COURSE SYLLABUS
Spring 2012
PH 662: Motivating Health Behavior
Division of Health Promotion, Graduate School of Public Health
College of Health and Human Services, San Diego State University
COURSE INFORMATION
Class Schedule:
Wednesday 4:00-6:40 p.m.
Office Hours & Location: Wednesdays 2:00-4:00p.m. and by appointment
Instructor:
Gregory A. Talavera, MD, MPH
Professor, Division of Health Promotion
San Diego State University, Graduate School of Public Health
Primary telephone at BACH (Sky Park): 619-594-4086
gtalaver@mail.sdsu.edu
COURSE DESCRIPTION AND GOALS
The purpose of this course is to complete an in-depth review of approaches to health promotion and behavioral science
interventions in different settings, using varied strategies, and for different target audiences. The course will focus on how
to develop and implement interventions and how these might vary across behaviors, settings, strategies, and target groups.
The course will emphasize the careful exploration of examples of intervention creation, delivery and effectiveness.
Emphasis will be placed on understanding the resources, and other practical considerations necessary to produce, deliver,
monitor, and disseminate an intervention with demonstrated effectiveness.
COURSE OBJECTIVES
Following participation in PH662, students will be able to:
1)
2)
3)
4)
Design interventions using different strategies.
Design interventions in diverse settings.
Design interventions that reach a specific audience, including diverse audiences.
Describe the opportunities, advantages, and disadvantages for various interventions using different strategies, in
different settings, and for diverse audiences.
5) Identify and obtain existing effective health promotion interventions.
6) Name and describe a selected set of widely employed intervention methods to reduce or eliminate major public health
problems
7) List the resources required to create and deliver an effective health promotion intervention, including partners needed.
8) Explain the necessary working groups needed to design, create, deliver, and evaluate a health promotion intervention.
9) List and describe the community collaborations required to successfully deliver a health promotion intervention.
10) Identify the factors that will facilitate long-term adoption, dissemination, and maintenance of a health promotion
intervention.
REQUIRED READING
All readings for PH 662 will be available on Blackboard (https://blackboard.sdsu.edu/) under “Course Documents.” Please
bring weekly assigned readings and materials to class, as we may be using them in class. All lecture slides will be posted
on Blackboard a minimum of 2 days prior to each lecture. Please see the instructor immediately if you do not have access
to this class on Blackboard.
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COURSE EVALUATION CRITERIA
Your performance in the course will be evaluated on the following:
Quizzes on readings: It is critical that students come prepared to class by reading the assigned
materials and reviewing the lecture material. To encourage reading, over the course of the semester,
quizzes will be administered at various times based on the weekly readings and lectures and totaling 20
points. The quizzes can cover the material that will be presented the same day or other articles that
were assigned since the last quiz. The readings will be posted on Thursdays or sooner.
Note: These quizzes will be unannounced and will be given at the beginning of the class. Quizzes
cannot be made up.
Group-based Intervention Development: Students will be asked to work in groups and develop
intervention components targeting each of the levels of the ecological model. The assignments should
include an intervention evaluation component and a description of the theoretical constructs that the
intervention is targeting, but the majority should focus on the methods and strategies used to influence
behavior (e.g., curriculum, pamphlets, scripts, etc.). The assignment should also be completed with the
thought that it might be chosen for presentation at the end of the semester and should be no more than
30 minutes in duration. The intervention presented should NOT be a replica of an existing
intervention. However, it can contain components that other interventions have utilized. Students will
prepare materials for four intervention levels.
Assignment 1: Individual--Health education materials & self-monitoring form (10 points)
Assignment 2: Interpersonal--Curriculum design- should be train the trainer model (10 points)
Assignment 3: Organizational--Organization restructuring (10 points)
Assignment 4: Community/Environmental/policy change strategy (10 points)
Class Participation and Group Member Assessment: Class participation is extremely important.
Please be prepared to ask questions during lecture and following the guest speakers’ presentations. To
ensure equal participation of all group members and to ensure that grading is based on member
participation, each student will be given the opportunity to anonymously rate their group members’
performance toward the end of the semester (~Week 14).
Note: If you are not physically present during the week that we anonymously rate each other, you
cannot receive group participation points.
Exam
Total points possible
Course grades will be assigned as follows based on total points accumulated for the semester:
A
96-100
B
84-86
C+
77-79
CA90-95
B80-83
C
74-76
F
B+
87-89
20 points.
40 points
10points
30 points
100
70-73
<70
COURSE ATTENDANCE POLICY:
Students are expected to attend all classes. Unexcused absences, tardiness, and failure to meet deadlines will have a
negative impact on the student's final grade. Students who unavoidably miss a class are still responsible for getting that
classes’ assignments in on time, getting any new assignments from other students, and completing the work by the
assigned due date. Planned absences for religious observances and other reasons: By the end of the second week of
classes, students should notify the instructor of planned absences for religious observances, work-related obligations, etc.
The instructor will provide appropriate accommodations.
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INCOMPLETE:
Medical emergencies verified by practicing clinicians and limited other emergencies are the basis for an incomplete.
STUDENT-INSTRUCTOR RELATIONS:
Students and instructor must work collaboratively to establish and maintain a productive learning environment. To that end,
a few ground rules will be observed:


There are no bad ideas. All ideas are to be treated with respect for their creators and acknowledgement that ideas of
all types can contribute to ultimate success. Nonetheless, it is always wise to mentally review any idea before
vocalizing it.
Constant student/instructor interaction and feedback are extremely important. Everyone is expected to contribute.
Standard Procedures – Ground Rules:
 Cell phones and pagers are to be turned off before class.
 No laptops open during lectures
 No assignments will be accepted via email.
 No late or make-up assignments will be accepted. All assignments are due in hard copy at the beginning of class. If
you are unable to attend class on the day an assignment is due, have someone bring the assignment to class for you or
leave it in my GSPH mailbox BEFORE 10:00am on the due date.
 All assignments must be typed using Microsoft Word or a similar word processing program. Required format is
double-spaced with a one-inch margin and 12-point font (Arial or Times New Roman is preferred). In addition to
spelling, grammar, and writing style, your work will be evaluated based on professional appearance (examples of nonprofessional appearance: crinkled pages, stains, poor staple job). Please edit all written assignments and turn-in
written materials that are error-free and meet the quality standards of the university.
 You are strongly encouraged to keep computer backups of your work to avoid losing information and time.
 If you have an Authorization for Accommodations form that indicates a need for academic accommodations, please
let me know so we can discuss this. Student Disability Services is located in Calpulli Center, Suite 3100 (third floor),
(619) 594-6473 and (619) 594-2929 (TDD/TTY).
 This syllabus may be subject to some change and adjustment throughout the semester in order to accommodate
timely, late-breaking topics and events, the unique needs of each student and group of students. Students having any
questions regarding assignments, schedules, and other course issues should immediately check with the instructor.
ACADEMIC INTEGRETY
Academic dishonesty is an affront to the integrity of scholarship at SDSU and a threat to the quality of learning.
Violations of academic integrity are noted in the SDSU Statement of Student Rights and Responsibilities:
2.1 Cheating shall be defined as the act of obtaining or attempting to obtain credit for academic work by the use of
dishonest, deceptive, or fraudulent means. Examples of cheating include, but are not limited to (a) copying, in part or in
whole, from another’s test or other examination; (b) discussing answers or ideas relating to the answers on a test or other
examination without the permission of the instructor; (c) obtaining copies of a test, an examination, or other course
material without the permission of the instructor; (d) using notes, cheat sheets, or other devices considered inappropriate
under the prescribed testing condition; (e) collaborating with another or others in work to be presented without the
permission of the instructor; (f) falsifying records, laboratory work, or other course data; (g) submitting work previously
presented in another course, if contrary to the rules of the course; (h) altering or interfering with the grading procedures;
(i) plagiarizing, as defined; and (j) knowingly and intentionally assisting another student in any of the above.
2.2 Plagiarism shall be defined as the act of incorporating ideas, words, or specific substance of another, whether
purchased, borrowed, or otherwise obtained, and submitting same to the University as one’s own work to fulfill academic
requirements without giving credit to the appropriate source. Plagiarism shall include but not be limited to (a) submitting
work, either in part or in whole, completed by another; (b) omitting footnotes for ideas, statements, facts, or conclusions
that belong to another; (c) omitting quotation marks when quoting directly from another, whether it be a paragraph,
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sentence, or part thereof; (d) close and lengthy paraphrasing of the writings of another; (e) submitting another person’s
artistic works, such as musical compositions, photographs, paintings, drawings, or sculptures; and (f) submitting as one’s
own work papers purchased from research companies.
3.0 Academic and Punitive Sanctions: Cheating and plagiarism in connection with the academic program at The
University may warrant two separate and distinct courses of disciplinary action that may be applied concurrently in
response to a violation of this policy: (a) academic sanctions, such as grade modifications; and (b) punitive sanctions,
such as probation, suspension, or expulsion.
SOCIAL AND BEHAVIORAL SCIENCES
The social and behavioral sciences in public health address the behavioral, social and cultural factors related to individual
and population health and health disparities over the life course. Research and practice in this area contributes to the
development, administration and evaluation of programs and policies in public health and health services to promote and
sustain healthy environments and healthy lives for individuals and populations.
Competencies: Upon graduation a student with an MPH should be able to…
1. Identify basic theories, concepts and models from a range of social and behavioral disciplines that are used in public
health research and practice.
2. Identify the causes of social and behavioral factors that affect health of individuals and populations.
3. Identify individual, organizational and community concerns, assets, resources and deficits for social and behavioral
science interventions.
4. Identify critical stakeholders for the planning, implementation and evaluation of public health programs, policies and
interventions.
5. Describe steps and procedures for the planning, implementation and evaluation of public health programs, policies
and interventions.
6. Describe the role of social and community factors in both the onset and solution of public health problems.
7. Describe the merits of social and behavioral science interventions and policies.
8. Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions.
9. Apply ethical principles to public health program planning, implementation and evaluation.
10. Specify multiple targets and levels of intervention for social and behavioral science programs and/or policies.
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CLASS SCHEDULE AND WEEKLY REQUIREMENTS
Week
Content
WK 1
1/18



