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Presentation j byelick


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The attached presentation is Jenny Byelick’s UIC School of Public Health Capstone project for her Master of Public Health degree, relating the introductory public health course at Pedro Albizu Campos …

The attached presentation is Jenny Byelick’s UIC School of Public Health Capstone project for her Master of Public Health degree, relating the introductory public health course at Pedro Albizu Campos High School as part of a comprehensive public health curriculum. Public health curricula at the high school level may be a vehicle for addressing health disparities and improving health outcomes among adolescents, particularly in socially marginalized communities. Public health curricula may address health disparities and contribute to the composition of the future health professions workforce; this is especially relevant when high school education programs are linked to career pipelines. This presentation addresses how a school course encompassed aspects of population wellness utilizing social constructionist methods of education. The course was developed adhering to a theoretical framework influenced by principles of positive youth development, critical race theory and school connectedness. This presentation also discusses lessons learned and future directions of the public health curriculum in Humboldt Park. Next steps include improving and evaluating the public health curriculum and career-linked pipeline and connecting this program with other area schools.

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  • 1. Career Pipeline-Linked Public Health Curricula in Secondary Education Lessons Learned from the First Year in a Chicago Latino Community
    Jenny Byelick, MPH Candidate
    University of Illinois at Chicago
    School of Public Health
    April 22, 2011
  • 2. Public Health Significance
    Adolescence = critical time in development to address health- related behaviors
    Latino youth exhibit elevated rates of:
    Lack of adequate sleep
    Suicide ideation or attempts
    Sexual behaviors that contribute to unintended pregnancies or sexually transmitted infections (HIV)
    Higher risk for diabetes
    Centers for Diseases Control YRBSS (2009);Healthy People 2010 and 2020
  • 3. Future Implications of Adolescent Health Issues
    Unhealthy youth today chronic conditions
    Healthy youth learn better!
    Improved education, improved communities
    Issues that impact entire community (i.e. violence)
    Financial burden of chronic diseases due to behaviors started during adolescence
    Annual adult health-related costs from cigarette smoking - $193 billion
    U.S. Department of Health and Human Services. Healthy People 2010.
  • 4. Comprehensive Public Health Curricula
    Public health education in the classroom
    Enhanced personal and public health literacy
    Community-based youth activism
    Connect students to local community health efforts and to college-level public health programs
    Opportunities for mentorship
    Exposure to health professions
    Nutbeam, D. (2006), Freedman, D., Bess, K., Tucker, H., Boyd, D., Tuchman, A., Wallston, and K. (2009)
  • 5. Logic Model – Introduction to Public Health
  • 6. Objectives of Curricula
    1. Address adolescent health disparities
    2. Promote an understanding of root causes of health disparities among youth and in communities
    3. Raise awareness of some solutions at individual, community and policy levels
    4. Interest youth in future health careers, enhancing cultural competence
    5. Connect students to career-linked pipeline programs
  • 7. Classroom Delivery
    Remember DARE?
    Evaluations of DARE program ineffective
    Less overall influence on substance use behaviors when compared to interactive programs
    Traditional lecture style approach on intrapersonal factors, "Just say no” vs. developing strong drug-specific social skills (interpersonal)
    Ennet, S.,Tobler,N., Ringwalt, C. & Flewelling, R. (1994)
  • 8. Theoretical Framework
    Positive Youth Development
    Social Constructivism/
    Youth Organizing Theory
    School Connectedness
    Empowerment Education – Paulo Freire
    Youth as agents of change
    Opposes a “banking education”
    Critical race theory – culture as capital
    Freudenberg, N., Eng, E., Flay, B., Parcel, G., Rogers, T. & Wallerstein, N. (1995), Link, B and Phelen, J. (2007), Yosso, T. (2005), Watts, R. & Flanagan, C. (2007), Oyserman, D., Bybee, D. & Terry, K. (2006)
  • 9. Anticipated Outcomes
    Involve youth with local health initiatives
    Enhance personal and public health literacy skills
    Interest youth in public health careers
    Create positive possible selves
    Improve adolescent health outcomes
    Inspire youth public health leadership
    Change community norms to support healthy behaviors
  • 10. Case Study in Humboldt Park, Chicago
    Health disparities:
    • 47% of children are overweight or obese
    • 11. 1 in 4 Puerto Rican children in the community have asthma
    • 12. 14% of residents are afflicted with diabetes (compared to 8% of the total U.S. population with diabetes)
  • 13. Puerto Rican Cultural Center
    Founded in 1972
    Community building and business development
    Cultural and arts center
    Vida/SIDA – HIV Outreach
    Muevete – Physical fitness
    Project CURA – Asthma prevention and child care
    CDC-funded diabetes program – Block by Block
    Healthy foods cooperative/urban agriculture
    Award winning alternative charter high school – Dr. Pedro Albizu Campos Alternative High School (PACHS)
  • 14. PACHS Public Health Curriculum
    Introductory public health course
    Science-based urban agriculture program
    Opening of the school greenhouse
    Underage youth drinking campaign
    Youth engagement with local community health campaigns
  • 15. Introduction to Public Health elective
    Unit 1 – Intro to Community Health and Disease
    Unit 2 – Health Issues
    Unit 3 – Personal and Relationship Well-being
    Unit 4 – Transformation/Social Change
