University of Arkansas
College of Education and Health Professions
Health Science Program
Spring 2009
HLSC 6803—Health Communication, Research, Theory and Practice (3 Credits)
6:00-8:50 Monday
Room 311 HPER
Instructor Ches Jones, Ph.D.
Room HPER 308K
Office Hours: M 3:00 pm- 6:00 pm and TuTh 3:20 – 4:50 pm or by appointment
Phone: 575-4009
E-mail: ches@uark.edu
WWW Homepage: http://comp.uark.edu/~ches
Course Outline
Course Description:
This course is designed to introduce students with the role and function of
communication in health education and with basic principles and practices in
interpersonal, group, and mass communication. Health communication theory will be
discussed in the first part of the semester, followed by important research in the area of
health communication, and finally putting to practice the material will be the terminal
experience for the course.
Required Texts:
Simply Put: CDC Guide to Communication. Online.
Health Behavior and Health Education, Glanz, 2 ed. Jossey-Bass Publishers.
1997. (Ph.D. students)
Clear and Simple. Online. NCI publication.
Behavior Theories at a Glance. Online. NCI publication.
Making Health Communcation Programs Work. Online. NCI publication.
Recommended (Optional) Texts:
Designing Health Messages. Edward Maibach, Ed. Sage Publishers. 1995.
Health Communication: Strategies for Health Professionals (3rd ed.). Laurel
L. Northouse & Peter G. Northouse, 1998.
Mass Communication and Public Health: Complexities and Conflicts.
Charles Atkin & Lawrence Wallack, eds., 1990.
Diffusion of Innovations. Everett Rogers. Free Press. 1991.
A Tool Box for Building Health Communication Capacity. HealthCom, 1995.
You can obtain this book for free by writing or faxing to BASICS, 1600 Wilson
Blvd, Suite 300, Arlington, VA 22209. Fax: 703-312-6900
Marketing Social Change. Alan Andreasen. Jossey-Bass, 1995.
Journal of Health Communication. Academy for Educational Development.
Information can be found online at:
http://www.aed.org/JHealthCom/ADMIN/toc.htm
Objectives:
Upon the completion of this course, students will be able to:
Learning objectives
Methods/resource
Evaluation
To explain the fundamentals
of the communication process
Lectures, reading
class discussion
Presentation,
course project
To explain the basic theories
of interpersonal, group, and
mass communication
Lectures, reading
class discussion
Presentation,
course project
To apply communication theory
to health problems
Lectures, reading
discussion, exercises
Presentation,
course project
To display effective means to
interview clients/patients and
to ensure compliance
Lectures, class
exercises
Presentation,
To explain principles of effective
small group communication and
its role in public heath
Lectures, class
exercises
Final paper
To explain in detail how mass
communication can be used to
editor,
address public health problems
Lectures, reading
Final paper,
Letters to the
Press release
Content—Topics Covered:
Week 1 —January 12
-Introduction
-Human communication process, role of communication in health
Readings: Syllabus and obtaining copies of Simply Put, Clear and Simple,
Making Health Communication Programs Work, and Theory at a Glance. (NCI
website)
Week 2 —January 26
Theory: Motivation and Persuasion to Attend to Health Messages
Decision-Making Approaches
Readings: TBA
Week 3 —February 2
Theory: Behavior Change Models
Using Fear Appeals
Readings: Theory at a Glance
Other Readings will be assigned
Week 4 —February 9
COAST, Diffusion of Innovations, and Other Behavior Communication Models
Readings: TBA
Week 5 —February 16
Mass Communication, Media Advocacy
Outline of course project due
Readings: TBA
Week 6 —February 23
Formative Research part 1
-Social Marketing Approach
-Selecting the Problem, Theory, and Audience
Letter to the Editor 1 due
Readings: Making Health Communication Programs Work
Week 7 —March 2
Formative Research part 2
Selecting the Behavior, Message, and Medium
Readings: TBA
Week 8 —March 9
Mid-term exam
Week 9 —March 16
Spring Break.
Week 10 —March 23
Readings: Chapter 13 in Designing Health Messages
Health Communication Program Planning
Making Health Communication Programs Work
Clear and Simple
Week 11 —March 30
Using the Media Part 1
Letter to the Editor 2 due
Week 12 —April 6
Using the Media Part 2
Press Release due
Week 13 — April 13
Using Health Communication for Changing Public Policy
Readings: TBA
Week 14 — April 20
Course Project Due
Presentations
Readings: Chapter 13 in Designing Health Messages
Week 15 — April 27
Presentations
Readings: will be assigned
Week 16 May 4 (if necessary)
Presentations
Readings: will be assigned
Course Policies:
1. Attendance is required for all scheduled class meetings.
2. An examination must be taken on the day it is scheduled. There will be no makeup dates and no exceptions.
3. An assignment is due on the date in question. Any assignment submitted after this
point will not be accepted. In any case, the instructor should be notified via
personal appearance, phone call, or email if the student plans on missing or being
late to class.
