PROGRAM PLANNING FOR HEALTH BEHAVIOR CHANGE Syllabus
The purpose of this course is to provide students with an overview of the field of health education/health promotion and an opportunity to develop skills in needs assessment and program planning. We will review the importance of health behavior as a contributor to current public health problems, as well as describe the role of health education and health promotion in addressing these problems. Students will learn how to use planning frameworks (PRECEDE/PROCEED and Social Marketing) for conducting needs assessments and designing and evaluating health promotion programs. Drawing on an ecological approach, individual and community level theories of health behavior change will be introduced and their applications to health behavior change interventions illustrated. Examples of health education and health promotion programs in a variety of settings will be described. Students’ mastery of this material will be evaluated through completion of three in-class labs, two quizzes, and one group poster presentation.
Course Learning Objectives
After completing this course, you should be able to:
- Explain the role of health behavior in current public health problems and the importance of ecological approaches to solving these problems.
- Describe the elements of social marketing and PRECEDE/PROCEED and how they can be applied to planning health education/health promotion programs.
- Describe the constructs of at least two behavior change theories and explain how they can help to understand and change a health behavior.
- Demonstrate skills in planning a health behavior change program by successfully presenting a needs assessment project.
Methods of Assessment
Students’ mastery of this material will be evaluated through completion of three in-class group labs, two quizzes, and one group poster presentation.
Each student’s grade will be based on the following factors:
Quiz 1 25%
Quiz 2 20%
Lab 1 Group Summary 10%
Lab 2 Group Summary 10%
Lab 3 Group Summary 10%
Lab Group Participation 5%
Lab Group Poster Presentation 20%
TURNING IN ASSIGNMENTS
Written assignments are due by 11:59pm on the due date. One point will be deducted for every day late. Submit all written assignments through the Courseplus Drop Box. Points will be deducted regardless of how late your assignment is turned in past the due date/time. For example, a person who turns in their assignment at 12:01am the day after the assignment is due will receive the same point deduction as a person who submits the assignment at 11:59pm the day after the assignment is due.
Group Preference Sheet Due 9/6
HBC Practicum Groups Assigned 9/10
Lab Groups Assigned 9/13
Lab 1 9/19
Lab 1 Summary Due 9/20
Quiz 1 9/24
Lab 2 10/10
Lab 2 Summary Due 10/11
Quiz 2 10/17
Lab 3 10/22
Lab 3 Summary Due 10/23
Poster Presentation Due 10/23
Lab Group Participation Form Due 10/25
Academic Ethics Code
The code, discussed in the Policy and Procedure Memorandum for Students, March 31, 2002, will be adhered to in this class:
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
Additional Faculty Notes:
Glanz K, Rimer B, and Viswanath K. (Eds) Health Behavior and Health Education: Theory, Research, and Practice, 4th Edition, 2008, San Francisco, CA, Jossey-Bass Publishers
Fertman C.I., and Allenworth, D.D. (Eds) Health Promotion Programs: From Theory to Practice, 2010, San Francisco, CA, Jossey-Bass Publishers. (This book is available online via Welch Library. See the Online Library of Courseplus for access instructions)
All readings other than the textbook are posted on the Ares e-reserves system. To gain access to this material, go to https://ares.library.jhu.edu/
welch1/. You will need to log in with your JHED ID.
Please see the course Session for a full list of dates and items for this course.
Assignment Descriptions and Guidelines
QUIZZES (25% Quiz 1, 20% Quiz 2)
There will be two quizzes during the course. The purpose of the in-class quizzes is to assess your understanding of the required readings and the lecture material. The quizzes are not cumulative. Quiz 1 will review material covered in classes #1-5. Quiz 2 will review material covered in classes #7-11, and #13. The quizzes will be multiple-choice and short-answer format. The quizzes will be administered on paper in class.
LAB GROUPS, LAB GROUP SUMMARIES, LAB GROUP PARTICIPATION (35%)
The purpose of these in-class lab group activities is to help you apply the concepts and materials presented in class and in the readings. Labs #1, 2, and 3 are group activities that will help you prepare your group poster presentation. Students will be assigned to their lab group based on student interests, and you must fill out your lab group preference sheet by the due date.
Each lab group will have a member of the teaching team assigned to work with them throughout the course to provide technical assistance and to review the group’s progress. Your group will be asked to turn in a two-page summary of your work for each lab by the due date. Each summary should answer the lab questions listed in the Lab Summary instructions. Each of the summaries will be worth 10% of your grade.
Individual contributions to the work of the lab groups will be graded through the use of a group participation form. The form allows each member of the group to score each of the other members of that group on their participation. The total score you receive from your lab group members will contribute 5% toward your grade.
POSTER PRESENTATION (20%)
The lab assignments serve as building blocks for the group poster presentation. The purpose of the presentation is to give you the experience of making a poster presentation that effectively conveys the work you have completed. The final poster is an opportunity for each group to synthesize the material covered in lectures and discussed in labs. A copy of each lab group’s poster must be uploaded to the Courseplus dropbox by the due date. The poster presentation will take place on the last day of class.
**See the Important Dates section above or syllabus for all due dates.**
Disability Support ServicesIf you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: email@example.com, 410-955-3034, or 2017 E. Monument Street.