Spiritual_Wellness_Holistic_Health_and_the_Practic

More documents

Recommendations

Info

Philosophical Trends in Health Education 85TABLE 10.2Demographic Data for Overall Sample and by GroupOverall Practitioners AcademiciansVariable Frequency % Frequency % Frequency %GenderMale 42 43.3 15 28.3 27 58.7Female 55 56.7 38 71.7 17 39.9Ethnic BackgroundAfrican American 1 1.0 0 0.0 1 2.2Caucasian 87 90.6 47 88.7 40 86.9Other 8 8.3 6 11.3 2 4.3Academic DegreesBachelor ’ s 1 1.0 1 5.7 0 0.0Master ’ s 44 45.4 37 69.8 7 15.2Doctorate 52 53.6 15 28.3 37 80.4Health Education SettingWorksite 3 3.1 3 5.7 0 0.0School 1 1.0 1 1.9 0 0.0Community 28 28.9 27 50.9 1 2.1Clinical 4 4.1 4 7.5 0 0.0University 56 57.7 13 24.5 43 93.5Other 5 5.2 5 9.4 0 0.0CHES CertifiedYes 55 57.3 34 64.2 21 45.7No 41 42.7 19 35.8 22 47.8Note: Less than 100% response in some categories was due to missing data from respondents.
86 Philosophical Foundations of Health EducationTABLE 10.3 Philosophical Preferences of Health Educators inEducational SituationsPhilosophy N Frequency PercentageBehavior Change 186 74 39.78Freeing/Functioning 193 69 35.75Cognitive-Based 188 56 29.79Decision-Making 185 47 25.41Social Change 193 40 20.73Note: Less than 100% response in some categories is due to missing data from respondents.TABLE 10.4 Statistical Significance of Differences amongPhilosophical Preferences of Health Educators asDetermined in Educational SituationsOne-way Analysis of VarianceSource of Variation df Sums of Squares F Prob > FCognitive-Based 1 3.71 0.38 0.5394Decision-Making 1 16.77 1.13 0.2897Behavior Change 1 30.00 2.94 0.0897**Freeing/Functioning 1 22.06 7.93 0.0059* aSocial Change 1 29.24 3.11 0.0813**aScheffe analysis indicated significant difference.*p < .05**p < .10
Page 1 and 2:
See discussions, stats, and author
Page 4:
PHILOSOPHICALFOUNDATIONS OFHEALTH E
Page 7 and 8:
Copyright © 2010 by John Wiley & S
Page 9 and 10:
vi ContentsPART 2DEVELOPING A PHILO
Page 11 and 12:
viii Contents21 HUMAN ECOLOGY AND H
Page 14 and 15:
FIGURES, TABLES,AND EXHIBITSFIGURES
Page 16:
Dedicated posthumously to the follo
Page 19 and 20:
xvi Forewordthese papers available
Page 21 and 22:
xviii Introductiondiscussions of a
Page 24 and 25:
THE EDITORSJill M. Black , PhD, CHE
Page 26:
PHILOSOPHICALFOUNDATIONS OFHEALTH E
Page 29 and 30:
2 Philosophical Foundations of Heal
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
10 Philosophical Foundations of Hea
Page 39 and 40:
Page 41 and 42:
Page 44 and 45:
CHAPTER4HEALTH EDUCATIONAS A BASICC
Page 46 and 47:
Health Education as a Basic 19urgen
Page 48 and 49:
Health Education as a Basic 21The s
Page 50 and 51:
Health Education as a Basic 23FIGUR
Page 52 and 53:
Health Education as a Basic 25Secon
Page 54:
Health Education as a Basic 27Natio
Page 57 and 58:
Page 59 and 60:
Page 61 and 62: 34 Philosophical Foundations of Hea
Page 76 and 77: CHAPTER7CONNECTING APERSONAL PHILOS
Page 78 and 79: Connecting Personal Philosophy to P
Page 80 and 81: Connecting Personal Philosophy to P
Page 82 and 83: CHAPTER8HEALTH EDUCATORS ANDTHE FUT
Page 84 and 85: Health Educators and the Future 57w
