Spiritual_Wellness_Holistic_Health_and_the_Practic

More documents

Recommendations

Info

Connecting Personal Philosophy to Practice 53Health education professional preparation programs have a responsibility to providea forum for the philosophical development of their students. Many students entera graduate program with a professional philosophy that is functional for their needs.However, the majority of students (including those at the graduate level) have not consciouslyreflected on development of their personal philosophy of health and healtheducation. The academic setting represents an ideal environment for the pursuit ofphilosophical development because it allows rich opportunities for collegial dialoguethat expand and solidify individual thought. From both a programmatical and personalperspective, the development of philosophical frameworks is perhaps the mostneglected professional endeavor in health education. However, it is never too late foran individual to invest time and effort in personally clarifying his or her philosophy.After all, the rewards are personally and professionally satisfying.REFERENCESAjzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior . Englewood Cliffs, NJ:Prentice - Hall.Bensley, L. B., Jr. (1993). This I believe: A philosophy of health education. Eta Sigma Gamma MonographSeries, 11(1), 1–7.Eberst, R. M. (1984). Defining health: A multidimensional model. Journal of School Health, 54 (3), 6 – 11.Green, L. W., Kreuter, M. W., Deeds, S. G., & Partridge, K. B. (1980). Health education planning: A diagnosticapproach . Palo Alto, CA: Mayfield.Greenberg, J. S. (1985). Health and wellness: A conceptual differentiation. Journal of School Health, 55 (10),403 – 406.Greenberg, J. S. (2004). Health education and health promotion: Learner - centered instructional strategies (5thed.). New York: McGraw - Hill.Hochbaum, G. M. (1981). Behavior change as the goal of health education. The Eta Sigma Gamman , 3 – 6.Hoyman, H. S. (1965). An ecologic view of health and health education. Journal of School Health, 35 ,110 – 123.Hoyman, H. S. (1966). The spiritual dimensions of man ’ s health in today ’ s world. Journal of School Health,36 (2), 52 – 63.Joint Committee on National Health Education Standards. (1995). National health education standards: Achievinghealth literacy . Atlanta: American Cancer Society.Muller, H. J. (1973). Reflections on re - reading Darwin. Bulletin of the Atomic Scientists, 7 , 5 – 8.Nolte, A. E. (1976). The relevance of Abraham Maslow ’ s work to health education. Health Education, 7 ,25 – 27.Oberteuffer, D. (1931). Two problems in health education. Journal of Health, Physical Education, and Recreation,2 (2), 3 – 6, 46 – 47.Oberteuffer, D. (1953). Philosophy and principles of the school health program. Journal of School Health, 24 (4),103 – 109.Rash, J. K. (1960). Philosophical basis for health education. Journal of Health, Physical Education, andRecreation, 1 , 34 – 35.Rugen, M. E. (1940). Needed curriculum revision in the field of health education. Journal of Health, PhysicalEducation, and Recreation, 11 (9), 532 – 535.Russell, R. D. (1975). Health education: Project of joint committee on health promotion in education of theNational Education Association and the American Medical Association . Washington, DC: National EducationAssociation.
54 Philosophical Foundations of Health EducationRussell, R. D., & Hoffman, F. S. (1981). Education in the 80s: Health education . Washington, DC: NationalEducation Association.Simons - Morton, B. G., Greene, W. H., & Gottlieb, N. (1995). Introduction to health education and health promotion(2nd ed.). Prospect Heights, IL: Waveland Press.Smith, B. J. (1976). Selected writings and their relationship to an ontology of health: An analytical study .Unpublished doctoral dissertation, University of Illinois, Urbana.Williams, J. F. (1935). Today ’ s challenge to health and physical education. Journal of Health, Physical Education,and Recreation, 8 , 10 – 12.World Health Organization. (1946). WHO defi nition of health . Retrieved from http://www.who.int/about/definition/en/print.html.
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 37 and 38: 10 Philosophical Foundations of Hea
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 76 and 77: CHAPTER7CONNECTING APERSONAL PHILOS
Page 78 and 79: 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 129 and 130: 102 Philosophical Foundations of He
Page 131 and 132:
104 Philosophical Foundations of He
Page 133 and 134:
Page 136 and 137:
CHAPTER12THE PARADIGM SHIFTTOWARD T
Page 138 and 139:
The Paradigm Shift Toward Teaching
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
CHAPTER13HISTORICAL STEPS IN THEDEV
Page 148 and 149:
Historical Development of School He
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
CHAPTER14PHILOSOPHY ANDPRINCIPLES O
Page 156 and 157:
Philosophy and Principles of the Sc
Page 158 and 159:
Page 160:
Page 163 and 164:
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?