Athena Du Pre, Barbara Cook Overton

Communicating About Health 7e

Current Issues and Perspectives

• Broschiertes Buch

Produktbeschreibung

Communicating About Health: Current Issues and Perspectives continues to live up to its long-standing reputation as the most dynamic and current exploration of health communication on the market. The book offers rich, current research and in-depth analysis of the cultural, social, and organizational issues that influence health communication and health advocacy

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Produktdetails

• Verlag: Oxford University Press Inc
• Seitenzahl: 432
• Erscheinungstermin: 17. Oktober 2023
• Englisch
• Abmessung: 254mm x 205mm x 22mm
• Gewicht: 864g
• ISBN-13: 9780197664308
• ISBN-10: 019766430X
• Artikelnr.: 68209586

Autorenporträt

Athena du Prè, Ph.D. is a professor of communication and director of the Strategic Communication & Leadership master's degree program and the Health Communication Leadership graduate-level certificate program at the University of West Florida. Her research interests include patient-caregiver communication, coping with health crises, humor and healing, and workplace dynamics. Dr. du Pré is a former journalist and hospital public relations director. She received a Ph.D. in communication from the University of Oklahoma in 1995. Since joining the UWF faculty, she has twice been honored with Distinguished Teaching Awards by the student body. She is also co-author, with Ron Adler and George Rodman, of Oxford's Understanding Human Communication and Essential Communication. Barbara Cook Overton earned a Ph.D. in Health Communication from Louisiana State University and is the author of Unintended Consequences of Electronic Medical Records: An Emergency Room Ethnography (2019).

