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UNIVERSITY OF PENNSYLVANIA

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    UNIVERSITY OF PENNSYLVANIA UNIVERSITY OF PENNSYLVANIA Document Transcript

    • University of Pennsylvania<br />Graduate Program in Public Health<br />MPH Degree Program<br />Course Syllabus – Fall 2010<br />Title: PUBH 504 - Behavioral and Social Sciences in Public Health<br />Course Units: 1.0 c.u., Contact Hours: 42 hours<br />Course Description: This course provides students with a solid foundation in behavioral and social science theory, research, and interventions as they pertain to public health. Content will provide exposure to a broad range of theories, including the theoretical foundations of social science applications for help-seeking, gender, race, ethnicity and social class. These theories will be discussed using examples of their applications to numerous public health problems including HIV/AIDS, violence, cancer, cardiovascular diseases, obesity, and diabetes.<br />Placement / Room Assignment:<br />Thursday, 4:30-7:30 PM<br />BRB 253<br />Course Directors:Karen Glanz, PhD, MPH<br />Professor of Medicine and Nursing<br />kglanz@upenn.edu<br />801 Blockley Hall<br />Phone: 215-898-0613<br />Office Hours: By Appointment.<br />Rosemary Frasso, M.Sc., CPH<br />PhD Candidate<br />rofrasso@mail.med.upenn.edu<br />Room 144 Anatomy & Chemistry Building<br />Phone: 215-746-855<br />Office Hours: Thursday, 2:30-3:30 PM, and by appointment.<br />Course Overview: Public health interventions and educational programs are most likely to have an impact on populations and communities when they are guided by a theory. Theories of health behavior help researchers, practitioners and participants identify targets and opportunities for change as well as methods for accomplishing change. This introductory course is intended to provide students with a solid foundation in behavioral and social science theory in the context of both, public health research and practice. <br />The content of this course will provide exposure to a broad range of theories and frameworks commonly employed in the public health arena including issues related to the intersection of public health and human rights. These theories will be discussed using examples of their applications to numerous public health problems including, but not limited to, HIV/AIDS, violence, cancer, cardiovascular disease, obesity, diabetes, environmental hazards, and global health.<br />Course Objectives: <br />
      • At the conclusion of the course, the student will be able to:
      • Identify and analyze the behavioral, social, and cultural factors associated with health and illness.
      • Understand and apply theories associated with healthy and unhealthy behavior that draw broadly from the social and behavioral sciences, including psychology, sociology, anthropology, political science, and nursing.
      • Apply social science-based theories in order to assess the health status of populations and understand social, ethnic, demographic and economic determinants of health, factors contributing to health promotion and disease prevention and factors influencing the use of health services and related disparities.
      • Apply social science-based theories in order to understand and improve health behavior and health communication and promote public health preparedness.
      • To describe and employ social science-based theories in public health research and in the development and evaluation of public health programs and interventions designed to improve public health outcomes at the local, national and global level.
      • Demonstrate an understanding of how the intersection of public health and human rights should be addressed in both public health research and practice, and identify ethical issues that arise at the interface of the individual health focus and the population health focus.
      • Apply theory, empirical findings from the literature and information collected from diverse communities of interest to design and evaluate intervention models through a varied exposure to the literature and case study exploration.
      • Demonstrate an understanding of social science-based theories commonly employed in public health practice and research through active participation in class discussions, case study exploration, as well as successful completion of two in class quizzes, a term paper and an in-class oral presentation.
      • Teaching Methods:
      • Graduate education is largely self-directed. Thus, the instructor is more of a resource and a facilitator of learning than a vessel from which knowledge is poured. In this class the students and the instructors will be engaged in a partnership that fosters active learning.
      • The course will be organized to promote collaborative exploration of the behavioral health theories commonly employed in public health research and practice. The class will follow the structure laid out in the syllabus but there will be some flexibility, openness, and circularity in order to address relevant emerging public health issues. Thus, we may decide together to re-order the sequence in which we study certain topics. Furthermore, we will use the diverse perspectives in the class to gain insight into topics under study. For some class activities we will break up into pairs or teams to explore the readings and work on case studies. At other times, individual students may be asked to summarize and raise questions for the class on specific topics, readings or cases. There will be 2-3 guest lectures.
