#783
Date: Thu, 1 May 1997 07:52:53 -0500
From: "Steve G. Gabany"
Subject: Re: American Airlines Petition - -Reply
man, i'll tell ya. i think if you folks want to put your name on a
petition, you ought to just go on and do it. but, i for one don't
appreciate having to wade through some 30 messages just to find out
that one or the other of you is number 63 or 44 or whatever.
there is, occasionally, some really valuable community/public health
stuff that comes out over this list. then, for reasons that sure
aren't clear to me, we get a deal like this and it seems like bunches
of people go brain dead!
***************************
Steve G. Gabany, Ph.D.
Indiana State University
Dept of Health & Safety
812/237-3108
HPRGABY@SCIFAC.INDSTATE.EDU
***************************
------------------------------
#783
Date: Thu, 1 May 1997 08:26:32 -0400
From: BENSLEY@WMICH.EDU
Subject: Position announcement
Please post the following job announcement. In particular, we are lookign for
someone who can coordinate the undergraduate exercise science program. This
individual also should have a health education background (including worksite
health promotion) to assist in the community health education program.
Job Announcement
The Department of Health, Physical Education and Recreation (HPER) at Western
Michigan University invites applications for the position of Assistant
Professor of HPER-Exercise Science/Wellness Specialist. Starting date for
this position will be Fall Semester, 1997.
Qualifications: Earned doctorate in exercise science or related field with
emphasis in worksite welnness or community health. Work experience in
commercial/corporate or cardiac rehabilitation settings preferred. Experience
supervising undergraduate students in applied settings is desirable. Evidence
of research and interest in grant writing.
Duties: Competency in the instruction of professional preparation courses in
exercise science, adult fitness programming and administration, worksite
wellness and community health education. Supervision of undergraduate
students in applied settings, such as corporate fitness, commercial fitness
and cardiac rehabilitation. Pursuit of research and grants related to
exercise science and wellness. Serve on committees.
Appointment: Tenure track.
Application materials must include: Letter of application, current vita,
academic transcripts and three letters of reference. Letters of reference
must be mailed directly to the chair of the HPER Department. Academic records
should originate from the granting university and be sent to the chair of the
HPER Department.
Submit all materials to: Chair, Department of HPER Search Committee
Department of HPER
Western Michigan University
4021 Student Recreation Center
Kalamazoo, Michigan 49008
Applications will be accepted ubtil July 1, 1997.
Western Michigan University is a large, comprehensive university with a
Carnegie Doctoral I classification, and is an Affirmative Action/Equal
Opportunity Employer that encourages qualified women and members of minority
groups to apply. The Department of Health, Physical Education and Recreation
offers five undergraduate major degrees (School Health Education, Community
Health Education, Exercsie Science, Physical Education, and Recreation),
eight undergraduate minor programs and six emphasis areas at the master's
(physical education) level.
...............................................................
...............................................................
Robert J. Bensley, Ph.D. (616) 387-3081
Assistant Professor fax (616) 387-2704
Department of HPER bensley@wmich.edu
Western Michigan University
Kalamazoo, MI 49008
...............................................................
...............................................................
------------------------------
#784
Date: Thu, 1 May 1997 10:14:05 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: A tutorial
For those of you that would like a series of tutorials on how to use an
e-mail system, they are available on the following web page:
http://ws221136.educ.siu.edu/course/kittle.html
I've created them with visual demonstrations. Some are still in their
developmental stages, but I believe the information is accurate...I'm trying
to improve the visuals.
You will note that there are four specific tutorials: how to use nicknames,
how to use mailboxes, how to use an attachment, and how to use the reply
and forward button. The last one may be of interest to those of you on the
HEDIR.
Granted, the examples use the Eudora mailing sytem, but I believe the
information is transferrable to whatever system you are using.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#785
Date: Thu, 1 May 1997 11:19:34 -0400
From: "Judith D. Pierce"
Subject: Re: American Airlines Petition - -Reply
Obviously your priorities are somewhat different than many of us on the list.
Judith Dwyer Pierce
University of Vermont
533 Waterman
Burlington, VT 05405
651-1869, 656-3356
http://www.uvm.edu/~jdpierce@zoo.uvm.edu
On Thu, 1 May 1997, Steve G. Gabany wrote:
> man, i'll tell ya. i think if you folks want to put your name on a
> petition, you ought to just go on and do it. but, i for one don't
> appreciate having to wade through some 30 messages just to find out
> that one or the other of you is number 63 or 44 or whatever.
>
> there is, occasionally, some really valuable community/public health
> stuff that comes out over this list. then, for reasons that sure
> aren't clear to me, we get a deal like this and it seems like bunches
> of people go brain dead!
>
>
> ***************************
> Steve G. Gabany, Ph.D.
> Indiana State University
> Dept of Health & Safety
> 812/237-3108
> HPRGABY@SCIFAC.INDSTATE.EDU
> ***************************
>
------------------------------
#786
Date: Thu, 1 May 1997 12:03:12 EDT
From: "Richard A. Fee, Ph.D., Chair, HPES Department"
Subject: Re: American Airlines Petition - -Reply
Director, Psychophysiology Research Laboratory
Associate in Psychiatry & Behavioral Medicine, Medical School
Please keep any messages on this listserve colleagial, professional, and to the
purpose this listserve is dedicated to.
I enjoy reading items related to our healtheducation professsional interests.
I, for one, do not enjoy non-colleagial personal comments. Thanks :-)
Regards, Dick
rafee001@ulkyvmm.louisville.edu VOX 502-852-6645 FAX 852-4534
"Tap, Tap, Tap, is this thing on?"
------------------------------
#787
Date: Thu, 1 May 1997 10:13:33 -0600
From: Susan Goekler
Subject: Re: : health education lesson plans and the Internet (fwd
------ =_NextPart_000_01BC5618.72DE33E0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
A source for health education lessons, as well as a system for =
screening, is Pan-Educational Institute in Independence, MO. They =
service the Kansas City area school districts. They began a bulletin =
board probably 10 years ago, with health lessons for teachers. They =
have established a Blue Ribbon panel to which lessons are submitted for =
review. Once accepted, they then put lessons into a standard format. =
The lessons are available electronically to subscribers. For more =
information, contact Joan Williams at 816-461-0201.
Susan Wooley
Society of State Directors of Health, Physical Education, and Recreation =
(SSDHPER)
Reston, VA=20
703-476-3403
sgoekler@webusa.net
-----Original Message-----
From: Sandra S. Bargainnier [SMTP:ssbargai@MAILBOX.SYR.EDU]
Sent: Wednesday, April 30, 1997 11:27 AM
To: HEDIR-L
Subject: : health education lesson plans and the Internet (fwd
The follwoing message was sent to me and I am forwarding it on to
interested parties.
"Gateway to Education Materials" is an off-shoot of AskERIC (this is a
Q & A digital library geared towards teachers...part of the ERIC
Clearinghouse). It is based at Syracuse University. GAM is being =
developed
to help consolidate lesson plans/curricular information (on the
INternet) for teachers. I
have been asked to help with the health and PE categories
I already sent information about both areas, but thought I would
provide those of you in K-12 curriculum development the opportunity to
throw in your 2 cents. This will be a great service to health teachers.
CUrrently I have not been able to find a whole lot out there (on the
INternet) for K-12 health (as far as resource sharing/lesson plans
etc). Even AskERIC has very little and most of their
information falls under science. I am trying to help them get up to =
speed
in our field.
PLease send any input to me-Sandy Bargainnier ssbargai@mailbox.syr.edu
Thank you!
************************************************************************
*=
****
"The only thing worth having in an earthly existence is a sense of =
humor"
-Lincoln Steffens-
Sandra Bargainnier Ed.D. CHES Phone: 315/341-2879
Assistant Professor Health Science/PE Fax: 315/341-2766/6397
206 Laker Hall E-mail: ssbargai@mailbox.syr.edu
SUNY Oswego E-mail: bargainn@oswego.edu
Oswego, NY 13126
************************************************************************
*=
*****
---------- Forwarded message ----------
Date: Mon, 28 Apr 1997 14:44:02 -0400 (EDT)
From: Nancy Morgan
To: ssbargai@mailbox.syr.edu
Subject: Phys Ed. & HEalth subjects
Hi Sandy,
The goal of GEM is to make the uncataloged lesson plans and curriculum
units that are currently on the Internet easily accessible. Among other
things, this will involve assigning mandatory subject categories to each
of the lessons. The subject categories are a controlled vocabulary.
The URL for the GEM Project is:
http://ericir.syr.edu/~ilp
The URL for the latest version of the Subject Elements:
http://ericir.syr.edu/~ilp/New/subject1.html
A task force of stakeholders worked several weeks on the subcategories,
but we still need some help.
Could you take a few minutes and give us some recommendations for the
physical education and health subject categories, based on how a K12
teacher may access the collection?
Physical Education
------------------
Movement Skills and Movement Knowledge
Self-Image and Personal Development
Social Development
Health
------
Personal Health
Consumer and Community Health
Injury Prevention and Safety
Alcohol, Tobacco, and Other Drugs
Nutrition
Environmental Health
Family Living
Individual Growth and Development
Communicable and Chronic Diseases
FYI - I've appended the message that I sent to the GEM listserv.
Thanks so much - please let me know if this is an imposition, and I'll =
ask
someone else. But would greatly appreciate it if you could look this =
over
and advise.
Thanks,
Nancy
Nancy A. Morgan, GEM Coordinator
nmorgan@ericir.syr.edu
Gateway to Educational Materials
ERIC Clearinghouse on Information & Technology
4-194 Center for Science & Technology
Syracuse University, Syracuse, N.Y. 13244-4100
(315) 443-3640 FAX (315) 443-5448
http://ericir.syr.edu/~ilp/
---------- Forwarded message ----------
Date: Fri, 25 Apr 1997 16:23:18 -0400 (EDT)
From: Nancy Morgan
To: ilp@listserv.syr.edu
Subject: GEM WWW: New Developments
Greetings:
There is a new directory on the GEM WWW called "New Developments/Work in
Progress", where I've placed the latest version of the Subject Elements.
http://ericir.syr.edu/~ilp/New/index.html
There are a few more subjects that may need further development under
Level 2 (subcategory) before we can start applying them to lessons:
The Arts:
Art Connections
Dance
Music
Theater
Visual Arts
Educational Technology
Intergrating Technology Curriculum Materials
Staff Inservice Lesson Plans
Technology Planning Materials
Foreign Language:
Communication
Cultures
Knowledge Connections
Language Comparisons
Multilingual Communities
Language Arts:
Writing
Reading
Listening and Speaking
English Language
Literature
Physical Education
Movement Skills and Movement Knowledge
Self-Image and Personal Development
Social Development
I believe that we are in good shape with the rest of the subjects
(remember that these are not set in stone - that there will be additions
and adjustments as we go through Phase 1 and beyond.)
Please feel free to get the discussion rolling! We're interested in
selecting subjects based on how teachers look for educational materials.
Thanks,
Nancy
Nancy A. Morgan, GEM Coordinator
nmorgan@ericir.syr.edu
Gateway to Educational Materials
ERIC Clearinghouse on Information & Technology
4-194 Center for Science & Technology
Syracuse University, Syracuse, N.Y. 13244-4100
(315) 443-3640 FAX (315) 443-5448
http://ericir.syr.edu/~ilp/
------------------------------
#788
Date: Thu, 1 May 1997 11:26:36 +0900
From: Lisa Reisberg
Subject: Re: HED PRODUCT SPONSOR WANTED
Have you tried the EPA?
>LOOKING FOR A SPONSOR FOR A LEAD POISONING PREVENTION
EDUCATION
CARD GAME FOR
>PARENTS. TESTED IN INNER CITY SETTING. INCLUDES DECK OF
CARDS AND
BOOKLET.
===========================================
Lisa Reisberg, Director
Division of Public Education
American Academy of Pediatrics
141 Northwest Pt Blvd
Elk Grove Village, IL 60007
Phone: 847/981-7873
FAX: 847/228-7320
------------------------------
#789
Date: Thu, 1 May 1997 13:32:12 -0400
From: "Judith D. Pierce"
Subject: Re: American Airlines Petition - -Reply
BRAVO!
Judith Dwyer Pierce
University of Vermont
533 Waterman
Burlington, VT 05405
651-1869, 656-3356
http://www.uvm.edu/~jdpierce@zoo.uvm.edu
On Thu, 1 May 1997, Richard A. Fee, Ph.D., Chair, HPES Department wrote:
> Director, Psychophysiology Research Laboratory
> Associate in Psychiatry & Behavioral Medicine, Medical School
> Please keep any messages on this listserve colleagial, professional, and to the
> purpose this listserve is dedicated to.
> I enjoy reading items related to our healtheducation professsional interests.
> I, for one, do not enjoy non-colleagial personal comments. Thanks :-)
>
> Regards, Dick
> rafee001@ulkyvmm.louisville.edu VOX 502-852-6645 FAX 852-4534
> "Tap, Tap, Tap, is this thing on?"
