PH 7140-Social and Behavioral Aspects of Public Health
Tia M. McGill, MPH
Daniel Whitaker, Ph.D.
Health Promotion & Behavior
Faculty Accessibility
Course Basics
Fall Semester 2014
I.
Class Day/Time:
Wednesday/1:00pm-3:30pm
Class Location:
34 Peachtree Street, NW Room 515
Prerequisite(s):
Graduate Standing
Required Course
Materials
Coreil, J. (Ed.). (2009). Social and Behavioral Foundations
of Public Health (2nd ed.). Thousand Oaks, CA: Sage.
*Additional and supplemental readings will be posted
weekly in Desire2Learn.
Instructor(s) of Record:
Tia M. McGill, MPH
Daniel Whitaker, Ph.D.
Office Location:
34 Peachtree Street, NW, Suite 1700
Phone Number(s):
Email:
Office
Hours/Availability:
McGill-404-944-9091
Whitaker-404-413-1282
Tiamcgill@gsu.edu
Dwhitaker@gsu.edu
Before or after class by appointment
Course Description:
The social and behavioral sciences are a core element of the practice of public health.
Disciplines such as psychology, sociology, economics, anthropology, policy, and
communications underpin our understanding of health behavior and help devise
interventions to improve population health. This course will review the contribution of
the various social and behavioral science disciplines in improving the public health with
special attention to approaches which influence health behavior and health policies and
lead to community participation and empowerment.
II.
Course Objectives / Competency / Assessment of Student Learning:
This course is designed to support students in acquiring competence in the following
three areas, as indicated in the GSU School of Public Health MPH Core Competencies
document.
•
MPH Core 12: Describe how social and behavioral risk factors contribute to
individual and public health outcomes.
•
MPH Core 13: Develop and evaluate social and behavior interventions, especially
through community participatory research in diverse communities.
•
MPH Core 14: Apply evidence-based approaches in the development and evaluation
of social and behavioral science interventions.
Course Objectives
Program Competency
Assessment Method(s)
Apply an ecological framework to the
description and analysis of public health
problems at the individual, community or
population level.
MPH Core 12
Define and describe social determinants of
health and explain how they differ from
other (biological) determinants of health.
Analyze the influence of major social
structures—such as gender,
socioeconomic status and ethnicity—on
health status and behaviors.
Describe the social determination of
ethnic/racial inequities and disparities in
health; Compare and contrast the relative
importance of different social and
behavioral science perspectives across the
life course.
Apply the principles of community-based
participatory research to improve health in
diverse populations with specific attention
towards behavioral intervention
strategies.
MPH Core 12
Weekly readings
Journal summaries
Final multimedia project
Project presentations
Midterm exam
Final exam
In-class activity and discussion
Weekly readings
Journal summaries
Final paper
Weekly readings
Journal summaries
Describe how social and behavioral
science theories apply to the design of
health interventions based on social
determinants.
MPH Core 14
MPH Core 12
MPH Core 12
MPH Core 13
Final multimedia project and project
presentations
Weekly readings
Journal summaries
Midterm exam
Final exam
Weekly readings
Journal summaries
Midterm exam
Final exam
Weekly readings
Journal Summaries
Final multimedia project
Project presentations
Midterm exam
Final exam
III.
Course Assignments and Requirements
Course requirements will contribute to your grade as follows:
Assignment
Total
Points
Journal Article Summaries
Class Discussion Facilitation
Midterm Exam
Multimedia Project
Multimedia Project Presentation
50
25
50
20
25
Final Paper
Final Exam
30
50
IV.
Due Dates
Throughout the semester
As assigned throughout the semester
10/15/2014
11/12/2014
11/12/2014
11/19/2014
12/3/2014
12/3/2014
12/10/2014
Grading Policy
Grading Scale:
A
90-100%
B
80-89%
C
70-79%
D
60-69%
F
0-59%
Unless otherwise noted, ALL assignments and tests submitted for a grade are expected
to be the result of your own effort and representative of your own work.