Inhaltsangabe

* I. What Is Health?
* II. What Is Health Communication?
* A. Defining Communication
* 1. Collaborative Sense-Making
* 2. Multiple Levels of Meaning
* 3. Context and Culture
* B. Defining Health Communication
* C. The History of Health Communication
* III. Health Care Models
* A. Biomedical
* B. Biopsychosocial
* C. Sociocultural
* IV. A Systems-Level Approach
* V. The Importance of Health Communication
* A. Communication Is Essential to Health Care Encounters
* B. Communication Can Be a Source of Comfort and Support
* C. Communication Can Reduce Health Disparities
* D. Communication Can Educate People About Health
* E. Communication Helps Health Organizations Operate Effectively
* F. Health Communication Presents Career Opportunities
* VI. The Importance of Health Communication
* A. Communication Is Essential to Health Care Encounters
* B. Communication Can Be a Source of Comfort and Support
* C. Communication Can Reduce Health Disparities
* D. Communication Can Educate People About Health
* E. Communication Helps Health Organizations Operate Effectively
* F. Health Communication Presents Career Opportunities
* VII. Summary
* VIII. Glossary
* IX. Discussion Questions
* Box 1.1 Career Opportunities: Profiles of More Than 100
Health-Related Jobs
* Box 1.2 Ethical Considerations: An Essential Component of Heath
Communication
* Box 1.3 Health Communication Organizations and Resources
* Box 1.4 Perspectives: A Memorable Hospital Experience
* Box 1.5 Learn While You Make a Difference
* Chapter 2: The Landscape for Health Communication
* I. Current Issues in Health Care
* A. Early and Preventive Care
* B. Health Disparities and Access
* C. Navigating a Complex System
* D. Communication Skill Builders: Navigating the Health Care System
* II. Health Communication in a Changing World
* A. Global Health
* B. Changing Populations
* 1. Ageing
* 2. Racial and Cultural Diversity
* C. Communication Technology
* III. Communication in Managed Care
* A. Conventional Insurance
* B. Health Maintenance Organizations
* C. Preferred Provider Organizations
* D. High-Deductible Health Plans
* E. Pros and Cons of Managed Care
* 1. Advantages
* 2. Disadvantages
* IV. Health Care Reform
* A. Universal Coverage
* B. Single- and Multi-Payer Systems
* 1. Single-Payer
* 2. Multi-Payer
* C. The Affordable Care Act
* V. Summary
* VI. Glossary
* VII. Discussion Questions
* Box 2.1-Selecting a Managed Care Plan
* Box 2.2-Ethical Considerations: Classroom Debate on Health Care
Reform
* Table 2.1 World Health Systems Performance Ranking
* Chapter 3: The Roles of Patients and Health Care Providers
* I. Health Care Encounters and Power Differentials
* A. Knowledge and Power
* B. Unequal Talking Time
* C. Sensitive Subjects
* D. Dismissive Behavior
* E. Transgressions
* F. Why Do We Do It?
* G. Communication Skill Builders: Building Trusting Relationships
* 1. Break the ice.
* 2. Don't avoid important but sensitive issues.
* 3. Encourage and ask questions.
* 4. Avoid assumptions.
* 5. If you feel uncomfortable, say so.
* 6. Make an explicit commitment to diversity.
* Box 3.1 Ethical Considerations: The Truth, the Whole Truth .... or
Not?
* II. Collaborative Communication
* A. Reasons for a Shift
* B. Model of Collaborative Interpretation
* C. Integrative Health Theory
* III. Partnership-Building Strategies
* A. Shared Decision Making
* 1. Care Providers' Expertise
* 2. Patient Perspectives
* 3. Puzzle Approach
* B. Communication Skill Builders: Motivational Interviewing
* 1. Set a respectful tone.
* 2. Let the interviewee (decision maker) set the agenda.
* 3. Gauge the decision maker's interest.
* 4. Explore ambivalence.
* 5. Listen.
* 6. Elicit-provide-elicit.
* 7. Weigh the merits of multiple options (including doing nothing).
* 8. Partner; don't persuade.
* 9. Roll with resistance.
* 10. Gauge the decision maker's self-efficacy.
* 11. Focus on small, incremental changes.
* 12. Collaborate and empower.
* Box 3.2 Perspectives: A Mother's Experience at the Dentist
* C. Narrative Medicine
* 1. Qualities of Narrative Medicine
* 2. Functions of Health Narratives
* D. Communication Skill Builders: Strategies for Care Providers