>
------------------------------
#790
Date: Thu, 1 May 1997 14:01:00 EST
From: "Jones, Robin Courtney"
Subject: provider outreach
Good afternoon--
Has anybody had any success stories (or lessons learned) regarding working
with providers, i.e. physicians, managed care policy-makers, clinic-workers,
etc. to get them to adopt certain practices? Specifically, I would like to
convince providers to do lead screening according to what could be fairly
detailed state and local regulations. Are there any methods, materials,
forums, or opinion leaders that anyone would recommend or warn against
using? If there are any physicians out there, what would convince you to
adopt a clinical practice such as lead screening?
Thanks,
Courtney Jones, MPH
rdj6@cdc.gov
------------------------------
#791
Date: Thu, 1 May 1997 14:19:27 -0400
From: BENSLEY@WMICH.EDU
Subject: Internet and Listserv Sites
I am in the process of compiling a list of great health education internet
and listserv sites. In partiulcar, I am looking for internet sites that foucs
on community health methods and processes, and individual health behavior
change. I also am looking for pertinent listservs that focus on
health-related issues. If you have any excellent sites, please reply
directly to bensley@wmich.edu. Once I have gathered all of the responses, I
will compile a list for the hedir for thsoe who are interested.
Thank you
Bob
...............................................................
...............................................................
Robert J. Bensley, Ph.D. (616) 387-3081
Assistant Professor fax (616) 387-2704
Department of HPER bensley@wmich.edu
Western Michigan University
Kalamazoo, MI 49008
...............................................................
...............................................................
------------------------------
Date: Thu, 1 May 1997 13:34:36 CST
From: Deb Grundmanis
Subject: Re: HED PRODUCT SPONSOR WANTED
Hello! I would be interested in getting more info about this. Is this
product developed? Are you looking to sell directly to lead
programs? How much is it? Is it available for preview?
You may want to get a list of lead programs and contacts from the
National Conference of State Legislatures in Denver, Colorado.
In general, major sources of public funding for lead include the HUD
Office of Lead Poisoning Prevention, and the Centers for Disease
Control and Prevention. Other interested parties may be U.S. EPA,
Cities, States, the National Lead Abatement Council and their
magazine, "Deleading", Neighborhoods, United Parents against Lead in
Chicago and nationwide, and private funders. Also try "Lead-Safe
Columbus," a collaboration of health and housing providers in
Columbus, Ohio reaching out to parents through neighborhood groups.
You may want to invest in attending a lead conference, for further
information.
>
>>LOOKING FOR A SPONSOR FOR A LEAD POISONING PREVENTION
EDUCATION
CARD GAME FOR
>>PARENTS. TESTED IN INNER CITY SETTING. INCLUDES DECK OF
CARDS AND
BOOKLET.
>
>===========================================
>Lisa Reisberg, Director
>Division of Public Education
>American Academy of Pediatrics
>141 Northwest Pt Blvd
>Elk Grove Village, IL 60007
>
>Phone: 847/981-7873
>FAX: 847/228-7320
>
Deborah Recksiedler Grundmanis, MBA, Health Educator
Minnesota Department of Health, Indoor Air and Lead Programs
Telephone: 612 215 0882
Telefax: 612 215 0975
Internet: deb.grundmanis@health.state.mn.us
*************************************************
------------------------------
#792
Date: Thu, 1 May 1997 17:21:27 -0400
From: Tamara Lou Gallant
Subject: Re: American Airlines Petition -Reactions
Dick (and others), it isn't clear what you objected to about the AA Petition
messages. I just can't remain silent.
The original American Airlines Petition WAS pertinent to the purpose of
this listserv: awareness of issues that influence health education
and behavior. Erroneous postings in an attempt to sign the petition
were not useful to the list (but do demonstrate interest in the topic among
listserv participants).
The most important point is the importance of learning to reply
appropriately. Mark's informational reference to his web site
was a much more helpful response than were complaints--especially those
posted to the whole list rather than to individuals. (I applaud Mark's
example of good leadership.)
I continue to vote for the freedom to delete messages that others find
irrelevant (or impertinent).
Tamara Gallant
UMass Health Services
On Thu, 1 May 1997, Judith D. Pierce wrote:
> BRAVO!
>
> Judith Dwyer Pierce
> University of Vermont
> 533 Waterman
> Burlington, VT 05405
> 651-1869, 656-3356
> http://www.uvm.edu/~jdpierce@zoo.uvm.edu
>
>
> On Thu, 1 May 1997, Richard A. Fee, Ph.D., Chair, HPES Department wrote:
>
> > Director, Psychophysiology Research Laboratory
> > Associate in Psychiatry & Behavioral Medicine, Medical School
> > Please keep any messages on this listserve colleagial, professional, and to the
> > purpose this listserve is dedicated to.
> > I enjoy reading items related to our healtheducation professsional interests.
> > I, for one, do not enjoy non-colleagial personal comments. Thanks :-)
> >
> > Regards, Dick
> > rafee001@ulkyvmm.louisville.edu VOX 502-852-6645 FAX 852-4534
> > "Tap, Tap, Tap, is this thing on?"
> >
>
------------------------------
#793
Date: Fri, 2 May 1997 05:16:02 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Bob Bensley's Request
Yesterday Bob Bensley requested a list of URLs. Jones and Bartlett has
recently published a text entitled "Web Sites for Health Professionals".
For $11.95 it lists over 500 health related URLs, along with brief
describers of each item. All state health departments, departments of
education, and health-related government agencies that have home pages are
listed. In addition, it lists URLs in a variety of areas.
For more information regarding this text, one can go to:
http://ws221136.educ.siu.edu/websites/
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#794
Date: Fri, 2 May 1997 08:47:39 -0500
From: Patricia Houston
Subject: preventive health messages
I am currently writing preventive health messages for people to listen to
when they are put on hold on the telephone. If anyone knows of any
previously developed messages, could you please let me know. Thanks!
Patricia Houston
phouston%ConncetiCare@mcimail.com
------------------------------
#795
Date: Fri, 2 May 1997 07:47:21 -0700
From: "Stelling, Frank"
Subject: In-Patient Education and Diversity
I was asked by one of the nurses in our organization if
there was anything developed on cultural/religious
diversigy related to nursing care and in-patient
education.
If you know or have any information about this issue,
could you email (judy.rasoumoff@kp.org), phone
(808-834-9632) or FAX (808-834-9698) her. Mail would be
addressed to Judy Rasoumoff at Kaiser Permanente, 3288
Moanalua Road, Hon, Hi. 96819
Thanks for your help.
Frank Stelling
Director of Member Education
Kaiser Permanente
Dallas, Texas
------------------------------
#796
Date: Fri, 2 May 1997 12:36:00 -0400
From: Mdol13@AOL.COM
Subject: exercise tools
To whom it may concern,
I am a graduated student at Fairfield University working on my thesis.
The topic is factors that motivate individuals to continue to EXERCISE for a
period greater than six months. If anyone has a tool or knows of a tool that
can measure MOTIVATION of people who exercise please contact me at
MDOL13.
Thanks, SJR
------------------------------
#797
Date: Fri, 2 May 1997 16:33:44 -0400
From: RESCOTT@GEMINI.MCO.EDU
Subject: Re: contraceptive teaching aids
I have looked through all of the catalogs in my office but can't find a
teaching kit for contraception. I can find handouts, posters, etc. but not a
kit where folks can actually handle the devices. Anyone know of a source?
Thanks in advance!
Rebecca Scott
------------------------------
#798
Date: Fri, 2 May 1997 19:22:32 -0600
From: unchl@TTACS.TTU.EDU
Subject: Evaluating Teaching of Coaches
Dear List Members:
If you choose to respond, please remember to do so to me directly at:
UNCHL@TTACS.TTU.EDU
This issue is directed at those departments in higher education that have
on their teaching staff coaches whose primary concern might be athletics,
but are also assigned at least one class per semester to teach. Please
delete immediately if this does not interest or pertain to you.
I am requesting information you might have [or practices that might be in
place at your institutions] regarding the issues below. Any information
provided will certainly be kept in strictest confidence. I am especially
interested in department chairs who might have experience with this
situation.
Questions:
(1) How are coaches who teach in various HPE departments evaluated,
compensated, retained, or released?
(2) How does your department "handle problem" individuals who do not take
their teaching seriously [but who may be outstanding coaches]?
(3) Are any of these individuals on tenure-track? Please explain briefly.
(4) What are the courses these individuals teach in your department?
(5) Does your department have a written policy on these issues? If so,
would you share any or all of it with me?
Thank you in advance.
Pete LeRoy
unchl@ttacs.ttu.edu
806-742-2940 - office
806-788-0770 - home
------------------------------
#799
Date: Sat, 3 May 1997 07:57:24 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: a test
This is a test run. I'm reconfiguring some of the systems on the HEDIR and
I'm testing to see if this goes through. Just delete. Thanks.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#800
Date: Sat, 3 May 1997 17:38:16 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: replying problem
I am terribly sorry if this is a repeat. I'm having trouble sending it and
I'm afraid you will receive a bunch of these.
A couple of days ago a person sent a memo regarding American Airlines
efforts to prevent discrimination. A hearty effort by AA and one that HEDIR
subscribers are most interested in. The orignal sender indicated that one
should FORWARD this memo to the web master at American Airlines. What
resulted was that many people hit reply, which sent it back on the HEDIR.
Resending it back on the HEDIR did not help the cause...one was to forward
it to American Airlines.
This is the latest example of the misuse of the "reply" button. It is
frustrating to read such memos, but I understand the mistake. I've
inadvertently hit reply...many of you have also. I believe I have found a
way to prevent inadvertent replies back to the HEDIR.
If I am correct, the header should say that the Reply-To: is my address
(kittle@siu.edu), whereas the Sender says its from HEDIR-L.
Whereas the problem before was when we hit reply it went to the HEDIR list.
I have configured it so that now if you were to hit reply, it will go to
whoever actually sent the memo. This should prevent people from accidentally
replying to the hedir when they want to send a private memo to the person
who sent the HEDIR message.
I recognize that in many times it is important to reply to a hedir memo back
to the actual hedir. In order to do this in the future, you can hit "reply"
and then erase the name of the person on the "TO" line and replace it with
HEDIR-L@SIU.EDU
I hope this makes it easier and less frustrating for us in the future.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#801
Date: Sun, 4 May 1997 22:07:22 -0800
From: Emilie Sparks
Subject: Re: provider outreach
Dear Courtney,
Over the last several years I've come accross a number of things that seem
to be effective in getting providers to make changes in practice. The
physician experts and subject related physician leadership support of the
guideline is very important. These people are the early adopters and
should not be unknown to the body of physicians that will need to make the
change. Opinion leader physicians who've been consulted on the guideline
in a meaningful way before it is finalized help to implement it. Time
spent in getting support for the guideline at this stage is well worth the
effort.
Once a guideline has been developed and agreed on it should be communicated
in a variety of different ways and mediums -- such as mailed to every
physician from the guideline development team and verbally communicated by
guidelines champions, physician champions and department administrators.
Tools for implementation, like health education materials are developed by
the guidelines team with the help of Health Education. This is part of my
job.
These are some suggestions:
Do anything you can:
* to make the change technical.... such as requiring the use of specific
educational tools or reporting.
* have the guideline promoted to physicians through personal contact with
trusted collegues who would explain the change and take some of the
perceived risk out of trying something new.
* reach providers through the patients. Physicians care very much about
patient satisfaction and respond to patient requests. They want to be
knowledgeable about what patients are asking them. Let physicians know
about your efforts to inform the public before you do it.
* give away free gifts or incentives to encourage physician adoption.
Things that will get the message out into the physicians environment at the
same time....tablets, magnets, books, posters, food at symposiums, by
personal contact, through the mail. Notice that the big pharmacertical
companies use this tactic. They deliver free stuff that the physicians can
use and in turn the Pharm. Co's are building the physicians good will and
product awareness.
* focus test your implementation strategies. Think of these more as
implementation developement strategy teams. These focus tests can be
designed to get info. on how to integrate the change but their other
function, if they are planned right, is to make implementation partners of
the early adopter physicians. The early adopters who will bring in the
early majority.
Emilie Sparks, MS, CHES
At 2:01 PM -0500 5/1/97, Jones, Robin Courtney wrote:
>Good afternoon--
>
>Has anybody had any success stories (or lessons learned) regarding working
>with providers, i.e. physicians, managed care policy-makers, clinic-workers,
>etc. to get them to adopt certain practices? Specifically, I would like to
>convince providers to do lead screening according to what could be fairly
>detailed state and local regulations. Are there any methods, materials,
>forums, or opinion leaders that anyone would recommend or warn against
>using? If there are any physicians out there, what would convince you to
>adopt a clinical practice such as lead screening?
>
>Thanks,
>
>Courtney Jones, MPH
>rdj6@cdc.gov
------------------------------
#802
Date: Mon, 5 May 1997 10:20:38 -0400
From: MBENTLEY
Subject: Re: Evaluating Teaching of Coaches
dir
------------------------------
#803
Date: Mon, 5 May 1997 07:47:07 -0800
From: Emilie Sparks
Subject: Re: replying problem
Dear Mark,
I love this listserve. I've never replied-to-all before because I was new
and was waiting for an opportunity to share in an area I felt I had
something important to offer. I just wanted to let you know that I haven't
gotten any listserve mail since this memo went out on 5/3.
My subject of expertise came up and I sent a response yesterday to the
patient education question to "Jones, Robin Courtney"
, HEDIR-L@siu.edu, from a query she sent on
5/1.