Evaluation: (A total of 140 points possible)
-Course Project and Presentation (50 points)
-Outline of course project (10 points)
-Midterm exam (50 points)
-Two editorials (10 points each)
-One press release (10 points)
Grading Scale:
A = 100 to 90
B = 89.5 to 80
C = 79.5 to 70
F = 69.5 and below
Assignments:
Course Project—Development of Media Packet. (Due April 20 2009)
1. Choose a health issue/problem and develop a health communication and marketing
plan or campaign.
2. Analyze the health issue/problem, potential audiences and products, and behaviors
related to the issue. It can be focused on a specific audience or multiple audiences.
3. Finally, develop the campaign message and creative strategy for your program and
present it to the class. Each student will present its report during one of the final three
class sessions.
You may work with community or advocacy groups on this project. The instructor might
detail a few of these opportunities with guest speakers.
Guidelines:
APA style (American Psychological Association), 10-25 typewritten
pages, double spaced.
Format:
-Introduction to health issue/problem (Problem Overview) 1-2 pages
-Describe theories or models used to develop plan or strategy. (2-3 pages)
-Audience, behavior and product analysis (2 pages)
-Describe program/campaign (Media Advocacy Plan: goals, objectives
and strategies for advancing your program/campaign. (10-15 pages)
-Describe evaluation plan (2-3 pages)
-References
-Questions and Answers on Key Issues (appendix)
-Press Release (appendix)
-Fact Sheet(s), Op-eds, sample letters-to-the-editor (appendix)
A two page outline of your project will be due on February 16. This is to ensure that
your group has a viable project and is seriously considering the project deadlines. The
outline should include a brief discussion of the health issue/problem, theory (ies) used,
target audience, strategies, and evaluation.
Literature Critiques.
Students will be responsible for conducting weekly, in class critiques of articles in
peer-reviewed journals that deal with some aspect of health communication. Examples
of journals that can used include: American Journal of Public Health, American Journal
of Health Promotion, Journal of Health Communication, Health Education Quarterly,
etc. A list of references to use is attached to this syllabus.
Guidelines
In class oral reports. No paper is required.
Format (be prepared to discuss these areas of your critique in class)
-Introduction
-Purpose of Study
-Methodology used
-Results
-Implications of findings
-Personal perspective of study
Presentation. Last 3 weeks of semester
Students will present the findings of their health communication program in groups.
Letters to the Editor (10 points each)
Each student will prepare and submit two letters-to-the-editor for publication in one (1)
local, regional or state newspaper on a health item of local interest, and to one (1)
national or major newspaper or magazine (USA Today, New York Times, Time, etc.).
Letters to the editor concerning your project topic should be included in the appendix.
Examples are attached to this syllabus.
Press Release (10 points)
Each student will prepare a press release concerning a health matter of importance to be
considered for publication by the media and announced to the public. Examples of press
releases will be provided in class. Additionally, the press release will provide
information to our in class journalist for developing questions for the interview sessions.
Press releases concerning your project topic should be included in the appendix.
Examples are attached to this syllabus.
Academic Honesty
The application of the University of Arkansas Academic Honesty Policy, as stated in the
Undergraduate Studies Catalog (page 49) will be fully adhered to in this course. Grades
and degrees earned by dishonest means devalue those earned by all students. Therefore,
it is important that students are aware of the University of Arkansas Academic Honesty
Policy. Academic dishonesty involves acts which may subvert or compromise the
integrity of the education process.
Statement of Student's Rights
By mandate of The Family Educational Rights and Privacy Act (FERPA), a student at the
University of Arkansas has certain rights with regard to their educational records. These
rights are stated on page 59 of the Undergraduate Handbook.
Statement of Risk of Mental and Physical Injury from Class Activities and
Participation
Due to the nature and contents of some of the material covered in class, sensitive issues
and personally objective material may be presented. Additionally, some class sessions
may involve students participating in activities that will be physically demanding and
therefore carry some risk for physical injury. If you have any questions on these
concerns, see the instructor.
Inclement Weather Policy.
On days when driving, walking, riding, or traveling is hazardous to your safety, health
and well-being due to weather conditions, students may consider it an excused absence to
miss class. Course work and/or assignments covered in class on the day in question will
still need to be completed and turned in for credit.
