Cultural Competence in Health Education and Health Promotion / Edition 12

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Overview

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. Useful for both undergraduate and graduate students in the field of health education and health promotion, school health, public health, preventive medicine, nursing, and allied health fields, the publication is essential reading for those learning or practicing health education and health promotion.

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Editorial Reviews

From the Publisher
Cultural Competence in Health Education and Health Promotion provides a comprehensive review of cultural considerations that should accompany research and program development to support effective health promotion, related policies, and interventions…. [It] is successful in communicating these critical components and in demonstrating not only the varying characteristics between and within cultures but also the core requirements necessary to understand and influence them.
Brandi S. Niemeier, Journal of Health Communication
Doody's Review Service
Reviewer: Meme Wang, MPH (University of Illinois at Chicago)
Description: What does it mean for a health educator/health promoter to be culturally competent? This book answers the question through its coverage of a broad range of topics that examine how cultural factors such as race/ethnicity, spirituality, sexual orientation, aging, and complementary and alternative medicine affect health, as well as through its discussion of theories, models, and applied practices for developing and delivering health education/health promotion programs to different populations.
Purpose: The purpose of this book, to prepare those entering into and practicing health education and health promotion to become culturally competent, is timely, relevant, and critical given the current demographic changes in the United States. It is a worthwhile pursuit and, overall, the book meets its goal.
Audience: It is written for undergraduate and graduate students, as well as practitioners in the fields of public health, allied health sciences, nursing, preventive medicine, and in particular, health education and health promotion.
Features: A major strength of the book is the relevance and timeliness of the topic it addresses. Additionally, the broad range of issues that it covers provides an overview of the various challenges that health educators/health promoters face today. Another strength is the inclusion of case studies at the end of each chapter that can be used as starting points for classroom discussions. As with any edited volume, the chapters vary in length, format, and depth. In a few of the chapters, the objectives as stated at the outset either are not addressed or are inadequately addressed. Another limitation is the lack of graphics that should have been used to display complex theoretical models. The type is also dense, making it difficult to skim the chapters. Lastly, the book ignores how cultural factors that affect health and illness can be applied to theoretical models and research.
Assessment: The quality of the book varies from chapter to chapter. While illuminating the disparities in health by race/ethnicity in the second chapter can serve as a useful guide for practitioners in this field, the authors fail to note that certain cultural practices within each racial/ethnic group can serve as protective factors for health. Furthermore, the book lacks any mention that race/ethnicity often mistakenly serves as proxies for culture. Overall, however, this is an important and useful book. The majority of the books that address cultural competency in healthcare target those in medicine, and in particular, focus on the patient/provider relationship. Other books that cover this issue specifically target certain fields such as social work or mental health. This book fulfills a dire need for this topic to be tackled in health education and health promotion.
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Product Details

  • ISBN-13: 9780787986360
  • Publisher: Wiley
  • Publication date: 8/29/2008
  • Series: Public Health/AAHE Series , #18
  • Edition description: Older Edition
  • Edition number: 12
  • Pages: 304
  • Sales rank: 863,980
  • Product dimensions: 6.90 (w) x 9.10 (h) x 0.70 (d)

Meet the Author

Miguel A. Pérez, Ph.D., CHES, is Professor and Chair of the Department of Health Science, California State University, Fresno, California.

Raffy R. Luquis, Ph.D., M.S., CHES, is associate professor of Health Education, School of Behavioral Sciences and Education, Pennsylvania State University, Harrisburg.

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Table of Contents

Foreword.

The Editors.

The Contributors.

Acknowledgments.

One: Changing U.S. Demographics: Challenges and Opportunities For Health Educators (Miguel A. Perez and Raffy R. Luquis).

Learning Objectives.

Introduction.

Demographic Shifts.

Demographics of Racial and Ethnic Groups.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Two: Disparities In Health Among Racial And Ethnic Groups: Implications For Health Education (Suzanne Kotkin-Jaszi).

Learning Objectives.

Introduction.

Health Disparities by Condition and Treatment.

Health Disparities by Ethnic Group.

Health Disparities and Health Education.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Three: Cultural Competence and Health Education (Emogene Johnson Vaughn).

Learning Objectives.

Introduction.

Defining Cultural Competence.

Related and Discipline-Specific Cultural Competence Principles.

Culturally Competent Practices in Diverse Settings.

Issues, Concerns, and Strategies in Multicultural Training.

The Counseling Role in Health Education.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Four: Complementary and Alternative Medicine in Culturally Competent Health Education (Helda Pinzon-Perez).

