University of Maryland School of Public Health

HLTH 366 –Behavioral and Community Issues in Public Health

Semester: Spring 2020 Sections: 0101, 0102, 0103, 0104, 0105, 0106

Time: Monday and Wednesday 2-2:50 pm Classroom: ESJ 1224 Course webpage: https://myelms.umd.edu/login

Instructor: Evelyn King-Marshall, PhD Office Hours: virtual and in person by appointment Office: SPH 1242E

Phone: 301-405-2789 Email: eckm@umd.edu

TA: Freweyni Gemerew TA: Rayna Wallace

Email: fgemerew@umd.edu Email: rwallac4@umd.edu

Office: SPH 1224- Desk E Office: SPH 1224- Desk E

Discussion Sections: Discussion Sections:

01 = T 09:30-10:20 am_ SPH 0121 03 = W 10-10:50 am _SPH 0121

02 = T 12:30-1:20 pm_ SPH 0121 05 = W 12-12:50 am_ SPH 0121

04 = W 11:00 – 11:50 am _SPH 0121 06 = R 09:30-10:20 am_ SPH 0121

Course Description: The purpose of this course is to promote an appreciation for the role of the social and behavioral sciences in public health. Another aim is to explore how social and behavioral science theories and public health concepts and methods can be applied to the health-illness experience and community interventions.

Course Pre- and Co-requisites: Any one of the following three credit courses: PSYC 100, SOCY 100, SOCY 105, HLTH130, or ANTH 260

Course Learning Objectives:

Upon completing this course, the student will be able to: 1. Critically describe and evaluate the state of behavioral and community health literature in public

health. 2. Describe and apply the social ecological framework used to address public health problems. 3. Demonstrate an understanding of the behavioral and social factors that affect the health of

individuals and communities. 4. Demonstrate an understanding of health inequities in the US and the underlying role of power

differentials in health disparities. 5. Understand and apply the principles of community participation in public health research and

interventions. 6. Explain how racism, the built environment, and societal policies impact public health. 7. Demonstrate knowledge and skills needed to design and implement a public health information

campaign. 8. Demonstrate communication skills key to public health workforce participation and advocacy. 9. Critically describe and apply primary, secondary and tertiary intervention strategies that address

public health concerns. 10. Demonstrate an understanding of individual and community needs and strengths assessments. 11. Demonstrate improved oral and written communication skills.

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Program Competencies Addressed in this Course:

The following competencies for the behavioral and community health and public health science programs are addressed in this course: Public Health Science

1. Identify and define public health problems from an ecological and interdisciplinary perspective. Behavioral and Community Health

2. Identify individual and community level needs for health promotion and disease prevention. 3. Identify principles of community health that are needed for the development of effective health

promotion and disease prevention strategies. 4. Apply statistics and research methods to accurately describe the distribution and examine the

determinants of population health. 5. Describe how to plan, implement, and administer short- and long-term community health

interventions. 6. Describe how to advocate for effective community health initiatives at the local, state, and

federal levels. 7. Identify strategies that effectively incorporate cultural competence within health promotion and

community health initiatives. Skills Learned or Reinforced in this Course:

Critical thinking Oral communication Research skills

Academic writing Group work Time management

Readings:

Edberg, M. (2015). Essentials of Health Behavior. Social and Behavioral Theory in Public Health. Jones

and Bartlett Publishers. ISBN-13: 9781449698508 *This textbook is strongly recommended*

Determinants of Health; except from Essential Readings in Health Behavior;

US Department of Health and Human Services. (2011). National Cancer Institute. Theory-at-a-glance: a guide for health promotion practice; 2005. PDF available online.

Grov, C et al. (2010). Loneliness and HIV-related stigma explain depression among older HIV-positive adults. AIDS Care, 22(5), 630-639.

Fisher, JD et al. (2010). Secondary prevention of HIV in the United States; past, current, and future perspectives. Acquired Immune Deficiency Syndrome, 55(Suppl2), S106-S115.

