图书简介

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 EL. 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 Consider

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