Learning Objectives.

Introduction.

Use of CAM.

Definitions of Concepts in Nontraditional Healing .

Modalities of CAM.

The National Center for Complementary and Alternative Medicine.

Application to Health Education.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

FIVE: A SPIRITUALLY GROUNDED AND CULTURALLY RESPONSIVE APPROACH TO HEALTH EDUCATION (Ann L. Swartz and Elizabeth J. Tisdell).

Learning Objectives.

Introduction.

Defining Spirituality.

Spirituality and Culture in Health Education,.

Spirituality and Health: Rooted in Example.

Educating for Health and Wholeness in Context.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Six: Health Education Theoretical Models and Multicultural Populations (Raffy R. Luquis).

Learning Objectives.

Introduction.

Models for Assessing Cultural Competence.

Models for Developing Health Education Programs.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Seven: Developing Culturally Appropriate Needs Assessments and Planning, Implementation, and Evaluation for Health Education and Promotion Programs (Nayamin Martinez-Cossio).

Learning Objectives.

Introduction.

Identifying Cultural Factors Affecting Health Education.

Conducting Needs Assessments in Culturally Diverse Groups.

Planning and Implementing Culturally Appropriate Programs.

Designing Culturally Appropriate Evaluations.

Conclusion.

Points to Remember.

Case Studies.

Key Terms.

Eight: Communication and Cultural Competence (Matthew Adeyanju).

Learning Objectives.

Introduction.

Communication and Culture.

Communication and Cultural Competence.

Historical Perspectives on Communication Across Cultures.

Communicating Across Cultures About Health and Disease.

Communication and Personal Health.

Communication and Community Health.

Communication and Marketing Techniques.

Communication Patterns and Language Barriers.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Nine: Toward A Culturally Competent Health Education Workforce (Eva I. Doyle).

Learning Objectives.

Introduction.

Cultural Competence and Professional Preparation Programs.

Cultural Competence and the Work Setting.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Ten: Strategies, Practices, and Models For Delivering Culturally Competent Health Education Programs (Miguel A. Perez).

Learning Objectives.

Introduction.

Health Indicators.

Cultural Diversity and Health Education.

Cultural Diversity and Health Education Professional Programs.

CLAS Standards.

Four Areas of Cultural Competence.

Recommendations for Working with Diverse Groups.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

Eleven: Aging and Health Education: Partners For Learning (Carolina Aguilera, William H. Dailey Jr., and Miguel A. Perez).

Learning Objectives.

Introduction.

Demographic Characteristics of Older Americans.

Issues Facing the Older Adult Population.

Health Literacy Among Older Adults.

Cultural Competence with Older Adults.

Healthy Aging and Health Education.

Conclusion.

Points to Remember.

Case Study.

Key Terms.

TWELVE: CULTURE AND SEXUAL ORIENTATION (Kay Woodiel and Kate Brindle).

Learning Objectives.

Introduction.

The LGBT Culture.

Health Issues of the LGBT Community.

Health Issues Common to All LGBT Groups.

Health Issues of LGBT Youths .

Health Issues of Lesbian and Bisexual Women.

Health Issues of Gay and Bisexual Men.

Health Issues of Transgender Communities.

Health Issues of LGBT Racially and Ethnically Diverse Communities.

Increasing Cultural Sensitivity Toward the LGBT Community.

Conclusion .

Points to Remember.

Case Study.

Key Terms.

Thirteen: Cultural Competence and Health Education: Challenges and Opportunities for The Twenty-First Century (Raffy R. Luquis And Miguel A. Perez).

Learning Objectives.

Introduction.

Understanding the Need for Cultural and Linguistic Competence.

Achieving Cultural Competence.

Acquiring Linguistic Competence.

Supporting Cultural and Linguistic Competence in Health Education.

Strategies to Incorporate Cultural and Linguistic Competence into Health Education.

Standards for Cultural and Linguistic Competence in Health Education.

Conclusion.

Points to Remember.

Key Terms.

Appendix A: Position Statement of the American Association for Health Education.

Appendix B: Web Resources for Understanding Health Disparities.

Appendix C: Known Health Disparities Among Racial and Ethnic Groups.

Appendix D: Web Resources for Working with the Elderly.

Index.

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  • Anonymous

    Posted March 21, 2010

    Cultural diversity unmasked

    This overview of how cultural diversity is relevant to everyday life as well as education is great. The sensitive issues about different cultures are pointed out in nonjudgemental ways.

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