WK 2
1/25
Individual level
 Review of theory and how to
incorporate into HP practice
 Review of program planning models
WK 3
2/1
Individual level
 Review principles of individual
level Applied Behavioral Analysis
 Self Monitoring
 Biofeedback
WK 4
2/8
Individual level
 Motivational Interviewing (Hugo
Salgado)
 Literacy level of print materials
Introduction to the course
Review syllabus
Assign groups
Skill
Development
Activity
Notes
Readings
Evaluating
Intervention
Articles
In class review of an article
provided by professor
Review abstraction article by
Stephanie Zara, pages 44-74
+Brownson et al (2009)
Designing
materials for
individual level
interventions
Groups begin working on
assignment #1
+ Elder Ch 12 (Changing the
Health Behavior of
Individuals)
+ Delavan-Plomer Ch 9
(Developing and selecting
print materials)
Readability
assessment
Literacy
assessment
+Sevick et al (2008)
+ Freeman et al (2004)
+Jonsson et al (2008)
Assignment 1 due
WK 5
2/15
WK 6
2/22
TBN

Interpersonal: Family & Peers
o Review principles of social
support and social influence
o Design of peer and familybased interventions
Designing
curriculum pt.1;
getting ready for
assignment #2
WK 7
2/29

Interpersonal: Family & Peers
o Lay health advisor interventions
o Health education curriculum
design
Designing
curriculum pt.2;
Assign
assignment #2
WK 8
3/7

Interpersonal: Family & Peers
o Group methods: Support and
other groups
Assessment of
each other’s
curriculum
5
+Green et al (2009)
+ Levensky et al (2007) (MI
as evidence-based)
+Resnicow et al (2002) (MI in
HP)
+ MI Handout
+ SMOG readability
assessment
+ Bensley Ch 6 (Support
Groups)
+ Eggers Ch 4 (Focus on
Groups)
Possible guest speaker
+ Elder Ch 13 (Modifying the
health behavior of groups)
+Elder Ayala (2005) (LHA
intervention)
+ NCI’s Trainers Guide for
Cancer Education
+ Bensley Ch 11 (Facilitating
Groups)
Assignment 2 due in class –
bring copies for group
members & professor
WK 9
3/14

Organizational: Worksites, Schools,
& Clinics
 Review principles of
organizational change
 Worksite Wellness
WK 10
3/21

Organizational: Worksites, Schools,
& Clinics
School-based interventions

WK 11
3/28
Spring Recess
WK 12
4/4

WK 13
4/11

Training of
trainers; assign
assignment #3
+ Engers et al (2005)
(Worksite HP)
+ Elder Ch 14
(Org Health Promotion)
+ Elder Ch 9 (Training)
+ Sharma (2006)
+Katz (2009) (School-based
HP Interventions)
Organizational: Worksites, Schools,
& Clinics
o Changing primary care practice
o Church-based interventions
Assessment of
each other’s
intervention
approach
Community/Environment/Policy
o Review principles of
community organizing and
social change
Intersecting
interventions at
multiple levels
of influence
Assignment 3 due in class –
bring copies for group
members & teacher
+ Campbell et al (2007)
(Church-based HP
interventions)
+Elder Ayala (1999)
(primary care)
+Review Body & Soul
materials on Blackboard
+ Bensley Ch 12 (Building
and Sustaining Coalitions)
+ Eggers Ch 6 (Community
Org and Development)
+ Elder Ch 15 (Communitylevel Health Promotion)
Assign
assignment #4
WK 14
4/18

WK 15
4/25
Presentations of group projects
Group
presentations/assignments
chosen by professor
None
WK 16
5/2
Presentations of group projects
Group
presentations/assignments
chosen by professor
None
WK 17
5/9
Exam -- Wed MAY 16TH 1600-1800
+ Bensley Ch 13 (Using
advocacy to affect policy)
+ MacDougall Ch 14 (Healthy
Public Policy)
+ Eggers Ch 7
(Environmental adaptation)
Community/Environment/Policy
o Public health policy
o Review principles of
environmental change
Scheduling Note: The course schedule was created considering the breadth of information available for us to review, the number of weeks
available to cover this content, and other factors competing with our schedules (your other classes; holidays, etc). Thus, we are likely to
modify this a bit as we progress through the semester.
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