Journal Article Summaries: Students will critique 10 individually selected journal
articles. For each journal article selected, students will prepare a 1-2 page, doublespaced summary of an article of their choosing based on personal interests and specialty
track (e.g., biostatistics, environmental health, epidemiology, health promotion and
behavior, or health management and policy) and the focus of this course. Please submit
each summary via the Desire2Learn (D2L) dropbox before class.
Class Discussion Facilitation: Students will be assigned to lead class discussions based
on the content of the readings. Discussion topics may include the applicability of the
current readings to the overall course; key strengths and weaknesses of the assigned
readings as they relate to current topics and the overall focus of the course; implications
for policy and practice that may be taken from the readings; and directions for future
research. Please note, these discussions are not meant to be a lecture; rather, the
discussions are meant to be an open dialogue of the content of the readings that fosters
the exchange of ideas, opinions and opportunity for future growth.
Final Project
Students will choose a specific health problem as the focus of their project. The final
project has 3 parts including: 1. Multimedia project, 2. Final paper, and 3. Project
presentation. Each component (project, paper, and presentation) will be graded on the
following criteria:




Description of how the problem manifests at a population level
Identification of the societal factors/social determinants of health associated
with or resulting from the health problem
Presentation of an ecological model to eliminate or mitigate the burden of the
health problem on the focal population
Inclusion in the ecological model of multiple disciplines (social and behavioral)
that work with public health professionals to solve population health problems
Multimedia Project: The final multimedia project should manifest in some type of
multimedia presentation (any combination of 2 or more media, such as a visual display,
YouTube, PowerPoint/Keynote, web page/site, iMovie, podcast, etc.) Support for
planning and creating multimedia projects is available through the Digital Aquarium
(DA), located in Room 390 SC; x4730; http://www.gsu.edu/aquarium). In addition, DA
and the SPH may have some equipment available for checkout.
Multimedia Project Presentations: Students will make a 10-minute (maximum) finalproject presentation. A rubric will be used to assess the project components and will
detail expectations. It is advisable to use the rubric throughout the planning and
creation of the project.
Final paper: Each student will write a 10-12 page (double spaced) conceptual paper
focusing on the social and behavioral aspects of public health related to the same
specific health problem chosen for the multimedia project. This paper should include
concepts and key points covered across the entire semester. Instructors must approve
topics no later than: October 22nd. APA formatting required. A grading rubric will be
will be handed out in class.
Exams: There will be a mid-term and comprehensive final examination. Both the midterm and final will be take-home exams covering materials discussed and reviewed in
class.
Withdrawals: A student who withdrawals at any time up to the mid-point of the quarter
will be assigned a W or WF depending upon whether he/she is doing satisfactory work
at the time of withdrawal. An average grade of D or F at the time of withdrawal will be
assigned a grade of WF. After the mid-point of the quarter, the Registrar’s Office will
assign an automatic WF to any student who withdraws from the course without a
hardship withdrawal. If a student receives permission to withdraw under hardship, the
instructor will assign a W or WF grade depending upon the student’s work up to the
point of time that the student withdrew.
The following is the formal policy at Georgia State University:
“Effective Fall 2001, instructors must on a date after the mid-point of the course to be
set by the Provost (or his designee),
1. Give a WF to all those students who are on their rolls but no longer taking the
class and
2. Report the last day the student attended or turned in an assignment.
Students who are withdrawn may petition the department chair for reinstatement into
their classes.”
Incompletes: A student will be given the grade I only if nonacademic circumstances
beyond the student’s control prevent the student from completing a small segment of
the course—e.g. the midterm examination. For a student to receive the grade of I,
he/she must be doing satisfactory work (an average grade of C or better) up to the point
that he/she could not continue. Arrangements must be made with instructor to remove
the I within one quarter.
V.
Attendance and Class Participation Policy
This course assumes substantial and informed student participation. General discussion
of theory and practice is encouraged and expected of all students. At a minimum, being
informed requires class attendance, completion of assigned readings and homework.
