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• COVER
• TITLE PAGE
• COPYRIGHT PAGE
• FOREWORD FOR THIRD EDITION
• PREFACE
• THE EDITORS
• THE CONTRIBUTORS
• ACKNOWLEDGMENTS
• ABOUT THE COMPANION WEBSITE
• CHAPTER 1: THE CHANGING US DEMOGRAPHIC PROFILE
• Introduction
• Demographic Shifts
• Demographics of Racial and Ethnic Groups
• Ethnic and Racial Groups Stereotypes and Health Education
• Conclusion
• Points to Remember
• Case Study
• References
• Note
• CHAPTER 2: DIVERSITY, CULTURAL COMPETENCE, AND HEALTH PROMOTION
• Introduction
• Defining Diversity, Race, Culture, and Ethnicity: Implications for Health Education
• Cultural Practices and Their Impact on Health Education Strategies and Outcomes
• Cultural Competence Principles and Practices in Diverse Settings
• Cultural Competence: Working across Cultures
• Conclusion
• Points to Remember
• Case Study
• References
• CHAPTER 3: HEALTH EQUITY, HEALTH DISPARITIES, AND SOCIAL DETERMINANTS OF HEALTH
• Introduction
• Health Equity and Equality
• Morbidity Indicators for Selected US Population Groups
• Race/Ethnicity, Gender, Age, and Disability
• Social Determinants of Health
• Racism/Discrimination and Its Impact on Health Education
• Primary Prevention, Health Education, and Health Disparities
• Suggestions for Working With Diverse Groups
• Conclusion
• Points to Remember
• Case Study
• References
• CHAPTER 4: COMPLEMENTARY, ALTERNATIVE, AND INTEGRATIVE HEALING APPROACHES IN CULTURALLY COMPETENT HEALTH PROMOTION
• Introduction
• Definitions of Concepts in Nontraditional Healing
• Use of Complementary, Alternative, and Integrative Health Approaches
• Spending for Complementary Health Approaches
• Complementary Health Approaches
• Complementary, Alternative, and Integrative Health in Racial and Ethnic Groups
• Most Common Complementary Health Approaches Among Adults
• Most Common Complementary Health Approaches Among Children
• National Center for Complementary and Integrative Health (NCCIH)
• Complementary Health Approaches and Health Promotion and Education
• Current Research in Complementary, Alternative, and Integrative Health Approaches
• Suggestions for Working With Diverse Groups
• Conclusion
• References
• CHAPTER 5: RELIGION, SPIRITUALITY, AND CULTURAL DIVERSITY
• Introduction
• Religious Trends in the United States
• Impact of Religiosity and Spirituality on Health and Well‐Being
• Spiritually Based Interventions
• The Role of Religion in Cultural Beliefs and Practices
• Health Education and Faith‐Based Programs
• Implications for Health Education
• Conclusion
• Points to Remember
• Case Study
• References
• CHAPTER 6: THEORETICAL MODELS, ASSESSMENT FRAMEWORKS, AND MULTICULTURAL POPULATIONS
• Introduction
• Models for Assessing Cultural Competence
• Models for Developing Health Education Programs
• Suggestions for Working With Diverse Groups
• Conclusion
• Points to Remember
• Case Study
• References
• Notes
• CHAPTER 7: PLANNING, IMPLEMENTING, AND EVALUATING CULTURALLY APPROPRIATE HEALTH PROGRAMS
• Introduction
• Culture as Framework
• Considerations for Cultural and Linguistic Competence
• Theoretical Frameworks
• Assessment and Planning
• Strategies for Needs and Capacity/Asset Assessment
• Development of the Program and a Logic Model
• Tailoring of Program and Materials
• Implementation
• Evaluation
• Ethics, Culture, and Community‐Based Participatory Approaches
• Conclusion
• Points to Remember
• Case Study
• References
• CHAPTER 8: MULTICULTURAL HEALTH COMMUNICATION
• Introduction
• The Importance of Culture in Health Communication
• A Cultural Perspective of Verbal and Nonverbal Communication
• An Intercultural Communication Model
• Anxiety and Uncertainty in Intercultural Communication
• Achieving Effective Communication
• Conclusion
• Points to Remember
• Case Study
• References
• CHAPTER 9: HEALTH LITERACY, HEALTH EDUCATORS, AND CULTURALLY APPROPRIATE HEALTH EDUCATION PROGRAMS
• Introduction
• Health Literacy
• Health Literacy Impact
• Health Literacy and Healthy People 2030
• Health Literacy and Health Status
• Improving Health Literacy
• Health Literacy and Cultural Competence
• Bridging Health Literacy and Culture
• Health Literacy and the Electronic Frontier
• Conclusion
• Points to Remember
• Case Study
• References
• CHAPTER 10: AGING MATTERS
• Demographic Characteristics of Older Americans
• Our Living Century: Centenarians and Supercentenarians
• Building Culturally Appropriate Health Promotion Programs
• Health Literacy Among Older Adults
• Cultural Competence With Older Adults
• Healthy Aging and Health Education
• Suggestions for Working With Diverse Groups Among the Aging Population
• Conclusion
• Points to Remember
• Case Study
• References
• CHAPTER 11: CULTURE, SEXUAL MINORITIES, AND HEALTH EDUCATION
• The LGBTQ Culture
• Sex, Gender, and Sexual Orientation
• Health Issues of the LGBTQ Community
• Health Issues of LGBTQ Youths
• Health Issues of Lesbian and Bisexual Women
• Health Issues of Gay and Bisexual Men
• Effects of Biphobia on Health
• Health Issues in the Transgender Community
• Health Issues Among Other Sexual Minorities
• Health Issues of LGBTQ Racially and Ethnically Diverse Communities
• Increasing Cultural Sensitivity Toward the LGBTQ Community
• Conclusion
• Points to Remember
• Case Study
• Resources
• References
• CHAPTER 12: PEOPLE WITH DISABILITIES
• Introduction
• Prevalence of Disability
• Barriers Faced by Individuals With Disabilities
• Racial and Ethnic Disparities in Working With Individuals With Disabilities
• Health Concerns Facing Individuals With Disabilities
• Emerging Issues in Disability and Health
• Strategies of Disability and Health Inclusion
• Culture and Community of Individuals With Disabilities
• Culture of Special Education
• People‐First Language
• The Use of Universal Design for Diverse Populations
• Steps to Becoming a Culturally Competent Practitioner
• Additional Resources
• Conclusion
• Points to Remember
• Case Scenario
• References
• CHAPTER 13: BEYOND CULTURAL COMPETENCY
• Introduction
• The Need for Cultural and Linguistic Competence
• Cultural and Linguistic Competence in Health Education and Health Promotion
• Strategies to Incorporate Cultural and Linguistic Competence into Health Education and Health Promotion
• Standards for Cultural and Linguistic Competence in Health Education
• Conclusion
• Points to Remember
• References
• APPENDIX A: NATIONAL CULTURALLY AND LINGUISTICALLY APPROPRIATE SERVICES STANDARDS (NATIONAL CLAS STANDARDS)
• APPENDIX B: SELECTED LIST OF WEB RESOURCES FOR CULTURAL AND LINGUISTIC COMPETENCY
• NAME INDEX
• SUBJECT INDEX
• END USER LICENSE AGREEMENT