ph325 syllabus 2016 summer 160113 - university of hawaii...

HELM Filename: PH325_syllabus_2016_Summer_160113

of 4

Office of Public Health Studies, University of Hawai`i at Mānoa Department of Public Health Sciences

PH 325- Youth Risk and Protection – Public Health Research, Practice, & Policy Summer 2016

Accelerated 3-week course: May 16 – June 3 Syllabus

Instructor Name: Susana Helm, PhD Phone: (808) 692.1909 Email: [email protected] Course Website: https://laulima.hawaii.edu/portal Office Hours: By appointment (request by email) Course Description PH 325, Youth Risk and Protection – Public Health Research, Practice, & Policy, is intended to provide students with a foundation in public health related to youth health risks and protective factors using an ecodevelopmental framework. While public health generally emphasizes prevention and health promotion, the course also will incorporate public health sectors involved in treatment. In-class activities will be structured around a photovoice pedagogy. Students will be oriented to photovoice in public health on the first day of class. Each subsequent class will involve a facilitated discussion on the assigned reading, followed by a campus stroll during which students will take photos representing the youth health focus of the day, then resume the discussion based on observations from the campus stroll and student photography. Students will need to bring a digital camera (cel phone or camera with USB port) to class on a daily basis. Guest presentations by experts in the field may be scheduled. The course will focus on the national youth health priority areas emphasized by the Center’s for Disease Control & Injury Prevention, the DHHS Office of Adolescent Health, and Healthy People 2020 as listed below. Accelerated Summer Session This class is being offered as a daily, intensive, accelerated 3-week course during Summer 2016 from May 16 – June 3. Students should be prepared to attend each seminar and participate actively in class; to submit the homework on time (daily assigned reading); and to submit the two-part final as scheduled. Please note the weekly schedule varies. The first week of class begins one week prior to the start of the regular Summer Session 1: May 16-20. Weeks 1 & 2 involve daily interactive seminars scheduled from 2:00 to 6:00 p.m. Week 3 involves independent study during which students will complete their own photovoice projects to be shared virtually with the class as a powerpoint with voiceover (final part 1: due 6/1/15); and submit their final paper via email to the instructor (final part 2: due 6/3/15). National Youth Health Priorities CDC DHHS OAH Healthy People 2020 Injuries and Violence Reproductive Health Access to Health Services - Wellness Checkup Alcohol and Other Drugs Mental Health Afterschool and Extra Curricular Activities Tobacco Physical Health & Nutrition Adolescent-Adult connection

Substance Abuse Transition to Self-Sufficiency from Foster Care Nutrition, Physical Activity, Obesity Healthy Relationships Educational Achievement Sexual Behavior School Breakfast Program Mental Health Drug-Free Schools Safe Schools (harassment re: Sexual Orientation or Gender Identity) Safes Schools (as Perceived by Parents) Safe Schools (re: Serious Violence)


of 4

Student Learning Objectives for the Course • Increase knowledge of national adolescent public health issues and initiatives, and how these national issues are relevant to the

youth of Hawaiì. • Increase skill for critically analyzing public health research of importance to adolescent health, with focus on Hawaiì-based

research when available. • Increase knowledge of public health practices and policies related to adolescent health promotion, prevention, and treatment. • Increase skill in communicating public health practice and policy relevant to adolescents, particularly using a photovoice inspired

technique. Required Readings & Media on Laulima • During the semester, the instructor or invited speakers may assign additional readings that do not appear on this syllabus • Assigned readings will introduce relevant public health research, practice, and/or policy. • Topics and readings are provided below. Hawaiì-related public health is featured when available. Student selected topics &

assigned readings will be discussed in class – chosen from the national health priorities. • Depending on the volume of articles and number of students enrolled, a jigsaw approach to reading may be used. Jigsaw is a

cooperative learning technique often used with adolescent learners, and more recently on college campuses; incorporates critical thinking, and social skills development. For more info see: http://www.adlit.org/strategies/22371/

Topic Required Reading positive youth development in PH Selected articles from Journal of Public Health Management & Practice, 2006, volume 12, supplement 6, S1-

S108 on PYD; e.g. Birkhead et al; Hamilton; Bernat & Resnick; Powers & Tiffany.

Kia-Keating, et al. (2011). Protecting and promoting: An integrative conceptual model for healthy development of adolescents. Journal of Adolescent Health, 48, 220–228.

Lerner, Lerner, and colleagues. (2011). The positive development of youth. Report of the findings from the first seven years of the 4-H study of positive development. Institute for Applied Research in Youth Development, Tufts University. Available from: http://ase.tufts.edu/iaryd/researchPositive4HPublications.htm

photovoice Helm S, et al. (2015). Using photovoice with youth to develop a drug prevention program in a rural Hawaiian community. American Indian and Alaska Native Mental Health Research, 22(1), 1-26. doi: 10.5820/aian.2201.2015.1. PMCID:PMC4401743. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4401743.