Lam, J. A., & Rosenheck, R. A. (2000). Correlates of improvement in quality of life among homeless persons with serious mental illness. Psychiatric Services, 51(1), 116-118.

Luxton, D. D., June, J. D., & Fairall, J. M. (2012). Social media and suicide: a public health perspective. American Journal of Public Health, 102(S2), S195-S200.

Miner, Horace (1956), "Body Ritual Among the Nacirema," American Anthropologist, 58(3), 503-507.

LaVeist, T.A. & Nuru-Jeter, A. (2002). Is doctor-patient concordance associated with greater satisfaction with care? Journal of Health & Social Behavior, 43(3), 296-306.

Cousin, G., Mast, M. S., Roter, D. L., & Hall, J. A. (2012). Concordance between physician communication style and patient attitudes predicts patient satisfaction. Patient education and counseling, 87(2), 193-197.

Hafetz, J & Miller, VA (2010). Child and parent perceptions of monitoring in chronic illness management; a qualitative study. Child: care, health and development, 36(5), 655-662.

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Required Technology and Other Materials: Computer access, Microsoft word, PowerPoint Course Communication: The instructor will communicate with students via Canvas announcements, Canvas messages, Canvas email, and student email on record regarding class cancellation, room change, or other timely announcements. Students are responsible for keeping their email address up to date or for redirecting or forwarding email to another address. Failure to check email, errors in forwarding email, and returned email (from “full mailbox” or “unknown user” errors for example) will not excuse a student from missing University announcements, messages, deadlines, etc. Email addresses can be quickly and easily updated at http://www.my.umd.edu or in-person at the Student Service Counter on the first floor of the Mitchell Building. For technical support for University email: www.helpdesk.umd.edu or call 301-405-1400. Course Requirements and Expectations: This course provides students with an overview of behavioral and social science concepts, principles and theories in public health. A variety of instructional methods will be implemented to address course aims including lectures, structured discussions, group projects, group interviews, reaction posts and other “in-class activities”. The success of the course will depend heavily upon active participation by the students--you are strongly encouraged to feel free to present your ideas and to listen respectfully to the ideas of others. One hundred percent attendance is expected.

Major Graded Assignments: Syllabus Quiz: This is a course content quiz due February 9th and must be completed on Canvas. Late

Policy applies. (15 points)

Participation: Various unscheduled in-class assignments will occur throughout the semester. These will

be in the form of impromptu polls, reading quizzes, and miscellaneous application exercises. Combined

these are worth 25 total points and cannot*** be made up in the event of an excused (i.e. sickness) or

unexcused absence. (25 points)

Reaction Posts: Each week (as specified in the course schedule) you are required to submit a reaction

post to the Canvas website. These are NOT a summary of the readings. This is a chance to think critically

about the reading and or class material and write about that. Posts should be structured as individual

responses to the reading and or class lecture, not responses to each other’s posts. A detailed prompt

will be provided on Canvas. There are 11 posts possible and the lowest grade will be dropped. Posts

cannot be made up. (10 @ 2 points= 20 points)

Public Health in the Media: Fact or Fiction: The purpose of this assignment is to explore how

controversial public health issues are portrayed in US culture. Through this assignment you will become

more aware of how health (causes and prevention) are portrayed in the mass media, and in the process

become a more informed public health critic. In-class presentations are scheduled throughout the

semester, 4 -5 students a day. Students cannot present on a previously submitted example. A written

summary of the analysis and a copy of the example must be submitted on Canvas via Turn-it-in by

11:59pm on the Friday after the assigned presentation day. Late Policy applies. (25 points)

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Exams: Three exams will be held throughout the semester. Each exam is combination of multiple

choice, matching, true/false, short answer, and essay questions. Exams cannot be made up unless prior

arrangements have been confirmed or except in extreme circumstances with approved documentation.

(2 @ 65 points + 1 @ 80 points = 210 points)

Public Health Prevention Project: The purpose of this group project is to prepare students to think

through the processes they would employ when developing a public health behavioral intervention.

