Talking About Health; Why Health Communication Matters

What do we say to youth about exercise?

April 13, 2011 GUEST BLOG POST by Elliot Searer

In many previous studies, we have found out that a healthy balance of diet and exercise is the most efficient way of staying healthy. I feel more emphasis needs to be put on children and how much physical activity they receive, and if they are even coming close to the recommended 60 minutes per day. I feel that organizations, like YMCAs, should offer more opportunities for our youth to have a place to properly exercise. Questions I have are:

Do our youth have proper access to a clean, safe environment suitable for physical activity and play? Do our youth understand the importance of physical activity from a health perspective? Do our youth have access to information that answers their questions about different exercises or exercise equipment? Do children understand the importance of nutrition in order to gain the most from their physical activity? Are youth who lived in dirty, unsafe conditions permitted to exercise at facilities like YMCAs despite possibly not having the proper financial means?

In a study conducted by Bowman and Neal, particpants between 5 and 17 years of age were scheduled to attend nutrition classes only or nutrition classes and family YMCA membership. The primary outcome measure was change in BMI-for-age percentile. Four participants in the control group and one in the treatment group achieved the target reduction of 2 BMI percentile points. Within the treatment group overall, YMCA attendees had a mean increase of 0.30 BMI points compared with an increase of 0.60 BMI points in nonattendees. Questions I have about the study in particular are:

1) In what type of shape, physically, were the eligible participants in before the experiment? 2) After? 3) What type of guidance was received from YMCA workers or someone of a trainer’s capability?

Through my personal experiences as an athlete, I find it extremely surprising that better results weren’t seen. The study states that some of the participants didn’t even go to the YMCA despite having a paid membership. I would like to know what type of guidance they were getting. For example, if they were doing proper exercises to promote weight loss or if they even knew how to properly operate the equipment and machines.

I feel a lot more can be done by communities to stress getting the 60 minutes of daily physical activity. Organizations should take a stronger stance and venture out in the community, and set up activities in parks or rec sites. It wouldn’t be hard, and would be low cost. Also, the organizations may not even have to use their facilities as host sites for the gatherings. Getting our youth out in the community, learning how to properly take care of themselves through physical activity could possibly lead to more benefits. Better eating habits, spreading nutrition information to other family members, and overall healthier communities may encourage children to pursue sports or other careers based on exercise/play as opposed to sitting at home…

M. A. Bowman and A. V. Neal; Policy and Financing in Family Medicine and the Medical Home. J Am Board Fam Med, May 1, 2010; 23(3): 277 – 279.

How should we talk about tanning?

April 12, 2011 GUEST BLOG POST by Danielle Torrisi

Take a look around any college campus, and you’ll notice at least a handful of tanning salons. Pick up their college’s newspaper and you’ll find ads for tanning salons with gorgeous, tanned women pictured with the slogan “Beautiful Tan Today. Young looking skin tomorrow” and promotional discounts that is sure to catch the eye of any student. The tanning industry portrays tanning as harmless and risk-free. However, research has shown that the incidence of melanoma has continued to rapidly increase since the 1970’s.

A recent study at a southern university surveyed 492 students and results showed that a majority of the participants knew sun exposure increases the risk for skin cancer, but only 29% correctly identified behaviors that reduce this risk.

Less than 46% of the participants were able to identify signs of melanoma, and less than 10% were able to identify the primary area of the body for melanoma. Approximately half of the participants strongly believed that a tan improves one’s appearance, and only half thought that sun safe behaviors are necessary. It is very troubling to learn that they think their appearance outweighs their health.

College students need to be informed about the dangers of using tanning beds in hopes of changing attitudes and behaviors. It all starts with the media and advertisements need to show a more natural appearing skin. “As long as marketers portray being tan as healthy, attractive and sexy, young women will continue to believe that a tan is desirable, regardless of the risks” (Spradlin et al).

It needs to be understood that there is no such thing as a healthy tan. “In fact, UVA rays which are used in tanning beds can go all the way through the skin’s protective epidermis to the dermis, where blood vessels and nerves are found. Because of this, UVA rays may damage a person’s immune system, making it harder to fight off diseases and leading to illnesses like melanoma, the most serious (and deadly) type of skin cancer” (Tanning). This needs to be reinforced in student’s minds in order to see a behavior and attitude change.

