Syllabus

Graduate Programs in Public Health

GPH 726 Social and Behavioral Health – Fall 2017

Credits - 3

Description

Using an ecological approach, health behaviors will be considered within the context of influences on individual behaviors.  The course will address the use of behavioral and social science theory to inform the development and implementation of health promotion and disease prevention programs, and consider the inherent ethical dilemmas involved in planned social and behavioral change efforts.

Materials

DiClemente, Salazar and Crosby, R. A. (2013). Health behavior theory for public health: Principles, foundations, and applications. 1st ed. Sudbury: Jones & Bartlett Learning, LLC; 2013.

Learning Objectives and Outcomes

Program Competencies Course Outcomes Weekly Outcomes
Interpret results of data analysis for public health research, policy or practice Evaluate, for the purposes of crafting an intervention, a specific healthcare issue.

W1 – Evaluate magnitude of health issue using data.

W2 – Identify determinants of health for a specific healthcare issue.

Assess population needs, assets and capacities that affect communities’ health Analyze relationships between a healthcare issue and the affected population, its contexts and culture.

W1 – Identify factors affecting population health relative to a specific healthcare issue.

W3 – Map determinants of health for a specific healthcare model to a socioeconomic model for a specific population

Apply awareness of cultural values and practices to the design or implementation of public health policies or programs Plan for how cultural values and practices should influence the design and implementation of a public health intervention.

W2 – Plan for how cultural values and practices should influence the design and implementation of a public health intervention.

Design a population-based policy, program, project or intervention Research and design an intervention targeting a specific healthcare issue affecting a specific population.

W4 – Create change objectives for a specific healthcare issue

W4 – Research and select interventions for target, modifiable determinants of health

W7 – Create intervention plan in letter of intent.

Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes Strategize identification of key stakeholders in a specific community.  W2 – Advise classmates on strategies to identify stakeholders in specific community regarding specific healthcare issue.
Select communication strategies for different audiences and sectors Select communication strategy as part of larger intervention. W6 – Research and select among communication strategies for healthcare interventions.
Communicate audience-appropriate public health content, both in writing and through oral presentation Write letter of intent to a funding agency proposing a healthcare intervention W7 – Write letter of intent to a funding agency proposing a healthcare intervention
Describe the importance of cultural competence in communicating public health content Analyze role of target population invovlement in an intervention. W2 – Analyze the importance of community involvement in regards to a specific healthcare issue.
Apply systems thinking tools to a public health issue Analyze scope of intervention using systems thinking processes.

W5 – Create logic model for change objectives of a healthcare intervention

W8 – Evaluate intervention using ecological approach.

Assignments

Discussion Boards 

Each student is expected to post at least twice each week in response to forum questions on that week’s topic. Initial posts are due by 11:59pm ET on Sunday. Your response must be completed by 11:59pm ET Wednesday for credit. Because this is an online course, the online discussion portion is an important way to exchange ideas with your classmates. Students will be graded on their participation and effort of their posts. These posts will take time to complete but they are an essential part of this on-line course and a great way to get to know your colleagues. Please be familiar with the course material (readings/lectures) before posting each week. Full marks will be given to those who ask questions, bring in new data from the literature or other resources, and demonstrate a thorough understanding of the topics for the week.

Many of the discussions in this course will be Group Discussions, in which you will be working with your group on a specific healthcare issue. 

If the initial post and response are not submitted within the discussion week you will be given a zero. Posts submitted after the discussion week will not be graded. 

Weekly Assignments

In weeks 2, 4 and 7 you will submit assignments directly to your instructor through Blackboard.

Assignment 1: (due Sunday 9/10)
Write a 1-2 page, double spaced essay identifying determinants of health related to your health issue. Support with peer reviewed health literature. In your discussion, consider both determinants of health risk and health protective behaviors. The emphasis is not on length here, but writing a well-organized and concise description of the data linking social and behavioral factors related to your health issue.

This essay should provide a clear summary of the evidence linking your health issue to behavioral and environmental determinants. It should be the equivalent to the background/rationale section of a published paper.

Assignment 2: (due 9/27)

Identify at least 5 articles that present interventions used to address the modifiable determinants of health you identified.

  • List in a table the reference by author(s), health issue, modifiable determinant(s), theory or theories used and specific theoretical constructs identified (or applicable if the authors do not specify). In a separate word document, cite each article using AMA style and provide a brief evaluation of the effectiveness of the intervention and whether there was a good fit between the theory and the modifiable determinant.
  • Create a PubMed clipboard document with abstracts for your 5 references and submit to help your instructor during grading.