      Evaluation Methods:<br />The assignments and class activities will be given the following weights:<br />
      • Quiz 1(15 points)
      • Quiz 2(15 points)
      • Term Paper(35 points)*
      • Oral Presentation(20 points)
      • Class Activities & Class Participation(15 points)
      • Extra Credit Option(1-5points)
      • *The term paper should be clearly written, well conceptualized, and cite relevant literature. Papers should be double spaced, 12pt font, 1” margins, AMA or APA format and submitted both electronically and as a hard copy on or before the last day of class.
      • Specific Expectations:
      • Students are expected to be prepared to actively participate in the class discussions and activities based on the topic and readings of the day and their own experience and interests.
      • Students should demonstrate that they understand theoretical material and methods; that they are thinking critically and creatively; and that they can apply what they learn. This will be demonstrated through class participation, active participation in learning exercises and case studies, and the satisfactory and timely completion of a written assignment, oral presentation and mid-term exam.
      • Assignments:
      • NOTE: All written assignments must be double spaced, 12 point font, 1” margins, AMA or APA format, and submitted both as a hard copy and electronically (as an email attachment to rofrasso@mail.med.upenn.edu ).
      • TERM Paper: Students will identify a public health problem, topic, issue or population of interest from the list provided in class and then identify three empirical papers that address this issue or population. The papers should be authored by unique research teams, that is, no two papers in your selection should share a common author or arise from a common research study. Students will write a 7-10 page paper that:
      • Briefly introduces the chosen public health topic, problem, issue, or population (include relevant background information, i.e. incidence, prevalence and risk factors).
      • Summarizes the three empirical papers selected and discusses how these papers shed light on the chosen public health topic, problem, issue, or population.
      • Describes, compares and contrasts the theoretical frameworks employed by the researchers and suggests an additional or, if appropriate, alternative theoretical approach that might be useful in further exploration of the topic or in the development of an intervention designed to improve relevant public health outcomes.
      • Oral Component:
      • Students will be required to briefly present their term papers to the class, highlighting the theoretical frameworks employed by the researchers (10 minutes) and stimulating a class discussion around appropriate application of theory (10-15 minutes). Be creative! The oral component of this assignment will be graded based on the following.
      • Content: Addresses the goals of the assignment and demonstrates familiarity with relevant theoretical frameworks.
      • Presentation Skills: Nonverbal skills (eye contact, body language), and verbal skills (elocution and ability to engage the audience, spark constructive conversation), and creativity.
      • Extra Credit option:
      • Students will write a 4-5 page paper summarizing an ongoing public health problem or challenge in Philadelphia or in their native city or country and then briefly propose a public health intervention or campaign designed to improve specific health outcomes in their chosen location. Student will identify a theoretical model could be used to inform the intervention or campaign. (Details to be discussed in class).
      • Assigned Readings:
      • Glanz, Rimer & Viswanath. Health Behavior & Education: Theory, Research and Practice. (4th ed.). Jossey-Bass, Inc., 2008
      • Additional readings will be posted on BlackBoard.
      Academic Integrity:<br />
      • Students are expected to adhere to the University’s Code of Academic Integrity. Care should be taken to avoid academic integrity violations, including: plagiarism, fabrication of information, and multiple submissions (see descriptions below). Students who engage in any of these actions will be referred to the Office of Academic Integrity, which investigates and decides on sanctions in cases of academic dishonesty.
      • Plagiarism: using the ideas, data, or language of another without specific or proper acknowledgment. Example: copying, in part or in its entirety, another person’s paper, article, or web-based material and submitting it for an assignment; using someone else’s ideas without attribution; failing to use quotation marks where appropriate, etc. Fabrication: submitting contrived or altered information in any academic exercise. Example: making up data or statistics, citing nonexistent articles, contriving sources, etc. Multiple submissions: submitting, without prior permission, any work submitted to fulfill another academic requirement.
      • Clearly, submitting a paper written by someone else is completely unacceptable (i.e. papers purchased from an internet paper writing services).
      • It is the student’s responsibility to consult with the instructor if the student is unsure about whether something constitutes a violation of the Code of Academic Integrity.
