#1186
hi. as the web becomes increasingly used for instruction, the issue of
student assessment seems to become increasingly important. i'm
interested to know if any of you are using an "on-line-testing"
product and, if so, which one and how you like it.
Steve Gabany
Gabany@indstate.edu
------------------------------
#1187
Date: Mon, 1 Jun 1998 11:09:58 -0500
From: Angie Will
Subject: Dating Violence Prevention
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
I am a member of our county's Family Violence Task Force. We are currently
looking for curriculum targeted at high school students on dating violence
prevention. I would like to learn if there are any curriculums you would or
would not recommended and why. Please send your responses directly to me
and I will post responses on the listserve. Thank you in advance for your
assistance!!
Angie Will, M.S.Ed., CHES
Asst. Coord. of Wellness Programming
Student Health Programs' Wellness Center
Southern Illinois University
215 Kesnar Hall
Carbondale, IL 62901-6802
Phone: (618)536-4441 or 453-5227
FAX: (618)453-4449
------------------------------
#1188
Date: Mon, 1 Jun 1998 13:18:45 -0400
From: Bob Bowers
Subject: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Now that we have a credentialling process for health educators and
standards for accrediting institutions offering baccalaureate and graduate
degrees, I'd like to take a look at programs designed to prepare
individuals for health education related jobs at the associate degree
level. Is there anyone out there in HEDIR-land that can help me identify
successful associate degree programs designed to train community health
workers, outreach workers, etc?
The idea sounds intriguing to me. What do the rest of the HEDIR members
think?
Bob Bowers, MPH, Ph.D., CHES, etc.,etc.
Tallahassee Community College
------------------------------
#1189
Date: Wed, 1 Jun 2005 13:42:33 -0500
From: "Michael J. Cuomo, MPH, CHES, BCSAC"
Subject: Re: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Bob,
When you ask what others think, you better be prepared for their
answers.......
IMO this is the most ridiculous thing I have ever heard. I have worked
damn hard earning my MPH. Now you want to take jobs away from me and
others (or reduce / devalue the salary even more) by training people at the
Associates level. It's bad enough that we have nurses calling themselves
Health Educators who don't have ANY formal training in Health Education.
They call themselves Health Educators by virtue of having a BSN and a
position. (For those BSNs who have formal training - this is not intended
for you).
Mr. Bowers, did you ever stop to think that IDEAS like this hurt our
profession, they don't help it. You don't see Associate level trained
Social Workers!!!!! Bachelor level trained psychologists!!! or Masters
level trained physicians!!!!!!! Why? You might ask! Because it's a
stupid idea!!!!! Why on earth would anyone want to lower the educational
standards for Health Education?
Please, do yourself, but especially us hardworking health educators a
favor, and stop being "intrigued" by such nonsense.
BTW - this is not intended as a personal attack againt you Mr. Bowers. I
don't you to attack you. However, this is intended to be an attack of your
idea - you did ask us what we thought. For those of you who cannot (or
will not) seperate the difference between the two, please send your
comments to me directly and not the list, as not to clutter it up.
MJC
At 01:18 PM 6/1/1998 -0400, Bob Bowers wrote:
>Now that we have a credentialling process for health educators and
>standards for accrediting institutions offering baccalaureate and graduate
>degrees, I'd like to take a look at programs designed to prepare
>individuals for health education related jobs at the associate degree
>level. Is there anyone out there in HEDIR-land that can help me identify
>successful associate degree programs designed to train community health
>workers, outreach workers, etc?
>
>The idea sounds intriguing to me. What do the rest of the HEDIR members
>think?
*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
Michael J. Cuomo, MPH, CHES, BCSAC
Head, Tulane Substance Abuse Clinic
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/text/test.html
*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
------------------------------
#1190
Date: Mon, 1 Jun 1998 11:52:17 PDT
From: Victor Ramirez
Subject: FOCUS GROUP QUESTION
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
I was wondering if anybody outhere who has done focus groups in the past
knows of any good software that is appropiate for analyzing the data or
if there is any way that is easier.
Thanxs.
Victor Ramirez
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
------------------------------
#1191
Date: Mon, 1 Jun 1998 14:02:03 -0500
From: Jennifer Kramer
Subject: FW:Re: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Just a side note------in the county in which I work (Hennepin County,
Minneapolis, MN) there IS a difference between Community Health Workers and
Community Health Specialists. Professional health educators are the
latter---Community Health Workers do not need to hold a degree in our county,
but they also don't do the work of health educators. The work they do
includes a lot of phone calling, intake work, etc. From my experience here in
Hennepin County, I think an associates degree for Community Health WORKERS
might very well be appropriate and prepare some of the people for the type of
jobs we have available quite adequately.
Sincerely,
Jenny Kramer, M.S.
Community Health Specialist
Immunization Services Unit
Hennepin County Community Health Department
Minneapolis, MN
------------------( Forwarded letter 1 follows )--------------------
Date: Mon Jun 01 13:53:52 1998
To: HEDIR-L@SIU.EDU
From: mcuomo@MAILHOST.TCS.TULANE.EDU
Sender: owner-hedir-l@SIU.EDU
Reply-To: mcuomo@MAILHOST.TCS.TULANE.EDU
Subject: Re: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Bob,
When you ask what others think, you better be prepared for their
answers.......
IMO this is the most ridiculous thing I have ever heard. I have
worked
damn hard earning my MPH. Now you want to take jobs away from me and
others (or reduce / devalue the salary even more) by training people at the
Associates level. It's bad enough that we have nurses calling themselves
Health Educators who don't have ANY formal training in Health Education.
They call themselves Health Educators by virtue of having a BSN and a
position. (For those BSNs who have formal training - this is not intended
for you).
Mr. Bowers, did you ever stop to think that IDEAS like this hurt our
profession, they don't help it. You don't see Associate level trained
Social Workers!!!!! Bachelor level trained psychologists!!! or Masters
level trained physicians!!!!!!! Why? You might ask! Because it's a
stupid idea!!!!! Why on earth would anyone want to lower the educational
standards for Health Education?
Please, do yourself, but especially us hardworking health educators a
favor, and stop being "intrigued" by such nonsense.
BTW - this is not intended as a personal attack againt you Mr. Bowers. I
don't you to attack you. However, this is intended to be an attack of your
idea - you did ask us what we thought. For those of you who cannot (or
will not) seperate the difference between the two, please send your
comments to me directly and not the list, as not to clutter it up.
MJC
At 01:18 PM 6/1/1998 -0400, Bob Bowers wrote:
>Now that we have a credentialling process for health educators and
>standards for accrediting institutions offering baccalaureate and graduate
>degrees, I'd like to take a look at programs designed to prepare
>individuals for health education related jobs at the associate degree
>level. Is there anyone out there in HEDIR-land that can help me identify
>successful associate degree programs designed to train community health
>workers, outreach workers, etc?
>
>The idea sounds intriguing to me. What do the rest of the HEDIR members
>think?
*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
Michael J. Cuomo, MPH, CHES, BCSAC
Head, Tulane Substance Abuse Clinic
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/text/test.html
*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
------------------------------
#1192
Date: Mon, 1 Jun 1998 15:08:52 -0400
From: "Wessel, Maria Theresa"
Subject: Re: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
It is a sad state of affairs when IDEAS proposed for
discussion hurt us! I would suggest greater tolerance to
discuss ideas of all kinds to learn, explore, grow etc.
Here's to freedom of thought!
Sincerely,
Terry Wessel
On Wed, 1 Jun 2005 13:42:33 -0500 "Michael J. Cuomo, MPH,
CHES, BCSAC" wrote:
> ** See how to change your HEDIR configurations--
> ** http://131.230.221.136/information/changes.htm
>
> Bob,
>
> When you ask what others think, you better be prepared for their
> answers.......
>
> IMO this is the most ridiculous thing I have ever heard. I have worked
> damn hard earning my MPH. Now you want to take jobs away from me and
> others (or reduce / devalue the salary even more) by training people at the
> Associates level. It's bad enough that we have nurses calling themselves
> Health Educators who don't have ANY formal training in Health Education.
> They call themselves Health Educators by virtue of having a BSN and a
> position. (For those BSNs who have formal training - this is not intended
> for you).
> Mr. Bowers, did you ever stop to think that IDEAS like this hurt our
> profession, they don't help it. You don't see Associate level trained
> Social Workers!!!!! Bachelor level trained psychologists!!! or Masters
> level trained physicians!!!!!!! Why? You might ask! Because it's a
> stupid idea!!!!! Why on earth would anyone want to lower the educational
> standards for Health Education?
> Please, do yourself, but especially us hardworking health educators a
> favor, and stop being "intrigued" by such nonsense.
>
> BTW - this is not intended as a personal attack againt you Mr. Bowers. I
> don't you to attack you. However, this is intended to be an attack of your
> idea - you did ask us what we thought. For those of you who cannot (or
> will not) seperate the difference between the two, please send your
> comments to me directly and not the list, as not to clutter it up.
>
> MJC
>
>
> At 01:18 PM 6/1/1998 -0400, Bob Bowers wrote:
>
> >Now that we have a credentialling process for health educators and
> >standards for accrediting institutions offering baccalaureate and graduate
> >degrees, I'd like to take a look at programs designed to prepare
> >individuals for health education related jobs at the associate degree
> >level. Is there anyone out there in HEDIR-land that can help me identify
> >successful associate degree programs designed to train community health
> >workers, outreach workers, etc?
> >
> >The idea sounds intriguing to me. What do the rest of the HEDIR members
> >think?
>
>
> *\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
>
> Michael J. Cuomo, MPH, CHES, BCSAC
> Head, Tulane Substance Abuse Clinic
> 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/text/test.html
>
> */*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
>
> ** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
--
Wessel, Maria Theresa
Department of Health Sciences
James Madison University
Harrisonburg, VA 22807
wesselmt@jmu.edu
540-568-3955
540-568-3336 FAX
"Work for Peace and Justice"
------------------------------
#1193
Date: Mon, 1 Jun 1998 12:34:09 -0700
From: Renee Drellishak
Subject: Re: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
While I agree with Michael that a person with an associate's degree is not
qualified to perform the same functions as someone with a higher degree
(and I did not interpret Bob's post as suggesting that they would be), I
don't believe that this means there is *no place* in the realm of health
education for a person with only an associates degree. A person with only
a BA in community health ed. would not be considered for a job requiring a
master's level or higher degree, and there are few if any faculty
positions for people lacking a doctorate-level degree. However, there are
still many positions available for people who only hold a bachelor's
degree, or only hold a master's, and I think there could certainly be a
case made for health ed. positions that are appropriate for
someone who holds an associate's degree.
************************************************************************
Renee Drellishak, MPH "Yes, there are two paths.
Manager of Health Promotion and Development You can't go back
Hall Health Primary Care Center but, in the long run,
University of Washington there's still time to
(206) 616-8476 change the road you're on."
reneedre@u.washington.edu --Robert Plant
**************************************************************************
------------------------------
#1194
Date: Mon, 1 Jun 1998 15:34:47 -0400
From: Bill Livingood
Subject: Re: A.S. degree programs -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
My impression was that Bob was talking about community health
workers that would be at the paraprofessional level. Many professions
have paraprofessional type workers. In fact the more developed
professions are probably even more likely to have them.
