: BAASEL@OUVAXA.CATS.OHIOU.EDU
Subject: Re: Alternative medicine
From: NAME: Pat Baasel
FUNC: Health Sciences
TEL: 614-594-2722
To: MX%"HEDIR@SIUCVMB.BITNET"@MRGATE@OUVAX
Darcy Scharff--
I am the person who wrote the inquiry about Alternative Medicine.
My answering machine phone is 614-594-2722, my office phone is 614-593-1219, my
snail mail address is Patricia Baasel, School of Health Sciences, Ohio
University, Athens, Ohio 45701. My e-mail address is
Baasel@OUVAXA.CATS.OHIOU.EDU --pLEASE GIVE ME A CALL OR WRITE ME VIA SNAIL
OR
E-MAIL. Sorry, I forgot to turn caps off-didn't mean to "shout"!
I am heading into exam week followed by Spring Break March 15-26th, so if you
don't connect with me right away this time, it's probably because I've left for
break and am not attending to business. I did not receive a previous
communication from you by e-mail--I've been keeping copies of all replies in
hopes of eventually getting an alternative health discussion group or perhaps a
home page on the Net.
This reply may go back through HEDIR--I try to avoid doing that so
everyone doesn't get their mailbox flooded with conversations that don't
interest them. Am I correct in believing that I can reach you directly at
DAR0856@aol.com ?
Pat Baasel
=========================================================================
# ###
Date: Wed, 6 Mar 1996 13:06:00 -0800
From: Cathy Devera
Subject: Re: Alternative medicine
Hi Pat!
I would be very interested in a discussion group on Alternative Medicine.
Count me in!
Thanks!
Cathy
=========================================================================
# ###
Date: Wed, 6 Mar 1996 15:51:21 +0100
From: Cynthia Lanier
Subject: Delete From ListServ
Please take me off the ListServ for now. Thanks.
Cynthia Lanier, Dr.Ph., R.N.
Rice University
Health Education
6100 Main Street
Houston, Texas 77005-1892
(O) 713-285-5194
clanier@ruf.rice.edu
=========================================================================
# ###
Date: Wed, 6 Mar 1996 16:23:44 -0800
From: Margo Harris
Subject: New Technology Resources
I suggested to Patty Reagan and others that they look "in house" for =
help with new technology and integration of technology/media in the =
classroom. The attached is a biography of a new person on a training =
and development listserv from Penn State. Wouldn't you like to have =
this person on your faculty?!!! Then again perhaps you do!
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
From: Automatic digest processor[SMTP:LISTSERV@PSUVM.PSU.EDU]
Sent: Tuesday, March 05, 1996 8:01 PM
To: Recipients of TRDEV-L digests
Subject: TRDEV-L Digest - 5 Mar 1996
From: OmniCom Associates, 73730,424
TO: Automatic digest processor, INTERNET:LISTSERV@PSUVM.PSU.EDU
Date: 2/29/96 8:22 PM
RE: Copy of: Introduction - biography
Hi, I'm Diane Gayeski. I wear (juggle?) a couple of 'hats': I am =
Associate
Professor and Chair of the Dept of Corporate Communication at Ithaca =
College in
Ithaca, NY. where I teach courses relating to the design of =
communication and
learning systems, interactive multimedia and new technologies, project
management and consulting, performance technology, etc. I am also a =
Partner in
OmniCom Associates, an international consultancy that helps =
organizations to
develop and manage new approaches to internal and external communication =
and
performance improvement.
I have worked in this field since 1975, starting out with a focus in =
educational
media production, and then in 1979 getting involved in interactive =
multimedia.
Many people say that my husband/partner, David Williams, and I are =
"pioneers" in
interactive multimedia. These days, we are engaged in helping clients =
adopt
principles of the "learning organization", performance technology, and =
doing
workshops, executive briefings and rapid prototypeson distance education =
and
multimedia. I am a member of ISPI, IABC, ASTD, and SALT and have =
written seven
books on video, multimedia, and organizational communiation.
