1. Areas of Responsibility for Entry-Level Health Educators
Responsibility I Summary
I have demonstrated Responsibility I: Assessing Needs, Assets, and Capacity for Health
Education in my Senior Assessment, Woodland S.A.S.: Seniors Alleviating Stress. My group
and I identified a stakeholder, Kathleen Gardner, who could help us implement a needs
assessment at Woodland Hall. She allowed us to set up a table in Woodland Hall lobby where
we were able to pass out needs assessments. The instrument of assessment was a five question
survey, which collected primary data. We included a statement at the top of the needs
assessment that assured their confidentiality, which demonstrates ethical standards.

2. Evidence of Responsibility I
We are a group of senior community health educators interested in implementing a program at
Woodland Hall geared toward freshman and mental health. This survey is completely
anonymous so do not include your name and please be as honest as possible. Thank you.
1. In the past week have you felt (circle all that apply)
A) lonely
B) overwhelmed
C) depressed
D) anxious
E) stressed
F) other______________________________________________________________________
2. What type of things stress you? (Circle all that apply)
A) school
B) relationships (romantic and nonromantic)
C) financial situations
D) work
E) extra activities
F) living situations (residential hall or at home)
G) self esteem/body image
H) other______________________________________________________________________
3. How do you relieve stress
a) I don't
b) recreation (gym/physical activity)
d) sleep
e) talking to friends or trusted person
f) drugs/alcohol
g) sexual activity
h) other _______________________________________________________________________
4. What kind of incentives would you like?
A) food
B) prizes
C) I don't need an incentive
5. What's the best time and day for you to attend a presentation?
__________________________________________________________________________

3. Responsibility II Summary
I have demonstrated Responsibility II: Plan Health Education in my Senior Assessment,
Woodland S.A.S.: Seniors Alleviating Stress. My group and I involved priority populations and
other stakeholders in the planning process by doing a needs assessment with the freshmen and
planning the program with Kathleen Gardner, associate director of student life on campus. We
developed goals and measurable objectives based on our needs assessment results. Our
strategies for carrying out our objectives was consistent with our objectives. Our strategies for
our meeting our objectives included demonstrating stress reduction techniques, facilitating
discussions, and helping the freshmen identify attainable stress reduction resources.

4. Evidence of Responsibility II
Program Goals, Objectives, and Activities
 Goal 1: Reduce stress levels among the freshmen residents of SIUE's Woodland Hall.
o Objective 1a: At the conclusion of Walk with a Senior, 50% of participants will
correctly identify three effective stress reduction techniques.
 Intervention: During Walk with a Senior, participants will learn multiple stress
reduction techniques to reduce stress, including physical fitness, academic advice,
and counseling.
 Theory and construct: Social Cognitive Model - Behavioral Capability
 Measured by: Pre and post test that measures if they can correctly identify three
strategies to reduce their stress levels. Question: List three techniques you learned
today to relieve stress.
o Objective 1b: At the conclusion of Walk with a Senior, 85% of participants will
indicate that they are likely or very likely to use the stress relief techniques that we
taught them in the future.
 Intervention: During Walk with a Senior, seniors will discuss with participants the
resources available to them on campus to reduce stress, including the Fitness
Center, Counseling Services, and 24/7 area to study in the Student Success
Center.
 Theory and construct: Social Cognitive Theory - Self-efficacy
 Measured by: Post-test question that identifies if they will use the stress reduction
techniques in the future. Question: How likely are you to use the techniques you
learned today to relieve stress in the future?
o Objective 1c: At the conclusion of Unwind with Yoga and Yogurt, 100% of
participants will be able to demonstrate three different yoga poses.
 Intervention: During Unwind with Yoga and Yogurt, at the same time participants
will learn different yoga poses from instructor and demonstrate the poses
themselves.
 Theory and construct: Social Cognitive Theory - Behavioral Capability
 Measured by: Participants engaging in the yoga poses, observed by program
planners
o Objective 1d: By October 27, 2014, Woodland planning team will go to different
resources on campus and get pamphlets to distribute to participants.
 Intervention: Woodland planning team will learn of the many different resources
located on campus
 Theory and construct: Social Cognitive Theory – Self-efficacy
 Measured by: number of pamphlets taken from Unwind with Yoga and Yogurt
event
o Objective 1e: At the conclusion of Unwind with Yoga and Yogurt, 70% of participants
will be able to list at least one of the days and times for yoga taught at SIUE fitness
center.
 Intervention: During Unwind with Yoga and Yogurt, group members will
announce multiple times to participants the times and days of yoga taught at SIUE

