If we want more evidence-based practice, we need more practice-based evidence.*
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If we want more evidence-based practice, we need more practice-based evidence.* |
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Home Endnotes and Links: Chap 1 Chap 2 Chap 3 Chap 4 Chap 5 Chap 6 Chap 7 Chap 8 Chap 9 New Features, Flow, and Updated References in 4th Edition, 2005 New Title: Health Program Planning: An Educational and Ecological Approach New Publisher: McGraw-Hill. Publication date: Aug. 1, 2004. Dated 2005. Table of Contents* Some Contraction to Compensate for the Expansion Chapter 1 new references, links and endnotes The Precede-Proceed Model* Chapter 2 new links, references, and endnotes: Phase I--Social Diagnosis and Participatory Planning Chapter 3 new links and endnotes: Phase II--Epidemiological Diagnosis: Health, Behavioral, & Environmental Assessment Chapter 4 new links, references, and endnotes: Phase III--Ecological and Educational Diagnosis Chapter 5 new links, references, and endnotes: Phase IV--Administrative, Organizational, and Policy Diagnosis Chapter 6 new links, references, and endnotes: Applications in Community Settings Chapter 7 new links, references, and endnotes: Applications in Occupational Settings Chapter 8 new links, references, and endnotes: Applications in School Settings Chapter 9 new links, references, and endnotes: Applications in Health Care Settings *Detailed outline of chapters below; for full endnotes and references cited in each chapter, click on chapter above. To make this website truly complementary and of added value to the print version of the book, we provide here the full citation of references cited in the endnotes and link many of them to their online abstract or full text. This inclusion of the full references with the endnote will make the lookup process more efficient for readers, who can read the chapters without having to flip pages to the Endnotes and again to the references. The added value of the website will be the linking of many of the references cited in the endnotes and bibliography to the Medline abstract, our own abstract and notes, or other sources of their abstracts or full-text online version of the article, book, report, chapter, website, or manuscript file. This feature will be of particular value to scholars and other readers who want to go deeper on a given topic and will save them having to type in the URL or each link they wish to pursue. As a footnote at the beginning of each chapter of the book, the reader will be pointed to the part of the www.lgreeen.net URL that links to the endnote pages for that chapter. E.g., for Chapter 1, this will be "...hpp/endnotes/chapter1Endnotes.html". Thus the user would go to our website (www.lgreen.net) and enter this suffix to the home page, or type the full following URL: www.lgreen.net/hpp/endnotes/Chapter1Endnotes.html. The user will become familiar soon with the web pages and navigating among them. Some major new features of the fourth edition of the book, as it is taking shape in the revisions, are:
1. A significantly streamlined
Precede-Proceed Model and text, with the merging of the Epidemiological
Assessment and the Behavioral and Environmental Assessment Phases (plus
genetics) into one phase and one chapter rather than two. This overcomes
the confusion that what previous editions had as Chapter 4, the Behavioral and
Epidemiological Assessment, was in fact epidemiological diagnosis extended
from the descriptive epidemiology of Chapter 3 to etiological epidemiology of
the determinants of health. Chapter 1 also introduces a flow diagram or
algorithm to enable users of the Model to find a more efficient starting
point, depending on what previous work and understanding has gone before their
application of the Model.
2. A giant step toward making the book work more
seamlessly with this highly resource-based website, in which
the authors provide links to the rest of the World Wide Web, streamlined
internal links to bibliographies of published applications of the Model,
updated headlines, milestones and benchmarks, PowerPoint slides with animated
(build features) in some of the more complex graphs and charts that appear in
the book, and links to related material in several other books published by
the authors and by McGraw-Hill. Finally, we have linked both conceptually and
via the World Wide Web to other planning models and tools that have become
more detailed spin-offs of specific phases from PRECEDE-PROCEED, or that have
developed tools and procedures that link to phases in PRECEDE-PROCEED.