Specifically, in groups of 2-3, students will: (a) Select a major health topic associated with negative

health outcomes in the US; (b) Identify multilevel risk factors that contribute to the topic; (c) Identify

and investigate health behaviors related to the topic; and (d) Develop a prevention or intervention

program to target the health behavior and subsequent outcome in a specific subpopulation.

The class will use behavioral topics listed in the Healthy People 2020 report (www.healthypeople.gov) as

a starting point for this major course assignment. The selected behavioral topics include: 1) Injury and

Violence Prevention; 2) Mental Health and Mental Disorders; 3) Nutrition and Weight Status; 4) Oral

Health 5) Sexually Transmitted Diseases; 6) Substance Abuse; 7) Tobacco Use 8) Physical Activity 9)

Cancer 10) Adolescent Health. Groups will have the opportunity to select from the 7 behavioral topics.

Each group will focus on their behavioral topic, level of prevention, and outcome for the entire

semester. (This three-part project is worth 105 total points)

Part 1: PH Prevention project worksheets. Six (6) worksheets have been designed to help you

answer essential questions concerning your prevention project and help you move towards developing a

prevention intervention appropriate for your selected health topic. Each worksheet will be completed

in-class within your groups. These worksheets will be reviewed, and feedback will be provided for your

final presentation. (6 @ 5 = 30 points)

Part 2: PH Prevention project oral presentation. Each group will make an in-class presentation

on their final group intervention, describing the Healthy People 2020 topic, outcome, risk factors, and

proposed intervention. These presentations will occur during discussion labs of week 14 and 15. Grades

will be based on peer and instructor review. A detailed rubric will be provided on Canvas. (25 points)

Part 3. PH Prevention project final paper. The final paper (7-10 pages not including references,

double-spaced, font size 12, with one-inch margins all around) includes four sections: (a) epidemiology

of the health topic; (b) multiple levels of risk factors; (c) description of your population; and (d) your

proposed intervention. A detailed rubric will be provided on Canvas. Individual sections are due May

13, 2020 (-5%). Peer Review due by May 15, 2020(-5%). The group paper is due on Canvas via Turn-it-

in by 11:59pm on May 17, 2020. (50 points)

** The prevention project is a group assignment. All points are assigned to the GROUP. If you are

strongly opposed to working in a group for this assignment please contact the course instructor and

your lab TA by February 10th 2020** It is your responsibility to contact your TA with group difficulties

ASAP – Do NOT wait until the final assignment to report problems.**

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**Note that final examinations are scheduled by the campus in the first weeks of the semester and often do not occur during typical class days/times. That schedule is provided to students as soon as possible. Students are expected to attend the final exam as scheduled and should plan accordingly. University Course Related Policies: [Review the campus policies at the website listed below, in particular the section on “student rights regarding undergraduate courses.” Instructors may add course-specific policies in the next section of the syllabus, but all such policies must conform with university policies.]

All University of Maryland-approved course policies are provided at the following website:

http://www.ugst.umd.edu/courserelatedpolicies.html

Policy descriptions, resources, and links to official policy documents are provided for:

Academic Integrity: What is cheating? What is plagiarism? What is the Honor Pledge?

Code of Student Conduct: What behavior is prohibited?

Sexual Misconduct: What to do in cases of sexual harassment or sexual assault.

Non-Discrimination: Procedures to prohibit discrimination, complaints about discrimination, harassment, and retaliation.

Accessibility: Information about disability support services (DSS) and accommodations.

Attendance, Absences, or Missed Assignments: The student must notify the instructor in a timely manner (typically first week of class). Read this prior to Schedule Adjustment date.

Student Rights Regarding Undergraduate Courses: What should I find in the course syllabus? Am I allowed to see my exams after they are graded?

Official UMD Communication: Use of email, communication with faculty, communication about cancelled class meetings, and weather-related or other urgent notifications

Mid-Term Grades: Provided for 100 and 200 level courses, and all student athletes.