5. fitness center. Participants will also receive a handout of the days and times of
yoga taught at SIUE fitness center (see Appendix D).
 Theory and construct: Social Cognitive - Self-efficacy
 Measured by: Participants correctly answering post-test question. Question: What
day and time is yoga taught at SIUE fitness center?”
o Objective 1f: At the conclusion of Unwind with Yoga and Yogurt, 90% of participants
will report a decrease in their stress level.
 Intervention: During Unwind with Yoga and Yogurt, participants will participate
in yoga and engage in a group discussion to help reduce stress.
 Theory and construct: Social Cognitive Theory - Behavioral Capability
 Measured by: Participants reporting their stress level decreasing from their pre-
test to their post-test.
o Objective 1g: At the conclusion of Unwind with Yoga and Yogurt, 80% of
participants will be likely or very likely to continue doing yoga as a stress relief
technique in the future.
 Intervention: Showing participants how to do yoga poses and when yoga is taught
at the SIUE fitness center
 Theory and Construct: Social Cognitive Theory - Self-efficacy
 Measured by: Participants reporting that they will be likely or very likely to
continue doing yoga as a stress relief technique in the future in the post-test.
 Goal 2: Advertise for the events Unwind with Yoga and Yogurt and Walk with a Senior.
o Objective 2a: By October 27, 2014, the Woodland team will have 75 flyers and 2
posters posted in Woodland Hall to promote the event Unwind with Yoga and Yogurt
in the MFR.
 Measured by: 75 flyers printed and 2 posters hung up that will be tracked by
planners
o Objective 2b: By October 27 2014, the Woodland team will have an advertisement
for the Social Media Group to post on their multiple social media sites for the event
Unwind with Yoga and Yogurt.
 Measured by: Group members tracking when their advertisements for Unwind
with Yoga and Yogurt were posted on multiple social media sites.
o Objective 2c: By October 27 2014, the Woodland team will have flyers and posters
posted in Woodland Hall to promote the event Walk with a Senior.
 Measured by: 1 poster posted and 50 flyers printed for Walk with a Senior.
o Objective 2d: By October 27 2014, the Woodland team will have an advertisement
for the Social Media Group to post on their multiple social media sites for the event
Walk with a Senior.
 Measured by: Group members tracking when their advertisements for Walk with a
Senior were posted on multiple social media sites
o Objective 2e: The Woodland team planners will recruit the day of 11/6 from 12:30-
2:00 in the lobby to recruit freshmen to come on a Walk with a Senior.
 Measured by: Number of participants who attend the event.

6. Responsibility III Summary
I have demonstrated Responsibility III: Implement Health Education in my Senior
Assessment, Woodland S.A.S.: Seniors Alleviating Stress. My group and I implemented a plan
of action by applying the PRECEDE/PROCEED model to our program. We monitored
implementation of health education by coming up with a timeline to have certain things done by
a specific deadline before our program began. We trained ourselves what to say and do that
would be best to educate the participants. We monitored our implementation by asking for
participant feedback during the program and making changes accordingly.
Evidence of Responsibility III

7. Phase 1 & 2Phase 3Phase 4Phase 5
Phase 6
Phase 8
Social & Epidemiological
Assessment
Behavioral & Environmental
Assessment
Educational & Ecological
Assessment
Administration & Policy
Assessment
Implementation
Process Evaluation Impact Evaluation Outcome Evaluation
Phase 7 Phase 9
Health Target
Mental health
issuessuchas
suicide,depression,
anxiety,stress,
relationship/room
mate difficulties,
and loneliness
Behavioral Target
Stress,anxiety,being
overwhelmed,and
loneliness
PredisposingFactors
Negative attitudetowards
mental health
Little knowledge of stress
reductiontechniques
Mental healthnota priority
Studentsmightnotknow
theyneedhelp
ReinforcingFactors
Decline insocial connection
amongpeers
Strongfamilysupport
system
Healthcare workersthatare
comfortable tobe around
Mediaattachesnegative
stigmato mental health
Enabling Factors
Counselingandhealth
servicesare twoaffordable
resourcesavailabletoSIUE
students
No skillstoeffectively
manage stress
No time toaddressmental
healthissuesdue toother
responsibilities
Intervention
UnwindwithYoga
and Yogurt
Walkwitha
Senior
Environmental
Targets
Social supportand
resourcesassociated
withhelpingfreshmen
deal withmental
health

8. Responsibility IV Summary
I have demonstrated Responsibility IV: Conduct Evaluation and Research Related to
Health Education in my Senior Assessment, Woodland S.A.S.: Seniors Alleviating Stress. We
developed plans for evaluation using research methods by determining if the participants learned
from our program. In our program we were wanting participants to learn how to use stress
reduction techniques. We designed instruments to collect data by creating a pre and post-test to
measure what participants learned using quantitative evaluation methods. We distributed the pre
and post-tests before and after the program. From this evaluation we found that we were
successful in meeting our objectives.

