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Health Education and Health Promotion 73

anthropology fit in with health education other than providing good training or supportive

theory? Community psychology and social work also have been involved in health education

and preventive - medicine - type activities. How do these fit in? (Doley, Meredith, &

Ciminero, 1982; Bartlett & Windsor, 1985; Kane, 1974; McGuire, 1981; Millon, Green,

& Maegher, 1982). These questions have an answer, yet need to be contemplated and the

answers sought so that the identity of the health education field not be lost and a clear

theoretical direction can be established.

THEORETICAL PRESENTATION IN THE LITERATURE

One way the theoretical foundation of health education will be established is through

the literary aspects of the professions. Without the cooperation and support of current

periodicals, theory will not be advanced and the current status quo position will remain.

Current major journals of the field need to examine more closely the types of articles

they choose to publish. One of the purposes of professional societies ’ information vehicles

(major journals, monographs, and special issues) is to advance the theoretical basis

of the profession. It is known that theoretical -foundation-type articles may be refused

for publication in favor of process or more attractive articles that in the opinions of the

editors are more likely to be attractive to the readership. An analysis of publication

activity of the two major journals ( Health Education and Health Education Quarterly)

for the last five years provides some insight through a comparison of the numbers of

articles published in several categories, including the one entitled “theoretical” (see

Table 9.1 and Table 9.2 ).

TABLE 9.1. Types of Articles Published in Health Education, 1981 – 1985

Content Process Research Theory History Yr

15 32 18 7 2 1985 *

13 27 19 5 2 1984

36 42 18 6 1 1983

33 33 9 8 3 1982

15 39 9 8 3 1981

112 173 73 34 11 5 - year total

* Excludes special centennial issue

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