PUBLIC HEALTH 300: BEHAVIORAL AND SOCIAL SCIENCE
FOUNDATIONS FOR THE HEALTH PROFESSIONS
Winter Term, 2013
Tue/Thur 4:00-5:30pm + Discussion
4 Credit Hours
Professor Victor J. Strecher
A. Overview
This course provides an introduction to the behavioral and social science factors
that influence health and disease, with an emphasis on relevant knowledge for
helping individuals make better health-related decisions and changes in their
lives. The course explores these factors from the individual to the societal level.
The course is 4 credits, with 3 hours of lecture and a 1 hour discussion per week.
B. Course faculty
Instructor
Victor J. Strecher, MPH, Ph.D.
Professor and Director for Innovation and
Social Entrepreneurship
UM School of Public Health
Graduate Student Instructors
e-mail: strecher@umich.edu
Administrative Assistant: Holly Neilson
e- mail: hneilson@umich.edu C. Format
The course is taught in two 1.5 hour lectures and a 1 hour discussion section
each week. The discussion section focuses on the content of the lecture and
readings with specific real-world issues for health care professionals addressed.
They are also the point of contact for the two short papers and two Ignite
presentations related to the short papers required in the course.
D. Course Goals
The overall goal of this course is to provide an introduction to the behavioral and
social science foundations for the health professions, and relevant grounding for
students who wish to pursue additional training in the area.
E.
Course Competencies
By the end of the course, students will possess greater understanding of the
following areas in their relation to health behavior development, change, and
decision-making: (1) Causes of death in the U.S. and the world, (2) methods of
determining causes of death and disease, (3) risk and risk perception, (4)
approaches to helping and coping, (5) theories and conceptual frameworks, (6)
measurement of psychosocial factors, (7) motivation, self-efficacy and selfcontrol, (8) physical, social, cultural environments, (9) clinician-patient
communication, (10) mass and interactive communication, (11) information
processing, (12) roles of health care organizations, health plans, employers,
schools, and governments, (13) roles of health care reform and health
informatics, and (14) roles of values affirmation, energy, and life purpose.
F.
Required Readings
There is no required textbook for the course. Required readings are in the form
of articles and chapters and are available in your online C-Tools program. The
portions of the readings considered most important are described later in this
syllabus under each reading material reference. You may be tested on the
portions of the readings considered relevant to the course.
H. Course Website
We will be using C-Tools to post all slides, relevant readings, and course
announcements. Log in through the course gateway off the UMSPH homepage
(www.ctools.umich.edu). You will use your student unique name and kerberos
password to log in. If you are having problems accessing C-Tools please make
an appointment with the GSIs for assistance.
I.
Communications
Dr. Strecher and Graduate Student Instructors will communicate with students
mainly through class sessions, announcements, and office hours of the GSIs.
For private matters, you should send an email to one of the GSIs. The GSIs will
reply to student e-mails within 2 days. Students with an issue requiring attention
of Dr. Strecher can communicate immediately after class, by email, through office
hours, or through a scheduled meeting time.
Courtesy Code: Please follow rules of common courtesy in all your
communications (e.g., lectures, discussion sections, email).
Email use: To ensure security and identity of each student, please use your
University of Michigan email to communicate with your instructor, teaching
assistant, and classmates.
J.
ACADEMIC CONDUCT
Integrity: It is expected that your conduct will be consistent with that of any
University of Michigan student, which includes respect for Dr. Strecher, the GSIs,
and fellow students in all communications. Student academic misconduct refers
to behavior that may include plagiarism, cheating, fabrication, falsification of
records or official documents, and aiding and abetting the perpetration of such
acts. All incidences of academic misconduct will be referred to the Office of
Academic Affairs.
Well-being: If you need help please consider contacting the University's office
for Services for Students with Disabilities (SSWD; http://www.umich.edu/~sswd)
or the office for Counseling and Psychological Services (CAPS;
http://www.umich.edu/~caps). If you feel that you may need special
accommodation for any sort of disability or wish to discuss any relevant and/or
confidential information please make an appointment with Dr. Strecher or GSIs.
K. Grading
1.
Midterm Examination (25%)
The midterm examination will be approximately 1-1.5 hours in length and will be
worth 20% of your grade. Content of the examination will come from class
lectures and the required readings and will include a combination of multiple
choice, short answer, and long answer questions.
2.
Final Examination (35%)
The final examination will be approximately 1-1.5 hours in length and will be
worth 30% of your grade. Content of the examination will come from the entire
semester of class lectures and the required readings and will include a
combination of multiple choice, short answer, and long answer questions.
