#908
Date: Sat, 1 May 1999 07:49:33 -0600
From: "William B. Cissell"
Subject: Health Education versus Health Promotion
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Ernie,
Health educators do not have the luxury of claiming
health promotion as our exclusive domain, never did and never
will. Health promotion includes coercive applications, including
engineering highways to reduce auto crashes, passing laws that
require the wearing of seat belts and driving in a sober state,
enforcing seat belt and sobriety laws by arresting violators,
practicing medicine, and performing nursing and allied health duties.
Anyone who acts to promote health is a health promoter. Delineating
the role of a health promotion specialist would be far more complex
than the role delineation process conducted, and currently being
revisited, for health education specialists.
I have no desire to be a health promotion specialist, while
I am quite willing to promote health in my capacity to do so as
a health education specialist. I believe that those who want our
profession to be health promotion have a misconception of the
range of knowledge, skills, and competencies that define the
health education profession. Please take a close look at the
ten areas of responsibility, competencies, and subcompetencies
of both the entry-level and graduate health educators. Do they
not match a health education specialist far, far better than a
health promotion specialist? Are these not the areas of responsibility
that we want to define our research and practice?
We have succeeded in getting an SOC recognition of the
health education specialist. We are far less likely to be able
to have such SOC recognition apply the identity of health promotion
specialist to members of the same professional group. The Cooper Aerobic
Institute graduates would never stand for it.
Bill wcissell@twu.edu
------------------------------
#909
Date: Sat, 1 May 1999 11:43:38 -0700
From: jean henry
Subject: Re: QOL questionnaire - SF-36
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
please look carefully at the objectives of your study or intent for
using the SF-36. it was originally designed, and most often used, to
assess efficacy of treatment. overwhelmingly medical-model. it has been
applied in non-treatment settings for apparently healthy individuals,
and still appears to provide some usable data, but still, that was not
the original design intent of the instrument. it is certainly not a
health risk assessment. make sure it matches your need/want.
as a former competitive athlete and current recreational athlete, when i
took it, it pretty much indicated i should be in a hospital receiving
physical therapy and psychiatric care. maybe not too far from the truth
if you ask some of my friends and colleagues, but not really reflective
of my functional capacity and actual quality of life.
******************************************************************
jean henry, ph.d.
dept. of health and physical education
univ. of nevada, las vegas
>The SF-36 is the most widely used (and validated) health
>assessment in the world -- that measures functional health and 'health
>related quality of life" -- it is also part of the HCFA/NCQA "Health of
>Seniors" measure, now being administered in all 290 Medicare provider
HMO's.
>The SF-12 is a shorter version (12 items of the original 36). Both of
these
>instruments are widely used (not just in this country, but in more than
45
>other countries). You can see these instruments (and even run
interactive
>demos) on the QualityMetric Web site at www.qmetric.com.
------------------------------
#910
Date: Sun, 2 May 1999 13:19:33 +0300
From: Ansa Ojanlatva
Subject: Re: violence debate
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
One possible response...
Finland is considered a violent culture, more than an average one by EU
standards. In short, there has been discussion as to why and whether
behavior has changed. I have seen some come to the conclusion that the
violence has always been there but that the means to lash out have
changed: the "weapons" are more harsh and effective now, and social issues
tied to crime are more complicated. Ansa Ojanlatva.
On Fri, 30 Apr 1999, Dave Remmert wrote:
> ** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
> ** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
>
> Good Morning All:
>
> I've read with interest the current ongoing debate re. violent
> tendencies in Males. Perhaps we are all looking for something to blame
> the recent rash of school shootings on, but we have to realize that this
> is not a failure of gender, but a failure of society. It seems obvious
> that males are naturally more agressive than females and the homicide
> statistics are skewed in the male direction. But in terms of the
> present situation, I think we need to ask why are these incidents
> occuring now when they didn't twenty years ago. What significant
> changes have occurred in the last twenty or more years that have
> influenced behavior to make this kind of incident more commonplace?
> Certainly, males were the same biologically 20-30 years ago (and equally
> as naturally agressive). What has changed that makes certain males now
> more prone to lashing out?
>
> What do you think??
>
> Thanks,
>
> David M. Remmert, M.P.H.
>
> ** The New Issue of IEJHE is here: http://www.iejhe.siu.edu
> ** Check out Minnesota State--Mankato's International Courses:
> ** http://www.mankato.msus.edu/dept/ipo/india.htm
>
Ansa Ojanlatva
University of Turku
Dept Public Health
20520 Turku
tel. +358-2-333-8513
fax +358-2-333-8439
------------------------------
#911
Date: Sun, 2 May 1999 08:46:47 -0500
From: Michael Pejsach
Subject: Re: The other side of Colorado
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Let's all remember that humanity's greatest peace makers, and proponents of
non-violence, were men: Gandhi and King as recent examples.
Let us also not forget, on a more negative side, that Joan of Arc, other notable
female "heroes," and most of the European and British queens, were as violent as they
come!
One has to wonder if there is any sense in expending any energy at all in blaming,
looking for non-research based causes, and "fighting" over who did what to whom,
when. Wouldn't it be more efficient if we all gathered around the fire, gracefully,
strategically, and holding hands to try to find real holistic, believable, methods
for peace making? You know....we can all work together on this because we all care.
The difference in opinion and ideas should not stop us from our focus on the
solution, on the eradication of violence, something we must do for our children and
grandchildren. Don't give up on your ideas and opinions, but never forget the
children.
Michael
Karyn Pomerantz wrote:
> ** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
> ** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
>
> Dear HEDIRers,
>
> I think people are misinterpreting the analysis made about male violence.
> It is not anti-male. The author wrote how violence and other behaviors
> are influenced by the way people are socialized to fill particular roles -
> and that occurs whether they are roles based on gender, class, or
> so-called "racial" groups. I've always thought that the economic
> system generates specific expectations for groups in order to maintain a
> social and political order.
>
> For example, racism attempts to divide people from one another and to
> scapegoat one particular group over another. The Nazis carried this to
> extremes. In the end, these divisions hurt us all (unless you're the one
> holding the purse strings). It is in everyone's interest to fight racism
> as it is to fight discrimination based on gender. I don't blame male or
> white workers for the racism and sexism generated by a larger system.
>
> However, we all need to fight these divisions and the violent attacks
> against people of color whether by the police, the Klan, or Nazi-loving
> high school students; against gay and lesbian people; and against women.
> Violence can be useful when it is used as part of a movement for social
> change (such as the anti-apartheid struggles); it is not useful for us
> when it is used to fight workers overseas in the Balkans or in Iraq.
>
> We really need to fight for a system where everyone is valued and not
> measured by economic success and status. In a world where people are not
> marginalized or powerless, interpersonal violence would probably be
> far less prevalent.
>
> Happy May Day! karyn
>
> Karyn L. Pomerantz, MLS, MPH
> Distance Education Program, SPHHS
> Himmelfarb Library, GWUMC
> 2300 I St., NW, Washington, DC 20037
> 202/994-2976, kpomeran@gwu.edu
>
> On Thu, 29 Apr 1999, Joe Baker wrote:
>
> > ** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
> > ** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
> >
> > >Date: Thu, 29 Apr 1999 09:03:14 -0500
> > >To: taylorbw@JMU.EDU
> > >From: Joe Baker
> > >Subject: Re: The other side of Colorado
> > >
> > Until the reply made by original sender because of expressed sentiment to
> > the article, I felt no need to send this on, but I am more than glad to
> > share my response to Bruce Taylor:
> > >
> > >Thanks for sending this on; what a biased and simplistic load of horse
> > manure. I would wager that as in most other areas, i.e. smoking, heart
> > disease, etc., women are soon to catch up in the violence arena. Take a
> > look at the new figures in increases in violent crime by women and the
> > increase in women incarcerated- all without the benefit of high levels of
> > testosterone. What a sad and accusitory little piece this is. :-(
> > >>
> > >>
> > >>At 09:33 AM 4/29/99 -0400, you wrote:
> > >>** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
> > >>** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
> > >>
> > >>This is one "commentary" I can not let go without a
> > >>response, however I need time to let my blood pressure
> > >>return to normal and to let my testosterone levels drop
> > >>prior to responding, I know atypical for us violent,
> > >>insensitive men, but more to follow.
> > >>
> > >>
> > >>On Wed, 28 Apr 1999 06:50:01 -1000 Dana Lear
> > >> wrote:
> > >>
> > >>> ** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
> > >>> ** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
> > >>>
> > >>> (from www.houstonchronicle.com.)
> > >>>
> > >>> April 26, 1999, 05:50 p.m.
> > >>>
> > >>> Reaping what we sow in the ways we rear our boys
> > >>>
> > >>> By BEVERLY MCPHAIL
> > >>>
> > >>> Two words have consistently been used to describe the school shooting in
> > >>> Littleton, Colo. : tragic and senseless.
> > >>>
> > >>> Although the first adjective is painfully true, the latter is not. The
> > >>> violent episode makes perfect sense to those who have made a career studying
> > >>> violence. Unfortunately, these are often not the so-called experts quickly
> > >>> gathered to serve as the talking heads to fill in between eyewitness
> > accounts
> > >>> and the community's reaction. Often overlooked are the real experts on male
> > >>> violence -- feminists.
> > >>>
> > >>> Feminists have become reluctant experts on the violence that men commit
> > >>> because many times that violence is directed toward women. The violence at
> > >>> Columbine High School and the many other examples of school violence make
> > >>> sense to feminists because a feminist analysis of violence begins with
> > gender
> > >>> and power as the central issues. In their rush for simple answers and quick
> > >>> solutions, other theorists, clinicians and politicians frequently overlook
> > >>> these two core concepts.
> > >>>
> > >>> These horrific acts of violence have a chilling commonality; that is, they
> > >>> were all perpetrated by white males. Secondly, they were perpetrated by
> > males
> > >>> who felt isolated, powerless, ridiculed and rejected. Although feminism has
> > >>> been successful in expanding the gender-role stereotypes for girls and
> > women,
> > >>> society has been less willing to adapt a more flexible sex role for males.
> > >>> Boys are still taught to be dominant, competitive, detached from others and
> > >>> dissociated from feelings.
> > >>>
> > >>> This impossible role is detrimental to both the males who adopt it and the
> > >>> boys who resist it. The boys who adopt such a role learn to ridicule and
> > >>> belittle both women and other men who are perceived as weak. It is no
> > >>> accident that boys who do not project these male sex role attributes are
> > >>> called girls and sissies and wimps.
> > >>>
> > >>> While women are socialized to turn their feelings of powerlessness and anger
> > >>> inward, boys are taught to direct it outward. It is not surprising that even
> > >>> though sexual harassment is a serious assault on a woman's person, we have
> > >>> yet to have a woman come into an office and shoot all the people who have
> > >>> been unjust and unfair.
> > >>>
> > >>> Women leave the job, or talk to friends, or take it to the courts. Yet this
> > >>> society has trained males to react differently. Men are taught to defend
> > >>> their masculinity by striking out. Picking up a gun is instant power to men.
> > >>> It gives them the power and control society has taught them they are
> > entitled
> > >>> to. Sometimes they strike out at women in the forms of rape or domestic
> > >>> violence to assert their status; and sometimes they strike out at dominant
> > >>> males and systems that have so aggrieved them.
> > >>>
> > >>> In looking for answers, the public and media often want to make these
> > boys or
> > >>> their parents monsters or mentally ill, but the chilling fact is often they
> > >>> are pretty normal boys; that is, well socialized males. Although as a
> > society
> > >>> we say we abhor violence, the culture supports and glorifies violence. Not
> > >>> only is violence acceptable, but often in movies and video games it is
> > >>> transformed into heroic and exciting events. Boys learn these lessons when
> > >>> they are given play guns at age 2 and real guns at 12. And when boys
> > begin to
> > >>> act out these destructive roles we say, "Boys will be boys."
> > >>>
> > >>> Unfortunately, these destructive gender roles are not left in the school
> > >>> yard, but are taken with men as they move onto bigger playgrounds, like the
> > >>> global stage. It is ironic that our president should mournfully state
> > that we
> > >>> must teach kids to resolve conflicts nonviolently while he has ordered
> > >>> constant bombings an ocean away.
> > >>>
> > >>> The woman's movement brought these issues to the forefront almost a
> > >>> generation ago, and yet the aisles at the toy store remain strictly
> > >>> segregated: bright pink aisles populated with dolls next to fatigue-colored
> > >>> aisles that look like miniature arsenals. And then we wonder why boys are
> > >>> violent.
