Concepts in Male Health E-Book

James E. Leone

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: Public Health/AAHE
• Sprache: Englisch

Seitenzahl: 729

Veröffentlichungsjahr: 2011

Beschreibung

Concepts in Male Health: Perspectives Across the Lifespan

Concepts in Male Health: Perspectives Across the Lifespan offers a practical approach to understanding the health of males of all races, ethnicities, socioeconomic status, cultures, ages, and orientations. Each chapter of this book comprehensively reviews an important dimension of male health and examines the contributing historical, epidemiological, psychosocial, cultural-ethical, legal, political, and economic influences. The diverse range of topics allows for complete coverage ranging from body structures—and sexuality to aggression and occupational health. The book contains the most recent research and evidence-based science and addresses issues in male health throughout the lifespan in an easy-to-understand format. Learning objectives are presented in an accessible format and reflect real life situations. Review questions provided at the end of each chapter address health-specific content included in the chapter and span both the scope and the breadth of the information. This book is ideal for programs in health education, public health, community health nursing, gender studies, and other health sciences.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

DEDICATION

PREFACE

PURPOSE

BOOK DEVELOPMENT

ORGANIZATION OF THE BOOK

DISCLAIMER

ACKNOWLEDGMENTS

THE AUTHOR

1 Historical Perspectives of Male Health

WHAT IS MALE HEALTH?

MALE HEALTH IN HISTORY

CULTURAL PERSPECTIVES

EPIDEMIOLOGICAL AND STATISTICAL EVIDENCE

SUMMARY

KEY TERMS

2 Birth and Infancy

MALE INFANT MORTALITY AND HEALTH RISKS

SOCIOCULTURAL IMPLICATIONS OF BEING BORN MALE

CIRCUMCISION

SUMMARY

KEY TERMS

3 Early Childhood

THE JOURNEY BEGINS

BOYS WILL BE BOYS? THE ROLE OF PARENTS

NUTRITION AND DIET

SEXUAL HEALTH

DISPARITIES IN MALE HEALTH OUTCOMES

SUMMARY

KEY TERMS

4 Toddler Years and Young Childhood

DEFINING THE TODDLER AND YOUNG CHILD

VACCINATIONS

PHYSICAL HEALTH

SOCIAL HEALTH

TEMPERAMENT, EMOTIONAL DEVELOPMENT, AND DISCIPLINE

SUMMARY

KEY TERMS

5 School Age

PHYSICAL HEALTH

NUTRITION

EMOTIONAL HEALTH

SCHOOL AND LEARNING AND SOCIAL HEALTH

HEALTH DISPARITIES AMONG SCHOOL-AGE BOYS

SUMMARY

KEY TERMS

6 Preadolescence and “Tween” Years

THE PREADOLESCENT YEARS

PHYSICAL HEALTH

EMOTIONAL HEALTH

BOYS AND “RITES OF MANHOOD”

SUMMARY

KEY TERMS

7 Adolescence

PHYSICAL CHANGES

PHYSICAL HEALTH

PSYCHOLOGICAL AND EMOTIONAL CHANGES

SEXUAL HEALTH, SEXUALITY, AND SEXUAL ORIENTATION

SEXUAL DEVIANCE

VIOLENCE, AGGRESSION, AND BULLYING

DRUG USE

JUVENILE OFFENDERS AND INCARCERATION

SUMMARY

KEY TERMS

8 Young Adulthood

PHYSICAL HEALTH

SOCIAL HEALTH

EMOTIONAL HEALTH

NUTRITIONAL SUPPLEMENTS AND ANABOLIC-ANDROGENIC STEROIDS

OCCUPATIONAL HEALTH

SUMMARY

KEY TERMS

9 Middle Adulthood

PHYSICAL HEALTH

EMOTIONAL HEALTH

FATHERS’ RIGHTS

SUMMARY

KEY TERMS

10 Older Adulthood

PHYSICAL HEALTH

EMOTIONAL HEALTH

SUMMARY

KEY TERMS

11 Elder Years

PHYSICAL HEALTH

EMOTIONAL HEALTH

SOCIAL HEALTH

SUMMARY

KEY TERMS

12 Death

THE SEVEN AGES OF MAN

GETTING ONE’S MATTERS IN ORDER

SUMMARY

KEY TERMS

13 Promoting Male Health

ADVOCACY AND RESEARCH

MALE STUDIES

ANDROLOGY

MISANDRY AND SOCIAL JUSTICE

THE FUTURE

SUMMARY

KEY TERMS

GLOSSARY

REFERENCES

Index

Copyright © 2012 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Leone, James E., 1976-

 Male health : perspectives across the lifespan / James E. Leone. – 1st ed.

p. cm. – (Public health/aahe ; 21)

 Includes bibliographical references and index.

