HEA 601-01

                              PRINCIPLES OF COMMUNITY HEALTH EDUCATION

                                                                       Fall 2005

 

Instructor:  Daniel L. Bibeau, Ph.D.

Office:  437 HHP Building

Office Hours: M 9-11am or by appointment

Telephone:  334-5527

 

Texts:

 

Cottrell R, Girvan J, & McKenzie J.  Principles of Health Promotion and Education 2nd Edition, Benjamin Cummings, San Francisco, 2002.

 

Other Texts of Interest

 

Freire P.  Pedagogy of the Oppressed.  Continuum Publishing Corp., New York, 1981.

 

Glanz K & Rimer BK (eds.).  Theory at a Glance:  A Guide for Health Promotion Practice.   USDHHD, NIH, NCI, NIH Pub. No. 97-3896.

 

DiClemente R, Crosby R, & Kegler M.  Emerging Theories in Health Promotion Practice and Research.  Jossey-Bass Publishers, San Francisco, 2002.

 

Harper AC & Lambert LJ.  The Health of Populations - An Introduction.  Springer Publishing Co., New York, 1994.

 

DHHS.  Healthy People 2010 - National Health Promotion and Disease Prevention Objectives.  U.S. Government Printing Office, Washington, D.C.

 

Catalog Description: 

Factors affecting health and disease, principles underlying health education practice, and the role of health education in health promotion and disease prevention.

 

Objectives:  As a result of this course, students should be able to:

1.      describe the nature and purpose of public health education in a society.

2.      identify and describe health disparities evidence from government or other reliable sources and discuss the concept of risk as it applies to these disparities.

3.      discuss the application of a variety of philosophical ideas and professional ethics as they apply to a public health problem

4.        compare and contrast the settings for health education in terms of the potential to reach various groups and improve or maintain health.

5.      apply selected social science and educational theories to the remediation of health problems.

 

Course Schedule

 

Wk

DATE

TOPIC

READINGS/ASSIGNMENTS DUE

1

Aug. 15

 

Introductions, Syllabus review, Personal assessments

 

2

Aug. 22

 

Health indicators and determinants; health disparities and priorities; history of disease causation; epidemiologic and demographic transitions; risk and causation

Cottrell Chapters 1 & 2, risk documents in Bb;

3

Aug. 29

 

Health disparities and priorities; Public health approaches and systems; health education in public health;  

Cottrell Chapters 1 & 2

Elizabeth Fee - Public Health and the State:  The United States (handout)

L.W. Green – Health education’s contributions to public health in the twentieth century: A glimpse through health promotion’s rear-view mirror, Annual Review of Public Health 1999, available through Journal Finder

Larry Green - Health Education Models (eReserve)

4

Sep. 12

 

Health educator’s roles, responsibilities, certifications; Agencies, associations, and organizations associated with health education; health education literature

Cottrell – Chapters 6 & 8

Healthy people 2010 –review the document on-line at http://odphp.osophs.dhhs.gov/pubs/HP2000/2010.htm

 

5

Sep. 19

 

Philosophical and ethical foundations of health education;  Reflective practice:

Cottrell – Chapters 3 & 5

Paulo Freire – Pedagogy of the Oppressed: Forewords and chapter 1

Ottawa Charter

SOPHE Code of Ethics

6

Sep.  26

 

Philosophical and ethical foundations of health education;  Reflective Practice

Freire – chapter 4

Adler - Freedom, Truth, Justice; Ecological Frameworks and Citizen Participation

Walker and Bibeau – Health education as freeing: part II

 

7

Oct. 3

 

Philosophical and ethical foundations of health education; 

Nyswander – The open society: its implications for health educators

Minkler – Health education, health promotion and the open society: an historical perspective

Minkler – Ten commitments for community health education

8

Oct. 17

 

Philosophical and ethical foundations of health education; 

Glasser Schools without Failure

Combs – The human side of learning

Hastings Center Report

9

Oct. 24

 

the use of theories and  models in health education; social ecology models in health education;

Cottrell chapter 4

McKenzie, Neiger, & Smeltzer – Chapter 7

National Cancer Institute – Theory at a Glance

Hochbaum, Sorenson & Lorig – Theory in health education practice (e-Reserve)

10

Oct. 31

 

the use of theories and  models in health education; social ecology models in health education;

Rosenstock, Stracker, and Becker – Social learning theory and the health belief model

McLeroy, Bibeau, Steckler & Glanz – An ecological perspective on health promotion programs (eReserve);

11

Nov. 7

 

the use of theories and  models in health education; social ecology models in health education;

Cottrell – Chapter 4

Reflection Paper: Explaining Physical Activity Behavior

12

Nov. 14

 

the use of theories and  models in health education; social ecology models in health education;

Cottrell chap. 4; Theory at a Glance

Theory-based intervention article

13

Nov. 21

 

Settings for health education practice

Cottrell chap. 4; Theory at a Glance

Theory-based intervention article

14

Nov. 28

 

Literature of health education and future directions for the profession

Cottrell - Chapters 9 & 10

Annual Review of Public Health

15

Dec. 5

 

Literature of health education and future directions for the profession

Cottrell - Chapters 9 & 10

Annual Review of Public Health

16

Dec. 12

 

Final Exam

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ASSIGNMENTS

 

Papers - You will write three papers this semester as a method to build reflective and analytical skills.  These papers will receive individual grades (see grading scheme below).  Further directions will be given during the term.

 

Informal writing - You will be asked to write different pieces during the term. Some will be written during class, and some outside class meeting times. These are important assignments in helping you learn how to think like a health educator.  In addition, they are intended to facilitate your development of a reflective style of health education practice.  These may also be done via Blackboard discussion groups.

 

Participation - It is expected that each student will contribute to the learning environment both in written and oral forms of communication.  To be effective, you need to complete all readings as assigned.  To help you reflect on the readings, there will be occasional assignments via electronic discussion using Blackboard.

 

 

 

Quizzes - There will be quizzes for each reading in the Cottrell book.  The quizzes will be available on Blackboard and will need to be completed before the class where we will be discussing the readings from the book.

 

Subjective Evaluation – in addition to your classroom participation and informal writings, other factors involved in the subjective evaluation include the quality of verbal responses in class, timely completion of assignments, etc.  It will be to your advantage to be actively involved in each class meeting, testing your ideas on the rest of us or challenging the rest of us to critically examine our beliefs.

 

Grades will be based on the following:

 

Quizzes – 3% each for total of 30%  [SLO 1-5]

Subjective Evaluation/Participation - 10 % [SLO 1-5]

Three papers – 20% each for a total of 60% [SLO 1-5]

 

Final Grades:

A = 90-100%

B = 80-89%

C = 70-79%

F = 00-69%