With this new system of responding only to the originator of the message.
My problem: I fear I'm missing out on any exchanges that might be written
on the topic because they would all be filtering through that one person,
and unless she forms her own little list and forwards to everyone who has
replied to her I will not be a party to the dialogue.
Your right in making a technical change to improve a problem of the
American Airlines replies. The right technical change can make behaviorial
change a cinch but in this case I'm sad that the change may be causing me
to miss what I like most about this listserve. For me the baby may be
going out with the bath water.
Emilie Sparks, MS, CHES
At 5:38 PM -0500 5/3/97, Mark J. Kittleson, Ph.D. wrote:
>I am terribly sorry if this is a repeat. I'm having trouble sending it and
>I'm afraid you will receive a bunch of these.
>
>A couple of days ago a person sent a memo regarding American Airlines
>efforts to prevent discrimination. A hearty effort by AA and one that HEDIR
>subscribers are most interested in. The orignal sender indicated that one
>should FORWARD this memo to the web master at American Airlines. What
>resulted was that many people hit reply, which sent it back on the HEDIR.
>Resending it back on the HEDIR did not help the cause...one was to forward
>it to American Airlines.
>
>This is the latest example of the misuse of the "reply" button. It is
>frustrating to read such memos, but I understand the mistake. I've
>inadvertently hit reply...many of you have also. I believe I have found a
>way to prevent inadvertent replies back to the HEDIR.
>
>If I am correct, the header should say that the Reply-To: is my address
>(kittle@siu.edu), whereas the Sender says its from HEDIR-L.
>
>Whereas the problem before was when we hit reply it went to the HEDIR list.
>I have configured it so that now if you were to hit reply, it will go to
>whoever actually sent the memo. This should prevent people from accidentally
>replying to the hedir when they want to send a private memo to the person
>who sent the HEDIR message.
>
>I recognize that in many times it is important to reply to a hedir memo back
>to the actual hedir. In order to do this in the future, you can hit "reply"
>and then erase the name of the person on the "TO" line and replace it with
>HEDIR-L@SIU.EDU
>
>I hope this makes it easier and less frustrating for us in the future.
>__________________________
>Mark J. Kittleson, Ph.D.
>Owner and Founder, HEDIR
>Home Page: http://www.siu.edu/~kittle
>E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#804
Date: Mon, 5 May 1997 08:47:41 -0700
From: Norm Constantine
Subject: Re: replying problem
Emilie Sparks wrote:
> ... With this new system of responding only to the originator of the message.
> My problem: I fear I'm missing out on any exchanges that might be written
> on the topic because they would all be filtering through that one person,
> and unless she forms her own little list and forwards to everyone who has
> replied to her I will not be a party to the dialogue. ... For me the baby may be
> going out with the bath water.
I agree with Emilie. While it is annoying to get messages through the
list that were intended for only one person, this solution will
fundamentally change the nature of the list. I think it would work
better to leave the list as it was and continue to work to educate
people about the proper use of the reply button.
Norm
--
Norm Constantine, Ph.D.
Director, School and Community Health Research
WestEd, San Francisco
Phone: (510)284-8118 FAX: (510)284-8107
Email: norm_c@ix.netcom.com -or- nconsta@wested.org
WestEd Home Page: http://www.wested.org
------------------------------
#805
Date: Mon, 5 May 1997 09:16:44 -0700
From: Andrew Jenkins
Subject: Friday Inspiration
Friends and Fellows,
This week's FI comes from Nelson Mandela's 1995 Inaugural Speech:
It's lengthy but how could I abbreviate any of it?
"Our deepest fear is not that we are inadequate. Our deepest fear is
that we are powerful beyond measure. It is our light, not our darkness,
that most frightens us.
We ask ourselves, "Who am I to be brilliant, gorgeous, talented, and
fabulous?" Actually, who are you NOT to be?
You are a child of God. Your playing small doesn't serve the world.
There's nothing enlightened about shrinking so that other people won't
feel insecure around you.
We were born to make manifest the glory of God that is within us. It's
not just in some of us, it is in everyone.
And as we let our own light shine, we unconsciously give other people
permission to do the same.
As we are liberated from our own fear, our presence automatically
liberates others."
Still holding that Dream.
Andy J :{)
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++++
++++++++
"It is difficult to say what is impossible, for the dream of yesterday is the
hope of today and the reality of tomorrow." Robert Goddard
Andrew P. Jenkins, PhD, CHES
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++++
+++++++++
------------------------------
#806
Date: Mon, 5 May 1997 12:58:00 EST
From: "Cohen, Lisa"
Subject: Injury and Violence Prevention Curricula
The American School Health Association's Injury Prevention Task Force is
developing a framework that will include recommendations for improving the
teaching of injury prevention in schools. Does anyone have information on
the
following:
1. Any and all existing curricula on injury and/ or violence prevention
used within schools pre-K - 12 including title, publisher, grade levels,
year, etc.
(We already have information on the following: (Adopt a School; Oklahoma
elementary school safety curriculum; HeadSmart; Teenage Health Teaching
Modules;PACE; Think First; Safety Advice From EMS; Safe and Smart; Learn Not
to Burn; Follow the Footsteps to Fire Safety; Smokey Bear learning kit about
fire
safety; Safe work/Safe workers; Playground perspectives; New Mexico poison
prevention guide for preschoolers; Hawaii's Kids in sports: Let 'em play;
Wary
Walker; CROSS; NAEYC's Walk in Traffic Safely; Safe Kids on the Move; NSC
preschool pedestrian safety program; Oklahoma's Breaking Away; Portland Kids
On the Move; In Touch with Teens; A guide to curriculum planning in suicide
prevention; STAR; Taking Action to Prevent Adolescent Violence; Preventing
Teen Dating Violence; Relationships without Violence; New Mexico Firearm
injury prevention curriculum; and Aggressors, victims, and bystanders. )
2. Information on any evaluations of school-based injury and violence
prevention curricula, including citations of published articles.
Thanks. Your assistance is appreciated, particularly if it arrives before
May 16th. Please send responses directly to me, not to the list at large.
If there is interest from the list, I can post the entire listing, when
complete.
************************************************************************
****
*******
Lisa Cohen, DrPH
Injury and Violence Prevention Specialist
CDC Division of Adolescent and School Health
email: LIC8@cdc.gov
fax: (770) 488-5665
phone: (770) 488-5799
************************************************************************
****
*********
------------------------------
#807
Date: Mon, 5 May 1997 14:06:36 -0400
From: Carolyn Parks
Subject: Paulo Freire passes away (fwd)
The passing of a living legend!
-----------------------------------------------
Carolyn P. Parks, Ph.D.
UNC School of Public Health
Health Behavior and Health Education
315 Rosenau Hall - CB# 7400
Chapel Hill, NC 27599-7400
(919)966-0246 (M & Th) - carol_parks@unc.edu
966-2921 (fax)
(919)856-2700 (T,W,Fr) - serchdc@ns.nc.ndl.net
856-6575 (fax)
---------- Forwarded message ----------
Date: Sun, 04 May 1997 04:19:28 -0600
From: Howard Ehrman
Paulo Freire, the Brazilian educator and author of PEDAGOGY OF THE
OPPRESSED among other works, passed away on Thursday, May 1, 1997 (May
Day)
at the age of 75.
Viva Paulo!
Howard Ehrman, MD, MPH
Associate Professor
University of Illinois at Chicago School of Public Health
Environmental and Occupational Health Sciences
2121 W. Taylor St. (M/C 922)
Chicago, IL. 60612-7260
Fax: 312-413-9898
------------------------------
#808
Date: Mon, 5 May 1997 14:13:55 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: A Summer Institute
HEDIRs:
A good friend of mine, Bruce Ragon, is assisting in the coordination of the
American School Health Association's 1997 Summer Institute. It will be held
on the campus of the University of North Carolina at Wilmington. The dates
are July 31, August 1, and August 2. From hearing Bruce talk, this is going
to be a great conference. Besides being economically reasonable,
(participates are able to stay at the UNCW dorms and eat meals on campus at
very reasonable rates), you are only a hop, skip and a jump from beautiful
ocean beaches. It sounds like one will be able to work out a family
vacation, and being able to deduct it from taxes by attending a
professioinal conference. If you need more information, contact Bruce at
ragonb@uncwil.edu He'll have specific information as far as costs,
registration, etc.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#809
Date: Tue, 6 May 1997 09:18:29 -0400
From: "Michael J. Ludwig"
Subject: Paulo Freire, Brazilian Educator
This is a multi-part message in MIME format.
--------------47C57D891BB9
Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit
Paulo Freire's passing has been mentioned on the
list. What follows is his obit from the NY Times.
http://www.nytimes.com/yr/mo/day/news/national/freire-obit.html
--
________________________________________________________
Michael J. Ludwig
803.323.4687 (office) 803.366.1545 (home)
Department of Health and Physical Education
111 Peabody Building
Winthrop University, Rock Hill, SC 29733
"Life is weather. Life is meals." --James Salter
------------------------------
#810
Date: Tue, 6 May 1997 09:40:25 -0400
From: "Dunn, Patricia"
Subject: Instruments that Measure Teacher knowledge of AIDS
This message is in MIME format. Since your mail reader does not understand
this format, some or all of this message may not be legible.
------ =_NextPart_000_01BC5A01.8B4567E0
Content-Type: text/plain
I am looking for an instrument that measures Teacher Knowledge about
HIV/AIDS.Thanks for any help or leads----Pat Dunn
Patricia C.Dunn, Ph.D.
Professor of Health Education
Director of International Programs
Department of Health Education
East Carolina University
Greenville, North Carolina 27858
USA
Telephone: (919) 328-6433
FAX: (919) 328-1285
NOTE -- New E Mail Address: DUNNP@MAIL.ECU.EDU
------------------------------
#811
Date: Tue, 6 May 1997 12:28:17 -0500
From: "Randall R. Cottrell"
Subject: Job Announcement
HEDIR Readers:
A friend, Dr. Sally Graumlich, asked that I place the following
announcement of a health education position on HEDIR. Please contact Sally
directly if you have questions or need additional information.
Curriculum Writer: Research Specialist
The Prevention Research Center of the University of Illinois at Chicago
seeks an experienced curriculum writer to help develop innovative health
promotion and risk prevention curricula for African-American middle and
high school students. Interested candidates should have a strong
background in educational theory and design, working knowledge of social
development skills, Afrocentric approaches, and health education content.
Masters in health education or social science (or combination of education
and experience) required. Experience teaching and or working with African
American communities also required. Computer literacy necessary. For
fullest considration, send resume, cover letter and three letters of
reference by May 19, 1997 to: Sally Graumlich, Ed.D., Prevention Research
Center, University of Illinois at Chicago, 850 Jackson Blvd., Suite 400,
Chicago, IL 60607 UIC is AA/EOE.
Randall R. Cottrell, D.Ed., CHES
Professor
Health Promotion & Education
University of Cincinnati
PO Box 210022
Cincinnati, OH 45221-0022
Phone (513)556-3861
FAX (513)556-2483
------------------------------
#812
Date: Tue, 6 May 1997 15:13:11 -0400
From: BONAGURO
Subject: RCB
The AAHE Rearch Coordinating Board (RCB) is seeking volunteers for abstract
reviewers. If you are an AAHE member and interested in serving as a reviewer
or would like to nominate someone, please send contact information (name,
address, etc...) to John Bonaguro, School of Health Sciences and Human
Performance, Ithaca College, Ithaca, NY 14850, 607-274-3100; fax:
607-274-1943; or email Bonaguro@Ithaca.edu. Abstract are due Sept. 1, 1997 and
reviewers should be available during the month of Sept to review/return
abstracts.
------------------------------
#813
Date: Tue, 6 May 1997 14:22:30 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: yes, you can reply
I've received many memos regarding my change in configurations regarding the
HEDIR. The concerns were evenly split--some are in full agreement, whereas
others were concerned that it might limit the HEDIR responses. The latter
concerns were that sometimes it is nice to have a response to a HEDIR
message with the original HEDIR message intact. Their concern is that by
making it more difficult to reply to a HEDIR message might hinder a person's
willingness to respond back to a HEDIR message. To some extent I must agree
with them. As one person said...I'm damned if I do and I'm damned if I don't.
The purpose of this memo is to let you know that you CAN reply back to the
HEDIR...one just needs to hit "FORWARD". The forward button allows one to
pass the memo to somebody different than the original sender. For example,
if you wanted to respond to the HEDIR about this memo (and you wanted this
memo to be reshown with the < figures before each line), hit FORWARD and
then on the TO: line type the HEDIR address (HEDIR-L@SIU.EDU). In fact,
most mailing systems allow you to create nicknames so that you can FORWARD
via one of those nicknames. Again, for those of you unfamiliar with all of
the unique capabilities of an e-mail system, you may want to go to my
tutorial on the web. Go to my home page (listed below) and click onto the
Tutorial Link.
Let's try this for a while and see what happens. As always, I appreciate
your comments and concerns. Feel free to keep sending them.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#814
Date: Tue, 6 May 1997 15:18:38 CDT
From: EDU5114@UABDPO.DPO.UAB.EDU
Subject: Radio Info
I thought this might be useful for some of you interested in Cancer
Support Groups. Scott Winnail, UAB School of Education
----------------------------Original message----------------------------
The only talk radio cancer support group.