I would agree that preparing health education professionals at the
Associate Level would be a big step backward for the profession. I also
think that Health Education needs to consider moving to the graduate
level as the entry level as many other professions are doing or have
already done. The Health Education profession can not expect to be
considered equal to other professions which require or will require a
graduate degree for entry.
All that aside, there is and will continue to be a role for the
paraprofessional level community health worker as well as a range of
other types of community health workers, such as lay health advisors. I
don't have a problem with formal training in higher education for these
individuals. It may even be a good idea for health educators to do it in a
proactive way so that we help to meet the need, but also make sure that
we continue to enhance the profession of health education by making
sure there is a clear distinction.
Bill Livingood
>>> "Michael J. Cuomo, MPH, CHES, BCSAC"
06/01/05 02:42pm >>>
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Bob,
When you ask what others think, you better be prepared for their
answers.......
IMO this is the most ridiculous thing I have ever heard. I have
worked
damn hard earning my MPH. Now you want to take jobs away from me
and
others (or reduce / devalue the salary even more) by training people at
the
Associates level. It's bad enough that we have nurses calling
themselves
Health Educators who don't have ANY formal training in Health
Education.
They call themselves Health Educators by virtue of having a BSN and a
position. (For those BSNs who have formal training - this is not intended
for you).
Mr. Bowers, did you ever stop to think that IDEAS like this hurt our
profession, they don't help it. You don't see Associate level trained
Social Workers!!!!! Bachelor level trained psychologists!!! or Masters
level trained physicians!!!!!!! Why? You might ask! Because it's a
stupid idea!!!!! Why on earth would anyone want to lower the educational
standards for Health Education?
Please, do yourself, but especially us hardworking health educators
a
favor, and stop being "intrigued" by such nonsense.
BTW - this is not intended as a personal attack againt you Mr. Bowers. I
don't you to attack you. However, this is intended to be an attack of your
idea - you did ask us what we thought. For those of you who cannot (or
will not) seperate the difference between the two, please send your
comments to me directly and not the list, as not to clutter it up.
MJC
At 01:18 PM 6/1/1998 -0400, Bob Bowers wrote:
>Now that we have a credentialling process for health educators and
>standards for accrediting institutions offering baccalaureate and
graduate
>degrees, I'd like to take a look at programs designed to prepare
>individuals for health education related jobs at the associate degree
>level. Is there anyone out there in HEDIR-land that can help me identify
>successful associate degree programs designed to train community
health
>workers, outreach workers, etc?
>
>The idea sounds intriguing to me. What do the rest of the HEDIR
members
>think?
*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
Michael J. Cuomo, MPH, CHES, BCSAC
Head, Tulane Substance Abuse Clinic
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/text/test.html
*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
------------------------------
#1195
Date: Mon, 1 Jun 1998 15:38:34 -0700
From: Joe Zoske
Subject: Men's Health & Wellness
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Now that's June, I wanted to send out a reminder that June 15-21st is
the 5th Annual National Men's Health Week. I write this because many
health ed professionals are still unaware of it. It was a proclamation
passed by Congress in 1994, in response to the public health crisis in
US male mortality and morbidity. It is the annual week in June including
and ending with Father's Day.
I'd be happy to share further info about it if there's an interest.
Be well...
Joe Zoske
Men's Health Promotion Speialist
------------------------------
#1196
Date: Wed, 1 Jun 2005 15:11:32 -0500
From: "Michael J. Cuomo, MPH, CHES, BCSAC"
Subject: Re: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Dear Terry,
At 03:08 PM 6/1/1998 -0400, you wrote:
>It is a sad state of affairs when IDEAS proposed for
>discussion hurt us! I would suggest greater tolerance to
>discuss ideas of all kinds to learn, explore, grow etc.
I do have tolerance. The man asked a question and I voiced my opinion.
Just because my opinion does not happen to match yours does not mean I am
wrong or that I am intolerant. I think his idea is a bad one and I am not
affraid to say so. For this I get called intolerant??? To not allow
someone to have an opposing view is truly intolerant, wouldn't you agree?!
>Here's to freedom of thought!
I guess it depends on who is doing the thinking. Apparently, I am not
free to think and express opinions.
MJC
*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
Michael J. Cuomo, MPH, CHES, BCSAC
Head, Tulane Substance Abuse Clinic
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/text/test.html
*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
------------------------------
#1197
Date: Mon, 1 Jun 1998 16:32:37 +0000
From: Steve Gabany
Subject: on-line testing
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
a member of another list has given permission to cut and paste and
use from a boiler-plate page he has developed:
http://www.bucknell.edu/~rbeard/workshop/formtest.html
Steve Gabany
Gabany@indstate.edu
------------------------------
#1198
Date: Mon, 1 Jun 1998 14:36:42 -0700
From: Margo Harris
Subject: A.S. degree programs or other programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
I wonder if I can add to this question? I was contacted by Antioch
University about a new health education program. Antioch offers
graduate programs that are called Individualized Programs. They
currently have some in the area of psychology and believe that health
education would also lend itself to this approach. Gut reaction? I was
uncomfortable, but I'd have a hard time explaining why. I referred them
to other academic contacts. What do others think about what I seem to
consider "alternative" health education programs.
A.S. degree programs currently don't have a
certification/accreditation/standards process. But undergraduate and
graduate programs do have standards. Wouldn't an Antioch program, even
an individualized program, need to meet those? I feel like I'm missing
something.
I think Michael Cuomo expressed some frustration that in some states,
when an A.S. or B.A./S. degree is developed, that person is hired
instead of a higher qualified candidate, even if the job calls for a
graduate level candidate. Sometimes the issue is dollars, not
qualifications, even the qualifications needed to do the job. That
happens, BUT I suspect that was more common before CHES arrived. While
I have not been a fan of credentialing, I think it does work in
separating some candidates, particularly at the entry level. Margo
Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/
------------------------------
#1199
Date: Mon, 1 Jun 1998 16:36:55 -0700
From: Patricia Mail
Subject: Re: A.S. degree programs or other programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
When i was working with the Indian health Service, we proposed a career
ladder for tribal employees which began with employment as a community
health outreach worker, progressed to an associate degree related to health
education, then moved to a bachelor's degree in health education, and (one
hoped) a master's degree. No formal training ladder was ever initiated,
but our experience made it seem feasible that a community individual could
follow this path toward professionalism. The community-based health
outreach workers (called Community Health Representatives) received 2-3
weeks of training rom a multi-disciplinary team of IHS professionals.
As to margo's question about Antioch wanting to get into health education
via their psychology program, I would be very cautious abotu this. I
served as a mentor on a psychology master's program and found the lack of
rigor and breadth of acceptable work to be very uneven -- it is too much
predicated on what the student wants to do and too little on any
competency-based preparation. A psychology approach to health education
would emphasize the individual behavior over any consideration of community
or cultural influence. I would not like to see Antioch do this -- unless,
of coure, they wanted to adopt the profession's competency-based guidelines
for the degree.
Pat Mail
pmail@sprynet.com
(253) 838-2820 Fax: 253-925-5715
Federal Way, WA 98003-7120
------------------------------
#1200
Date: Mon, 1 Jun 1998 21:20:23 -0400
From: Susan & Mac Goekler
Subject: Fw: schoolyard shootings What's the lesson to be learned?
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Having parented a troubled teen, I am much less quick to judge
parents. Undoubtedly, some have not paid attention.
In many cases, however, parents do know that something is wrong.
They do the best they know how. Although I was knowledgeable
about systems, I found it very difficult to get the support I needed
to help my daughter. Many systems failed her.
Although I do not have the answers to the lessons to be learned,
I do know to be cautious is placing blame. "Until you have walked
a mile in my shoes, you cannot know what it is like to be me." (or the
parents
in this case).
->-----Original Message-----
>From: Amanda Farris [SMTP:Amanda.Farris@PER-SE.COM]
>Sent: Wednesday, May 27, 1998 9:12 AM
>To: HEDIR-L@SIU.EDU
>Subject: Re: schoolyard shootings What's the lesson to be learned?
>
>** See how to change your HEDIR configurations--
>** http://131.230.221.136/information/changes.htm
>
>I agree with Mark and Renee. I think parental involvement is a key
>determining factor. My parents always treated me like an adult. They made
a
>point to know what I was involved with at school, they knew who my friends
>were and they listened to my point of view and were big enough to admit
when I
>might be right. That kind of relationship builds the kind of trust that
>neither side would want to jeopardize.
>I have to question what kind of relationship or involvement the parents of
>these "school yard shooters" had. How could they be totally oblivious to
the
>secrecy and violent tendencies of someone who was living under the same
roof?
>How could a parent not know a child had bombs in their room? I have seen
>parents who refuse to face reality. Parents want to believe that their
child
>is "normal" and "well adjusted" because they see them as a reflection of
>themselves. Parents who have the "see no evil, hear no evil" philosophy
are
>not doing society any favors.
>I believe violence on television is an unnecessary part of our culture,
but
>to say that it is responsible for the behavior of our children is not
exactly
>accurate. There are plenty of children who view the same shows who are not
>violent. I think to allow a governing body to determine what any of us
watch
>on TV. would be a mistake. Parents have the power and privilege to decide
>what their children view or even if they watch TV. at all. I think that if
>parents are involved in their children's lives from the very beginning, and
>teach them the values and beliefs that are important to their family, then
>they can feel confident that when the children are not supervised they will
>make their own "right" decision. Telling a young person "you have to do
this
>because I said so" does not allow them to think for themselves and apply
the
>rational that goes along with determining "right" from " wrong". This is a
>skill that must be taught, not dictated.
>Parents have busy lives these days and teaching their children takes
effort.
>I think that when parents stop making the effort to be involved in their
>children's lives, society is left paying the price.
>
>
>Amanda H. Farris
>Health Education Consultant
>
>** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
>
>
------------------------------
#1201
Date: Mon, 1 Jun 1998 21:39:33 EDT
From: Terri M Manning
Subject: Stop blaming parents
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
I think we are all too quick to say that poor parenting and the
media are causing all this violence. I feel that our society has gone
through a lot of change in the past 50 years that would have taken most
societies 500 years of evolution. We have gone from a predominantly
rural society of close extended large families to a predominantly urban
society of small single-parent families.
Parents today are doing a good job (most of them) considering
what they are up against. Out parents did not have to contend with what
I have to contend with today. If parents in the 1930-40's were not so
great at parenting, grandparents, aunts and uncles picked up the slack
for them because they lived in the same house or next door. Children
grew up with 3-5 siblings, two parents, grandparents , aunts and uncles
and cousins in the same house, on the same farm or down the block. Many
kids today are growing up in an unsafe world with one or no siblings,
one parent and living 1,000 miles from their nearest relative. The
problem here is lack of true socialization. They have no one to talk to.
Children learned many things from large extended families --- how to be
criticized, how to resolve conflict nonviolently, how to argue, say no
and save face and a host of other lessons that were "caught" not
"taught". Spending hours in preschool or day care is not the same as the
family. My parents let us work out our differences realizing what we
learned from it (as long as i wasn't killed - my brother was six years
older). When one teacher has 15-30 kids, he/she cannot allow them to
work out their differences - they put a stop to all unpleasant activity.