Complaints About Course Final Grades: Questions about course grades should first be addressed to the course instructor.

Copyright and Intellectual Property: Who owns the work that I produce in class?

Final Exams: Final exams are scheduled by the University.

Course Evaluations: The School of Public Health is committed to the use of student course evaluations for improving the student experience, course and curriculum delivery, and faculty instruction.

Campus Resources: ELMS, counseling, learning workshops, tutoring, writing help, questions about graduation, adding or dropping classes, withdrawing from the semester, etc.

Grievance Policy: Grievance Procedure for undergraduate students has been streamlined and is outlined in the policy. As with other policies the first step is to attempt an informal resolution. Dates are provided to guide the timeliness of the grievance: a formal grievance must be submitted within twenty (20) business days after the first day of instruction of the next regular semester."

Course Procedures and Policies: Inclement Weather / University Closings / Emergency Procedures: In the event that the University has a delayed opening or is closed for an emergency or extended period of time, the instructor will communicate to students regarding schedule adjustments, including rescheduling of examinations and assignments due to inclement weather and campus emergencies.

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Laptops and other technology: Laptops and other technologies are allowed in lecture only for note-

taking. Students using laptops and other technologies for purposes other than note-taking will lose

participation points. Laptops and other technologies are not allowed in lab EXCEPT for worksheet days.

On worksheet days, laptops will assist with necessary research on your assigned Healthy People topic.

Presenters may bring a laptop to assist with their Public Health in the Media discussion as needed.

Classroom Etiquette: Side conversation and other disruptive behavior are not permitted in lecture nor

discussion. Failure to comply will result in loss of participation points and you may be asked to leave the

class.

Late Policy:

Both lab and lecture will start right on time. It is especially important that you are not late to lab.

Showing up late to lab disrupts the TA, interrupts the class schedule, and delays progress on the group

assignment.

Lecture:

Missed participation points related to any activity that day

Worksheet Days

Between 5-15 mins late .5 point deduction from the total worksheet grade

Between 16-25 mins late 1 point deduction from the total worksheet grade

<26 minutes late no credit

Fact/ Fiction Days

Potential loss of participation points

Late work and Missed Assignments /Exams:

All assignments are due as stated in the syllabus/Canvas. Assignments missed due to an unexcused

absence will have a 10% deduction for each day it is late unless arrangements have been made ahead of

the due date with the instructor/TA. Assignments will be accepted up to 3 business days late (30%

deduction).

All assignments missed due to an excused absence will be accepted up to 5 business days after you

return to class. A medical note or similar documentation must also be submitted to the TA/instructor

within 5 business days. No points will be deducted.

Participation (in-lecture) assignments may not be made up. One exception is allowed per semester.

Students must submit medical documentation to their TA within 5 business days of the missed

participation assignment. The total points for that assignment will be deducted from the denominator

when calculating your final grade.

Reaction posts are open for a minimum of 5 days therefore they cannot be made-up. No exceptions.

Exams can only be made up in the event of written excuse in advance of the scheduled exam except in a

case of emergency (sickness, etc.) written documentation is required and must be submitted within 5

business days.

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Final Grades: If you have questions or concerns about assignment grade and would like a review, you must submit a request within 3 business days of published grade. End of the semester fudge points/assignments are not possible. The final letter grade is based on total points not the percentage provided on Canvas calculation. Grades are not rounded under any circumstance (i.e. 387.5 = A). Excluding a calculation error; your final grade is your final grade. The final paper will not be regraded excluding extreme circumstances. Available Support Services:

Stressed? If you are experiencing difficulties in keeping up with the academic demands of this course, contact the Learning Assistance Service (301-314-7693). Their educational counselors can help with time management, reading or math learning skills, note taking, and exam preparation skills. All their services are free to UMD students.

Ill? If you are ill or encountering personal difficulties, please let me know as soon as possible and contact the Student Health Center (301-314-8180) and or the Counseling Center (301-314-7651) for assistance.

