| Introduction |
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vii | |
| Introduction to Second Edition |
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xii | |
| Part One |
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Successful Health Promotion: The Challenge |
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2 | (72) |
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The problematic notion of health and its determinants |
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2 | (3) |
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The social ecology of health |
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5 | (4) |
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9 | (9) |
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The Meaning of Health Promotion |
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18 | (8) |
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Upstream or downstream? The challenge of victim blaming |
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26 | (3) |
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Health promotion models and their ideological basis |
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29 | (5) |
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Health promotion and the prevention of disease |
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34 | (5) |
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Health promotion and empowerment |
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39 | (10) |
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An Empowerment Model of health promotion |
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49 | (6) |
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Ideological divides, false dichotomies and the measurement of success |
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55 | (4) |
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Evaluation and the meaning of success |
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59 | (8) |
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67 | (1) |
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68 | (6) |
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Selecting Indicators of Success: The Importance of Theories of Change |
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74 | (75) |
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74 | (2) |
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Programme planning: the Place of research |
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76 | (8) |
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Theory at the micro level |
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84 | (5) |
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The `Health Action Model' |
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89 | (12) |
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The dynamics of self-empowerment |
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101 | (6) |
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Health promotion interventions |
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107 | (6) |
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113 | (11) |
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Indicators and the proximal-distal chain of effects |
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124 | (15) |
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Selecting indicators: the importance of theory |
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139 | (4) |
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143 | (6) |
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149 | (46) |
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149 | (3) |
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Methodologies of evaluation |
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152 | (21) |
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Designing and carrying out evaluation studies |
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173 | (14) |
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187 | (1) |
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188 | (7) |
| Part Two |
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195 | (25) |
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The concept of health career |
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195 | (4) |
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199 | (6) |
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The Settings Approach: a somewhat contested concept? |
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205 | (4) |
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Problems for a Settings Approach |
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209 | (2) |
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Researching health promoting settings |
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211 | (6) |
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217 | (3) |
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Health Promotion in Schools |
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220 | (43) |
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220 | (1) |
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220 | (1) |
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Historical Background and the emergence of the health promoting school |
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221 | (2) |
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Models of the health promoting school |
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223 | (1) |
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Ideologies of health education and health promotion in schools |
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224 | (1) |
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Evaluating health promotion in schools |
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225 | (4) |
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Schools as a context for evaluation research |
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229 | (2) |
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Policy - international and national |
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231 | (6) |
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Overall success of health promoting schools |
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237 | (20) |
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257 | (1) |
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258 | (5) |
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263 | (37) |
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263 | (1) |
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Conceptions of health promotion and related activities |
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264 | (13) |
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General effectiveness of health promotion in primary care |
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277 | (3) |
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280 | (15) |
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295 | (1) |
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296 | (4) |
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Health Promotion in the Workplace |
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300 | (34) |
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The workplace, health promotion and a settings approach |
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300 | (1) |
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301 | (2) |
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Different perspectives on success |
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303 | (1) |
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The management perspective |
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304 | (1) |
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304 | (2) |
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Workplace health promotion: blaming the victims? |
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306 | (6) |
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312 | (2) |
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Effectiveness of health promotion in the workplace |
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314 | (1) |
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Effectiveness reviews of workplace health promotion |
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315 | (4) |
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Health promotion in the workplace: a selective review |
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319 | (10) |
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329 | (5) |
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The Mass Media and Health Promotion |
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334 | (60) |
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The meaning of mass media |
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335 | (6) |
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341 | (5) |
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Major mass media strategies in health promotion |
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346 | (6) |
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The synergy of the inter-personal and mass communication strategies |
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352 | (1) |
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The primacy of pre-testing |
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352 | (6) |
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358 | (4) |
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Critical consciousness raising, media advocacy and creative epidemiology |
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362 | (5) |
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Lessons from Mass Communication Theory |
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367 | (1) |
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A selective review of media studies: general observations |
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367 | (4) |
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371 | (4) |
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A case study of seat belt use |
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375 | (1) |
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376 | (12) |
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388 | (6) |
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394 | (40) |
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394 | (3) |
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The community development tradition |
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397 | (3) |
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Approaches to community change |
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400 | (1) |
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Community development or social planning? |
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401 | (2) |
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Participation, empowerment and community development |
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403 | (2) |
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Networks, community social support and social capital |
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405 | (2) |
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Community health projects |
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407 | (1) |
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Problematical aspects of community development |
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407 | (3) |
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Evaluating community programmes |
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410 | (4) |
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What indicators of success? |
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414 | (5) |
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Community projects: some example of success |
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419 | (10) |
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429 | (1) |
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429 | (1) |
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429 | (5) |
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The Community-Wide Coalitions and Intersectoral Working |
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434 | (48) |
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Defining community programmes |
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434 | (1) |
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Systematic programme planning and community-wide programmes |
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435 | (1) |
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Citizen partnership and coalitions |
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436 | (2) |
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Community-wide projects: examples of success? |
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438 | (9) |
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International heart health programmes |
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447 | (16) |
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Indicators of success: the problematical demand for epidemiological indicators |
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463 | (2) |
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The international heart disease projects re-visited: an appraisal |
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465 | (5) |
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470 | (7) |
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477 | (5) |
| Conclusions |
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482 | (9) |
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Building healthy public policy |
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485 | (1) |
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Developing personal skills |
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486 | (1) |
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Creating supprotive environments |
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486 | (1) |
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Strengthening community action |
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486 | (1) |
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Reorienting health services |
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487 | (1) |
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487 | (2) |
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489 | (2) |
| Appendix 1.1 Health for all in the 21st century: primary health care |
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491 | (1) |
| Appendix 1.2 Resolution of the Fifty-first World Health Assembly on health promotion |
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492 | (2) |
| Appendix 1.3 Summary of the recommendations of the Independent Inquiry into Inequalities in Health (Acheson) Report |
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494 | (8) |
| Appendix 1.4 UK government policy initiatives designed to impact on teenage parenthood |
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502 | (4) |
| Appendix 2.1 An example of illuminative evaluation: describing the process in establishing collaborative working |
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506 | (2) |
| Appendix 7.1 Criteria for selecting the effect studies |
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508 | (1) |
| Appendix 10.1 Target groups and intervention strategies --- national AIDS control programme implemented by MUTAN |
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509 | (1) |
| Author Index |
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510 | (8) |
| Index |
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518 | |