------------------------------
End of TRDEV-L Digest - 5 Mar 1996
**********************************
=========================================================================
# ###
Date: Wed, 6 Mar 1996 20:15:00 ET
From: "J.BLACK"
Subject: Practicum Experience in PA
I am posting this notice to the HEDIR for a graduate student in our
department.She is looking for a practicum opportunity for fall quarter, 1996
in the Pittsburgh area. If anyone has any suggestions please contact Lori
Crowell at L.Crowell@CSUOHIO.EDU or you can contact me and I will pass it
along. Thanks in advance for your help.
Jill M. Black, Ph.D., CHES
Coordinator of Community Health Education
Cleveland State University
2451 Euclid Avenue
Cleveland, OH 44115
(216) 687-4829
FAX (216) 687-5410
EMAIL: J.BLACK@CSUOHIO.EDU
=========================================================================
# ###
Date: Thu, 7 Mar 1996 01:18:00 EST
From: "Petosa.1@osu.edu"
Subject: Re: Issues, reflections request input
Steve Nagy writes:
> Should we focus on "risk factors" in developing health promotion
> programs?
> I have personal concerns when we attempt to duplicate this approach
> in addressing health behaviors for which the physiological mechanisms
> are currently unclear. In these areas there are few cause-effect
> relationships that are clearly understood. Examples of these
> develop programs to address these same risk factors. This is where
> major problems seem to arise. Do risk factors such as poverty, low
> SES, low education, single parent families, etc. have a predicatable
> mechanism through which they cause the problem of substance abuse to
> occur? These "risk factors" seem not to be risk factors but rather,
> are factors that are associated with a greater likelihood of the
> occurrence of the undesireable health behavior. When we can identify
> 20-30 such "risk factors" and they are all significantly associated
> with at-risk populations one must question the value of identifying
> these specific attributes as worthy of an intervention focus. The
> question we must all ask is where is the proven cause-effect
> relationship that would justify these attributes the title of risk
First, I would like to thank Steve for sharing some provocative insights
into some important issues related to some fundamental working
assumptions of health promotion practice. A few
additional perspectives:
1. Part of the problem is the imprecise use of some fundamental terms
in our field. Steve nicely identifies the misuse of the phrase
"risk factors." A trend in health promotion has been an
increased emphasis on public health goals. Clearly targeting health
status outcomes with behavioral risk factors has produced increased
social recognition for the potentials of health promotion to produce
meaningful social benefits. The key to this approach is strong causal
links between behavior and health. Unfortunately, the concept of
risk factors is sometimes equated with "correlates of behavior."
To compound the problem further, health status outcomes are dropped
and replaced with "problem behaviors". In these cases we find ourselves
two steps removed from the Public health model. And most often with
scant causal evidence upon which to base programs.
For example, self-esteem is commonly found to be correlated with
"undesirable" behavior among adolescents. I have not seen evidence
suggesting a causal link between low self-esteem and "problem behaviors"
Further, I have not yet seen evidence of a health promotion program
which produces meaningful or sustainable increases in self-esteem
followed by reductions in the "problem behavior." Yet there are many
health promotion programs which are based on the "self-esteem"
hypothesis, and imply self-esteem can be enhanced.
Another example of imprecise use of words. Should the word
"prevention" be used to refer to health outcomes only. Or should
"prevention" also be applied to personal actions. For example, The
health promotion program "prevents" heart disease or "prevents"
sendentary lifestyle. This
distinction can yeild substantial differences in health promotion
planning. If we focus specifically on health outcomes, we often find
that there are many personal actions, as well as other factors
which influence health status. This provides program planners and
participants with considerably more freedom in making choices
in putting together a plan of personal and/or social action.
rick petosa
=========================================================================
# ###
Date: Fri, 8 Mar 1996 08:22:00 EST
From: "Strauss, Lisa"
Subject: Health Education List Serve
I am currently taking classes at the University of Maryland in the Health
Education program and I would like to join the list serve.
