CGH300: Theoretical Foundations in Health Promotion and Education (v. 8/30/13)
Master of Public Health Program, School of Community & Global Health, CGU
Fall 2013
Wednesday 1:00 p.m.- 3:50 p.m.
Burkle 24
Professors:
Susan Ames, Ph.D.
Email: susan.ames@cgu.edu
Alan Stacy, Ph.D.
Email: alan.stacy@cgu.edu
Phone: 626-234-7968 (Alan) or 909-607-7303 (Susan)
Office hours: by appointment
COURSE DESCRIPTION:
This course provides an opportunity for students to explore, apply and critique the theoretical
foundations of health promotion programs and to learn more about applications in varied health
promotion settings. The course focuses on the theoretical determinants of health and health-related
behavior from the individual to the environmental level.
COURSE OBJECTIVES:
Following completion of this course, students will be able to:
1. Identify and discuss origins and functions of theories used to promote the health of populations.
2. Select, critique and apply health behavior theories for planning health promotion strategies.
3. Demonstrate appropriate use of health behavior theories to improve public health materials.
4. Demonstrate an understanding of published research based on these theories.
5. Apply these concepts to health behavior issues.
MPH COMPETENCIES ADDRESSED:
MPH 1. Assess the health status of populations and their related determinants of health and illness
(e.g., factors contributing to health promotion and disease prevention, availability and use of health
services).
MPH 3. Communicate in writing and orally, in person, and through electronic means with linguistic and
cultural proficiency.
MPH 4. Consider the role of cultural, social and behavioral factors in the accessibility, availability,
acceptability and delivery of public health services.
MPH 7. Conduct a comprehensive review of scientific evidence related to a public health issue, concern
or intervention.
MPH 10. Incorporate ethical standards of practice as the basis of all interactions with organizations,
communities and individuals
HPEE 2. Plan health education strategies, interventions and programs.
HPEE 3. Implement health education strategies, interventions and programs.
HPEE 5. Administer health education strategies, interventions and programs.
HPEE 6. Serve as a health education research person.
HPEE 7. Communicate and advocate for health and health education.
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REQUIRED COURSE READINGS:
1. Glanz, K., Lewis, F. M., Rimer, B. K., (Eds.) (2008). Health Behavior and Health Education; Theory,
Research and Practice (4th edition). San Francisco, CA: Jossey-Bass.
COURSE COMPONENTS:
This course will contain interrelated components designed to provide a general introduction to the skills
and topics needed as a public health promotion professional.
1. Content Lectures
Each week the faculty will provide a lecture on the theory and/or issues of the week. Students
should come prepared to respond to questions about the content, and engage in critical reflection
and discussion about issues raised in the lectures.
2. Skill Building
Several class meetings will include a segment devoted to applying or discussing the topic of the
week, using small group discussions. Methods will include case discussions, application of theories
to decision-making, ethical issues, and debates about theories.
3. Discussions of Readings
Most weeks there will be a discussion of the assigned readings for the week, facilitated by assigned
students. Please read all the assigned and distributed readings for the week and come prepared for
discussion of the key issues in the materials.
4. Student Presentations
Students will visit a health promotion program in southern California and present their findings to
the other students. This activity is designed to build awareness of the public health promotion
infrastructure in Southern California (either Inland empire or Los Angeles area) and the ways in
which theory is translated into practice. It can also help establish networks for possible volunteer
work, internships and employment.
WEEK BY-WEEK LIST OF TOPICS AND READINGS:
Week 1, September 4, 2013 (Susan & Alan)
 Introductions
 Course overview
 Linking Theory, Research, and Practice
 Glanz et al., Chapter 2 Theory, Research, and Practice in Health Behavior and Health
Education (pp 23- 40);
Week 2, September 11 (Alan)
 Theory of Reasoned Action/Social Cognitive Theory/ Expectancy Theory
 Glanz et al., Chapter 4, Theory of Reasoned Action and Theory of Planned Behavior (pp 67-96).
 Glanz et al., Chapter 8, How Individuals, Environments, and Health Behavior Interact: Social
Cognitive Theory, (pp 169-188).
Week 3, September 18 (Susan)
 Health Belief Model
 History of Value Expectancy Models
 Glanz et al., Chapter 3 The Health Belief Model (pp 45-65).
 Austin LT, et al. Breast and Cervical Cancer Screening in Hispanic Women: A Literature
Review Using the Health Belief Model. Women’s Health, 12(3): 122-128, 2002.
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Week 4, September 25 (Susan)
 Stage Models: Trans-theoretical Model
 Glanz et al., Chapter 5, The Transtheoretical Model and Stages of Change, (pp 97-121).
 Haggerty et al, Stages of Change-Based Nursing Interventions for Victims of Interpersonal
Violence. Journal of Obstetric, Gynecologic and Neonatal Nursing, 32: 68-75, 2003.
Week 5, October 2 (Alan)
 Social Networks/ Social Support
 Glanz et al., Chapter 9, Social Networks and Social Support, (pp 189-210)
 Optional: Valente TW et al. Effects of a Social-Network method for Group Assignment
Strategies on Peer-Led Tobacco Prevention Programs in Schools. AJPH, 93: 1837-1843, 2003.
Week 6, October 9 (Susan)
 Diffusion of Innovations
 Glanz et al., Chapter 14, Diffusion of Innovations (pp 313-333)
 Rohrbach LA, et al. Factors Associated with Adoption of Evidence-Based Substance Use
Prevention Curricula in U.S. School Districts. Health Education Research, pp 1-13, Feb 2005.
Week 7, October 16 (Alan)
 Social Marketing and Other Health Communication Strategies
 Glanz et al., Chapter 16, Communication Theory and Health Behavior Change, (pp 363-387)
 Glanz et al., Chapter 19, Social Marketing, (pp 435-464)