If you will note, most of these school shootings have involved a teen's
inability to cope with some form a rejection from classmates, girl
friends, school officials,etc. These extreme reactions are typical of
individuals with no social skills. Research says that the average 10
year old child in 1940 spent an average of 4 1/2 hours a day with a
significant adult role model (mom at home, dad on farm, grandparents
around) . Kids today spend 14 1/2 minutes a day with a significant adult
role model (13 minutes is spent reprimanding them). Less than 4% of
families have grandparents in the home.
Recreation in the 30's and 40's meant spending time with people -
cooking, playing cards, doing out-door stuff, etc. Recreation today
means headphones in the ears, Nintendo, videos, TV, movies, getting on
the internet, etc, all of which can be done alone and in solitude. What
has happened to the socialization of our children. We are headed for
worse trouble in the future if we can't turn this around. If I were to
pick two events in history that have contributed greatly to our current
state in America -- ---I would say 1) the G.I. Bill after WWII. That
enabled young soldiers who would previously have had to live in the same
home with their parents while raising their children to move off, go to
school and get their own home with GI loans. The government, once again,
thought they were helping us out but it was at that point that families
split apart and began moving across country to get jobs. The other event
is 2) the technological revolution we have encountered over the last 20
years. It has changed the way we teach, learn, communicate, recreate,
count on security, and the expectations we have about how fast our
problems should be solved. Parenting is tough considering the world we
live in but I believe we should begin looking at the macro level rather
than the micro level (blaming parents). When we health educators have
developed some good strategies for this, we might be able to offer
parents some "helpful" advice. Then we might see some changes in
violence-related behavior.
Terri M. Manning, Ed.D.
Health A.P.P.E.A.L.S.
Assessment, Program Planning, Evaluation and Lifestyle Services
_____________________________________________________________________
You don't need to buy Internet access to use free Internet e-mail.
Get completely free e-mail from Juno at http://www.juno.com
Or call Juno at (800) 654-JUNO [654-5866]
------------------------------
#1202
Date: Mon, 1 Jun 1998 23:42:22 -0600
From: "William B. Cissell"
Subject: forward of bounced message (forgot the "-L")
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
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Mon,
1 Jun 1998 22:39:52 CST
Date: Mon, 01 Jun 1998 22:09:45 -0600 (CST)
From: "William B. Cissell"
Subject: Texas Higher Education CB Guidelines Addresses Asso. Degree Issue
To: HEDIR@siu.edu
Cc: D_CISSELL@VENUS.TWU.EDU
Message-id: <01IXQLN2EWYW000267@VENUS.TWU.EDU>
MIME-version: 1.0
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For those interested in the Asso. Degree Prep Issue,
I concur with Bill Livingood that it is appropriate
to prepare paraprofessionals at the associate degree level.
However, these paraprofessionals should never be referred
to as health education specialists. Based on the Role
Delineation Project and process, our field established the
baccalaureate level as the earliest entry level for the
health education specialist.
The task force that developed the guidelines for
preparing health education specialists in Texas, which are
availabale from the Texas Higher Education Coordinating
Board (CB), specifically stated that it was inappropriate to
prepare professional health educators at the associate
degree level. Based on this recommendation, the CB will
not approve applications from insitutitions proposing such
preparation.
This task force acknowledged the Framework as an
important reference document in setting its criteria for
curricula and requirements at the baccalaureate level.
Contrary to the recommendation expressed by Bill Livingood,
and previously by Noreen Clark, Carol D'Onofrio, and other
public health preparation faculty and administrators, the
Texas guidelines and CB recognition practices are highly
supportive of preparation of health educators at the
baccalaureate level.
While baccalaureate level health educators have to
work harder to find employment based upon the areas of
responsibility in which they have developed competencies,
we find our alums compete well with baccalaureate prepared
professionals in business, communications, social work,
education, and various liberal arts fields. Where a BS or
BA is treated as a high school diploma was previously, the
applicant who is artculate and confident is very competitive.
If they are prepared well, including the development of
an effective portfolio based on the Framework, baccalaureate
health educators can perform well in job interviews. They
can describe and demonstrate products of tangible knowledge
and skills that are useful to the employer.
As I predicted in response to public calls for the
demise of baccalaureate preparation for health educators
by Noreen Clark and Carol D'Onofrio, the preparation of
BS/BA/BHS health educators will continue relatively
strong thoughout our lifetimes. We will not witness the
demise of baccalaureate preparation of health education
specialists.
Bill Cissell D_Cissell@twu.edu
--Boundary_(ID_fbWh1/On145DG/Y0DUdVFg)--
------------------------------
#1203
Date: Mon, 1 Jun 1998 23:43:20 -0600
From: "William B. Cissell"
Subject: forward of bounced message (forgot the "-L")
** See how to change your HEDIR configurations--
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Mon,
1 Jun 1998 23:07:04 CST
Date: Mon, 01 Jun 1998 22:59:08 -0600 (CST)
From: "William B. Cissell"
Subject: Margo's conern--alternate preparation programs
To: HEDIR@siu.edu
Cc: D_CISSELL@VENUS.TWU.EDU
Message-id: <01IXQMLSU7ES000267@VENUS.TWU.EDU>
MIME-version: 1.0
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Margo,
An alternate prep program is highly likely to
have fewer qualified faculty and a poorly designed
curriculum. The proposed advantage of an altenate program
is the flexibility to meet the desires of students to
take only courses that appeal to them. Students are apt to
have a naive understanding of the knowledge and competencies
needed to practice effectively in a professional role. This
is compounded by having unqualified faculty present the
knowledge and guide development of the competencies.
Bill D_Cissell@twu.edu
--Boundary_(ID_C+cGRT9USVU8A7XNW7T8jw)--
------------------------------
#1205
Date: Tue, 2 Jun 1998 09:58:16 GMT
From: "MAHONEY, COLLEEN"
Subject: Stop blaming parents
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
I agree with Terri that we need to stop blaming parents and look at
the macro level -- it truly does take a village to raise a child.
I don't know how many of you are familiar with the Search Institute
and their research related to developmental assets, but I have found
it to make a great deal of sense and it has provided our community
with some direction toward social change. I have been one of the
initiators of our local initiative. Just the other day I wrote an
op-ed for our local newspaper. I have copied it here if any of you
are interested in learning more about the asset building framework -
if not, delete now. ;)
---------------------------------------------------------------------
#1206
For Immediate Release
Date: May 28, 1998
Contact: Colleen Mahoney, Ph.D.
Phone: 330-672-7977
Fax: 330-672-3063
Email: CMahoney@emerald.educ.kent.edu
Roots to Grow and Wings to Fly
In today's society, we are constantly bombarded with messages about
problems facing our children and youth. We have invested a great deal
of time - and expense - in trying to "fix" these problems. The goal
of a problem-focused approach is to reduce or control "risky behavior"
through intervention programs and legislation.
Although some of these strategies have been effective, they often
treat only one aspect of the problem and neglect to address the
causes. Alone, they are not enough. By focusing on the problems we
make patchy repairs to the same system. A problem-focused approach
does not allow us to reinvent how we treat children and youth.
Evidence suggests that these kinds of efforts, while certainly
well-intentioned, are no match for the tremendous challenges they try
to tackle. These challenges have lead many of us to feel overwhelmed,
discouraged and disillusioned.
The Search Institute, an independent research and education
organization with headquarters in Minneapolis Minnesota, has
conducted years of research to better understand risk behaviors and
youth. Based on years of research, including recent surveys of
100,000 young people, grades 6-12, in 213 towns and cities in 25
states across the country, the Search Institute has identified 40
developmental assets that are significant predictors of both high-risk
and positive behaviors and attitudes in children and youth.
The asset model gives us a common language to understand and to talk
about what children and youth need, as well as a way to measure how
our young people are doing. It also suggests practical, often simple
things we can do to help build assets in children and youth. The work
of the Search Institute, in part of a growing movement, offers hope
and possibility through a complementary new approach - one that
addresses deeper causes and needs.
The new approach can be summed up in the phrase "asset building." The
asset building approach is proactive, positive and powerful. Asset
building does not begin with problems. It starts with the larger
question - What do young people need to navigate successfully through
infancy, childhood and adolescence?
Developmental assets are a set of essential building blocks that all
young people need. The more assets young people experience, the less
likely they are to engage in a wide range of risky behaviors, and the
more likely they are to engage in positive behaviors. In other words,
assets protect and promote. The more assets children and youth
acquire, the more likely they are to live productive and healthy
lives.
The 40 developmental assets are grouped into two main blocks: External
Assets and Internal Assets. Each block has four categories of assets,
and 20 specific assets.
External assets refer to the positive developmental environments and
experiences that surround young people, including Support,
Empowerment, Boundaries and Expectations, and Constructive Use of
Time. Support assets refer to the way young people experience love,
affirmation and acceptance from their families, neighborhoods and
communities. Empowerment assets relate to the key developmental need
for youth to be valued and feel valuable. Boundaries and Expectations
assets refer to the need for youth to have fair, clear and consistent
boundaries and expectations. Constructive Use of Time involves
providing structured, constructive opportunities for children and
adolescents whether through home, school, community organizations or
religious institutions.
Internal assets shape the skills and values needed for the development
of strong character. These assets help provide young people with an
"internal compass" that guides them to make wise choices. The
internal and external assets are complementary of one another. The
categories of internal assets are: Commitment to Learning, Positive
Values, Social Competencies, and Positive Identity. Commitment to
Learning involves developing an internal intellectual curiosity and
the skills to gain new knowledge and learn from experiences which are
essential to young people in today's changing world. Positive Values
are important to guide young people's priorities and choices. Social
Competencies reflect the important skills young people need to
negotiate through the maze of choices and options they face. Positive
Identity assets focus on young people's views of themselves - their
own sense of power, purpose, worth and promise.
Based on the Search Institute's research, the average 6th to
12th-grade student experiences only 18 of the 40 assets. In Spring of
1997, 1435 7th, 10th and 12th graders in Portage County participated
in the Search Institute's Profiles of Student Life: Attitudes and
Behaviors. On average our Portage County youth reported 17.2 of the
40 developmental assets.
Currently an asset-building initiative is underway in Portage County.
The initiative PEAK: Portage Elevates Assets in Kids, is a community
team committed to facilitating and mobilizing the collective energies,
commitments and creativity in Portage County individuals, leaders,
organizations and institutions in building assets to promote healthy
lives and bright futures for our children and youth. Four school
districts, Field, Kent, Ravenna and Streetsboro are presently involved
in the initiative. PEAK is extending to other school districts as
well as to the larger communities. The PEAK initiative grew out of
the Search Institute's Profiles of Student Life: Attitudes and
Behaviors results and through funding from a State wellness block
grant awarded to Family and Children First Council of Portage County.
For more information on PEAK or to schedule a speaker from our
intergenerational speakers' bureau, please call Colleen Mahoney at
672-7977.