My e-mail address is: Lisa_Strauss@NIH.GOV
Thank you.
Lisa Strauss
=========================================================================
# ###
Date: Fri, 8 Mar 1996 10:45:00 EST
From: "Petosa.1@osu.edu"
Subject: Re: New Media and the types of dogs we want to be
I offer the following quote to this discussion of media in health ed.:
That is the great mischief done by the media merchants, the futurologits
and those in the schools who believe that computer literacy is the
educational wave of the future; they lose sight of the paramount truth
that the MIND THINKS WITH IDEAS NOT WITH INFORMATION.
Theodore Roszak;
The cult of information, 1986
Of matters health human: reliable ideas grow slowly while information
flies rapidly. The difference in speed is another concern for the
(health) educated person. What is a media loaded CHES to do?
rick petosa
=========================================================================
# ###
Date: Fri, 8 Mar 1996 14:43:48 -0500
From: Aileen Frazee
Subject: AAHE's 6th Annual Summer Institute
WORKSHOP NOTICE
VIOLENCE INTERVENTION AND PREVENTION WORKSHOP
CO-SPONSORS: ASSOCIATION FOR THE ADVANCEMENT OF HEALTH EDUCATION
THE UNIVERSITY OF WISCONSIN AT LA CROSSE
DATES: July 11-13, 1996
LOCATION: Radisson Hotel
La Crosse, Wisconsin
Conference Highlights Include:
3 Keynote Presentations
15 Program Sessions
Dinner Cruise on the La Crosse Queen
The three program tracks are:
Interpersonal Violence Issues
Community Issues
Peace and Justice Issues
CONFERENCE GOAL AND OBJECTIVES:
Goal: To determine the intricate and complex web of violence in our
society and to identify multidisciplinary strategy for prevention.
Objectives:
1. To determine the range of factors which serve as actual and
potential antecedents to violence.
2. To explore and evaluate violence prevention strategies that seem
to be having positive impact.
3. To examine violence within the context of current theoretical
frameworks supporting those professions responding to the problems
related to violence. (i.e., health education, judicial system,
medicine, nursing, police, social work, psychology, etc.)
4. To develop Health and Human Service skills related to violence
prevention.
5. To identify local, regional and national resources which support
violence prevention in our culture.
6. To identify major barriers which have the potential to impede
prevention efforts.
7. To network with others across professional boundaries
FEES:
Pre-Registration - By May 17, 1996
Professionals $150
Full time students $ 95
After May 17, 1996
Professionals $175
Full time students $ 95
CREDIT HOURS AVAILABLE:
1 Graduate Credit - additional fee of $116
1 Undergraduate Credit - additional fee of $105
16 CHES, Type I credit hours - additional fee of $64
(Other types of continuing education credits will also be available.)
TO REGISTER CONTACT:
Continuing Education Registration
227 Main Hall
University of Wisconsin at La Crosse
La Crosse, WI 54601
To register for the conference with your credit card - phone
608-785-6500. (Fees for university credit will have to be paid at
the workshop itself.)
For additional information contact:
Dr. Gary Gilmore
203 Mitchell Hall
University of Wisconsin
La Crosse, WI 54601
Phone: (608) 785-8163
Fax: (608) 785-6792
=========================================================================
# 520
Date: Fri, 8 Mar 1996 11:48:09 -0800
From: Margo Harris
Subject: Eat a New Media Diet in Moderation`
------ =_NextPart_000_01BB0CE5.E5F1E520
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
I liked the quote from Theodore Roszak, and I agree that the mind thinks =
with ideas. Roszak's quote is also ten years old, and the availability, =
type, and access to information has changed dramatically. The arenas of =
consumer demand and demand management have also grown. Patients =
particularly are aware of information access, sometimes feel that =
doctors to not have the most current information, and if they are =
confronting serious or even not so serious medical issues, they want and =
believe they are entitled to the most current information even if they =
have to get it themselves.
