Cultural Competence in Health Education and Health Promotion
5.490 kr.
Lýsing:
Cultural Competence in Health Education and Health Promotion examines the importance of ethnic and cultural factors for community health practice. The first in a new series of book to be published by Jossey-Bass and the American Association for Health Education, this text describes essential theories, models, and practices for working with race, ethnicity, gender, and social issues. The volume editors and their contributors, all experts in this field, cover demographics, disparities, complementary and alternative medicine, spiritually grounded approaches, multicultural populations, culturally competent needs assessment and planning, communication, workforce, program planning, aging, sexual orientation, and future challenges.
Annað
- Höfundur: Miguel A. Prez, Raffy R. Luquis
- Útgáfa:2
- Útgáfudagur: 2013-12-23
- Hægt að prenta út 10 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781118986134
- Print ISBN: 9781118347492
- ISBN 10: 111898613X
Efnisyfirlit
- Front Matter
- Dedication
- Foreword
- Preface
- The Editors
- The Contributors
- Acknowledgments
- Chapter 1 Implications of Changing US Demographics for Health Educators
- Learning Objectives
- demographic shifts
- Box 1.1 Healthy People 2020 Overarching Goals
- Demographic Shifts
- Demographic Characteristics
- race
- ethnicity
- Table 1.1 Projections of the Population and Components of Change for the United States, 2015–2050
- Race and Ethnicity
- Table 1.2 Projections of the Population by Sex, Race, and Hispanic Origin for the United States, 2015–2050 (in thousands)
- Foreign Born and Immigrant
- Table 1.3 World Region of Birth of Foreign-Born Population in the United States, 2010
- Language
- Table 1.4 Languages Spoken in the United States, 2010
- The Elderly
- Table 1.5 Projections of the Population by Selected Age Groups for the United States, 2015–2050
- Gender
- Sexual Orientation
- Table 1.6 Households and Household Type by Sex of Partner, 2010
- People with Disabilities
- Table 1.7 Disabilities Experienced by US Adults, 2009
- Table 1.8 Percentage of Adults with Disabilities by Age and Ethnicity, 2009
- Demographic Characteristics
- Demographics of Racial and Ethnic Groups
- African Americans
- Hispanics
- Asians
- Native Hawaiian and Other Pacific Islanders
- American Indians and Alaska Natives
- White
- Ethnic and Racial Group Stereotypes and Health Education
- Healthy People 2020 and Health Education
- Conclusion
- Points to Remember
- Case Study
- Key Terms
- Note
- References
- Learning Objectives
- diversity
- cultures
- ethnicity
- race
- Defining Diversity, Race, Ethnicity, and Culture: Implications for Health Education
- Diversity
- Race
- Ethnicity
- Culture
- Cultural Practices and Their Impact on Health Education Strategies and Outcomes
- Cultural Universals
- Dominant Culture
- Values Framework
- Culture and Health
- cultural competence
- Cultural Groups
- Table 2.1 A Framework for Understanding Culture
- Stages of Adjustment to the New Country
- The Special Challenges of Undocumented Immigrants
- The Ulysses Syndrome
- Ulysses syndrome
- The Ulysses Syndrome
- Table 2.2 Understanding the Ulysses Syndrome
- Cultural Competence
- Cultural Competence in Diverse Settings
- Cross-Cultural and Intercultural Competence
- Linguistic Competence
- Cultural Competence Continuum
- Cultural Destructiveness
- Cultural Incapacity
- Cultural Blindness
- Cultural Precompetence
- Cultural Competence
- Cultural Proficiency
- The Ongoing Journey
- Cultural Resistance and Barriers
- Learning Objectives
- health disparity
- Health Equality
- Morbidity Indicators for Selected US Population Groups
- Environmental Quality
- Mental Health
- Nutrition, Physical Activity, and Obesity
- Oral Health
- Table 3.1 Prevalence of Untreated Dental Caries and Existing Dental Restorations in Teeth, by Sex, Race and Ethnicity, and Poverty Level: United States, 2005–2008
- Tobacco
- Race/Ethnicity, Gender, Age, and Disability
- Focus Areas of Disparities
- Infant Mortality
- Cancer Screening and Management
- Cardiovascular Disease
- Diabetes
- HIV Infection and AIDS
- Immunizations
- Gender
- health equity
- Age
- Ageism
- Disability
- Focus Areas of Disparities
- Social Determinants of Health
- Figure 3.1 Determinants of Health
- Table 3.2 Social Determinants of Health
- place
- Racism and Discrimination and Their Impact on Health Education
- Primary Prevention, Health Education, and Health Disparities
- Suggestions for Working with Diverse Groups
- Conclusion
- Points to Remember
- Case Study
- Key Terms
- References
- Learning Objectives
- holistic health
- Use of CAM
- integrative medicine or healing
- Box 4.1 Use of Complementary and Alternative Medicine
- folk and traditional medicine
- Definitions of Concepts in Nontraditional Healing
- complementary medicine
- alternative medicine
- Modalities of CAM
- Box 4.2 Categories of CAM Previously Used by NCCAM
- Box 4.3 Selected Modalities of CAM as Defined for the 2007 NHIS
- Box 4.4 Traditional and Folk Modalities of CAM used in the 2007 NHIS.