In agreement with Dr. Michael Carrera, author of Lessons for
Lifeguards: Working With Teens When the Topic is Hope, "...attempts to
frighten young people into being careful as they cross the gaping path
or to sanction them with even greater punishment if they should slip
and fall, are all misguided. Punishment and rhetorical slogans are no
substitute for truly solving the problem. We do not need to give our
young people training in obstacle course completion; we need to create
a safe path for them. Our labor therefore must be focused on creating
a secure journey; we must repair the bridge." And we all have a
responsibility!
cmahoney@emerald.educ.kent.edu
Colleen Mahoney, Ph.D.
Assistant Professor, Health Education
Director, Center for Health Promotion
ACHVE Department, 316 White Hall
Kent State University
Kent OH 44242
330-672-7977; Fax 330-672-3063
------------------------------
#1207
Date: Tue, 2 Jun 1998 10:00:36 -0400
From: Bill Livingood
Subject: forward of bounced message (forgot the "-L") -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
I agree with Bill Cissell's points about not using the title "health education
specialist" for associate level people. In fact I don't think anyone
suggested that. The terms discussed for the Associate were more
associated with the community health worker concept.
I do not disagree with Bill that Baccalaureate health education programs
will remain viable. My point was that Health Education will never have
the societal respect that other professions have with a graduate degree
at the entry level. Some health professions already have a graduate
degree as the entry level. Others such as Physical Therapy are moving
in that direction. Other professions and society in general are bound to
draw conclusions about the level of sophistication of a profession
where entry can be gained at the Bachelors level.
On the other hand, health education is the only credentialed public health
profession (profession focused on population based disease prevention
and health promotion) at the Baccalaureate level. That is a major asset
but there are trade offs.
It is interesting that a number of national reports on education
recommended that education in general also go to the graduate level.
The move to require that a Bachelor's degree in a subject precede entry
into education at the graduate level appears to be growing.
If other health and education professions move to the Graduate level for
entry, where will health education fit within the overall societal system of
professions?? Will health education be the public health version of an
LPN in the 21st Century?? I can not begin to count the number of times
that health educators have lamented that they "get no respect" as a
member of a legitimate profession. Health Education has done a lot in the
last two decades to catch up to the credentialing of other professions,
but is what has been done enough. I don't have the answers but I think
the profession should give its status as a profession serious concern,
not only as it relates to the current environment but as it relates to the
environment of 2010, 2020, and 2050.
Bill Livingood
The following were a few of Bill Cissell's comments that I am responding
to.
While baccalaureate level health educators have to
work harder to find employment based upon the areas of
responsibility in which they have developed competencies,
we find our alums compete well with baccalaureate prepared
professionals in business, communications, social work,
education, and various liberal arts fields. Where a BS or
BA is treated as a high school diploma was previously, the
applicant who is artculate and confident is very competitive.
If they are prepared well, including the development of
an effective portfolio based on the Framework, baccalaureate
health educators can perform well in job interviews. They
can describe and demonstrate products of tangible knowledge
and skills that are useful to the employer.
As I predicted in response to public calls for the
demise of baccalaureate preparation for health educators
by Noreen Clark and Carol D'Onofrio, the preparation of
BS/BA/BHS health educators will continue relatively
strong thoughout our lifetimes. We will not witness the
demise of baccalaureate preparation of health education
specialists.
------------------------------
#1208
Date: Tue, 2 Jun 1998 08:07:09 -0700
From: Margo Harris
Subject: Asset Building & Other Incentives
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
The YMCA of Greater Seattle has adopted the work of the Search Institute
and incorporated the asset building strategies in their programming.
Perhaps other Y's have done the same.
I have had several wonderful opportunities to facilitate conference
sessions recently, one at SOPHE/ASTDPHHPE and one at a Seattle-based
Healthy Communities Symposium. I was impressed with a presentation by
two speakers from Oregon who shared the topic, "Teen Pregnancy
Prevention: A Process Not a Program." The concept--process not a
program--has been on my mind ever since. Some of us were really trained
to identify and assess a problem, design or find an existing program,
and implement and evaluate the program. For many of the issues we're
currently facing, such as teen violence, this isn't a very useful
approach. Especially if we are thinking in terms of a straightforward,
time-defined solution. The issue and the need to work on the issue is
an ongoing process.
I'm still pondering the question of predominantly male involvement in
violence. I say predominantly because I read the article about the four
sixth grade young women in New York who beat up their teacher because
the teacher refused to turn on the Jerry Springer Show on the classroom
TV. Although I do seldom read of female involvement, especially lethal
violence, I'm sure there is female gang related violence that may not be
as well reported.
My last course for the quarter was last Thursday night. The university
I teach for leases space in an alternative high school, and we were
greeted by a HUGE "Congratulations" sign when we entered the building.
It seems that each Seattle high school and middle school is paid
$100/week for each week of no reported violent acts in the school or on
the school grounds. We had a spirited discussion in class about
"paying" kids to behave at any age. Students reported being rewarded
over the years for perfect attendance, good report cards, etc. But
money for non-violence? Some struggled with that incentive plan.
Still, the sign informed us that at this alternative school, based on 22
weeks of school, the school had 20 weeks of no reported violence and
$2,000 in the bank. A student group met to decide what to do with the
money. They bought all-day passes to an entertainment park called Wild
Waves, and all interested students were invited to sign up and go. Have
others seen or participated in this type of approach? Margo
Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/
------------------------------
#1209
Date: Tue, 2 Jun 1998 11:48:10 -0700
From: Joe Zoske
Subject: Men's Health
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
In response to, and in appreciation of, a number of private e-mail
responses to my recent posting on men's health, and requests for
additional info, I'd like to share for resources for all our colleagues.
Sorry for the length. I know that listserv etiquette demands brevity.
Male health issues are extensive, e.g., AIDS, baldness, circumcision,
fertility, testicular self-exam, sports injuries, occupational health,
low rates of physician visits and prevention services, violence,
vasectomy, military service hazards, prostate disease, etc, along with
the common public health issues of tobacco, alcohol, nutrition, stress,
lung/heart diseases, etc
Specialized services are needed at all life stages: from teaching boys
self-care skills and anger management, to providing elder men with
suicide prevention services (the cohort with THE highest suicide rate).
Some good recent texts include:
1. How Men Can Live As Long As Women, by Ken Goldberg (1993), Summit
Group. He began the 1st US Male Health Center in Texas in 1989.
2. Men's Health & Illness, by Don Sabo & Fred Gordon (1995), Sage Pub
An outstanding scholarly integration of men's health & gender issues.
3. Elderly Men, by Jordon Kosberg & Lenard Kaye (1997), Springer Pub
4. Thriving:The Complete Mind-Body Guide to Optimal Health & Fitness for
Men, by Robert Ivker & Ed Zorensky (1997) Crown Pub
5. The Diabetic Man, by peter Lodewik (1996), Lowell House
6. Health Care for Lesbians and Gay Men by Jean Peterson, Haworth Press
7. The Black Man's Guide to Good Health by James Reed(1994), Perigee
Books
8. A Man's Guide to Coping With Disability, by Resources for
Rehabilitation (1997)
9. The New Male Sexuality, by Bernie Zilbergeld (1992).Bantam
10. re prostate disease, info changes so frequently that books are
quickly out of date. Instead, I recommend info from newsletters
journals, and web sites - as follows:
1. www.malehealthcenter.com KenGoldberg's excellent site
2. www.prostatehealth.com official site of the Prostate Health
Council of the Am Foundation for Urologic Disease
3. www.isc.org/men/index.html The Men's Issues Home Page, an
encyclopedic source of info on all subjects for men
4. www.niddk.nih.gov/prostate enlargement Nat'l Inst. of Diabetes,
Digestive & Kidney Diseases for current prostate info
5. www.ustoo.com prostate cancer & BPH info from Us TOO! International
6. http://online.anu.edu.au/~e900392/mensbiblio/MensBiblioMenu.html
One of the most extensive research sources on men's issues. Based in
Australia
7. www.menstuff.org The National Men's Resource Center
8. www.med.harvard.edu/publications/Health_Publications/mnsns.htmml
Info on getting The Harvard Men's Watch Newsletter - it's excellent.
9. www.stockton-press.co.uk/ijir/index.html Society for Impotence
Research
In addition, Rodale Press has 3 things to note:
1. Created the National Men's Health Foundation which does the best job
of promoting National Men's Health Week. They send out an annual info
campaign packet to professionals. Write them at: 14 East Minor St.,
Emmanus PA 18098-0099, Ph: 610-967-8620
2. Publishes "Sex & Health" (formerly Men's Confidential newsletter)
1-800-666-2106. It's good, but it has an odd mix: current & personal
health info for men you rarely find anywhere else, with an unfortunate
machismo attitude that sustains...
3. Men's Health magazine. My personal opinion: it's sleazy. It does
about as much for men's health as Cosmo does for the women's movement!
It promotes the hard-body-stud-win-at-all-costs image of masculinity
which gets men into their health compromising behaviors in the first
place. Again my personal opinion.
I hope this is useful, and I hope all the references are current and
without critical typos. If any of you find any other great resoures,
please pass them on. Thanks.
Joe Zoske
Albany NY
------------------------------
#1210
Date: Tue, 2 Jun 1998 12:05:22 -0400
From: "Mark T. Tomita"
Subject: Re: A.S. degree programs -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Bill, do you think there might be room for Health Education Assistants
prepared at the associate degree level? Would anyone hire such a person
to assist in them in their practice?
Mark
On Mon, 1 Jun 1998, Bill Livingood wrote:
> ** See how to change your HEDIR configurations--
> ** http://131.230.221.136/information/changes.htm
>
> My impression was that Bob was talking about community health
> workers that would be at the paraprofessional level. Many professions
> have paraprofessional type workers. In fact the more developed
> professions are probably even more likely to have them.
>
> I would agree that preparing health education professionals at the
> Associate Level would be a big step backward for the profession. I also
> think that Health Education needs to consider moving to the graduate
> level as the entry level as many other professions are doing or have
> already done. The Health Education profession can not expect to be
> considered equal to other professions which require or will require a
> graduate degree for entry.
>
> All that aside, there is and will continue to be a role for the
> paraprofessional level community health worker as well as a range of
> other types of community health workers, such as lay health advisors. I
> don't have a problem with formal training in higher education for these
> individuals. It may even be a good idea for health educators to do it in a
> proactive way so that we help to meet the need, but also make sure that
> we continue to enhance the profession of health education by making
> sure there is a clear distinction.
>
> Bill Livingood
>
>
> >>> "Michael J. Cuomo, MPH, CHES, BCSAC"
> 06/01/05 02:42pm >>>
> ** See how to change your HEDIR configurations--
> ** http://131.230.221.136/information/changes.htm
>
> Bob,
>
> When you ask what others think, you better be prepared for their
> answers.......
>
> IMO this is the most ridiculous thing I have ever heard. I have
> worked
> damn hard earning my MPH. Now you want to take jobs away from me
> and
> others (or reduce / devalue the salary even more) by training people at
> the
> Associates level. It's bad enough that we have nurses calling
> themselves
> Health Educators who don't have ANY formal training in Health
> Education.
> They call themselves Health Educators by virtue of having a BSN and a
> position. (For those BSNs who have formal training - this is not intended
> for you).