3. We have integrated some of our phases with those of PATCH, APEX-PH, and MAPP, all sponsored by CDC and growing out of an original formulation of PATCH on the Precede-Proceed Model. We have also sought to integrate PRECEDE-PROCEED with MATCH, D'Onofrio's Pooling of Prior Intervention Information, Bartholomew et al's Intervention Mapping, and Sussman's Six-Step Program Development Chain Model.
4. The integration of evaluation
considerations into each phase, rather than leaving that subject to a
later chapter presenting evaluation as though it were only a final phase.
Formative evaluation, and the establishment of goals and objectives and
baseline measures during the earlier assessment or diagnostic phases are now
discussed in earlier chapters as part of the evaluation process.
5. The integration of technological tools into the application chapters, rather than leaving these considerations to a final chapter on technological applications of the Precede-Proceed model. This particularly addresses the opportunity presented by the explosion of new research and development to fill the gap between the assessment phases and the evaluation phases with more specific guidelines to the selection of interventions to match the population needs and contextual circumstances, using theory and previous research and evaluation compilations to guide the intervention mapping process. It will also help planners as they tackle health issues that are embedded in ecological complexities.
5. The widening of the intended audience
for this edition beyond health education students and professionals to include
all health professionals and health science students who would apply
educational and ecological principles to their planning of health programs
(not just health education programs). As the scientific literature of health
education and the behavioral and social sciences applied to health promotion
has matured, and the scope of health promotion has broadened to encompass most
public health, community health, and population health applications, the
Precede-Proceed Model has been used increasingly outside health education by
professionals other than health educators, making health education more
central rather than peripheral to health planning, and infusing more
educational and ecological thinking and methods into health programs of all
types.
From the Preface to 4th edition The Precede-Proceed model has evolved with each successive edition of the book from its earliest formulation as a framework for the cost-benefit evaluation of health education (Green, 1974), and for the integration of theories applicable to change processes in health (Green, 1976a, b), through the teaching applications and randomized-controlled trials testing of the model in clinical and community settings (e.g., Green, Levine & Deeds, 1975; Levine et al., 1979; Morisky et al, 1980, 1981, 1982, 1983); from the first edition of the book in which it was presented as a planning model for health education programs in various settings (Green, Kreuter, Deeds & Partridge, 1980) to the second edition in which its application was expanded from PRECEDE to PROCEED with the addition of the policy, regulatory, and organizational aspects of planning for environmental changes that took health promotion beyond health education (Green & Kreuter, 1991; 1992). The 3rd edition (Green & Kreuter, 1999) strengthened the ecological approach reflected in the social- environmental aspects that were increasingly relevant to the emerging infectious diseases and problems of lifestyle and social conditions surrounding the development of chronic diseases. As we now approach the 4th edition in a new century, we find that the 900 published applications of the Precede-Proceed model have ranged increasingly beyond what many of its users think of as health education or even health promotion. The model has found increasing application in public health, community health, and population health planning and evaluation. At the same time, the Institute of Medicine (IOM) has issued two recent reports on the Future of the Public's Health in the 21st Century (IOM, 2002; 2003) that have urged the wider application and teaching of ecological and participatory approaches in public health, the two cornerstones of our "educational and ecological approach" to Precede-Proceed planning.