What is a media loaded CHES to do? Since I'm not a CHES, maybe I =
shouldn't answer. On the other hand, words like:
filter
mediate
counsel
explain
search=20
direct
review
recommend
came to my mind immediately, and I'm sure there are others. I review =
and work to stay current on credible patient education resources and =
services and recommend them when appropriate. I direct patients to free =
services at public libraries and some hospital health resource centers =
to search for the latest information. I explain the vocabulary that is =
challenging to patients unfamiliar with medical literature. I mediate =
patient-provider disagreements and recommend second opinions. I empower =
patients to search for answers to their health questions and adopt a =
self-management/self-care approach to the changing health care system. =
Their minds are mediating the process, but information is often what =
they seek, and they may not have a large amount of time before they need =
to make remarkable decisions.
I'd also suggest that health educators work in a wide variety of =
settings with remarkably different needs for information, media, =
technology, speed, etc. If 30,000 people per month are subscribing to =
HealthGate, they perceive a need to access health information, however =
temporary that may prove to be. If most larger employers and managed =
care organizations have or purchase a nurseline product or offer health =
information through their EAP program, there's something in here. As a =
media loaded health educator, I work hard to pay attention, select the =
media/technology that fits my practice, and learn as much or more from =
my clients as I learn on my own. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
From: Petosa.1@osu.edu[SMTP:PETOSA@OHSTMVSA.BITNET]
Sent: Friday, March 08, 1996 7:45 AM
To: Multiple recipients of list HEDIR
Subject: Re: New Media and the types of dogs we want to be
I offer the following quote to this discussion of media in health ed.:
That is the great mischief done by the media merchants, the futurologits
and those in the schools who believe that computer literacy is the
educational wave of the future; they lose sight of the paramount truth
that the MIND THINKS WITH IDEAS NOT WITH INFORMATION.
Theodore Roszak;
The cult of information, 1986
Of matters health human: reliable ideas grow slowly while information
flies rapidly. The difference in speed is another concern for the
(health) educated person. What is a media loaded CHES to do?
rick petosa
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------ =_NextPart_000_01BB0CE5.E5F1E520--
=========================================================================
# 521
Date: Sat, 9 Mar 1996 12:30:31 -800
From: Kelly Stokely Woodruff
sub HEDIRkellywoodruff
=========================================================================
# 522
Date: Sun, 10 Mar 1996 16:05:41 -0500
From: Glen Bartholomew
Subject: New Media
The first comment I would like to add to this discussion on health ed. and
technology is that technology should not be seen as a replacement for
the human touch. No computer, TV, or any other electronic device you
can name can match the flexibility, compassion, and warmth of a good
teacher. Especially in such a personal field as health.
That being said, technology is a valuable tool that health educators
shouldn't ignore. The new media coming out present new opportunities.
A prime example of a media the education in general was slow to
develop, was television This media is great at delivering a visual,
"simple" message that is entertaining and motivating at the same time.
Fast food and alcohol interests excel at this. (How much more simple
can you get than frogs croaking an advertisers name?) But it wasn't until
Sesame St. that education started to use this media effectively, until then
PBS had a rather dry reputation.
The new media of interactive communication, the internet, etc. has new
potential that are only now just being explored. Not everyone learns the
in the same way, technology offers health educators expanded tools to
reach our intented audiences. As health educators we need to start
collaborating with people in telecommunication, computer technology,
business and the fine arts, as well as our traditional allies in the sciences
to learn how to best use these new tools.
Borrowing from an old proverb,
Tell me and I will hear you,
Show me and I will remember,
Involve me and I'll understand.
