Professional Documents
Culture Documents
7
Contents
Preface
8
Specific Rates
Reporting of Births, Deaths, and Diseases
Standardized Measurements of the Health
Status of Populations
Mortality Statistics
Life Expectancy
Years of Potential Life Lost
Disability-Adjusted Life Years
Health-Adjusted Life Expectancy
Sources of Standardized Data
The U.S. Census Bureau
The Centers for Disease Control and
Prevention
Epidemiological Studies
Descriptive Studies
Analytic Studies
Criteria of Causation
Prevention and Control of Diseases and Other
Health-Related Conditions
Prioritizing Prevention and Control
Efforts
Levels of Prevention
Classification of Diseases and Health-Related
Conditions
Communicable Diseases
Prevention and Control of Communicable
Diseases
Prevention and Control of a
Communicable Disease: HIV Infection
and AIDS
Noncommunicable Diseases and Health-
Related Conditions
Prevention and Control of
Noncommunicable Diseases
Prevention and Control of a
Noncommunicable Disease: CHD
9
James F. McKenzie, PhD, MPH, MCHES
Introduction
Community Organizing/Building
The Need for Organizing Communities
Community Organizing Methods
The Process of Community
Organizing/Building
Recognizing the Issue
Gaining Entry into the Community
Organizing the People
Assessing the Community
Determining the Priorities and Setting
Goals
Arriving at a Solution and Selecting
Intervention Strategies
The Final Steps in the Community
Organizing/Building Process:
Implementing, Evaluating, Maintaining,
and Looping Back
A Special Note About Community
Organizing/Building
Health Promotion Programming
Basic Understanding of Program
Planning
Creating a Health Promotion Program
Assessing the Needs of the Priority
Population
Setting Appropriate Goals and Objectives
Creating an Intervention That Considers
the Peculiarities of the Setting
Implementing the Intervention
Evaluating the Results
10
School Health Advisory Council
Key Personnel
The Need for School Health
Foundations of the School Health Program
School Health Policies
Monitoring the Status of School Health
Policy in the United States
Components of a Coordinated School Health
Program
Administration and Organization
School Health Services
Healthy School Environment
School Health Education
Counseling, Psychological, and Social
Services
Physical Education
School Nutrition Services
Family/Community Involvement for
School Health
School-Site Health Promotion for Staff
Issues and Concerns Facing the School Health
Program
Lack of Support for Coordinated School
Health Programs
Violence in Schools
11
Child Health
Childhood Mortality
Childhood Morbidity
Community Programs for Women, Infants, and
Children
Maternal and Child Health Bureau
Special Supplemental Food Program for
Women, Infants, and Children
Providing Health Insurance for Women,
Infants, and Children
Providing Child Care
Other Advocates for Children
CHAPTER 7 Elders
Charity Bishop, MA, CHES
Introduction
Definitions
Demography of Aging
Size and Growth of the Elder Population
Factors That Affect Population Size and
Age
Dependency and Labor-Force Ratios
Other Demographic Variables Affecting
Elders
A Health Profile of Elders
Mortality
Morbidity
12
Health Behaviors and Lifestyle Choices
Elder Abuse and Neglect
Instrumental Needs of Elders
Income
Housing
Personal Care
Health Care
Transportation
13
Introduction
Definitions
Classification of Mental Disorders
Causes of Mental Disorders
Mental Illness in the United States
History of Mental Health Care in the United
States
Moral Treatment
State Hospitals
Mental Health Care After World War II
Mental Healthcare Concerns in the United
States Today
Serious Mental Illness in People Who Are
Homeless
The New Asylums: Mental Health Care in
Our Jails and Prisons
Meeting the Needs of Those with Mental
Illness: Prevention and Treatment
Government Policies and Mental Health Care
The Affordable Care Act of 2010
14
Levels of Prevention
Elements of Prevention
Governmental Drug Prevention and
Control Agencies and Programs
15
The Food We Eat
Foodborne Disease Outbreaks
Growing, Processing, and Distributing
Our Food Safely
Where We Live
Solid and Hazardous Waste
Managing Our Hazardous Waste
Controlling Vectorborne Diseases
The Place We Work
Inhalation of Airborne Particles and
Gases
Workplace Poisonings
Exposure to Infectious Agents
Natural Disasters
Radiation
Natural Environmental Events
Psychological and Sociological Hazards
Population Growth
Terrorism
Responding to Environmental Hazards
16
Glossary
Index
17
Preface
Content
Although essential content has been retained, some examples
have been excluded, and explanations of how we have arrived at
the current state of affairs have been reduced. For example, the
current status of HIV/AIDS in the community may be stated
without detailed reference to its past status. Many figures, tables,
boxes, and photos have been retained, but others have been
shortened or deleted. Also retained are examples of our national
health goals and objectives drawn from Healthy People 2020. To
enhance and facilitate learning, the chapters are organized into
three units: Foundations of Community Health, The Nation’s
18
Health and Healthcare Delivery, and Environmental Health and
Safety.