Testing accommodations? If you have a documented disability and wish to discuss academic accommodations for test taking or other needs, you will need documentation from Disability Support Service https://www.counseling.umd.edu/ads/.

Writing help? UMD writing center offers services to improve students writing, research and critical thinking skills. They offer a host of student resources including online tutoring and paper review. http://www.english.umd.edu/academics/writingcenter.

Grading Procedures: Grading Scale:

Assignment Points Due Date

Syllabus Quiz 15 2/9/20

Participation 25 Ongoing

Reaction posts 20 Ongoing

Public Health in the Media 25 Ongoing

Student Exams

Exam 1 (Lesson 1-5) 65 3/2/20

Exam 2 (Lesson 6-11) 65 4/13/20

Exam 3 (Lesson 1-15) 80 Exam week TBD

Prevention Project

Project worksheets 30 Ongoing

Oral presentation 25 Week 14 & 15 Lab

Individual sections* (-5%) 5/13/20

Peer Review 5/15/20

Group Final paper 50 5/17/20

Total: 400

LTR. % PTS LTR. % PTS

A+ 97 388 > C 73 292- 307

A 93 372-387 C- 70 280-291

A- 90 360-371 D+ 67 268-279

B+ 87 348-359 D 63 252 -267

B 83 332-347 D- 60 240-251

B- 80 320-331 F <59 <239

C+ 77 308-319

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Course Schedule Summary

Session Date Topic Assignments

# 1 1/27 & 1/29

a. Course introduction b. Health, health behavior, illness & disease

Topic Assign

# 2 2/3 & 2/5

a. societal level theory b. Societal level theory & application

Fact/Fiction R. post 1 Syllabus Quiz

# 3 2/10 & 2/12

a. Communities and community level theory & application b. Continued...

Fact/Fiction R. post 2

# 4 2/17 & 2/19

a. Relationship level theory & application b. Continued...

Worksheet 1 R. post 3

# 5 2/24 & 2/26

a. Individual level theory & application b. Continued.../ Exam Review

Worksheet 2 Study

# 6 3/2 & 3/4

a. Exam 1: Weeks 1-5 b. Major Concepts: stress, coping & social support

Fact/Fiction R. post 4

# 7 3/9 & 3/11

a. Primary prevention for general populations b. Continued...

Worksheet 3 R. post 5

# 8 3/16 & 3/18

SPRING BREAK R. post 6

# 9 3/23 & 3/25

a. Secondary prevention for at risk populations b. Continued...

Worksheet 4 R. post 7

# 10 3/30 & 4/1

a. Tertiary prevention: improving quality of life b. Continued...

Worksheet 5

# 11 4/6 & 4/8

a. Death and dying b. Continued.../Exam Review

Worksheet 6 Study

# 12 4/13 & 4/15

a. Exam 2: Weeks 6-11 b. Program evaluation: Assessing progress in promoting health

Fact/Fiction R. post 8

# 13 4/20 & 4/22

a. Doctor patient communication b. Continued...

Fact/Fiction R. post 9

# 14 4/27 & 4/29

a. Health communication b. Continued...

Presentations R. post 10

# 15 5/4 & 5/6

a. Health disparities b. Continued...

Presentations R. post 11

# 16 5/11 a. Course wrap-up / Final exam review Study

Exam TBA Final examination – schedule (day/time) to be announced. Final Paper

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Note: Numbers listed after “Learning Objectives” and “Program Competencies” show linkage between material covered in each session and the numbered learning objectives and program competencies respectively shown on page 1 and 2 of this syllabus.

Required Session Outline

Week 1 January 27th/29th

Topic: Course introduction / Health, health behavior, illness & disease Learning Objectives: 1 Program Competencies: Readings: Determinants of Health; excerpt from Essential Readings in Health Behavior; Edberg ch. 1 & 2. Lab: Introductions & Course logistics Assignments: Review Syllabus

Week 2 February 3rd/5th

Topic: Societal level theory & application Learning Objectives: 1, 2, 3 Program Competencies: 3, 4, 6, 7 Readings: Edberg, ch. 3 & 7; Theory at a Glance, pgs. 3-12.