Jacquez, et al. (2013). Youth as partners, participants or passive recipients. A review of … (CBPR). American Journal of Community Psychology, 51(1), 176-189. doi: 10.1007/s10464-012-9533-7.

Wang C & Burris MA. (1997). Photovoice. Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387. DOI:10.1177/109019819702400309.

Wang C & Redwood-Jones YA. (2001). Photovoice ethics. Perspectives from Flint Photovoice. Health Education & Behavior, 28(5), 560-572. doi:10.1177/109019810102800504.

mental health McDermott JF & Andrade NN. (2011). People and cultures of Hawaiì. The evolution of culture and ethnicity. UH Press. Honolulu, HI (3 sections: Introduction & chronology; CH 1 The Hawaiians; Conclusion).

Safran MA, et al. (2009). Federal collaboration on health. Mental health disparities. American Journal of Public Health, 99(11), 1962-1966. doi:10.2105/AJPH.2009.167346

injury, violence, healthy relationships Baker & Helm S. (2011). Prevalence of intimate partner violence victimization and perpetration among youth in Hawaiì. Hawaii Medical Journal, 70(5), 92-96 [ISSN 0017-8594].

Selected articles from supplement of Journal of Adolescent Health on teen dating violence, e.g…. Leviton et al (2015). Interventions to prevent and reduce TDV. JAH 56(2Supp2), S1-S2. Schubert (2015). Building a culture of health…TDV… JAH 56(2Supp2), S3-S4.

Selected articles from American Journal of Public Health 2015-2016, e.g…. McClure et al. (2015). Contextual determinants of childhood injury… AJPH, 105(12), 2586. Meuller et al (2015). Suicide ideation and bullying… AJPH, 105(5), 980-985.

alcohol, tobacco, drugs Cook et al. (2015). Asian American problem drinking… AJPH, 105(5), 1020-1027.

Foulds. (2015). Use of electronic cigarettes by adolescents. Journal of Adolescent Health, 57(6),569-570.

Hildick-Smith et al. (2015). A practitioner’s guide to electronic cigarettes.... Journal of Adolescent Health, 57(6), 574-579.

Okamoto et al. (2013). A Continuum of approaches toward developing culturally focused prevention interventions: From adaptation to grounding. Journal of Primary Prevention. DOI 10.1007/s10935-013-0334-z.

physical activity, diet, nutrition, obesity Selected articles from AJPH 2015-2016, e.g.: Booker et al. (2015). Media use, sports, and well-being… AJPH, 105(1), 173-179. Kahan & McKenzie (2015). The potential…physical education…overweight... AJPH, 105(5), 1020-1027.

Mereish & Poteat. (2015). Let’s get physical. Sexual orientation disparity…AJPH, 105(9), 1842-1849. Novotny et al (2015). Systematic review…obesity … pacific region… AJPH, 105(1), e22-e35. Piercy et al (2015). Opportunities...public health…increase physical activity... AJPH, 105(3), 421-426. Reeve et al (2015). State and municipal innovations in obesity policy… AJPH, 105(3), 442-450.

rural health Bolin JN et al. (2015). Rural healthy people 2020. New decade, same challenges. Journal of Rural Health, 31(3), 326-333. DOI: 10.1111/jrh.12116.

Russel, DJ, Humphreys, JS, Ward, B, Chisholm, M, Buykx, P, McGrail, M, et al. (2013). Helping policy-makers address rural health access problems. Australian Journal of Rural Health, 21(2), 61-71.

Sonn, et al (2014). Picturing the wheatbelt… Am J Community Psych, early online, 1-13. DOI: 10.1007/s10464-014-9686-7

additional topics TBD (e.g. reproductive health; special populations – foster children, (im)migrant, refugee; teen drivers).


of 4

Course Policies 1. Do the assignments on time. All students are expected to read the assigned articles/documents

by the respective dates of discussion (before the scheduled discussion), and complete all course assignments at college-level proficiency. Maximum benefit from this class can be achieved only if you attend class; complete the readings, assignments, and projects as they are assigned; and actively participate in the class activities. It is the student’s professional responsibility to be aware of the assignment due dates and make the instructor aware of any expected problems meeting due dates. Your grade for the course will be affected by missed due dates. Points will be deducted for late assignments, especially if no communication has been made before the due date passes.