* 1. Act interested.
* 2. Set aside distractions.
* 3. Allow silence.
* 4. Ask "What else?"
* 5. Avoid abrupt topic shifts.
* 6. Pay attention to distress markers.
* 7. Reassure.
* E. Communication Skill Builders: Strategies for Patients
* 1. Reflect on what's important to you.
* 2. Create a brief health history.
* 3. Write down and rank order your concerns.
* 4. Don't overlook valuable resources.
* 5. Help set the agenda.
* 6. Take an active role.
* V. Summary
* IV. Glossary
* V. Discussion Questions
* Chapter 4: Patient Perspectives
* I. Voice of Lifeworld
* A. Feelings Versus Evidence
* B. Specific Versus Diffuse
* C. Bridging the Gap
* D. Communication Skill Builders: Talking to a Care Provider
* 1. Try the PACE method.
* 2. Ask questions.
* 3. Don't abuse the clock.
* Box 4.1 Perspectives: The Agony of Uncertainty
* II. Health Literacy
* A. Reasons for Health Literacy Challenges
* B. Health Literacy and COVID-19
* C. Communication Skill Builders: Assisting People with Health
Literacy Challenges
* 1. Create shame-free environments.
* 2. Let patients know what's expected.
* 3. Use metaphors to explain complex information.
* 4. Evaluate messages for readability.
* 5. Use the teach-back method.
* D. Communication Skill Builders: Increasing Comprehension as a
Patient
* 1. Be explicit about your concerns.
* 2. Ask three key questions.
* 3. Admit it if you don't understand.
* III. Health and Identity
* A. Health, Identity, and Facework
* B. Face-Threatening Health Concerns
* C. Face-Consistent Health Concerns
* IV. Invisible Illnesses
* A. "You Don't Look Sick"
* B. Communication Skill Builders: Calling Attention to Overlooked
Concerns
* 1. Document your symptoms.
* 2. Resist the urge to minimize.
* 3. Ask outright for serious consideration.
* 4. Be patient with medical uncertainty.
* 5. Try a second visit.
* 6. If necessary, find a new provider.
* V. Patient Satisfaction
* A. Selecting Care Providers
* B. Communication Skill Builders: Enhancing Patient Satisfaction
* 1. Provide prompt attention.
* 2. Build relationships.
* 3. Take your time and educate.
* 4. Welcome loved ones.
* 5. Learn from patients' feedback.
* Box 4.2 Ethical Considerations: Does Satisfaction Reflect Quality?
* VI. Cooperation and Informed Consent
* A. Reasons for Noncooperation
* B. Communication Skill Builders: Creating Mutually Acceptable
Treatment Plans
* 1. Engage in shared decision making.
* 2. Listen for hesitancy.
* 3. Ask about reservations.
* 4. Encourage regular communication.
* C. Informed Consent
* 1. Infamous Violations of Patient Rights
* 2. Informed Consent Laws
* 3. Challenges Associated With Informed Consent
* Box 4.3 Career Opportunities: Patient Advocacy
* VII. Summary
* VIII. Glossary
* IX. Discussion Questions
* Chapter 5: Care Provider Perspectives
* I. Care Provider Preparation
* A. Historical Perspective
* B. The Role of Communication
* C. Communication Training and Integrated Approaches
* D. Socialization
* II. Systems-Level Influences on Care Providers
* A. Organizational Culture
* B. Time Constraints
* III. Psychological Influences on Caregivers
* A. Emotions
* B. Mindfulness
* C. Confidence
* D. Satisfaction
* E. Communication Skill Builder: Dealing with Difficult Patients
* IV. Stress and Burnout
* a. Causes
* b. Healthy Strategies
* V. Medical Mistakes
* a. Why Mistakes Happen
* b. What Happens After a Mistake?
* c. Managing Medical Mistakes
* d. Disclosing an Error
* e. Communication Skill Builders: Responding to Medical Mistakes
* VII. Summary
* VIII. Glossary
* IX. Discussion Questions
* Box 5.1: Career Opportunities: Care Providers
* Box 5.2: Perspectives: Understanding Physician Hierarchy
* Box 5.3: Perspectives: Levels of Nursing
* Box 5.4: Perspectives: Blowing the Whistle on an Impaired Physician
* Chapter 6: Diversity in Health Care
* I. Intersectionality Theory
* II. Socioeconomic Status
* A. Implicit Bias
* B. Communication Gaps
* C. Structural Inequities
* D. Limited Access to Care
* E. Logistical Challenges
* F. Communication Skill Builders: Building Trust with Underserved
Patients
* 1. Diversify your team.
* 2. Engage in shared decision making.
