#1309
Date: Thu, 12 Dec 2002 08:08:22 -0500
From: Bob Bensley <robert.bensley@WMICH.EDU>
Subject: Wellness conference in South Africa
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
the 2nd South African National Wellness Conference. This conference is =
hosted by the University of Port Elizabeth and the Wellness Council for =
South Africa (WELLCOSA). The registration cost for US attendees =
reasonable ($990) which includes registration, all meals, housing, =
social functions, a township tour, an overnight safari, and an optional =
post conference 3-day coastal hike. Attendees need to pay airfare.=20
An excellent opportunity!=20
Robert J. Bensley, Ph.D.
Associate Professor
Community Health Education
Department of HPER/4024 SRC
Western Michigan University
Kalamazoo, MI 49008
(269) 387-3081
(269) 387-2704 fax
------------------------------
#1310
Date: Thu, 12 Dec 2002 08:09:18 -0500
From: Bob Bensley <robert.bensley@WMICH.EDU>
Subject: Student opportunity to study in South Africa
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
If you are or know of a health education student who may be interested =
in studying at the University of Port Elizabeth (UPE) in South Africa =
between February and June of 2003, please read on:=20
I am currently on sabbatical from Western Michigan University (WMU) and =
will be working at the University of Port Elizabeth between January and =
July of 2003. During that time, I will be assisting them in developing a =
university wide personal health course, conducting in-services on =
state-of-the-art U.S. health practices, developing Internet-based =
learning opportunities designed to change behavior and promote wellness, =
and establishing a distance education program (for training personnel in =
health promotion--since nothing really currently exists anywhere in the =
country now) between UPE and the U.S. There may also be an opportunity =
for other U.S. universities to partner with UPE and WMU in this joint =
health promotion training program.=20
I was able to establish a position for a U.S. student to assist in some =
of these activities. UPE is willing to provide the student with a FREE =
apartment for the time she/he is there (the apartment will be on campus =
in the same set of 4 flats where my family and I will be staying), and =
an office in the department in which I will be located. All the student =
needs to do is pay funds to get over there (about $1,200 to 1,500) and =
costs associated with food and incidentals (which is significantly =
cheaper in South Africa than in the U.S.). This is an excellent =
opportunity for a student who has interest in global health issues.=20
A graduate student specializing in community/public health would be =
ideal. If not, then a senior level community/public health education =
student would also work. A school health student would also be =
considered if s/he had enough experience and training in community =
health methods (planning, methods, evaluation). An understanding of =
technology is a must (more than just how to use MS Office applications). =
The student will need to have a thoroughly understanding of the =
potential the Internet provides and preferably have experience in =
creating web pages. a graduate student could also bring family (if s/he =
has any), as they could live at the apartment. My children will be going =
to local schools in Port Elizabeth, so that may be an option for a =
student with children. there is no stipend attached to this other then =
the free apartment and office. I can help the student figure out how to =
get the process rolling (passport, visa, travel, etc.). If so desired, =
the student's home university could offer independent study credits, =
which my counterpart in South Africa and I can oversee.=20
If you know of a student who would be interested in this opportunity, =
please let me know ASAP. I know this may be late in the season, but I am =
leaving the U.S. January 8 and hope to have the student lined up by =
Christmas. There is no exact start date for the student, but by end of =
February would be best. The people in South Africa the student will be =
working with are absolutely wonderful (my counterpart stayed with my =
family and I for a couple weeks this summer).=20
I look forward to hearing from you!=20
Bob=20
Robert J. Bensley, Ph.D.
Associate Professor
Community Health Education
Department of HPER/4024 SRC
Western Michigan University
Kalamazoo, MI 49008
(269) 387-3081
(269) 387-2704 fax
------------------------------
#1311
Date: Thu, 12 Dec 2002 08:57:17 -0500
From: Lisa Lieberman <llhealth@OPTONLINE.NET>
Subject: Re: journals
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Regarding Karl's question about journals interested in articles on communtiy
organizing, please don't forget that a simple and quick way to get something
published about virtually any health education/health promotion/behavioral
intervention is in Heath Education & Behavior's Practice Notes. They are
easy to write, (really, really, really) and I can help reformat your program
description into our practice notes format, if you need help. I'm always
looking for notes and you can publish a "note" even if you have published a
fuller article about your program in Health Promotion Practice, in another
journal, or presented it at a conference. If you want more information or
guidelines, look in the instructions for authors section of HEB or email me
and I will send them to you.