Glen Bartholomew
gb937787@oak.cats.ohiou.edu
Ohio University
=========================================================================
# 523
Date: Sun, 10 Mar 1996 19:55:54 -0500
From: Soubhi Hassan
Subject: Looking for the author of a quote
In- <199603102104.QAA03792@eole.ERE.UMontreal.CA> from "Glen
Bartholomew" at Mar 10, 96 04:05:41 pm
I'm sorry to clutter the list with this, but I'm looking for the author
of the following:
Some men see things as they are and say why
I dream things that never were and say why not?
Thank you.
Hassan
soubhih@ere.UMontreal.CA
=========================================================================
# 524
Date: Sun, 10 Mar 1996 21:13:08 -0800
From: Margo Harris
Subject: New Media on Campus
Interesting reading and analysis. Margo
----------
From: Automatic digest processor[SMTP:LISTSERV@PSUVM.PSU.EDU]
Sent: Sunday, March 10, 1996 8:00 PM
To: Recipients of TRDEV-L digests
Subject: TRDEV-L Digest - 9 Mar 1996 to 10 Mar 1996
N E W S R E L E A S E
---------------------------
OFFICE OF PUBLIC RELEATIONS
CLAREMONT GRADUATE SCHOOL
Claremont, CA 91711
for release Jan. 19, 1996, am CONTACT: Casey Green
1/17/96 =
818/990-2212
USE OF INSTRUCTIONAL TECHNOLOGY
JUMPS ON COLLEGE CAMPUSES
CLAREMONT, CA . . . The use of information technology in college =
courses
- including electronic mail, multimedia, CD-ROM, commercial courseware =
and
simulations - grew dramatically this past year, as did the number of =
students
and faculty routinely using the Internet and World Wide Web (WWW). =
According to the 1995 Campus Computing Survey, the percentage of college =
courses usinge-mail and multimedia resources more than doubled, while =
the use of computer simulations and commercial courseware increased by =
more than 50 percent. Further, more than seven million college students =
and faculty routinely use the Internet and WWW as part of their daily =
and weekly activities.
"Something very significant is happening," says Kenneth C. Green,
director of the national survey and a visiting scholar at The Claremont
Graduate School. "Following several decades of great aspirations and =
more
than a dozen years of significant institutional investments, information
technology has emerged as a permanent, respected, and increasingly =
essential component of the college experience." Data from the sixth =
annual Campus Computing Survey," says Green, "indicate that the use of =
information technology in instruction is finally moving past the early =
adopters and breaking into the ranks of mainstream faculty." The survey =
data indicate these gains occurred across all types of institutions.
The new survey data suggest that upwards of half of all college =
students
and faculty now have some sort of recurring instructional experience =
with
information technology resources and technology-based learning =
activities.
Green reports that these technology experiences go beyond the routine =
use of
word processing (at one end of the continuum) and the technical =
expertise of
computer programming (at the other); rather, these are technology =
experiences
that extend the content of the curriculum, enrich the classroom =
discourse,
promote communication among class participants, and enhance the learning
opportunity.
"The much-discussed 'technology revolution' - in reality the slow, =
gradual
movement of information technology resources into the curriculum and the
classroom experience - is picking up speed,' says Green. "Growing =
numbers of college students expect a technology component in their =
courses; across all
disciplines growing numbers of faculty are utilizing technology =
resources to
enhance the content of the curriculum." He adds that the increased use =
of
technology resources points to real demand for quality commercial =
products:
"The survey data bode well for individuals and firms interested in =
providing
digital curriculum for the college market: college publishers, =
entrepreneurial
faculty, and small firms that can produce engaging and effective =
instructional
products."
Not surprisingly, the use of the World Wide Web is growing rapidly on
college campuses. More than half (55.2 percent) of the institutions =
partici-
pating in the 1995 survey report a WWW home page; still more campuses =
(25.8 percent) plan to raise an institutional flag in cyberspace during =
the current academic year. Research universities and other institutions =
with a well-developed technology infrastructure are most likely to have =
home pages on the WWW.