* 3. Be careful not to shame.
* 4. Show concern explicitly.
* 5. Explain your thinking.
* 6. Invite open communication.
* III. Gender and Sexual Orientation
* A. Words Matter
* 1. Gender Identities
* 2. Sexual Orientations
* B. Sex, Gender, and Health
* 1. Marginalization
* 2. Fear of Judgment
* 3. Overlooked Concerns
* 4. Missed Opportunities for Social Support
* C. Communication Skill Builders: Talking Respectfully About Gender
and Sex
* 1. Use preferred pronouns
* 2. Avoid deadnaming.
* 3. Don't ignore the topic.
* 4. Don't be nosy.
* 5. Don't judge. (just mentioned in other CSB.)
* 6. If you mess up, apologize and correct yourself.
* IV. Race and Ethnicity
* A. Distrust
* B. High Risk and Low Knowledge
* C. Limited Access to Services
* D. Underrepresentation
* Box 6.1. Ethical Considerations: Who Gets What Care?
* V. Language Differences
* Box 6.2 Career Opportunities: Diversity Awareness
* Box 6.3 Perspectives: Language Barriers in a Health Care Emergency
* VI. Disabilities
* A. Health Passports
* B. Communication Challenges and Approaches
* 1. Word Choices
* 2. Intrusive Questions
* 3. Overhelping
* 4. Reluctance to Address Sensitive Issues
* 5. LOUD and Sloooow
* C. Ableist Language
* D. Communication Skill Builders: Avoiding Ableist Language
* 1. Take stock of your implicit biases.
* 2. Befriend a wide range of people.
* 3. Think about the words you use.
* 4. Practice alternatives.
* 5. Point out underlying assumptions.
* 6. Be an ally.
* 7. If you mess up, apologize and do better.
* VII. Age
* A. Children
* 1. Adult Involvement
* 2. Caring for the Rest of the Family
* B. Adolescents
* 1. What is normal?
* 2. Sensitive Topics
* 3. Social Isolation
* C. Communication Skill Builders: Talking With Young People About
Illness
* 1. Let the young person set the tone.
* 2. Cover the information bases.
* 3. Ask questions and listen.
* 4. Go easy on medical terminology.
* 5. Be honest.
* D. Older Adults
* 1. Aging Population
* 2. Ageism
* 3. Impact on Health Communication
* 4. Communication Patterns
* VIII. Summary
* IX. Glossary
* X. Discussion Questions
* Chapter 7: Cultural Conceptions of Health and Illness
* I. Culture and Health Communication
* A. Culture-Centered Approach
* B. Reflective Negotiation Model
* II. Cultural Conceptions of Health
* A. Health as Organic
* B. Health as Harmonic Balance
* 1. Physical, Emotional, and Spiritual
* 2. Harmony With Nature
* 3. Hot and Cold
* 4. Energy
* III. Making Sense of Health Experiences
* A. Health Condition as Social Asset
* B. Health Condition as Social Liability
* 1. Disease as Curse
* 2. Stigma
* 3. The Morality of Prevention
* 4. Victim Role
* Box 7.1 Theoretical Foundations: Theory of Health as Expanded
Consciousness
* IV. Sex, Gender, and Health
* A. Male Identity and Health
* 1. Expected to Be Stoic
* 2. Pressure to Provide
* 3. Homicides
* B. Female Identity and Health
* 1. Presumed Emotionality
* 2. Assumed Powerlessness
* 3. Domestic and Sexual Violence
* V. Family Roles and Health Communication
* Box 7.2. Perspectives: Thai Customs and a Son's Duty
* VI. Illness and Coping Metaphors
* A. "Fight for Your Life"
* B. "Strive for Peace and Flexibility"
* VII. Sick Roles and Healer Roles
* C. Mechanics and Machines
* D. Parents and Children
* E. Spiritualists and Believers
* F. Providers and Consumers
* G. Partners
* Box 7.3. Ethical Considerations: Physician as Parent or Partner?
* Box 7.4. Perspectives: Partners in Care
* VIII. Holistic Care
* H. Terminology
* I. Popularity
* J. Advantages
* K. Drawbacks
* Box 7.5. Holistic Medicine at a Glance
* Box 7.6. Career Opportunities: Holistic Medicine
* IX. Summary
* X. Glossary
* XI. Discussion Questions
* Chapter 8: Social Support, Family Caregiving, and End of Life
* I. Coping
* A. Problematic Integration
* B. Locus of Control
* C. Crisis
* D. Normalcy
* Box 8.1 Career Opportunities: Social Services and Mental Health
* II. Social Support
* A. Types of Social Support
* 1. Instrumental Support
* 2. Informational Support
* 3. Esteem Support
* 4. Emotional Support
* B. Sources of Social Support
* 1. Strong- and Weak-Tie Relationships
* 2. Support Groups and Virtual Communities
