University of Pennsylvania
Graduate Program in Public Health
MPH Degree Program
Course Syllabus – Fall 2010
Title: PUBH 504 - Behavioral and Social Sciences in Public Health
Course Units: 1.0 c.u., Contact Hours: 42 hours
Course Description: This course provides students with a solid foundation in behavioral and
social science theory, research, and interventions as they pertain to public health. Content will
provide exposure to a broad range of theories, including the theoretical foundations of social
science applications for help-seeking, gender, race, ethnicity and social class. These theories will
be discussed using examples of their applications to numerous public health problems including
HIV/AIDS, violence, cancer, cardiovascular diseases, obesity, and diabetes.
Placement / Room Assignment:
Thursday, 4:30-7:30 PM
BRB 253
Course Directors:
Karen Glanz, PhD, MPH
Professor of Medicine and Nursing
kglanz@upenn.edu
801 Blockley Hall
Phone: 215-898-0613
Office Hours: By Appointment.
Rosemary Frasso, M.Sc., CPH
PhD Candidate
rofrasso@mail.med.upenn.edu
Room 144 Anatomy & Chemistry Building
Phone: 215-746-855
Office Hours: Thursday, 2:30-3:30 PM, and by appointment.
Course Overview: Public health interventions and educational programs are most likely to have
an impact on populations and communities when they are guided by a theory. Theories of health
behavior help researchers, practitioners and participants identify targets and opportunities for
change as well as methods for accomplishing change. This introductory course is intended to
provide students with a solid foundation in behavioral and social science theory in the context of
both, public health research and practice.
The content of this course will provide exposure to a broad range of theories and
frameworks commonly employed in the public health arena including issues related to the
intersection of public health and human rights. These theories will be discussed using examples
of their applications to numerous public health problems including, but not limited to,
HIV/AIDS, violence, cancer, cardiovascular disease, obesity, diabetes, environmental hazards,
and global health.
Course Objectives:
At the conclusion of the course, the student will be able to:
 Identify and analyze the behavioral, social, and cultural factors associated with health and
illness.
 Understand and apply theories associated with healthy and unhealthy behavior that draw
broadly from the social and behavioral sciences, including psychology, sociology,
anthropology, political science, and nursing.
 Apply social science-based theories in order to assess the health status of populations and
understand social, ethnic, demographic and economic determinants of health, factors
contributing to health promotion and disease prevention and factors influencing the use of
health services and related disparities.
 Apply social science-based theories in order to understand and improve health behavior
and health communication and promote public health preparedness.
 To describe and employ social science-based theories in public health research and in the
development and evaluation of public health programs and interventions designed to
improve public health outcomes at the local, national and global level.
 Demonstrate an understanding of how the intersection of public health and human rights
should be addressed in both public health research and practice, and identify ethical
issues that arise at the interface of the individual health focus and the population health
focus.
 Apply theory, empirical findings from the literature and information collected from
diverse communities of interest to design and evaluate intervention models through a
varied exposure to the literature and case study exploration.
 Demonstrate an understanding of social science-based theories commonly employed in
public health practice and research through active participation in class discussions, case
study exploration, as well as successful completion of two in class quizzes, a term paper
and an in-class oral presentation.
Teaching Methods:
a. Graduate education is largely self-directed. Thus, the instructor is more of a resource
and a facilitator of learning than a vessel from which knowledge is poured. In this
class the students and the instructors will be engaged in a partnership that fosters
active learning.
b. The course will be organized to promote collaborative exploration of the behavioral
health theories commonly employed in public health research and practice. The class
will follow the structure laid out in the syllabus but there will be some flexibility,
openness, and circularity in order to address relevant emerging public health issues.
Thus, we may decide together to re-order the sequence in which we study certain
topics. Furthermore, we will use the diverse perspectives in the class to gain insight
into topics under study. For some class activities we will break up into pairs or teams
to explore the readings and work on case studies. At other times, individual students
may be asked to summarize and raise questions for the class on specific topics,
readings or cases. There will be 2-3 guest lectures.
Evaluation Methods:
The assignments and class activities will be given the following weights:
Quiz 1
(15 points)
Quiz 2
(15 points)
Term Paper
(35 points)*
Oral Presentation
(20 points)
Class Activities & Class Participation (15 points)
Extra Credit Option
(1-5points)
*The term paper should be clearly written, well conceptualized, and cite relevant
literature. Papers should be double spaced, 12pt font, 1” margins, AMA or APA
format and submitted both electronically and as a hard copy on or before the last
day of class.