If you, a friend, or a loved one is dealing with cancer, you have a voice in
The Group Room. Call and participate from anywhere in the U.S. and Canada
during a broadcast:
1 (800) GRP-ROOM
1 (800) 477-7666
The Group Room airs every Sunday
4:00-6:00 PM EST - 1:00-3:00 PM PST
This two hour cancer support and information talk show is a collaborative
effort between Vital Options(r) TeleSupport(r) Cancer Network and Premiere
Radio Networks. Currently, The Group Room airs:
WEVD/1050 AM NEW YORK, NEW JERSEY, CONNECTICUT, RHODE
ISLAND
WJIC/1510 AM SALEM, NEW JERSEY, & PARTS OF PENNSYLVANIA
WZHF/1390 AM WASHINGTON, DC & PARTS OF VIRGINA AND
MARYLAND
(CURRENTLY LIVE ON SUNDAYS 4-6PM EDT;
MON.- FRI. 2:00-3:00 PM EDT TAPE DELAYED)
WCBC/1270 AM MARYLAND (SUN. 9:00-11:00AM EDT TAPE DELAYED)
KPRC/950 AM HOUSTON, TEXAS (SUN. 8:00-10:00 PM CDT TAPE
DELAYED)
WCUZ/1230 AM GRAND RAPIDS, MICHIGAN
Canadian Stations:
CKGM/990 AM MONTREAL, QUEBEC
CIFX/1290 AM WINNIPEG, MANITOBA
CJBK/1290 AM LONDON, ONTARIO
CJCH/920 AM HALIFAX, NOVA SCOTIA
CHNO/550 AM SUDBURY, ONTARIO
To e-Mail us on the internet:
GrpRoom@aol.com
To hear live on the internet during the broadcast with 28.8 bps modem and
real audio)
http:www.premrad.com
To receive station updates or to leave messages for Vital Options or the
Group Room
1-818-508-5657
To write us a letter or order cassette tapes of past shows:
Vital Options TeleSupport Cancer Network
PO Box 19233
Encino, CA 91416-9233
------------------------------
#815
Date: Tue, 6 May 1997 16:36:48 -0400
From: "Judith D. Pierce"
Subject: Re: yes, you can reply
Seems like a good strategy, thanks Mark.
Judith Dwyer Pierce
University of Vermont
533 Waterman
Burlington, VT 05405
651-1869, 656-3356
http://www.uvm.edu/~jdpierce@zoo.uvm.edu
------------------------------
#816
Date: Tue, 6 May 1997 16:16:47 -0500
From: "Steven R. Furney 245-2561"
Subject: Last Call - Southern District Program Proposals
Time is running out for your chance to submit a Southern District AAHPERD
Health
Council Program Proposal. The 1998 Southern District Convention will be held
February 4-8, 1998 in Biloxi, Mississippi. The deadline for proposals is
June 1, 1997. For a copy of the program proposal form or additional information
please contact either Steve Furney or Andrew Lewis (see info. below).
Steve Furney
SO District VP - Health
Southwest Texas State University
Dept. of HPER
San Marcos, TX 78666
(512) 245-2939
sf02@a1.swt.edu
Andrew Lewis
1998 Program Chair
College of Charleston
Dept. of P.E. and H.
66 George Street
Charleston, SC 29424
(803) 953-5558
------------------------------
#817
Date: Wed, 7 May 1997 15:29:03 -0500
From: "Cunnien, Renae D., Ph.D."
Subject: JOHN SEFFRIN'S ADDRESS?
I know this has been asked before, but does anyone have John Seffrin's e-mail
address? Or do you know how I could get a copy of the Smoking Cessation
campaign ads(videotape) that he showed during his AAHE Scholar talk in St.
Louis?
Thanks, Renae D. Cunnien, Ph.D.
Mayo Clinic Scottsdale
------------------------------
#818
Date: Wed, 7 May 1997 17:41:37 -0500
From: "Renae Cunnien, Ph.D."
Subject: POSITION ANNOUNCEMENT
Mayo Clinic Scottsdale announces a new position for a Patient and
Health Education Specialist to join an existing program. The official
position announcement follows:
PATIENT AND HEALTH EDUCATION SPECIALIST
At Mayo Clinic Arizona, our dynamic environment unifies the energy and
enthusiasm of people working together to make a difference in the
lives of our patients. From the diversity of our employees to the
international community of patients we serve, our standards of
excellence are upheld every day. As we continue to set the standards
in health care and meet the growing needs of our patients and
community, we are expanding in Phoenix with the addition of Mayo
Hospital, a 178-bed facility due to be open in the Summer of l998.
Seeking an individual to plan, develop, implement and evaluate or
consult on patient and health education programs. The individual must
demonstrate teaching skills and thorough understanding and application
of educational principles in the patient and health educator role.
Ability to: 1) be flexible in contributing individually and in
multi-disciplinary teams, 2) be resourceful in working collaboratively
with others, 3) master new technical knowledge and skills. Receives
direction from Director, Allied Health Clinical Education.
Demonstrated computer skills and JCAHO experience required. Minimum of
bachelor's degree, 3-5 years patient education experience required;
R.N. with master's degree preferred.
Please send resumes to Mayo Clinic Scottsdale, 13400 E. Shea Blvd.,
Scottsdale, Arizona, 85259. Attention: Job Posting No. 9705267.
Application deadline - July 15, l997. Starting date approx. September
1, l997.
Affirmative Action Employer and Educator
------------------------------
#819
Date: Wed, 7 May 1997 17:44:48 -0400
From: Alyson Taub
Subject: Jobs Wanted
If you have a job available or know of one, there are many health
educators, particularly new graduates looking for positions. They are
listed in the jobs wanted category of Health Education Professional
Resources (HEPR). Please check our website, and help if you can. The URL
is:
http://www.nyu.edu/education/health/healthed/taub/hepr/noframes/index.html
Also check the jobs available and submit info about positions to be
filled.
Thanks.
Alyson Taub (alyson.taub@nyu.edu)
------------------------------
#820
Date: Thu, 8 May 1997 14:26:22 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Fwd: Position at CDC
>
> POSITION OPENING/ANNOUNCEMENT
>
>The National Center for Injury Prevention and Control (NCIPC), Centers for
>Disease Control and Prevention (CDC) is searching for an Associate Director
>for Policy, Planning, and Legislation. In the United States approximately
>150,000 people die each year from injuries sustained in motor vehicle
>crashes, falls, burns, drownings, poisonings, homicides and suicides. This
>translates into over 400 people who die from injuries everyday, with about
>60 of these deaths being children. The mission of NCIPC is to prevent both
>fatal and non-fatal injuries and associated disabilities. The Center
>currently consists of over 125 staff with a budget of $50 million per year.
>
>As the Associate Director for Policy, Planning and Legislation, the
>incumbent establishes goals and policies for an effective planning and
>legislative framework for NCIPC programs and , as a member of the senior
>management team, is actively involved in evaluating the effectiveness of the
>Center's activities. In this capacity, the incumbent directs NCIPC's Office
>of Planning, Evaluation, and Legislation which consists of five permanent
>staff members, GS-7 to GS-14 level. The Associate Director also serves as a
>key advisor to Center's Director and Deputy Director on health policy
>issues, programs priorities, and legislative issues. The position requires
>working with a wide variety of organizations and individuals including other
>staff in CDC and the Department of Health and Human Services, other Federal
>agencies, Congressional staff members, State and Local Health agencies,
>professional societies, and other private and voluntary organizations.
>
>The salary range for this position is $75,000 - $95,000 depending upon
>qualifications and experience. For those who are interested in finding out
>more information about this position and how to officially apply, please
>contact Mr. Mark Scally or Ms. Terri Brake, National Center for Injury
>Prevention and Control at (770) 488 - 4037, no later than June 6, 1997.
>
>
>
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#821
Date: Thu, 8 May 1997 17:58:48 -0400
From: Lisa Wallis
Subject: Mayo Position Comment
As a future health educator (I am currently pursuing my master's), I was
disappointed to see that the Mayo position announcement for a Patient and
Health Education Specialist mentions "R.N. with master's degree preferred".
Wouldn't "CHES with master's degree preferred" be more appropriate?
What are your thoughts about the effects on the health education profession
when this type of preference is listed?
Lisa Wallis
M.S.P.H. student
University of Illinois at Urbana-Champaign
------------------------------
#822
Date: Thu, 8 May 1997 19:57:02 EDT
From: S Thakkar
Subject: Re: Mayo Position Comment
I agree with your comments on the Mayo position. Since you brought it
up, I just wanted to say that I felt the same way you did when I read the
announcement. I thought this profession was past that phase where R.N.'s
were the only ones to provide health education to patients. I was taught
that "Health Education" was a REAL profession. I guess that's why I am
eagerly trying to complete my Master's thesis, so that I may become a
"professional" in this field. Apparently, it seems that I might have to
get an R.N., also, to get some jobs.
------------------------------
#823
Date: Thu, 8 May 1997 22:47:34 -0000
From: pvan
Subject: Re: Mayo Position Comment
Lisa Wallis wrote:
As a future health educator (I am currently pursuing my master's), I was
disappointed to see that the Mayo position announcement for a Patient and
Health Education Specialist mentions "R.N. with master's degree
preferred".
Wouldn't "CHES with master's degree preferred" be more appropriate?
What are your thoughts about the effects on the health education
profession
when this type of preference is listed?
Lisa Wallis
M.S.P.H. student
University of Illinois at Urbana-Champaign
As a RN with a MS in Health Education working as a Patient Educator I
believe I am qualified to address Lisa's comments and frustrations. I
agree with her recommendations that CHES certification would be a
preferred qualification but understand why an RN was requested. Very
simply put, health care institutions such as the Mayo Clinic continue to
practice by the Medical Model which focuses little on prevention and
mainly on management of acute and chronic illnesses. As a general rule,
the providers of care in these institutions are not able to devote time
to prevention because the users of the clinic are visiting mainly for
symptom relief. Typically RN's receive training based on the medical
model and take several more classes dealing with anatomy, physiology,
pharmacology, pathophysiology, and other courses that make them quite
prepared to offer education services as compared to those individuals
with degrees in health education. This does not mean that an RN is the
best person or most qualified individual in the long run to provide
health information, it just means that an RN best meets these
organizations' needs at this time. Until prevention of illness is a
bigger player at these institutions I believe health educators will
continue to compete with RN's for certain positions.
Pat VanMaanen RN, MS, OCN
Patient Education
Kaiser Permanente
------------------------------
#824
Date: Fri, 9 May 1997 09:40:49 -0400
From: Jennifer Karpinsky
Subject: Re: Mayo Position Comment
As an individual who received a Masters of Education in Health promotion
last year, I have to say I have been very disappointed with the number of
organizations that don't give the degree much credibility. There have been
many health education/promotion/prevention job postings that I have read
that have also asked for either a medical degree of some type, a social
work degree &/or a counseling degree. The Mayo position is a good example
of what I am running into. I understand why the Mayo position, being
medically based, may want the additional RN experience. However, I have
found that in almost every sector there is additional education pertinent
to that area.
I pursued the degree with the goal to stay working in a university setting
and fortunately I am doing (that to an extent). Yet, in order for me to be
a full-time educator at the university level, I have been advised that I
must also pursue my docatorate in Health Education. Unfortunately, it
seems that the public sector sees things the same way. The Masters in
Health Education just doesn't get the same credibility a Masters in another
field would earn.
I was relieved to hear today that I am not alone in my concerns, but am
concerned that the job market is always going to want something in addition
to the MEd. For someone who is trying to make herself as flexible in the
job market as possible, with limited resources for additional education at
this time, I am now asking myself, what additional degree seems to be the
optimal choice?
At 10:47 PM 5/8/97 -0000, pvan wrote:
>Lisa Wallis wrote:
>
>As a future health educator (I am currently pursuing my master's), I was
>disappointed to see that the Mayo position announcement for a Patient and
>Health Education Specialist mentions "R.N. with master's degree
>preferred".
> Wouldn't "CHES with master's degree preferred" be more appropriate?
>
>What are your thoughts about the effects on the health education
>profession
>when this type of preference is listed?
>
>Lisa Wallis
>M.S.P.H. student
>University of Illinois at Urbana-Champaign
>
>As a RN with a MS in Health Education working as a Patient Educator I
>believe I am qualified to address Lisa's comments and frustrations. I
>agree with her recommendations that CHES certification would be a
>preferred qualification but understand why an RN was requested. Very
>simply put, health care institutions such as the Mayo Clinic continue to
>practice by the Medical Model which focuses little on prevention and
>mainly on management of acute and chronic illnesses. As a general rule,
>the providers of care in these institutions are not able to devote time
>to prevention because the users of the clinic are visiting mainly for
>symptom relief. Typically RN's receive training based on the medical
>model and take several more classes dealing with anatomy, physiology,
>pharmacology, pathophysiology, and other courses that make them quite
>prepared to offer education services as compared to those individuals
>with degrees in health education. This does not mean that an RN is the
>best person or most qualified individual in the long run to provide
>health information, it just means that an RN best meets these
>organizations' needs at this time. Until prevention of illness is a
>bigger player at these institutions I believe health educators will
>continue to compete with RN's for certain positions.
