| Learning Objective #1: Identify multiple meanings for the concept of risk-taking behavior within the context of health and how these varied perceptions can inhibit the development of meaningful intervention for producing positive outcomes. | |||
| Learning Objective #2: Describe the therapeutic effect of art as a method for enhancing communication in an adolescent population attending school in an alternative education environment |
The development of effective intervention programs to alter health-risky behaviors in adolescents requires the successful partnering of educational leaders, health care professionals, and school administration within any given community. Mutual priority for a collaborative project is essential for success and requires establishing common philosophical ground among participating groups. Once achieved, work begins on the development of a conceptual framework from which the project is conceived and participation begins. This project presents the steps of a successful partnership to positively impact health-risky behavior among junior high and high school students in a rural, medically underserved area that is ethnically and culturally diverse (approximately 46.5% Hispanic, 6.5 % African-American, 45.7% Caucasian; 50% economically disadvantaged). A formal concept analysis based on a review of the professional literature for clarifying the meaning of what constitutes health risky behavior in the targeted population raised concerns for the probability of program success should misperception and miscommunication occur. Specifically, this presentation showcases examples from an art assignment given to students attending an alternative education center for their conception of what constitutes health-risky behavior. Although some areas of correspondence occurred between the formal concept analysis and the students’ representations, the results were remarkable for multiple added dimensions that would have been diminished or ignored. The use of nonverbal methods of communication, specifically the therapeutic use of art as a nonthreatening, creative means of self expression in this and similar groups is significant for initiating discussions and raising awareness of specific challenges to project coordinators where sensitivity to cultural differences is a concern. Language alone proves insufficient and the exploration of alternative communication methods is an important measure to explore with peers, model for colleagues, and teach to students.
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