Each chapter ends with practice and discussion questions that help the reader to reflect on as well as utilize the key terms. Finally, all chapters are interconnected but are also designed to stand alone and provide a comprehensive overview of the topics they cover.
Features
You’ll find the following features in each chapter of the book to use in the classroom, for students’ self-reflection and online:
Learning objectives
Tables, figures and sidebars
Practice and discussion questions
Lists of key terms
Editors’ Note
As editors, we hope that we contribute to preventing disease and promoting health. We believe that understanding the theory and practice of health promotion program planning, implementation, and evaluation will allow more individuals and groups to enjoy the benefits of good health and will encourage more schools, colleges and universities, workplaces, healthcare organizations, and communities to be designated as health-promoting sites. We are grateful to the SOPHE members who have authored chapters in this text and admire their commitment and dedication to making a difference in the health outcomes of the individuals, communities, groups, and organizations they serve.
Health Promotion Programs: From Theory to Practice has been established as a widely used text and reference book both in the United States and internationally. It is our hope that the third edition will continue to be relevant and useful and stimulate readers’ interest and knowledge in health promotion programs that utilize health theory to promote health equity. We aspire to provide readers with information and skills to ask critical questions, think conceptually, and stretch their thinking to promote health across diverse populations and settings.
We appreciate the opportunity to plan and edit this text, which the SOPHE board of trustees, executive director, staff, and members provided to us. SOPHE provides leadership and works to contribute to the health of all people, health equity and social justice through advances in health promotion theory and research, excellence in professional preparation and practice, and advocacy for public policies conducive to health. SOPHE and its members advocate for and support the work of thousands of professionals who are committed to improving people’s health where they live, work, study, play, and worship. We hope that this book helps advance these goals and helps guide and inspire a healthier world.
To the Instructor
An instructor’s supplement is available at www.wiley.com\go\fertman\healthpromotionprograms3e. Additional materials such as videos, podcasts, and readings can be found at www.josseybasspublichealth.com .
Acknowledgements
Health Promotion Programs: From Theory to Practice, Third Edition is a team effort. We acknowledge and thank Ethan Lipson, editor, and Monica Rogers, associate editor at Wiley for their support, as well as Kezia Endsley, developmental editor. We recognize and remember our friend Andy Pasternack (1955–2013) who fought cancer with the intelligence, passion, and humor that he brought to everything he did. Andy championed and supported the book’s initial development and publication. We miss him.
We acknowledge and recognize Diane Allensworth, who served as co-editor for the first and second editions. Diane’s early and continuous support of the book made the difference in the decision to publish the book. We appreciate her commitment and vision for health promotion programs in all places people live, work, study, play, and worship.
We thank the current and past chapter authors as well as their supporting organizations and families. We recognize the School of Education, University of Pittsburgh and College of Education and Human Development, Radford University for their support and effort on behalf of the text.
We appreciate and acknowledge the hundreds of SOPHE members and the SOPHE staff and board members who work to promote people’s health worldwide. Thank you.
Carl I. Fertman
Pittsburgh, Pennsylvania
Melissa L. Grim
Radford, Virginia
January 2022
ABOUT THE COMPANION WEBSITE
This book is accompanied by a companion website. www.wiley.com\go\fertman\healthpromotionprograms3e
The website includes for use in the classroom, for students’ self-reflection and for online courses:
Lectures PowerPoint slides
Chapter test banks
Case studies
Planning health promotion program course project model
Cross-reference to NCHES competencies
Tables, figures and sidebars from the book in PDF form
CHAPTER 1 WHAT ARE HEALTH PROMOTION PROGRAMS?
Carl I. Fertman, Melissa L. Grim, and M. Elaine Auld
LEARNING OBJECTIVES
Understand health promotion in a new decade in a new health era.
Define health and health promotion, and describe the role of health promotion in fostering good health and quality of life.
Summarize the key historical developments in health promotion over the last century.
Compare and contrast health education and health promotion.
Describe the nature and advantages of each health promotion program setting and identify health promotion program stakeholders.
Discuss the forces shaping the new emerging era of health promotion.
Health Promotion in a New Health Era
In 2020 the new decade opened with COVID-19 ushering in a new health era with a new context for health, health promotion, and health promotion programs. The public paid attention to COVID-19. Fear was rampant. COVID-19 caused the public to be anxious and afraid. Hope about vaccines, drugs, and cures was high. The pandemic showed the power of actions at multiple levels by individuals, groups, healthcare systems, community human service organizations, businesses, schools, colleges and universities, and governments to combat the virus. The actions span from individual behaviors