>
>Pat VanMaanen RN, MS, OCN
>Patient Education
>Kaiser Permanente
>
>
Jennifer Karpinsky
University of Cincinnati
(513)556-5918
------------------------------
#825
Date: Fri, 9 May 1997 08:52:13 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Re: Mayo Position Comment
The Mayo Clinic Job is an example of why a health educator has to sell his/her job.
First, I
believe the job description said:
" Minimum of bachelor's degree, 3-5 years patient education experience required;
R.N. with master's degree preferred."
It says RN with masters *preferred.*
But, more importantly, this is why health educators need to know the 7 areas of
responsibility
(and the 10 for graduate students) to convince employers that they indeed are
competent to do
what they can do. Don't look at the title of the job, but rather the description. Each
of those
items listed are addressed by the 7 areas of responsibilities.
Yes, it would be nice if we could "teach" the world what health educators do, but in
reality, there
are few "health education" title jobs, HOWEVER, there are tons of health education
jobs if we
use the 7/10 areas of responsibilities.
>As an individual who received a Masters of Education in Health promotion
>last year, I have to say I have been very disappointed with the number of
>organizations that don't give the degree much credibility. There have been
>many health education/promotion/prevention job postings that I have read
>that have also asked for either a medical degree of some type, a social
>work degree &/or a counseling degree. The Mayo position is a good example
>of what I am running into. I understand why the Mayo position, being
>medically based, may want the additional RN experience. However, I have
>found that in almost every sector there is additional education pertinent
>to that area.
>
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: http://www.siu.edu/~kittle
HEDIR Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#826
Date: Thu, 8 May 1997 22:23:25 -0700
From: Isabel Burk
Subject: schoolage students/community service
FYI, From the US Dept. of Education:
> -----------------
> COMMUNITY SERVICE
> ----------------- 93% of 6th through 12th graders who were
> asked to volunteer actually did, compared with 24% of those
> who were not asked, according to a study released last week
> by the Department's National Center for Education Statistics
> (NCES). At the time of the interview, 49% of the students
> reported being involved in community service during the 1995
> & 1996 school year; 26% said they participate regularly.
> The most important factor in student participation appeared
> to be whether schools arranged or offered community service.
> For more information, please see "Student Participation in
> Community Service Activity" highlights:
> http://www.ed.gov/NCES/pubs97/97331.html
>
> --------------------
--
Isabel Burk, M.S., CHES
The Health Network
914-638-3569 (fax)914-638-1928
iburk@mail.idt.net
------------------------------
#827
Date: Fri, 9 May 1997 10:32:56 EDT
From: STUFORS@UGA.CC.UGA.EDU
Subject: RN -BSN -CHES -MEd issues
A brief comment about hiring nurses for health education. In some of my
contacts over the years, I have been made aware that in some cases, hiring
an RN is necessary because of licensing requirements. Necessary because in
Patient Education the "educator" may be following part of a prescribed
treatment protocol and thus a license may be necessary to practice
medicine regardless of its nature. In the Mayo case, it would be interesting
to know why the RN is "preferred". I still think we still have a job to do
in marketing ourselves as true professionals to those who don't know much
about us. The responsibilities/competencies that have been developed for
professional prep. programs and practice seem to be a step in the right
direction. A Mark K. said, those competencies are what people want
when they are looking for "health/patient educators".
stu fors
dept of health promotion and behavior
univ. of georgia
athens
--currently mourning over the loss of "Tubby" Smith, our wonderful
basketball coach, to the Kentucky Wildcats--
------------------------------
#828
Date: Fri, 9 May 1997 10:55:25 -0500
From: "Gayle Schmidt (by way of \"Mark J. Kittleson, Ph.D.\"
)"
Subject: Re: Mayo Position Comment -Reply
I agree with Mark's comments and continue to say the same things to our
undergraduates. As long as health educators are willing to go ahead and get
the RN to satisfy the marketplace rather than sell what the health educator is
trained to do, this will continue. I feel doubly qualified to make these comments
as in a former life I was an RN. It did not provide the training for education that
the health education degree does.
Gayle Schmidt
gschmidt@tamu.edu
------------------------------
#829
Date: Fri, 9 May 1997 11:17:03 -0500
From: Jim Broadbear
Subject: text of potential interest
HEDIRs,
I wanted to make you aware (not at the request of the authors) of a
text some collegues of mine have written. "Practicing the Application of
Health Education Skills and Competencies" is (IMHO) a very valuable tool to
aid in making the 7 responsibilities and competencies a real part of your
undergraduate curriculum. The book includes one or more learning activities
for each subcompetency and could be used as discussion starters, in-class
activities, or more structured assignments.
This approach will likely assist your program's ability to document
coverage of all responsibilities and competencies for accreditation but
also, more importantly, assist in skill development of your students.
If you'd like more information you can contact the publishers at:
Jones and Bartlett Publishers
40 Tall Pine Drive
Sudbury, MA 01776
info@jbpub.com
Authors:
B. Keyser
M. Morrow
K. Doyle
R. Ogletree
N. Parsons
My Best,
Jim
James T. Broadbear
Assistant Professor
Campus Box 5220
Department of Health Sciences
Illinois State University
Normal, IL 61790-5220
phone: (309) 438-8289
fax: (309) 438-2450
e-mail: jtbroad@ilstu.edu
------------------------------
#830
Date: Fri, 9 May 1997 12:27:49 -0400
From: Arindam Basu
Subject: Re: Mayo Position Comment
Hello Everyone:
This has a reference to the seven areas of competency (and ten, for the
graduate level educators). Here is a question from a recent graduate level
"health education methods seminar" class:
"How can health education standards help the classroom teachers, K-12?"
There seems to be _only _one_ acceptable and valid answer to this
question; this should include the seven competency areas outlined for
classes K-12 only, and how they can help any classroom teacher.
Consequently, any attempt to address this question from the point of view
of a graduate level health educator working in a classroom setting (and
hence empahsizing the necessity for development of the competency areas as
outlined in the SOPHE/AAHE recommendations,1997) was considered irrelevant
and unaccepatable.
I believe the interpretation is that for a classroom teacher working with
children at K-12 level, it's more important to focus on the competency
areas of the class only ; whether he/she possesses the standards of
competency at a graduate health educator level is irrelevant. In other
words, for health education in schools, it's unnecessary to hire a
graduate level health educator.
If this is true for a school, is Mayo Clinic really wrong in placing the
ad in the way they did? :)
Sincerely,
Arindam Basu
East Stroudsburg University
East Stroudsburg,PA 18301
On Fri, 9 May 1997, Mark J. Kittleson, Ph.D. wrote:
> The Mayo Clinic Job is an example of why a health educator has to sell his/her
job. First, I
believe the job description said:
> " Minimum of bachelor's degree, 3-5 years patient education experience required;
> R.N. with master's degree preferred."
> It says RN with masters *preferred.*
>
> But, more importantly, this is why health educators need to know the 7 areas of
responsibility
(and the 10 for graduate students) to convince employers that they indeed are
competent to do
what they can do. Don't look at the title of the job, but rather the description. Each
of those
items listed are addressed by the 7 areas of responsibilities.
>
> Yes, it would be nice if we could "teach" the world what health educators do, but
in reality,
there are few "health education" title jobs, HOWEVER, there are tons of health
education jobs if
we use the 7/10 areas of responsibilities.
>
> >As an individual who received a Masters of Education in Health promotion
> >last year, I have to say I have been very disappointed with the number of
> >organizations that don't give the degree much credibility. There have been
> >medically based, may want the additional RN experience. However, I have
> >found that in almost every sector there is additional education pertinent
> >to that area.
> >
> __________________________
> Mark J. Kittleson, Ph.D.
> Owner and Founder of HEDIR
> Home Page: http://www.siu.edu/~kittle
> HEDIR Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
>
------------------------------
#831
Date: Fri, 9 May 1997 12:13:52 -0400
From: lystranne hunte
Subject: Job opportunities
Allow me to introduce myslef. My name is L. Quieta Hunte and I am a soon to
be graduate of the University of South Florida, College of Public Health in
Community and Family Health (Health Education). My anticipated date of
graduation is August 1997. I am currently seeking employment in the field
of Public Health Education. My area of interest is adolescent HIV
prevention education, with a specific concern for minority adolescents and
children. I am an international student from Trinidad and Tobago, a
beautiful caribbean island and I am eager, competent, intelligent, willing
young lady who is at this time in dire need of experience. My internship,
which begins in June and ends in August, is with a non-profit organization
in Tampa, FL that serves specifically young children and adults who are HIV
positive. Francis House is a small organization that uses the holistic
approach to treat those afflicted with this horrid disease.
I am very anxious to hear from anyone who has information on job
opportunites any where in the US in the area of Health Education and
Promotion generally, and as it pertains to HIV specifically. So, if you
have something to share, please write soon.
Looking forward to hearing from you.
Sincerely,
Quieta
------------------------------
#832
Date: Fri, 9 May 1997 12:11:27 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: qualitative research
If anybody is conducting qualitative research, would you please contact me (you can
just hit the
reply button...it'll come back to me). I'm particularly interested in what stage you
are in regarding
your study and where you plan to submit it for
publication.__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: http://www.siu.edu/~kittle
HEDIR Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#833
Date: Fri, 9 May 1997 12:17:56 -0500
From: Barbara Ellen Giloth
Subject: Re: Mayo Position Comment
There are many patient education positions especially in tertiary settings
that require substantial clinical expertise not possessed by a health
educator who does not already have an RN or other clinical degree.
there are also patient education manager roles where the clinical
expertise would be clearly secondary. Although I can't recall the precise
duties, qualifications such as "RN and Masters with CHES preferred" might
be perferrable.
------------------------------
#834
Date: Fri, 9 May 1997 13:38:27 -0400
From: William Livingood
Subject: Re: Mayo Position Comment
Just a few questions!
Is Health Education a "REAL" profession or an emerging profession? How
many of the Universities that offer a Masters degree in Health Education
in some form (MS, MEd, MPH, etc.) have been accredited by some type of
Health Education Accreditation body? What does it mean to have a Masters
degree in Health Education if there are no common standards? I think we
are making a great deal of progress with the recent adoption of graduate
level competencies by two major health education professional
organizations but we have a way to go to fully implement the standards.
Can we expect employers to recognize the Masters degree in health
education if common standards are not recognized and used by the
profession and universities.
Do all health education masters degrees prepare graduates in patient
education? Is a credentialed health educator who also has credentials
in a Patient Care related profession going to have more of a claim to
being a patient health educator than a health educator prepared just in
the generic competencies?
I am personally dedicated to the continued development of a health
education profession, but I believe we should be realistic in what we must
do to become more recognized as a profession by other professions and by
society as a whole.
Bill Livingood
m
------------------------------
#835
Date: Fri, 9 May 1997 10:50:22 -0700
From: Andrew Jenkins
Subject: Friday Inspiration
Friends and Fellows,
This little poem seems appropriate this week:
Teach me to feel another's woe;
To hide the fault I see:
That mercy I to others show,
That mercy show to me.
Alexander Pope
Thank you Moms!
Andy J :{)
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++++
++++++++
"It is difficult to say what is impossible, for the dream of yesterday is the
hope of today and the reality of tomorrow." Robert Goddard
Andrew P. Jenkins, PhD, CHES
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++++
+++++++++
------------------------------
#836
Date: Fri, 9 May 1997 14:26:09 -0400
From: P Michael Peterson
Subject: Re: Mayo Position Comment
Sell your skill set. The health promotion/education skill set is
marketable. Even outside the health field per say.
------------------------------
#837
Date: Fri, 9 May 1997 14:14:22 -0400
From: bev
Subject: Health Ed in Clinical Settings
I've been enjoying the discussion about qualifications for Health Educators
in such settings. I agree that, for this particular opportunity, CHES
preferred MIGHT be helpful. Coming from over two decades of acute care and
outpatient nursing, and then making the transition to Health Education, and
now preparing both undergraduate and graduate Health Educators, maybe I can
throw in another two cents worth of clarification. Clinics and hospitals
serve a wide variety of people. There are multiple layers of clients--but
let me present just three for our purposes.
First, with Managed Care and competetition for part of the market share,
many previously "illness focused" institutions offer a wide variety of
preventive education and health promotion services to the community at
large--things like blood pressure screening, nutrition information, home
safety, etc. I'd feel confident that any of my undergrads could do a
dynamite job in a position like this, focused on health promotion and
disease prevention in the community---sponsored by a medical facility.
Second, clinics and hospitals have a responsibility to their clients who
have been under treatment for diagnosed disease and/or injury. These folks
can clearly benefit from all of the preventive information described above,
but they also need to know about specific therapies, their medications, the
disease process, etc. This is an entirely different body of information
than the more generic health promotion information above. Health care
institutions are liable (and understandably so) for providing their clients
with correct, pertinent, and up-to-date information about their diseases and
how to manage them. It's a different world. It doesn't mean that health
educators aren't capable of teaching the material, but they do have to first
have an understanding of the fields of study involved. You can't help a
person with a new colostomy understand the changes he or she will encounter,
or how to care for the colostomy, unless you first have experience with it
(meaning you know what was done, how much of the colon is left, necessary
dietary changes, etc.) yourself..Things like the pathology involved,
medications, etc. are specialized types of information. Multiply it by the
vast number of diagnoses, and it becomes incredibly complex.