Review for exam
Week 8, October 23 – (Alan)
 Translating (“Mining”) Basic Research to Develop New Interventions
No reading assigned: class demonstration of new intervention and basic research translation

Midterm Exam (on weeks 1 – 7; Exam first 1 1/4 hours of class)
Week 9, October 30 – (Susan)
 Brief Overview of other Traditional Health Behavior Theories
 Chapter 6, The Precaution Adoption Process Model, (pp123-147);
 Chapter 10, Stress, Coping and Health Behavior, (pp 211-236).

Return exam
Week 10, November 6 (Susan and Alan)
 Part 1. Community Mobilization and Capacity Building (Susan)
 Glanz et al., Chapter 13, Improving Health Through Community Organization and Community
Building, (pp 287-312).
 Additional readings to be determined



Part 2. Social Ecology and the Physical Environment (Alan)
Glanz et al., Chapter 20, Ecological Models of Health Behavior, (pp 465-485).
Nestle M and Jacobson MF. Halting the Obesity Epidemic: A Public Health Policy Approach.
Public Health Reports, 115: 12-24, 2000.
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Week 11. November 13 (Alan and Susan)
 Part 1. Automatic & Non-reflective Theories (Alan)
 Learning and memory processes underlying intervention effects
 Stacy AW Ames SL Wiers RW Krank M (2010). Associative memory in appetitive behavior:
Framework and relevance to epidemiology and prevention. In L. M. Scheier (Ed). Handbook of
Drug Use Etiology. APA Books: Washington, D. C.
 OPTIONAL. Kahneman D. A perspective on judgment and choice: Mapping bounded rationality.
American Psychologist, 58(9), 697-720, 2003. SUGGEST YOU READ AT LEAST 1st SEVERAL
PAGES




Part 2. Neurobiological processes relevant to health promotion (Susan)
Knowlton, B. J., Mangels, J. A., & Squire, L. R. (1996). A neostriatal habit learning system in
humans. Science, 273(5280), 1399-1402.
Bechara (2005). Decision making, impulse control and loss of willpower to resist drugs: a
neurocognitive perspective, Nature Neuroscience, 1458-1463
OPTIONAL: Yin, H. H., & Knowlton, B. J. (2006). Addiction and learning in the brain. In R. W.
Wiers & A. W. Stacy (Eds.), Handbook of implicit cognition and addiction (pp. 167-184).
Thousand Oaks, CA: SAGE publications.
Week 12, November 20 - (Alan and Susan)
 PRESENTATIONS
 Class discussion
Week 13. November 27 (No class day before Thanksgiving)
Week 14, December 4 (Alan & Susan)
 PRESENTATIONS
 Class discussion
Week 15, December 11
 PRESENTATIONS
 Review for Final