Green reports that more than half of all college students and upwards =
of
three-fourths of all faculty have access to the Internet and the WWW. =
"The
campus market currently accounts for more than seven million Internet =
and
WWW users - students, faculty, administrators, and staff who have access =
to
cyberspace," says Green. "Many routinely use the Internet and WWW in =
their
daily activities." He compares the seven million campus-based Internet =
and
WWW users with a recent, widely cited commercial study suggesting some =
9.5 million Internet users in the United States. "Commercial and =
consumer market studies may miss the huge numbers of college students =
and faculty who use, indeed depend on, the Net," says Green. "Higher =
education was an early adopter of the Internet and, more recently, has =
been an important advocate for the WWW. At growing numbers of colleges =
and universities across the country, Net access is viewed by faculty and =
students as a core resource and a basic right, similar to a library =
card."
The 1995 survey data indicate that about six percent of all college =
courses
currently tap into Web resources to support instruction. While the WWW =
plays an interesting and increasingly important role in instruction and =
scholarship, many colleges and universities also recognize the role of =
the Web as part of a digital public presence intended for off-campus =
clientele. The survey data indicate that colleges and universities are =
more likely to focus their formal institutional plans for the WWW on =
promotion to off-campuses audiences (38.1 percent), rather than =
instruction (24.4 percent) or distance education (12.5 percent). Target =
audiences for these WWW initiatives typically include prospective =
students, alumni, news organizations, and potential donors.
Green says that the focus of formal plans for off-campus audiences =
can be
explained by two factors. First, campus officials typically hesitate to
intervene in the instructional domain. Consequently, an institutional =
mandate
defining the role of the WWW in instruction would be seen on many =
campuses as an intrusion into traditional departmental and faculty =
prerogatives to set
program priorities, develop the curriculum, and define pedagogical =
strategies.
While growing numbers of faculty and academic departments want (and
increasingly expect) institutional support for these efforts, few will =
readily
accept institutional imperatives.
Second, as Internet access and Web use grows rapidly among the =
general
population, institutional officials are increasingly concerned about =
look,
feel, and content issues affecting a campus Web site. In essence, =
growing
numbers of campus officials recognize an institutional Web site as a =
marketing
tool and a competitive presence that can provide information and =
services to
important off-campus constituencies.
Like their corporate counterparts, colleges and universities appear =
cautious
about embracing Microsoft's Windows 95. Less than a quarter (23.3 =
percent) of the campuses participating in this year's survey report =
supporting or
recommending Windows 95 as of fall 1995, although more than half (56.8 =
percent) indicate that Windows 95 will become very important in their =
computing plans and strategy over the next two or three years. At many =
institutions, the slow transition to Windows 95 reflects concerns about =
significant migration costs: the need for new applications software and =
more powerful computers, accompanied by additional demands for user =
support.
Indeed, user support issues now present a major technology challenge =
for
most institutions. Replacing aging equipment, updating obsolete =
software,
supporting the migration to Windows 95, and providing training for =
faculty
and students eager to explore the Internet and the WWW are the top
institutional priorities for the 1995 survey respondents.
In the context of user support, just one-fourth of the respondents
(24.3 percent) assess the technology infrastructure at their institution =
as
excellent. Only a third (31.3) rate the networking and data =
communications
infrastructure on their campus as excellent; similarly less than a third =
(29.3)
offer a similar assessment of the telecommunications system. Cable and =
video capacity receive the lowest ranking: only an eighth (12.9 percent) =
of the
respondents rate their campus highly in this area. Research =
universities are
most likely to give high marks to their campus network: over half (57.5
percent) of the public universities and more than a third (36.4) of the
private universities rate this part of the technology infrastructure as
excellent. Video and cable generally receive low marks across all =
campuses.
"Infrastructure helps foster innovation," says Green. "One key =
element of
the tech-nology infrastructure is a well-developed campus network; a =
second
is the telecommunications system. Other important components include =
desktop systems with CD-ROM drives, the routine upgrading of hardware =
and software, multimedia-capable computers in faculty offices and =
student labs, and technical support to help students, faculty, =
administrators and staff make effective use of the technology."