> > >>>
> > >>> Yet when attempts are made to change the ways we rear boys and how we define
> > >>> masculinity, the first is response is a homophobic one; that is, a fear we
> > >>> will raise gay men. Linking sexism and homophobia is just one link in a very
> > >>> long chain that includes racism, religious intolerance and ethnic rivalries.
> > >>>
> > >>> As a culture, we divide people based on superficial characteristics such as
> > >>> sex and skin color and make them the "other." Differences that could enrich
> > >>> us are used to divide us. To feel "one-up," the other group is deemed
> > >>> inferior. The next step is to dehumanize, to hate, to hurt.
> > >>>
> > >>> Although men often subordinate women, men also define a pecking order among
> > >>> themselves. This is why all the quickly proposed solutions to stopping the
> > >>> violence won't work. More metal detectors and security cameras are not the
> > >>> solutions.
> > >>>
> > >>> The answers are complex, with many factors. At the center must be an
> > analysis
> > >>> of power and gender. This overarching theory explains why there are no
> > >>> geographic cures for violence and no place is safe. For the male sex role in
> > >>> American society is taught from Key West, Fla., to Alaska and includes
> > >>> seemingly idyllic towns forever altered in minutes in a hail of gunfire
> > -- of
> > >>> which Littleton is just the latest.
> > >>>
> > >>> For decades feminists have been talking about the gendered nature of
> > violence
> > >>> and how violence is about power. It will be a shame if all that comes from
> > >>> this latest tragedy is making trenchcoats the bogeyman without understanding
> > >>> the angry and conflicted boys beneath their protective facade.
> > >>>
> > >>> With a feminist analysis, such violence does make sense. While not
> > >>> acceptable, in a context of gender and power it is more understandable. What
> > >>> doesn't make sense is our nation's unwillingness to see how the beliefs we
> > >>> hold -- male dominance, intolerance for others and a culture of violence --
> > >>> are seeds we are sowing. What doesn't make sense is the surprise and shock
> > >>> the nation demonstrates when we are merely reaping what we sow.
> > >>> ------------------------------------------------------------------------
> > >>> McPhail, based in Houston, writes frequently on women's issues.
> > >>>
> > >>> ------------------------------------------
> > >>> Dana Lear, DrPH e-mail: d.lear@cchs.usyd.edu.au
> > >>> 1698 Keleka Road tel. +1 808 742 1266
> > >>> Koloa, HI USA 96756 fax. +1 808 742 6427
> > >>>
> > >>> ** The New Issue of IEJHE is here: http://www.iejhe.siu.edu
> > >>> ** Check out Minnesota State--Mankato's International Courses:
> > >>> ** http://www.mankato.msus.edu/dept/ipo/india.htm
> > >>
> > >>--
> > >>Taylor, Bruce W
> > >>taylorbw@jmu.edu
> > >>
> > >>** The New Issue of IEJHE is here: http://www.iejhe.siu.edu
> > >>** Check out Minnesota State--Mankato's International Courses:
> > >>** http://www.mankato.msus.edu/dept/ipo/india.htm
> > >>
> > >
> >
> > ** The New Issue of IEJHE is here: http://www.iejhe.siu.edu
> > ** Check out Minnesota State--Mankato's International Courses:
> > ** http://www.mankato.msus.edu/dept/ipo/india.htm
> >
>
> ** The New Issue of IEJHE is here: http://www.iejhe.siu.edu
> ** Check out Minnesota State--Mankato's International Courses:
> ** http://www.mankato.msus.edu/dept/ipo/india.htm
--
Michael Pejsach, Ed.D., CHES
Life&Health Enhancement Services, Inc.
59 Monterrey Drive
Kenner, LA 70065-3142
(504) 887-5425
(504) 443-5546- fax
http://www.healthbehavior.com
------------------------------
#912
Date: Sun, 2 May 1999 09:53:03 -0500
From: Ric Underhile
Subject: Re: Guide to Safe Schools
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
To list serve members,
You can also obtain the guide, "Early Warning, Timely Response: A
Guide To Safe Schools" at the following web address.
http://www.naspweb.org
Once the webpage of the National Association of School Psychologists is
loaded, there is a black triangle to the left entitled, "The National Mental
Health and Education Center." Click on the black triangle and you can also
download a copy of the manual from this site.
For your information, the National Association of School Psychologists
(NASP), the Center for Effective Collaboration and Practice (CECP) in
collaboration with the U.S. Justice Department produced this document at the
request of President Clinton. This document was handed out at the conference
on violence held at Navy Pier in Chicago in March '99' spearheaded by Pat
McGinn and a consortium of Mental Health Organizations. Kudos to Pat.
Richard Harley, NCSP, LCPC
Secretary
Illinois School Psychologists Association
------------------------------
#913
Date: Sun, 2 May 1999 15:45:30 +0431
From: David Duncan
Subject: Re: the pther side of colorado
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Personally I didn't find the editorial by Barbara McPhail to be
animal waste of any kind, nor am I likely to be a man-hater being decidedly
male myself. Many factors went into the causation of the Littleton tragedy
such as the class system of the typical suburban high school, the
exceptional level of intergroup hostility that seems to have existed at
Columbine High School, the military family background of one of the two
killers, the individual biological and psychological vulnerabilities of the
two boys, our society's stereotypes of the mentally ill and the violent
which made two good-looking White boys, with good grades and good homes
seem unlikely to be seriously disturbed, etc.. But a large element of the
causation of this and other similar tragedies of the recent past must be
our violent society and the aggression which our culture models and
reinforces in males. It is no coincidence that all of the shooters in each
of these recent school shootings have been boys. It is not that females are
not aggressive but that males are taught to solve their problems with
aggression and are taught that guns and fighting are a desirable and
honorable part of manhood.
David F. Duncan, DrPH
President
Duncan and Associates
115 Fourth Street
Providence RI 02906-2803
(401) 273-4502
------------------------------
#914
Date: Sun, 2 May 1999 18:30:42 EDT
From: "Read, Donald"
Subject: Colorado:gender and solutions
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
In reading the media coverage, and following political debates on TV, it
struck me as interesting is that most of this was gender-neutral. The front
cover of the May 3, 1999 Newsweek was "Why? Portraits of the Killers: The
Science of Teen Violence." U.S. News & World Report, May 3, 1999 Special
Report (on the killings). . .lead in to the article by saying "There were
plenty of warnings, but no one stopped two twisted teens." All of the above
was laced with "kids killing kids." Can you imagine the reaction the media
and polotical pundents would have if the killers were girls? I am sure the
response would be "Why are girls doing this?" "Girls killing girls and boys."
This "gender-neutral" vision misses the point. It is boys doing the killing
here. And this is important in terms of solutions.
Anyone working within the area of human behavior, is to recognize that
simplistic solutions such as gun control, mettle detectors alone won't work.
Why? Because human behavior is much too complex a phenomenon to pin down to
availability of guns, bad parents, or exposure to individual and isolated
media mesages as some have suggested. The evidence strongly supports that
behavior is linked to attitudes and attitudes are formed in a much more
complex cultural environment. The research strongly supports that behavior is
truly linked to attitudes and attitudes are formed in a much more complex
cultural environment.
The right way to ask the question is: "How does the cultural
environment, including media images, contribute to definitions of '"manhood"'
that are literally picked up by adolescents?" Or, "How does repeated exposure
to this testerone pumped masculinity normalize and naturalize this violence?"
There may be indeed no simple explanation as to why certain boys in
particular circumstances act out in such ways as these two boys did. The fact
that such an overwhelming majority of such violence is perpetrated by males
tells us that part of the answer lies in how we define such intertwined
concepts as the very male need for "respect," "power" and "manhood." Unlike
girls, boys need the firepower of guns and other weapons to achieve this
status.
Health education needs to direct their thinking to boys on this issue.
If you have done your research, you must remember that both girls and boys
are exposed to the same media, guns, violence. It is how each sex achieves
this goal.
Women have advanced themselves in ways that men need to take note. What
the Colorado killings reinforce is a crying need for a national conversation
about what it means to be a man. Why, because cultural definitions of manhood
and masculinity are ever-shifting, and deseprately need re-defining.
Don Read
Amherst, MA
------------------------------
#915
Date: Sun, 2 May 1999 18:30:38 EDT
From: "Read, Donald"
Subject: Re: Technology versus Health Ed
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
A question to consider in all of this: "Is information knowledge?"
------------------------------
#916
Date: Sun, 2 May 1999 22:56:08 -0400
From: Alayne Unterberger
Subject: Re: Colorado:gender and solutions
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
While I agree with some of the points Don Read makes related to gender
roles and culture, I can't believe I'm reading this statement on this list
> Anyone working within the area of human behavior, is to recognize that
>simplistic solutions such as gun control, mettle detectors alone won't work.
>Why? Because human behavior is much too complex a phenomenon to pin down to
>availability of guns, bad parents, or exposure to individual and isolated
>media mesages as some have suggested.
GUN control DOES work. And, it's not THAT complex. Look at Europe and
especially the UK. I have a friend who does health promotion work in
London and when she came here and heard about the # of teens using guns and
related killings - it was a complete shock to her. The UK had 30 handgun
related deaths last year, which is way up from the 13 it had the year before.
I must disagree that behavior is SO complicated we must only chose one
route. Gun control is the place to start, along with real culture change
and behavioral changes. Gun control is not simplistic. In fact, it would
take years and it would be complicated for us to fully implement gun
control in this country - BUT we would have to have gun control laws passed
here first. Tell me why semi-automatic weapons can be purchased legally in
this country? No one needs that kind of power. NOt for hunting, sport or
self-defense. GUNS do kill people and children have way too much access to
guns because we live in a society where many responsible adults live in
fear, buy guns to feel more secure, and fail to secure the guns as the
weapons they are. Children also see much too much violence on television
and are desensitized - guns are seen as a solution to complex social
problems but they create many more problems than they solve.
This explains why folks in Denver came out against the NRA in never-before
seen numbers this past week. They now understand the power - and danger -
of guns. They need to be controlled and we need to start now. We as health
educators can help by supporting gun control, monitoring media images,
working to highlight the danger of guns in the home and by being role
models for cultural changes in perceptions of adolescence, virility and
personal safety. It's called empowerment.
Best,
Alayne
Alayne Unterberger, MA
Project Director, Pocos Hijos Para Darles Mas
FAX: (813) 914-0616
Main contact: (813) 985-2283 (Tampa)
aunterbe@hsc.usf.edu
------------------------------
#917
Date: Mon, 3 May 1999 09:13:26 +0800
From: "Molly Laflin, PhD"
Subject: heating up HEDIR?
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
>So I really like Don Ardell's suggestion that the HEDIR get into
some more hot topics that may generate some heated discussion (the most fun
kind - we all like to get heated up, right?).
Ok, John, if you want to heat up the list, here goes. My read of the
self-esteem literature is that self-esteem is pretty much of a bogus
research construct. It's not that there is no such thing as self-esteem;
it's just that it is too encompassing to measure in any meaningful way. If
anyone is interested, check
Schroeder, D. S., Laflin, M. T., Weis, D. L. (1993). Is there a
relationship between self-esteem and drug use: Methodological and
statistical limitations of the research, Journal of Drug Issues, 23(4),
645-665.
There is no agreement on a definition of self-esteem (SE). There are at
least 60-250 different measures of it. The measures do not correlate well
with each other, so they are obviously not measuring the same thing. There
is no convincing evidence that self-esteem, however measured, can be
changed appreciably by any of the school programs I have reviewed. And in
my review of the self-esteem and drug abuse literature, I found that
regardless of the definition or measure of SE used, SE rarely accounted for
more than 1% of the variance in drug abuse (however measured). Therefore,
even if SE could be changed, it is unlikely that such a change would
produce a change in drug use/abuse. The literature on self-esteem and
early sexual behavior is similar.
That said, I think it highly unlikely that self-esteem is the answer to the
problem of violence in our schools. The TV program 20/20 had a program on
the self-esteem movement that aired 12/2/98. In that program (I have a
videotape if anyone wants a copy), the self-esteem movement was TRASHED.
One interesting segment was when a self-esteem instrument was given to
college students and to prison inmates. The prison inmates scored higher
in self-esteem than the college students. While obviously not disproving
the idea that criminals commit crimes because of low self-esteem, it
certainly makes one wonder a bit. And when students scoring high in
self-esteem were given negative feedback on a task, they were 3 times more
likely to act violently in a subsequent experiment. The researchers
explained it by saying "Conceited people get nasty when you burst their
bubble of self-love." Hmmmm.