> Mr. Bowers, did you ever stop to think that IDEAS like this hurt our
> profession, they don't help it. You don't see Associate level trained
> Social Workers!!!!! Bachelor level trained psychologists!!! or Masters
> level trained physicians!!!!!!! Why? You might ask! Because it's a
> stupid idea!!!!! Why on earth would anyone want to lower the educational
> standards for Health Education?
> Please, do yourself, but especially us hardworking health educators
> a
> favor, and stop being "intrigued" by such nonsense.
>
> BTW - this is not intended as a personal attack againt you Mr. Bowers. I
> don't you to attack you. However, this is intended to be an attack of your
> idea - you did ask us what we thought. For those of you who cannot (or
> will not) seperate the difference between the two, please send your
> comments to me directly and not the list, as not to clutter it up.
>
> MJC
>
>
> At 01:18 PM 6/1/1998 -0400, Bob Bowers wrote:
>
> >Now that we have a credentialling process for health educators and
> >standards for accrediting institutions offering baccalaureate and
> graduate
> >degrees, I'd like to take a look at programs designed to prepare
> >individuals for health education related jobs at the associate degree
> >level. Is there anyone out there in HEDIR-land that can help me identify
> >successful associate degree programs designed to train community
> health
> >workers, outreach workers, etc?
> >
> >The idea sounds intriguing to me. What do the rest of the HEDIR
> members
> >think?
>
>
> *\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
>
> Michael J. Cuomo, MPH, CHES, BCSAC
> Head, Tulane Substance Abuse Clinic
> 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/text/test.html
>
> */*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
>
> ** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
>
> ** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
>
------------------------------
#1211
Date: Tue, 2 Jun 1998 09:59:55 -0700
From: "Mark P. Fulop"
Subject: Re: A.S. degree programs -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
> Bill, do you think there might be room for Health Education Assistants
> prepared at the associate degree level? Would anyone hire such a person
> to assist in them in their practice?
IMHO,
In our lifetime (provided you are at mid-life-ish), formal education as we know it
will be dismantled. The trends are all around us (see the technology sector who
is leading this revolt) and we need to be preparing for the day when our degrees
will mean little. Our worth will be measured on the impact of what we can do
rather than what we have acheived.
Here in San Diego County there are lots of communiuty based organizations that
hire folks with little or no health education training, often less than an
associates degree and call them health educators. Indeed, I have bumped into a
Director of Health Education or two who have no formal education.
Also, an unnamed local county health department has been systematically gutting
its health education department, which used to have only MPH's with a specific
concentration in health promotion as health educators. Now there are former
community lay health advisors functioning as program coordinators and as health
educators. We won't mention that last year, the Health Director of the health
department pocketed a $40-50,000 dollar bonus for his cost cutting measures in the
agency.
So the debate over who is qualified is the wrong debate. The right debate is
about the standards of practice NOT standards of preparation.. What are we
expecting health educators to do? If the standard is to be a talking brochure
(going around giving lectures) I could train an ape who knows sign language to be
a health educator. If we are asking health educators to assess, implement,
evaluate, empower, we are probably looking at a different hiring criteria.
The push has to be from the standards of practice not the standards of prepartion.
Mark Fulop, MPH, CHES
Health Informamtion Architect
South Coast Collective
Countering the Influence of the Tobacco Industry
San Diego & Orange County, CA
------------------------------
#1212
Date: Tue, 2 Jun 1998 11:12:20 -0700
From: Renee Drellishak
Subject: Re: A.S. degree programs -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
On Tue, 2 Jun 1998, Mark T. Tomita wrote:
> Bill, do you think there might be room for Health Education Assistants
> prepared at the associate degree level? Would anyone hire such a person
> to assist in them in their practice?
>
> Mark
Provided they had good written and oral communication skills, YES! As in
"in a heartbeat". I am currently assisted by undergrad students, most of
whom have some interest in health ed, but no formal training. Someone who
had more specific training, even without all of the program planning and
evaluation training one expects with a baccalaureate or master's degree,
would be an asset in our department. I am assuming that a person with an
A.A. would command higher pay than a student assistant, but less than
someone with a baccalaureate or master's degree, which would make it much
more likely that they could be squeezed into our budget.
Renee Drellishak
------------------------------
#1213
Date: Tue, 2 Jun 1998 14:33:10 -0400
From: Bill Livingood
Subject: Re: A.S. degree programs -Reply -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Mark:
My impression is that there would probably be a role, particularly if Health
Education becomes even more established as a profession. I would also
like us to consider other, perhaps multiple, titles for a paraprofessional
health educator, given the many roles where paraprofessional health
education practitioners might function. The community health worker
(grass roots community worker) and the certified addiction prevention
specialist (a non-degree D&A specialist previously discussed on the
HEDIR) might be included with or in place of the Assistant Health
Educator.
>>> "Mark T. Tomita" 06/02/98 12:05pm >>>
Bill, do you think there might be room for Health Education Assistants
prepared at the associate degree level? Would anyone hire such a
person
to assist in them in their practice?
Mark
On Mon, 1 Jun 1998, Bill Livingood wrote:
> ** See how to change your HEDIR configurations--
> ** http://131.230.221.136/information/changes.htm
>
> My impression was that Bob was talking about community health
> workers that would be at the paraprofessional level. Many
professions
> have paraprofessional type workers. In fact the more developed
> professions are probably even more likely to have them.
>
> I would agree that preparing health education professionals at the
> Associate Level would be a big step backward for the profession. I
also
> think that Health Education needs to consider moving to the graduate
> level as the entry level as many other professions are doing or have
> already done. The Health Education profession can not expect to be
> considered equal to other professions which require or will require a
> graduate degree for entry.
>
> All that aside, there is and will continue to be a role for the
> paraprofessional level community health worker as well as a range of
> other types of community health workers, such as lay health advisors.
I
> don't have a problem with formal training in higher education for these
> individuals. It may even be a good idea for health educators to do it in a
> proactive way so that we help to meet the need, but also make sure
that
> we continue to enhance the profession of health education by making
> sure there is a clear distinction.
>
> Bill Livingood
>
>
> >>> "Michael J. Cuomo, MPH, CHES, BCSAC"
> 06/01/05 02:42pm >>>
> ** See how to change your HEDIR configurations--
> ** http://131.230.221.136/information/changes.htm
>
> Bob,
>
> When you ask what others think, you better be prepared for their
> answers.......
>
> IMO this is the most ridiculous thing I have ever heard. I have
> worked
> damn hard earning my MPH. Now you want to take jobs away from me
> and
> others (or reduce / devalue the salary even more) by training people at
> the
> Associates level. It's bad enough that we have nurses calling
> themselves
> Health Educators who don't have ANY formal training in Health
> Education.
> They call themselves Health Educators by virtue of having a BSN and a
> position. (For those BSNs who have formal training - this is not
intended
> for you).
> Mr. Bowers, did you ever stop to think that IDEAS like this hurt our
> profession, they don't help it. You don't see Associate level trained
> Social Workers!!!!! Bachelor level trained psychologists!!! or Masters
> level trained physicians!!!!!!! Why? You might ask! Because it's a
> stupid idea!!!!! Why on earth would anyone want to lower the
educational
> standards for Health Education?
> Please, do yourself, but especially us hardworking health
educators
> a
> favor, and stop being "intrigued" by such nonsense.
>
> BTW - this is not intended as a personal attack againt you Mr. Bowers.
I
> don't you to attack you. However, this is intended to be an attack of
your
> idea - you did ask us what we thought. For those of you who cannot
(or
> will not) seperate the difference between the two, please send your
> comments to me directly and not the list, as not to clutter it up.
>
> MJC
>
>
> At 01:18 PM 6/1/1998 -0400, Bob Bowers wrote:
>
> >Now that we have a credentialling process for health educators and
> >standards for accrediting institutions offering baccalaureate and
> graduate
> >degrees, I'd like to take a look at programs designed to prepare
> >individuals for health education related jobs at the associate degree
> >level. Is there anyone out there in HEDIR-land that can help me
identify
> >successful associate degree programs designed to train community
> health
> >workers, outreach workers, etc?
> >
> >The idea sounds intriguing to me. What do the rest of the HEDIR
> members
> >think?
>
>
> *\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*
>
> Michael J. Cuomo, MPH, CHES, BCSAC
> Head, Tulane Substance Abuse Clinic
> 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/text/test.html
>
> */*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*/*
>
> ** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
>
> ** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
>
------------------------------
#1214
Date: Tue, 2 Jun 1998 14:48:22 -0400
From: Bill Livingood
Subject: Re: A.S. degree programs -Reply -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Mark:
I realize others share your view and it is somewhat reflected in one of
the Pew Reports. However, I can find no evidence in the development of
professions for such a phenomena. I don't think other professional
degrees such as the MD are likely to become irrelevant. It reminds me of
the opinion of some University administrators who maintained that
journals were going to become irrelevant because all information would
be available over the Internet. To the contrary, the abundance of
information has made the peer review process of journals even more
relevant. Similar to information, society will be looking for people with
expertise to provide service to society. Leaving the review to every
individual to determine each person's ability to provide a service is almost
like expecting every person to invent fire for themselves.
We clearly disagree, I tend to think that credentialing, including degrees,
will become even more meaningful. Perhaps we should consider the
consequences of a mistake by the profession if each of the positions is
wrong 30 or 50 years from now.
Bill Livingood
>>> "Mark P. Fulop" 06/02/98 12:59pm >>>
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
> Bill, do you think there might be room for Health Education Assistants
> prepared at the associate degree level? Would anyone hire such a
person
> to assist in them in their practice?
IMHO,
In our lifetime (provided you are at mid-life-ish), formal education as we
know it
will be dismantled. The trends are all around us (see the technology
sector who
is leading this revolt) and we need to be preparing for the day when our
degrees
will mean little. Our worth will be measured on the impact of what we
can do
rather than what we have acheived.
Here in San Diego County there are lots of communiuty based
organizations that
hire folks with little or no health education training, often less than an
associates degree and call them health educators. Indeed, I have
bumped into a
Director of Health Education or two who have no formal education.
Also, an unnamed local county health department has been
systematically gutting
its health education department, which used to have only MPH's with a
specific
concentration in health promotion as health educators. Now there are
former
community lay health advisors functioning as program coordinators and
as health
educators. We won't mention that last year, the Health Director of the
health
department pocketed a $40-50,000 dollar bonus for his cost cutting
measures in the
agency.
So the debate over who is qualified is the wrong debate. The right
debate is
about the standards of practice NOT standards of preparation.. What
are we
expecting health educators to do? If the standard is to be a talking
brochure
(going around giving lectures) I could train an ape who knows sign
language to be
a health educator. If we are asking health educators to assess,
implement,
evaluate, empower, we are probably looking at a different hiring criteria.
The push has to be from the standards of practice not the standards of
prepartion.