Class attendance and thoughtful participation are important. Please notify the instructor
of an absence before the class
VI.
Late Assignments and Make-up Examination Policy
Make-up exams are not provided, except in hardship cases that should be discussed in
advance with the Instructor. Any assignment turned in late may have points deducted
up to one letter grade for each day the assignment is late or fraction thereof. If a
student cannot take an exam or present at the scheduled time, they must consult with
the Instructor on scheduling the make-up. No more than two make-ups will be allowed.
VII.
Syllabus Deviation Policy
The course syllabus provides a general plan for the course; deviations may be necessary.
VIII.
Student Code of Conduct and Policy on Academic Honesty
All students at this University are expected to engage in academic pursuits on their won
with complete honesty and integrity. Any student found guilty of dishonesty in any
phase of academic work will be subject to disciplinary action. The complete Academic
Honesty policy is located in the GSU Graduate Catalog, Section 1350:
http://enrollment.gsu.edu/catalogs/. Students and faculty are expected to review and
conform to the university’s policy on academic honesty. Information on the Student
Code of Conduct and related policies and procedures are available at:
http://codeofconduct.gsu.edu/.
Special attention should be paid to the sections on plagiarism and multiple submissions:
Plagiarism. Plagiarism is defined as, “appropriating and putting forth as one’s own the
ideas, language, or designs of another” (The Living Webster, 1975) – and it is strictly
forbidden. Written and oral presentations must be a student’s own work. Students
plagiarizing or cheating in any form will face disciplinary action, which could result in an
“F” in this course and suspension or expulsion from the University. Copying from
written materials, presentations, websites, etc. without source acknowledgement and
referencing is plagiarism. Read it, appreciate it, learn from it, and make sure you source
it – and then reflect it with your own thoughts and words! If you are uncertain about
what constitutes plagiarism, please contact the instructor.
Multiple Submissions. It is a violation of academic honesty to submit substantial portions
of the same work for credit more than once without the explicit consent of the faculty
member(s) to whom the material is submitted for additional credit. In cases in which
there is a natural development of research or knowledge in a sequence of courses, use
of prior work may be desirable, even required; however, the student is responsible for
indicating in writing, as a part of such use, that the current work submitted for credit is
cumulative in nature.
IX.
Disability Accommodations Policy
Students who wish to request accommodation for a disability may do so by registering
with the GSU Office of Disability Services. Students may only be accommodated upon
issuance by the Office of Disability Services of a signed Accommodation Plan and are
responsible for providing a copy of that plan to instructors of all classes in which an
accommodation is sought. The Office of Disability Services is located in the GSU Student
Center, Suite 230 and online here: http://disability.gsu.edu/.
X.
Course Evaluations Statement
Your constructive assessment of this course plays an indispensable role in shaping
education at Georgia State. Upon completing this course, please take time to fill out the
online course evaluation.
XI.
Career Services
The School of Public Health provides career services & student leadership opportunities
(student clubs & organizations) to all current SPH students and alumni. SPH Career
Services can help students with resume writing, interviewing, job searching, internship
development, and professional networking. Students are invited to attend our career
events and workshops, and individualized career counseling appointments can be
arranged. To see what career panels, career fairs, and events are available this
semester, please visit: http://publichealth.gsu.edu/students/career-resources/. The
SPH Career Services office is co-located with the Office of Academic Assistance in room
640 at One Park Place.
XII.
Tentative Course Schedule, Topics, and Readings
Date
Topic/Readings
8/27/2014
Course/Syllabus Review
Behavioral Science at Work
Why Study Social and Behavioral
Factors in Health?
Historical Perspectives on
Population and Disease
9/3/2014
9/10/2014
9/17/2014
Social Epidemiology
Behavioral & Social Science
Theories
Health and Illness Behavior
Social Environment and Health
Readings
Assignment(s)
Due
Ch. 1 & 2
Readings on Desire2Learn (D2L):
Schroeder, SA. We Can Do Better-Improving the
Health of the American People. N ENGL J MED;
2007; 357:12.