Key Terms
Boldfaced key terms are defined in the margin when they first
appear and again in the glossary at the end of this text. In
addition, some words in the text have been italicized for emphasis
and are often key terms defined in another chapter.
Chapter Summaries
At the end of each chapter, students will find several bulleted
points that review the major concepts contained within the
chapter.
19
date information becomes available at an assigned website, we
are able to immediately edit the exercise to reflect this most recent
material.
The Web activities bring to life the content and theory presented in
the text, thus furnishing students with a real-world context for
understanding community health concepts and issues. The intent
of including Web activities with this text is to inspire the students,
in real time, to authentically assess and critically think about what
they have just read by asking them thought-provoking questions
related to the assigned website. By integrating the Web into this
text, we have created a dynamic learning environment that is as
up-to-date as today’s newspaper.
Accompanying Ancillaries
The Brief Edition is accompanied by a suite of updated instructor
resources, including PowerPoint Lecture Outlines, a Test Bank,
and an Instructor’s Manual. These products are available to
adopters of this text. For more information about these ancillary
products, please contact your sales representative at Jones &
Bartlett Learning.
Acknowledgments
A project of this nature could not be completed without the
assistance and understanding of a number of individuals. First, we
would like to thank those individuals who have brought their
expertise to the writing team: Sara A. Baker, MSW, Senior
Instructor, Penn State–Hershey, Department of Public Health
Sciences, provided revisions for Chapter 5 (Maternal, Infant, and
Child Health); Denise M. Seabert, PhD, MCHES, Associate
Professor, Department of Physiology and Health Science, Ball
State University, completed revisions for Chapter 6 (Adolescents,
Young Adults, and Adults); Charity Bishop, MS, CHES, Instructor,
Department of Physiology and Health Science, Ball State
University, was responsible for the revisions to Chapter 7 (Elders);
Miguel A. Pérez, PhD, MCHES, Professor and Chair, Department
of Public Health, Fresno State University, revised Chapter 8
20
(Community Health and Minorities); David V. Perkins, PhD,
Professor, Department of Psychological Sciences, Ball State
University, completed the revisions for Chapter 9 (Community
Mental Health); and Farah Kauffman, MPH, Instructor, Department
of Public Health Sciences, Penn State–Hershey, created the
book’s ancillary materials. Their expertise is both welcomed and
appreciated.
Finally, we would like to thank our families for their love, support,
encouragement, and tolerance of all of the time that writing takes
away from time together.
21
Unit One
Foundations of Community
Health
22
Chapter 1
Understanding Community
Health and the Organizations
That Help Shape It
James F. McKenzie, PhD, MPH, MCHES
Chapter Objectives
1 Define the terms health, community, community health,
population health, public health, public health system, and
global health, and explain the difference between personal and
community health activities.
2 Briefly describe the five major determinants of health.
3 List and discuss the factors that influence a community’s health.
4 Briefly relate the history of community/public health.
5 Provide a brief overview of the current health status of
Americans.
6 Describe the major community health problems facing the
United States today.
23
7 Describe the major community health problems facing the world
today.
8 Describe the purpose of the Healthy People 2020 goals and
objectives.
9 Explain the need for organizing to improve community health.
10 Explain what a governmental health organization is and give an
example of one at each of the following levels—international,
national, state, and local.
11 Explain the role the World Health Organization (WHO) plays in
community health.
12 Briefly describe the structure and function of the U.S.
Department of Health and Human Services (HHS).
13 State the three core functions of public health.
14 List the 10 essential public health services.
15 Explain the relationship between a state and local health
department.
16 Explain what is meant by the term coordinated school health
program.
17 Define the term quasi-governmental and explain why some
health organizations are classified under this term.
18 List the four primary activities of most voluntary health
organizations.
19 Explain the purpose of a professional health
organization/association.
20 Explain how philanthropic foundations contribute to community
health.
21 Discuss the role that service, social, and religious organizations
play in community health.
22 Identify the major reason why corporations are involved in
community health and describe some corporate activities that
24
Another random document with
no related content on Scribd:
thoroughly roused, and that he was by far the more incensed of the
two.
“Lady Fairfax,” he said with emphatic distinctness, “permit me to
delay you for one moment,” interposing himself between her and the
door. “I quite enter into your wishes. The sooner we part the better. I
will have no wife who suspects and despises me. A woman holding
such views of my character I have no desire to see again. A wife
who is ready to cast me off on the smallest and most unfounded
suspicion—who does not even grant me a chance of proving my
innocence—but tries, convicts, and condemns me unheard, is no
wife for me except in name. I shall make all arrangements for your
comfort, but I cannot bring myself to discuss them now. You can
remain here till our future plans are arranged. Your father’s daughter
occupies the same position beneath this roof as did my mother,
although you may pretend to think otherwise. Had I been as wise a
year ago as I am now, your father’s daughter would never have been
my wife.”
