Faculty of Humanities and Education (Postgraduate) - The University ...

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110 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Major competencies to be developed • Critical thinking about social relationships and networks • Practical skills for working with social networks • Sensitization to human rights, social justice, and advocacy for marginalized populations • Reflexive and critical insights into the candidate’s own vantage point and how it might be biased (albeit inadvertently) • Ability to analyse impacts on people’s health and wellbeing using the lenses of risk, marginalization, power dynamics and gender • A capacity to use a risk assessment to plan interventions for improving community health • Capacity to analyse the causes and social and health impacts of bullying, harassment, violence, sexual assault, and hate crimes • Insights and skills to work effectively with marginalized and diverse populations, and to advocate for and with them • Insights and skills to work effectively with key health issues that are traditionally marginalized (such as mental health and sexual health), and to advocate for improved services and social justice in relation to them • Understand the health implications of other key practices that impact on public health (such as smoking, drugs, alcohol) ASSESSMENT Coursework Assignment 100% Required Reading Farmer, P. (2001) Infections and Inequalities: The Modern Plagues (Updated Edition). University of California Press. (ISBN: 0520229134) Irvine, J. M. (1994). Sexual cultures and the construction of adolescent identities (Health, Society, and Policy Series). Temple University Press. (ISBN: 1566391369) Klein, A., Day, M., Harriott, A. (2004). Caribbean drugs from criminalization to harm reduction. Kingston: Ian Randle Publishing. (ISBN: 976 637 194 6) Lupton, D. (1999). Risk. Routledge. (ISBN: 0415183340) Rew, L. (2004). Adolescent health: A multidisciplinary approach to theory, research, and intervention. Sage. (ISBN: 0761929118) Recommended Reading Berkman, L. F., Kawachi, I. (2000). Social epidemiology. Oxford: Oxford University Press. (ISBN: 0195083318) Rundle, A., Carvalho, M., Robinson, M. (2002). Cultural competence in health care: a practical guide. Jossey-Bass. (ISBN: 078796221X) Turner, B. (2004). The New Medical Sociology: Social Forms of Health and Illness. WW Norton. (ISBN: 0393975053) 6.3 HEPR 6003 - Strategies, Skills, and Interventions for Promoting Health (8 credits) Course Overview This course introduces students to the concept and operationalization of Health Promotion as a new approach to addressing the determinants of health. The course is aimed at enhancing participants’understanding, analysis and theoretical application of the behaviour change models and theories that have influenced the development of Health Promotion. Participants should gain an understanding of the development of Health Promotion in relation to changing health patterns; and their role in the operationalization of the strategies of the Caribbean Charter for Health Promotion in addressing identified health issues impacting on individuals, families and communities. Participants will also have the opportunity to critically examine and evaluate the impact of, and potential for sustainability, of health promotion interventions through onsite visits. At the end of the course, participants will be able to: • Critically examine the determinants of health and their potential impact on health and quality of life • Critically examine the development of Health Promotion in the Caribbean within historical, economic and theoretical contexts • Apply Health Behaviour Change and Health Promotion models and theories when addressing health issues of individuals, families and communities. • Assess health beliefs and health behaviours • Utilize the Health Promotion approach in different settings – Healthy Communities, Healthy Schools, Healthy Workplaces • Demonstrate an understanding of the steps involved in developing macro-level responses including policy, strategy, and large scale campaigns • Utilize methods for advocacy, lobbying, community consultation, and creation of supportive public opinion to ensure programme viability and sustainability • Develop, Implement and evaluate Health Promotion interventions to address a current health issue • Work confidently from a social justice and human rights framework with issues that attract stigma, prejudice, and discrimination CONTENT 1. Operational definitions and operationalization of the following concepts: a. Health behaviour b. Health education c. Health protection d. Health Promotion 2. The determinants of health a. Physical (biological) b. Social c. Environmental
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION 3. Health Promotion in the Caribbean a. Historical, economic and theoretical contexts b. Strategies of the Caribbean Charter on Health Promotion c. Ethical, social justice, cultural, and human rights issues 4. Models and theories used in Health Promotion (Interpersonal, Intrapersonal and Community) – Explanation and critique a. The Health Belief Model b. Social Cognitive Theory c. The Trans-theoretical Model d. Social Learning Theory e. Precede/Proceed Model f. The theory of reasoned action and planned behaviour g. Diffusion of innovation theory h. Community Organization Model 5. Health Communication and Advocacy a. Provider/client relations b. Social and community health issues c. Media issues d. Agenda setting and advocacy for healthy public policy 6. Principles of Social Marketing & the SMART (Social Marketing Assessment and Response Tool) Model 7. Assessing health beliefs and health behaviours a. Life-stress review b. Spiritual health Assessment c. Social support systems review d. Lifestyle Assessment 8. Steps in i. Planning a Health Promotion Programme j. Implementing a Health Promotion Programme k. Evaluating a Health Promotion Programme 9. The Settings Approach in Health Promotion l. School m. Workplace n. Community o. Health Services 10. Resource Mobilisation in Health Promotion 11. Development of a Health Promotion Plan Major competencies to be developed • A sound theoretical base in health promotion, health communication, prevention, and behaviour change • Enhanced skills in application of key principles and issues for health promotion. • A repertoire of pedagogical approaches to health promotion development • Enhanced skills to develop health promotion policies, strategies, and interventions at community, institutional, and governmental levels • Critical and creative thinking (e.g. in social marketing strategies) • Practical skills for forming synergistic partnerships to strengthen health promotion strategies • Enhanced skills for managing social prejudices and taboos, so that they don’t impede important health promotion activities • Insights into the political and ideological dimensions of health • Ability to formulate advocacy and lobbying strategies • Enhanced capacity to understand and manage human behaviours and social interactions • Enhanced confidence, comfort, and competency to deal with sexual and gender diversity • Enhanced skills to infuse health promotion within humanistic, human rights, and social justice principles • The ability to evaluate health promotion at an institutional level • The ability to plan and implement health promotion strategies at a local institutional level ASSESSMENT Project that involves developing a health promotion plan to address a contemporary health issue 40% Examination 60% Required reading DiClemente, R. J., Crosby, R. A., Kegler, M. C. (2002) Emerging theories in health promotion practice and research: strategies for improving public health. Jossey-Bass. (ISBN: 0787955663). Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum International Publishing. (ISBN: 0826412769) Glanz, K., Rimer, B. K., Viswanath, K. Eds. (2008). Health behaviour and health education: theory, research, and practice (4 th edition). Jossey-Bass. (ISBN: 9780787996147) Maibach, E., Parrott, R. L. (1995). Designing health messages: approaches from communication theory and public health practice. Sage. (ISBN: 0803953984) McKenzie, J. F., Neiger, B. Smeltzer, J. L. (2004). Planning, implementing, and evaluating health promotion programs: a primer (4 th Ed.). Benjamin Cummings. (ISBN: 0805360107). Naidoo, J. (2000). Health Promotion: Foundations for practice (2 nd Ed.). New York: Baillière Tindall. (ISBN: 0 621 171105 2 3) Nutbeam, D., Harris, E. (2004). Theory in a nutshell: A practical guide to health promotion theories (2 nd Ed.). McGraw-Hill. (ISBN: 0074713329). 111
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