Our 4th edition takes its inspiration from these sources that the cornerstones of health education and health promotion planning and evaluation have come of age sufficiently to offer the Precede-Proceed model as an educational and ecological approach to broader public health and population health planning. This expansion of the scope of application and range of potential users makes the model no less useful to health educators and those who seek to apply the approach to more strictly defined health promotion issues. We seek mainly to adapt the model in this edition as needed to respond to the challenges of the IOM report on the future of public health. If health educators and other health promotion professionals can provide the leadership within the health professions to help bring these educational and ecological approaches to bear on broader health planning and evaluation, more power to them, and, not inconsequentially, more power to health education and health promotion. One other significant addition is the inclusion in this edition of a specific place for genetic factors, alongside the environmental and behavioral determinants of health. We have skirted their inclusion in previous editions because of the limited range of interventions and the ethical challenges that could be anticipated for attempts to address genetic predispositions. Now, with the advances under the banner of the Human Genome Project, and the increasing attention public health is giving to genetic factors, we are prepared to make at least some conceptual space for genetics in the model, and to suggest some directions for their inclusion in epidemiological diagnoses and program planning. In the first edition of this book, genetics were hidden in a box called "non-behavioral factors" that was floating in hyperspace above the connected boxes and arrows. We are, at last, ready to open that box and begin to incorporate genetics more formally and practically in the planning model and procedures. Websites for relevant genetic information include the University of Kansas Medical Center and the Human Genome Management Information System's (HGMIS) genetics website, which provides a short list of other websites linking to general information on genetics. Some Contraction to Compensate for the Expansion Given the expanded breadth of applications of the model, the book needs to be trimmed to make room for the new content. It was getting bottom-heavy with the carry-over of material from previous editions that no longer needed to be repeated, especially older references. We are accomplishing the trimming, first, with a severe excision of older references, saving a few "classics" and landmark citations, but mostly replacing every two older references with one new reference of post-1998 vintage, the year the previous edition went to press. A second method of contraction is the elimination of the first 18 or so pages that attempted in the previous edition to define the newly emerging field of health promotion out of its roots in health education, social and behavioral sciences, and philosophical orientations. We are not disavowing our commitment to that history and conceptualization, but having recorded it, we must now leave it behind, as this new edition will be less about health promotion and more about health planning and evaluation. It will apply the concepts and philosophical orientation of health education and health promotion, but will concentrate less on their history and more on their application. A second means of contracting the length of the text is the condensing and blending of three chapters from the 3rd edition into other chapters that will absorb them in the 4th edition. Chapter 7 in the previous editions was a stand-alone chapter on evaluation. We were always somewhat uncomfortable with the placement of evaluation in this late position, considering our belief that evaluation begins with the first formulation of vision and goals in the planning process, and the first collection of diagnostic baseline data to assess needs. We have chosen, therefore, in the 4th edition to combine the essentials of evaluation in each of the other chapters. Chapters 3 and 4 in the 3rd edition were both about epidemiology. Chapter 3 was called the Epidemiological Assessment ("Epidemiological Diagnosis" in the first edition), Chapter 4 the Behavioral and Environmental Assessment (Behavioral Diagnosis in the first edition), but the content and methods of Chapter 4 were just as much epidemiological as Chapter 3's. Chapter 3 assessed the extent and distribution of health problems in the community or population; Chapter 4 assessed their etiologies in behavioral and environmental causes or determinants. Etiology of health problems is a matter of epidemiology, too, so we are combining Chapters 3 and 4 into a single Chapter 3 in this edition. This also achieves a more efficient and even flow in the phases. On the matter of efficiency, we also provide an algorithm for some short-cutting of the phases if the planner has reasonable confidence in the assumptions and prior decisions that have determined that the planning should start at the level of selected health problems, health behaviors, environmental problems, or other determinants. The example below is the version of the algorithm that will appear in Chapter 3. One with the boxes above shaded will go in Chapter 2, and versions with other boxes shaded will go on the title pages of Chapters 4 and 5 to orient the user to the potential skip patterns for efficiency in phases 3 & 4.
