Search results

Considers that educating about AIDS is a complex process and describes two examples of recent initiatives in AIDS education in America. Looks first at the Condom Availability Programme which is an integral part of an expanded HIV/AIDS education initiative aimed at school‐based HIV/AIDS prevention. Describes the key elements of the initiative and asserts that much can be learnt from it; it is a carefully considered, multi‐agency approach supported by a range of resources. Gives examples of this. Reports on the reaction of the church but considers the introduction of a statutory, comprehensive and well‐structured school‐based programme of AIDS prevention strategies to be responsible and a step that could be usefully emulated in the UK. The second initiative discussed is the operation of a mobile AIDS education unit which focuses on the use of interactive computer games and how they are used. Concludes that health districts and regions in the UK should consider such initiatives when contemplating how to support local education authorities in AIDS prevention work.

Although schools are highly appropriate arenas for promoting health, in England they have hierarchical cultures, limited autonomy and a dominant academic function that can inhibit the adoption of empowerment approaches. Centred on an English perspective, this article presents a broad examination of the concept of empowerment and considers the implication this may have to schools. Aspects of personal empowerment, including the development of psychological and personal competencies, will be discussed alongside questions surrounding access to power at both the levels of the individual and the community. Ethical issues, such as freedom of action versus control, will also be addressed. The outcome of this analysis is a set of recommended practices which individual schools could adopt to encourage a more empowering environment for young people.

Assesses smoking education programmes in terms of adolescent psychological development issues and social psychological theory. Evaluates two specific programmes using criteria based on developmental concepts and issues, and in terms of whether the programme is holistic in approach. Illustrates the scope of smoking education strategies, and discusses the subtle differences between the underlying principles of these programmes. Finally, assesses the implications of using authoritarian or negotiated approaches to smoking education with adolescent groups.

The social and cognitive development of young people at adolescence can have a marked influence on their health‐related behaviour. Psychological development can be influenced at both inter‐ and intrapersonal levels, and health behaviour can be explained and accounted for by a diverse range of influences. This article discusses issues such as experimentation, self‐esteem and individuality within the framework of current theories of psychological development. It assesses the implications of adolescent development for health education programmes, with specific reference to how psychological development influences the motivation and reinforcement of health‐compromising behaviour, such as smoking.

Considers the impact of the termination of the Grants for Education Support and Training for health education on the future support of health education in schools. Discusses the results of a national audit of healthy alliances between health promotion units and local education authority schools. The results of the survey showed that specialist health promotion units are enthusiastic about collaborative partnerships with education, but that the axing of the GEST‐funded advisory posts has militated against such initiatives. Demonstrates that relationships between local education authorities and health promotion units have been difficult since April 1993 and are now much more competitive. Concludes that alliances between health and education have an uncertain future.

Assesses the influence of the recent Government reforms in initial teacher education on the health education training of new recruits into the profession. Describes findings from the last major research study into health education in initial teacher training and appraises the new criteria for teacher education courses. Concludes that health education in teacher training is likely to become increasingly marginalized. Highlights contradictions in Government policy and urges professionals to attempt to influence the ways in which higher education institutions interpret the criteria on which courses will be developed and judged.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.