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Books on the topic 'Health Education-Risk Reduction'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

McCabe, Michael H. AIDS, Indiana's health education and risk reduction program. Lexington, Ky: Council of State Governments, 1987.

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2

Watson, Janet Kaye. The Influence of health education on the reduction of cardiovascular risk in people with diabetes. Poole: Bournemouth University, 2002.

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3

Group, Alberta Management. Listening to Albertans at risk of HIV/AIDS: An assessment of risk reduction messages. Edmonton, Alta: Provincial AIDS Program, Public Health Division, Alberta Health, 1992.

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4

Coleman, John C., Ph. D. and Roker Debi, eds. Teenage sexuality: Health, risk and education. Amsterdam, The Netherlands: Harwood Academic Publishers, 1998.

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5

AIDS: Indiana's Health Education and Risk Reduction Program (Rm, 775). Council of State Government, 1987.

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6

Chan, Emily Ying Yang. Issues in rural health and key messages for health and disaster risk reduction education programmes. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.003.0007.

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A healthy community should have a safe and hygienic environment, with access to basic well-being maintaining facilities and services. Key messages for education programmes related to water management, indoor environment, waste management, health promoting behaviour, and disaster health risk reduction are presented in this chapter. It also aims to share some common health communication and education that might be useful to improve bottom-up resilience for health and disaster health risk reduction in rural communities. Examples from the Ethnic Minority Health Project will also be employed to illustrate how bottom-up resilience towards health and disaster risk in these rural communities might be established.

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7

Evaluation of a nutrition education program for cancer risk reduction in women. 1990.

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8

Evaluation of a nutrition education program for cancer risk reduction in women. 1990.

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9

Evaluation of a nutrition education program for cancer risk reduction in women. 1990.

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10

Evaluation of a nutrition education program for cancer risk reduction in women. 1988.

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11

Communicating Health Risks to the Public: A Global Perspective. Gower Publishing Company, 2006.

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12

Chan, Emily Ying Yang. From theory to practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.003.0006.

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This chapter introduces some myths of health promotion, the project cycle of health and disaster preparedness education programmes, needs assessment, project planning, programme implementation and monitoring, programme evaluation, and notes for organizers and participants of health and disaster preparedness education programmes. Concrete examples will be provided to put the abstract framework into use. This chapter integrates the themes in previous chapters with relevant insights gained from actual field experience in Asia, focusing on programme implementation field experience and lessons learnt, as well as the practical challenges and problems encountered in the field in rural Asian settings. It will also discuss the field-policy nexus, that is, the fulfilment of policy ambitions in such international policy frameworks like the United Nations’ Sustainable Development Goals (SDGs), the Sendai Framework for Disaster Risk Reduction (2015–2030), and the Paris Agreement for Climate Change by rural field programmes in health, emergency, and disaster risk reduction.

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13

Chan, Emily Ying Yang. Building Bottom-up Health and Disaster Risk Reduction Programmes. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.001.0001.

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Although urban living has accounted for being the lifestyle for more than half of the global population since 2010, nearly half are still living in a rural context. As pointed out by the United Nations as a backdrop of the Sustainable Development Goals (SDGs) (2016–2030), at least 1.8 billion people across the world still consumed faecally contaminated drinking water by 2015, 2.4 million lacked access to basic sanitation services such as toilets or latrines, and nearly 1,000 children died every day of preventable water and sanitation-related diarrhoeal diseases. Rural areas fare far worse: children are about 1.7 times more likely to die before their fifth birthday as those in urban areas. About 16% of the rural population do not use improved drinking water sources, compared to 4% of the urban population. About 50% of people living in rural areas lack improved sanitation facilities, compared to only 18% of people in urban regions. Far too many one-off rural on-site public health knowledge transfer projects fail to deliver long-term results. Theoretical understanding may be strengthened among non-governmental organization (NGO) practitioners and volunteers to support project planning, monitoring, and evaluation. Based on public health theories and illustrated by relevant examples, as well as the insights gained from the long-established CCOUC Ethnic Minority Health Project in China, this book introduces how health, emergency, and disaster preparedness education programmes could be organized in remote rural Asia, which could become a useful reference for organizers and volunteers of rural development projects.

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14

Chu, Carolyn, and Christopher M. Bositis. HIV Transmission Prevention. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190493097.003.0004.

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The prevention of HIV transmission involves a number of behavioral, structural, and biomedical interventions. Behavioral methods include education about sexual health, drug use, and risk reduction, as well as specific messages for at-risk populations who are HIV positive. Needle exchange programs and consistent use of condoms have proven effective for prevention of HIV infection. Post-exposure prophylaxis against HIV with antiviral drugs is often recommended in occupational health care and non-occupational settings. Voluntary male circumcision also reduces the risk of HIV acquisition. The treatment of pregnant women who are HIV infected can effectively eliminate mother-to-child transmission of the virus. Recently, the use of antiretroviral drugs for pre-exposure prophylaxis has proven highly effective in preventing HIV infections in high-risk groups including men who have sex with men. Promising therapies that likely will be available in the future include injectable antiviral drugs, vaginal microbicides, and HIV vaccines.

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15

Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.

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Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in their everyday work. A basic part of Chapter 2 shows the curriculum consists of teaching the knowledge, and skills derived from communication theory and practice including physician, and patient-centred communication with active listening, responding to emotions and information exchange as well as breaking bad news, risk-counselling, and shared decision-making. Building on these skills, trainees are introduced into the biopsychosocial process of diagnosis, establishing a 9-field comprehensive work-up using the ABCDEFG guideline (Affect, Behaviour, Conflict, Distress, Early life Experiences, False beliefs, Generalised frustration). The therapeutic interventions are based on a working alliance between the physician and the patient, and are taught as basic elements, which have to be combined according to the individual patient and the presenting situation. The overall technique for gynaecologists and obstetricians can be summarised as supportive counselling/psychotherapy. This includes elements such as catharsis, clarifying conflicts and conflict resolution, cognitive reframing, insight and understanding, stress reduction techniques, and helping in behavioural change (CCRISH).

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