Lisa Lieberman
Health Education & Behavior
Practice Notes Editor
Lisa Lieberman, Ph.D., CHES
Healthy Concepts
29 Ardsley Drive
New City, NY 10956
845 638-1619 phone and fax
LLHealth@optonline.net
------------------------------
#1312
Date: Thu, 12 Dec 2002 07:19:24 -0800
From: Pat Hanson <pat_hanson@CSUMB.EDU>
Subject: Instruments on mentoring skills?
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
I've been asked to evaluate a 'Campus Advocacy Mentor Program' where
students become advocates for tobacco policy changes (and actually have
accomplished some) on three CA Central coast colleges. Some of the college
trainees teach high school students to run programs in junior highs 'Teens
Against Tobacco Use.'
Yet the little data they've collected so far are pre-post tests on tobacco
knowledge and awareness of campus policies. Anyone know of any
instruments that address 'mentoring skills' or 'advocacy?' .... I'm in
deep on the new advocacy web-sites, but am still digging.
Thank you and may you all have peace-full Holidays modeling personally
what the world needs right now.
Remember ... good happens!
Pat Hanson, HEALTH MATTERS
pat_hanson@csumb.edu
1823 Wedemeyer Court
Marina, CA 93933
831-883-4482
FAX: 883-4486
Cell: 601-9195
------------------------------
#1313
Date: Thu, 12 Dec 2002 09:38:27 -0600
From: Mary Pierce <mpierce@LONGELIFE.COM>
Subject: Re: HEDIR Posting
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Here are a few more sources...
Health Newsletters Direct
MyHealthPublisher.com (e-newsletters)
Mary Pierce
Longe Life Libraries
(847) 279-0100 x 26
mpierce@longelife.com
-----Original Message-----
From: The HEDIR is operated by Mark J. Kittleson, SIUC
Sent: Wednesday, December 11, 2002 3:41 PM
To: HEDIR-L@SIU.EDU
Subject: Re: HEDIR Posting
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Dear Jody:
For an inexpensive solution, the National Heart, Lung, and Blood
Institute
(National Institutes of Health) offers "canned" articles on high blood
pressure, high cholesterol, heart attack, cardiovascular disease,
obesity,
asthma, sleep disorders, and more. Also their publications are in the
public domain, and can be republished without further permission (a
source
citation is appreciated).
You can join their e-mail list of announcements and articles at
materials
available
drop-in articles, send me an e-mail, and I'll give you a list.
For a more expensive, but more turnkey solution, you can also try Coffey
Regards,
Win
Winthrop Morgan, MPH, CeM
-----Original Message-----
Sent: Wednesday, December 11, 2002 4:05 PM
To: HEDIR-L@SIU.EDU
Subject: Fwd: HEDIR Posting
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Been asked to forward this.
>From: "Jody Steinhardt" <JSTEINHA@mjhs.org>
>
>Does anyone know of a company that produces "canned" health
newsletters?
>
>Thanks!
>
>
>
>Jody Ruth Steinhardt, MPH, CHES
>Health Education Program Coordinator
>Elderplan
>745 64th Street
>Brooklyn, NY 11220
>voice: 718-630-2569
>fax: 718-921-8813
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Graduate Director, Health Education & Recreation
** Advertise Jobs On The HEDIR
**
** Check Your HEDIR Info & Photos
**
** Advertise Jobs On The HEDIR
**
** Check Your HEDIR Info & Photos
**
------------------------------
#1314
Date: Thu, 12 Dec 2002 09:32:12 -0800
From: "Lowery, Bryce" <Blowery@BOS.CO.LA.CA.US>
Subject: Re: Instruments on mentoring skills?
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Pat,
It has been my experience that educational evaluation techniques and tools
often compliment the needs of those seeking to assess mentoring programs.
One place to start, should you explore this option, is ERIC
Best of luck and please keep us posted if you find something particularly
relevant.
Regards,
Bryce
----------------------------------------------------------------------
Bryce C. Lowery, M.S.
Community Researcher and Trainer
Los Angeles County Children's Planning Council
500 West Temple Street, Room B-26
Los Angeles, CA 90012
Phone: 213.893.0421
Fax: 213.680.1415
Email: blowery@bos.co.la.ca.us
-----Original Message-----
Sent: Thursday, December 12, 2002 7:19 AM
To: HEDIR-L@SIU.EDU
Subject: Instruments on mentoring skills?
I've been asked to evaluate a 'Campus Advocacy Mentor Program' where
students become advocates for tobacco policy changes (and actually have
accomplished some) on three CA Central coast colleges. Some of the college
trainees teach high school students to run programs in junior highs 'Teens
Against Tobacco Use.'