Third, many institutions also hire educators who will be educating the
nursing and other staff about new equipment, procedures, etc. These folks
may or may not, depending on the size of the institution, also provide
patient education. As with the second case I mentioned above, you need to
understand the reasons for the procedures, the equipment, etc. I would not
feel comfortable with one of my undergrads who had not had further education
or training trying to fill such a position. It would be like me trying to
explain new tools to the carpenters who use them all the time. I would have
the teaching methods down real well, but I wouldn't understand their needs,
or the implications.
I don't look at that ad as a slam toward health educators at all---It's a
position based on a different economy and a different (medical) model for a
possibly very different purpose. I've also known lots of nurses over the
years who were excellent clinicians, and who were (and are) mandated to
teach their patients/clients---but who felt frustrated because of the lack
of pedagogy, methods, and general support as they tried to teach. Part of
it may be apples and oranges.
So much for my two cents--hope it's helpful.
Bev
------------------------------
#838
Date: Fri, 9 May 1997 14:34:33 -0500
From: "Judy Taylor (by way of \"Mark J. Kittleson, Ph.D.\"
)"
Subject: Re: Mayo Position Comment
I agree w/ Mark's comments regarding the need to market ourselves better &
feel that the graduate competentices will help this. Judy Taylor - UAB,
Health Ed. Program Coord.
----------
> From: Mark J. Kittleson, Ph.D.
> To: HEDIR-L@SIU.EDU
> Subject: Re: Mayo Position Comment
> Date: Friday, May 09, 1997 8:52 AM
>
> The Mayo Clinic Job is an example of why a health educator has to sell
his/her job. First, I believe the job description said:
> " Minimum of bachelor's degree, 3-5 years patient education experience
required;
> R.N. with master's degree preferred."
> It says RN with masters *preferred.*
>
> But, more importantly, this is why health educators need to know the 7
areas of responsibility (and the 10 for graduate students) to convince
employers that they indeed are competent to do what they can do. Don't
look at the title of the job, but rather the description. Each of those
items listed are addressed by the 7 areas of responsibilities.
>
> Yes, it would be nice if we could "teach" the world what health educators
do, but in reality, there are few "health education" title jobs, HOWEVER,
there are tons of health education jobs if we use the 7/10 areas of
responsibilities.
>
> >As an individual who received a Masters of Education in Health promotion
> >last year, I have to say I have been very disappointed with the number
of
> >organizations that don't give the degree much credibility. There have
been
> >many health education/promotion/prevention job postings that I have read
> >that have also asked for either a medical degree of some type, a social
> >work degree &/or a counseling degree. The Mayo position is a good
example
> >of what I am running into. I understand why the Mayo position, being
> >medically based, may want the additional RN experience. However, I have
> >found that in almost every sector there is additional education
pertinent
> >to that area.
> >
> __________________________
> Mark J. Kittleson, Ph.D.
> Owner and Founder of HEDIR
> Home Page: http://www.siu.edu/~kittle
> HEDIR Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#839
Date: Fri, 9 May 1997 15:59:40 -0400
From: Becky Smith
Subject: Re: graduate standards
The Standards for the Preparation of Graduate Level Health Educators
were also published in March/April, 1997 issue of the Journal of Health
Education. In addition, a bound copy of the very LIMITED EDITION of the
document prepared by the committee can be purchased by ordering from
either SOPHE or AAHE. The numbers follow: AAHE Publications (800)
321-0780
SOPHE (202) 408-9804. I hope this information will be of assistance.
Becky J. Smith, Ph.D, CHES
Executive Director
American Association for Health Education
1900 Association Dr.
Reston, VA 20191
703-476-3437
Fax: 703-476-6638
email: bsmith@aahperd.org
>----------
>From: Mark J. Kittleson, Ph.D.[SMTP:kittle@siu.edu]
>Sent: Wednesday, May 07, 1997 9:31 AM
>To: JOINT-L@siu.edu
>Subject: graduate standards
>
>I received my copy of my graduate standards and they look really nice. Also
>noticed that the recent issue of Health Education & Behavior (?), formerly
>Health Education Quarterly, published the standards.
>
>For my students use, I have put the standards on the following web page:
>
>http://ws221136.educ.siu.edu/info/kittle.html
>
>one can download them...they are in wordperfect 6.0 version, but could be
>converted. Sometimes it's nice to have an electronic version of them.
>
>__________________________
>Mark J. Kittleson, Ph.D.
>Owner and Founder of HEDIR
>Home Page: http://www.siu.edu/~kittle
>HEDIR Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
>
------------------------------
#840
Date: Fri, 9 May 1997 15:57:29 -0400
From: John Canfield
Subject: Health Problems and Business Costs??
I have a very important workplace question that needs answering.
I conduct "AIDS in the Workplace" programs for local businesses in my
community. I always get asked about the cost of hiring and keeping
someone with HIV and/or AIDS. I have an answer, but need some more
information.
***** Does anyone know the costs of hiring and keeping an employee with
other health problems? (cancer, cardiovascular disease, diabetes,
asthma, back impairments, emotional/psychiatric impairments, substance
abuse, etc.) *****
BTW, the answer for HIV and/or AIDS is as follows:
The average lifetime medical costs for AIDS are estimated at about
$75,000 - $102,000. The average cost of treating a person living with
HIV until an AIDS diagnosis is $50,000 or about $5000 a year.
Estimated expenses of expected costs to a large business hiring and
person living with HIV range from $20,600 to $31,800. For a small
business, these numbers are $2,300 - $4,400.
I don't think "cocktail" therpay is included in these figures...
Farnham, P.G., (1994). Defining and Measuring the Costs of the HIV
Epidemic to Business Firms. Public Health Reports, 109(3), 311-318
*********
John C. Canfield, M.Ed., C.H.E.S., A.T.,C
Director of Public Awareness
AIDGwinnett, Inc.
725 Scenic Highway
P.O. Box 884
Lawrenceville, GA 30246-0884
(770) 962-8396
(770) 962-1291 Fax
Jccanfield@worldnet.att.net
------------------------------
#841
Date: Fri, 9 May 1997 15:59:58 EST5EDT
From: "Robert F. Valois, PhD, MPH"
Subject: American Academy of Health Behavior
"E.D." & Colleagues:
1. Mary S. Sutherland at Florida State
Lloyde Kolbe, Diane Allensworth & Laura Kann at CDC-DASH
John Allegrante at Columbia
Richard Windsor at UAB School of Education
(Many more but its friday and I'm brain dead)
2. Keep the name just like it is, have the lawyer do the title
search and lock it in.
3. Yes, but it needs to be scholarly, have a clear mission and
goals. Major couses of morbidity & mortlaity are behavior
related. I can't recall the source of theis information,
however, sometime after the turn of the century, the compulsive,
depressive and anxiety producing disorders will make a big jump in
prevlaence. We might want to consider this, and our colleagues
in the related disciplines.
Robert "Skip" Valois
------------------------------
#842
Date: Fri, 9 May 1997 17:24:57 -0500
From: "Deborah J. Mccormick"
Subject: Information Technology
Does anyone know of an information technology conference or workshop that
is being held this summer that would be relevant to health education?
The focus can be computer-based technology in teaching, research,
or practice and does not necessarily have to be specific to health
education although that is my preference.
We have just received notification from our university that funding will be
available to attend such a conference PROVIDED that: travel is identified
prior to May 15 and travel is completed prior to September 1. The
decision time frame is therefore quite short.
If anyone knows of a conference that meets these criteria, I would
appreciate hearing from you.
Debby :)
Deborah J. McCormick, Ph.D.
Division of Education--Health
University of Texas at San Antonio
6900 N. Loop 1604 West
San Antonio, TX 78249-0654
(210) 458-5416
(210) 458-5848 (fax)
dmccormi@lonestar.utsa.edu
------------------------------
#843
Date: Fri, 9 May 1997 15:36:23 -0800
From: Mark Fulop
Subject: Mayo[2] Dumbing of HE
Okay folks, this one is provocative....
When I went to school we were given no illusions that the real world was
enamored with degrees in health education or even the mighty CHES. My
California experience suggests that instead of advancing the profession of
health education the real world practice is actually minimizing the
profession of health education by labeling anyone a health educator.
I believe that the origins of this "dumbing of health education" is the
dark side of the tobacco tax initiative which created California's
Statewide tobacco prevention program. As a very well funded program the
tobacco tax created a glut of health education jobs and so agencies were
scrambling to fill positions and ended up filling positions with anyone who
was bi-lingual or had volunteered with Heart Lung or Cancer or who had
presentation skills. These folks were all labeled health educators. And
since these health educators had little formal education or were art and
sociology majors (sorry no offense intended) they were happy with salaries
that were quite low. This hire low/ "dumbing effect" has bled over to
many, many health educator positions across agencies. Indeed here is an
*actual* and typical want ad from last Sunday's Union Tribune:
HEALTH EDUCATOR RAMONA Provide patient education/counseling, resource
person for medical providers. Experience in health care, Bilingual
(English/Spanish)
required. Maintain insurable DMV record, involves local travel. [address
deleted]
So disillusioned because Mayo wanted a patient educator and called them a
health educator? I suggest we should be equally disillusioned by the
"dumbing" of the profession.
_________________________________________________
Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
Co-Director,
College Health 2000
A Health Promotion Collaborative
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/
Personal WWW page: http://www.znet.com/~hcom/
Projects affiliated with San Diego State University
------------------------------
#844
Date: Fri, 9 May 1997 19:05:53 -0400
From: Alyson Taub
Subject: Re: Information Technology
You might check the Professional Calendar on our website, Health Education
Professional Resources (HEPR). There are meetings, conferences, and
conventions listed there. The URL is:
http://www.nyu.edu/education/health/healthed/taub/hepr/noframes/index.html
On Fri, 9 May 1997, Deborah J. Mccormick wrote:
> Does anyone know of an information technology conference or workshop that
> is being held this summer that would be relevant to health education?
> The focus can be computer-based technology in teaching, research,
> or practice and does not necessarily have to be specific to health
> education although that is my preference.
>
> We have just received notification from our university that funding will be
> available to attend such a conference PROVIDED that: travel is identified
> prior to May 15 and travel is completed prior to September 1. The
> decision time frame is therefore quite short.
>
> If anyone knows of a conference that meets these criteria, I would
> appreciate hearing from you.
>
> Debby :)
>
> Deborah J. McCormick, Ph.D.
> Division of Education--Health
> University of Texas at San Antonio
> 6900 N. Loop 1604 West
> San Antonio, TX 78249-0654
> (210) 458-5416
> (210) 458-5848 (fax)
> dmccormi@lonestar.utsa.edu
>
------------------------------
#845
Date: Fri, 9 May 1997 19:23:33 -0400
From: "Mark T. Tomita"
Subject: Patient Educator
I try not throw in my two cents, but I must respond to the discussion
involving RNs and Health Educators in patient education positions. I
pretty much agree with Bev regarding the professional qualifications of
RNs in dealing with inpatient and outpatient populations.
I too am an RN who made a lateral move into health education. Of what I
have seen of the HE professional preparation programs, graduates, even at
the master's level, are not qualified to deal with tertiary care
populations. They need far more specialized knowledge and skills related
to medical therapies, pathophysiology, pharmacology, and so on.
I think if the health educator was hired specifically to provide health
education and promotion services to a basically well, ambulatory
population of patients, then the individual may be qualified for the
position.
My two extra cents, I think RNs who have professional preparation in
health education are probably the best candidates to fill Patient
Educator positions, especially in tertiary care facilities. The facility
will receive the best of both professions..
I would be very interested in hearing the opinions of experienced Patient
Educators.
Mark
------------------------------
#846
Date: Fri, 9 May 1997 19:26:56 -0000
From: pvan
Subject: Re: MAYO POSITION COMMENT
Subject: Re: Mayo Position Comment
Sent: 5/8/97 10:47 PM
To: LisaWallis@aol.com
HEDIR-L@siu.edu
Lisa Wallis wrote:
As a future health educator (I am currently pursuing my master's), I was
disappointed to see that the Mayo position announcement for a Patient and
Health Education Specialist mentions "R.N. with master's degree
preferred".
Wouldn't "CHES with master's degree preferred" be more appropriate?
What are your thoughts about the effects on the health education
profession
when this type of preference is listed?
Lisa Wallis
M.S.P.H. student
University of Illinois at Urbana-Champaign
As a RN with a MS in Health Education working as a Patient Educator I
believe I am qualified to address Lisa's comments and frustrations. I
agree with her recommendations that CHES certification would be a
preferred qualification but understand why an RN was requested. Very
simply put, health care institutions such as the Mayo Clinic continue to
practice by the Medical Model which focuses little on prevention and
mainly on management of acute and chronic illnesses. As a general rule,
the providers of care in these institutions are not able to devote time
to prevention because the users of the clinic are visiting mainly for
symptom relief. Typically RN's receive training based on the medical
model and take several more classes dealing with anatomy, physiology,
pharmacology, pathophysiology, and other courses that make them quite
prepared to offer education services as compared to those individuals
with degrees in health education. This does not mean that an RN is the
best person or most qualified individual in the long run to provide
health information, it just means that an RN best meets these
organizations' needs at this time. Until prevention of illness is a
bigger player at these institutions I believe health educators will
continue to compete with RN's for certain positions.