Assignment 3: (due 10/18)

Based on the process you have followed through the discussions and assignments; write a 2-3 page Letter of Intent in response to the Request for Proposals (RFP) describing the health intervention you developed. 

  • Present a summary of your intervention, including:
    • Magnitude of the health problem
    • Determinants of health related to your health issue
    • Description of your intervention clearly identifying the theory(ies) on which it is based
    • Include a discussion of how you will evaluate your theory-based intervention
    • Conclude with a summary of your proposal and a discussion of how your work will contribute to the public health evidence base.
    • Cite properly using AMA style

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Course RequirementsPoints (Out of 100)
Discussion6 Discussions x 9 points = 56 total points
Assignment 1: Determinants of Health 9 pts
Assignment 2: Research Summary A9 pts
Assignment 3: Research Summary B9 pts
Quiz 112 pts
Quiz 27 pts
Total100 pts

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Schedule:

Each week opens on Wednesday at 12:01 AM Eastern Time. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday. 

 Week 1 Aug. 30 – Sep. 6
 Week 2 Sep. 6 – Sep. 13
Week 3 Sep. 13 – Sep. 20
Week 4 Sep. 20 – Sep. 27
Week 5 Sep. 27 – Oct. 4
Week 6 Oct. 4 – Oct. 11
Week 7 Oct. 11 – Oct. 18
Week 8 Oct. 18 – 22 (Sunday)

Weekly Schedule:

The assignment/discussion descriptions mentioned below are summaries. Please make sure to review the full assignment prompts in Blackboard. There may be additional readings/videos that are not mentioned in this weekly summary, make sure to carefully review the modules in Blackboard.

Week 1: Health Behavior in Context (Setting the Stage)

Weekly Outcomes

  • Evaluate magnitude of health issue using data.
  • Identify factors affecting population health relative to a specific healthcare issue.

Videos/Readings

  • Course Introduction Video (slides)
  • Textbook: Chapters 1 & 2
  • Lectures: Chapter 1 and Chapter 2 

Additional Resources:

  • National Cancer Institute Theory at a Glance: A Guide for Health Promotion Practice (second edition). 2005.
  • Healthy People 2020 Determinants of Health.

Assignments

  • Discussion: Introductions
  • Group Discussion: Magnitude of health issue

Week 2: Theory in Practice – Planning Models

Weekly Outcomes

  • Analyze the importance of community involvement in regards to a specific healthcare issue.
  • Identify determinants of health for a specific healthcare issue.
  • Advise classmates on strategies to identify stakeholders in specific community regarding specific healthcare issue.
  • Plan for how cultural values and practices should influence the design and implementation of a public health intervention.

Videos/Readings

  • Textbook: Chapter 3
  • Highfield L, Bartholomew LK, Hartman MA, Ford MM, Balihe P. Grounding evidence-based approaches to cancer prevention in the community: a case study of mammography barriers in underserved African American women. Health Promot Pract. 2014 Nov;15(6):904-14. doi: 10.1177/1524839914534685. 
  • Lecture: Chapter 3

Assignments

  • Group Discussion: Discuss why community involvement is important to health promotion. 
  • Assignment 1: Identifying determinants of health

Week 3: Value Expectancy & Fear Appeals

Weekly Outcomes

  • Map determinants of health for a specific healthcare model to a socioeconomic model for a specific population

Videos/Readings

  • Textbook: Chapters 4 and 5
  • Carmack CC, Lewis-Moss RK.  Examining the Theory of Planned Behavior Applied to Condom Use: The Effect-Indicator vs. Causal-Indicator Models. J Prim Prev. 2009; 30(6): 659–676.
  • Askelson NM, Chi DL, Momany ET, Kuthy RA, Ortiz C, Hanson JD, Damiano JD. Encouraging early preventive dental visits for preschool-aged children enrolled in Medicaid: Using the Extended Parallel Process Model to conduct formative research. J Public Health Dent. 2014 January ; 74(1): 64–70. 
  • Askelson NM, Chi DL, Momany ET, Kuthy RA, Carter KD, Field K, Damiano JD. The Importance of Efficacy: Using the Extended Parallel Process Model to Examine Factors Related to Preschool-Age Children Enrolled in Medicaid Receiving Preventive Dental Visits. Health Ed & Beh. 2015; 42(6): 805–813.
  • Lectures: Chapter 4 and Chapter 5

Assignments

  • Group Discussion: Modifiable determinants of health

Week 4: Stage Models & Social Cognitive Theory

Weekly Outcomes

  • Create change objectives for a specific healthcare issue
  • Research and select interventions for target, modifiable determinants of health