Lab: Fact/Fiction Assignments: Reaction post 1 & Syllabus Quiz

Week 3 February 10th/12th

Topic: Communities and community level theory & application / Continued Learning Objectives: 1, 2, 3 Program Competencies: 3, 4, 6, 7 Readings: Edberg, ch. 6; Theory at a Glance, pgs. 22-27. Lab: Fact/ Fiction Assignments: Reaction post 2

Week 4 February 17th/19th

Topic: Relationship level theory & application / Continued Learning Objectives: 1, 2, 3 Program Competencies: 3, 4 Readings: Edberg, ch. 5; Theory at a Glance, pgs. 19-22. Lab: Worksheet 1 Assignments: Reaction post 3

Week 5 February 24th/26th

Topic: Individual level theory & application / Continued; Exam 1 Review Learning Objectives: 1, 2, 3 Program Competencies: 3, 4 Readings: Edberg, ch. 4. Lab: Worksheet 2 Assignments: Study

Week 6 March 2nd/4th

Topic: Exam 1; Major Concepts: stress, coping & social support Learning Objectives: 3 Program Competencies: 4 Readings: Grov et al., 2010. Lab: Fact/ Fiction Assignments: Reaction post 4

Week 7 March 9th/11th

Topic: Primary prevention for general populations / Continued Learning Objectives: 9 Program Competencies: 1, 2, 6, 7 Readings: Edberg, ch. 8 & 9. Lab: Worksheet 3 Assignments: Reaction Post 5

Week 8 March 16th/18th

Topic: Spring Break! Learning Objectives: 9 Program Competencies: 1, 2, 6, 7 Readings: Edberg ch. 13; Fisher et al. 2010. Lab: None Assignments: Reaction post 6

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Week 9 March 23rd/25th

Topic: Secondary prevention for at risk populations / Continued Learning Objectives: 9 Program Competencies: 1, 2, 6, 7 Readings: Edberg ch. 13; Fisher et al. 2010. Lab: Worksheet 4 Assignments: Reaction post 7

Week 10 March 30th/April 1st

Topic: Tertiary prevention: improving quality of life / Continued Learning Objectives: 9 Program Competencies: 1, 2, 6, 7 Readings: Lam & Rosenheck, 2000. Lab: Worksheet 5 Assignments: Study

Week 11 April 6th/8th

Topic: Death and dying / Continued ; Exam 2 review Learning Objectives: 3 Program Competencies: 4, 6, 7 Readings: Hafetz & Miller, 2010. Lab: Worksheet 6 Assignments: Study

Week 12 April 13th/15th

Topic: Exam 2; Program evaluation: assessing our progress in promoting health Learning Objectives: 3 Program Competencies: 5, 6, 7 Readings: Edberg, ch. 14. Lab: Fact/Fiction Assignments: Reaction post 8

Week 13 April 20th/22th

Topic: Doctor patient communication/ Continued Learning Objectives: 5, 7, 8, 10 Program Competencies: 2 Readings: Edberg, ch. 11 & 16; Luxton, June, & Fairall, 2012. Lab: Fact/Fiction Assignments: Reaction Post 9

Week 14 April 27th/29th

Topic: Health communication/Continued Learning Objectives: 4, 6 Program Competencies: 4 Readings: LaVeist & Nuru-Jeter, 2002; Cousin, Mast, Roter, & Hall 2012.

Lab: Final presentations Assignments: Reaction post 10

Week 15 May 4th/6th

Topic: Health disparities / Continued Learning Objectives: 11 Program Competencies: 1, 5, 6, 7 Readings: Edberg ch. 15; Miner, 1956. Lab: Final presentations Assignments: Reaction post 11

Week 16 May 11th

Topic: Course wrap-up / Final exam review Learning Objectives: 11 Program Competencies: 1, 5, 6, 7 Readings: Goldman & Schmalz, 2013. Lab: None Assignments: Study