Mark Fulop, MPH, CHES
Health Informamtion Architect
South Coast Collective
Countering the Influence of the Tobacco Industry
San Diego & Orange County, CA
** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
------------------------------
#1215
Date: Tue, 2 Jun 1998 15:41:53 -0400
From: Nancy Bates
Subject: A.S. degree programs
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
On Mon, 1 Jun 1998, Bob Bowers wrote:
I think it's a great idea. I have worked with several programs who have
these types of workers to provide a variety of services. As a Master's
level practitioner, I am thrilled to have AS degree level diet technician=
do basic tasks such as nutrition screening and teaching routine nutrition=
education classes, that do not require Master's Level training and
expertise to do. In community nutrition, there are formal role
delineations for all levels of expertise from limited formal training to =
AS
degree, BS, and Master's levels. As Jenny Kramer stated, in the other
health programs I work with, community health workers and outreach worker=
s
do not do the work of health educators. Their roles are clearly defined.=
=
Health education is limited to "it's important to get into prenatal care =
as
soon as you are pregnant" and the health educators are responsible for
prenatal health education.
Bob, I don't know of specific AS programs but I can give you some leads.
1) There is a similar type of AS degree program for dietetic technicians
(DTRs) who also have to be credentialled by the American Dietetic
Association. They are qualified to do nutrition screening and preventive=
health nutrition education and counseling. The DTR programs may be a mod=
el
to start from (adapting, of course for community health and/or outreach
skills). You could start by contacting the American Dietetic Association=
who accredits the DTR programs and credentials the DTRs. Their home pag=
e
is http://www.eatright.org.
2) When I worked for the WIC program (Special Supplemental Food Program
for Women, Infants and Children) a few years ago, there was a lot of
interest in designing formal training programs for community
health/outreach workers. I think there was discussion about making them
Associate Degree programs, because of the strong interest in empowering
these women to help themselves get out of poverty. I think I remember,
also discussions about ways to make the programs reach women where they
live (distance learning, traveling teaching teams) since they tend to hav=
e
difficulty relocating or traveling long distances/outside their communiti=
es
to get to classes. I'm not sure the best place to find out about these
programs. I'll post an inquiry on another listserve to see if I can find=
any leads.
3) Some of the agencies that I have done work for have volunteer communi=
ty
health workers and/or outreach workers. They have a training program for=
them, but it is definitely NOT close to an associate degree program. If
you are interested, please e-mail me and I can put them in touch with you=
=2E
Good luck!! I hope you can identify some good programs out there!
Nancy Bates, MS, RD, DrPH candidate
Health Planning and Evaluation Consultant, Crete, IL =
and
Healthy Start Evaluation Research Assistant
Maternal and Child Community Health Science Consortium
School of Public Health, University of Illinois at Chicago
nbates1@compuserve.com
------------------------------
#1216
Date: Tue, 2 Jun 1998 15:41:57 -0400
From: Nancy Bates
Subject: FOCUS GROUP QUESTION
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Victor,
I have not used it yet (I'm planning to this summer), but I understand th=
at
qualitative analysis software such as NUD*IST or Atlas-ti are appropriate=
for analyzing focus group data. I can't put my finger on phone/web page
addresses for either at the moment, but if you can't find it, let me know=
=2E
Nancy Bates, MS, RD, DrPH candidate
Health Planning and Evaluation Consultant, Crete, IL =
and
Healthy Start Evaluation Research Assistant
Maternal and Child Community Health Science Consortium
School of Public Health, University of Illinois at Chicago
nbates1@compuserve.com
------------------------------
#1217
Date: Tue, 2 Jun 1998 12:54:05 -0700
From: "Mark P. Fulop"
Subject: Re: A.S. degree programs -Reply -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
> We clearly disagree, I tend to think that credentialing, including degrees,
> will become even more meaningful. Perhaps we should consider the
> consequences of a mistake by the profession if each of the positions is
> wrong 30 or 50 years from now.
Bill, I now have 2 master's degrees and CHES. I believe credentials are
important ... but ... I am not talking about opinion here. I am talking about
facts. I can't dispute the fact that the local health department which once had
some of the highest standards around, MPH only with an emphasis in community
health education (epi MPH and even MCH MPH's need not apply) now has one of the
lamest standards in the area.. That is reality not opinion. If we continue to
frame the debate as a professional preparation issue, we are fighting the wrong
battle. We argue professional preparation when we need to be leaning on the
nation's 6th largest public health infrastrucure and demanding that the
standards of practice be brought back up to a level that creates a demand for
AA, BA and MPH level folks. but again, if the health department only demands
talking monkeys then that is what they will get.
> I realize others share your view and it is somewhat reflected in one of
> the Pew Reports. However, I can find no evidence in the development of
> professions for such a phenomena. I don't think other professional
> degrees such as the MD are likely to become irrelevant.
>
As far as MD's are concerned, I just heard a radio report of private practice
docs in the northwest organizing into a union to fight the decreasing standards
of practice (i.e., increasing use of PA's and NP's). Also note the
reimbursement health plans like Oxford are now allowing for alternative
therapies. Clearly a decrease in the standards of practice as valued by
M.D's....
My point, If we want to decrease the consequences of the continued decreases in
the standards of health education practice, we need to be leveraging standards
of practice, not standards of preparation.....
Mark Fulop, MPH, CHES
Health Informamtion Architect
South Coast Collective
Countering the Influence of the Tobacco Industry
San Diego & Orange County, CA
------------------------------
#1218
Date: Tue, 2 Jun 1998 16:40:37 -0400
From: Bill Livingood
Subject: Re: A.S. degree programs -Reply -Reply -Reply
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Mark:
I understand that you have some very real experience and observations
that effect your perceptions. It reminds me of generalizations about the
decline in health education programs when a University program closed
down. People said it was a trend leading to the end of health education
professional preparation even though other programs were growing and
thriving in the same state.
I can not disagree with your facts. However there is an issue related to
how much those incidents reflect what is happening in the rest of the
world and this country in particular. My point is that the study of the
history of professions and the system of professions indicates where
health education needs to go.
I also do not disagree with the concept of improving standards. I simply
think that those standards also need to be improved and applied to
professional preparation and credentialing.
There are many ways that a profession can enhance itself related to
other professions and society in general. Professions will always be in
constant competition as is the example that you provide related to
medicine. Are taking the position that the concept of "professions" is
dead or quickly dying? Are you taking the position that credentials such
as degrees, certifications and licenses are becoming irrelevant? As a
someone who has tried to study our society's system of professions, I
simply can not agree. I do appreciate the discussion.
Bill Livingood
>>> "Mark P. Fulop" 06/02/98 03:54pm >>>
> We clearly disagree, I tend to think that credentialing, including degrees,
> will become even more meaningful. Perhaps we should consider the
> consequences of a mistake by the profession if each of the positions
is
> wrong 30 or 50 years from now.
Bill, I now have 2 master's degrees and CHES. I believe credentials are
important ... but ... I am not talking about opinion here. I am talking about
facts. I can't dispute the fact that the local health department which once
had
some of the highest standards around, MPH only with an emphasis in
community
health education (epi MPH and even MCH MPH's need not apply) now has
one of the
lamest standards in the area.. That is reality not opinion. If we continue
to
frame the debate as a professional preparation issue, we are fighting the
wrong
battle. We argue professional preparation when we need to be leaning
on the
nation's 6th largest public health infrastrucure and demanding that the
standards of practice be brought back up to a level that creates a
demand for
AA, BA and MPH level folks. but again, if the health department only
demands
talking monkeys then that is what they will get.
> I realize others share your view and it is somewhat reflected in one of
> the Pew Reports. However, I can find no evidence in the development
of
> professions for such a phenomena. I don't think other professional
> degrees such as the MD are likely to become irrelevant.
>
As far as MD's are concerned, I just heard a radio report of private
practice
docs in the northwest organizing into a union to fight the decreasing
standards
of practice (i.e., increasing use of PA's and NP's). Also note the
reimbursement health plans like Oxford are now allowing for alternative
therapies. Clearly a decrease in the standards of practice as valued by
M.D's....
My point, If we want to decrease the consequences of the continued
decreases in
the standards of health education practice, we need to be leveraging
standards
of practice, not standards of preparation.....
Mark Fulop, MPH, CHES
Health Informamtion Architect
South Coast Collective
Countering the Influence of the Tobacco Industry
San Diego & Orange County, CA
------------------------------
#1219
Date: Wed, 3 Jun 1998 12:16:56 EDT
From: "Stuart W. Fors, EdD"
Subject: locating someone
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Hi Folks - I am trying to locate a colleague of ours who I haven't seen
for over ten years. I worked with her on some school-based health ed.
projects in the 80s. Her name is Gilda Gussin. The last I heard, she
was living and working in the Boston area. Does anyone have any news
about her? Please reply directly to me and not to the entire list.
thanks. stu
Stu Fors, Head
Dept. of Health Promotion and Behavior
University of Georgia
307 Ramsey Student Center
Athens, GA 30602-6522
(706) 542-4365; FAX 4956
------------------------------
#1220
Date: Wed, 3 Jun 1998 13:21:34 -0700
From: "Sandra Smith, MPH, CHES"
Subject: [Fwd: CONGRESSIONAL RESOLUTION TO REDUCE BINGE DRINKING]
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
This is a multi-part message in MIME format.
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Forwarding this form another list for those
dealing with student/alcohol issues. SS
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Date: Wed, 3 Jun 1998 14:23:35 -0400
Reply-To: lmckenna@LASALLE.EDU
Sender: Student Health Services
From: lmckenna@LASALLE.EDU
Subject: CONGRESSIONAL RESOLUTION TO REDUCE BINGE DRINKING
To: Multiple recipients of list SHS
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Content-type: text/plain; charset=us-ascii
FYI , This came from a Drug and Alcohol list, I'm surprised SHS list or
ACHA hasn't commented, maybe everyone but me is in San Diego.
---------------------- Forwarded by Laura McKenna/Student Health
Services/LaSalle on 06/03/98 02:19 PM ---------------------------
From: Robert J Chapman on 05/29/98 01:56 PM
To: drughied@tamvm1.tamu.edu
cc: (bcc: Laura McKenna/Student Health Services/LaSalle)
Subject: CONGRESSIONAL RESOLUTION TO REDUCE BINGE DRINKING
What follows is a copy of a recent FAX sent by the Center for Science in
the Public Interest to many in the AOD/higher ed field regarding a pending
Senate Resolution regarding collegiate binge drinking (URL at end).
Attached are the html file from CSPI which can be opened in your web
browser AND the correspondence I have had with Debra Erenberg of CSPI
regarding questions I have regarding item the Senate Resolution. I invite
you to review this information and comment if you like.
On December 11, Representative Joseph P. Kennedy II (D-MA) proposed a
resolution of the U.S. House of Representatives aimed at changing the
campus drinking culture to support healthier student choices about alcohol.
The "Collegiate Initiative to Reduce Binge Drinking" ( H. Res. 321 ) calls
on all college and university administrators to adopt a code of principles
designed to create a campus environment that de-emphasizes the role of
heavy drinking in student life (below). The Resolution notes that: many
college presidents rank alcohol abuse as the number one problem on campus;
alcohol is a factor in the three leading causes of death for 15-24 year
olds; alcohol is involved in a large percentage of campus rapes, violent
crimes, student suicides, and fraternity "hazing" injuries; almost half
(44%) of all students qualify as binge drinkers; and heavy drinking causes
problems for students who drink and has "second hand" effects for other
students.