Journal Summary 1
No readings
Fairchild, A., Rosner, D., Colgrove, J., Bayer, R., &
Fried, L. (2010). The EXODUS of public health.
What history can tell us about the future?
American Journal Of Public Health, 100(1), 5463.
Ch. 3-4
Readings on D2L:
Howe, L. D., Lawlor, D. A., Propper, C. (2013).
Trajectories of socioeconomic inequalities in
health, behaviors and academic achievement
across childhood and adolescence. Journal of
Epidemiology & Community Health, 67, 358-364.
Gollust, S. E., Eboh, I., Barry, C. L. (2012).
Picturing obesity: Analyzing the social
epidemiology of obesity conveyed through US
news media images. Social Science & Medicine,
74(10), 1544-1551.
Ch. 5-6
Readings on D2L:
Berk, M., Berk, L., Dodd, S., Fitzgerald, P. B., de
Castella, A. R., Filia, S., & ... Stafford, L. (2013).
Class Discussion
Leaders:
Cristel Bender
Rachel See
Andrew Reid
Journal Summary 2
Class Discussion
Leaders:
Nasser Manal
Ashley Fouler
Shaun Shadaker
Journal Summary 3
Class Discussion
Leaders:
The sick role, illness cognitions and outcomes in
bipolar disorder. Journal Of Affective Disorders,
146(1), 146-149.
9/24/2014
10/1/2014
10/8/2014
Social Reactions to Disease
Comparative Health Cultures
Health Disparities, Diversity and
Cultural Competence;
Reproductive Health
HIV & AIDS
Adolescent Health
Aging and Public Health
Toldson, I. A., & Lemmons, B. P. (2013). Social
demographics, the school environment, and
parenting practices associated with parents'
participation in schools and academic success
among Black, Hispanic, and White students.
Journal Of Human Behavior In The Social
Environment, 23(2), 237-255.
Ch. 7-8
Readings on D2L:
Fekete, E. (2009). Affective and behavioral
reactions to positive and negative health-related
social control in HIV+men. Psychology & Health,
24(5), 501-515.
Han, K., Jo, S. (2012). Does culture matter?: A
cross-national investigation of women’s
responses to cancer prevention campaigns.
Health Care for Women International, 33, 75-94.
Ch. 9-10
Readings on D2L:
August, KJ., Sorkin, DH. Racial and Ethnic
Disparities in Indicators of Physical Health
Status: Do They Still Exist Throughout Late Life?
Journal of the American Geriatrics Society;
2010;(58)10: 2009–2015.
Denny, S., Robinson, E., Lawler, C., Bagshaw, S.,
Farrant, B., Bell, F., & ... Utter, J. (2012).
Association between availability and quality of
health services in schools and reproductive
health outcomes among students: a multilevel
observational study. American Journal Of Public
Health, 102(10), e14-e20.
Ch. 11 & 12
Readings on D2L:
Smith, D. K., Toledo, L., Smith, D., Adams, M., &
Rothenberg, R. Attitudes and Program
Preferences of African-American Urban Young
Adults About Pre-Exposure Prophylaxis (PrEP).
AIDS Education & Prevention. 2012; 24(5), 408421.
Sydney Chan
Tenzin Dongchung
Journal Summary 4
Class Discussion
Leaders:
Gitangali Baroi
Dejené Marshall
Journal Summary 5
Class Discussion
Leaders:
Joelle AtereRoberts
Prince Emenalo
Journal Summary 6
Class Discussion
Leaders:
Nick Johnson
Miriam Makali
10/15/2014 Planning Health Promotion and
Disease Prevention Programs
Community-Based Approaches
to Health Promotion
10/22/2014 Social Marketing in Public
Health
Approaches to Policy and
Advocacy
Strasser, S., O'Quin, K., Price, T., & Leyda, E.