As noted in past survey reports, most campuses still do not have a
financial model for acquiring and retiring desktop computers. In fall =
1995,
just over a fifth (22.0 percent) report a budget model for amortizing =
and
routinely replacing technology, up slightly from 15.9 percent in 1990.
However, the vast majority of colleges and universities (78 percent) =
continue
to fund most of their equipment purchases and software upgrades with =
one-time budget allocations or special appropriations.
"The survey data reflect the continuing problems colleges and =
universities
have in developing a viable financial plan for their technology needs,"
says Green. "The useful life of desktop computers and accompanying =
software
is a known factor, roughly 15 months for many core software applications =
and
maybe 30 months for hardware. Yet rather than plan for the routine =
turnover of
aging technology resources, most institutions continue to find money =
rather
than reserve funds."
The 1995 Campus Computing survey is based on data provided by =
computing officials (typically the chief academic computing officer) at =
some 650 two- and four-year colleges and universities across the United =
States. Participating campuses completed the survey during fall 1995.
Copies of the 1995 Campus Computing Report are available from =
Campus
Computing for $35 (postpaid):
Kenneth Green
Campus Computing
PO Box 261242
Encino, CA 91426-1242
(818) 990-2212 (phone & fax)
=========================================================================
# 525
Date: Mon, 11 Mar 1996 09:38:15 -0500
From: Mary Kriener
Subject: Re: Looking for the author of a quote
Robert F. Kennedy was the author of that quote. It is considered his
signature quote. I'm just not sure if he used the word "dream" in the quote.
When he was killed in 1968, special memorial cards were sent to people who
sent condolences to the family. On the card was his picture and that quote.
I've got that card somewhere in my cache of RFK memorabilia somewhere. As a
12-year old just coming of age politically, my life was greatly influenced by
RFK.
=========================================================================
# 526
Date: Mon, 11 Mar 1996 10:19:12 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Re: Looking for the author of a quote
Date sent: Sun, 10 Mar 1996 19:55:54 -0500
Send reply to:
From: Soubhi Hassan
Subject: Looking for the author of a quote
To: Multiple recipients of list HEDIR
I'm sorry to clutter the list with this, but I'm looking for the author
of the following:
Some men see things as they are and say why
I dream things that never were and say why not?
Thank you.
Hassan
soubhih@ere.UMontreal.CA
REPLY------>
I believe the quote used by RFK has been attributed to George Bernard
Shaw.
=========================================================================
# 527
Date: Mon, 11 Mar 1996 09:41:14 -0600
From: Elizabeth Baker
Subject: AAHE's 6th Annual Summer Institute -Reply
Thanks for passing this on! Are you thinking of attending?
=========================================================================
# 528
Date: Mon, 11 Mar 1996 11:14:44 -0500
From: Soubhi Hassan
Subject: Social and structural changes for family health
In- <199603111438.JAA13691@cyclone.ERE.UMontreal.CA> from "Mary
Kriener" at Mar 11, 96 09:38:15 am
Dear list members,
I'm looking for examples of health promotion programs and interventions
that would have targeted changes in the social and structural environment
in order to promote family well-being (e.g. through changes in social and
family policies).
Thank you for your help.
PS: regarding the quote, I've received mixed answers so far. Half are
saying that it was George Bernard Shaw and half saying that it was RFK.
Many thanks.
Hassan
soubhih@ere.UMontreal.CA
=========================================================================
# 529
Date: Mon, 11 Mar 1996 11:35:10 EST
From: SOSWALT
Subject: Mission Statement
---------------------------- Forwarded with Changes ---------------------------
From: Postmaster@GSVMS3.CC.GASOU.EDU at ccmailer
Date: 3/4/96 5:41PM
To: SOSWALT at AUX-HQ
Subject: Undeliverable Mail
-------------------------------------------------------------------------------
As this is being posted to several lists, please disregard if you have already
received a copy.
