U.S. Policies for school health education: opportunities for advocacy at the local, state, and national levels.

Children in K-12 settings comprise roughly one fifth of the population of the United States and are a cohort that has long drawn the interest of health educators. Early education and prevention efforts reduce human suffering, contribute to preparation for classroom learning, affect long-term health, and contain health costs due to preventable diseases. Despite the possible positive impact of a comprehensive approach, no broad-based federal legislation mandates regular school health education. Instead, the current state of school health education policy is a cobbled-together set of policies subsumed under existing laws. The purpose of this article is to provide information about the key legislation that is being used to promote school health education in the United States. Furthermore, the authors suggest opportunities for lobbying for the continuance of existing legislation and advocating for state and local operationalization of these policies. Finally, health educators are rallied to consider raising the issue of advocating for a more complete legislative strategy for school health education.

Educating for advocacy: recommendations for professional preparation and development based on a needs and capacity assessment of health education faculty.

An electronic survey was used to conduct a needs and capacity assessment of health education faculty to determine the extent to which advocacy instruction is present in undergraduate and graduate curricula in health education and to identify faculty members' needs and capacity to provide professional preparation and development experiences related to advocacy. An analysis of the results reveals that most undergraduate and graduate health education programs include advocacy instruction. Although faculty believe advocacy and instruction related to advocacy are important, many lack advocacy-related professional preparation and development experiences and do not participate in advocacy-related training initiatives and advocacy activities. There is wide variability in faculty confidence in their competence to provide advocacy instruction. Partnerships among professional organizations, health education practitioners, university faculty, individuals engaged in policy advocacy initiatives, and policy makers are needed to enhance the capacity of university faculty to provide professional preparation and development experiences related to advocacy.

Developing effective written communication and advocacy skills in entry-level health educators through writing-intensive program planning methods courses.

Written communication is a requisite skill for practitioners in the field of health education. Advocacy skills are now considered to be both a professional competency and an ethical responsibility. Given that many advocacy strategies involve written communication, it makes sense that the skills of writing and advocacy be developed concomitantly and within a writing-intensive class. The purposes of this article are twofold: (a) to describe the role of writing-intensive program planning methods courses in the development of written communication and advocacy skills in entry-level health educators and (b) to suggest strategies for planning, implementing, and assessing writing-intensive assignments and instructional activities designed to develop students' written communication and advocacy skills. Multiple examples of writing assignments are presented that can be used in helping students in developing their critical thinking, writing, and advocacy skills.

Advocacy 101: getting started in health education advocacy.

Advocacy for the public's health and for the profession are widely recognized as responsibilities of health educators. Increasing emphasis on advocacy by professional organizations has peaked the interest of health educators, yet knowing where to begin as an advocate is, to many, a mystifying process. This article provides basic advocacy terminology, dispels concerns about participating in advocacy activities, and provides a practical and stepped approach to becoming an effective advocate. A tiered approach is used in relation to the advocacy strategies of voting behavior, electioneering, direct lobbying, grassroots lobbying, Internet use, and media advocacy to help individuals in their quest to begin or enhance their engagement in advocacy. A compendium of highly accessible resources is also provided. Finally, this article provides motivation for the beginning advocate.