Yet the little data they've collected so far are pre-post tests on tobacco
knowledge and awareness of campus policies. Anyone know of any
instruments that address 'mentoring skills' or 'advocacy?' .... I'm in
deep on the new advocacy web-sites, but am still digging.
Thank you and may you all have peace-full Holidays modeling personally
what the world needs right now.
Remember ... good happens!
Pat Hanson, HEALTH MATTERS
pat_hanson@csumb.edu
1823 Wedemeyer Court
Marina, CA 93933
831-883-4482
FAX: 883-4486
Cell: 601-9195
------------------------------
#1315
Date: Thu, 12 Dec 2002 14:09:22 -0500
From: Toni Gauthier <txgauthi@NAZ.EDU>
Subject: Unsubscribe
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
txgauthi@naz.edu
please unsubsribe me as I will be out of the office for holiday break.
Toni Gauthier
Nazareth College
Substance Abuse Services
------------------------------
#1316
Date: Thu, 12 Dec 2002 14:20:56 -0500
From: Angela Lee <Angela.CTR.Lee@FAA.GOV>
Subject: Re: HEDIR-L Digest - 10 Dec 2002 to 11 Dec 2002 (#2002-278)
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
In response to the question about preparation as a health educator....I
graduated with a Bachelor's in Health Science/Community Health and really
did not have much education/training regarding the facilitation of
educational sessions to groups. Now, I am going for my Master's in Health
Promotion (though I had already learned a lot from my work experience) and
I now feel more educated in many aspects. However, I have never really
felt well-prepared for dealing with the issues of worksite health
education. That is the area I work in and plan to stay in for quite some
time, but I'm having to teach myself how to deal with the issues of
management support--financially and otherwise; keeping employees
interested, motivated, and participating, etc.
Angela Lee
Health Awareness Coordinator
FAA Center for Management Development
------------------------------
#1317
Date: Thu, 12 Dec 2002 13:28:19 -0600
From: gdsta <gdsta@SWBELL.NET>
Subject: Re: HEDIR-L Digest - 10 Dec 2002 to 11 Dec 2002 (#2002-278)
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Dear HEDIR's,
This is in reference to the question from Mark to practitioners in the
field about what we did or did not learn during our professional
preparation to become health educators.
I will start out by telling you that I have a Ph.D and have worked as a
health educator in academia, the corporate world, the non-profit sector,
as a healthcare executive, and now have started my own business.
The area in which I was least prepared was marketing. Marketing was
briefly covered in a Community Health class but basically I did not have
a clue and later was promoted to Asst. Vice Pres. For Marketing at a
hospital and had to do some fast scrambling to learn what it was all
about. Still learning! I also had no preparation in administration
because I did not choose that track.
The area in which I feel I was most prepared was dealing with
multicultural populations. I was fortunate to attend TWU and it was an
excellent program. It was also emphasized continuously that networking
is the key to career advancement and I am a living testament to that.
An area of frustration for me has been the lack of encouragement from
local university professionals to encourage students to join
professional organizations. I speak to groups of students often and they
have not heard how important the professional organizations are for
their careers or our profession and that worries me.
As you already know, most of what you really learn you receive on the
job anyway but academia needs to allow as many practicum's as possible
because that is when they get the real feel of being a health educator.
Thanks for the say,
Donna Stauber, Ph.D., CHES
------------------------------
#1318
Date: Thu, 12 Dec 2002 16:34:40 -0500
From: Sandra Maltzman <sm673@COLUMBIA.EDU>
Subject: unsubscribe
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Please take me off the list
Thank you
sm673@columbia.edu
------------------------------
#1319
Date: Thu, 12 Dec 2002 16:43:42 EST
From: Lawrence Green <LawrGreen@AOL.COM>
Subject: Re: HEDIR-L Digest - 10 Dec 2002 to 11 Dec 2002 (#2002-278). Mark's
query
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Mark et al., this was a most timely interaction for my eyes, as Marshall
Kreuter and I are deep into work on the revisions for the 4th edition of our
book on health promotion planning. Marsh is off to Geneva, so he hasn't seen
this yet, but I was most gratified that several of the respondents to Mark's
query about what had proved valuable to them in their practice said "program
planning" (sometimes coupled with theory).
Let me invite a deeper drilling down on that point, for our sake, and invite
any suggestions folks in the field (and even the silenced academics) would
have for us on revising our presentation of the Precede-Proceed model and
related theory and methods in the book. I realize that some will have used
other texts in learning their program planning, and other models in carrying
it out, but we would still benefit from your thoughts about what we could do
to make this book more helpful and digestible.