I am attempting to develop a mission statement for the Health Education
Office,a department of Health Services, for Georgia Southern University. If
anyone would be willing to send me a copy of their mission statement/objectives/
goals, I would appreciate it. Please respond directly to me and not the list.
Thank you in advance for your cooperation.
Sara Oswalt
Health Educator
Landrum Box 8043
Georgia Southern University
Statesboro, GA 30460
(912) 871-1732
(912) 871-1283 FAX soswalt@ccmailer.aux.gasou.edu
End of returned message
=========================================================================
# 530
Date: Mon, 11 Mar 1996 11:39:24 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Re: Social and structural changes for family health
Date sent: Mon, 11 Mar 1996 11:14:44 -0500
Send reply to:
From: Soubhi Hassan
Subject: Social and structural changes for family health
To: Multiple recipients of list HEDIR
Dear list members,
I'm looking for examples of health promotion programs and interventions
that would have targeted changes in the social and structural environment
in order to promote family well-being (e.g. through changes in social and
family policies).
Thank you for your help.
PS: regarding the quote, I've received mixed answers so far. Half are
saying that it was George Bernard Shaw and half saying that it was RFK.
Many thanks.
Hassan
soubhih@ere.UMontreal.CA
REPLY------>
RFK was an avid fan of Shaw's. The confusion is, of course, that the
quote was made well known at RFK's eulogy delivered by Ted Kennedy.
Ted Kennedy attributed the quote to his brother, and that is what
people remember. Shaw is the correct source, however.
=========================================================================
# 531
Date: Mon, 11 Mar 1996 10:52:26 -0600
From: Pete LeRoy
Subject: Re: Looking for the author of a quote
>I'm sorry to clutter the list with this, but I'm looking for the author
>of the following:
>
>Some men see things as they are and say why
>I dream things that never were and say why not?
>
>Thank you.
>
>Hassan
>soubhih@ere.UMontreal.CA
RESPONSE:
"You see things; and you say "Why?" But I dream things that never
were; and I say "Why not?"
George Bernard Shaw, Back to Methuselah, Part 1, Act 1
.....Pete LeRoy
Texas Tech University
----------------------------------------------------------------------------
Visit our Web site at http://www.ttu.edu/~hper
-------
C.H."Pete" LeRoy, Ph.D.,CHES | ||
Dept. of HPER - Texas Tech University | ||____
MS 3011, Lubbock, TX 79407-3011 | * \\
Ph. (806) 742-2940 | --
Fax (806) 742-1688 ----- Texas \\
E-mail UNCHL@TTACS.TTU.EDU \ USA //
\ --- --//
-------------------------------------- // \ //
* Schedule your end-of Century party \ //
for the right date! \ //
The correct last day of the 20th C. is V)
31 Dec. 2000 (not 1999--there was no year 0)
=========================================================================
# 532
Date: Mon, 11 Mar 1996 11:50:02 EST
From: Lucy Stroble
Organization: University of Maine at PI
Subject: Re: Social and structural changes for family health
Here's the scoop from Bartlett's: The quote is "You see things, and
say 'Why?' But I dream things that never were, and I say, 'Why
not?'" Spoken by RFK in Irish Parliament in Dublin, June, 1963, and
attributed to him by Ted Kennedy at his funeral in 1968. But,
George Bernard Shaw wrote the words in Back to Methuselah, "In the
Beginning" Act 1.
Ah, the glories of Windows Bookshelf!
=========================================================================
# 533
Date: Mon, 11 Mar 1996 12:03:00 EST
From: Elaine Lawson
Subject: New Morbidities
I am looking for the original source that first coined the term "new
morbidities." My specific question is whether this term refers to the
problems/diseases that are caused by new behaviors and environmental
factors, or does it refer to the behaviors themselves.