To view this article go to: Citation: Spradlin, Kimberly, Martha Bass, William Hyman, and Rosanne Keathley. (2010). Skin Cancer: Knowledge, Behaviors, and Attitudes of College Students. Southern Medical Journal. 103, 999-1003.

How should we talk about food?

April 11, 2011 GUEST BLOG POST by Shaan Saini

It is important to effectively discuss food habits with those who are closest to you in order to motivate healthy behavior as well as gain more information from each other. In a recent article, the effect of spousal support on food-related behavior and diabetes was studied. Couples in which both partners had diabetes seemed to have more knowledge about what they should be eating, mainly because both had similar goals of regulating blood sugar levels. Furthermore, it was found that those who are married seemed to have more food control over those who are not, illustrating the positive effect of support from loved ones on diet.

Beverly, E. A.; Miller, C. K.; Wray, L. A. (2008). Spousal support and food-related behavior change in middle-aged and older adults living with type 2 diabetes. Health Education & Behavior, vol. 35 no. 5, 707-720

How do parents talk to adolescents about alcohol?

April 7, 2011 GUEST BLOG POST by Ahjine Garmony

I am interested in research about how parents communicate with adolescent children about alcohol use. Ennett and colleagues conducted a study that gives some insights about this issue. It showed that a high percentage of parents talk about negative consequences for the use of alcohol. By communicating to adolescents about alcohol, they know how alcohol can affect them negatively and are more likely to refrain from drinking.

The study also looked at how parents communicate about the effects of alcohol. In the study they referred to “hard” communication as more direct and actually telling the adolescent NOT to use the alcohol. For softer communication, the parent would talk about the potential harm and circumstances if they were to use alcohol but not necessarily tell them directly to not use it. It was found that parents tended to use softer communication about potential harm and circumstances in which alcohol use may be promoted. The softer approach may help youth to be better informed and make their own decisions about not using it…

Ennett, Susan T., Karl E. Bauman, Vangie A. Foshee, Michael Pemberton, and Katherine A. Hicks. “Parent-Child Communication About Adolescent Tobacco and Alcohol Use: What Do Parents Say and Does It Affect Youth Behavior?” Journal of Marriage and Family 63.1 (2001): 48-62.

Why are nutrition education programs an important part of medical education?

April 6, 2011 GUEST BLOG POST by L. Ashley Lynch

Today, I will discuss some research that relates to communication about whole grains. One of the main concepts of research done by K. B. Michels and his colleagues was how to effectively use nutrition education programs. Their research discussed the use of places such as the workplace, communities, and schools, to reach audiences with this information. Access to nutrition education programs includes being able to afford and have transportation and time to participate. It is an important step in having the ability to make changes in diet that reflect nutrition program goals.

The incentives of the program in Michels’ study include that the education is cost effective and can lead to prevention of health risks based on incorporating whole grains into our diet. Overall, nutrition education is a great chance for people to better understand information about foods instead of relying on looking at food packages and trying to figure it out on the spot. It is often easier going into a situation with the tools and information necessary to make an informed decision than it is to take time on the spot to become educated in hopes of making an informed choice.

Michels’ research touched on incorporating healthy choices in cafeterias to encourage healthy habits. The research focused on medical education students. If doctors are educated about healthy food choices, hopefully, it gets passed on and becomes more than a trend in American society.

For more information, the article may be located at: Michels, KB, BR Bloom, P Riccardi, BA Rosner, and WC Willett. “A study of the importance of education and cost incentives on individual food choices at the Harvard School of Public Health cafeteria. Journal of the American College of Nutrition, 27, 6-11.

How do you communicate to children about cancer?

April 5, 2011 GUEST BLOG POST by Joey Debernardis

Since cancer has such a huge impact on many people’s lives, I thought it would be a very important topic to talk about. More specifically, the study below considered how to talk to children about cancer. This specific study was done at ‘Three Principal Cancer Treatment’ in the United Kingdom.