2. Arrive on time and participate. All students are expected to arrive on time and participate in

each class activity. Attendance is not taken, however, you will earn credit for all class activities in which you participate. It is the student’s professional responsibility to notify the instructor of any anticipated absences in advance. Students may inquire about the possibility of completing alternate assignment in lieu of missed class; prior approval is required.

3. Use the proper format. All written assignments must be typed with student’s name, course

number, and date listed at the top of the page of the assignment. Do not use a separate title page for any assignments. When necessary please use APA format (double-spaced, 1-inch margins, 12-point Arial font, proper citations in text and references).

4. Grades. Final grades are based on completed assignments (submitted on time) and class

participation. Late assignments may be accepted, however prior approval is required. 5. Use references wisely. Original written work is expected with appropriate citation of references.

All references need to have author, title, year, publishers, place of publishers, journal name, volume and issue number, and page numbers. All written work must follow APA (American Psychological Association) citation and referencing style.

6. Conduct Code—Do original work. Plagiarism is unacceptable and will result in a failing grade

for the assignment and possibly for the course, depending on the extent of the violation. Please be familiar with the University of Hawai‘i Student Conduct Code, available online, at the Office of Student Affairs at the Student Services.

7. Syllabus may be revised as needed. The course schedule and assignments may need to be

revised and some topics re-scheduled depending on the availability of guest speakers, pace of the learning, size of class, and the needs of the students.

8. Appointments with instructor. Students are encouraged to meet with the instructor to review

their progress, or clarify course assignments and expectations. Please contact the instructor before or after class or by email to set up appointments.


of 4

Grading Assignment Description Due Grading Homework • Homework consists of reading the selected

article/reviewing the selected website PRIOR to class.

• A written overview of the assigned reading is required as evidence of having read it. Refer to the chart below for an example.

• Homework is due as noted on the syllabus.

• Late homework is accepted at reduced points.

• Additional reading may be assigned with due dates once students select their topics.

35% 3pts=on time, thorough 1pt=thorough, but late 1pt=on time, but incomplete

Class Participation

• Students are required to attend class and participate in class discussions and activities, including when other students are assigned to present.

• Daily, weeks 1 & 2 35% 1pt = attend 1pt = participate (oral) 1pt=SHOWED worksheet 1pt=photo submission

Final • Final Part 1: Students will submit individual powerpoint presentations based on their selected youth risk & protection PH topic. The powerpoint will include voiceover.

• Final Part 2: Students will view each other’s powerpoint presentations and provide a short (single paragraph) written summary of each. Students also will provide a brief critical reflection of their learning experience (two paragraphs).

• Part 1 due 6/1/16, by 2p • Part 2 due 6/3/16, by 6p

30% Grading rubric will be discussed and negotiated in class.

Extra Credit • PH research, practice, policy opportunities may occur during the summer session.

• Announcements will be via laulima and in class.

• Students are encouraged to suggest opportunities.

• Examples: film review, participate in community event, etc.

• Prior approval is required – no exceptions!

varies varies

Article Review Homework Format:

Name & Date

Authors: Date: Title: Journal: DOI #:

Introduction Topics of Interest

Theoretical Framework

Hypothesis

Concepts

Other Methods Sample

Data Collection

Data Analysis

Other

Findings Key findings – link to intro

Key findings – of interest to our project Other

Implications As noted by Authors

Relevant to PH research, practice, policy:

Other

Critical Reflection & Discussion Points

Photovoice Writing Format for Class Activities

S See Naming the issue. Literally, what do you SEE in the video/photo? State with concrete.

H Happening What is HAPPENING in the video/photo? Identify different elements of the story.

O Our How do these issues relate to OUR lives, and how do we feel about them? Expand to personal and emotional level.

W Why WHY have issues arisen- individual, family, organizational-program, community, societal? Expand to analytic; root causes.

E Empower, Examine Explore how we can become EMPOWERED with our new social understanding. EXAMINE individual-social connection

D Do What can we DO about these issues in our lives. Action at multiple levels.

Class Schedule Week 1: May 16 – May 20 daily & in person 3.5 hour class sessions, 2:30 – 6:00 (17.5 hours) Week 2: May 23 – May 27 daily & in-person 3.5 hour class sessions, 2:30 – 6:00 (17.5 hours) Week 3: May 30 – June 3 virtual review powerpoint presentations produced by classmates (5 hours)

HELM Filename: PH325_syllabus_2016_Summer_160113_schedule

Page 1 of 2

Week Class Day Topic In Class Activity Homework due

1 Monday May 16

Orientation & Positive Youth Development in Public Health

• review syllabus, assignments, duedates, etc. • virtual tour of national websites: CDC, OAH, HP2020 • positive youth development in PH – jigsaw articles & group

discussion • Review homework (HW) format

1. No HW. 2. Students should bring laptop

to class to access articles to be read/reviewed in class – positive youth development articles (jigsaw approach).