--Larry Green
> ate: Wed, 11 Dec 2002 09:05:20 -0600
> From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
> Subject: Question for non-university health educators
>
> **
> ** Leading into the Future-AAHE
> ** Official Sponsor of the HEDIR
> **
>
> Greetings.
>
> Things have calmed down lately so I wanted to throw out a point for
> discussion. I would like input from practitioners out there--so university
> faculty--hold your tongues (yes, I know, that's tough), or rather, your
> fingers/keyboard.
>
> My question is this:
>
> Assuming you went through academic preparation as a health educator, and
> assuming you are now working in the field, what did the university program
> teach you that was most valuable and what topic/area was not covered but
> should have been? OR, if you are an administrator in a practitioner's
> setting, what skills do you want your new hires to possess?
> You don't need to indicate where you were trained at, but do mention
> whether you were trained at the bachelor's or masters level.
>
> As a university faculty member, I often am out of touch with what
> practitioners need. That may also be the case for many university health
> education faculty. I hope that all of us in the university setting can use
> this to advance our preparation of health educators. If one feels as if
> they will be 'attacked' for speaking out, send it to me and I'll post it
> without names or affiliations.
>
> Here's the 'opportunity of a lifetime' where you can help advance the
> professional preparation of health educators. Let us know your thoughts.
>
> Mark J. Kittleson, PhD, FAAHB
> Professor, Health Education
> Graduate Director, Health Education & Recreation
>
------------------------------
#1320
Date: Thu, 12 Dec 2002 18:11:37 -0600
From: "Cissell, William" <WCissell@MAIL.TWU.EDU>
Subject: Drilling a core with academics allowed to speak
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Larry,
Thanks for opening the door to academics to address issues of professional
preparation. In response to your query about insights into making the
precede-proceed model more digestible, I will share an experience I had in a
planning course. I assigned two groups of graudate students to serve as
debate teams. One was assigned to take the position that the precede-proceed
model is the best tool a planner of a community health program can use. The
other group was assigned to take the position that the model presented in the
Dignan and Carr book was the better model.
The team that championed the precede-proceed model touted it comprehensiveness
and that it is widely published and frequently referenced by program planners
and grant applicants. This team listed the model in the Dignan and Carr
textbook as its simplicity and the fact that it is far less widely published
and far lessfrequently referenced by program planners and grant applicants.
The team that championed the model in the Dignan and Carr textbook toued its
simplicity, which they indicated made it much more practical for entry-level
community health educators to use. This team listed the key weakness of the
precede-proceed model as its complexity. Members of this team reported that
they found the precede-proceed model to be difficult to comprehend. While
they conceded the points that the precede-proceed model is much more widely
published and probably is more frequently referenced by program planners and
grant applicants, they expressed skepticism that most planners and grant
applicants actually comprehend the precede-proceed model.
This parallels the debate I have heard in discussions among my colleagues over
the past twenty-five about the strength and weaknesses of the Green
model/precede model/precede-procede model. I believe many who have taken the
time and effort to examine the precede-proceed model carefully, explain it to
others, and apply it in practice have found it extremely useful. Others who
have judged it to be overly complex upon initial examination have avoided
using it.
Several years ago, I was serving as a member of a planning group that was
developing a safe community program for a major metropolitan population. When
I proposed that we use the precede-proceed model, I was asked to present it to
the group. It may be that I was a poor presenter, but the group quickly
pronounced the model too complex for their purposes and selected a simpler
model to guide their planning. By contrast, I have served on boards of
directors and advisors that I was able to convince to reference the
precede-proceed model in program plans that were developed as they were
submitting applications for grant funding. It is my perception (no data have
been analyzed) that the grant applications that referenced the precede-proceed
model received funding at a slightly higher rate than those that did not
reference it.
In both our undergraduate and graduate program planning courses, our
undergraduate and graduate introduction to community health courses, and our
doctoral-level theories and models course, we teach the precede-procede model
among other theories and models. While students complain of the complexity of
the precede-procede model, a greater proportion of them use it in their
projects and reference it in their papers than those using or referenceing
other models. It may be that students are convinced, either by their
instructors or by the frequency of seeing the precede-proceed model referenced
in the literature, that it is an important model to reference. As to
questions on our doctoral qualifying exams, precede-proceed model receives
about the same frequency of discussion as the health belief model, the
transtheoretical model, the health belief model, and the theory of reasoned
action. No other program planning model receives nearly as much discussion as
these.