In sum, there is little credible evidence that kids are doing drugs, having
sex at young ages or becoming violent because of low self-esteem. Study
after study indicates no relationship or the opposite relationship. But
despite mountains of evidence, adults find it difficult to believe that
kids could feel good about themselves and still do things adults disapprove
of. The one study that I found quite interesting in this self-esteem mess
was one by Brent Miller, who found that when it came to early sexual
behavior, kids with high self esteem were more likely to act in accordance
with their values. These values, by thte way, varied widely. We tested
for the "high self-esteem helps kids act in accordance with their values
theory" in drug abuse, but we did not find the same result. Don't know
why. Perhaps it's because of my initial statement - self-esteem is pretty
much of a bogus research construct!
As John said in his message:
>we can explore reasons for negative behaviors all we want, but ultimately
>we must deal with the behavior itself.
Molly Laflin
********************************************************************
Molly Laflin, Ph.D.
Professor, Health Education / Health Promotion
School of Family and Consumer Sciences
215 Eppler North
Bowling Green State University
Bowling Green, Ohio 43403
419-372-0301W; 419-372-8216fax
mlaflin@bgnet.bgsu.edu
------------------------------
#918
Date: Mon, 3 May 1999 10:40:28 -0400
From: Elbert Glover
Subject: Generalist/Specialist
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
HEDIR
This recent comment got me to respond...
"I believe that those who want our profession to be health promotion have a
misconception of the range of knowledge, skills, and competencies that
define the health education profession. Please take a close look at the ten
areas of responsibility, competencies, and subcompetencies of both the
entry-level and graduate health educators. Do they not match a health
education specialist far, far better than a health promotion specialist?
Are these not the areas of responsibility that we want to define our
research and practice?"
I don't view health education as specialists but generalists, allow to me
expand.
Those that support the generalist in the recent discussion about the
generalist/specialist is one reason health education is losing rather than
gaining in stature. It is why we are continually eroding and being consumed
by other university departments or being eliminated all together. As a rule,
most health educators are a mile wide (as evidenced by the comment above)
and an inch deep. We have no body of knowledge, we're generalists in a
specialist world. We borrow from medicine, psychology, sociology, etc. and
our programs tend to be content oriented rather than theory or research
based. We seldom generate our own knowledge or theory and those health
educators that do, are respected well beyond the borders of health
education.
We're trying to be too many things to too many people. It's what I call the
'bark syndrome' -- it's like a dog waiting on curb and here comes 'AIDS'
driving down the street and we chase after 'AIDS' then going the other way
is 'school violence'--we bark and chase after 'school violence' for awhile
till something else comes along. We're always waiting and chasing the
latest fad because we disseminators of knowledge. We are not well trained
or taught to appreciate 'creators' of knowledge (researchers). When one
applies for a faculty position at the better universities, in an interview
one is always asked "what is your research focus"? Because universities
know that no one can be an "expert" in 10 areas which is the responsibility
of health educators. How can you be an expert in 10 areas? I taught at a
major university where I was responsible for sex, drugs, aging, death and
dying, disease, consumer, environmental, essentially all the health
education courses. Yet, within the same department were separate and
distinct persons who taught exercise physiologist, biomechanics, motor
learning, sports psychologists, sports sociologists, etc. and they could not
understand why I needed assistance--they claimed health education was
content based and the university agreed, so I received no assistance.
We may be trained as a generalist but we've got to plant specialist roots if
we are to grow. The specialist health educator takes one of the content
areas (an inch wide) and delves into it a mile deep. The deeper one engages
an area the more one learns of that area; moreover, the more theory,
statistics, chemistry, biology, etc. we have to use and learn to experience
the subtleties of the area. In effect, you become a better health
educator--a specialist in a generalist profession. Many health educators
don't buy what I'm saying, especially those that are in the trenches and see
that they are doing some good. You don't eliminate one for the other, you
embrace both--you train the generalist but to gain respect, we've got to
have specialist if we are to move forward.
As a grad student it always frustrated me that anyone could come into my
doctoral classes from any discipline and with good study habits could attain
an 'A'. However, if I went into a psychology, biology, math, etc. doctoral
class, I simply would not have the background to do well. Unfortunately
many professions can do what we do, so that is why exercise physiologist,
nurses, nutritionists, genontologist, pharmacologists, physicians, dental
hygienist, etc. are consuming us. They are specialists in many of our
content areas.
Glover
------------------------------
#919
Date: Mon, 3 May 1999 07:58:48 -0700
From: Jill Kendra Gross
Subject: Health Education versus Health Promotion
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
This is a direct lift of an article from "The Exercise Standards and
Malpractice Reporter", March 1999.
Health Promotion and Prevention of Disease
A recent commentary from the Journal of the American Medical
Association should be reviewed by all fitness professionals engaged in
health promotion activities, see Breslow "From Disease Prevention to
Health Promotion," JAMA 28 (11):1030-1033, March 17, 1999. The
commentary author recognized that the term "health promotion" is a
newer concept than the term "disease prevention"- at least as used in a
health care context.
The article's author explored various definitions in health promotion
and recognized that health educators have embraced the term in effort
to modify behavior while some governmental documents refer to the phase
in the context of "enhancing the quality of life...cardiorespiratory
fitness...muscular strength, endurance and flexibility."
Often, the commentary recognized however, that the term health
promotion is frequently used in association with concepts related to
the prevention of various diseases. In addition, the author also noted
that efforts to achieve defined aspects of health promotion may also
assist in disease prevention.
As the foregoing commentator clearly pointed out, the use of the terms
is often confusing in many respects. While many professionals may also
be scrambling to determine who can do what within the confines of the
topic from a professional perspective, it is also important to remember
as we have previously pointed out, that there is a legal issue
associated with the topic as well. Those who are not licensed to
engage in the treatment or prevention of disease, need to appreciate
all issues associated with the subject.
On a personal note, I thought this would be interesting. I have my own
opinion about the difference between health education and health
promotion. Many people who hold a doctorate in health education are
not even sure. This is a topic that should be of interest to all of us
in the health education/health promotion field.
In good health,
Jill K. Gross, MPH, CHES
_________________________________________________________
Do You Yahoo!?
Get your free @yahoo.com address at http://mail.yahoo.com
------------------------------
#920
Date: Mon, 3 May 1999 09:40:20 -0500
From: Walt Stoll
Subject: Re: Colorado:gender and solutions
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Hi, Alayne.
I was glad to see your note. It is far past time for ANYONE to look at
ANY chronic condition and think that it is caused by what they know of
the problem in THEIR field of expertise. ALL chronic conditions are of
multidisciplinary causation.
We would all like to take things apart and deal with just one thing at a
time---since that approach IS a lot easier. This is the basis for the
allopathic medical paradigm. However, it is not effective for chronic
conditions. We are seeing the trees & not the forest. Surely a single
tree is much easier to understand than the entire forest working as a
unit.
It reminds me of the story of the drunk looking for his/her car keys
under the lamp post. Ke knew the keys had been dropped "over there" but
under the lamp post was where the light was.
There are likely many factors yet totally unknown. Factors that are at
least recognized as part of the problem are: brain chemistry as
influenced by diet and trace nutrient imbalances (see the "stable
criminal syndrome" in veterinarian medicine); massive desensitizing
exposure to "killing for fun" in computer games--as used in the training
of soldiers; movies & TV shows emphasizing violence as the way to
resolution of conflict; availability to children of massive firepower in
the form of guns and explosives information in books and on the internet;
the breakdown of the nuclear family; loss of consistent discipline at
home & in schools; instant gratification as fostered by the remote
control of TV & prescription drugs advertizements; environmental
pollutants shown to affect neurological tissue; just to name a few.
The well known "Bell Curve" of suscpetibility being emphasized every day
via the "human Genome Project" explains why only the unfortunates at the
bottom end of the bell curve are now showing the strain.
However, each cause that is added to the list of any susceptible
individual will MAGNIFY the risk, of EACH factor, to that individual.
These factors are NOT additive but multiplicative.
To resolve this problem, many disciplines are going to have to change
their paradigm and ALL are going to have to work together----two of the
hardest things for any human being to do:
"I know that most men, including those at ease with problems of the
greatest complexity, can seldom accept even the simplest and most obvious
truth if it be such as would oblige them to admit the falsity of
conclusions which they have delighted in explaining to colleagues, whidh
they have proudly taught to others, and which they have woven, thread by
thread, into the fabric of their lives."
--TOLSTOY
On Sun, 2 May 1999 22:56:08 -0400 Alayne Unterberger
writes:
>** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
>** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
>
>While I agree with some of the points Don Read makes related to gender
>roles and culture, I can't believe I'm reading this statement on this
>list
>
>> Anyone working within the area of human behavior, is to
>recognize that
>>simplistic solutions such as gun control, mettle detectors alone
>won't work.
>>Why? Because human behavior is much too complex a phenomenon to pin
>down to
>>availability of guns, bad parents, or exposure to individual and
>isolated
>>media mesages as some have suggested.
>
>GUN control DOES work. And, it's not THAT complex. Look at Europe
>and
>especially the UK. I have a friend who does health promotion work in
>London and when she came here and heard about the # of teens using
>guns and
>related killings - it was a complete shock to her. The UK had 30
>handgun
>related deaths last year, which is way up from the 13 it had the year
>before.
>
>I must disagree that behavior is SO complicated we must only chose one
>route. Gun control is the place to start, along with real culture
>change
>and behavioral changes. Gun control is not simplistic. In fact, it
>would
>take years and it would be complicated for us to fully implement gun
>control in this country - BUT we would have to have gun control laws
>passed
>here first. Tell me why semi-automatic weapons can be purchased
>legally in
>this country? No one needs that kind of power. NOt for hunting, sport
>or
>self-defense. GUNS do kill people and children have way too much
>access to
>guns because we live in a society where many responsible adults live
>in
>fear, buy guns to feel more secure, and fail to secure the guns as the
>weapons they are. Children also see much too much violence on
>television
>and are desensitized - guns are seen as a solution to complex social
>problems but they create many more problems than they solve.
>
>This explains why folks in Denver came out against the NRA in
>never-before
>seen numbers this past week. They now understand the power - and
>danger -
>of guns. They need to be controlled and we need to start now. We as
>health
>educators can help by supporting gun control, monitoring media images,
>working to highlight the danger of guns in the home and by being role
>models for cultural changes in perceptions of adolescence, virility
>and
>personal safety. It's called empowerment.
>
>Best,
>Alayne
>
>
>
>Alayne Unterberger, MA
>Project Director, Pocos Hijos Para Darles Mas
>FAX: (813) 914-0616
>Main contact: (813) 985-2283 (Tampa)
>aunterbe@hsc.usf.edu
>
>** The New Issue of IEJHE is here: http://www.iejhe.siu.edu
>** Check out Minnesota State--Mankato's International Courses:
>** http://www.mankato.msus.edu/dept/ipo/india.htm
___________________________________________________________________
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/getjuno.html
or call Juno at (800) 654-JUNO [654-5866]
------------------------------
#921
Date: Mon, 3 May 1999 10:39:49 -0500
From: Mal Goldsmith
Subject: video recommendation
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
I've been asked by a local school district to recommend some quality
puberty/adolescent development videos. I know of a few, but would value
input from those who work directly with adolescents in middle schools or
other settings. Thanks in advance for your input.
from a health educator who believes in "no guns" :-)
Mal Goldsmith
Coordinator of Health Education
Southern Illinois University
Edwardsville, IL 62026
618-650-3857
618-650-3369 (fax)
------------------------------
#922
Date: Mon, 3 May 1999 12:27:38 -0400
From: Michaela Conley
Subject: Job Opportunity: OR Health Science Univ.
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Wellness Coordinator
Corporate Wellness & Health Promotion Services
Occupational Health Program
Oregon Health Sciences University
Portland, Oregon
Position:
Wellness Coordinator needed to manage wellness program for Oregon Health
Sciences University (OHSU) employees. Wellness program will be provided
for 7000 benefitted employees in the Portland, Oregon area. For more
information about Oregon Health Sciences University, go to Internet
address:
http://www.ohsu.edu/.