* C. Communication Skill Builders: Do's and Don'ts of Comforting
* 1. Comfort in, dump out.
* 2. Don't ask a lot of questions.
* 3. Do offer to help in specific ways.
* 4. Don't engage in toxic positivity.
* 5. Do acknowledge and respect emotions.
* 6. Don't say "I know how you feel."
* 7. Do provide support with no strings attached.
* 8. Don't overdo it.
* 9. Do realize you don't have to be perfect.
* III. Family Caregivers
* A. Stress and Burnout
* B. Communication Skill Builders: Reducing Your Stress as a Family
Caregiver
* 1. Develop a support network.
* 2. Feel what you feel.
* 3. Take care of yourself.
* 4. Enjoy special moments.
* 5. It's okay if you can't do it forever.
* C. Communication Skill Builders: Caring for Caregivers
* 1. Hold family meetings.
* 2. Listen.
* 3. Show appreciation.
* 5. Make it a team effort.
* Box 8.2 Perspectives: A Long Goodbye to Grandmother
* IV. End-of-Life Experiences
* A. Death as an Enemy
* B. A "Good Death"
* C. Palliative Care
* D. Communication Skill Builders: Delivering Bad News
* 1. Foreshadow the disclosure.
* 2. Choose the right setting.
* 3. Acknowledge and legitimize emotions.
* 4. Take your cues from the recipient.
* 5. Be ready with options and a plan of action.
* 6. Schedule an informational follow-up visit.
* E. Advance Directives
* Box 8.3 Sources of Support for Family Caregivers
* V. Summary
* VI. Glossary
* VII. Discussion Questions
* Chapter 9: Technology and Health
* I. Health Information Haves and Have Notes
* A. ePatients
* B. Digital Divide
* 1. Sociodemographics
* 2. Disabilities
* 3. Confidence
* II. Why and When Do People Seek eHealth Information?
* A. Information Sufficiency Threshold
* B. Health Information Acquisition Model
* C. Theory of Motivated Information Management
* D. Integrative Model of Online Health Information Seeking
* E. Unified Theory of Acceptance and Use of Technology
* III. Is eHealth Information Useful to Everyday People?
* A. Advantages
* 1. Rich Array of Information
* 2. Source of Practical Advice
* 3. Social Support
* B. Disadvantage
* 1. Unreliable Information
* 2. Conflicting Information
* 3. Overwhelming Amounts of Information
* 4. Privacy Concerns
* C. Communication Skill Builders: Using the Internet Effectively
* IV. mHealth
* A. Health-Monitoring Apps
* B. Mental Health Apps
* C. Apps for Health Professionals
* D. Texting for Health
* E. Potential Disadvantages of mHealth
* F. Potential Advantages of mHealth
* VI. Telehealth
* A. Telemedicine
* B. Communication Skill Builders: Preparing for a Telemedicine
Appointment
* C. Patient Portals
* D. Pros and Cons of Telehealth for Consumers
* 1. Patient-Provider Communication
* 2. Online Access to Personal Health Records
* 3. Opportunity to See Many Providers
* E. Pros and Cons of Telemedicine for Health Professionals
* 1. Opportunity to See Many Patients
* 2. Cost
* 3. Workload
* 4. Accessible Information about Patients
* VII. Summary
* VIII. Glossary
* X. Discussion Questions
* Box 9.1 Career Opportunities: Health Information Technology
* Chapter 10: Communication in Health Organizations
* I. Conflicting Goals
* II. Enhancing Health Care Experiences
* III. Health Care Administration
* A. Communication Patterns
* B. Organizational Identity
* C. Communication Skill Builder: Servant Leadership and Empowerment
* 1. Invert the Pyramid
* 2. Build Relationships by Listening
* 3. Push Decision Making to the Lowest Level Possible
* 4. Hold People Accountable
* 5. Give Constructive Feedback
* 6. Celebrate Successes
* IV. Human Resources
* A. Theoretical Foundations
* B. Communication Skill Builder: Building a Great Workforce
* 1. Hire Carefully
* 2. Teach the Culture and Values
* 3. Continually Recruit Internal Talent
* V. Marketing and Public Relations
* A. Foundations for Theory and Practice
* 1. Focus on Relationships
* 2. Integrate
* 3. Develop Reputation, Not Only Image
* B. Crisis Management
* C. Communication Skill Builder: Using Social Media Effectively
* 1. Cultivate a Following
* 2. Engage in Two-Way Communication
* 3. Focus on Message Quality
* 4. Use Visuals
* 5. Post Educational Content
* 6. Develop a Social Media Policy
* VI. Service Excellence