Specific Expectations:
a. Students are expected to be prepared to actively participate in the class discussions
and activities based on the topic and readings of the day and their own experience and
interests.
b. Students should demonstrate that they understand theoretical material and methods;
that they are thinking critically and creatively; and that they can apply what they
learn. This will be demonstrated through class participation, active participation in
learning exercises and case studies, and the satisfactory and timely completion of a
written assignment, oral presentation and mid-term exam.
Assignments:
a. NOTE: All written assignments must be double spaced, 12 point font, 1” margins,
AMA or APA format, and submitted both as a hard copy and electronically (as an
email attachment to rofrasso@mail.med.upenn.edu ).
b. TERM Paper: Students will identify a public health problem, topic, issue or
population of interest from the list provided in class and then identify three empirical
papers that address this issue or population. The papers should be authored by unique
research teams, that is, no two papers in your selection should share a common author
or arise from a common research study. Students will write a 7-10 page paper that:
i. Briefly introduces the chosen public health topic, problem, issue, or
population (include relevant background information, i.e. incidence,
prevalence and risk factors).
ii. Summarizes the three empirical papers selected and discusses how these
papers shed light on the chosen public health topic, problem, issue, or
population.
iii. Describes, compares and contrasts the theoretical frameworks employed by
the researchers and suggests an additional or, if appropriate, alternative
theoretical approach that might be useful in further exploration of the topic or
in the development of an intervention designed to improve relevant public
health outcomes.
c. Oral Component:
iv. Students will be required to briefly present their term papers to the class,
highlighting the theoretical frameworks employed by the researchers (10
minutes) and stimulating a class discussion around appropriate application of
theory (10-15 minutes). Be creative! The oral component of this assignment
will be graded based on the following.
 Content: Addresses the goals of the assignment and demonstrates
familiarity with relevant theoretical frameworks.
 Presentation Skills: Nonverbal skills (eye contact, body language),
and verbal skills (elocution and ability to engage the audience, spark
constructive conversation), and creativity.
d. Extra Credit option:
v. Students will write a 4-5 page paper summarizing an ongoing public health
problem or challenge in Philadelphia or in their native city or country and then
briefly propose a public health intervention or campaign designed to improve
specific health outcomes in their chosen location. Student will identify a
theoretical model could be used to inform the intervention or campaign.
(Details to be discussed in class).
Assigned Readings:
 Glanz, Rimer & Viswanath. Health Behavior & Education: Theory, Research and
Practice. (4th ed.). Jossey-Bass, Inc., 2008
 Additional readings will be posted on BlackBoard.
Academic Integrity:
a. Students are expected to adhere to the University’s Code of Academic Integrity. Care
should be taken to avoid academic integrity violations, including: plagiarism,
fabrication of information, and multiple submissions (see descriptions below).
Students who engage in any of these actions will be referred to the Office of
Academic Integrity, which investigates and decides on sanctions in cases of academic
dishonesty.
i. Plagiarism: using the ideas, data, or language of another without specific or
proper acknowledgment. Example: copying, in part or in its entirety, another
person’s paper, article, or web-based material and submitting it for an
assignment; using someone else’s ideas without attribution; failing to use
quotation marks where appropriate, etc. Fabrication: submitting contrived or
altered information in any academic exercise. Example: making up data or
statistics, citing nonexistent articles, contriving sources, etc. Multiple
submissions: submitting, without prior permission, any work submitted to
fulfill another academic requirement.
b. Clearly, submitting a paper written by someone else is completely unacceptable (i.e.
papers purchased from an internet paper writing services).
c. It is the student’s responsibility to consult with the instructor if the student is unsure
about whether something constitutes a violation of the Code of Academic Integrity.
See link for more information: http://www.upenn.edu/academicintegrity/index.html
Course Outline / Assignments:
Class
Date
Class Topics
1
9/16
1. Overview of the course
2. Theory at a Glance
3. Understanding health behavior
2
9/23
1. The Role of Theory / Public Health
Interventions
2. Models of Individual Health Behavior
a. The Health Belief Model
b. Theory of Reasoned Action
c. Theory of Planned Behavior
d. The Integrated Behavioral
Model
3
9/30
1. Models of Individual Health Behavior
a. The Transtheoretical Model and
Stages of Change
b. The Precaution Adoption
Process Model
c. Perspective on Health Behavior
Theories that Focus on
Individuals
4
10/7
Guest Lectuere: Bryan Kim, PhD
Postdoctorate Fellow Center for Health
Behavior Research
1. Models of Interpersonal Behavior
a. The Interaction of Individuals,
Environments and Health
Behavior (Social Cognitive
Theory)
b. Social Networks and Social
Readings
G = Glanz, Rimer, Viswanath Text
BB= Article/Link/PDF on BB
(G) Chps 1 & 2
(BB) NCI: Theory at a Glance
(BB) Glanz, K Bishop, DB.