Job Description:
The Wellness Coordinator will work for Corporate Wellness & Health
Promotion Services (Wellness Services) which is under the auspices of the
Occupational Health Program at OHSU. He/she will implement, oversee, and
evaluate all wellness staff and planned services for the OHSU employee
wellness program. He/she will report to the Director of Wellness Services
who oversees all wellness activities for Occupational Health clients.
This position was created by a three year contract, which begins July 1,
1999, between Wellness Services and OHSU; continuation past this three
year period is dependent upon contract renegotiation.
Job Responsibilities: (most essential tasks starred)
Wellness services and activities for the OHSU wellness program have
already been planned and development processes are underway. The Director
of Wellness and other wellness staff members will continue to support and
assist the Wellness Coordinator.
The Wellness Coordinator will:
Implement, oversee, promote and evaluate all wellness activities and
services for OHSU employees as outlined by contract. Examples of services
planned include wellness screenings, health risk assessments, lifestyle
counseling, payroll stuffers, e-mail updates, monthly health topics, and
presentations.
Collaborate with internal/external staff, organizations and departments
who are involved with OHSU wellness program;
Exercise quality control for all OHSU wellness services;
Assist with recruitment and hiring of, manage and oversee all health
promotion staff assigned to OHSU wellness program;
Conduct appropriate meetings with OHSU wellness committees and managers,
as outlined by contract; Participate in/conduct research activities
surrounding cost-effectiveness of OHSU wellness program;
Provide summary reports, progress reports, and success indicators to
client, as well as monthly budget reports of detailed revenues and
expenses to Director of Wellness;
Order and oversee supplies and materials needed for OHSU wellness
activities;
Participate in and contribute to wellness activities such as lifestyle
counseling, wellness presentations, visual aid development and wellness
screenings, if needed;
Seek out and participate in professional growth and development
activities.
Job Requirements:
The applicant for the Wellness Coordinator position will be required to
have:
Masters degree or higher in health promotion or health sciences area;
At least three years hospital wellness program experience;
At least two years managerial experience;
Excellent interpersonal, presentation and writing skills;
High competence in computer skills, including web page management, word
processing, power point presentation, and graphic utilization;
Demonstrated mastery of wide variety of health-related content areas;
Strong organizational skills and ability to coordinate and oversee large
array of services;
Thorough understanding of behavior change theory, needs assessment and
adult learning theory.
The following is desirable but not required:
Clinical experience and/or health-related certification;
Grant writing experience;
Experience with data analysis and research of cost-effectiveness of
wellness program.
Salary Range: Will start at $32,000 - $36,000, depending upon experience,
with excellent benefit package.
Application Process:
OHSU is an equal opportunity employer. All applicants will be considered
for the position and will be notified as to whether or not they have made
it past the first round of the recruitment process. Applicants will be
chosen as candidates based on the closest fit between
qualifications/experience and job position.
Initial interviews for all candidates will be conducted by telephone.
Formal interview will be scheduled toward the end of May in Portland,
Oregon. Unfortunately, costs incurred by the interview process cannot be
covered or reimbursed.
No phone calls please. All questions will be answered by the initial
telephone interview if you are selected as a candidate. Fax/e-mail/mail a
cover letter and resume by May 15 to:
Susan Butterworth, Ph.D., M.S.
Director of Corporate Wellness & Health Promotion Services
Occupational Health Program
Oregon Health Sciences University
2510 SW First Avenue, Suite C
Portland, Oregon 97201
Fax: 503.494.4457
e-mail: butterwo@ohsu.edu
Please mention in your cover letter that you learned about this
opportunity from HPRI
http://www.hpridirect.com
------------------------------
#923
Date: Mon, 3 May 1999 11:20:10 -0500
From: Charlotte Hendricks
Subject: Research opportunity
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
I am working with The Magic of Children Foundation (a national
non-profit organization) on an exciting curriculum development project
for young children. This project involves some wonderful opportunities
for a sharp graduate student who is interested in health education for
early elementary age children, parent education, and/or partnerships
within communities. If you have a student looking for a project for a
thesis, dissertation, or just a research class, please contact me as
soon as possible. As a former thesis advisor with a university, I will
be happy to work with both the student and committee members for a
successful project that will benefit both the student and the Magic of
Children Foundation.
Please contact me for more information at the above email, or at
205-621-2367 or 888-547-7055.
Thanks,
Charlotte Hendricks
------------------------------
#924
Date: Mon, 3 May 1999 13:23:06 -0400
From: Nora Howley
Subject: job opening in Washington DC
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Part-Time Project Associate
HIV/School Health Project
Resource Center on Educational Equity
The Resource Center on Educational Equity provides services to achieve equity in education for
minorities, women, and girls; and for disabled, limited-English proficient, and low-income
students. The Center does research and policy formulation, develops reports and other materials,
operates grant programs, provides capacity building technical assistance to state education
agencies, holds working conferences, and monitors federal and state civil rights and education
programs focused on disadvantaged students.
We seek a part time graduate student or professional in health education, public policy or a
related field who is interested in school health policy to work part time. This position offers a
graduate student the opportunity to conduct graduate level research on state policies and
practices that facilitate the adoption of effective HIV education and school health programs.
This project is part of an initiative related to improving education, health, and other important
results for young people and their families. The ideal candidate will have prior work experience
and will combine resourcefulness and creativity with an understanding of the importance of
effective HIV education and school health programs in fostering the educational success and
overall healthy development of children and youth.
Major Responsibilities:
Provide support to the HIV/School Health project and work closely with the project director and
senior project associate. The project associate will:
* abSearch out innovative federal, state, and local collaborative efforts that show
promise for improving education, health, and other results for children, youth, and families;
* abDevelop written guidance for state agency staff based on an analysis of innovative
activities in a variety of states and localities;
* abWork with other project staff to provide regular mailings of research-based information
on school health issues to chief state school officers and their staff;
* abProcess, enter, and analyze data from evaluations of project activities;
* abRepresent the Council at meetings; and
* abProvide support to the project director in other areas as needed.
Qualifications:
* abFamiliarity with HIV education and school health programs and/or with issues
of cross-sector collaboration as a means for improving results for disadvantaged children and
families. Familiarity with the workings of state and/or local government is also desirable.
* abExcellent oral and written communication and analytical skills
* abAbility to work independently, quickly and under pressure
* abSolid judgment and outstanding problem-solving skills
* abAn efficient and organized work style
* abAn evidenced concern for and commitment to the needs of children and families at risk
* abUndergraduate college degree and graduate work in health education, education, public
policy and/or a related area.
Salary and Benefits:
Salary: $17-$20 per hour, depending on qualifications and experience. Excellent benefits package
including health/dental/eye care insurance, vested retirement, and transportation subsidy if
employed at least half-time (37.5 hours in a two week period).
Send resume, cover letter, and writing sample to address below.
For consideration please send all correspondence to:
Pamela M. Lyons
Chief of Staff
Council of Chief State School Officers
One Massachusetts Ave., NW, Suite 700
Washington, DC 20001-1431
Fax: (202) 408-8076
jobs@ccsso.org
CCSSO is an Equal Opportunity Employer
------------------------------
#925
Date: Mon, 3 May 1999 13:45:57 EDT
From: Lakinyi@AOL.COM
Subject: Job
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Help! I job announcement came through the list server and I deleted it by
mistake. It was for children's health center in DC, I believe. If anyone
still has it or can help me find it please. Thanks
Liz Kearly, lakinyi@aol.com, 813 870-4589
Have a good day.
------------------------------
#926
Date: Mon, 3 May 1999 14:49:32 -0500
From: "Dr. Brian Colwell"
Subject: Gun control
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
At 10:56 PM 5/2/99 -0400, Alayne Unterberger wrote:
>GUN control DOES work. And, it's not THAT complex. Look at Europe and
>especially the UK.
Is this the UK that has just gone through another round of nail bombings?
>From the sounds of it, gun control hasn't necessarily led to a more peaceful
society in Europe. Are any Europeans calling for the immediate ban of the
sales of all "assault nails" that can be used in bombings?
If somebody wants to kill, they'll find a way. To make a bomb, one can use
any number of methods, including gunpowder which is sold in containers for
muzzle-loading firearms, explosives from fireworks, fertilizer, or any
number of items commonly sold in hardware, industrial supply or even grocery
stores.
>Gun control is the place to start, along with real culture change
>and behavioral changes. Gun control is not simplistic. In fact, it would
>take years and it would be complicated for us to fully implement gun
>control in this country - BUT we would have to have gun control laws passed
>here first.
We already have gun control laws passed here. What we don't have is a ban
on gun ownership. The shooters in Colorado violated many, many gun laws.
They obtained firearms illegally, they illegally modified the guns, they
illegally carried the weapons into a school, they engaged in conspiracy to
commit murder, they illegally attempted murder, they illegally committed
murder, they illegally constructed bombs, they engaged in conspiracy to
build bombs, they illegally exploded bombs, etc. They just didn't care. No
matter how many gun laws we have, sociopaths just don't bother to follow them.
>Tell me why semi-automatic weapons can be purchased legally in
>this country? No one needs that kind of power. NOt for hunting, sport or
>self-defense.
There are many reasonable uses for semi-auto firearms. Semi-auto rifles are
commonly used for hunting, as are "auto-loading" shotguns. Semi-auto
handguns can also be argued to be appropriate in many situations, including
personal self-defense. It was my impression that the shotguns were the
weapons used for most of the killings, and these were not ones with large
magazines, etc. The only modification I heard was that the barrels were
(illegally) cut off.
Seems that the problem we get into is defining the kinds of weapons we don't
want around. I agree that nobody needs some of the semi-auto guns that are
often sold. It just becomes difficult to discriminate effectively between
the "assault rifle" (whatever that definition is) and the .270 rifle or a
Remington 1100 shotgun that a good number of hunters in the U.S. use
responsibly on a regular basis. It saddens me to see current laws
unenforced and irresponsible gun owners that allow their weapons to be
stolen because they are not properly locked in a gun safe or those that do
not have trigger locks, which, although an imperfect device that still
allows most guns to fire, increase household safety.
Alayne makes a good point that it also takes culture change. Even if one
argues that gun control is not simplistic, I would argue that it is somewhat
naive. Bad people will use whatever they can find to hurt other people.
Regards,
Brian
Brian Colwell, Ph.D., CHES
Associate Professor of Health Education
Texas A&M University
------------------------------
#927
Date: Mon, 3 May 1999 14:09:35 -0700
From: Renee Drellishak
Subject: ACHA Health Education Resource Room
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
As the volunteer Resource Room Coordinator (you may call me Empress), I
want to invite ACHA attendees to bring your health education materials to
share with fellow conference goers. In recent years people have brought
quantities of newsletters, posters, brochures, and other items to share;
as well as program manuals and videos to display (the room will have
several tv/vcrs for this purpose). I know, I know, "After the exhibit hall
do I really need *more* stuff to take home?" Well, the exhibit hall is a
great way to get samples from vendors, but the resource room is where you
can get samples of actual tried and true health education materials that
have been developed on other campuses!
If you are interested in putting items in the resource room, you need to
know the following:
1) What to Bring. You name it! Newsletters, posters, fliers, brochures,
pamphlets, handouts, bookmarks, keychains, cups, buttons, frisbees, safer
sex or cold care kits, newspaper inserts, etc., for people to take. You
may also wish to bring t-shirts, videos, CD-ROMs photo albums and program
manuals to display. Which leads me to...
2) Security. The Resource Room is also going to be a place where people
can hang out and network and such, so people will be wandering through.
The room may not always be staffed, in fact, it will probably be unstaffed
a lot. So don't bring anything so valuable or one of a kind that it will
break your heart and ruin your life if it walks away. (Unfortunately, this
sometimes happens, even to materials marked "For Display Only".) You may
also want to be there in person during times you want to demo or display
something particularly precious, like a computer program (BYOL- Bring
Your Own Laptop.)
3) Quantity. I have never had to bring materials that I brought to give
away back home, so don't be shy about bringing a big stack of whatever
you're most proud of. The more innovative and timely your materials are,
the more they will be in demand. This is not to discourage folks from
bringing "less sexy" stuff. Tried and True is good.
4) Check back often! Conference attendees don't all show up on day 1, so
keep checking back at the Resource Room for new additions, as well as
copies of leftover program handouts.
5) Getting Your Materials There. You are, of course, free to haul all your
goodies with you in your checked or carry-on luggage. If, however, you're
feeling like Imelda and are unwilling to give up valuable shoe space for
brochures and trinkets, you may either ship your materials to the ACHA
office NO LATER THAN May 19; or you may ship them to the hotel to yourself
or to me (In which case I will put them in the resource room and no
complaints about my display technique!).