- CAM in Racial and Ethnic Groups
- African Americans
- Latinos/Hispanics
- Whites
- Asians and Pacific Islanders
- American Indian and Alaska Natives
- Summary
- National Center for Complementary and Alternative Medicine
- Box 4.5 NCCAM Role and Priorities
- CAM and Health Education
- Box 4.6 NCCAM Guidelines for Selecting a CAM Practitioner
- Box 4.7 CAM, Holistic Health, and Integrative Healing: Applications and Challenges for Health Education
- cultural competence
- cultural proficiency
- Learning Objectives
- religion
- spirituality
- atheist
- agnostic
- Religious and Spiritual Trends in the United States
- Table 5.1 U.S. Religious Traditions, 2008
- Table 5.2 Percentage of College Graduates in the Population Age 25 and Over by Religious Tradition, 1990–2008
- Table 5.3 Characteristics of Those with a Religious Self-Identification of None
- worldview
- Worldview and Spiritual Beliefs
- monotheism
- polytheism
- pantheism
- Impact of Religiosity and Spirituality on Health and Well-Being
- Health Practices
- Mental Health
- Catastrophic Illnesses
- Spiritually Based Interventions
- Religiosity/Spirituality and Cultural Diversity
- Age
- Table 5.4 Percentage of Age Composition by Religious Traditions, 2008
- Race and Ethnicity
- Gender
- Table 5.5 Composition of Racial/Ethnic Groups by Religious Tradition 1990, 2001, 2008
- Religious Belief Systems and Faith-Based Programs
- Conclusion
- Points to Remember
- Case Study
- Key Terms
- References
- Learning Objectives
- cultural competence
- Models for Assessing Cultural Competence
- Purnell Model for Cultural Competence
- purnell model
- Figure 6.1 Purnell Model for Cultural Competence
- Organization of the Model
- Model Domains
- Domain 1: Overview/Heritage
- Domain 2: Communication
- Domain 3: Family Roles and Organization
- Domain 4: Workforce Issues
- Domain 5: Biocultural Ecology
- Domain 6: High-Risk Health Behaviors
- Domain 7: Nutrition
- Domain 8: Pregnancy and Childbearing Practices
- Domain 9: Death Rituals
- Domain 10: Spirituality
- Domain 11: Health Care Practices
- Domain 12: Health Care
- Purnell Model for Cultural Competence
- A Culturally Competent Model of Care
- Cultural Awareness
- cultural awareness
- Cultural Knowledge
- cultural knowledge
- Cultural Skills
- cultural skills
- Cultural Encounters
- cultural encounter
- Cultural Desire
- cultural desire
- Cultural Awareness
- Cultural Assessment Framework
- cultural assessment framework
- Cultural or Ethnic Group–Specific Demographic Characteristics
- Epidemiological and Environmental Influences
- Cultural or Ethnic Group Characteristics
- Racial and Ethnic Health Care Beliefs and Practices
- Western Health Care Organization and Service Delivery System
- PEN-3 model
- Figure 6.2 The PEN-3 Model
- Relationships and Expectations Domain
- Cultural Empowerment Domain
- Cultural Identity
- Learning Objectives
- Concepts of Culture, Health, and Linguistics
- linguistic competence
- cultural appropriateness
- The Need for Cultural and Linguistic Competency
- diverse groups
- Program Planning Models and Cultural Diversity
- community-based participatory research
- Planning, Implementation, and Evaluation of Culturally Appropriate Programs
- needs assessments
- Conducting Culturally Appropriate Needs Assessments
- Box 7.1 Sources of Information and Websites
- program evaluation
- Education
- Language
- Cultural Protocols
- Learning Objectives
- Communication Model
- communication models
- community health
- health communication
- Figure 8.1 Stages of the Health Communication Process
- The Importance of Verbal and Nonverbal Communication
- Standards for Cultural and Linguistic Competence in Health Education
- Box 8.1 National Standards on Culturally and Linguistically Appropriate Services
- Box 8.2 Practices, Procedures, and Resources That Support Linguistic Competence Services
- Strategies to Incorporate Cultural and Linguistic Competence in Health Education
- communication strategy
- Box 8.3 Developing Culturally Sensitive Communication
- Communication and Culture