The study was based of 38 participants at different levels of their cancer journey. The groups broke down as follows: young children (4-5 years), older children (6-12years), and young people (13-19 years).

Some of the results that were found were quite interesting. As a young child, the cancer patients were not able to voice their preferences. They just did not have the ability to do so. Children also worried about the permanence of symptoms. Older children were unhappy about their parents leading communications with the health professionals.

The children aged 4-12 years reside in the background of information sharing with health professionals until they gain autonomy as the young people (roughly 13 years). They then moved in a foreground, and their parents transition into a supportive background role. In this way, younger children begin to realize their abilities to voice their preferences. Parents and the professionals, in turn, can learn to develop their supportive background roles…

Gibson. F. (2010). Children and young people’s experiences of cancer care: a qualitative research study using participatory methods. Pubmed. http://www.ncbi.nlm.nih.gov/pubmed/20430388

Who do athletes talk to about nutrition?

April 5, 2011 GUEST BLOG POST by Robert Jacobs

When people watch sporting events, particularly the athletes within these sporting events, they might only see the physical skills that that athlete portrays on the field of play. They might think about how that athlete prepares for competition with regards to practice or what they do in the weight room. What this observer may not think about is what these athletes are consuming as far as food goes.

The diet of an athlete is very important to how the athlete performs within their sport. Some research considers how much athletes really know about a proper diet and how to communicate to these athletes about these diets.

In one of these articles, different levels of athletes were questioned about their diets and the supplementation. The common trend seemed to be that the older the athlete was the more then knew. Although the older athlete knew more than the younger, the majority still did not know enough about their diets to effectively fuel their bodies.

These athletes were questioned about who they have previously discussed their diets with and how they have learned about proper dieting. Answers to this question varied. Some athletes stated that they just discuss their diets with fellow teammates and friends, others say they have talked to their coaches and parents, and some say they read magazines and try to learn that eat. Not one athlete had said that they have discussed proper dieting with a doctor, nutritionist, or a trainer.

The problem with athletes learning about proper dieting is that there are not enough available professionals to talk to freely. In order for an athlete to learn about how to properly put a diet together, they must discuss this with someone who knows what they are talking about. In order to solve this problem, the communication barriers between athlete and nutritionist must be addressed.

If you would like to learn more about these communication barriers, go to the following article: Woolisky, Ira, and Judy Driskell. “Nutrition Knowledge of Athletes.” Nutritional Applications in Exercise and Sport (2001): 255- 260. Web. 22 Mar 2011.

How can we really understand informed consent?

April 3, 2011 GUEST BLOG POST by Aimee Hilton

You are told you have a left clavicle contusion and your face just screams “What?” You go home to research and find you simply have a bruised collarbone, i.e your shoulder is going to hurt for a little while. Doctors may forget that they spent eight plus years in education learning the medical jargon that most of their patients do not understand. So when the patient has an important decision on the line, like whether or not to participate in a clinical trial based on their illness, how do we organize the information to make an informed decision? When we can’t understand words like randomization and placebo, how can we really understand the informed consent?

A study performed by Jefford et al. (2009), looked at how well patients understood the clinical trial they recently enrolled in. 102 patients who signed up for a clinical trial concerning cancer within the last two weeks participated in the research. The most important results showed that doctors needed to ask specific questions pertaining to the patient’s understanding of the trial, instead of simply “Do you understand”. Using a method known as “the teach back method” allows the patient to understand and develop questions. As a patient, if making a decision about a clinical trial, be sure to restate the clinical trial process and informed consent to your doctor. It will make sure you understand and they know you understand.

Patients should also receive written information and a recording of the conversation discussing the clinical trial. This allows the patient to go back and look over any information they found confusing or did not comprehend. Doctors also should be sure to discuss the standard treatment and other possible treatments in the trial. Patients should be aware of all options and possibilities throughout the trial.

It may seem that clinical trial information is overwhelming. However, if the doctor presents the information in an organized process, the patient will be more likely to understand and receive enough information to understand the informed consent they need to sign. Clinical trials are very important for the advancement of science and treatments. If doctors can help patients have a better understanding of the trial, hopefully more patients will be willing to participate.