Please clearly label materials "For Annual Meeting Health Education
Resource Room"
ACHA (no later than May 19)
P.O. Box 28937
Baltimore, MD 21240-8937
Philadelphia Marriott
1201 Market Street
Philadelphia PA, 19107
c/o yourself or Renee Drellishak
See you all in Philly!
************************************************************************
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
**************************************************************************
------------------------------
#928
Date: Mon, 3 May 1999 17:09:54 EDT
From: "Read, Donald"
Subject: Re: Colorado:gender and solutions
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
I believe that I made it very clear that "simplistic solutions such asx gun
control, by itself, will not work. As a strong advocate of gun control, I
believe we need much more.
What these school shootings rvela is not a crisis in youth culture but a
crisis in masculinity. The shootings - all by white adilescent males - are
telling us something about how we are doing as a society, much like canaries
in coal mines. The issue as I see it is the construction of vilent
masculinity as a cultural norm. Guns, as an example, give boys that power.
But it is not guns, but young boys acting out of a need for power and control.
Don Read
Amherst, MA
------------------------------
#929
Date: Mon, 3 May 1999 17:12:41 -0400
From: William H Zimmerli
Subject: Three Positions in Public Health
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Fort Valley State University
Fort Valley, Georgia 31030-4313
Master's of Public Health Program (Three Positions)
Department of Health and Physical Education
College of Education, Graduate, and Special Academic Programs
Fort Valley State University invites applications and nominations for three
positions in the Master's of Public Health (MPH) degree program. This is
an inter-College, inter-departmental program with concentrations in
environmental health, gerontology, and health behavior/health promotion.
General Responsibilities: Successful applicants for each of the three
positions will be expected to teach courses in the concentrations
(environmental health, gerontology, and health behavior/health promotion)
and in the public health core (epidemiology, environmental health, public
health policy and administration, health behavior and health promotion, and
biostatistics). Successful applicants must possess the skills necessary to
create and sustain a research agenda, scholarly endeavors, and curriculum
improvements and innovations. Also required are the skills necessary to
secure CEPH accreditation for the program within an acceptable time frame.
Additionally, each will be responsible for providing leadership for
University initiatives, such as delivering courses over the GSAMS network
and creating courses to be delivered via the Internet.
General Qualifications: Earned doctorate in either environmental health
or gerontology. Masters (MPH) or doctorate (Dr.PH) in public health from
a CEPH-accredited program will be acceptable with a major concentration in
one of the fields. Experience in the management/coordination of academic
programs. History of research and publications. Experience in advisement
of graduate students and direction of thesis research. Training and
experience in at least one of the following: environmental health,
gerontology, health behavior/health promotion or addictions. Work
experience in a state or local public health department desirable. Ability
to attract funded research also necessary.
Professor and Coordinator, MPH Degree Program: The Coordinator is
responsible for program administration. The Coordinator will teach at
least two core courses and two concentration courses per year. Evidence of
research, teaching, and scholarly works to qualify for appointment as a
full professor is required.
Assistant or Associate Professor of Environmental Health/Assistant or
Associate Professor of Gerontology: Each professor will teach at least
two core courses and four to six concentration courses per year.
Supervision of field and practicum experiences will be part of the
employment responsibility. A history of research and scholarly activities
is desirable for the Assistant Professor rank and required for the
Associate Professor rank.
Application Process: Submit a letter of application, a professional
vitae, and the names, addresses, and telephone numbers of five references.
Transcripts will be requested later. Nominations are welcomed and should
include the complete name, address, and telephone number of the nominee.
Correspondence should be sent to: Dr. William H. Zimmerli, Head, Department
of Health & Physical Education, Fort Valley State University, Fort Valley,
GA 31030-4313, or by e-mail to: zimmerlw@mail.fvsu.edu. The application
deadline is April 20, 1999 to be assured full consideration. However,
applications will be accepted until suitable candidates are identified.
Salaries are commensurate with education and experience. Full retirement
and benefits package are provided.
Fort Valley State University is a public, comprehensive, 1890 land-grant
institution serving state, national, and international communities. The
University is approximately 100 miles south of Atlanta and 30 miles west of
Macon, in Central Georgia. A member institution of the University System
of Georgia, Fort Valley State University offers baccalaureate,
professional, masters, specialist, and cooperative doctoral degrees. For
additional information about the University, view the web site at:
http://www.fvsu.edu/Pages/home.html.
Decisions to Fill the Positions Will be Subject to Approval by the Board of
Regents of
The University System of Georgia
Fort Valley State University is an equal opportunity and affirmative action
employer.
Federal Law requires identification and eligibility verification prior to
employment.
------------------------------
#930
Date: Mon, 3 May 1999 14:32:12 -0700
From: Renee Drellishak
Subject: Re: ACHA Health Education Resource Room
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Whoops! For those who will be sending materials to ACHA (did I say no
later than May 19th?) and need a street
address (as opposed to a PO Box), here it is (courtesy of Michael McNeil):
ACHA
780 Elkridge Landing Road
Linthicum, MD 21090
************************************************************************
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
**************************************************************************
------------------------------
#931
Date: Mon, 3 May 1999 15:07:14 -0700
From: Koreen Johannessen
Subject: Please remove my address from the HEDIR List
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Please remove my name from the list.
Koreen Johannessen
Director, Health Promotion & Preventive Services ** Campus Health Service
University of Arizona ** P.O. Box 210063 ** Tucson, AZ ** 85721-0063
Phone (520) 621-4251 ** FAX (520) 621-8325
------------------------------
#932
Date: Mon, 3 May 1999 18:27:01 -0400
From: Alyson Taub
Subject: Re: Job
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Check our website, Health Education Professional Resources (HEPR) for
weekly job postings for health educators. The URL is:
http://www.nyu.edu/education/hepr/
-- Alyson Taub
On Mon, 3 May 1999 Lakinyi@AOL.COM wrote:
> Help! I job announcement came through the list server and I deleted it by
> mistake. It was for children's health center in DC, I believe. If anyone
> still has it or can help me find it please. Thanks
> Liz Kearly, lakinyi@aol.com, 813 870-4589
> Have a good day.
------------------------------
#933
Date: Mon, 3 May 1999 20:00:15 +0800
From: "Molly Laflin, PhD"
Subject: Re: Generalist/Specialist
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Dr. Glover's courageous letter has hit the nail on the head. We need to
build a coherent body of knowledge in our profession and to stop trying to
be all things to all people at all times. In Psychology there are
introductory courses that any Psychologist in the department can teach, but
beyond that there are Industrial/Organizational Psychology courses,
Clinical Psychology courses, Developmental Psychology courses, Social
Psychology courses, Experimental Psychology courses and others. No one in
I/O would presume to teach in the Clinical program. By specializing within
the field, Psychologists have been able to dig deep and build an impressive
and coherent body of knowledge. We need to do the same if we are to be
taken serious, if we are to thrive as a profession.
Molly
********************************************************************
Molly Laflin, Ph.D.
Professor, Health Education / Health Promotion
School of Family and Consumer Sciences
215 Eppler North
Bowling Green State University
Bowling Green, Ohio 43403
419-372-0301W; 419-372-8216fax
mlaflin@bgnet.bgsu.edu
------------------------------
#934
Date: Mon, 3 May 1999 19:59:31 EDT
From: Lakinyi@AOL.COM
Subject: Job in DC
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Thanks to everyone who responded to my request. I got it.
Thanks again
Liz Kearly
------------------------------
#935
Date: Tue, 4 May 1999 08:16:51 +0300
From: Ansa Ojanlatva
Subject: violence
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
As I wrote my brief note on Sunday, we did not know that we had had an
even of our own in this town. A small group of young people (one woman)
had been using knives on the street and injured 11 people in random
fashion between 11.30 pm and 3 pm Friday-Saturday. We did not hear the
news until Sunday afternoon, due to unclear police reporting. Now the
discussion is no longer that only violence has existed and weapons have
become more violent. Something more radical is happening.
What I do find interesting is that there is theory-based pondering, not
only accusing one or another. The town is in shock as one young man who
helped a friend was taken to hospital as a result of the event and is
fighting for his life. The first happening of the spree took place in a
bus and the bus driver did not react to the call for help but continued
driving. It will take a little while to recover from this event.
dos. Ansa Ojanlatva
Dept Public Health
University of Turku
20520 Turku/Finland
tel. +358-2-333-8513
fax +358-2-333-8439
------------------------------
#936
Date: Tue, 4 May 1999 02:47:09 -0700
From: Deniese Tarver
Subject: Re: Generalist/Specialist
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
this email has came to my email address please try to re-send it to the
appropiate email address
--- Elbert Glover wrote:
> ** Allyn and Bacon new books:
> http://www.kittle.siu.edu/ab 5/6
> ** Women of the HEDIR...click here:
> http://www.kittle.siu.edu/lingle
>
> HEDIR
>
> This recent comment got me to respond...
> "I believe that those who want our profession to be
> health promotion have a
> misconception of the range of knowledge, skills, and
> competencies that
> define the health education profession. Please take
> a close look at the ten
> areas of responsibility, competencies, and
> subcompetencies of both the
> entry-level and graduate health educators. Do they
> not match a health
> education specialist far, far better than a health
> promotion specialist?
> Are these not the areas of responsibility that we
> want to define our
> research and practice?"
>
> I don't view health education as specialists but
> generalists, allow to me
> expand.
>
> Those that support the generalist in the recent
> discussion about the
> generalist/specialist is one reason health education
> is losing rather than
> gaining in stature. It is why we are continually
> eroding and being consumed
> by other university departments or being eliminated
> all together. As a rule,
> most health educators are a mile wide (as evidenced
> by the comment above)
> and an inch deep. We have no body of knowledge,
> we're generalists in a
> specialist world. We borrow from medicine,
> psychology, sociology, etc. and
> our programs tend to be content oriented rather than
> theory or research
> based. We seldom generate our own knowledge or
> theory and those health
> educators that do, are respected well beyond the
> borders of health
> education.
>
> We're trying to be too many things to too many
> people. It's what I call the
> 'bark syndrome' -- it's like a dog waiting on curb
> and here comes 'AIDS'
> driving down the street and we chase after 'AIDS'
> then going the other way
> is 'school violence'--we bark and chase after
> 'school violence' for awhile
> till something else comes along. We're always
> waiting and chasing the
> latest fad because we disseminators of knowledge.
> We are not well trained
> or taught to appreciate 'creators' of knowledge
> (researchers). When one
> applies for a faculty position at the better
> universities, in an interview
> one is always asked "what is your research focus"?
> Because universities
> know that no one can be an "expert" in 10 areas
> which is the responsibility
> of health educators. How can you be an expert in 10
> areas? I taught at a
> major university where I was responsible for sex,
> drugs, aging, death and
> dying, disease, consumer, environmental, essentially
> all the health
> education courses. Yet, within the same department
> were separate and
> distinct persons who taught exercise physiologist,
> biomechanics, motor
> learning, sports psychologists, sports sociologists,
> etc. and they could not
> understand why I needed assistance--they claimed
> health education was
> content based and the university agreed, so I
> received no assistance.
>
> We may be trained as a generalist but we've got to
> plant specialist roots if
> we are to grow. The specialist health educator
> takes one of the content
> areas (an inch wide) and delves into it a mile deep.
> The deeper one engages
> an area the more one learns of that area; moreover,
> the more theory,
> statistics, chemistry, biology, etc. we have to use
> and learn to experience
> the subtleties of the area. In effect, you become a
> better health
> educator--a specialist in a generalist profession.
> Many health educators
> don't buy what I'm saying, especially those that are
> in the trenches and see
> that they are doing some good. You don't eliminate
> one for the other, you
> embrace both--you train the generalist but to gain
> respect, we've got to
> have specialist if we are to move forward.
>
> As a grad student it always frustrated me that
> anyone could come into my
> doctoral classes from any discipline and with good
> study habits could attain
> an 'A'. However, if I went into a psychology,
> biology, math, etc. doctoral
> class, I simply would not have the background to do
> well. Unfortunately
> many professions can do what we do, so that is why
> exercise physiologist,
> nurses, nutritionists, genontologist,
> pharmacologists, physicians, dental
> hygienist, etc. are consuming us. They are
> specialists in many of our
> content areas.
