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Additional recommended readings/resources re. the role of values/ethics and theory in health promotion practice
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Re. The Role of Values and Ethics in Health Promotion Practice
1. [E] Bellin, E., & Dubler, N. N. (2001). The quality improvement–research divide and the need for external oversight. American Journal of Public Health, 91(9), 1512-1517.
2. Becker, M. H. (1986). The tyranny of health promotion. Public Health Review, 14, 15-25.
3. Duncan, P., & Cribb, A. (1996). Helping people change--An ethical approach. Health Education Research, 11(3), 339-348.
4. [E] Kass, N. E. (2001). An ethics framework for public health. American Journal of Public Health, 91(11), 1776-1782.
5. McCormick, J. (1994). Health promotion: The ethical dimension. The Lancet, 344, 390-391.
6. Pinkerton, S. D., Johnson-Masotti, A. P., Derse, A., & Layde, P. M. (2002). Ethical issues in cost-effectiveness analysis. Evaluation and Program Planning, 25(1), 71-83.
7. Seedhouse, D. (1997). Health promotion: Philosophy, prejudice and practice. Rexdale, Ontario: John Wiley.
Re. Theory in and Theory of Health Promotion
1. Bennett, p., & Hodgson, R. (1992). Psychology and health promotion. In R. Bunton & G. Macdonald (Eds.), Health promotion: Disciplines and diversity . London: Routledge.
2. Buchanan, D. R. (1998). Beyond positivism: Humanistic perspectives on theory and research in health education. Health Education Research, 13(3), 439-450.
3. Buchanan, D. R. (1994). Reflections on the relationships between theory and practice. Health Education Research, 9(3), 273-283.
4. Freundenberg, N., Eng, E., Flay, B., Parcel, G., Rogers, T., & Wallerstein, N. (1995). Strengthening individual and community capacity to prevent disease and promote health: In search of relevant theories and principles. Health Education Quarterly, 22(3), 290-306.
5. [E] Green, J. (2000). The role of theory in evidence-based health promotion practice. Health Education Research, 15(2), 125-129.
6. Jackson, C. (1997). Behavioral science theory and principles for practice in health education. Health Education Research, 12(1), 143-150.
7. [E] Komro, K. A., Perry, C. L., Williams, C. L., Stigler, M. H., Farbakhsh, K., & Veblen-Mortenson, S. (2001). How did Project Northland reduce alcohol use among young adolescents? Analysis of mediating variables. Health Education Research, 16(1), 59-70.
8. Linnan, L. A., Sorensen, G., Colditz, G., Klar, N., & Emmons, K. M. (2001). Using theory to understand the multiple determinants of low participation in worksite health promotion programs. Health Education & Behavior, 28(5), 591-607.
9. McQueen, D. V. (1996). The search for theory in health behaviour and health promotion. Health Promotion International, 11(1), 27-32.
10. [E] Nigg, C. R., Allegrante, J. P., & Ory, M. (2002). Theory-comparison and multiple-behavior research: Common themes advancing health behavior research. Health Educ. Res., 17(5), 670-679.
11. Rawson, D. (1992). The growth of health promotion theory and its rational reconstruction: Lessons from the philosophy of science. In R. Bunton & G. Macdonald (Eds.), Health promotion: Disciplines and diversity . London: Routledge.
12. [E] Smedley, B. D., & Syme, S. L. (2001). Promoting Health: Intervention Strategies from Social and Behavioral Research. American Journal of Health Promotion, 15(3), 149-166. (also available at http://www.nap.edu/catalog/9939.html )
13. Thorogood, N. (1992). What is the relevance of sociology for health promotion? In R. Bunton & G. Macdonald (Eds.), Health promotion: Disciplines and diversity . London: Routledge.
14. Van Ryn, M., & Heaney, C. A. (1992). What's the use of theory? Health Education Quarterly, 19(3), 315-330.
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