Although it would not create a legally binding requirement for college
campuses, House Resolution 321, if supported by a majority of
representatives, would express the sense of the House that student drinking
has become a national problem that federal leadership can help address. No
formal vote will be taken on the measure. Members show their support by
signing on to the Resolution.
Please contact your Representative and ask him or her to sign-on to House
Resolution 321, "The Collegiate Initiative to Reduce Binge Drinking." To
send an e-mail on H. Res. 321 click here.
Remember that telephone calls are usually fielded by a staff member, not
the member of Congress. Ask to speak with the aide who handles alcohol or
higher education issues. After identifying yourself and the Resolution,
briefly state the reasons for your support and ask your Representative to
support the Resolution. Ask your Representative's office to contact Brandon
Mitchell at Rep. Kennedy's office (202/225-5111).
If you decide to write a letter, please consider these tips from Roll
Call, a newspaper covering Congress:
* Your purpose for writing should be stated in the first paragraph of
the letter.
* Be courteous, to the point, and include key information, using
examples to support your position.
* Address only one issue in the letter; and, if possible, keep the
letter to one page.
Please contact Debra Erenberg for further information about the Resolution
or college drinking in general, or by phone at 202-332-9110, ext. 338.
------------------------------------------------------------------------
Sec. 2. Sense of the House of Representatives.
It is the sense of the House of Representatives that, in an effort to
change the culture of alcohol consumption on college campuses, all college
and university administrators should adopt the following code of
principles:
(1) For an institution of higher education, the president of the
institution shall appoint a task force consisting of school administrators,
faculty, students, Greek system representatives, and others to conduct a
full examination of student and academic life at the institution. The task
force will make recommendations for a broad range of policy and program
changes that would serve to reduce alcohol and other drug-related problems.
The institution shall provide resources to assist the task force in
promoting the campus policies and proposed environmental changes that have
been identified.
(2) The institution shall provide maximum opportunities for students to
live in an alcohol-free environment and to engage in stimulating,
alcohol-free recreational and leisure activities.
(3) The institution shall enforce a "zero tolerance" policy for the
illegal consumption of alcohol by its students and will take steps to
reduce the opportunities for students, faculty, staff, and alumni to
legally consume alcohol on campus.
(4) The institution shall vigorously enforce its code of disciplinary
sanctions for those who violate campus alcohol policies. Students with
alcohol or other drug-related problems shall be referred to an on-campus
counseling program.
(5) The institution shall adopt a policy of eliminating alcoholic
beverage-related sponsorship of on-campus activities. It shall adopt
policies limiting the advertisement and promotion of alcoholic beverages on
campus.
(6) Recognizing that school-centered policies on alcohol will be
unsuccessful if local businesses sell alcohol to underage or intoxicated
students, the institution shall form a "Town/Gown" alliance with community
leaders. That alliance shall encourage local commercial establishments that
promote or sell alcoholic beverages to curtail illegal student access to
alcohol and adopt responsible alcohol marketing and service practices."
------------------------------------------------------------------------
http://www.cspinet.org/booze/janalert.htm
------------------------------
#1221
Date: Wed, 3 Jun 1998 16:55:37 -0400
From: Michaela Conley
Subject: Job Posting
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This is a multi-part message in MIME format.
------=_NextPart_000_000F_01BD8F10.6EFF0F60
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: 7bit
Posted as a courtesy to the list from HPRI http://www.hpridirect.com
Health Promotion Manager
CIGNA HealthCare of SoCal, Glendale, CA
SALARY RANGE: $43,200 - $64,800
RESPONSIBILITIES
Develops, coordinates, implements, & evaluates Care Management outreach
programs for Medicare Senior members.
Develops, coordinates, implements, & evaluates Health Education Programs for
members & potential members, employer groups, & providers.
Develops, coordinates, & implements employer group/broker Care Management
presentations & tool kits to support CIGNA's growth & retention strategies.
Participates in health plan accreditation efforts to ensure compliance with
government regulatory agency & accreditation standards.
No direct patient care.
ESSENTIAL SKILLS REQUIRED
* Excellent marketing presentation skills
* Detailed project management skills with excellent follow-through
* Excellent analytical & business-writing skills
* Proficient computer word processing skills
BACKGROUND
* Master's or Bachelor's degree in health related field
* Proven excellence as a Project Manager, including program development,
implementation, & evaluation
* 2 years experience in disease mgmt, health promotion, health education,
and/or preventive care
* 2 years experience in Managed Care Environment is desirable
Fax resume to: Care Management Department CIGNA HealthCare of Southern
California (818) 500-6635
Learn more about jobs in health promotion from HPRI
http://www.hpridirect.com
------------------------------
#1222
Date: Wed, 3 Jun 1998 14:06:35 -0700
From: "Mark P. Fulop"
Subject: Re: A.S. degree programs -Reply -Reply -Reply
** See how to change your HEDIR configurations--
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Bill Livingood wrote:
> There are many ways that a profession can enhance itself related to
> other professions and society in general. Professions will always be in
> constant competition as is the example that you provide related to
> medicine. Are taking the position that the concept of "professions" is
> dead or quickly dying? Are you taking the position that credentials such
> as degrees, certifications and licenses are becoming irrelevant? As a
> someone who has tried to study our society's system of professions, I
> simply can not agree. I do appreciate the discussion.
AH, I get it finally. I agree it is a push/pull. Thanks....
Mark Fulop
------------------------------
#1223
Date: Thu, 4 Jun 1998 11:51:18 -0500
From: "Cunnien, Renae D.Ph.D."
Subject: JOB WEBSITES PLEASE
** See how to change your HEDIR configurations--
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I know this has come up many times before, but could somebody please
identify any websites which list health education positions?
Thanks,
Renae D. Cunnien, Ph.D.
Patient and Health Education Specialist
Mayo Clinic Scottsdale
------------------------------
#1224
Date: Thu, 4 Jun 1998 16:03:37 -0400
From: "Mark T. Tomita"
Subject: Re: JOB WEBSITES PLEASE
** See how to change your HEDIR configurations--
** http://131.230.221.136/information/changes.htm
Renae,
Please come and visit us at HEPR.
http://www.nyu.edu/education/hepr/
We have over 150+ health education jobs, including K-12 Health Teacher
positions.
Also, we have links to hundreds of job web sites, job search engines, and
health-related organizations.
JOB POSTINGS AT OTHER WEBSITES
http://www.nyu.edu/education/hepr/jobs/available/other_jobs.html
Job Links By State
http://www.nyu.edu/education/hepr/jobs/available/job_links/index.html
Thanks.
Mark
=========================
On Thu, 4 Jun 1998, Cunnien, Renae D.Ph.D. wrote:
> ** See how to change your HEDIR configurations--
> ** http://131.230.221.136/information/changes.htm
>
> I know this has come up many times before, but could somebody please
> identify any websites which list health education positions?
>
> Thanks,
> Renae D. Cunnien, Ph.D.
> Patient and Health Education Specialist
> Mayo Clinic Scottsdale
>
> ** The Second Issue of IEJHE is here-- http://131.230.221.136/iejhe
>
___________________________
#1225
Date: Fri, 5 Jun 1998 07:30:35 -0400
From: Karen & Robert Goldman
Subject: Health Ed. Material Announcement and Question
** See how to change your HEDIR configurations--
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Announcement:
I am pleased to announce the availability of a new childhood lead poisoning
prevention health education product: Lead RUMMY.
Lead RUMMY is a card game, that has 52 cards in four suits (Lessons,
Effects, Actions, and Dangers - instead of Hearts, Diamonds, Clubs and
Spades - and spells LEAD, too boot!) and is played like Gin Rummy. Players
try to get four of a kind of a card (example: four 7's - which spell LEAD or
a run/sequence of three numbers in the same suit). To pick up or discard a
card, you must read the question on the card in question and answer it.
Instructions and answers provided.
The best part, I think, are two blank cards in each suit so health educators
can tailor the game to meet their audiences' needs - remember to use
eraseable ink or the option is lost after one use!
Price: $12.95 - discounts after 6 decks
Best use: to evaluate client/parent learning and health educator
effectiveness in communicating information to parents after 1 or more
presentations/health education sessions; IS NOT INTENDED TO TEACH ABOUT LEAD
POISONING FROM SCRATCH
Contact: Resource Center, Environmental and Occupational Health Sciences
Institute, 170 Frelinghuysen Road, Piscataway, NJ 08855 or phone:
732-445-0110; fax: 732-445-0122
Developed by: Karen Denard Goldman, PhD, CHES
Question:
Am interested in submitted this for some sort of health education material
award. Does anyone have any ideas?
Thank you. Hope this helps all involved in childhood lead poisoning prevention!
kdg
Karen Denard Goldman, PhD, CHES
until July 1: Rutgers University, Dept of Urban Studies and Community Health
Phone: 732-932-4101 ext. 671
Fax: 732-932-0934
As of Sept. 1 Lehman College, CUNY, Health Education and Promotion Dept.
250 Bedford Park West Boulevard, Gillett Hall - 422-C
Bronx, NY 10468
Phone: 718-960-8763
Fax: 718-960-8089
Home fax: 718-855-1247
------------------------------
#1226
Date: Fri, 5 Jun 1998 09:20:29 PDT
From: Victor Ramirez
Subject: FOCUS GROUP ANALYSIS RESPONSE
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Thanks to everyone who took the time to respond to my question, it has
been really helpfull.
Basically the ones that were most mentioned were:
NUD*IST
Atlas-ti
Ethnograph
E-Z text (by CDC)
DT Search
Hyper RESEARCH
and I know that one of my professors uses WORD, I don't know how but
that is what I've heard.
Again Thanks!
Victor Ramirez
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
------------------------------
#1227
Date: Fri, 5 Jun 1998 12:16:56 -0400
From: Stephen C Goodwin
Subject: AAHE Awards - Eastern District
** See how to change your HEDIR configurations--
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If you are not an EDA member or interested in nominating an EDA Health
Educator please delete.
We are in the process of collecting nominations for the six AAHE awards.
The awards are given for the Health Education Professional of the Year in:
1) Agency/Public/Community
2) Business/Industry/Workplace
3) Clinical/Medical Care/Patient Care
4) College/University
5) School (K-12)
6) Health Education Administration
To qualify a person may not be a previous winner of the same award, must
be living, may not be a member of the AAHE awards committee or board of
directors, and they must have at least 5 years of experience in the area
of the award. They do NOT have to be a member of AAHE or AAHPERD.
If you know someone you would like to nominate please forward their name
to me (Steve Goodwin) at goody@udel.edu. I will be out of town for a
couple weeks so I will get back to you as soon as possible.
Thank you. Steve Goodwin, University of Delaware
------------------------------
#1228
Date: Fri, 5 Jun 1998 08:25:32 +0000
From: "Andrew P. Jenkins, PhD"
Subject: Friday Inspiration
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Friends and Fellows,
Here'a just a nice little ditty that came my way this week:
*Here's to the Kids Who Are Different*
Here's to the kids who are different
The kids who don't always get A's
The kids who have ears twice the size of their peers,
And noses that go on for days...
Here's to the kids who are different,
The kids they call crazy or dumb,
The kids who don't fit, with the guts and the grit,
Who dance to a different drum...
Here's to the kids who are different,
The kids with the mischievous streak,
For when they have grown, as history has shown,
It's their difference that makes them unique.