>
> Glover
>
> ** The New Issue of IEJHE is here:
> http://www.iejhe.siu.edu
> ** Check out Minnesota State--Mankato's
> International Courses:
> ** http://www.mankato.msus.edu/dept/ipo/india.htm
>
_________________________________________________________
Do You Yahoo!?
Get your free @yahoo.com address at http://mail.yahoo.com
------------------------------
#937
Date: Tue, 4 May 1999 02:56:18 -0700
From: Deniese Tarver
Subject: email mix-up
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
I have been recieving your email messages, I have no idea how this
occurred. Here is a list of some of the cotacts that ended up in my
email inbox
Lakinyi@AOL.COM Mon 05/03 2k Job in DC
Alyson Taub Mon 05/03 3k Re: Job
Koreen Johannessen Mon 05/03 2k Please remove my address from the
HEDIR List
Renee Drellishak Mon 05/03 3k Re: ACHA Health Education Resource
Room
William H Zimmerli Mon 05/03 7k Three Positions in Public Health
Read, Donald Mon 05/03 3k Re: Colorado:gender and solutions
Renee Drellishak Mon 05/03 6k ACHA Health Education Resource Room
Dr. Brian Colwell Mon 05/03 6k Gun control
Lakinyi@AOL.COM Mon 05/03 2k Job
Nora Howley Mon 05/03 6k job opening in Washington DC
Michaela Conley Mon 05/03 8k Job Opportunity: OR Health Science
Univ.
Charlotte Hendricks Mon 05/03 3k Research opportunity
Mal Goldsmith Mon 05/03 3k video recommendation
Jill Kendra Gross Mon 05/03 4k Health Education versus Health
Promotion
Elbert Glover Mon 05/03 7k Generalist/Specialist
Walt Stoll Mon 05/03 8k Re: Colorado:gender and solutions
Molly Laflin, PhD Mon 05/03 3k Re: Generalist/Specialist
_________________________________________________________
Do You Yahoo!?
Get your free @yahoo.com address at http://mail.yahoo.com
------------------------------
#938
Date: Tue, 4 May 1999 15:21:00 +0300
From: Ansa Ojanlatva
Subject: generalist/specialist
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
In medicine, the general practitioner is the generalist but one can also
specialize in general practice to illustrate depth of that knowledge.
In health promotion, the health educator is the generalist but one can
also specialize in health education to illustrate depth of that knowledge.
Would you agree?
dos. Ansa Ojanlatva
Dept Public Health
University of Turku
20520 Turku/Finland
tel. +358-2-333-8513
fax +358-2-333-8439
------------------------------
#939
Date: Tue, 4 May 1999 07:20:33 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: email mix-up
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Dear Deniese,
You've been removed from the HEDIR. Those messages you received below are
the results of being on the HEDIR listserv...in this listserv we actually
send e-mail messages back and forth and discuss issues. That is the
primary purpose of the HEDIR listserv. When you read the entire
introductory package on the HEDIR you should have read that we send
messages. When you clicked the "I agree" statement, it indicated that you
understood that you can send and RECEIVE email messages. Sorry if you had
some other understanding on what a listserv discussion group does.
>Date: Tue, 4 May 1999 02:56:18 -0700
>Reply-To: Deniese Tarver
>Sender: The HEDIR--operated by Southern Illinois University
>
>From: Deniese Tarver
>Subject: email mix-up
>To: HEDIR-L@SIU.EDU
>
>** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
>** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
>
>I have been recieving your email messages, I have no idea how this
>occurred. Here is a list of some of the cotacts that ended up in my
>email inbox
>Lakinyi@AOL.COM Mon 05/03 2k Job in DC
> Alyson Taub Mon 05/03 3k Re: Job
> Koreen Johannessen Mon 05/03 2k Please remove my address from the
>HEDIR List
> Renee Drellishak Mon 05/03 3k Re: ACHA Health Education Resource
>Room
> William H Zimmerli Mon 05/03 7k Three Positions in Public Health
> Read, Donald Mon 05/03 3k Re: Colorado:gender and solutions
> Renee Drellishak Mon 05/03 6k ACHA Health Education Resource Room
> Dr. Brian Colwell Mon 05/03 6k Gun control
> Lakinyi@AOL.COM Mon 05/03 2k Job
> Nora Howley Mon 05/03 6k job opening in Washington DC
> Michaela Conley Mon 05/03 8k Job Opportunity: OR Health Science
>Univ.
> Charlotte Hendricks Mon 05/03 3k Research opportunity
> Mal Goldsmith Mon 05/03 3k video recommendation
> Jill Kendra Gross Mon 05/03 4k Health Education versus Health
>Promotion
> Elbert Glover Mon 05/03 7k Generalist/Specialist
> Walt Stoll Mon 05/03 8k Re: Colorado:gender and solutions
> Molly Laflin, PhD Mon 05/03 3k Re: Generalist/Specialist
>
>
>_________________________________________________________
>Do You Yahoo!?
>Get your free @yahoo.com address at http://mail.yahoo.com
>
>** The New Issue of IEJHE is here: http://www.iejhe.siu.edu
>** Check out Minnesota State--Mankato's International Courses:
>** http://www.mankato.msus.edu/dept/ipo/india.htm
>
Mark J. Kittleson, Ph.D.
********************************************
*NEW Home Page: http://www.kittle.siu.edu *
*E-Journal: http://www.iejhe.siu.edu *
********************************************
------------------------------
#940
Date: Tue, 4 May 1999 09:42:00 -0400
From: Karen & Robert Goldman
Subject: Colorado and Elders' Leaky Bucket
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Colleagues:
As I listen to this discussion about the Colorado student killing, and the
debate about the causes, I can't help but be reminded of an analogy - I
think that's the right figure of speech - Dr. Jocelyn Elders, former
Surgeon General, made at one of two meetings where I heard her speak.
In my own poor recap of her eloquent and passionate remarks, Dr. Elders
talked about public health concerns as being buckets. These buckets have a
problem: they leak, and they leak because they have holes in them....each
hole being a risk factor or one of the many causes of the health problem.
These risk factors represent the individual (what the person with the
"problem" thinks, knows, believes, does)-related causes, group (family,
friends, colleagues, co-workers) -related causes,
institutional/organizational (home, school, worksite, civic organization,
religious instituation etc.) -related causes, community-related causes, and
public policy related causes. Our job is to repair the bucket
Dr. Elders' point was: unless we plug up ALL the holes, we still have a
leaky bucket.
Well, I can't tell a joke, either, but I think the image is powerful and
clear.
Focusing on one hole is a luxury no one can afford. If we want to address
the "child/boy violence bucket" we need to identify all the holes and work
among ourselves and with as many other groups/professions/stakeholders as
possible to address the multiple causes. Otherwise, the bucket will just
continue to leak.
Just a thought.
kdg
********************************************************
Karen Denard Goldman, PhD, CHES
Director, Health Education and Promotion Program
Lehman College, CUNY
422-C Gillet Hall
250 Bedford Park Boulevard West
Bronx, NY 10468
Phone: 718-960-8673
email: kgoldman@alpha.lehman.cuny.edu
Fax: 718-960-8908
New York State Coalition for Health Education - use above address and
numbers to contact the coalition
********************************************************
------------------------------
#941
Date: Mon, 3 May 1999 11:28:57 -0400
From: Tom Marshall
Subject: Health ed/wellness survey
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Reply to: wellness@nttc.edu -- please do not reply to the entire list.
If you have already responded to this survey, we are grateful, and are
sorry to take up space in your inbox. If you haven't yet completed the
survey, we need your help!
CWIP Wellness/Health Education Survey
Please expand your e-mail window to its maximum size for best viewing. (Not
all e-mail clients will display this message in its proper layout; we
apologize for any inconvenience you may experience.)
This survey is being conducted by the National Technology Transfer Center
in Wheeling, West Virginia. We hope you can assist us in our study of the
school market for computer-based wellness and health awareness products. We
expect that this questionnaire will take about ten minutes to complete.
Those submitting completed surveys by April 29, 1999 may receive a coupon
for a 10% discount on a school wellness product once it becomes available
by e-mailing their postal address to us at: wellness@nttc.edu.
For a more readable version of this survey, we encourage you to visit our
website at:
www.nttc.edu/cwip
You may also respond by return e-mail or print this message, complete the
survey, and fax it back to us at: (304) 243-4388.
By participating in this survey the respondent agrees to the following
terms: The information gathered from this survey will be retained
internally for research and product development purposes and will not be
shared with, or sold to, other organizations for any purposes. All
responses will be kept confidential and shall remain the property of the
National Technology Transfer Center and the NASA Classroom of the Future /
Wheeling Jesuit University, Inc.
To respond via e-mail, you can usually use your system's "Forward" command
to send your completed survey to this address:
wellness@nttc.edu -- please DO NOT reply to the entire list.
To answer a question, move your cursor between the square brackets of your
answer and enter an X character (capital or lowercase). When you are done,
please click on your e-mail system's "Send" button.
1. Does your school currently have a wellness or health awareness program
for students?
[ ]Yes [ ]No
2. To your knowledge, is your school currently seeking to implement parts
of a wellness program?
[ ]Yes [ ]No
Which of the following services and components does your school's wellness
program provide, and how important should each one be?
"Provided?" Scale:
Y[es] N[o] D[on't Know]
Importance Scale[1] Not important [2] Somewhat Important [3] Moderately
Important
[4] Definitely Important [5] Very Important [6] Extremely Important
Importance
Provided? Not Extremely
3. Health risk assessment [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5
[ ]6
4. Health information [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5
[ ]6
resources
5. Behavior change [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
6. Suggestions for [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
improvement of
risk factors
7. Tracking of personal [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5
[ ]6
progress
8. Group data tracking [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5
[ ]6
9. Activities and [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
competitions
10. Other (write below) [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5
[ ]6
How important are the following aspects of a wellness program in your
purchasing decision or recommendation?
[1] Negative importance [2] Not important [3] Somewhat important [4]
Definitely important [5] Very important [6] Extremely important
Importance
Not Extremely
11. Computer based [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
12. Usable over a network [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
13. Teacher based [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
14. User oriented [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
15. Interactive [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
16. Multimedia (photos, [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
art, voice, music)
17. Internet-based [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
competitions
18. Internet-based updates [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
19. Internet-based purchase [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
and distribution
20. In teaching wellness and health awareness, what problems have you
encountered? (Please write below.)
21. How have you addressed these problems in your teaching practice? How
effective has that approach been? (Please write below.)
Which of the following categories of health education are now addressed in
your school? How important should each one be?
"Addressed?" Scale:
Y[es] N[o] D[on't Know]
Importance Scale:
[1] Negative Value [2] Not Important [3] Somewhat Important [4] Very
Important [5] Extremely Important
Importance
Addressed? Not Extremely
22. Nutrition [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
23. Exercise [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
24. Illnesses [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
25. Alcohol use/abuse [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [
]6
26. Tobacco [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [ ]6
27. Other substance abuse [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [
]6
28. Sexuality and sexually [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [
]6
transmitted diseases
29. School or workplace [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [
]6
safety
30. Home health hazards [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [
]6
31. Other (please write [ ]Y [ ]N [ ]D [ ]1 [ ]2 [ ]3 [ ]4 [ ]5 [
]6
below)
A multimedia computer program has been developed for CD-ROM and Internet
distribution which incorporates many of the features discussed in this
survey. Specifically, it offers these features:
- a Health Risk Assessment questionnaire for students (and others) to take
- suggestions based on questionnaire responses to help lower risk factors
- activities and interscholastic competitions to foster healthy behaviors
- graphs for students to track their progress
- a library of articles about a wide range of health issues
- a glossary of terms used in the program.
32. Would you consider purchasing or recommending the product described
above?
[ ]Yes [ ]No
33. How much would you expect to pay for such a program? (Choose one.)
[ ]less than $40 [ ]$41-80 [ ]$81-110 [ ]$111-150 [ ]$151-200 [
]$201-300 [ ]$301-500 [ ]more than $500
34. What would you say is a fair and reasonable price for such a product?
(Please write in.)
$
35. What is the most you would consider spending for such a product?
(Please write in.)
$
36. Each user license allows one person to use the program at a time. A
limited site license would allow concurrent use by multiple classrooms
within the same school building. A school district license would allow
unlimited use within the school district. What type of user license would
you want if you were purchasing or recommending this program? (Choose one.)
[ ]0 [ ]1 [ ]5 [ ]10 [ ]20 [ ]single classroom [ ]limited site
license [ ]school district license
37. What grade level(s) do you teach? (Choose all that
apply.)