The third excision and blending of chapters from the previous edition is the material on technological applications of the Precede-Proceed model that was added in that 3rd edition as Chapter 12, with the leadership of Robert S. Gold and Nancy L. Atkinson. Like the chapter on evaluation, this one loses no importance by moving up in pieces from its afterthought position to an integration with earlier chapters. We are indebted to Bob and Nancy for whatever parts of their chapter in the 3rd edition we have moved forward without adequate attribution. A large part of that chapter was based on the EMPOWER software (Gold, Green, & Kreuter, 1996) in which we all participated. We are exploring ways to make some of that or similar interactive learning material available online as an accompaniment to the 4th edition of this text. We also want to put this edition into the fullest possible linkage with the extensive resources of the World Wide Web, without cluttering the printed text with hundreds of website URLs for the readers to have to type into their Web browsers. The method we have crafted is to put all of the links into our website (http://www.lgreen.net/hpp/Endnotes/) where we can continuously update them and the reader can go routinely. From there the reader can follow the chapter-by-chapter supplementary material and endnotes. The endnotes in the website will follow number-by-number the endnotes in each chapter, offering links to the references to save flipping pages to the bibliography in the book, and from there additional links where available to the publication's organization, corresponding author, abstract, or even full-text online if it is so available. Thus, our readers of the book should be able with an online connection at hand to track the bibliographic references all the way to their original sources without turning pages and without having to type URLs. We believe this bibliographic convenience, together with the other web-based resources we can continue to build or find and link after the book goes to press, will make the 4th edition of the book truly a dynamic, evolving and up-to-date resource on the health planning and evaluation literature. Besides the people acknowledged in the Preface of previous editions, we owe a particular debt to reflections and guidance of recent users of the Third Edition of this book in teaching their courses at the University of North Carolina School of Public Health (Laura Linan, ScD), the Johns Hopkins University Bloomberg School of Public Health (Andrea Gielen, ScD), the Harvard School of Public Health (Rima Rudd, DrPH), the University of Michigan School of Public Health (Edith Parker, DrPH), the Rollins School of Public Health at Emory University (Susan Butler, Ed.D., and Richard Crosby, PhD), the UCLA School of Public Health (Donald Morisky, DrPH), Texas Women's University (William Cissell, PhD), California State University at Long Beach (Kathleen Young, PhD), and State University of New York at Cortland (Bonnie Hodges, PhD). Chapter 1: A Framework for Planning KEY CONCEPTS A "population health" program The ecological and educational approach Respecting context and people in the adaptation of "best practices" THE PRECEDE-PROCEED MODEL What are the phases of the Precede-Proceed approach to population health planning? How does the Precede-Proceed Model work? Phase 1: Social Assessment and Situational Analysis Phase 2: Epidemiological Assessment Phase 3: Educational and Ecological Assessment Phases 4, 5, 6: Intervention Alignment, Administrative and Policy Assessment, and Evaluation HALLMARKS Flexibility Evidence-based and Evaluable Participation A platform for Evidence-Based "Best Practice" EXERCISES NOTES AND CITATIONS