9. Evidence of Responsibility IV
Pre Test
Thank you for attending Unwind with Yoga and Yogurt. We are doing a stress relief program
targeting freshmen. We are asking you to fill out this pre-test but you may choose not to. The
results will remain completely anonymous. Thank you for participating in this event.
1. What is your stress level currently? 1 being not stressed at all and 10 very stressed? Circle one.
1 2 3 4 5 6 7 8 9 10
No stress. A lot of stress
2. Have you ever participated in yoga before? Circle one.
Yes No
3. If yes, where did you participant in yoga at?
A. At SIUE fitness center
B. Other. Please use the space to tell us where.
4. What day and time is yoga taught at SIUE fitness center? Please use the space provided to fill
in your answer.
Post-Test
Thank you for participating in Unwind with Yoga and Yogurt. We are doing a stress relief
program targeting freshmen. We are asking you to fill out this post-test but you may choose not
to. The results will remain completely anonymous. Thank you for participating in this event.
1. After participating in yoga, what is your current stress level?
1 2 3 4 5 6 7 8 9 10
2. How likely are you to continue doing yoga as a stress relief technique in the future?
Not likely likely very likely
3. What day and time is yoga taught at the fitness center? Please use the space provided to fill in
your answer.

10. Responsibility V Summary
I have demonstrated Responsibility V: Administer and Manage Health Education in my
Senior Assessment, Woodland S.A.S.: Seniors Alleviating Stress. We managed fiscal resources
by discussing funding opportunities with our campus partner and working on a budget. We were
awarded around $40 from our campus partner and $100 from the Department of Kinesiology and
Health Education. We spent much of our budget on incentives for the attending the program.
We obtained acceptance and support for our program by keeping constant communication
between stakeholders in our program, such as Kathleen Gardner and Nicole Klein.
Evidence of Responsibility V

11. 38.62
100.00
5.46
38.62
Donated
Donated
79.61
20.00
Free
Donated
Donated
144.08
118.23
143.69
0.39
5.46
Budget
Revenue and Support
Contribution from team ____________________
Donation from Campus Partner ____________________
KHE Funds ____________________
Total Income ___________________
Expenditures
Direct Costs
Personnel
Salary & Wages ____________________
Supplies
Instructional materials _____________________
Incentives _____________________
Food _____________________
Binding _____________________
Meeting Cost _____________________
Equipment _____________________
Sales Tax _____________________
Advertising _____________________
Total of direct costs __________________
Total expenditures __________________
Balance

12. Responsibility VI Summary
I have demonstrated Responsibility VI: Serve as a Health Education Resource Person in
my Senior Assignment, Woodland S.A.S.: Seniors Alleviating Stress. My group obtained and
disseminated health-related information during our programs. We found that our population was
in need of stress relief information. We obtained valid information resources by accessing
information from places like the American College Health Association and the Journal of
Clinical Psychology. We conveyed health-related information to priority populations by
demonstrating and discussing stress reduction techniques and providing attainable resources to
our priority population during our implementation of our program Unwind with Yoga and
Yogurt.
Evidence of Responsibility VI

13. FRESHMEN OUTREACH FORM
STUDENT ISSUES ONLINE SUPPORT
Need a tutor? www.siue.edu/is
Need more career direction? www.siue.edu/careerdevelopmentcenter
Need an on campus job? www.siue.edu/studentemployment
Need to get involved-bored? www.siue.edu/kimmel
Need help planning spring classes? www.siue.edu/advising
Need public transportation? www.mct.org
Need to pay for parking violations? www.siue.edu/parking
Need to turn in shot records? www.siue.edu/healthservice
Need to know fall deadlines? www.siue.edu/registrar
Need a different roommate? www.siue.edu/housing
Need more SIUE apparel? www.siue.edu/muc/bookstore
Need to stay physically healthy? www.siue.edu/crec/sfc
Need to talk to licensed personal counselor? www.siue.edu/counseling
Need to know of campus recreation? www.siue.edu/crec
Need to improve study skills? www.siue.edu/is/courses/ad115
Need scholarship opportunities? www.siue.edu/financialaid/scholarships
Need to find SIUE’s online catalog? www.siue.edu/registrar
Need to know the menu in our cafeteria? www.siue.edu/muc/dailymenu/
Need to keep hair trimmed? www.siue.edu/muc/hair.shtml
Need help with a Speech presentation? www.siue.edu/is/speechcenter

14. Responsibility VII Summary
I have demonstrated Responsibility VII: Communicate and Advocate for Health and
Health Education in my internship with Madison County AIDS Program. I assessed and
prioritized health information and advocacy needs by conducting research of secondary data in
regards to sexual health needs. I engaged in health education advocacy by engaging stakeholders
in Madison County’s colleges and universities for National Condom Week, which promoted safe
sex in college students. I delivered safe sex messages using a variety of strategies, methods and
techniques including, condom demonstrations, learning games, and incentives that were tailored
to the priority population.
Evidence of Responsibility VII