Digby Wolfe
Enjoy the weekend.
Andy J :{)
________________________________________________________________________
"Men do not quit playing because they grow old; they grow old because
they quit playing" Oliver Wendell Holmes
Andrew P. Jenkins, Ph.D., CHES
Associate Professor
Health Education Dept.
Central Washington University
Ellensburg, WA 98926
509-963-1041
FAX 509-963-1848
------------------------------
#1229
Date: Fri, 5 Jun 1998 09:35:33 -0700
From: Margo Harris
Subject: Personal Life Changes
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Well, nothing stays the same! Please note below the new email address,
business name, and URL I am now using. Thanks. Margo
Margo Harris
Technology In Education Institute
Seattle, WA
Email: margo@techined.com
Web: http://www.techined.com/
------------------------------
#1230
Date: Fri, 5 Jun 1998 15:07:00 -0400
From: "Reynolds, Steven L."
Subject: Health Risk Communicator
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Greetings,
I am one of the managing editors of a newsletter called "Health Risk
Communicator." The newsletter is a publication of the Subcommittee on
Risk Communication and Education, US Department of Health and Human
Services.
I would like to publicize in the newsletter's announcement section
upcoming national events, conferences, workshops, and university courses
that would be of interest to our readers. Please send information on
only those events that will occur after August 15, 1998 directly to my
e-mail address or please feel free to give me a call. I would also be
interested in publicizing any new Internet resources that pertain to
health communications or education.
Thank you for your assistance in advance,
Steven Reynolds
ATSDR
(404)639-5018
.
------------------------------
#1231
Date: Sun, 7 Jun 1998 11:45:56 -0400
From: Daniel Leviton
Subject: Free, grant sponsored training available
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Would you be willing to place the following announcement in your
newsletter or for your discussion group?
The 25 year old AHDP at the University of Maryland at College Park
(AHDP/UMCP) was the first intergenerational health promotion and
rehabilitation program in the country. The AHDP/UMCP is a partially
self-supporting academic course, a medical school elective, and
volunteer program with its own Board of Advisors.
We have received a 3-year grant from the John A. Hartford Foundation to
train directors (faculty) at 16 universities or colleges to have their
own Adult Health & Development Program. We trained one wave of
representatives from 8 sites in 1997-98, and will train another wave of
eight or more in 1998.
Following our usual procedure we will train one administrator per site
on Oct. 16-17, 1998, and will train two faculty per site in on Nov.
3-7,1998 at College Park, MD to serve as directors. The rationale is
that a highly motivated and supportive administrator (e.g., Chair, Dean,
Provost, and/or President) is vital to the establishment of a durable
academic course and program. In turn, the directors would train their
staffers (students and others) and run their AHDP in the fall 1999, and
every semester thereafter. Training expenses such as reasonable airfare,
per diem, and hotel will be paid. Sites that start up their program may
receive up to $1,000 for technical assistance.
Following the 1« day Administrators' Training Workshop, administrators
will need to sign a letter of commitment. If you wish to be considered
for selection for training in the fall 1998 to become part of the
National Network for Intergenerational Health (NNIH) please let me know.
For more information and a detailed description of the AHDP/NNIH, see
its web page at:
http://www.inform.umd.edu/HLTH/faculty/dleviton
Thank you.
--
Dr. Daniel Leviton
College of Health & Human Performance
University of Maryland
College Park, MD 20742-2611, Phone: (301) 405-2528
------------------------------
#1232
Date: Mon, 8 Jun 1998 08:56:30 -0400
From: Lisa Scott
Subject: Information for researchers and practitioners
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><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><>
> H E A L T H a n d B E H A V I O R
> I N F O R M A T I O N T R A N S F E R ( H A B I T )
> June 4, 1998 <> Vol. 1, No. 7
>
> =3D=3D> C O N T E N T S <=3D=3D
>* GREETINGS
>* NIH NEWS
> 1) Update: Reorganization of Behavioral and Social Science Study
>Sections
> 2) Maintenance of Behavior Change: NHLBI Research Needs
> 3) Happy Birthday, NICHD
> 4) New Communication RFA's
>* OTHER NEWS
> 5) Behavioral Science and Public Health
> 6) New Tobacco Journal
> 7) Behavioral Medicine in Primary Care
> 8) Media Clips: Health & Behavior Research
>* NEWS FROM THE CENTER
> 9) Successful Aging
>* RESOURCES (19 new items)
>
><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><>
>
> =3D=3D> G R E E T I N G S <=3D=3D
>Dear Colleagues:
>The Health and Behavior Alliance is getting ready for its second annual
>meeting in a few weeks. (The Alliance is a group of 24 health and
>behavior research societies that launched HABIT
>). Member organizations
>will be deciding next year's agenda for working together "to advance the
>priority of and resources devoted to health and behavior research."
>
>Possible activities include seeking increased funds for researcher
>training or research funding, focusing on peer review restructuring or
>other processes, working to increase researcher "uptake" of existing
>funding and training opportunities, and joining with existing campaigns
>to advance our priorities.
>
>If you have suggestions for actions we should be taking, let your
>society know, or tell us directly so we can discuss your ideas at the
>meeting. (Be sure to let us know which society/ies you belong to.) As
>always, we look forward to your ideas. Send them to HABIT editor, Roni
>Neff, rneff@cfah.org
>Jessie Gruman, PhD
>Executive Director
>Center for the Advancement of Health
>
><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><>
>
> =3D=3D> N I H N E W S <=3D=3D
>1) UPDATE: REORGANIZATION OF BEHAVIORAL AND SOCIAL SCIENCE STUDY
>SECTIONS
>Next week, the Center for Scientific Review at the NIH will convene a
>meeting of outside scientists to develop a new set of study sections for
>peer review of all behavioral and social science applications at NIH.
>The study sections they construct will be based on "clusters" of
>research topics as previously defined by the NIH's internal committee in
>conjunction with a group of 24 extramural scientists. The meeting is an
>important event in the extended process of restructuring the study
>sections (described in HABIT #1).
>
>The structure of peer review study sections has a major impact on the
>behavioral and social science research that gets funded. It is critical
>that sections be constructed with vision and understanding about
>national needs and scientific priorities. If you have a perspective the
>committee scientists should be considering next week, contact them or
>NIH committee members. They are your representatives.
>
>NIH says the list of invitees to the June 10-12 meeting, and the listing
>of proposed clusters, will "soon" be posted at:
>.
>
><> <> <> <> <> <> <>
>
>2) MAINTENANCE OF BEHAVIOR CHANGE IN CARDIORESPIRATORY RISK
REDUCTION:
>Implications from Observational and Intervention Studies and Directions
>for Future Research.
>During the past few months a multidisciplinary group of experts in
>obesity, smoking, dietary and physical activity behavior change have
>outlined the state of research and of research needs in behavior change
>maintenance. For each of the four behavior areas, the working groups
>addressed: criteria for successful change and maintenance; prevalence of
>the problem; lapse/relapse; maintenance strategies that have been
>studied; differences between short and long-term change; and the
>interaction of one behavior with other behaviors.
>
>The working groups and the National Heart, Lung and Blood Institute
>(NHLBI) invite researchers to attend an interactive workshop at which
>they will present and discuss the findings. Robin Hill, PhD of the
>NHLBI says the institute hopes the process will lead to concrete funding
>opportunities.
>
>THE DETAILS: July 6, 1998, Lister Hill Auditorium at the NIH, Bethesda,
>Maryland. Limited seating. To register, send the following to
>: Name; Degree(s); Title; Department;
>Organization; Address; Telephone; Fax; Email.
>
><> <> <> <> <> <> <>
>
>3) HAPPY BIRTHDAY, NICHD
>The National Institute for Child Health and Human Development is
>celebrating its 35th birthday. On June 3, "Friends of NICHD" celebrated
>by hosting a well-attended scientific exhibition on Capitol Hill in
>Washington, D.C. The exhibition, co-hosted by 29 members of Congress,
>was a chance for attendees, including many Senators, Representatives and
>Congressional staff, to see some of the Institute's important work and
>to show their support for NICHD and research funding. The exhibition
>reflected the importance that NIHCD places on behavioral and social
>sciences.
>
><> <> <> <> <> <> <>
>
>4) COMMUNICATION FUNDING
>This week, we highlight two new NIH Requests for Applications (RFAs)
>related to health communications. Although the RFAs were developed
>independently, they have important things in common. Both strongly
>encourage partnerships between traditional and nontraditional
>investigators, and both place a premium on innovation.
>
><><> The National Cancer Institute RFA, "HEALTH COMMUNICATIONS IN CANCER
>CONTROL," seeks to strengthen the ability to communicate about all
>aspects of cancer from prevention to survivorship. Says Sherry Mills,
>MD, MPH, Program Director, "Given the explosion of information and
>technology, this may be a great time to test both the tried and true
>approaches and the more innovative or technical communication approaches
>[so long as they are theory driven and hypothesis based.]
>
>"We are really trying to encourage nontraditional investigators and
>approaches, and different partners, such as people more versed in
>communications. We want to see a marriage of the science of cancer
>control and the science of health communications. We want to see
>applications from people who don't normally look to the Cancer Institute
>for funding."
>
>Communicating about cancer may be different from communicating about
>other diseases for several reasons. It involves an unusual amount of
>uncertainty, and imposes a special psychological burden. Says Mills,
>"People are just starting to understand that cancer is a thing you can
>live with. It is also a disease that in many cases can be prevented. How
>do we get these messages out?" The RFA is funded at $2.5 million per
>year for 4 years. If enough outstanding proposals are received,
>additional funding may be made available. RFA: CA-98-014. Letter of
>Intent Due: July 9, 1998. Application Due: August 26, 1998.
>
><><> The National Institute of Environmental Health Sciences (NIEHS)
>RFA, "ENVIRONMENTAL JUSTICE: PARTNERSHIPS FOR COMMUNICATION"
>(ES-98-006), "is designed to stimulate community outreach, training,
>research and education efforts that will become the catalyst for
>reducing exposure to environmental pollutants in underserved
>populations. The main objective of this RFA is to establish methods for
>linking members of a community, who are directly affected by adverse
>environmental conditions, with researchers and health care providers,
>and to enable this partnership to develop appropriate research
>strategies to address environmental health problems."
>
>According to Dr. Allen Dearry, Chief of the Chemical Exposures and
>Molecular Biology Branch at NIEHS, "The intent is to bring together
>community members in areas affected by contaminants with researchers and
>clinicians. We want to ensure that the community has a voice in
>identifying the problems and in defining the strategy for alleviating
>them." The NIEHS environmental justice program began five years ago, ,
>currently supports 12 projects across the country, and is considered an
>innovative model for support of community-driven research within the
>federal government. Letter of Intent Due: July 1, 1998. Application
>Due: October 27, 1998.
>
>
><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><>
>
> =3D=3D> O T H E R N E W S <=3D=3D
>5) PUBLIC HEALTH AND BEHAVIORAL SCIENCE
>"Our worlds are so interlinked. We should have been doing this a long
>time ago!" said one participant overheard at the recent conference,
>"Public Health in the 21st Century: Behavioral and Social Science
>Contribut