Chapter 2: Social Assessment, Participatory Planning, and Situation Analysis SOCIAL DIAGNOSIS AND PARTICIPATION: THE RATIONALE Social and Health Conditions: A Reciprocal Relationship Health as an Instrumental Rather Than Terminal Value QUALITY OF LIFE: AN EXPRESSION OF ULTIMATE VALUES ELICITING SUBJECTIVE ASSESSMENTS OF COMMUNITY QUALITY OF LIFE Measuring Quality Of Life Relevance of an Ecological and Environmental Approach THE PRINCIPLE AND PROCESS OF PARTICIPATION Forms of Participation Participation in Setting Priorities Public Perception and Professional Diagnosis: Common Ground THE CAPACITY-BUILDING AND SUSTAINABILITY CASE FOR PARTICIPATION Examining the Steps of Assessment Two Functional Levels Technical Support Tasks Common Across Precede Phases Official Functions Implementation and Evaluation The Capacity-Building, Self-Reliance, and Sustainability Cycle Evaluation, Demonstration and Diffusion Keeping Perspective on Participation and Partnership METHODS AND STRATEGIES FOR SOCIAL DIAGNOSIS AND SITUATION ANALYSIS Assessing Urgency and Assets: Situation Analysis Assessing Capacity: Community Competence and Readiness Effects of Social Capital on Community Health Asset Mapping The Social Reconnaissance Method for Community Social Diagnosis Application at the State Level Application at the Community Level Other Assessment Methods Nominal Group Process The Delphi Method Focus Groups Central Location Intercept Interviews Surveys Public Service Data USING DATA FROM A SOCIAL ASSESSMENT AND SITUATION ANALYSIS TO MAP THE PLANNING PROCESS Social Diagnosis and Situation Analysis “After the Fact” Situation Analysis: Cutting To the Chase, Leaping Past the Obvious SUMMARY EXERCISES NOTES AND CITATIONS
Chapter 3: Epidemiological Diagnosis, Health, Behavioral and Environmental Assessments Where’s the Evidence? Organization of the Chapter STARTING IN THE MIDDLE: A REALITY FOR PRACTITIONERS Three Reasons Why Planners Should Know the Whole Model Reason 1 Reason 2 Reason 3 Maintaining a Reciprocal Balance KEY PRINCIPLES AND TERMS OF DESCRIPTIVE EPIDEMIOLOGY Epidemiology: A Definition What is the Problem? Rates Specific and Adjusted Rates Incidence and Prevalence Prevalence Prevalence of Chronic Disease Rates: A Caveat Surveillance Making Comparisons to Gain Insight Obtaining Data to Make Comparisons SETTING PRIORITIES AND OBJECTIVES FOR HEALTH PROGRAMS Key Questions Developing Health Objectives ETIOLOGY: WHY DO THOSE WITH THE PROBLEM HAVE IT? Risk Factors: Finding Relevance for Planning Risk Factor Surveillance Population-Attributable Risk Cost-benefit Analysis from PAR Data: Follow the Signs Ecological Correlations Advantages Disadvantages An Example: Coal Miners in Appalachia “Protective” Factors SECTION 5 - BEHAVIORAL DIAGNOSIS Three Levels or Categories of Behavior Genetics and Behavioral Interactions Step 1: Listing Potential Behavioral Risks for the Health Problem Keep an eye on the literature Systems thinking Case example: Roseville Step 2: Rating Behaviors on Importance Continuing the Roseville Case Step 3: Rating Behaviors on Changeability Step 4: Choosing Behavioral Targets Step 5 Stating Behavioral Objectives ENVIRONMENTAL DIAGNOSIS Step 1: Identifying Environmental Factors Step 2: Rating Environmental Factors on Relative Importance Step 3: Rating Environmental Factors on Changeability Step 4: Choosing the Environmental Targets Step 5: Stating Environmental Objectives EVALUATION SUMMARY Definition Objects (and Order) of Interest Standards of Acceptability Being an “Accountable Practitioner” Outcome Evaluation Impact Evaluation Process evaluation EXERCISES NOTES AND CITATIONS
Chapter 4: Ecological and Educational Diagnosis FACTORS INFLUENCING BEHAVIOR AND THE ENVIRONMENT The Theory Underlying This Part of the Model The Practical Uses of This Component of the Model PREDISPOSING FACTORS Capacity-Building Cycle of Predisposing and Enabling Factors Awareness and Knowledge Beliefs, Values, and Attitudes Beliefs Fear Values Attitudes Self-Efficacy and Social Cognitive Theory Behavioral Intention Precontemplation to Contemplation and Preparation Existing Skills ENABLING FACTORS The Health Care Environment Other Environmental Conditions That Affect Health-Related Behavior New Skills Reinforcing Factors SELECTING DETERMINANTS OF BEHAVIOR AND ENVIRONMENTAL CHANGE Step 1: Identifying and Sorting Informal Methods Formal Methods Step 2: Setting Priorities among Categories Step 3: Establishing Priorities within Categories Importance Changeability LEARNING AND RESOURCE OBJECTIVES SUMMARY EXERCISES NOTES AND CITATIONS