* VII. Summary
* VIII. Glossary
* IX. Discussion Questions
* Box 10.1 Career Opportunities
* Box 10.2 Monetizing Health Care
* Box 10.3 Resources: Journals in the Field
* Figure 10.1 Inverted Pyramid
* Chapter 11: Media and Health
* I. Media Effects
* II. How Media Influences Behavior
* A. Social Mimicry
* B. Cultivation Theory
* C. Social Cognitive Theory
* D. Social Comparison Theory
* III. Media Literacy
* IV. Advertising
* A. Nutrition and Obesity
* 1. Effects on Children
* 2. Effects on Adults
* B. Alcohol
* C. Tobacco and Nicotine
* D. Pharmaceutical Advertisements
* 1. Advantages of DCT Advertising
* 2. Disadvantages of DCT Advertising
* 3. Communication Skill Builders: Evaluating Medical Claims
* V. News Coverage
* A. Accuracy and Fairness
* B. Sensationalism
* C. Communication Skill Builders: Evaluating Health News
* D. Advantages of Health News
* E. Communication Skill Builders: Presenting Health News
* VI. Media Portrayals of Health
* A. Body Image
* B. Mental Illness
* C. Disabilities
* D. Sex
* E. Violence
* VIII. Social Media
* A. Influencers
* B. Health Effects
* IX. Summary
* X. Glossary
* XI. Discussion Questions
* Chapter 12: Public Health and Crisis Communication
* I. What Is Public Health?
* II. Risk and Crisis Communication
* A. Risk Communication
* B. Managing Risk Perceptions
* C. Crisis Communication
* D. How Scared Is Scared Enough?
* E. In the Heat of the Moment
* III. Crisis Communication Models and Guidelines
* A. The World Health Organizations' Guidelines on Communicating Risk
* B. Message Mapping
* C. The IDEA model
* D. The Crisis and Emergency Risk Communication (CERC) model
* IV. Social Media and Crisis Communication
* V. Case Studies: A Global Perspective
* A. COVID-19
* B. Avian Flu
* C. Zika
* D. The Opioid Epidemic
* E. AIDS
* VI. Summary
* VII. Key Terms and Theories
* VIII. Discussion Questions
* Box 12.1 Career Opportunities: Public Health
* Box 12.2 Parents Grapple with Vaccine Information
* Box 12.3 Helping During a Disaster
* Box 12.4 Typhoid Mary and TB Andy
* Box 12.5 ETHICAL CONSIDERATIONS: Who Should Be Protected?
* Box 12.6 Lessons for Public Health and Crisis Communication
* Chapter 13: Planning Health Promotion Campaigns
* I. Background on Health Campaigns
* A. Types of Campaigns
* B. Motivating Factors
* II. Step 1: Defining the Situation and Potential Benefits
* A. Current Situation
* B. Benefits
* C. Diverse Motivations
* III. Step 2: Analyzing and Segmenting the Audience
* A. Community Expectations
* B. Get to Know the Audience
* C. Data Collection
* 1. Ethical Commitments
* 2. Data-Gathering Options
* D. Choosing a Target Audience
* 1. Theoretical Foundations
* 2. Reaching Under-Informed Audiences
* E. Audience as a Person
* F. Segmenting the Audience
* G. Young Audiences
* H. Sensation-Seekers
* IV. Step 3: Establishing Campaign Goals and Objectives
* A. Accountability
* V. Step 4: Selecting Channels of Communication
* A. Channel Characteristics
* B. Message Impact
* 1. Arousal
* 2. Involvement
* C. Multichannel Campaigns
* VI. Summary
* VII. Key Terms and Theories
* VIII. Discussion Questions
* Box 13.1 Career Opportunities: Health Promotion and Education
* Box 13.2 Ethical Considerations: The Politics of Prevention
* Chapter 14: Designing and Implementing Health Campaigns
* I. Theories of Behaviors Change
* A. Self-Determination Theory
* B. Prospect Theory
* C. Health Belief Model
* D. Social Cognitive Theory
* E. Theory of Reasoned Action
* F. Transtheoretical Model
* G. Wrapping It Up
* II. Culture Centered Approach
* III. Step 5: Designing Campaign Messages
* A. Tailoring
* B. Designing the Message
* 1. Message Framing
* 2. Narrative Messages
* 3. Logical Appeals
* 4. Emotional Appeals
* 5. Novel and Shocking Messages
* C. Choosing a Voice and/or Spokesperson
* IV. Step 6: Piloting and Implementing the Campaign
* V. Step 7: Evaluating and Maintaining the Campaign
* A. Evaluation
* B. Maintenance
* VI. Summary
* VII. Glossary
* VIII. Discussion Questions
* Box 14.1. Ethical Considerations: Three Issues for Health Promoters
to Keep in Mind
* Box 14.2. Career Opportunities: Health Campaign Design and Management