Page 86 and 87: Health Educators and the Future 59t
Page 88 and 89: Health Educators and the Future 61e
Page 90 and 91: Health Educators and the Future 63W
Page 92 and 93: Health Educators and the Future 65e
Page 94 and 95: CHAPTER9HEALTH EDUCATION ANDHEALTH
Page 96 and 97: Health Education and Health Promoti
Page 106 and 107: CHAPTER10PHILOSOPHICAL TRENDSIN HEA
Page 108 and 109: Philosophical Trends in Health Educ
Page 118 and 119: PART3COGNITIVEAPPROACHES INHEALTHED
Page 120: Cognitive Approaches in Health Educ
Page 127 and 128: 100 Philosophical Foundations of He
Page 136 and 137: CHAPTER12THE PARADIGM SHIFTTOWARD T
Page 138 and 139: The Paradigm Shift Toward Teaching
Page 146 and 147: CHAPTER13HISTORICAL STEPS IN THEDEV
Page 148 and 149: Historical Development of School He
Page 154 and 155: CHAPTER14PHILOSOPHY ANDPRINCIPLES O
Page 156 and 157: Philosophy and Principles of the Sc
Page 158 and 159: Philosophy and Principles of the Sc
Page 160: Philosophy and Principles of the Sc
Page 163 and 164:
136 Philosophical Foundations of He
Page 166 and 167:
CHAPTER15BEHAVIORAL HEALTH ANDHEALT
Page 168 and 169:
Behavioral Health and Health Educat
Page 170 and 171:
Behavioral Health and Health Educat
Page 172 and 173:
CHAPTER16HEALTHY BEHAVIOR:THE IMPLI
Page 174 and 175:
Healthy Behavior 147but a few — a
Page 176 and 177:
Healthy Behavior 149constructing a
Page 178 and 179:
Healthy Behavior 151brave enough to
Page 180 and 181:
Healthy Behavior 153individual expe
Page 182 and 183:
Healthy Behavior 155control ’ tha
Page 184 and 185:
Healthy Behavior 157In her book Neu
Page 186 and 187:
Healthy Behavior 159processes, pure
Page 188 and 189:
Healthy Behavior 161This attitude i
Page 190 and 191:
Healthy Behavior 163we strongly emp
Page 192 and 193:
Healthy Behavior 165Bishop, G. D. (
Page 194:
Healthy Behavior 167Conferences and
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 224 and 225:
PART5FREEING/FUNCTIONING INHEALTH E
Page 226:
Freeing/Functioning in Health Educa
Page 229 and 230:
Page 231 and 232:
Page 234 and 235:
CHAPTER20DEMOCRACY:THE FIRST PRINCI
Page 236 and 237:
Democracy 209Dispassionate views of
Page 238 and 239:
Democracy 211are seen not only as c
Page 240 and 241:
Democracy 213have shown that higher
Page 242 and 243:
Democracy 215The links between demo
Page 244 and 245:
Democracy 217■■■■■student
Page 246 and 247:
Democracy 219staff rather than the
Page 248 and 249:
Democracy 221democratic society —
Page 250 and 251:
Democracy 223Students must consider
Page 252:
Democracy 225The health promoting s
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 284 and 285:
CHAPTER23NEW HEALTH PROMOTIONMOVEME
Page 286 and 287:
New Health Promotion Movement 259Th
Page 288 and 289:
New Health Promotion Movement 261an
Page 290 and 291:
New Health Promotion Movement 263po
Page 292 and 293:
New Health Promotion Movement 265su
Page 294 and 295:
New Health Promotion Movement 267le
Page 296 and 297:
New Health Promotion Movement 269Co
Page 298 and 299:
New Health Promotion Movement 271fo
Page 300 and 301:
New Health Promotion Movement 273Ho
Page 302 and 303:
CHAPTER24POTENTIAL UNTAPPED:HEALTH