Chapter 5: Program, Administrative and Policy Design: Turning the Corner from Formative to Process Evaluation, From Precede To Proceed SOME DEFINITIONS ALIGNING PRIORITY DETERMINANTS WITH PROGRAM COMPONENTS Alignment 1: Intervention Matching, Mapping, Pooling and Patching Mapping Causal Theory, Action Theory and Program Theory Pooling and Patching Prior and Existing Interventions Alignment 2: Formative Evaluation and Blending Interventions into Comprehensive Programs “Best processes” Innovate and Evaluate What is an Innovation? A Summary of the Developmental Process Steps to a Comprehensive Program Fidelity to “Best Practices” Vs. Adaptation to Population and Circumstances Alignment 3: From Formative Evaluation to Process Evaluation: Pretesting Components of Program for Feasibility, Acceptability and Fit THE ADMINISTRATIVE ASSESSMENT AND PROCESS EVALUATION Step 1: Assessment of Resources Needed Time Personnel Budget Attention to Detail Step 2: Assessment, Enhancement, and Process Evaluation of Available Resources Personnel Other Budgetary Constraints Step 3: Assessment, Modification, and Process Evaluation of Factors Influencing Implementation Staff Commitment, Values, and Attitudes Program Goal(s) Familiarity Complexity Space Community Circumstances Quality Assurance, Training, and Supervision POLICY ASSESSMENT AND ACCOUNTABILITY Step 1: Assessment of the Organizational Mission, Policies, and Regulations Being Informed Anticipating Flexibility STEP 2: ASSESSING POLITICAL FORCES Level of Analysis The Zero-Sum Game Systems Approach Exchange Theory Power Equalization Approach Power-Educative Approach Conflict Approach Advocacy and Educating the Electorate Empowerment Education and Community Development Participatory Research and Community Capacity Approaches IMPLEMENTATION AND EVALUATION: ASSURING REACH, COVERAGE, QUALITY, IMPACT, AND OUTCOMES ESTIMATING AND CALCULATING THE INPUTS AND OUTPUTS OF YOUR PROGRAM Practical Realities Population Concerns Need Reach Coverage Impact Efficacy Effectiveness Economic Measures Program Cost Efficiency Cost-Effectiveness Benefits Income Net Gain SUMMARY EXERCISES NOTES AND CITATIONS
Chapter 6: Applications in Communities COMMUNITY: A MEDIUM FOR CHANGE AND A CHANGING MEDIUM Defining Community Community Interventions and Interventions in Communities The Epidemiological Case for the Community Approach The Social-Psychological Case for the Community Approach The Economic Case for the Community Approach The Political Case for the Community Approach The Demonstration and “Multiplier” Value of Smaller Programs Community Participation The Dilemma of Complex Problems and Multiple Stakeholders Tackling Complex Community Problems The Dilemma of External Funding Two Points of View COALITIONS: COMPELLING, IMPORTANT, BUT NOT EASY AND NOT A PANACEA The capacities of communities to support health programs The Politics of Coalitions and Community Power Coalitions: Some Basic Principles Basic Steps to Keep in Mind Creating an Organizational Framework APPLICATIONS IN COMMUNITIES A Kentucky Case Study Results Strategy: Multiple Tactics Implications for Practitioners Implementation Lesson The North Karelia Project The Design The Impact Diffusion Penetrate the Community Never Promise Too Much Too Soon Selecting Multiple Strategies Intervention Matrix Intervention Mapping Reaching the Masses Segmenting A Su Salud Social Marketing: Square One for a Campaign Take It Outside Examples from Developing Countries So Much to Know and Do, So Little Time! SUMMARY EXERCISES NOTES AND CITATIONS
