I would like to welcome Anne to the truly important struggle of engaging
with people in order to create health and wellbeing. We should remain
mindful that simple measures (making a phone call) do indeed work to ensure
that for many people effective health care can be achieved through such
measures.
However, how we engage with those who are not responsive to these approaches
remains critical to our daily work.
By inviting those about whom we are concerned to meet with us and discuss
the barriers to health care we engage in education for health. I would
encourage you to use such community development approaches to discover both
the perceived barriers and the things which are beyond the control of
individuals to change, without significant support and action by the very
organizations that employ us. For poor people the ability to choose care
over waiting until health worsens is a complex question. In the process we
need to be aware of blaming the victim (eg poorly educated).
Regards
Alan
Alan Sutherland
Health Promotion Policy Officer
TASMANIA
AUSTRALIA 7000
> -----Original Message-----
> From: John & Anne Hoar [SMTP:[log in to unmask]]
> Sent: Friday, 10 November 2000 10:10
> To: [log in to unmask]
> Subject: Re: Values Exercises
>
> Hello List members,
>
> I am an RN working towards my Bachelors of science degree in nursing at
> The
> university of Buffalo, I am involved in a women's preventive health
> program
> at a local HMO. Any member who hasn't received a PAP/Mammo in the last
> three years gets a reminder phone call. This important reminder has had
> excellent results. However, the majority of the members that I am
> designated to call are under the medicaid program of that HMO.
> Unfortunately, these members have many other problems in their lives and
> preventive health is not a high priority. People from the same ethnic or
> same economic background often have similar attitudes and values
> concerning
> their health. People also have different thoughts regarding if they are
> sick
> or well. Some people can't function with the common cold, others attempt
> to
> work with the Flu.( I have no appreciation for that!) There have been
> studies done that demonstrate how similar socioeconomic backgrounds
> greatly
> influences the person's interpretation of symptoms. Usually the lower the
> class the less aware of symptoms and often wait until medical attention is
> urgently needed. According to Koos (1954) as cited in Friedman, 1998, The
> poor tend to wait to reach a stage of being incapacitated before they
> consider themselves ill. The more educated a family is, the better the
> knowledge is of their health. Anne Hoar R.N.
>
> >From: Karen Serwonka <[log in to unmask]>
> >Reply-To: Health Promotion on the Internet <[log in to unmask]>
> >To: [log in to unmask]
> >Subject: Re: Values Exercises
> >Date: Thu, 9 Nov 2000 06:52:54 GMT
> >
> >I recall reading some thought-provoking words on Eberhard Wenzel's
> website
> >(Maxim 2), and imagine they could come in handy for health promoting
> >organizations wanting to explore to what degreee their work is guided by
> >their values [or how work can be more in-tune with their values] by
> >distinguishing between intent (what we may believe in and hope for) and
> >action (what we actually do). It goes something like this:
> > Hearing is not knowing;
> > Knowing is not understanding;
> > Understanding is not believing;
> > Believing is not doing.
> >
> >While health promotion espouses may admirable values (social justice,
> >empowerment and choice, priority to the common good, democratic decision
> >making, etc.), there can be huge ideological differences as to what these
> >values look like in practise. It is also a huge challenge for ourselves
> >and
> >our organizations to dig deeper than the jargon/rhetoric and to explore
> >what
> >these values look like in practise and to what extent are we are truly
> >bringing these values to life in our work?
> >
> >I propose a simple focussed conversation to examine what these values
> look
> >like in practice, to begin a dialogue on this subject. I suggest
> beginning
> >by asking what would the work of an organization's work look like if it:
> >a) were working to advance social justice? {or facilitating the
> empowerment
> >of a community, or working to eliminate poverty, racism, etc.}
> >b) weren't promoting social injustice nor was it doing anyting to advance
> >social justice issues?
> >c) were working to block advances in social justice?
> >
> >In other words, what does health promotion look like in the absense of
> >working for social justice? working for the advancement of social
> justice?
> >or ignoring social jsutice issues? These are important but difficult
> >conversations for organizations to have? Let me know how it works.
> >
> >Karen Serwonka
> >health promoter
> >
> >
> >>From: Ronald Labonte <[log in to unmask]>
> >>Reply-To: Health Promotion on the Internet <[log in to unmask]>
> >>To: [log in to unmask]
> >>Subject: Re: Values Exercises
> >>Date: Wed, 8 Nov 2000 20:45:50 -0600
> >>
> >>I'm not sure how it would be organized as an exercise, but the social
> >>justice theorist, John Rawls, describes a "thought experiment," in which
> >>people "behind a veil of ignorance"--meaning without knowing into what
> >>class, race or gender they will be born--discuss the elements of social
> >>organization and state functions they think should exist.
> >>
> >>That could prove a rich potential mine for examining values.
> >>
> >>At 05:03 PM 11/8/2000 -0800, you wrote:
> >>>I am in the process of developing some guidelines and wonder if anyone
> >>>has
> >>>examples of "values exercises" that could be used with expecting
> parents,
> >>>program workers and/or community members for the following:
> >>> * Exercises which impart new information e.g. "Here are some new
> >>>value systems."
> >>> * Exercises which cause the person/group to question their own
> values
> >>>at an unconscious or gut level, e.g. "These types of values affect the
> >>>born or unborn child the following ways. Which values are you using?"
> >>> * Exercises which cause the indiviudal/group to rethink their own
> >>>values and examine new options. "How would the following values affect
> >>>the way you treat your self and your children?"
> >>> * Exercise which allow the person/group to practice and integrate
> new
> >>>behaviours based on the new sets of values. "This exercise is not only
> >>>fun to do, but will also have the affect of ... "
> >>>Thanks for your help.
> >>
> >>_________________________
> >>
> >>Ronald Labonte, Director
> >>Saskatchewan Population Health and Evaluation Research Unit
> >>Universities of Regina and Saskatchewan
> >>Professor, Faculty of Activity Studies, University of Regina
> >>Professor, Community Health and Epidemiology
> >>College of Medicine, University of Saskatchewan
> >>107 Wiggins Road, Saskatoon, Saskatchewan S7N 5E5
> >>phone: (306) 966-2349
> >>fax: (306) 966-7920
> >>e-mail: [log in to unmask]
> >>__________________________
> >
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