Office: ed148 Office Hours: t & th 12: 00p – 1: 45p Email



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Western Oregon University

Division of Health and Physical Education


HE385 Foundations of Health Education

Spring Term 2009
Instructor: Janet Roberts, MAT, CMA (AAMA), CHES Phone: 8-8985 / (503) 838-8985

Office: ED148 Office Hours: T & TH 12:00p – 1:45p

Email: robertsjl@wou.edu or by appointment

Website: www.wou.edu/~robertsjl

__________________________________________________________________________


Course Description: History, theory and practice of health education and promotion. Focus on professional competencies, philosophical, ethical and behavioral foundations, credentialing, and professional development.
Course Objectives:

At the completion of the course students will be able to:



  • Describe the history and development of health education and health promotion practice.

  • Articulate a personal and professional philosophy of health promotion and education.

  • Identify and describe the role of the major professional health education and promotion organizations/associations and the role of credentialing in professional development.

  • Compare practice settings (e.g. schools, worksite, health care setting, community health setting) in health promotion and education.

  • Describe and interpret the professional code of ethics for health educators.

  • Apply health behavior theories and principles in the design of behavior change programs.

  • Assess current professional skills relative to the core competencies for a professional health educator.

  • Analyze future trends and emerging challenges in health promotion and education.


Required Text:

Cottrell, R., Girvan, J., & McKenzie, J. (2009). Principles and foundations of health promotion and education, 4th Ed. San Francisco, CA: Benjamin Cummings.


Expectations and Course Policies:

1. I expect that every person in class will respect the opinion and experience of every other student or guest.

2. I expect that each of you will read assigned materials, attend class, and actively participate in class exercises and discussions.

3. Out-of-class assignments are to be typed, spell-checked, grammatically correct, and properly referenced. If you would like assistance with your writing, please take advantage of the Campus Writing Center. The WOU Writing Center is located at APS 401 and the phone number is 8-8286. They are there to help you and they are free!

4. Out-of-class assignments are due the beginning of class on the due date. I do not accept late work. In extenuating circumstances, please notify me as soon as possible.

5. I will follow and enforce the University guidelines for academic dishonesty. All work should be original and completed by the individual student unless otherwise indicated.

6. Exams are to be taken on the day and time assigned. Rescheduling will be considered for emergency reasons only. Please do not hesitate to talk to me if you do have a family or personal emergency.

*Any student needing an accommodation for any type of disability should talk to me

during the first week of class and should contact the Office of Disability Services

(838-8250 v/tty) in AP405.

Course Evaluation:
Attendance & Participation 30 points

Midterm 40 points

Interview 20 points

Behavior Theory Project 40 points

Academic Excellence Reaction Paper 20 points

Final 50 points

Total Points 200 points




Grade

Point range

Grade

Point Range

Grade

Point Range

A

186 – 200

B-

160 – 167

D+

134 – 139

A-

180 – 185

C+

154 - 159

D

128 – 133

B+

174 – 179

C

148 – 153

D-

120 – 127

B

168 - 173

C-

140 - 147

F

0 – 126



Guidelines for Course Assignments:
Attendance & Participation (30 points) (1-5 points per day depending on in-class activity/discussion)

  • Attendance and participation are important aspects of this class. Attendance will be taken every class period. Throughout the term there will be in-class activities that will be turned in at the end of the class period. These activities can NOT be made up if you miss class.

  • Any student who is more than 10 minutes late or leaves more than 10 minutes early will NOT receive attendance and participation credit for the class period.

  • Cell phone use (talking and texting) is considered disruptive behavior. Texting is not considered class participation and points will reflect this.

**Absences for school sanctioned activities (sports, etc) require an email from the student stating the reason for the missed class and I reserve the right to assign make-up work.


Exams (2) – Midterm & Final

You will have two exams in this class. These exams will focus on assigned readings as well as material discussed in class. The format for the exams will be multiple choice, true/false, matching, short answer and essay. Make up exams will be considered in emergency situations only or if prior arrangements are made for specific situations and may be essay format.



Academic Excellence Reaction Paper: (20 points)

Students will need to attend The Academic Excellence Showcase on May 27th. Students need to attend at least one performance or oral presentation and one poster presentation with at least one of the two related to health. After attending the Academic Excellence Showcase, write a 2-3 page, double-spaced, reaction paper and attach verification slips. Grading rubric with complete instructions will be posted on the class website as well as available in class.