3.
Short Individual Papers (2 @ 10% each)
Two 3-5 page (double-spaced) individual papers will be required through the
course. The assignments for each paper will ask you to elaborate on a particular
issue discussed in class.
4.
Ignite Presentations (2 @ 10% each)
Two 5-minute individual presentations in the discussion sections will be required.
Each presentation will require you to elaborate on the individual papers. The
presentations will be in an “Ignite” format (5 minutes, 20 slides that automatically
advance every 15 seconds; see http://en.wikipedia.org/wiki/Ignite_(event). The
best Ignite talks of each discussion section (voted on by the fellow students) will
be presented to the larger class.
L.
WINTER 2013 SCHEDULE AND TOPICS
DATE
TOPIC
1/10
INTRODUCTION
1/15, 1/17
DEATH
-­‐
-­‐
-­‐
-­‐
-­‐
1/22
HELP
-­‐
-­‐
1/24, 1/29
-­‐
-­‐
-­‐
Keeney, 2008
Mokdad et al, 2004
Fischhoff et al, 2011
Brickman et al, 1982
Models of helping and
coping
Role of the health
professional
BOXES AND ARROWS
-­‐
Causes of death in
the U.S. and world
Actual causes of
death
Determining causes
Risk and risk
perception
Role of the health
professional
READINGS
Theories of health
behavior change and
decision-making
Conceptual
frameworks
Measurement
Role of the health
professional
Earp et al, 1991
1/31, 2/5, 2/7
MOTIVATION
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
2/12, 2/24
CONFIDENCE
-­‐
-­‐
-­‐
-­‐
2/19
Information?
Carrots or sticks?
Stages?
Epiphany?
Self-Determination
Goal-setting
Motivational
Interviewing
Role of the health
professional
Self-efficacy
Sources of selfefficacy
Building self-efficacy
Role of the health
professional
WILLPOWER
-­‐
-­‐
-­‐
-­‐
-­‐
Depleting
Restoring
Fueling
Strengthening
Role of the health
professional
2/21
IGNITE! PRESENTATIONS
2/26
ENVIRONMENT
-­‐
-­‐
2/28
Physical
Role of the health
professional
MIDTERM EXAMINATION
(DEATH through
WILLPOWER)
3/5, 3/7
BREAK
Ryan and Deci, 2000
Strecher et al, 1995
Resnicow et al, 2002
Strecher et al, 1986
Dweck, 1999
Hagger et al, 2010
Houben and Jansen, 2011
Wansink, 2006
3/12, 3/14
ENVIRONMENT
-­‐
-­‐
-­‐
Social
Cultural
Role of the health
professional
3/19, 3/21,
3/26
COMMUNICATION
3/28, 4/2, 4/4
CHANGE AGENTS
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
4/9, 4/11
4/18
Strecher, 2007
Health care reform
Health informatics
Role of the health
professional
LIFE
-­‐
-­‐
West, 1984
Maibach et al, 1996
Wilson, 2007
Kreuter and McClure, 2004
Petty, 1995
Hershey et al, 2005
Merrienboer and Sweller, 2005
Health care
Health plan
Employer
School
Government
Role of the health
professional
THE FUTURE
-­‐
-­‐
-­‐
4/16
Clinician-patient
Media
Interactive media
How we process
Role of the health
professional
Salovey et al, 2000
Christakis and Fowler, 2007
Values affirmation
Self-transcendence
IGNITE! PRESENTATIONS
Harris et al, 2011
Crocker et al, 2008
4/23
LIFE
-­‐
-­‐
-­‐
-­‐
-­‐
4/25
Death and life
Purpose in life
Energy and purpose
Role of the health
professional
Your purpose
Martin et al, 2011
Hill et al, 2010
Jacobs et al, 2011
Niemiec et al, 2009
FINAL EXAMINATION
(DEATH through LIFE)
M. READINGS
There is no required textbook for the course. Readings are in the form of articles
and chapters and are available in your online C-Tools program.
DEATH (2 sessions)
•
•
•
Keeney RL. (2008). Personal decisions are the leading cause of death.
Operations Research. 56(6):1335-1347.
Mokdad AH, et al. (2004). Actual causes of death in the United States,
2000. Journal of the American Medical Association. 291:1238-1245.
Fischhoff B, et al. Communicating Risks and Benefits: An EvidenceBased User’s Guide. Food and Drug Administration, US Department of
Health and Human Services, August 2011.
HELP (1 session)
•
Brickman P, et al. (1982). Models of helping and coping. American
Psychologist. 37(4): 368-384.