 ISBN 978-0-470-48638-2 (pbk.); 978-1-118-14586-9 (ebk.); 978-1-118-14587-6 (ebk.);

978-1-118-14588-3 (ebk.)

 1. Men–Health and hygiene. 2. Boys–Health and hygiene. 3. Older

men–Health and hygiene. I. Title.

 RC48.5.L46 2012

 613'.0423–dc23

2011034061

To my family, friends, Ruby, and to all of the health educators past, present, and future; all of you have allowed me to stand on the shoulders of “giants.”

PREFACE

I VALUE MY health. Sometimes, however, I take my health status for granted. I have had the good fortune of growing up relatively healthy and in a supportive, healthful environment. As a younger adolescent, I competed in cross-country running, track and field, and eventually marathons and road races. In my younger twenties, I happened upon weights and began aggressively pursuing strength training in addition to cardiovascular health. As I became more involved with health and fitness, I realized that many other people were not. Friends and family members did not share the same zeal for health and fitness that I did. Was I out of the ordinary? As the years progressed, I noticed that many of my male friends did not seem to be aging well in comparison to their female counterparts. Expanding waistlines, poor eating habits, little to no exercise, and a continual barrage of questions often were topics of discussion during our gatherings.

In my professional practice I felt compelled to help family, friends, and other people achieve the best health possible. People want to be healthier, but they also want to balance their lives with other aspects of health and wellness outside of gym memberships and treadmills. I changed my practice to reflect the six dimensions of health and wellness: physical, environmental, social, spiritual, intellectual, and emotional (Figure P.1).

Figure P.1 Dimensions of Health and Wellness

Source: Adapted from Hettler (1976)

Any book is a static resource or a tool. Like a wrench or any other tool, it is up to the reader to use this book by putting its concepts and suggestions into action every day. I have included the most recent research and evidence-based science to help readers along in the quest for optimal health and better health-related outcomes. Health is an ever-changing reflection of the balances and imbalances of our everyday existence. It is my sincere wish that readers use this book in good health or find good health while using it.

PURPOSE

Why a book on male health? Male health encompasses 50% of the world’s medical issues; it is an important topic to study and address in the classroom and beyond. First, let me clarify why this book refers to male health rather than men’s health. One of the primary purposes of this book is to help readers become familiar with the multitude of sociobiological aspects and influences that affect male health and quality of life across the life span. The term men connotes a specific age range. Yet health begins at the time of conception (and sometimes before) and is a process experienced until individuals die. The term male health best captures and encompasses all the life stages of the male sex rather than one particular life stage.

This book addresses issues in male health using data-driven, epidemiological information presented in an easy-to-understand format. Each stage of male health, from birth and infancy until the elder years and death, is discussed in detail. Topics range from physical health and wellness to emotional and psychological health. Others include intellectual health, environmental health, occupational health, and spiritual health. Concepts in Male Health provides a comprehensive, practical approach to teaching and learning about issues affecting male health across the life span.

BOOK DEVELOPMENT

Development of this book began like that of many others. A passing discussion with a colleague, a cup of coffee with a friend, much personal reflection on lived experiences, and many other normal life processes initiated and provided the impetus for this book. After being challenged by my former department chairperson to develop a course dedicated to issues in men’s health, I went about writing a course syllabus, finding appropriate resources and activities, and selecting course readings. The latter proved more difficult than expected. There were no adequate textbooks for the course. I set out on a mission, casing several listservs, to see if anyone could point me in the best direction. Responses to many of the discussions and questions I posed were met with a similar level of frustration. My conclusions were that men’s health was a topic embedded in gender studies or human sexuality courses and only received a passing mention. Moreover, most instructors appeared to be using a medley of articles and internet resources to facilitate their courses. I was trying to put together a course reading packet. A cohesive textbook and resource was needed for students in my classes.

ORGANIZATION OF THE BOOK

Covering important health topics as they pertain to males is the primary intent of this book. However, how the content is presented to the reader is a strong focal point. Each chapter presents a particular life stage and the health challenges many males face during this stage. The information in each chapter is practical, usable, and applicable in daily life.

