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Health 255
test
| community organizing | process through which communities are helped to identify common problems or goals, mobilize resources, and in other ways develop and implement strategies for reaching goals they have collectively set |
| grass roots | a process that begins with those who are affected by the problem/concern |
| gatekeepers | those who control the political climate of a community |
| task force | a temporary group that is brought together for dealing with a specific problem |
| coalition | formal alliance of organizations that come together to work for a common goal |
| community building | an orientation to community that is strength-based rather than needs based and stresses the identification, nurturing and celebration of community assets |
| health education | and combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire information and the skills to make quality health decisions |
| health promotion | and planned combination of educational, political, environmental, regulatory, or organizational mechanisms that support actions and conditions of living conducive to the health of individuals, groups, or communities |
| program planning | a process by which an intervention is planned to help meet the needs of a priority population |
| priority population | those whom a program is intended to serve |
| needs assessment | the process of collecting and analyzing information, to develop an understanding of the issues, resources, and constraints of the priority population, as related to the development of the health promotion program |
| intervention | an activity designed to create change in people |
| multiplicity | the number of activities that make up the intervention |
| dose | the number of program units as a part of the intervention |
| best practices | recommendations for interventions based on critical review of multiple research and evaluation studies that substantiate the efficacy of the intervention |
| best experience | intervention strategies used in prior or existing programs that have not gone through the critical research and evaluation studies and thus fall short of best practices criteria |
| best processes | original intervention strategies that the planners create based on their own knowledge and skills of good planning processes including the involvement of those in the priority population and the use of the theories and models |
| implementation | putting a planned program into action |
| pilot test | a trial run of an intervention |
| phasing in | implementation of an intervention with a series of small groups instead of the entire population |
| evaluation | determining the value or worth of an object of interest |
| standard of acceptability | a comparative mandate, value, norm, or group |
| formative evaluation | the evaluation that is conducted during the planned and implementing process to improve or refine the program |
| summative evaluation | the evaluation that determines the effect of a program on the priority population |
| impact evaluation | focuses on immediate observable effects of a program |
| outcome evaluation | focuses on the end result of the program |
| school health council | individuals from a school or school district and its community who work together to provide advice on aspects of the school health program |
| school health policies | written statements that describe the nature and procedures of a school health program |
| school health coordinator | a professional at the districts or school level responsible for management and coordination of all school health policies, activities and recourses |
| school health services | health services provided buy the school health workers to appraise, protect, and promote the health of students |
| healthy school environment | the promotion, maintenance and utilization of safe and wholesome surroundings in a school |
| school health education | the development, delivery, and evaluation of a curriculum, kindergarten through grade 12 |
| curriculum | a written plan for instruction |
| scope | part of the curriculum that outlines what will be taught |
| sequence | part of the curriculum that states in what order the content will be taught |
| maternal infant and child health | the health of women of childbearing age and that of the child through adolescence |
| family planning | determining the preferred number and spacing of children and choosing the right way to accomplish it |
| title X | a portion of The public health service act of 1970 that provides funds for family planning services for low income people |
| gag rule | regulations that barred physicians and nurses in clinics receiving federal funds from counseling clients about abortions |
| roe vs wade | a 1973 supreme court decision that made it unconstitutional for state laws to prohibit abortions |
| pro life | against abortions |
| pro choice | women have the right to do what they want |
| prenatal health care | medical care provided to a pregnant women from the time of conception until the birth process occurs |
| low birth weight | less than 5.5 lbs at birth |
| SIDS | sudden infant death with no recognizable cause |
| categorical programs | programs available only to people who can be categorized into a group based on specific variables |
| WIC | a special supplemental food for women, infants, and children sponsored by the USDA |
| family and medical leave act FMLA | law that provides up to a 12-week unpaid leave to men and women after the birth of a child, adoption, or an event of illness in the immediate family |
| adolescents and young adults | those people who fall into 15-24 years old |
| intensity | cardiovascular workload measured by heart rate |
| BMI | the ratio of weight to height |
| hypertension | systolic pressure equal to or greater than 140 mm of Hg and or diastolic pressure equal to or greater then 90 mm Hg for extended periods of time |
| hypercholesterolemia | high levels of cholesterol in the blood |
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