(2010)The Role of Behavioral
Science Theory in Development and
Implementation of PH Interventions
(BB) Painter, Borba, Hynes, Mays
& Glanz (2008). The Use of Theory
in Health Behavior Research from
2000 to 2005: As Systematic Review
(G) Chps 3 & 4
(BB) Krieger, N. (2002) A Glossary
of Social Epidemiology Part I & II
(BB) Herbert, Vincent, Lewycky
and Walsh (2010). Attrition and
Adherence in the Online Treatment
of Choric Insomnia
(BB) Ashing-Giwa (1999). Health
Behavior Change Models & Their
Relevance for Breast Cancer
Screening in African American
Women
(G) Chps 5, 6, & 7
(BB) Plotnikoff, Lippke, Johnson,
Courneya (2010). Physical Activity
and Stages of Change: A
Longitudinal Test in Types I and II
Diabetes
(G) Chps 8, 9 &10
(BB) Bandura (2004). Health
Promotion by Social Cognitive
Means
(BB) Krieger (2001). Theories for
Social Epidemiology in the 21st
Century: An Ecosocial Model
5
10/14
6
10/21
7
10/28
Support
c. Stress, Coping and Health
Behaviors
1. Models of Interpersonal Behavior
(Continued)
a. Interpersonal Functions and
Health Outcomes
b. Health Communication / Health
Literacy
c. Perspectives on Models of
Interpersonal Behavior
1. QUIZ 1
2. Community & Group Models
a. Web of Causation
b. Improving Health Through
Community Organizations
c. Diffusion of Innovations
Guest Lecturer: Joel Fein MD, MPH
Professor of Pediatrics and Emergency
Medicine, The Children's Hospital of
Philadelphia at the University of
Pennsylvania School of Medicine
(G) Chps 11 & 12
(BB) Rudd, Comings & Hyde
(2003). Leave No One Behind:
Improving Health Risk
Communication Through Attention
to Literacy
(BB) Berkman & Kawachi Chp 11
(BB) Krieger, N (1994).
Epidemiology and the web of
causation: Has anyone seen the
spider?
(G) Chps 13 &14
(BB) Maticka-Tyndale & Tenkorang
(2010). A Multi-level Model of
Condom Use Among Male and
Female Upper Primary School
Students in Nyanza, Kenya
(G) Chp 15
(BB)Young, Borland, Coghill
(2010). An actor-Network Analysis
of Policy Innovation for Smoke-Free
Places: Understanding Change in
Complex Systems
1. Considering Developmental Levels
when Planning Public Health
Interventions
8
11/4
9
11/11
1. Community & Group Models
a. Mobilizing Organizations for
Health Promotion: Theories for
Organization Change
b. Communication and Health
Behavior Change: The Media
Studies Frame Work
c. Perspectives on Group,
Organization and Community
Interventions
1. QUIZ 2
2. Theory in Research & Practice
a. Theory The Precede-Proceed
Model
(G) Chps 16 & 17
(BB) Merritt, Taylor, & Mullany
(2009). Ancillary Care In
Community-Based Public Health
Intervention Research
(BB) Merzel & D’Afflititti (2003).
Reconsidering Community-Based
Health Promotion
(G) Chps 18, 19, 20
(BB) Shattell, Quinlan-Colwell,
Villalba, Ivers & Mails (2010). A
CBT Group Therapy Intervention
b. Social Marketing
c. Ecological Models of Health
Behavior
10
11/18
1. Theory in Research & Practice
(Continued)
a. Evaluation
b. Perspectives on Using Theory:
Past, Present and Future
11
12/2
Guest Lecturer: Bridgette M. Brawner,
PhD, APRN, Distinguished Postdoctoral
Fellow
Center for Health Equity
Research
12
13
12/9
12/16
14
TBD
1. Theory in Research & Practice
(Continued)
a. Health and Human Rights
b. Understanding Health
Inequalities and Disparities
2. Presentations
1. Presentations
1. Presentations
2. Recap / Close
1. Presentations /Group work
a. To be scheduled with
students during first class
meeting
with Depressed Spanish-Speaking
Mexican Women Living in an
Emerging Immigrant Community in
the US
(G) Chps 21 & 22
(BB) Cassel (2010). Using the
Social-Ecologic Model as a
research and Intervention
Framework to Understand and
Mitigate Obesogenic Factors in
Samoan Populations (Ethnicity and
Health- 2010)
(BB) Jonathan Mann’s Health and
Human Rights Framework
TBD
TBD
TBD