BOXES AND ARROWS (2 sessions)
•
Earp JA and Ennett ST. (1991). Conceptual models for health education
research and practice. Health Education Research, Theory and Practice.
6(2):163-171.
MOTIVATION (3 sessions)
•
Ryan RM and Deci EL. Self-determination theory and the facilitation of
intrinsic motivation, social development, and well-being. American
Psychologist. 2000;55(1):68-78.
•
•
Strecher VJ, et al. Goal Setting as a Strategy for Health Behavior Change.
Health Education & Behavior 1995;22:190-200.
Resnicow K, DiIorio C, Soet J, Borrelli B, Hecht J, and Ernst J,
Motivational Interviewing in Health Promotion: It Sounds Like Something
Is Changing, Health Psychology 2002; 21(5):444-451.
CONFIDENCE (2 sessions)
•
•
Strecher V, DeVellis BM, Becker M, and Rosenstock I, The Role of SelfEfficacy in Achieving Health Behavior Change, Health Education and
Behavior 1986; 13(1):73-91.
Dweck C. Caution-Praise Can Be Dangerous. American Educator 1999.
WILLPOWER (1 session)
•
•
Hagger MS, et al. Ego Depletion and the Strength Model of Self-Control:
A Meta-Analysis. Psychological Bulletin 2010;136(4):495-525.
Houben K and Jansen A. Training Inhibitory Control. A Recipe for
Resisting Sweet Temptations. Appetite 2011;56:345-349.
ENVIRONMENT (3 sessions)
•
•
•
Wansink B. Ice Cream Illusions. American Journal of Preventive Medicine
2006;31(3):240-243.
Salovey P, Rothman A, Detweiler J, and Steward W. (2000). Emotional
States and Physical Health. American Psychologist. 55(1): 110-121.
Christakis N and Fowler J, The Spread of Obesity in a Large Social
Network over 32 Years, New England Journal of Medicine 2007; 357:370379.
COMMUNICATION (3 sessions)
•
•
West C. (1984). When the Doctor is a “Lady”: Power, Status and Gender
in Physician-Patient. Symbolic Interaction, Vol. 7, No. 1 (Spring 1984), pp.
87-106
Maibach EW, Maxfield A, Ladin K, Slater, M. (1996). Translating health
psychology into effective health communication: The American
Healthstyles Audience Segmentation Project. Journal of Health
Psychology, 1(3), 261-277.
•
Wilson BJ. Designing Media Messages about Health and Nutrition: What
Strategies are Most Effective? Journal of Nutrition, Education and Behavior
2007; 39:S13-19.
•
Kreuter MW and McClure SM. (2004). The role of culture in health
communication. Annual Review of Public Health. 25:439-55.
•
Petty RE. (1995). Creating strong attitudes: two routes to persuasion.
NIDA Research Monograph 1995;155:215-230
•
•
Hershey JC, Niederdeppe J, Evans WD, et al. The theory of "truth": how
counterindustry campaigns affect smoking behavior among teens. Health
Psychology 2005;24(1):22-31.
Merrienboer JJG and Sweller J. Cognitive Load Theory in Health
Professional Education: Design Principles and Strategies. Medical
Education 2010;44:85-93.
CHANGE AGENTS (3 sessions)
THE FUTURE (2 sessions)
•
Strecher VJ. Internet Methods for Delivering Behavioral and HealthRelated Interventions (eHealth), Annual Review of Clinical Psychology
2007; 3:53-76.
LIFE (2 sessions)
•
•
•
•
•
•
Crocker J, et al. Why Does Writing About Important Values Reduce
Defensiveness? Self-Affirmation and the Role of Positive Other-Directed
Feelings. Psychological Science 2008;19(7):740-747.
Harris PR, et al. Self-Affirmation Reduces Smokers’ Defensiveness to
Graphic On-Pack Cigarette Warning Labels. Health Psychology
2007;26(4):437-446.
Martin RA, et al. Purpose in Life Predicts Treatment Outcome among
Adult Cocaine Abusers in Treatment. Journal of Substance Abuse
Treatment 2011;40:183-188.
Hill PL, et al. Classifying Adolescents’ Conceptions of Purpose in Life.
The Journal of Positive Psychology 2010;5(6):466-473.
Jacobs TL, et al. Intensive Meditation Training, Immune Cell Telomerase
Activity, and Psychological Mediators. Psychoneuroendocrinology
2011;36:664-681.
Niemiec CP, et al. The Path Taken: Consequences of Attaining Intrinsic
and Extrinsic Aspirations in Post-College Life. Journal of Research in
Personality 2009;43:291-306.