- cultural identity
- intercultural communication
- language barriers
- cultural competence
- Historical Perspectives on Communication across Cultures
- Communicating across Cultures about Health and Disease
- Health Literacy
- Level of Knowledge
- Attitudes
- Communication and Personal Health
- personal health
- Communication and Community Health
- Communication and Marketing Techniques
- stereotyping
- Communication Patterns and Language Barriers
- Learning Objectives
- literacy
- Table 9.1 NAAL Sample Demographics
- Health Literacy
- health literacy
- Box 9.1 Health Literacy Levels
- Health Literacy Impact
- Health Literacy and Healthy People 2020
- Box 9.2 Healthy People 2020 Health Literacy Goals
- Health Literacy and Health Status
- Box 9.3 Selected Health Issues that Individuals with Low Literacy Levels Encounter
- Health Literacy and Cultural Competence
- cultural competence
- Box 9.4 Selected Health Literacy Tools
- Written Communication
- Box 9.5 Recommendations for Plain Language Messages
- Box 9.6 Common Tools for Assessing Readability Levels
- Presentations
- Learning Objectives
- interprofessional collaboration
- Demographic Characteristics of Older Americans
- Figure 10.1 Gender and Age of the US Population, 2010 and Projected for 2030 and 2050
- Table 10.1 Projected Distribution of the Population Aged 85 and Older, by Race and Hispanic Origin, 2010, 2030, and 2050 (in thousands)
- Figure 10.2 Population Age 65 and Over, by Race and Hispanic Origin, 2010 and 2050 (Projected)
- Issues Facing Older Adults
- healthy aging
- ageism
- health promotion
- Building Culturally Appropriate Health Promotion Programs
- successful aging
- Health Literacy among Older Adults
- Cultural Competence with Older Adults
- Figure 10.3 The Context of Ethnogeriatrics
- Healthy Aging and Health Education
- Figure 10.4 National Health Care Expenditures in the United States, 2012
- Suggestions for Working with Diverse Groups among the Aging Population
- Conclusion
- Points to Remember
- Case Study
- Key Terms
- References
- Learning Objectives
- Box 11.1 Definitions of Key LGBT Terms
- The LGBT Culture
- Health Issues of the LGBT Community
- Health Issues of LGBT Youths
- Health Issues of Lesbian and Bisexual Women
- Health Issues of Gay and Bisexual Men
- Health Issues of Transgender Communities
- Table 11.1 Transgender Needs
- Figure 11.1 The Transgender Umbrella
- Health Issues of LGBT Racially and Ethnically Diverse Communities
- Increasing Cultural Sensitivity toward the LGBT Community
- Conclusion
- Points to Remember
- Case Study
- Key Terms
- Resources
- References
- Learning Objectives
- linguistic competence
- health education
- The Need for Cultural and Linguistic Competence
- health promotion
- health disparities
- Box 12.1 Six Reasons That We Need Cultural and Linguistic Competence in Health Care and Health Education
- Cultural Competence
- cultural competence
- Acquiring Linguistic Competence
- Cultural and Linguistic Competence in Health Education
- Strategies to Incorporate Cultural and Linguistic Competence into Health Education
- Box 12.2 Self-Assessment Tools
- Standards for Cultural and Linguistic Competence in Health Education
- Conclusion
- Points to Remember
- Key Terms
- Note
- References
- Appendix A Selected List of Web Resources for Health Disparities
- Appendix B Summary of Selected Health Disparities
- Sources
- Appendix C Culturally and Linguistically Appropriate Services Standards
- Principal Standard
- Governance, Leadership and Workforce
- Communication and Language Assistance
- Engagement, Continuous Improvement, and Accountability
- Name Index
- Subject Index
UM RAFBÆKUR Á HEIMKAUP.IS
Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.
Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).
Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.
Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.
Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.
Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu
- Gerð : 208
- Höfundur : 11495
- Útgáfuár : 2013
- Leyfi : 380