Videos/Readings

  • Textbook: Chapters 6 and 8
  • Merkx, A., Ausems, M., de Vries, R., & Nieuwenhuijze, M. J. (2017). Come On! Using intervention mapping to help healthy pregnant women achieve healthy weight gain. Public Health Nutrition, 1-15. DOI: 10.1017/S1368980017000271
  • Lectures: Chapter 6 and Chapter 8 

Assignments 

  • Group Discussion: Learning and Change Objectives
  • Assignment 2: Evidence of interventions addressing modifiable determinants of health

Week 5: Intervention Mapping

Weekly Outcomes

  • Create logic model for change objectives of a healthcare intervention

Videos/Readings

  • Highfield L, Bartholomew LK, Hartman MA, Ford MM, Balihe P. Grounding evidence-based approaches to cancer prevention in the community: a case study of mammography barriers in underserved African American women. Health Promot Pract. 2014; 15(6):904-14. doi: 10.1177/1524839914534685. 
  • Highfield L, Hartman MA, Mullen PD, Rodriguez SA, Fernandez ME, Bartholomew LK. Intervention Mapping to Adapt Evidence-Based Interventions for Use in Practice: Increasing Mammography among African American Women. Biomed Res Int. 2015:160103. doi: 10.1155/2015/160103. 
  • Highfield L, Hartman MA, Bartholomew LK, Balihe P, Ausborn VA. Evaluation of the Effectiveness and Implementation of an Adapted Evidence-Based Mammography Intervention for African American Women. Biomed Res Int. 2015:240240. doi: 10.1155/2015/240240. 
  • Highfield L, Rajan SS, Valerio MA, Walton G, Fernandez ME, Bartholomew LK. A non-randomized controlled stepped wedge trial to evaluate the effectiveness of a multi-level mammography intervention in improving appointment adherence in underserved women. Implement Sci. 2015; 10:143. doi: 10.1186/s13012-015-0334-x.
  • Lecture: Case Study

Assignments

  • Group Discussion: Logic Model 
  • Quiz 1

Week 6: Health Communication

Weekly Outcomes

  • Research and select among communication strategies for healthcare interventions.

Videos/Readings

  • Textbook: Chapters 9 and 10
  • Lectures: Chapter 9, Chapter 10 and a Lecture on Ethics 
  •  

Supplementary Readings

  • Puhl R, Luedicke J, Peterson JL. Public Reactions to Obesity-Related Health Campaigns: A Randomized Controlled Trial. Am J Prev Med 2013; 45(1): 36–48.
  • Carter SM, Rychetnik L, Lloyd B, Kerridge IH, Baur L, Bauman A, Hooker C, Zask A. Evidence, ethics, and values: a framework for health promotion.  Am J Public Health. 2007 April; 97(4): 634–641.

Assignments

  • Whole Class Discussion: Social Marketing and/or message tailoring for healthcare
  • Puhl R, Luedicke J, Peterson JL. Public Reactions to Obesity-Related Health Campaigns: A Randomized Controlled Trial. Am J Prev Med 2013; 45(1): 36–48.

Week 7: Applying to Theory Practice

Weekly Outcomes

  • Create intervention plan in letter of intent.

Videos/Readings

  • Textbook: Chapters 13 and 14
  • Evans WD, Abroms LC, Poropatich R, Nielsen PE, Wallace JL. Mobile health evaluation methods: the Text4baby case study. J Health Commun. 2012;17 Suppl 1:22-9
  • The Robert Wood Johnson Foundation. Evidence for Action Investigator-Initiated Research to Build a Culture of Health 
  • Lectures: Chapter 13 and Chapter 14 

Helpful Resources

  • The Community Tool Box Best Change Processes
  • Tools for Implementing an Evidence-Based Approach in Public Health Practice

Assignments

  • Assignment 3: Letter of Intent

Week 8: The Big Picture

Weekly Outcomes

  • Evaluate intervention using ecological approach.

Videos/Readings

  • Textbook: Chapter 11
  • Panter-Brick C, Clarke SE, Lomas H, Pinder M, Lindsay SW. Culturally compelling strategies for behaviour change: A social ecology model and case study in malaria prevention. Soc Sci & Med. 2006; 62:2810–2825.
  • Lecture: Chapter 11

Assignments: 

  • Quiz 2

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Public Health page

UNE Libraries:

UNE Student Academic Success Center

UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:

Information Technology Services (ITS)

  • ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

AMA Writing Style Statement

The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the Turnitin Student quick start guide.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Late Policy

Students are responsible for submitting work by the date indicated in Brightspace.

Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.

Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.