[ ]K-5 [ ]6-7 [ ]8-9 [ ]10-12 [ ]Higher education [ ]Non-teaching
position
38. What is your gender? [ ]Female [ ]Male
39. What is your ZIP or postal code and country (if not U.S.)?
40. Would you have any further comments? (Please write below.)
Thank you for participating in this survey; your responses will assist our
study.
Reply to: wellness@nttc.edu -- please do not reply to the entire list.
------------------------------
#942
Date: Tue, 4 May 1999 10:38:18 -0500
From: Jennifer George
Subject: OCTAA Program
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
I know this must seem like a mundane request compared to the debates about
school violence and feminism and generalists vs. specialists that is currently
taking place on the HEDIR, but I need some information.
I ahve been trying to find contact information for the "On Campus Talking ABout
Alcohol" program and have been unsuccessful. Could someone please forward a
telephone number and address of the group that produces the OCTAA program,
please?
Thanks,
Jennifer George, Coordinator
Alcohol and Other Drug Education Program
Alfred University
Alfred NY 14802
607.871.2300 (Phone)
607.871.2341 (Fax)
------------------------------
#943
Date: Tue, 4 May 1999 10:36:32 -0400
From: Laura Martin-Riha
Subject: Please remove my name from HEDIR listserv
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
------------------------------
#944
Date: Tue, 4 May 1999 07:47:49 -0700
From: "Ellingson, Lyndall"
Subject: please remove my name from listserve
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Lyndall Ellingson, PhD, CHES
Assistant Professor
Health & Community Services
California State University, Chico
530-898-6310
------------------------------
#945
Date: Tue, 4 May 1999 11:31:23 -0400
From: Kirsten Falkenberg
Subject: Re: OCTAA Program
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Jennifer,
Information about OCTAA (On Campus Talking About Alcohol):
Tom "Frosty" Frostman, Director of Training and Development
Prevention Research Institute
841 Corporate Drive, Suite 300
Lexington, KY 40503
Phone (606)223-3392
Fax (606)223-5320
Hope this helps!
______________________________
Kirsten Falkenberg, M.S., CHES
Coordinator, Wellness Services
Winthrop University
203 Crawford Building
Rock Hill, SC 29733
(803)323-2233
falkenbergk@winthrop.edu
------------------------------
#946
Date: Tue, 4 May 1999 13:39:27 GMT
From: "MAHONEY, COLLEEN"
Subject: violence
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
For those of you interested in the male violence debate, I recommend
that you read an article by author and family therapist, Dr. Michael
Gurian, in which he describes how adults can build a culture to
better raise, support and care for our boys. The article can be
found under the "What's New on the Site" section of connectforkids
www.connectforkids.org
Gurian ends by making recommendations and stating, "Let us do these
things rather than demonizing the boys or forgetting them again and
'moving on' to other things."
I'd also like to share a phrase from Robert Sexton:
---------------------------------------------------------------------
To One So Fine and Bold
Our society has assigned an independent
nature to its sons. Too often, this promotes the mistaken belief that
they are entirely self-sufficient. From my own experience I have
learned that the active love- the sense of belonging - we
give to a son opens the channel through which his own gifts will
flow.
---------------------------------------------------------------------
At the same time we must caution "silver bullets" (including
targeting only males, other "risk groups" , security etc., as the
problem and, in turn, the solution).
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
http://www.peak-assets.net
------------------------------
#947
Date: Tue, 4 May 1999 10:46:03 -0700
From: Elaine Tencati
Subject: Please remove my name from the listserv
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Thanks - I'll rejoin when I'm back from an extended vacation
******************************************************************************
**
Elaine Tencati, MPH, CHES
Stanford Center for Research in Disease Prevention
Stanford University School of Medicine
1000 Welch Road
Palo Alto, CA 94304-1825
Phone: 1 (650) 725-4899 Fax: 1 (650) 725-6906
E-mail: tencati@scrdp.stanford.edu
World Wide Web: http://scrdp.stanford.edu
------------------------------
#948
Date: Tue, 4 May 1999 13:47:53 -0400
From: agley
Subject: Listserve
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Please remove my name from the Listserve.
Thank You
------------------------------
#949
Date: Tue, 4 May 1999 10:57:37 -0700
From: Judy Harris
Subject: Violence Prevention
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Dear fellow colleagues,
I have been teaching a course on violence prevention for several years. I
am absolutely passionate about reducing the incidence of violence in our
schools, homes, and worksites. I believe we are at a critical point and as
health educators we have the best chance of influencing behavior and
reducing the incidence of violent behavior. I truly believe that we can do
a better job than any other profession. At the National Convention in
Boston I spoke to Becky Smith about the possibility of forming a task force
or ad hoc committee of those of us who teach violence prevetnion. She
thought it was good idea and said she would put a message in the journal.
If any of you are interested in joining this group, please e-mail me. I
thought we could share resources, research, ideas etc. and perhaps come up
with a solution to the problem of violence in our communities. Please share
your ideas with me on how this could best work. I am willing to try anything.
Sincerely,
Judy Harris,
Director, Institute for Health Professionals, Portland Community College,
Portland Oregon
Phone (503) 731-6630,
e mail jharris@pcc.edu, Fax (503) 731-6632.
------------------------------
#950
Date: Tue, 4 May 1999 19:27:14 EDT
From: "Read, Donald"
Subject: Gender and violence
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
That girls get involved in sometimes violent behavior does not, in my
way of thinging, neutralize the fact that all of these school killings are by
white adolescent males. I ask the question: "why are girls, who represent the
largest population, who live in the same environment, not responding in the
same way? It adds up to a cultural environment.
Please spare me the knee jerk responbse of gun control. What about
focusing on the fact that school shooting or the routine murder, assault, and
rape - is an overwhelmingly male thing. . .and most certainly indicate that
gender is a vital factor, perhaps the vital factor.
Don Read
Amherst, MA
------------------------------
#951
Date: Tue, 4 May 1999 09:57:27 -0700
From: Traci Berreth
Subject: please remove me from the list
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Please remove me from the listserve. Thank you
------------------------------
#952
Date: Tue, 4 May 1999 09:48:42 +1000
From: Donald B Ardell
Subject: Open and Close for Wellness Show
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
> www.yourhealth.com (Access Health Group, affiliate of McKessonHBOC)
>
> LIVING WELL--ASK A WELLNESS QUESTION
>
> Donald B. Ardell, Ph.D., Host
>
> Wednesday, May 5, 1999 - 5 PM eastern/2 PM Pacific
>
> OPEN
>
> Welcome to the wellness show. Wellness is a mindset, a disciplined view of
> the world and your role in it. With a wellness mindset, you believe that
> you are responsible for the quality and direction of your life. You never
> think of yourself as a victim, and you have little use for excuses,
> blaming or whining. You care deeply about your health and your happiness,
> and you are willing to work to preserve and advance both. That's what this
> show is about--wellness. Glad you are here with me tonight to talk about
> how the wellness philosophy might better be applied to your life
> circumstances, by you, of course. However, if you are interested, I just
> might have a few opinions or even suggestions on the matter!
>
> The theme this week is humor. I'll go for that. In fact, I'm an
> enthusiast for GOING OUT OF YOUR WAY FOR HUMOR. In my first book, HIGH
> LEVEL WELLNESS: AN ALTERNATIVE TO DOCTORS, DRUGS AND DISEASE, I
urged
> readers to consider that "no medicine is good medicine, as a bendable
> rule." I meant simply that a healthy lifestyle far outweighs wonder drugs
> or any kind of medication for promoting health. For most of what ails
> North Americans, the only "remedy" is a better lifestyle, especially in
> the physical areas of exercise, sound nutrition and a safe environment and
> the psychological areas of meaning, stress mastery, work satisfaction,
> critical thinking and humor. Oh yes, humor. If only there were a medicine
> in pill form for "humor aches" or "funitis," terms for maladies
> unrecognized by science but very real, caused by the absence of joy in
> daily life. Unfortunately, there is not and probably never will be a drug
> or medical procedure that will cure mirth-impairment. The only remedy is
> deliberate personal exposure to more delight, laughter, joy, play and the
> like. Once again, it comes down to personal
> responsibility--the wellness ball is in your hands for getting sufficient
> humor as well as for all else.
>
> How serious is the humor/health gap or "having fun deficit? Well, a recent
> study at Ball State University in Muncie, Indiana described the claim of
> some so-called "humor ambassadors" whose research showed that adults
> average some form of laughter fifteen times per day, as contrasted with
> children, who average 400 laughs each day! I don't know what you make of
> this but my conclusion is that children are having more fun than adults. A
> brilliant observation, don't you think? Of course, many children don't
> have jobs, receding hairlines or PMS but never mind, the point is this:
> Let's regain those 385 extra laughs that we used to enjoy in the good old
> days. Let's talk tonight about how we might begin to catch up, starting
> with the typical day at a typical company, which I will call "Grim Reaper
> International."
> Before we go to your questions, let me offer a few suggestions for more
> humor in your life.
>
> One way to have more fun on the job AND in other facets of your life is to
> get together with others interested in having more fun! Explore with
> like-minded folks ways to pull it off. For the workplace, the
> possibilities are vast and diverse. I recommend you consider at least the
> following actions in order to explore what appeals to the collective
> sense of humor where you slave and toil:
> * ask for volunteers as humor facilitators in each department;
>
> * look into and document the serious implications and constructive uses
> of humor;
>
> * check out the research done on the topic in the humor section of a
> bookstore or library;
>
> * associate with fun people on and off the job, whenever possible; and
>
> * attend a conference that features humor in the context of boosting
> creativity, lightening the workplace, speeding recovery from illness,
> strengthening the immune system and other implications.
>
> With that introduction, we're ready to switch to the dialogue portion of
> the show. What questions do you have about this or any other aspect of
> wellness? The lines are open--it's always fun to hear from you.
>
> CLOSE
>
> Welcome to the show transcript if you just arrived at this site, goodnight
> if you have been with us live this afternoon, May 5th. In closing, I want
> to say a few more words about our theme of humor and ask the question,
> "Just who is responsible for promoting lightness?" As with war and
> generals, humor in daily life is too important to be left to
> standup comedians, TV sitcoms or the cartoon pages of newspapers. For
> optimal well-being, make it a part of all aspects of life, at home and
> work.
>
> Think about the extent to which there are humor deficiencies in society.
> Look at the IRS, for example! These guys can't take a joke! How about
> hospitals--don't you think they REALLY need humor programs? Why aren't
> medical schools teaching "humorology?" Has your doctors sent you home with
> a prescription for having more fun? What nutritionists do you know who
> recommend humor supplements and minimum daily "yuk requirements?" See my
> point?
>
> Maybe we should start demanding that psychologists, fitness promoters,
> nurses and the like start to dabble in the therapeutic, healing properties
> of laughter. Would it surprise you to learn that some are? It's true.
> Researchers are well along in studies to assess the healing and
> staying-well immunological benefits of humor in one form or another.
> Such investigations are among the hottest issues in modern health
> research.
>
> I have long suspected that if I could assemble the elements of humor and
> make it available in pill form, I could make a financial windfall on a few
> bottles of the stuff. It would become the wonder drug of the next century.
> It probably would have no adverse side-effects and you couldn't overdose
> swallowing too many of Don's patented "Welly
> Belly-Mirthful Day" pills. Of course, if they became addictive, they
> would be banned and I'd have to stop selling them or become a drug
> peddler. From wellness promoter to drug dealer--yike!
>
> Well, that's it for tonight. Maybe we can continue this line of
> discussion next week. Look after yourself, have a lot more fun than usual
> and be well.
>
> =======================================
Donald B. Ardell, Ph.D., Publisher
ARDELL WELLNESS REPORT
(813) 251-4567
------------------------------
#953
Date: Wed, 5 May 1999 08:22:40 +0300
From: Ansa Ojanlatva
Subject: alcohol and genes
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
There was a question about alcohol and behavior...
Results of a new US-Finnish study (about 1000 Finns in 1990-1994) were
featured on TV last night. According to it (see Proceedings of the
National Academy of Science), men from eastern Finland have a structural
change of the Y-chromosome which does not exist in other western countries
and may set the men up for alcoholism. Not everyone gets one of course,
about 7% may be due to it --if the information was correctly cited.
According to the present understanding, these genes came from the eastern
regions while population movement came both from the east and the south.