(2012). Older Adults With Intellectual
Disabilities: Targets for Increasing Victimization,
A Call for a Preemptive Screening Policy. Journal
Of Mental Health Research In Intellectual
Disabilities, 5(2), 157-167.
Ch. 13-14
Readings on D2L:
Lobb, R., & Colditz, G. (2013). Implementation
Science and Its Application to Population Health.
Annual Review Public Health,34, 235-51,
Fawcett, S. B., Collie-Akers, V., Schultz, J. A.,
Cupertino, P. (2013). Community-based
participatory research within the Latino health
for all coalition. Journal of prevention and
intervention in the community, 41(3), 142-154
Ch. 15-16
Readings on D2L:
Rundle-Thiele, S., Russell-Bennett, R., Leo, C.,
dietrich, T. (2013). Moderating teen drinking:
Combining social marketing and education.
Health Education, 113(5), 392-406.
Kromm, J., Frattaroli, S., Vernick, J., & Teret, S.
(2009). Public health advocacy in the courts:
opportunities for public health professionals.
Public Health Reports (Washington, D.C.: 1974),
124(6), 889-894.
10/29/2014 Childhood Overweight & Obesity Ch. 17-18
Mental Health and Illness
Readings on D2L:
Kirby, J. B., Liang, L., Chen, H., & Wang, Y. Race,
Place, and Obesity: The Complex Relationships
Among Community Racial/Ethnic Composition,
Individual Race/Ethnicity, and Obesity in the
United States. AM J Public Health, 2012:
102(8),1572-1578.
11/5/2014
Prevention of Unintentional
Injuries
Violence and Public Health
Occupational Health
Kazdin, A. E., & Blase, S. L. Rebooting
psychotherapy research and practice to reduce
the burden of mental illness. Perspectives n
Psychological Science. 2011: 6(1), 21-37.
Ch. 19-21
Readings on D2L:
Muir, N., & Bennett, C. (2010). Prevention of
unintentional injury in the community setting.
Nursing Standard, 24(42), 50-56.
Journal Summary 7
Midterm Exam Due
Class Discussion
Leaders:
Amanda Wilcox
Thuy Hang Nguyen
Katie Daracott
Journal Summary 8
Deadline for final
paper topic to be
approved by
instructor
Class Discussion
Leaders:
Ty Kendall
Jalisa Jones
Journal Summary 9
Class Discussion
Leaders:
Leah Pinholster
Sonia Williams
Journal Summary
10
Class Discussion
Leaders:
Instructor Lead
11/12/2014 Project Presentations
Chaffin, M., Bard, D., Bigfoot, D., & Maher, E. Is a
structured, manualized, evidence-based
treatment protocol culturally competent and
equivalently effective among American Indian
parents in child welfare? Child Maltreatment,
2012:17(3), 242-252.
No readings
11/19/2014 Project Presentations
No readings
11/26/14
Thanksgiving Break
No Class
12/3/2014
Project Presentations
No readings
12/10/2014 Final Exam
No readings
Multimedia project
presentations
Multi-Media
Projects Due
Multimedia project
presentations
No Class
Multimedia project
presentations
Final Paper
Final Exam
XIII. Submitting Work Electronically
Please submit all assignments via the D2L dropbox the day it is due or sooner. You must use
Microsoft Word for electronic email attachment submissions. You are strongly advised not to
wait until the last minute in case transmission problems occur. Undelivered, misaddressed, late
e-mail, or corrupted or unreadable attachments will be treated as late. Please use the following
format for naming your files:
Last Name_First Name_PH7140_Assignment Name.
Example: McGill_Tia_PH7140_Journal Summary 1.
In the subject line of your assignment e-mails, please put PH 7140 and your name. Also, be sure
that your (real) name is on the paper, and not just an alias or e-mail account name.
Desire2Learn: Desire2Learn will be used to communicate among class members and submit
assignments. It will be important for you to set up an account for PH 7140. The Desire2Learn
link is on the GSU home page and you can register from there. The site will have a copy of the
updated syllabus and other applicable information.