Taking up the certificate and the ring, he turned and walked out of
the room without another word.
On his way across the hall he was waylaid by Geoffrey, who
sprang on him from the billiard-room and seized him by the arm,
saying:
“Well, Rex, I suppose she has told you?”
“She has,” replied Reginald, shaking him off impatiently as he
entered the library and threw himself into an armchair.
“I don’t believe one word of it, mind you, Rex; and as for Alice, she
is nothing but a silly girl, with a hot temper. It all blows over. I know
her rages well,” he added consolingly.
“Don’t talk to me now, there’s a good fellow,” returned Sir
Reginald, jumping up and pacing the room. “Run down and tell them
to bring round ‘Dragon’ and the dog-cart, and to put in my
portmanteau just as it came.”
“Why so, in the name of all that’s mad?”
“I’m off to London by the mail.”
“Are you in your sober senses, Reginald?” exclaimed Geoffrey,
looking at him aghast.
“I scarcely know,” he returned, wearily passing his hand across his
forehead; “but I am quite certain of one thing, and that is, that Alice
and I have parted for ever.”
CHAPTER VII.
WESSEX GARDENS.
Mrs. Mayhew was most decidedly the clever woman of the family.
Not only had she brains, but an unusual allowance of common
sense, and a kind heart to boot. She was dark and good-looking, like
most of the Fairfaxes, and inherited no small share of their force of
character and determination. Having no brother of her own, she had
always appropriated her cousin Reginald as such, since he, at the
ripe age of six, had made impassioned love to her, a grown-up
young lady of seventeen. She absolutely ruled all the men of her
family (husband included) with a mild and gracious sway, always
with the notable exception of her cousin “Regy.” His head had never
yet bent under her yoke, and he had the audacity to differ from her
on many vital subjects, and held the heresy that “it was for man to
command, woman to obey, all else confusion.” Nevertheless he
possessed a place in Mrs. Mayhew’s heart second only to that
occupied by her husband and children.
Mrs. Mayhew was never happier than when she was managing
other people’s affairs, for which she had a singular aptitude. To do
her justice, she meddled with the very best intentions, and her hands
were always full. She was the confidante of lovers’ quarrels, of
matrimonial differences untold: from the servant out of place to a girl
jilted by her intended, all came to Mrs. Mayhew, and to them she lent
a ready ear, her sympathy, and assistance. Her only serious trouble
was her rapidly-increasing tendency to embonpoint, and she sighed
when she ordered each new dress to be made with an increasing
width of waist. Her weakness, her particular pet vanity, were her
hands and feet; and certainly she had every reason to be proud of
them.
“Tell Helen she has the prettiest foot in London, and she’ll ask you
to stay for a month,” was one of Geoffrey’s impudent remarks; and
he also declared that knitting, to which she was much addicted, was
merely a framework supplied by her vanity, in order to flourish about
and show off her hands.
She was sitting at the fire one dripping February afternoon knitting
the following thoughts into a stocking:
“This is the 8th. Let me see” (referring to a paper on her knees),
“the Alligator sails on the 26th. Not much time to be lost. I must make
one desperate effort to try to reunite this wretchedly headstrong
young couple. I’ll take Norman down to Southsea next week for
change of air for his cough, and once established in our old lodgings
I can easily carry on operations.”
Here her husband entered, and she laid her plans before him.
“Go to Southsea, my dear, by all means, but whatever it may do
for Norman’s cough, I don’t think it will be of much use as far as Alice
and Reginald are concerned. There is no answer yet from the army
chaplain. The detectives are no wiser than we are ourselves.
Besides which, that old scorpion, Miss Fane, has Alice talked out of
all her senses by this time, be sure.”
“But I anticipate a great deal from an unexpected meeting,
nevertheless. I’ll get Alice over from Sandown to spend a few days,
and ‘you shall see what you shall see.’ You know that she and Miss
Fane are there, and have taken a house till April.”
“Please yourself and you please me; but I have a conviction that
your little plot will be no go. Reginald’s temper is like what the Irish
cook said of your own: ‘That you were a good Christian lady, but
when you were riz, you was riz;’ and he is very much riz indeed.”
“Well, I can’t wonder at it, I must say. You would have been, to say
the least of it, annoyed if I had, after being married to you a few
months, called you a hypocrite and deceiver, and left you, after
throwing you my wedding-ring; you knowing yourself to be entirely
innocent of any blame all the time.”
“Yes, very true; but no such volcano as this certificate ever burst
out in your home. Pray what would you have done, or say you would
have done, in such a case?”
“I would have trusted you, Mark.”
“Humph.” What an extraordinary amount of unbelief a grunt can
convey.
“Ah well, perhaps you would. Such trust is, however, much easier
in theory than in practice. Make some allowance for Alice, poor girl,
although we all know she is in the wrong. It’s a bad business—a bad
business.”
So saying, he opened his paper with an impressive rustle and
buried himself in the news of the day.