The genetic explanations of alcoholism are expected within a couple of
years, the report said. Perhaps we can expect more information for health
education within that time as well.
dos. Ansa Ojanlatva
Dept Public Health
University of Turku
20520 Turku/Finland
tel. +358-2-333-8513
fax +358-2-333-8439
------------------------------
#954
Date: Wed, 5 May 1999 01:26:01 EDT
From: Kathy O'Hara
Subject: please remove me from the mailing list
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
Please remove me from the mailing list
Thank you
------------------------------
#955
Date: Wed, 5 May 1999 13:37:28 +0300
From: Ansa Ojanlatva
Subject: missing pills/ovulation
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
for teaching about oral contraceptives...
A finding re: missing three oral contraceptive pills: "although this
creates the prerequisite for ovulation, normal ovulation did not occur
when pill omissions were limited to only 3 days."
Elomaa, Kaisa et al. Omitting the first oral contraceptive pills of the
cycle does not automatically lead to ovulation. Am J Obstet Gynecol 1998;
179:41-6.
dos. Ansa Ojanlatva
Dept Public Health
University of Turku
20520 Turku/Finland
tel. +358-2-333-8513
fax +358-2-333-8439
------------------------------
#956
Date: Wed, 5 May 1999 09:06:24 -0400
From: Daniel Leviton
Subject: Violence
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Women of the HEDIR...click here: http://www.kittle.siu.edu/lingle
--------------B263731BD197330E89C0F15D
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Those of you who think that the elimination and prevention of violence
and other forms of people-caused deaths might wish to consider attending
the APHA institute in Chicago on November 7th. Its title is, ITS TIME TO
RALLY THE TROOPS -- THE HEALTH PRIORITY OF ELIMINATING AND
PREVENTING
WAR, CHEMICAL-BIOLOGICAL-GERM WARFARE AND TERRORISM, AND OTHER
FORMS OF
PEOPLE-CAUSED DEATHS. Faculty include Barry Levy, past president of
APHA, Julia Alvarez, UN Representative from the Domincan Republic, Linda
Campanelli, a health promotor who is VPof LifeDesign Inc., and me.
Its goal is action, not rhetoric, hand wringing, or argument over
theory. What action? To implement already existing, but dormant, public
policy that would deal with the goal.
You might be interested in the following comments that will guide us.
They were sent to our faculty:
Some thoughts concerning action that involves our audience/participants
in no particular order.
Personally, I take the position that we, as a people, need to adapt a
mind set that demands rather than asks that people-caused deaths be
eliminated and prevented.
That is, proactivity rather than passivity. Further, we need a
fundamental shifts in policy, priorities, and action that should focus
around health and well-being as we
are defining it. Ed Ayres, editor of World Watch takes a similar
position.
Form an organization in collaboration with APHA, other groups, or be
independent to:
Most importantly form a coalition with other groups: Peace,
environmental, homicide, drunk driving, gun control, racism, anti
poverty, UN, international groups.
Goal: to implement existing policy; influence reps of domains. We share
common interests.
Emulate the Results Model. They have a unique telephone network and
focus on issues concerning hunger and poverty -- very effective in
getting legislation passed at local and
national levels.
Networking & sensitizing others in our professions and professional
groups to act. For example, health educators/promoters can push to have
the prevention of war, terrorism, homicide, environmental degradation,
and other forms of people-caused deaths as part of the curriculum/course
of study.
Make contact with reps of the 13 domains of influence and power that
need to become involved in the project. We need to influence
representative in the political, media,
educational, etc. domains. We need to support political candidates who
agree with our goals.
Push to make health and well-being become a national priority as we
define it. Modify the WHO definition of health, and descriptions of
health to include our topic
(I'll mention this in my remarks and offer examples).
Set an agenda for the next APHA: What have we accomplished? Plan a
session or another Institute where we bring in reps from the domains of
influence and power,
other organizations, etc.
Explore writing a grant proposal to fund a conference focusing on
action.
Recommend strongly Stout, C. E. (Ed.). (1996). The Integration of
Pyschological Principles in Policy Development. Westport, CT: Praeger.
Dan
--
Dr. Daniel Leviton
Center on Aging
College of Health & Human Performance
University of Maryland
College Park, MD 20742-2611, Phone: (301) 405-2528
------------------------------
#957
Date: Wed, 5 May 1999 12:34:45 -0400
From: Daniel Leviton
Subject: Violence, Homicide, etc
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Support the HEDIR, buy Barnes>>> Undefined variable "&NOBLE" <<< books through the
HEEF:
** http://www.healthbehavior.com/vendors.html
--------------AEA71F257269AE43F8C98D8F
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Saw a cinema verite on HBO last night, Thug Life in D.C. Recommend it
highly for it offers insight into the sociology, psychology, and culture
that drives young boys and men to violence. By no means does our society
and its economic system (capitalism) come off as blameless.
I commented to my son and daughter, "We are lucky . . . lucky to have
been born white, to middle class parents, in a decent intellectual,
physical, and social environment, and in the USA (with its warts the USA
is still the country of preference). The young men depicted could have
been you or me -- pure luck. Or we could have been born impoverished in
Rwanda, Somalia, or Kosovo or Bhagdad for that matter."
In many ways the protagonist in the film was articulate, and
intelligent. Formally uneducated but insightful and wise in many ways.
He depicted the outrage and hopelessness of those who have the 5-fold
whammy: Being Black, male, young, poor, and reared in a culture that
mirrors, to a large extent, our larger culture -- anything to survive,
and I come first, Jack -- and money is the key to the latter.
Frankly, I wonder what I would have done if the shoe were on the other
foot? If I were the protagonist? All I know is that I would never allow
my kids to go hungry while people are feeding their dogs filet mignon,
and corporate executive are paid millions even when they are fired.
Don't misunderstand . . . I want the thug off the street. But I also
wish (1) to prevent people from developing into thugs in the first
place, and (2) if incarcerated, to provide opportunity for
rehabilitation (that is, job training, education & literacy). All of
this is doable -- that is the rub -- it is doable. Neither God, Nature,
bacteria or virus make thugs -- we do.
I suggest that we health promotion and health education need to play a
vital, activist role in addressing these issues with special reference
to root causes.
Dan
--
Dr. Daniel Leviton
Center on Aging
College of Health & Human Performance
University of Maryland
College Park, MD 20742-2611, Phone: (301) 405-2528
------------------------------
#958
Date: Wed, 5 May 1999 10:13:14 -0700
From: Michele Goldschmidt
Subject: Re: Violence, Homicide, etc
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Support the HEDIR, buy Barnes>>> Undefined variable "&NOBLE" <<< books through the
HEEF:
** http://www.healthbehavior.com/vendors.html
Daniel has something here. Too bad I don't have HBO. Maybe there is
some socially redeeming stuff to be seen.
I spent last night in an Ethics class debating the merits (and many
demerits) of rationing scarce health care resources, especially among
individuals whose behavior affects the costs to society - such as
violence, illicit drug use, smoking, alcoholism, obesity, etc. Talk
about getting one's emotional dander up.
I mentioned that 3/4 of the U.S. has not elected to thwart our
sedentary lifestyle to engage in regular physical activity (including
many who are white and middle class).
Two of the questions we discussed: Should society or individuals incur
the costs? Should services be withheld or cost more because
individuals engage in "preventable" behaviors, even if we really don't
understand why people do what they do?
We concluded: Don't deny or stratify services. You never know if you
might be on the receiving end of that policy. Spend more as a nation
developing partnerships with communities and individuals to provide the
support needed to facilitate positive change.
All of us are on that lifestyle change continuum, occupying various
places on it at various stages of our lives. See it that way, and
"thugs" are people, too - just like the rest of us.
Thanks, Dan
Michele
Michele H. Goldschmidt, EdD, CHES
Postdoctoral Fellow
Oregon Health Sciences University
_________________________________________________________
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------------------------------
#959
Date: Wed, 5 May 1999 13:27:07 -0400
From: Laura Martin-Riha
Subject: Remove me from the Hedir list
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Support the HEDIR, buy Barnes>>> Undefined variable "&NOBLE" <<< books through the
HEEF:
** http://www.healthbehavior.com/vendors.html
Please remove me from the HEDIR listserv
thank you
------------------------------
#960
Date: Wed, 5 May 1999 13:46:32 EDT
From: Andy Frank
Subject: Re: Violence, Homicide, etc
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Support the HEDIR, buy Barnes>>> Undefined variable "&NOBLE" <<< books through the
HEEF:
** http://www.healthbehavior.com/vendors.html
In a message dated 5/5/99 6:13:05 PM, michele_goldschmidt@YAHOO.COM writes:
>I spent last night in an Ethics class debating the merits (and many
>demerits) of rationing scarce health care resources, especially among
>individuals whose behavior affects the costs to society - such as
>violence, illicit drug use, smoking, alcoholism, obesity, etc.
Obesity -- a behavior? Obesity is a condition which may or may not be a
symptom of a behavior (lack of exercise can be a voluntary behavior choice or
due to an involuntary chronic medical problem -- and of course, not everyone
with an "exercise deficiency" is fat). Of course, obesity may also be
related to differences in metabolic rates related to gender, genetics, or
medical conditions.
I am increasingly concerned by the tendency of health educators/health
promoters to automatically blame physical and medical symptomatology (e.g.,
obesity, high blood pressure, high cholesterol, etc.) on "voluntary"
lifestyle choices. We do both our profession and the general public a great
disservice in promoting such inaccurate stereotypes, which further encourage
insurance companies and employers with "wellness incentive" programs to
unfairly discriminate against individuals whose conditions may bear little to
no relationship to their "voluntary lifestyles." I hope that issues such as
these are addressed in health education ethics classes, such as the one
mentioned above.
Andrea Frank, PhD Cand
UW-Madison
------------------------------
#961
Date: Wed, 5 May 1999 14:31:59 -0500
From: Mark Kelley
Subject: Re: Violence, Homicide, etc
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Support the HEDIR, buy Barnes>>> Undefined variable "&NOBLE" <<< books through the
HEEF:
** http://www.healthbehavior.com/vendors.html
Michele,
A couple of comments related to the quotations below. First, the question
is not whether services will be withheld, only from whom those services
will be withheld. It is economically impossible to have an unlimited supply
of any goods or service to all people. All goods and services, especially
health care goods and services, are rationed by either the ability to pay
or by some form of mandate.
Secondly, if we allow all persons to receive care for the same cost, we
remove one of the major incentives/motivations to change behavior. . . cost
to the individual.
>Two of the questions we discussed: Should society or individuals incur
>the costs? Should services be withheld or cost more because
>individuals engage in "preventable" behaviors, even if we really don't
>understand why people do what they do?
>
>We concluded: Don't deny or stratify services. You never know if you
>might be on the receiving end of that policy. Spend more as a nation
>developing partnerships with communities and individuals to provide the
>support needed to facilitate positive change.
>
R. Mark Kelley, Ph.D., CHES
Assistant Professor &
Graduate Program Director, School Health Education
Department of Health Education and Health Promotion
University of Wisconsin - La Crosse
209 Mitchell Hall
La Crosse, WI 54601
608-785-6791
kelley@mail.uwlax.edu
http://perth.uwlax.edu/faculty/kelley/
------------------------------
#962
Date: Wed, 5 May 1999 14:22:15 -0700
From: Michele Goldschmidt
Subject: Re: Violence, Homicide, etc
** Allyn and Bacon new books: http://www.kittle.siu.edu/ab 5/6
** Support the HEDIR, buy Barnes>>> Undefined variable "&NOBLE" <<< books through the
HEEF:
** http://www.healthbehavior.com/vendors.html
Thanks, Mark.
We battled that back and forth. In a genuine partnership with
individuals, part of the costs are borne by the prevention side which
(most likely) will be cheaper than the treatment side. If prevention
is successful, then treatment costs may decline for all.
And, I believe that consensus (partnership) is better than mandate.
Whether it's possible or not may depend on whether our objective is
targeting individuals or populations to bear the additional costs.
Michele
--- Mark Kelley wrote:
> ** Allyn and Bacon new books:
> http://www.kittle.siu.edu/ab 5/6
> ** Support the HEDIR, buy Barnes>>> Undefined
> variable "&NOBLE" <<< books through the HEEF:
> ** http://www.healthbehavior.com/vendors.html
>
> Michele,
>
> A couple of comments related to the quotations
> below. First, the question
> is not whether services will be withheld, only from
> whom those services
> will be withheld. It is economically impossible to