Pat VanMaanen RN, MS, OCN
Patient Education
Kaiser Permanente
------------------------------
#847
Date: Fri, 9 May 1997 15:25:16 -0500
From: Melody Madlem
Subject: RE- HED in Clinical Settin
Just adding a few more cents. I get the feeling that a few of us are caught
in the belief that the main HED competency required to be a patient educator
is content knowledge; ie procedural knowledge, colostomy knowledge,
disease-specific knowledge. IMHO, I feel that the main competencies required
to be a health educator are process oriented. No, I do not know about
colostomy, but I do know the process involved in planning, implementing, and
evaluating a very responsible and appropriate educational experience for those
individuals in need of this information. Content IS important, but knowing
my content limited knowledge, I will utilize resources available to ensure and
assure a competent, knowledgeable, reliable individual present the specific
information needed (More than likely, a MD, not a RN).
Thanks for letting me vent.
Melody S. Madlem, Ph.D., CHES
Assistant Professor--HED
Baylor University
Waco, TX
------------------------------
#848
Date: Fri, 9 May 1997 21:26:39 -0700
From: Isabel Burk
Subject: Permanency Planning for Abused and Neglected Children
More excellent resources:
>
> The Office of Juvenile Justice and Delinquency Prevention (OJJDP)
> announces the availability of "Permanency Planning for Abused and
> Neglected Children." This two-page Fact Sheet was written by Mary
> Mentaberry, the Permanency Planning for Children Project Director
> for the National Council of Juvenile and Family Court Judges
> (NCJFCJ).
>
> When children are abused or neglected, the juvenile justice
> system and youth-serving agencies must decide whether they can
> remain with their families or whether another environment would
> be safer and more desirable. If the decision is to remove the
> child from the home, the new environment is most often some type
> of foster care arrangement.
>
> Placing an abused or neglected child in foster care is, however,
> a temporary resolution to an immediate problem. OJJDP supports
> training and technical assistance to judges and others to safely
> prevent unnecessary out-of-home placement of children, reunify
> children with their families when feasible, and ease the timely
> adoption of children unable to return home.
>
> The Fact Sheet details OJJDP's Permanency Planning for Children
> Project developed by NCJFCJ in 1983.
>
> Resources:
>
> "Permanency Planning for Abused and Neglected Children" (FS-9765)
> is available free from the Juvenile Justice Clearinghouse (JJC)
> in a medium to suit your needs. Please use the document number
> when ordering. Hardcopies can be ordered by sending an e-mail
> request to askncjrs@ncjrs.org or by writing JJC at P.O. Box 6000,
> Rockville, MD 20849-6000. You may also call JJC at 800-638-8736
> to request fax-back service or speak with a publications
> specialist to request that the document be mailed to you.
>
> This Fact Sheet and other OJJDP publications are also available
> electronically. For full-text publications, information on OJJDP
> or JJC, and other juvenile justice information, visit the
> following:
>
> OJJDP World Wide Web page at http://www.ncjrs.org/ojjhome.htm
>
> NCJRS World Wide Web page at http://www.ncjrs.org
--
Isabel Burk, M.S., CHES
The Health Network
914-638-3569 (fax)914-638-1928
iburk@mail.idt.net
------------------------------
#849
Date: Sat, 10 May 1997 11:28:21 -0700
From: Daniel Leviton
Subject: Possibility of training grant to develop Adult Health & Development
Program at your campus
The odds are good that we will receive another training grant to develop
Adult Health & Development Programs (AHDP)at your university or college.
The AHDP is a 25 year old intergenerational health promotion and
rehabilitation program at the University of Maryland at College Park.
Its spread to other colleges and universities is called the National
Network for Intergenerational Health. For a more detailed description
see our webpage at
http://www.inform.umd.edu/HLTH/faculty/dleviton
If the grant is awarded, training of administrators who have the power
to institutionalize a program will take place on Oct. 17 & 18 at College
Park. Training of potential directors (two from each site) will take
place Nov. 4-8 at College Park. Travel, hotel, and per diem will be
paid. Your site will be obligated to
1. serve a diverse population of older adults and students-volunteers.
2. maintain the AHDP in terms of staffing, support, and funding through
all of eternity and then some.
3. adhere to the purpose and concepts of the AHDP/NNIH (see the
webpage).
In this age of increased interest in service learning, intergenerational
programing, community involvement, gerontological health and well-being,
need to reduce violence and other forms of premature death, the
AHDP/NNIH provides a unique and cost effective approach.
Contact me if you wish to be placed on our list of potential sites. If
you have previously contacted me you need to let me know if you are
still interested. If you are a member of the NNIH you may wish to refer
this to colleagues at other universities and colleges.
Universities that now have their own AHDPs are Arizona State
University, Bloomsburg State University, the University of
Delaware, Florida A & M, Nicholls State University, and Northern
Virginia Community College. Sites that will be operational by the
Fall 1997 are the University of California at Long Beach,
University of Miami Medical School, Coppin State University,
University of South Alabama, Tuskegee University, and South
Carolina State University. The latter four institutions are
Historic Black Colleges and Universities (HBCUs). Montgomery
Junior College at Takoma Park (MD), Chesapeake College (Wye, MD),
and the University of the District of Columbia developed their
programs in the 1980s before we received our training grants.
Sites waiting for funding to begin their AHDP (they have trained
directors) are Utica College, Arkansas State University, University of
Miami at Oxford, and two HBCUs at Clark Atlanta University, and Savannah
State University.
Dan
--
Dr. Daniel Leviton
College of Health & Human Performance
University of Maryland
College Park, MD 20740, Phone: (301) 405-2528
------------------------------
#850
Date: Sat, 10 May 1997 13:25:00 EST
From: pack100w@WONDER.EM.CDC.GOV
Subject: Re: Comments on marketing
FROM: Packer, Kenneth L.
TO:HEDIR-L@siu.edu
SUBJECT: Re: Comments on marketing
DATE: 05-10-97 13:17 EST
PRIORITY:
---------------------------------------
------------------------------------
REPLY FROM: Packer, Kenneth L.
I was intrigued by Mark's comments about the need to market ourselves better
and Judy Taylor's agreement.
I think that not only must we do a better job of marketing outselves to the
outside, but we also need to do a better job of marketing ourselves to our
colleagues. In the past, when one of us had anything good to offer...either
goods of services, we were YELLED at by fellow HEDIR members, not to use this
network for marketing.
Maybe the time has come for an end to this practice.
Many of us have many valuable skills. Many have written books, curriculum
guides, and other products that can be used by colleagues as well as outside
groups. If we know about them we can use them and promote them to others.
Those of you who are consultants, use HEDIR to tell us about workshops you can
do or services you can perform. Writing a new book on an interesting health
related topic...tell us about it. Developed a teaching tool...tell us about
it. Are you a specialist is some type of health education research...tell us
about it.
If anyone doesn't want to read about you....they can always hit DELETE. It
takes a fraction of a second.
:-)}Ken Packer
Lets be proud of what we do, and let others know.
------------------------------
#851
Date: Sat, 10 May 1997 13:58:10 -0700
From: Carolyn Fisher
Subject: Dumbing of Health Education
I couldn't agree more with Mark's comments about health education in California.
Only,
it is even worse than what he described if health education in our K-12 schools is
included. (Excluding Los Angeles USD and San Francisco USD and the few other
districts that have health education as a district graduation requirement). What I see
in
California are districts assigning teachers with no experience or appropriate
credentials
to teach health. Often they wait until they are found out of compliance by the county
credential folks who randomly check every 3 years. Basically, any teacher can be a
health educator. Also, I see the same thing happening with contractors that come
into the
schools. They hire anyone and call them a health educator and pay them very little.
If
they make a mistake the contractor can walk away and never has to deal with the
fallout
from school boards, administrators or parents. There is a huge difference between a
teacher with a Health Science credential and a "walk on" health educator. I believe
that
"walk on" coaches now have to attend required training in California. Shouldn't this
be
true of "walk on" health educators in the schools? It would also help considerably, if
health education were a state graduation requirement instead of being left to the
discretion of local school districts.
Carolyn Fisher, M.Ed, CHES
San Joaquin County Office of Education
cfisher@earthlink.net
------------------------------
#852
Date: Sun, 11 May 1997 13:38:03 +0100
From: Ansa Ojanlatva
Subject: rubber and allergy
(Sorry for cross posting --but I think this is an important health ed
issue. I am more concerned about the fact that this may have already come
up in a mailing I failed to read; I was gone for a week had to delete a
punch of "common" mail. Sorry if this is so. However, there may be a
health educator who needs this for daily work, so here it goes. Those not
interested in rubber/condoms and allergies may delete now.)
A TV program (two in fact) a couple days ago featured allergy caused by
rubber. I am sure this is not unfamiliar to health educators in the US;
there was in fact a NBC program about a health care worker whose life
became a minor hell due to this.
First it was thought that the allergies were caused by the
chemicals involved in the process of making rubber items but a discovery
recently suggested that the rubber itself contains allergens. The
program suggested two kinds of allergies: a minor one and a major one.
The simple testing indicated for this involved holding a
condom over three fingers for three hours, continuously. Reddish area may
appear if one is allergic to rubber but the symptoms may include others; the
symptoms vary from person to person. If no symptoms appear, one could
touch the rubber with the tip of a tongue to make sure. Potential symptoms
would then appear within 30 minutes.
There is a WARNING, however, that a person should not do even this simple
procedure alone as one cannot predict the symptoms in the major allergy
picture. If the allergy is there, one should be careful when not knowing how
serious it can be.
After the program, I wondered how well the companies making condoms
inform about the amount of content of rubber in condoms. My teaching kit
includes a variety of condoms from the US, UK, Switserland, Denmark,
Finland and span a period of 10-15 yrs. None of the packages (mostly from
the 1980s) except the one from Switzerland included a mention about
rubber, and even in that case, the amount of the rubber material was not
indicated. The for three hours, I wondered around the apartment with a
condom wrapped around my fingers and pondered whether the potency of this
allergen is being reduced when it gets old...
Yesterday, I contacted a physician friend of mine and learned that a
company flyer has been just published and it illustrates the content of
rubber in the most common brand condoms being used in Finland. I am looking
for that flyer and will be willing to share the information if someone is
interested --once I locate it.
Is the content of rubber being printed on condom packages in the US? Is
this a consumer item that has been forgotten or have I just failed to see
your messages on the topic? The condoms are still being tested, but does
the testing just continue to look for stregth and holes? In the FDA
reports over a decade ago, the "poorly" prepared condoms with holes
in them received attention. Do health educators who counsel potential
contraceptive clients also talk about the potential rubber allergy and
how seriously? How common is the allergy really and how often do you
observe it in clientele?
Following these programs, on the same night, there was a rather
informative package about silicon children in Norway. I assume this is
also known in the US, since the program featured interviews with US
physicians and women who had had the problem.
Ansa Ojanlatva
Public health, U of Turku/Finland
------------------------------
#853
Date: Sun, 11 May 1997 07:07:09 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: promoting ourselves
Folks, I think the comments that Ken Packer said about promoting ourselves
is one of the best statements ever made on the HEDIR. I don't want to make
this system into a sales network, but damn,we need to let each other know
what we're doing. That was part of the reason I started the HEDIR Award...I
want people to know what others in the profession are doing technology wise.
We are in a unique situation where people from all aspects of health
education can see what others are doing. We don't get that necessarily at
conferences. Most of the people attending national conferences tend to be
university people; practitioners tend to go to state meetings. Rarely do
the two ever intermingle. The HEDIR gives that unique opportunity. We've
seen it in our discussions where academicians and practitioners often have
different perceptions. I'm not saying that either side is right or wrong,
but we need to know what others are doing.
Good point Ken. I would hope we would encourage hearing what people are
doing to promote our profession...whether it be through a book, a program,
or through other aspects.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#854
Date: Sun, 11 May 1997 21:42:00 EST
From: cogs101w@WONDER.EM.CDC.GOV
Subject: Marketing the CHES Credential
FROM: Cosgrove, William
TO:HEDIR-L@siu.edu
SUBJECT: Marketing the CHES Credential
DATE: 05-11-97 21:34 EST
PRIORITY: R
To All HEDIR Readers:
The National Commission for Health Education Credentialing, Inc. (NCHEC) has
recognized for some time a need to assist those who chose to enhance their
degree with the Certified Health Education Specialist (CHES) certificate. The
approach has been a threefold marketing strategy targeting:
1. The Prospective CHES
2. The Schools of Professional Preparation
3. The Prospective Employers of Health Educators
Targets number 1 & 2 have been dealt with by providing simplified application
procedures and processing, examination preparation materials, developing over
one hundred campuses nationwide as testing centers, and assisting the schools
with marketing materials to attract students to the CHES.
Today, marketing materials are being developed to alert the prospective
employers of health educators what the CHES is and of the value of hiring
someone who possesses the certification. Soon, these materials will be
disseminated to various groups of employers over an extended period.
NCHEC is committing resources to address this most necessary step of marketing
the CHES to employers and ultimately providing definition of what a health
educator is to the workplace.