Key Features

Throughout the text, you will notice the following features that will help you assimilate the chapter concepts in a more meaningful and practical way:

Chapter Learning Objectives. Each chapter includes learning objectives consistent with Bloom’s Taxonomy for each main point of the chapter. Learning objectives are presented in an easy-to-follow format and sequence.Myths/Facts. Many areas of health are surrounded by a shroud of intrigue, mystery, and simply misinformation. The Myth/Fact feature in each chapter presents common myths, misinformation, and half-truths about a topic and follows with the related facts. These features allow readers to question what they may have assumed or learned in the past and “unlearn” their assumptions based on fact-driven, evidence-based resources.Vignettes. A brief vignette in each chapter presents a real-world example of a pertinent health issue that many males face. Examples include physical issues such as heart disease and cancer; other areas address occupational and social health determinants such as job stress and relationships.Key Terms. A list of relevant terms for each chapter is provided to assist the reader in developing a comprehensive and working understanding of the chapter information. Terms are defined in the glossary at the end of the book.Discussion Questions. Review questions are provided at the end of each chapter. These questions address health-specific content included in the chapter, spanning both the scope and breath of the information.

Additionally, the book’s website (www.josseybass.com/go/leone) includes instructor support materials that can be adapted to course content and instructor teaching style.

The resources included with this book will help advance not only the knowledge of male health, but also the study of it. Through the teaching resource repository and chapter PowerPoints on the book’s website, students and instructors will find it simple to integrate the main concepts pertaining to male health. Presenting the facts in an easy-to-follow format enables students to assess their knowledge of the topic so as to develop a healthier perspective of male health.

DISCLAIMER

This book is meant to serve as a textbook for students in classes that support male health. Not all diseases are presented; many are presented in the chapters on periods of the life span when the diseases are most likely to occur. Some diseases may occur during different phases of life than where detailed in this book. This book does not claim to provide information that replaces qualified medical and professional consultation.

ACKNOWLEDGMENTS

The writing of a book is never possible without the support of others. I thank the following people, groups, and organizations for their input, kindness, and continued support of my work.

I am grateful to my grandparents, parents, all of my family, good friends, and my dog Ruby for understanding why I put so much time and effort into this piece of work. Though it is never easy to sacrifice life’s other engagements, your love and support of me and my work helped me to stay focused and on task. Thank you to all of my colleagues at Bridgewater State University, Indiana State University, Southern Illinois University Carbondale, The George Washington University, and Northeastern University as well as those in academia who responded to my queries and surveys on this important topic; without your input and advice the direction of this work would have been impossible to accurately assess. Additionally, I am appreciative and indebted to the many health professionals at advocacy organizations for male health, such as the Men’s Health Network, the Men’s Health Caucus, the Men’s Health Initiative, Women Against Prostate Cancer, and the Foundation for Male Studies, Inc., for their work and insight. Thank you to Patrick Lentz of Patrick Lentz Photography in Boston, Massachusetts, for his stellar graphics and photography.

I thank the following reviewers for their many thoughtful and helpful comments: Demetrius J. Porche, Henrie M. Treadwell, and Salvatore Giorgianni. Mal Goldsmith and Becky Smith also provided valuable feedback in the early stages of the manuscript.

I recognize the support of the American Association for Health Education (AAHE) for standing behind this book and its concepts. To my editors Andy and Seth, thank you for your guidance and patience in this process. I express an immense thank-you to the students in my male health classes, specifically, my inaugural class in male health at The George Washington University in Washington, D.C., and my special topics class at Bridgewater State University. Without their unique comments and insight I would have missed quite a bit of information in the process. Last, to anyone else whom I may have interacted with during this writing journey, I sincerely thank you; without these everyday experiences I would never have been able to generate the insight this book demanded.

THE AUTHOR

JAMES E. LEONE, PhD, ATC, CSCS, *D, CHES, is an assistant professor of health in the Department of Movement Arts, Health Promotion, and Leisure Studies (MAHPLS) at Bridgewater State University in Bridgewater, Massachusetts. He earned a bachelor of science degree in physical education and athletic training from Bridgewater State University (formerly College), a master of science degree in athletic training and research methods from Indiana State University, and a doctor of philosophy in health education from Southern Illinois University Carbondale. He has an extensive background in the health sciences, teaching courses ranging from health education and health behavior to orthopedic assessment and exercise science. Leone has authored numerous scholarly publications and three book chapters, and he has presented to national and international audiences on a variety of topics in health education and public health. He is an active member of several professional organizations, including the American Association of Health Education, the American Public Health Association, the National Athletic Trainers’ Association, and the National Strength and Conditioning Association. Leone serves as an editorial associate for The Health Educator and Body Image: An International Journal of Research and is a regular reviewer for several scholarly journals and academic publications. In addition to his academic work, Leone enjoys physical activity, culinary experiences, and travel. He presently resides in Waltham, Massachusetts.