Sharing Psychology in Public Health Brenda M. DeVellis, PhD Professor of Health Behavior & Health Education Research Professor of Psychology Robert F.

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<ul><li><p>Sharing Psychology in Public HealthBrenda M. DeVellis, PhDProfessor of Health Behavior &amp; Health EducationResearch Professor of Psychology</p><p>Robert F. DeVellis, PhDProfessor of Health Behavior &amp; Health EducationAdjunct Professor of Psychology</p></li><li><p>The Learners All graduate students: We enroll 35 students/year to our 2 year MPH program and 8-10 doctoral students per yearEntering doctoral students must have prior a masters degree in a related field</p></li><li><p>The Learners (contd.)Goal of MPH program to prepare analytic practitioners for positions in health education planning, management, and evaluation.</p><p>A national and international reputation for articulating and promoting community based participatory research in public health.</p></li><li><p>Disciplinary Composition of the Department7 of 20 faculty are psychologists2 are sociologistsRemainder trained in health behavior &amp; health educationSince 1970, Department Chairs have been psychologists or sociologists</p></li><li><p>Three Conceptual DomainsHealth Communication: e.g.,web-based interventions, risk communication</p><p>Interpersonal and social processes in health and illness: e.g., social support, peer and family influences</p><p>Community Engagement: how communities and organizations bring about social, structural, and policy changes</p></li><li><p>Role of Psychology in CurriculumPsychology is a core discipline for health behaviorUnderstanding and influencing health behavior</p></li><li><p>Is Psychology Required?First semester 4-credit required course in Social and Behavioral Foundations of HBHE with 60% of content psychology</p><p>Both MPH and PhD students have a social and behavioral science comp question focused on applying theory and/or conceptual models to a public health problem </p></li><li><p>Examples of Psychological Content in CurriculumIn required course:Social Learning Theory,Theory of Planned Behavior,Social Cognition, Social Support</p><p>In elective course: emotions, coping and health, self-esteem, stereotyping, altruism and civility,health professional-patient interaction</p></li><li><p>Role/RationalePhD students must take 10 credits of advanced social/behavioral sciences from:anthropology sociology psychology or departmental courses in Health Disparities and Advanced Psychological Theory. I teach the latter</p></li><li><p>Challenges in Teaching PsychologyHighly variable prior preparationHostility toward research and theoryLumping the world by disease categories rather than conceptsDemonstrating relevanceHuge scope of problems individual students want to address multiple levels</p></li><li><p>Interdisciplinary CollaborationHallmark of public healthWithin public health disciplinesWith medicineWith social sciencesCentersJoint appointments</p></li><li><p>Opportunities and BarriersExtensive opportunities and few barriersSchool of Public Health Dean trained in health behavior and a champion of behavioral principles and theoriesExcellent relationships with colleagues in psychology, including social, clinical, and quantitative</p></li><li><p>Preparing for the FutureNIH is a major source of funding for psychological researchAddressing health problems is typically a multi-level enterpriseMethods, theories, and approaches from psychology play a critical rolePsychology should acknowledge and engage these challenges</p><p>1. What kinds of students do you teach (e.g., engineering, journalism, architecture, medical students hereafter referred to as X). Are they undergraduates, graduates, other? 2. Is there a requirement in their curriculum for education in psychology? If yes, what are the requirements? </p><p>3. Why is psychology in the curriculum for X? What role does it play? What content from psychologys scientific knowledge base is most useful to X students? (Examples) </p><p>5. What are the opportunities and barriers for psychology as a discipline in teaching psychology to X? Are there disciplinary or institutional barriers to getting psychology content adopted in the curriculum of other disciplines? How does this teaching relate to multidisciplinary approaches to scholarship?</p><p>7. How should we prepare future faculty to teach psychology to X? Are we doing this in our graduate programs/internships? What should we be doing more or less of? </p></li></ul>


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