William B. Cosgrove, MS, MPH, CHES
Executive Director, NCHEC
------------------------------
#855
Date: Mon, 12 May 1997 09:17:56 -0500
From: "Michael J. Cuomo, MPH"
Subject: Marketing CHES
Dear List:
I've been keeping up with the latest postings on this issue and I've been
thinking...... I work with a team of social workers. Why is it that they,
with their certification, seem protected from people at random calling
themselves "social workers?" Is it because when they pay for their
credentials, their credentialing body is interested in preserving their
unique positions in the job market? In most (if not all) states, isn't is
a violation of the law to claim to be a social worker if you do not hold
the true credential? Why does it seem like the CHES people are less
interested in this for us. Quite frankly, I have seen NO benefit in my
CHES investment. It's pretty meaningless when most people ask "what's CHES
mean?" I have a hard time giving them an answer, because I'm not sure
anymore. But I do know what it SHOULD mean. It should mean that I have
been certified as a health education specialist. And not just anyone can
say that. Not just anyone can call themself a health educator. Not just
anyone can do health education. And most of all I have an organization
behind me that makes sure not anyone is calling themself a HE or attempting
to do HE, nor taking jobs away from those of us who have invested hours and
hours, years and years of dedicated time to Health Education. May if we
all started to rethink this CHES thing. Why should we pay for a credential
that doesn't seem to be working to preserve our position in the job market
--- like other credentialing bodies do for their people.
*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
Michael J. Cuomo, MPH, CHES, NCAC-II
Health Educator/Substance Abuse Counselor
Tulane Substance Abuse Clinic
Student Health Center (Uptown) - Building 92
Tulane University
New Orleans, Louisiana 70118-5698
PH: (504) 862-8120, ext. 236
FAX: (504) 865-5083
E-MAIL: mcuomo@mailhost.tcs.tulane.edu
http://www.tulane.edu/~health/test.html
*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
------------------------------
#856
Date: Mon, 12 May 1997 12:17:38 -0400
From: TARIA BETTINA HERZ
Subject: Houston and health education
HEDIRs,
I am going to be receiving my master's diploma next Wednesday from The
Johns Hopkins School of Hygiene and Public Health in behavioral science
and health education. Our HEDIR discussion of health educators and jobs
occurs at a time when these issues are very true to me in my transition
from student life to professional life. I fulfilled the field placement
requirement for my degree as a NCI fellow at M. D. Anderson Cancer Center
in Houston, Texas, and am now looking for a full-time job in Houston. I
am finding that the few health and community education jobs I have found
would not give me an opportunity to use the behavioral science theory and
applicable intervention skills I have learned in graduate school. I am
looking for an opportunity to apply and build upon what I learned at
Hopkins, be challenged intellectually, and positively affect the health
status and health behaviors of target populations through health
education and interventions. I am open to any ideas or opportunities
that would give me a chance to really challenge myself and make a
difference.
If you know of any opportunities, organizations, or people I could
contact in the Houston area, I would appreciate it if you would please
e-mail me at taria@welchlink.welch.jhu.edu
Thank you so much!
Taria Herz
------------------------------
#857
Date: Mon, 12 May 1997 11:53:28 -0700
From: Donna Holberg Kuttner
Subject: The rubber discussion
Ansa asked:
Is the content of rubber being printed on condom packages in the US? Is
this a consumer item that has been forgotten or have I just failed to see
your messages on the topic? The condoms are still being tested, but does
the testing just continue to look for stregth and holes? In the FDA
reports over a decade ago, the "poorly" prepared condoms with holes
in them received attention. Do health educators who counsel potential
contraceptive clients also talk about the potential rubber allergy and
how seriously? How common is the allergy really and how often do you
observe it in clientele?
=========
I do not know the current state of condom testing requirements in the USA.
However, I do know that one can purchase condoms which are not FDA
approved. I visited a condom shop in Seattle last week and bought a
glow-in-the-dark condom which the shop keeper assured me had been approved
by the FDA last year. However, the item I bought carried a disclaimer,"Sold
as a novelty only not intended for the prevention of disease or for birth
control." Interesting double message. We still live in a society where the
buyer must beware. If one reads the fine print on concoms in the US one
finds that they carry this disclaimer," Any use of concdoms for other than
vaginal intercourse can increase the potential of damage to the condom."
The Trojan Brand package I have at hand claims that "Each condom is
electronically tested to help ensure reliability."
The interesting thing about this particular package of condoms is that you
have to tear the box apart to read the instructions for use. The package
contains 12 condoms. To use one of them you have to destroy the container.
A package insert would have been more useful.
Donna Holberg Kuttner, PhD, CHES
Corvallis, Oregon, USA
dkuttner@proaxis.com
------------------------------
#858
Date: Mon, 12 May 1997 03:25:58 -0700
From: Isabel Burk
Subject: info, materials
Education Week 5/7/97 has 2 articles of note to health educators. Isabel
1--"Adventure Programs Found to Have Lasting, Positive Impact"
This article details some of the posiitive effects of adventure programs, including
problem-solving abilities, leadership skills, independence, and more. What is
more, the study cited in this article, from the May Review of Educational Research
(lead author, John Hattie), showed that while gains from many educational programs
fade after programs end, the students who were involved in adventure-learning kept
showing gains and improvement! ED Week, page 8.
2-Survey Finds Reforms Not Aiding At-Risk Pupils
According to this author, who cites the Annie E. Casey Foundation, countless
school
reform efforts haven't contributed to those most at risk, an estimated 7.1 million
children living in the poorest communities with dilapidated schools and supplies.
In addition, a related box tells about a free publication, "Kids Count Data Book
1997", full of data, statistics and information about children and their
health/educational status. For this free publication, write Annie E. Casey
Foundation, 701 St. Paul Street, Baltimore MD 21202; phone: 410-547-6600 pr
fax
410-547-6624. See the article in Ed Week, page 7.
--
Isabel Burk, M.S., CHES
The Health Network
914-638-3569 (fax)914-638-1928
iburk@mail.idt.net
------------------------------
#859
Date: Mon, 12 May 1997 15:46:25 -0600
From: Caile Spear
Subject: internship guidelines
We are in the process of developing guidelines for our health promotion
and other departmental majors. Over the summer I would like to put a
handbook together to present at our fall departmental retreat.
My request of the list is for copies of what you have developed for your
internships in your program. What do the students have to do, what are
the guidelines for jobs, culminating project/paper, how many interships do
you do? Right now we have a 1credit hour and a 3 credit hour, with 50
hours required for each hour of credit. The one hour is exploratory in
nature to let the student observe a potential worksite over a period of
time.
Please forward any information to
Caile E. Spear
Dept. HPER
Boise State University
1910 University Dr.
Boise, ID 83725
Thank you ahead of time and I hope you have a great summer.
------------------------------
#860
Date: Mon, 12 May 1997 18:24:32 -0400
From: "Lea S. Dooley"
Subject: Re: rubber and allergy
I'm replying to both Ansa and the HEdir list on purpose because I believe
this to be an important issue to all who are working in the HIV/STD
prevention area, birth control options, etc..if you are not interested,
please delete now.
Ansa, I am one of two Health Educators who work for Condomania in
NEw York City. We run workshops on New Technologies for educators, teach
peer education models, and counsel clients on condom choice and options.
Latex allergy is a growing problem here. Especially in light of HIV. We
tell people that if they are "good" and "safe" then they are using condoms
all the time, but if they are not, then they are "bad" and "unsafe". I
have several client lists of people that were at their wits end with
severe latex allergies and no where to turn. There are several options,
though. The first would be Avanti. It's a polyurethane condom (plastic)
for men that is put out by Londond Int'l Holdings (a division of Schmidt
Labs). It has no latex in it and is udally the first choice for ppl with
alergies. The second option is the Female Condom. This can be inserted
vaginally or anally, and looks nothing like a condom. It is used most
effectively by people in a stable relationship (it can be noisy, moves
around a bit, takes some getting used to) and women who have used the
diaphragm / cervical cap before. The insertion is a similar process.
Finally, we suggest that depending on which partner has the latex allergy
that you use a lambskin condom either over or under a latex condom.
Further questions on Avanti can be answered by our web site
http://www.condomania.com
They have the dimensions and thickness, etc of the three condoms mentions.
Hope that helps, anyone have any comments?
Lea Dooley, MPH
------------------------------
#861
Date: Mon, 12 May 1997 18:34:04 -0400
From: "Lea S. Dooley"
Subject: More on Condoms and the FDA
I think I left a few things out....
I do not have a percentage of latex sensitive people, but I would
say that I see about 25% of our clientele coming in for that reason (this
must be skewed, many of these people seek us out for answers as to why
this is happening tot hem) The hardest part about defiing a latex allergy
is that the symptoms are often nearly the exact symptoms (for a women) as
that of a allergy to spermicide. It's often spermicide and not latex that
is the culprit. Condom packaging does not always have "spermicide"
written on it, sometimes it's on the box but not the packaging, or the
packaging says "Plus" which ALWAYS referrs to spermicide and NEVER to
size. As for glow in the dark condoms, I think that's just common sense.
The amount of chemicals they pump into those condoms to make them be able
to glow int he dark would just rule them out of an fda test (and really,
if you need light, turn on a lamp :) )but it is important to read the
fine print. Putting comments like "any other use beyond vaginal for this
condom will tear the condom) is out and out homophobia and that type of
scare tactic cruelty sets my hair on end. That condom will be fine, add
extra lubricant, 40% of Het couples report having at least tried anal
intercourse at least once in their lives.
As for the FDA and the amount of rubber in their condoms. W do
not report it. What is reported is the amount/concentration of spermicide
in the lubricant (you may not be sensitive to a concentration of 7% but a
12% will burn your skin) Perhaps if this continues to be a growing
problem they will be forced to examine it, but wouldn't it be great if we
came up with more condom/barrier methods so that you could just try
something else?
Lea Dooley, MPH
------------------------------
#862
Date: Mon, 12 May 1997 23:17:47 -0500
From: "Michael Pejsach, Ed.D., CHES"
Subject: Re: Marketing CHES
Michael,
CHES is a certification, not a registration. Nurses and Social Workers
have a registry in almost all states. In order for us to protect our
turf, something that many health educators have fought against, because
it "ain't very nice," or, "we're trying to get away from that kind of
mind set," we need legislation to set up a registry, state by state.
North Carolina has something close, but it's not legislated. State orgs
can do it/facilitate it, with national orgs supporting and getting loud
about it. No one (national orgs), however, seems to want to move on
this issue. And the issue, ultimately, will probably be the one that
either makes or breaks us as professionals.
One of our goals, in Louisiana, via APHELA, the Association of
Professional Health Educators of LA, is to move on this, going through
our wonderful legislature (cash always helps) to get the legislation we
need for a registry that we develop. I know that I'll probably die
before I see it actually happen, but it's something we need to take care
of as Health Educators. Maybe we're afraid, or fear that we can't work
the legislative system? I can't believe that... Can't really figure out
why national and state-level versions of our professional organizations
haven't moved on this!
APHELA is developing a health education direct-mail marketing piece
(pamphlet, maybe video) as a first step. Gotta sell the idea of health
education, and how they can do a better, more cost-effective job of
disease prevention, risk reduction, and health promotion, with trained
health educators. Thank goodness we don't have five professional
orgnazations running around Louisiana, competing for their attention.
They would really think we're wimpy if we simply didn't have the kind of
focus the nurses and social workers have, working their way through the
legislative system via one united professional presence! And a
coalition, with its individual competing covert agendas, would make us
look very weak.
Suggestions? We're open to any and all input. Formative evaluation
(feedback and revision?) is -very- health education.
------------------------------
#863
Date: Tue, 13 May 1997 09:22:00 +0100
From: Ansa Ojanlatva
Subject: Re: rubber and allergy
(To Lea, cc to others; I received a number of messages re: further
information and if you wish, I will get further information and place it
in HEDIR)
Thank you, Lea for the informative message. The spermicide issue is
another one I need to check on. It is a good idea to use
lambskin condoms as a protection against allergy. How is the spermicide
amount in them these days? Ansa.
On Mon, 12 May 1997, Lea S. Dooley wrote:
> I'm replying to both Ansa and the HEdir list on purpose because I believe
> this to be an important issue to all who are working in the HIV/STD
> prevention area, birth control options, etc..if you are not interested,
> please delete now.
>
> Ansa, I am one of two Health Educators who work for Condomania in
> NEw York City. We run workshops on New Technologies for educators, teach
> peer education models, and counsel clients on condom choice and options.
> Latex allergy is a growing problem here. Especially in light of HIV. We
> tell people that if they are "good" and "safe" then they are using condoms
> all the time, but if they are not, then they are "bad" and "unsafe". I
> have several client lists of people that were at their wits end with
> severe latex allergies and no where to turn. There are several options,
> though. The first would be Avanti. It's a polyurethane condom (plastic)
> for men that is put out by Londond Int'l Holdings (a division of Schmidt
> Labs). It has no latex in it and is udally the first choice for ppl with
> alergies. The second option is the Female Condom. This can be inserted
> vaginally or anally, and looks nothing like a condom. It is used most
> effectively by people in a stable relationship (it can be noisy, moves
> around a bit, takes some getting used to) and women who have u