      See link for more information: http://www.upenn.edu/academicintegrity/index.html<br />Course Outline / Assignments:<br />
      • ClassDateClass TopicsReadingsG = Glanz, Rimer, Viswanath TextBB= Article/Link/PDF on BB19/16Overview of the course Theory at a Glance Understanding health behavior (G) Chps 1 & 2(BB) NCI: Theory at a Glance(BB) Glanz, K Bishop, DB. (2010)The Role of Behavioral Science Theory in Development and Implementation of PH Interventions (BB) Painter, Borba, Hynes, Mays & Glanz (2008). The Use of Theory in Health Behavior Research from 2000 to 2005: As Systematic Review29/23The Role of Theory / Public Health InterventionsModels of Individual Health Behavior The Health Belief Model Theory of Reasoned ActionTheory of Planned BehaviorThe Integrated Behavioral Model (G) Chps 3 & 4(BB) Krieger, N. (2002) A Glossary of Social Epidemiology Part I & II(BB) Herbert, Vincent, Lewycky and Walsh (2010). Attrition and Adherence in the Online Treatment of Choric Insomnia(BB) Ashing-Giwa (1999). Health Behavior Change Models & Their Relevance for Breast Cancer Screening in African American Women39/30Models of Individual Health Behavior The Transtheoretical Model and Stages of ChangeThe Precaution Adoption Process ModelPerspective on Health Behavior Theories that Focus on Individuals (G) Chps 5, 6, & 7(BB) Plotnikoff, Lippke, Johnson, Courneya (2010). Physical Activity and Stages of Change: A Longitudinal Test in Types I and II Diabetes 410/7Guest Lectuere: Bryan Kim, PhDPostdoctorate Fellow Center for Health Behavior ResearchModels of Interpersonal BehaviorThe Interaction of Individuals, Environments and Health Behavior (Social Cognitive Theory) Social Networks and Social SupportStress, Coping and Health Behaviors (G) Chps 8, 9 &10(BB) Bandura (2004). Health Promotion by Social Cognitive Means(BB) Krieger (2001). Theories for Social Epidemiology in the 21st Century: An Ecosocial Model510/14Models of Interpersonal Behavior (Continued)Interpersonal Functions and Health Outcomes Health Communication / Health LiteracyPerspectives on Models of Interpersonal Behavior (G) Chps 11 & 12 (BB) Rudd, Comings & Hyde (2003). Leave No One Behind: Improving Health Risk Communication Through Attention to Literacy610/21QUIZ 1 Community & Group ModelsWeb of CausationImproving Health Through Community OrganizationsDiffusion of Innovations(BB) Berkman & Kawachi Chp 11(BB) Krieger, N (1994). Epidemiology and the web of causation: Has anyone seen the spider? (G) Chps 13 &14(BB) Maticka-Tyndale & Tenkorang (2010). A Multi-level Model of Condom Use Among Male and Female Upper Primary School Students in Nyanza, Kenya 710/28Guest Lecturer: Joel Fein MD, MPH Professor of Pediatrics and Emergency Medicine, The Children's Hospital of Philadelphia at the University of Pennsylvania School of MedicineConsidering Developmental Levels when Planning Public Health Interventions (G) Chp 15(BB)Young, Borland, Coghill (2010). An actor-Network Analysis of Policy Innovation for Smoke-Free Places: Understanding Change in Complex Systems 811/4Community & Group ModelsMobilizing Organizations for Health Promotion: Theories for Organization ChangeCommunication and Health Behavior Change: The Media Studies Frame WorkPerspectives on Group, Organization and Community Interventions (G) Chps 16 & 17(BB) Merritt, Taylor, & Mullany (2009). Ancillary Care In Community-Based Public Health Intervention Research (BB) Merzel & D’Afflititti (2003). Reconsidering Community-Based Health Promotion 911/11QUIZ 2Theory in Research & Practice Theory The Precede-Proceed Model Social Marketing Ecological Models of Health Behavior(G) Chps 18, 19, 20 (BB) Shattell, Quinlan-Colwell, Villalba, Ivers & Mails (2010). A CBT Group Therapy Intervention with Depressed Spanish-Speaking Mexican Women Living in an Emerging Immigrant Community in the US1011/18Theory in Research & Practice (Continued)Evaluation Perspectives on Using Theory: Past, Present and Future (G) Chps 21 & 22(BB) Cassel (2010). Using the Social-Ecologic Model as a research and Intervention Framework to Understand and Mitigate Obesogenic Factors in Samoan Populations (Ethnicity and Health- 2010) 1112/2Guest Lecturer: Bridgette M. Brawner, PhD, APRN, Distinguished Postdoctoral Fellow Center for Health Equity Research Theory in Research & Practice (Continued)Health and Human Rights Understanding Health Inequalities and Disparities Presentations (BB) Jonathan Mann’s Health and Human Rights Framework 1212/9PresentationsTBD 1312/16Presentations Recap / Close TBD14TBDPresentations /Group work To be scheduled with students during first class meeting TBD