2 Tuesday May 17

Photovoice & Public Health

• questions about syllabus, assignments, duedates, etc. • discuss week 2 : student selected articles (4 groups) • review HW articles : PV & PH background, ethics, and PV &

youth • Hawai`i example: Puni Ke Ola (Helm et al 2015) • PV 101 – a “how-to” for PH 325

1. Wang & Burris, 1997 2. Wang & Redwood-Jones 3. Jacquez et al 2013 4. Bring a digital camera,

smartphone is best option

3 Wednesday

May 18 Mental Health (MH)

• questions about syllabus, assignments, duedates, etc. • discuss week 2 : student selected articles (4 groups) • discuss week 3: final presentation • review HW articles : McDermot & Andrade, Safran • PV activity: campus stroll to take pictures of MH, then share

photos & discuss in terms of positive youth development in public health

Required for HW 1. McDermot & Andrade 2. Safran, et al 3. Bring a digital camera,

smartphone is best option Extra Credit opportunity 4. « your » chapter from People

& Cultures

4 Thursday May 19

Injury, Violence, & Healthy Relationships (I/V/HR)

• questions about syllabus, assignments, duedates, etc. • discuss week 2 : student selected articles (4 groups) • discuss week 3: final presentation • review HW articles : • PV activity: campus stroll to take pictures of I/V/HR, then share

photos & discuss in terms of positive youth development in public health

1. Baker & Helm, 2011 2. selected articles from Journal

of Adolescent Health on teen dating violence

3. selected articles from AJPH 2015-2016

4. Bring a digital camera, smartphone is best option

1

5 Friday May 20

Rural Health

• questions about syllabus, assignments, duedates, etc. • discuss week 2 : student selected articles (3 groups) • discuss week 3: final presentation • review HW articles : Russell et al, Bolin et al, Sonn et al • PV activity: campus stroll to take pictures of Rural Health, then

share photos & discuss in terms of PYD in public health

1. Bolin et al 2015 2. Russell et al 2013 3. Sonn et al 2014 4. Bring a digital camera,


Class Schedule Week 1: May 16 – May 20 daily & in person 3.5 hour class sessions, 2:30 – 6:00 (17.5 hours) Week 2: May 23 – May 27 daily & in-person 3.5 hour class sessions, 2:30 – 6:00 (17.5 hours) Week 3: May 30 – June 3 virtual review powerpoint presentations produced by classmates (5 hours)

HELM Filename: PH325_syllabus_2016_Summer_160113_schedule

Page 2 of 2

Week Class Day Topic In Class Activity Homework due

6 Monday May 23

Physical Activity, Diet & Nutrition, Overweight/Obesity (PA/DN/OO)

• discuss week 2 : student selected articles (3 groups) • discuss week 3: final presentation • review HW articles : Selected articles from AJPH 2015-2016 • PV activity: campus stroll to take pictures of PA/DN/O, then


1. Selected articles from AJPH

2015-2016 2. Bring a digital camera,


7 Tuesday May 24

Alcohol, Tobacco, Marijuana, & Other Drugs (ATOD)

• discuss week 2 : student selected articles (4 groups) • discuss week 3: final presentation • review HW articles : Okamoto, Cook, Foulds, Hildick-Smith • PV activity: campus stroll to take pictures of ATOD, then


1. Okamoto et al 2013 2. Cook et al 2015. 3. Foulds (2015) and Hildick-

Smith et al (2015) 4. Bring a digital camera,


8 Wednesday

May 25 TBD – student selected, student facilitated - group 1

• discuss week 3: final presentation • review HW articles : TBD – student selected • PV activity: campus stroll to take pictures of TBD, then share

photos & discuss in terms of PYD in public health

1. TBD – student selected 2. Bring a digital camera,


9 Thursday May 26

TBD – student selected, student facilitated - group 2





2

10 Friday May 27

TBD – student selected, student facilitated - group 3




smartphone is best option Week Class Day Topic In Class Activity Homework due

Monday 5/30 Holiday: Memorial Day Tuesday 5/31 Student selected Virtual class: work on your final n/a

Wednesd. 6/1 Student selected Virtual class: review student presentations Final Part 1 due by 2p

Submit online: [email protected] Thursday 6/2 Student selected Virtual class: review student presentations n/a

3

Virtual class

Q&A Via

email Friday June 3

Student selected Virtual class: review student presentations Final part 2 due by 6p

Submit online: [email protected]

ph325 syllabus 2016 summer 160113 - university of hawaii...

Documents