Page 304 and 305:
Potential Untapped 277Sidel, co - e
Page 306 and 307:
Potential Untapped 2791. To prevent
Page 308 and 309:
Potential Untapped 281a kind of ‘
Page 310 and 311:
Potential Untapped 283illiteracy, a
Page 312 and 313:
Potential Untapped 285than a paroch
Page 314 and 315:
Potential Untapped 287energies of w
Page 316 and 317:
Potential Untapped 289We must make
Page 318 and 319:
Potential Untapped 291interest of H
Page 320 and 321:
Potential Untapped 293Another organ
Page 322 and 323:
Potential Untapped 295ENDNOTES1. Th
Page 324:
Potential Untapped 297Leviton, D. (
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
Page 347 and 348:
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 362 and 363:
CHAPTER29LESSONS FROMDEVELOPING COU
Page 364 and 365:
Lessons From Developing Countries 3
Page 366 and 367:
Lessons From Developing Countries 3
Page 368 and 369:
APPENDIXAPHILOSOPHY OF HEALTHEDUCAT
Page 370:
Freeing/FunctioningHighly personali
Page 373 and 374:
346 Appendix BThe contemporary conc
Page 376 and 377:
APPENDIXCHEALTH LITERACY: APOSITION
Page 378 and 379:
APPENDIXDCODE OF ETHICS FORTHE HEAL
Page 380 and 381:
Appendix D 353Section 3 : Health Ed
Page 382:
Appendix D 355Section 2 : Health Ed
Page 385 and 386:
358 Appendix ECHAPTER 4: HEALTH EDU
Page 387 and 388:
360 Appendix E10. According to this
Page 389 and 390:
362 Appendix E10. According to this
Page 391 and 392:
364 Appendix E9. Who develops measu
Page 393 and 394:
366 Appendix E9. Clark indicates th
Page 395 and 396:
368 Appendix E8. An analysis of pub
Page 397 and 398:
370 Appendix E8. Which adult educat
Page 399 and 400:
372 Appendix E7. According to the N
Page 401 and 402:
374 Appendix E5. One of the solutio
Page 403 and 404:
376 Appendix E3. The National Schoo
Page 405 and 406:
378 Appendix E2. The basic consider
Page 407 and 408:
380 Appendix ECHAPTER 15: BEHAVIORA
Page 409 and 410:
382 Appendix ECHAPTER 16: HEALTHY B
Page 411 and 412:
384 Appendix E10. is based on a sys
Page 413 and 414:
386 Appendix E10. The transtheoreti
Page 415 and 416:
388 Appendix E10. describes the pro
Page 417 and 418:
390 Appendix E10. Greenberg recomme
Page 419 and 420:
392 Appendix E9. Weare believes tha
Page 421 and 422:
394 Appendix E8. A recommendation b
Page 423 and 424:
396 Appendix E8. To make each dimen
Page 425 and 426:
398 Appendix E7. Empowerment is the
Page 427 and 428:
400 Appendix E7. To date, the appro
Page 429 and 430:
402 Appendix E6. Elements of the To
Page 431 and 432:
404 Appendix E5. In the 1979 Surgeo
Page 433 and 434:
406 Appendix E5. Which of the follo
Page 435 and 436:
408 Appendix E4. African - American
Page 437 and 438:
410 Appendix E4. Pinzon - Perez sug
Page 440 and 441:
REFERENCESAllegrante, J. P., Morisk
Page 442:
References 415Veselak, K. (2001). H
Page 445 and 446:
418 IndexCollaborative learning, 99
Page 447 and 448:
420 IndexHealth status: disparities
Page 449 and 450:
422 IndexQQuality of Global Health
Page 451:
PHILOSOPHICAL FOUNDATIONS OF HEALTH
show all

Spiritual_Wellness_Holistic_Health_and_the_Practic

Create successful ePaper yourself

Delete template?

Save as template?