    *Based on Illinois State Standards in health and physical education
  • 16. PACHS Pipelines to Health Careers
    Funded by Advocate Bethany Community Fund
    Selected students from the introductory public health course to apply
    1.) Academic - develop skills necessary for college/ACT
    2.) Community - interactive activities on health disparities and public health interventions within the Humboldt Park community
    3.) Health Careers Exploration - summer internships
  • 17. 15
    Educating their community
  • 18. Opening an urban greenhouse
  • 19. 17
  • 20. Advocating for healthy choices
  • 21. Limitations/Challenges
    Preparation and staff time
    Resource availability/funding
    Fluctuations in the student body and attendance issues
    Variations in student cognitive abilities
    Strong student emotional responses
  • 22. Semester 1: Student Survey
    Positive Feedback:
    Enjoyed class discussions and appreciated a forum for asking questions
    Felt instructors were supportive, knowledgeable and attentive
    Indicated the course covered a comprehensive span of relevant health topics
    Areas for Improvement:
    Frustrations with course management, behavioral issues
    More reading and writing activities in class
    Field trips outside the community
  • 23. Course Evaluation
    Student journals and reflections, in class feedback
    End of course survey
    Pre and Post testing
    Pretest designed for current semester
    Assess student knowledge across domains (personal health behaviors, disease specific content, environmental influences to health, public health literacy)
  • 24. Lessons Learned
    Engaging students and improving attendance
    Improved general math and literacy skills
    Effectively reaching students
    Self-reflection on becoming an organic intellectual
    Relationship building and critical engagement with personal and social issues
    Tickle, L.( 2001)
  • 25. Future Directions
    Evaluate and improve introductory public health course
    Plans to have linked pipeline and curricula across 8 elementary and 4 high schools in the greater Humboldt Park area
    Plans to have a life skills course incorporated into curricula to enhance prevention
  • 26. From the students
    My father’s 5 brothers and 1 sister all have diabetes. My doctor says my brother and I have a 70% chance of getting diabetes. Since then, we changed our ways of eating and hopefully lowered our chance of getting this illness.
    Diabetes has a major effect on my community. I feel we need to take action and help prevent future generations from being diagnosed; some ways could be holding community exercise events to keep our children fit, more super markets and less fast food restaurants so we can eat healthy and finally, monthly check ups to make sure we keep our blood sugar levels balanced.
  • 27. From the students
    In my old school, I didn’t care because my teachers didn’t care. They taught and everything, but didn’t seem like they wanted to be there and were just going through the motions. Here, I can tell teachers care about me and it makes me want to do well for myself.
  • 28. From the students
    We learn about how the whole community influences health, not just what you can do to keep healthy.
    This class is the bomb! I never had a health class that covered so much.
  • 29. Selected References
    Centers for Disease Control and Prevention. (2009) School Connectedness: Strategies for Increasing Protective Factors Among Youth. Atlanta, GA: U.S. Department of Health and Human Services.
    Bocksay, K., Harper-Jemison, D., Gibbs, K., Weaver, K., Thomas, S. (2007)
    Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
    Birkhead, G., Riser, M., Mesler, K., Tallon, T. & Klein, S. (2006) Youth Development Is a Public Health Approach. J Public Health Management Practice, S1–S3.
    International Union for Health Promotion and Education- IUHPE (2010) Achieving Health Promotion in Schools: Guidelines for Promoting Health in Schools. Accessed from
    Carline, J & Patterson, D. ( 2003) Characteristics of Health Professions Schools, Public School Systems, and Community-based Organizations in Successful Partnerships to Increase the Numbers of Underrepresented Minority Students Entering Health Professions Education. Acad. Med; 78:467–482.
    U.S. Department of Health and Human Services. Healthy People 2010. Volumes 1 and 2. Washington, DC: U.S. Government Printing Office, November 2000. This information can also be accessed at
    Youth Risk Behavior Survey (YRBS) (2009) Center for Disease Control. Accessed from
    Towey, K. & Fleming, M. (2003) Healthy People 2010: Supporting the 21 Critical Adolescent Objectives. American Medical Association.
    Paul, T., Park, M., Nelson, C., Adams, S., E. Irwin, C. & Brindis, C. (2009) Trends in Adolescent and Young Adult Health in the United States. Journal of Adolescent Health; 45:8-24.
    Bocksay, K., Harper-Jemison, D., Gibbs, K., Weaver, K., Thomas, S. (2007). Community Area Health Inventory Part One: Demographic and health profiles. Health Status Index Series Vol. XVI No. V. Chicago, Ill: Chicago Department of Public Health, Office of Epidemiology. Retrieved April 30, 2010 via
    Frieden, T. (2010) A Framework for Public Health Action: The Health Impact Pyramid. American Journal of Public Health; 100(4); 590-595.
    Yosso, T. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education; 8(1): 69-91.
    Ennet, S.,Tobler,N., Ringwalt, C. & Flewelling, R. (1994) How Effective Is Drug Abuse Resistance Education? A Meta-Analysis of Project DARES Outcome Evaluations. American Journal of Public Health; 84(9): 1394-1401.
    Tickle, L.( 2001) The Organic Intellectual Educator. Cambridge Journal of Education; 31(2): 159-172.
  • 30. Acknowledgements
    Thank you for your ongoing support and dedication in making the public health curriculum in Humboldt Park possible!
    Dr. Michele Kelley
    Dr. Michael Fagen
    Jose Lopez
    Zenaida Lopez
    Juana Ballesteros
    Vanessa Santiago
    Matthew Rodriguez, Judith Diaz and all faculty/staff at PACHS
    UIC and Humboldt Park community partners