Jefford, M. Mileshkin, L. Matthews J. et al. Satisfaction with the decision to participate in cancer clinical trials is high, but understanding is a problem. (2009) Support Care Cancer, 19, 371-379.

Does peer sexual health education change the trainers’ behaviors?

April 3, 2011 GUEST BLOG POST by Kaitlyn Krauss

I get it–sex is a taboo topic. It’s something that shouldn’t be discussed in public let alone in front of people you don’t know. Yet I do this all the time. I know my dad would never tell his friends his daughter hosts “Safer Sex Parties” up at Penn State and I know my mom isn’t too happy that I demonstrate how to properly put on a condom, but it’s something I do and it’s something I love.

As a peer educator through University Health Services, I chose to become involved with the sexual health group. During my first year as a volunteer, I was elected the group leader. I believe that unsafe sex is one of the biggest problems that all college campuses face. It is important for everyone to be aware of the risks of sexual activities because STIs such as HPV, Chlamydia, Gonorrhea and Genital Herpes are common on college campuses.

The CDC reports that 1 in 4 college students have been diagnosed with an STI in their lifetime. I don’t know about you but that statistic shocks me every time I hear it. It was my love of communication, volunteering and always wanting to help others that led me to become a peer educator. Regardless that not everyone agrees with what I do, I’d like to think it’s worth it, even if I help one person or change one persons mind.

Because of my experiences as a peer educator, I review research about the benefits of peer educators in talking to people about sex. One of these articles conducted in 2007 (http://www.informaworld.com/smpp/content~db=all~content=a903650971) considered the question, “Does Peer Sexual Health Education training shift trainee’s own behavior towards health promotion and safer sex behavior?” Through a series of surveys and training programs, the study found that participants improved their STD knowledge and health-promotion counseling self-efficacy. This is something that I believe all peer educators should grasp before preaching safer-sex to hard-headed college students. Whenever I give a safer sex party, it’s new facts that often motivate people to change. By learning the facts and improving one’s training skills, peer educators become more valuable.

College students believe they are invincible and many won’t stop and think twice about something until they are hit with the consequences. STIs are serious and that is why I try to convince people to prevent them instead of deal with the problem when it arises. The study found that peer educators were a successful tool in training college students. A lot of the educators also changed their ways after going through the training. All of the health promotion competencies they learned in the study are necessary components of a peer education program that enhances the health of its clients. And that’s why I do this, to enhance the health of my clients, my peers, and my friends…

How do parents talk to children about diabetes?

March 31, 2011 GUEST BLOG POST by Ryan Clark

Recently, I checked into research about how parents talk to their children with adolescent diabetes. I found this to be very interesting because adolescent diabetes is on the rise due to childhood obesity and unhealthy eating habits. According to an article in the Journal of Pediatric Health, there are 5 themes that are revealed in communication between parents and adolescence about diabetes. These themes are fear, frustration, trusting, normalizing, and discounting.

Fear was defined as the participant’s expression of their dread of an unpleasant, undesired or regrettable outcome. Frustration was defined as an expression of annoyance or anger that tended to recur around issues of the adolescent’s assumption of responsibility for self-care. Trusting was defined as the parent or child being able to count on the other to meet particular behavioral expectations for diabetes management behaviors. Normalizing statements were those that indicated that the family was trying to view and treat the adolescent’s disease as a normal part of life. Discounting was represented by statements and interchanges that revealed a lack of respect for the adolescent’s opinions or efforts and a failure to include the adolescent in discussions about the issues.

These themes are very important to think about while communicating with a child not only about diabetes but health care in general. Often, kids are scared and confused with what is going on with the state of their health. Clarification to your child on what exactly is happening to them and how you, as a family, will get through this together is vital. The child should trust that you are there with them throughout the process and being well-rehearsed in any information about your child’s health will certainly help. Creating a certain comfort level for one’s child while going through any medical situation will make the process much smoother. An understanding of what has been talked about in this journal article may help you better prepare. You can find the article at:

Dashiff, C., Ivey, J., Wright, A. (2009) Finding the Balance: Adolescents with Type 1 Diabetes and Their Parents. Journal of Pediatric Health Care. 23, 10-18.