Foreword | |
The Editors | |
The Contributors | |
Acknowledgments | |
Changing U.S. Demographics: Challenges and Opportunities For Health Educators | |
Learning Objectives | |
Introduction | |
Demographic Shifts | |
Demographics of Racial and Ethnic Groups | |
Conclusion | |
Points to Remember | |
Case Study | |
Key Terms | |
Disparities In Health Among Racial And Ethnic Groups: Implications For Health Education | |
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 | |
Cultural Competence and Health Education | |
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 | |
Complementary and Alternative Medicine in Culturally Competent Health Education | |
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 | |
A Spiritually Grounded and Culturally Responsive Approach to Health Education | |
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 | |
Health Education Theoretical Models and Multicultural Populations | |
Learning Objectives | |
Introduction | |
Models for Assessing Cultural Competence | |
Models for Developing Health Education Programs | |
Conclusion | |
Points to Remember | |
Case Study | |
Key Terms | |
Developing Culturally Appropriate Needs Assessments and Planning, Implementation, and Evaluation for Health Education and Promotion Programs | |
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 | |
Communication and Cultural Competence | |
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 | |
Toward A Culturally Competent Health Education Workforce | |
Learning Objectives | |
Introduction | |
Cultural Competence and Professional Preparation Programs | |
Cultural Competence and the Work Setting | |
Conclusion | |
Points to Remember | |
Case Study<$$$> | |
Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.