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Sample Letters to the Editor
Dear Editor:
Some thoughts on the recent violence in schools. It should
be
noted that everyday in America 13 teenagers are killed by
firearms, the same number that was killed in the Colorado
school. For every death, there are 100 people injured or
disabled by firearms
(http://www.cdc.gov/ncipc/dvp/yvpt/yvpt.htm). Two out of
every three young Americans who commit suicide use firearms
to complete the act. In Australia, firearms are involved in
17% of suicides. In Arkansas, firearms are used in 3 out of
4 suicides
(http://www.cdc.gov/ncipc/osp/leadcaus/ustable.htm).
In Northwest Arkansas there are just as many gun dealers as
the number of McDonald's restaurants and Wal-Marts combined.
The newspapers contain stories each day about wars in
foreign lands. But how about the wars that are being waged
in our own schools, streets, and homes? And guess who the
enemy is? Americans are killing each other through the
convenience and access of firearms.
We are sending the
message to our younger generations-- that life is not
important-- the right to kill is. We are sacrificing our
children for our right to be entertained, possess hobbies,
and bear a false sense of security. One last question--when
are we going to let policy makers know that we have had
enough of violence, guns, and seeing children killed and
injured in our schools, homes and streets? If we love our
children, we will let go of the guns.
Ches Jones
Springdale
March 9, 1999
Articles, Parade Publications
711 Third Avenue
New York, NY 10017
POSITIVES FOR PREGNANCY EXERCISE
Exercising has proved to be one of the healthiest ways to lead one’s life. It
reduces stress, keeps weight under control, creates a positive self-esteem, and furthers
one’s life. That is why it just amazes me to see a particular segment of the population
quit exercising.
During my career as a health club manager, we would constantly see pregnant
women quit working out and cancel their memberships because they were pregnant.
Women feel that because they are pregnant, they might harm their unborn child or feel
they just won’t have the energy to exercise. Despite our promotional efforts to retain
them, they believe the contrary and our efforts fall on deaf ears. Research proves that
most women definitely benefit from staying active during pregnancy. Special pregnancy
exercises, like pelvic floor and special abdominal, will help repair abdominal muscles
faster during postnatal recovery. In addition, exercise during pregnancy will create more
energy, agility, and help one enjoy their life more. Postnatal recovery will be easier and
quicker through prenatal exercises. The benefits are easy to see. If there are any doubts,
consult your physician and visit the American College of Obstetrics and Gynecology
Website at www.ACOG.com.
Sample Press Releases
Date:
April 1, 1999
Contact:
Melissa Johnson, Community Health Education
Coordinator Washington Regional Medical Center, Center for Health Ed.
(501) 443-0692, mjohnson@wregional.com
FOR IMMEDIATE RELEASE
A FREE Baby & You: Early Pregnancy Class is April 6
FAYETTEVILLE, Ark. – Washington Regional’s Center for Health
Education will host a free Baby & You: Early Pregnancy Class on Tuesday,
April 6 at 7 p.m. The two-hour class is designed for women who are weeks
to 5 months along in their pregnancy.
Cathy McDonald, childbirth educator and lactation consultant, and
Reba Thompson, registered dietitian, will give information on growth and
development, nutrition, common discomforts in pregnancy, breastfeeding
options, and answers the new mother’s questions or concerns. Educational
literature and a list of Northwest Arkansas obstetric and pediatric physicians
are provided.
Studies show that women who have received early prenatal care and
information about childbirth preparation have better mother and baby health.
Mothers who receive health information have better birth outcomes due to
the fact that they have a smaller chance of delivering a baby with low birth
weight.
For more information on the early pregnancy class or information on
other childbirth classes, please call the Center for Health Education at (501)
443-0692.
Press Release
Contact: Susan Wellesley
Phone: 501-636-7379
FOR IMMEDIATE RELEASE
9:00 A.M., April 1, 1999
health education planning class presents “chaos”
To: Jerry at the Arkansas Traveler; Fayetteville
Location of Event: Rogers High School
Date and Time: Friday, May 1, 1999, 11:30 a.m. – 2:00 p.m.
Sponsored By: University of Arkansas – Fayetteville, Health
Education Planning Class
The University of Arkansas – Fayetteville, Health Education
Planning Class is pleased to present to the 9th grade class at
Rogers High School, “CHAOS”.
CHAOS is an acronym for, “College
students present on issues of, Harassment, Aids, Open discussions,
(about college life) and Substance abuse”.
The program, presented by 13 college students, will include
skits, and open discussions about critical issues facing students
today. Students, upon completion of this program; will be able to
identify the meaning of “harassment”; will be given grade specific
prevention strategies, as well as facts vs. myths about AIDS; will
have the opportunity to ask questions about “life on campus”, and
alcohol.
The University of Arkansas – Fayetteville, Health Education
Planning Class, with these presentations, may hopefully be able to
assist the 9th grade students at Rogers High School, to make healthy
choices that count.