Individual Paper Due
WEEK 16TH DECEMBER 18TH FINAL
FINAL EXAM DURING FINALS WEEK (FINALS WEEK DECEMBER 16 TO THE 20TH )
(COVERS ENTIRE COURSE, WITH EMPHASIS ON WEEKS 8 – 14)
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EVALUATIVE CRITERIA:
A. Class Participation – 5%
Students are expected to attend each class and discuss the assigned readings for that week in an
informed and critical manner. Class discussions will include responses to questions raised during
lectures, responses to questions about the readings, and group learning activities. Participation
grades each class will be based on amount of participation in the large class and small group
discussions, quality of participation and demonstration of familiarity with the assigned readings.
Students may earn a maximum of 2 participation points per class. If you are not in class, you cannot
participate and cannot get credit for active participation. If you are in class but silent, then you also
cannot get credit for active participation. Discussion is designed to help students engage in dialogue
about health promotion concepts and to gain experiencing presenting their questions and ideas
publicly.
B. Exams – Midterm Exam: 20% Final Exam 30%
There will be two exams requiring short answers to questions about lectures, presentations, journal
articles and book chapters. The exams will require applying, integrating and critiquing health
promotion theories covered to date.
C. Community Project – 20%
Students select a health promotion unit in an organization in the greater Los Angeles area or Inland
Empire (public or private, not-for-profit or for-profit) that addresses a particular public health issue.
Students will contact the program, arrange a visit, tour the program and interview a key informant
who should be the coordinator or director, and collect at least two to three health promotion
materials. Students will identify their group members during the first week of class and inform the
Professor. Then they must inform the Professor of the choice of organization, key informant’s name
and the scheduled date of their visit, no later than the fifth class of the semester.
The project consists of collecting information from the interview and tour (which all students in the
group must attend) and materials about the mission of the program, the top three health promotion
methods used, the one main (spoken or unspoken) theory that drives the health promotion efforts
(or that most closely matches the health promotion efforts), project accomplishments and
outcomes, and suggestions for change. Students will present their findings in a power point
presentation to the class, with each student presenting an equal amount of time. The grade will be
based on the presentation to the class, turning in the slides in a hard/paper copy and electronic
format the day of the presentation (in a folder or binder).
The presentation should include the following: Title slide (1 slide), background of organization
and/or health problem (1-2 slides) health promotion mission (1 slide), funding source(s) (1 slide),
health promotion methods used (3-5 slides), theory driving the health promotion efforts and
examples of how the theory translates to practice in this organization (5 – 9 slides), most important
methods or achievements (1-3 slides), and suggestions for improvement (1-2 slides). Maximum 2225 slides, maximum 30 minutes, then an additional 5-10 minutes for Q & A. Turn in all materials in
a binder of some sort along with a hard copy of the presentation.
The due date will be selected by the group based on available dates in class.
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D. Individual Project – 20%
Each student will complete a paper that applies an alternate health promotion theory or framework
to the health promotion program or project they selected for their group project. The alternate
theories must be agreed upon among the group members so there is no duplication of theories in
that group, and the Professor must be informed of the theories and who will cover which theory, no
later than Week 9. Each student must prepare a 10 page (typed, double-spaced) paper describing
the ways in which the health promotion strategy used by the organization would change from the
existing health promotion strategy of the organization, if this alternate theory was used to drive
development of the strategy. Please carefully cite all sources, using American Psychological
Association format. Please provide at least 10 references. Wikipedia is not considered a valid
source for purposes of this paper. Please also provide a brief literature review. We will mark down
for lack of references, poor writing, failure to address alternative theory, and lack of clarity. Due
Week 15, beginning of class.
E. Facilitation of Readings –5%
Each student will prepare a discussion point relevant to the readings for at least one week and lead
a discussion on that point during class. The topic of the discussion point should be sent to Susan
and Alan by Monday afternoon the week of the class.
GRADING COMPONENTS:
20%
30%
20%
20%
5%
5%
Midterm
Final Exam
Community Project
Individual Project
Class Participation
Facilitation of Discussion of Readings
Grades will be determined in accord with the following scale, unless grading on the curve is warranted.
A+
A
AB+
B
100%
94-99
90-93
87-89
83-86
BC+
C
C-
80-82
77-79
73-76
70-72
D+
D
DF
67-69
63-66
60-62
59 or below
OTHER POLICIES:
 Unexcused late work such as a paper will lose one grade for each 24-hour period it is late. In
order to have work deadlines delayed or “excused” you must contact the professor and receive
approval for the delay, before the work is due.
 If there is a family or personal emergency then the policy above is waived. Any student who
misses an exam or assignment without an approved delay must present emergency
documentation of the absence (i.e., discharge paper from an emergency room, accident report
from police, etc.) if they would like to do the missed work and get credit. If approved then an
alternative due date will be scheduled.
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 No cell phone or Internet or e-mail use in class. You may use the laptop for your lecture notes
only. Please do not work on materials for other classes while in this class.
 E-mailed papers and papers delivered to the mailbox or left in the office of the professor are not
considered “received” or “turned in” until the professor or teaching assistant gets it,
acknowledges receipt and can open the document. Please make arrangements for this type of
delivery ahead of time, or we may not see the paper until days later. If sending a word or power
point document via e-mail, please send it to both the professor and the teaching assistant (if one
is available this term).
 If you send any files as attachments, please include the course number, content of file, and your
name in the electronic file name as follows: CGH300 <type of material> <your last name or
one group member’s last name>.doc (e.g., “CGH300 Grp 2 Eval Glazebo.doc”).
 Any student requesting academic accommodations based on a disability is required to talk to
the professor in advance of the second class.
 After completion of class, please schedule a time with professors to pick up your final papers.
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