If you can find a way to make the medicine go down easier, there will be fewer
complaints. However, the precede-procede model is currently the gold standard
of planning models being used by health educators and health promoters.
Bill Cissell
------------------------------
#1321
Date: Thu, 12 Dec 2002 19:23:17 EST
From: "Renae D. Cunnien" <Renaecunnien@AOL.COM>
Subject: UNSUBSCRIBE
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Please remove my name from the HEDIR listserve.
Thank you,
Renae D. Cunnien, Ph.D.
------------------------------
#1322
Date: Thu, 12 Dec 2002 20:41:29 -0500
From: richard allen <rallen7@NYCAP.RR.COM>
Subject: ACADEMIC PREPARATION
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
In response to your question about academic preparation I would like to
state the following. Its been almost 30 years since my college training and
the scope of health education has changed drastically. My first thought
about your question was which content area meant the most to me. I soon
realized that most of what I teach today did not exist 30 years ago (crack,
aids, even cholesterol was a new discovery).
Looking back, the course that helped me the most was an evaluation
procedure course I took at Suc Brockport. I was fortunate to have as my
professor Dr. Robert Gold. In the course he introduced me the uses of
computers in health education. He showed me how to write computer assisted
instruction programs. Remember we're talking 1976. Computers were as big
as a classroom, everyone worked on a terminal hooked into the same computer.
Data was stored on paper tapes. It wasn't very practical in a public school
setting. When I first got my teaching job I utilized some of the programs I
had developed, but it was difficult making arrangements to use the computer
terminals and about 4 students had to share one terminal in each class. My
computer assisted instruction were put on the shelf.
Now as we begin the 21st. century and the personal computer has become as
common place as a filmstrip projector I have dusted off my programs, updated
them a bit (well more than a bit) and have continued to use the knowledge I
gained from Dr. Gold years ago.
I feel it is important that colleges prepare Health Educators to
anticipate new technologies as well as theories in education and how these
technologies and theories well help better educate our students.
Richard Allen
Health Educator
Amsterdam High School
Amsterdam , N.Y.
------------------------------
#1323
Date: Thu, 12 Dec 2002 22:30:57 -0500
From: Bonni Hodges <HODGESB@CORTLAND.EDU>
Subject: Precede-Proceed
**
** Leading into the Future-AAHE
** Official Sponsor of the HEDIR
**
Having just read a set of undergraduate "capstone" papers designed to measure
needs assessment and program planning skills this may or may not be the best
time to respond to Larry Green's request. However, I submit the following from
my experience in teaching undergraduate and graduate assessment, program
planning, and evaluation for the past 10 years.
1. We at SUNY Cortland have had some rollicking discussions around the
interpretation, use, and "teachability" of Precede-Proceed. Ultimately we come
back to the importance of "knowing" it both because of its frequent presence
in the professional literature and in its practical usefulness.
2.Yes the model is complex but that is part of its usefulness.
3.I, and some of my colleagues, have found the most success with our students
learning to use the model when it is sprinkled among several courses rather
than just tied to and associated with a "planning" course. I liken the way we
have worked the model into the curricula of both our school and community
health majors to the old (?) whole-part-whole PE teaching technique I learned
once upon a time. All students are introduced to the entire model in our
community health course. This course is the first required course in both our
undergraduate majors. Depending on the major, students then revisit and work
with appropriate parts of the model in other courses (e.g. with educational
assessment in school health curriculum-related courses). All undergraduate
majors then take a "needs assessment, program planning, and evaluation" course
that serves as a capstone course. Precede-Proceed serves as the foundation of
the course and students are required to use the model in a semester-long
project. Other planning models are introduced along the way, but, honestly, do
not get much emphasis. There is a similar set-up in our master's programs (in
which most students come to us from other undergraduate majors).
4. Communication with our alumni working in the field often elicits comments
such as "I thought learning Precede-Proceed was a pain but I am glad Dr. So
and So made us learn it because I use it in my job."
5. As for the next edition of the book, more discussion of when and how it is
appropriate to use only portions of the model would be very helpful to
students. It is difficult for many to digest, if you will, the entire model,
but learning how and when to appropriately apply, with scope and rigor,
smaller parts would be very useful.
Back to the papers...
Bonni C. Hodges, PhD
Associate Professor
Graduate Coordinator
Health Department
SUNY Cortland
Cortland, NY 13045
607-753-2982 (voice)
607-753-4226 (fax)
hodgesb@cortland.edu
------------------------------