Chapter 7: Applications in Occupational Settings THE ECOLOGICAL CONTEXT OF WORKPLACE HEALTH PROGRAMS Historical Context of Health Programs in the Workplace Demographic Context Regulatory Context: Occupational Health and Safety Legislation Legislative Initiatives The Problem of Coordination Problems Requiring Regulatory Intervention Environmental Protections versus Health Promotion Protection of Women Educational Protections Medical Surveillance and Risk Assessment Psychosocial Factors Recent Trends Current Limitations Economic Context Containing Health Care Costs Econometric Evaluation Tobacco Control Stress Management, Nutrition and Physical Activity Hypertension Comprehensive Programs Limitations of Evaluation Employee Dependents Substance Abuse Context: Employee Assistance Programs The U.S. Organizational Context The Canadian Organizational Context The Diffusion of EAPs From Medical Model to Constructive Confrontation From Treatment to Secondary Prevention Converging Interests of EAPs and Health Promotion The Blending Of the Four Work-Site Health Ecologies Prevention versus Health Promotion Health Risk Appraisals Work Organization, Control, and Health Organizational Culture CAVEATS Ethical Concerns The “Victim-Blaming” vs. Paternalism Problems The Divided Loyalties Problem Caution: Do Not “Over-Sell” Economic Benefits APPLICATION OF PRECEDE-PROCEED Phase 1: Social Diagnosis and Participation From the Perspective of Employers From the Perspective of Employees Phase 2: Epidemiological Assessment Phase 3: Educational and Ecological Assessment Predisposing Factors Reinforcing Factors Enabling Factors Phase 4: Administrative, Organizational and Policy Assessment Phase 6: Implementation and Evaluation Screening and Wait-Listing Self-Care and Community Referrals Triage and Stepped Program of Interventions A CASE STUDY: AIR QUALITY CONTROL IN A STATE AGENCY Social and Epidemiological Assessments Educational and Ecological Assessment The Environment Behavior/Lifestyle From Administrative and Policy Assessment to Implementation Implementation and Structural Evaluation Process Evaluation Impact Evaluation Outcome Evaluation SUMMARY EXERCISES NOTES AND CITATIONS
Chapter 8: Applications in Educational Settings WHAT IS A SCHOOL HEALTH PROGRAM? Key Concept: “Coordinated” PROGRESS IN SCHOOL HEALTH RESEARCH AND POLICY Assessing the Effects of School Health Education The National Institutes of Health The Challenge of Parental Participation Policy Analysis and Advances Policy Surveys Policy Analysis Comprehensive School Health Education: A Response to the Aids Epidemic USING PRECEDE AND PROCEED FOR PLANNING IN SCHOOLS Social Assessment Health: An Instrumental Value for Schools Education and Health: A Two-Way Relationship Developmental Assets Epidemiological Assessment Using Multiple Approaches Health Problems and Health Behaviors Emphasize Flexibility The School Health Index: A Practical Example of Epidemiologic Assessment Behavioral, Environmental, and Educational Assessment What Is the Goal? Skills: A Legitimate Focus Using Theory PRECEDE-PROCEED AND SCHOOLS: A HYPOTHETICAL CASE Where Are We? What Matters? Sorting Out the Complexity Can The Literature And Other “Outside Sources Help Us? Time and Resources “Within Reason” Public Opinion Using Policy SUMMARY EXERCISES NOTES AND CITATIONS
Chapter 9: Applications in Health Care Settings DISEASE PREVENTION, HEALTH PROMOTION, AND SELF-CARE AS PRIORITIES OF CLINICAL CARE Definitions The Opportunity Clinical Credibility Access to Teachable Moments Public Interest Readiness of Clinical Practitioners The Missed Opportunity The Rationale AN ECOLOGICAL AND COMMUNITY APPROACH TO HEALTH CARE Epidemiology of Health Care Errors Health-Care Errors of Omission The Undiagnosed Nonusers Health-Care Errors of Commission Professional Errors Patient Errors Special Groups PATIENT CONSIDERATIONS IN TARGETING INTERVENTIONS The Undiagnosed Diagnosed Nonusers Who Received Inappropriate Medical Recommendations Nonusers Who Did Not Obtain a Recommended Drug or Device Policy Changes Misusers Allocation Decisions APPLICATION OF EDUCATIONAL AND ECOLOGICAL ASSESSMENT TO INDIVIDUAL PATIENTS A HIERARCHY OF FACTORS AFFECTING SELF-CARE BEHAVIOR Triage According To Motivation Triage According To Enabling Factors Assessing Reinforcing Factors Necessary for Patients’ Adherence Balancing the Three Sets of Determinants Making Reinforcement Intrinsic Rather than Extrinsic Self-Monitoring CHANGING THE BEHAVIOR OF HEALTH CARE STAFF EDUCATIONAL AND EDUCATIONAL ASSESSMENT OF PRACTITIONERS’ BEHAVIOR Predisposing Factors Enabling Factors Reinforcing Factors Managed Care Complications and Barriers SUMMARY EXERCISES NOTES AND CITATIONS
Glossary Bibliography
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