Health Educator Interview
Health Education/Health Promotion professionals work in a variety of venues and serve numerous

diverse audiences. To help you better understand the roles and responsibilities of health education

professional, you will be conducting an interview with a chosen health educator. There are a few

restrictions on who you may interview, so read the following statement carefully. You may NOT

interview a WOU faculty member and you may NOT interview a family member. That still leaves many,

many options (e.g. health educators working in public school systems, hospitals and clinics, county

health departments, local agencies and organizations, county extension service programs and private

businesses.)


1. Identify a potential health education professional to interview.

2. Call and ask if the person would be willing to sit down for 30 to 45 minutes and talk with you about his/her career and how they arrived at that career path.

3. Schedule a time and place that is convenient for the health education professional.

4. Prepare a list of questions ahead of time. Conduct the interview and either tape the conversation or take notes.

5. Your completed interview summary is due on
Format for Interview Summary You Will Turn In:


  • Begin by identifying the name of the person you interviewed and his/her career title and current place of employment.

  • This should be followed by a numbered and typed record of the questions you asked and the response given by the health education professional to each question.

  • Finally, write a summary (1-2 pages) of the interview. Discuss what information was most informative or instructive from the interview and what information was most surprising.

Minimal questions you should ask in your interview:



  • Professional preparation (coursework, degree(s), college/university)

  • Prior work experience in health education/health promotion

  • Description of current job

  • Favorite part of his/her job

  • Most challenging part of his/her job

  • Skills most needed to be successful at his/her job

  • Continuing education & professional development

  • Membership in professional organizations/associations


Behavior Theory Project

This project will provide an opportunity to work on health counseling skills as well as to apply health behavior theory in developing a program for a client. You will be working in teams to complete this assignment.


Step #1 Identify a classmate, family member, or friend who is interested in improving his/her eating habits, exercise habits or changing other health behaviors excluding alcohol and tobacco.
Step #2 Instruct the client to complete the behavioral assessment tool provided in class.
Step #3 Schedule a meeting (plan for an hour) with your client to discuss his/her responses to the assessment and to ask follow up questions. Record your follow up questions and responses.
Step #4 In your group, pick one client and analyze your client’s current behavior. Explain that behavior pattern utilizing an assigned behavior change theory that was discussed in class.
Step #5 Identify and explain what constructs you will focus on to help change your client’s current pattern of exercise or eating behavior.
Step #6 Create a logic model for your behavior change program.
Step #7 Prepare a 20 minute professional power point presentation for your classmates that summarizes your behavior change project. You should have power point slides containing the following information.

Slide #1 Title slide with your project name and group members.

Slide #2 Summary demographics of your client and his/her target behavior.

Slide #3 Diagram of the behavior theory your team chose to use as a guide with this client.

Slide #4-6 Constructs your have chosen to focus on and why?

Slide #7 Diagram of your complete logic model.

Slide #8 Summary/Closing
Step #8 On the day your group present, turn in:

1) The behavioral assessment tool your client completed.

2) A typed report of the follow up questions you asked and the responses you received.

3) Hard copies of your slides (one slide per page, B&W copies are fine.)

4) Email an electronic copy of your presentation to robertsjl@wou.edu
Steps 1-3 are done individually; Steps 4-8 are completed by groups.

Tentative Class Schedule

*May be subject to change*


Date

Topic

Text Chapter

Assignments Due

Week 1










Tues – March 30

Introduction – key concepts & terminology

Chapter 1




Thurs – April 1

Health Education and Public Health







Week 2










Tues – April 6

Health Education as a profession

Chapter 1




Thurs – April 8

History of health education & health promotion

Chapter 2




Week 3










Tues – April 13

*GUEST SPEAKER*

Philosophical foundations



Chapter 3




Thurs – April 15

Theoretical foundations

Chapter 4




Week 4










Tues – April 20

Ecological Modeling







Thurs – April 22

Behavior theory




Individual section of behavior change project DUE

Week 5










Tues – April 27

Theory







Thurs – April 29

Logic Modeling







Week 6










Tues – May 4

MIDTERM







Thurs – May 6

Ethics & Health Education

Chapter 5




Week 7










Tues – May 11

Health education roles & responsibilities

Credentialing



Chapter 6




Thurs – May 13

Employment settings

Chapter 7




Week 8










Tues – May 18

Agencies, organizations, associations

Chapter 8

Health Educator Interviews DUE

Thurs – May 20

Professional literature

Chapter 9




Week 9










Tues – May 25

Future trends in health education

Chapter 10




Thurs – May 27

Academic Excellence Showcase







Week 10










Tues – June 1

Presentations




Behavior Change Presentations DUE

Thurs – June 3

Presentations




Academic Excellence Reaction Paper DUE


Final Exam: TUESDAY, JUNE 8th, at 8:00 AM


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