Description: HBHE 501 is an online, 1 credit introduction to psychosocial determinants of behavioral risk factors that affect health. We discuss theories, models and frameworks of health behavior and explore the practical application of theory to practice. Classes will be primarily asynchronous, but include 3 synchronous classes for online group discussion.
HBEHED503 Introduction to Health Behavior Theory and Approaches
Description: HBHE 503 provides an introduction to the psychosocial determinants of behavioral risk factors that affect health. We address these determinants within theories, models and frameworks of health-related behavior and explore the practical application of theory to public health practice. This is a hybrid course including online sessions and in-person meetings.
HBEHED530 Techniques of Survey Research
3 Credit Hour(s)
Prerequisites: Students should have completed at least one Biostatistics/Statistics course or will need permission of instructor
Description: Techniques of survey research are introduced including survey design, modes of data collection, sampling, questionnaire construction, maintaining data quality, pretesting techniques, ethical considerations, and management of survey study teams. This course focus on innovative data collection methods, skill-building interactive workshops and real world experiences from survey researchers in the field.
Prerequisites: Recommend prior human physiol course
Description: The course provides a comprehensive introduction to the field of reproductive health, in the USA and internationally. The course will introduce students to historical trends in the global burden of reproductive ill-health, the social ecology of reproductive risk, clinical health practice, and current controversies in policy and practice. Through a comparative look at reproductive health needs (e.g. maternal morbidity, contraceptive use, STI care and HIV-related services), in a range of diverse social settings, we will critically examine the logic and impact of current international standards for RH policy and practice.
HBEHED550 HIV/AIDS: Perspectives on the state of affairs, science and response to a global pandemic
Description: About 35 million people are currently living with HIV, with 71% living in sub-Saharan Africa. For the first time, new treatments and strategies to prevent onward transmission have brought a vision of an "AIDS free generation". The influence of research, dissemination, policy and advocacy underlie US and International HIV/AIDS Strategies, which are uniformly adopting aggressive goals for eliminating new cases of HIV in the next decade. From the "cascade of HIV care" a new road map towards prevention and treatment has emerged and the role of individual health promotion, community engagement, health systems reforms, and policy are pivotal in achieving sustainable success in ending HIV. This course provides an overview of past, current and emerging issues in HIV-prevention, HIV testing, linkage and retention in HIV care, access to HIV treatment and achieving durable viral suppression in diverse domestic and global contexts from biological, social, structural, cultural and psychological perspectives.
The course structure will generally follow a strategy of presentation from experts, advocates and affected individuals, targeted readings, lecture and discussion of a specific area on the prevention or treatment cascade, followed by lectures and activities that consolidate material presented and assigned for a given area. Most weeks have a planned combination of guest experts/speakers, readings, lecture, and activities that mobilize information into knowledge, ideas and insights.
Description: Practical projects in the application of theory and principles of Health Behavior and Health Education to individual and community-based public health settings. Course requirements include an approved practical project related to Health Behavior and Health Education in consultation with a faculty advisor. THE EXPERIENCE IS REPORTED IN AN INTEGRATIVE PAPER DEMONSTRATING THE SCIENTIFIC APPLICATION OF HBHE THEORIES AND PRINCIPLES TO THE PRACTICAL PROJECT. May be elected more than once. Enrollment limited to Health Behavior and Health Education majors with at least two full terms of prior registration.
HBEHED600 Psychosocial Factors in Health-Related Behavior
Description: HBHE 600 provides an overview of the psychosocial determinants of behavioral risk factors that affect health. We address these determinants within theories, models, and frameworks of health-related behavior.
Undergraduates are allowed to enroll in this course.
Description: This course will address a range of issues in public health ethics. The first part of the course will provide an introduction to key ethical frameworks and concepts relevant to public health, and it will describe the overlap and distinctions between public health and medical ethics. The remainder of the course will use a case-based approach to considering ethical dilemmas in several domains, including the following: 1) resource allocation and distributive justice; 2) questions of autonomy and paternalism; 3) health promotion & disease prevention; 4) clinical care; 5) research ethics; and 6) emerging issues in public health ethics. The course will use a blend of lectures and group discussions to consider topics of interest. Students will play an active role in researching, presenting, and writing up case studies that will be used to illustrate ethical concepts and conflicts and to facilitate class discussion.
Description: In this course, we discuss globalization and health, major actors/organizations in global health, global health inequities, and "hot topics" in global health. This course is designed to help students critically think about how to apply key concepts and skills in health behavior and health education to understanding global health issues.
Course Goals: After completing this course, students should:
understand how globalization, geopolitical trends and global
policies influence health,
identify some of the major actors and organizations in global
have an appreciation for applying social and behavioral
theories to conducting research and developing interventions in
be aware of some of the major, current global health topics,
understand ethical issues related to global health and working
in international settings.
They should also have developed skills in:
reading and critical thinking,
discussing and debating issue related to global health,
researching a public health issue, and
writing at the graduate level.
This course is designed to provide a broad overview of global public health, specifically health behavior and health education in a global context.
Competencies: The following HBHE competencies are a primary focus of this course:
1. Describe the role and interaction of key determinants of health status from a social-ecological perspective (e.g. individual, family, organization, community, and society).
1e. Describe domestic and global disparities in health status and health behavior across settings and countries with varying levels of economic resources.
1f. Describe the political, environmental, economic, cultural, and psychological influences on health status, health behavior, and health behavior change within and across settings and countries with varying levels of economic resources.
1g. Describe how globalization influences health status and health behavior.
2. Describe and apply relevant theories, concepts, and models from social and behavior science that are used in public health research and practice to both understand and affect health status, health behavior, social change, and policy.
2g. Describe some of the benefits and challenges of using social and behavioral theories and models to inform programs and policies involving multiple levels of change (e.g. individual, family, organization, community).
2h. Describe key adaptations and challenges in applying theories and frameworks to conduct public health research and practice across cultures and in resource poor settings.
3. Describe and apply ethical principles relevant to public health research and practice.
3f. Recognize how public health activities support social justice principles including health equity, human rights, appropriate allocation of health resources, and community engagement.
3g. Analyze and resolve conflicts between ethical principles that commonly occur in public health research and practice (e.g. individual rights vs. the "common good").
9. Understand, measure, and intervene to address health inequities within and across settings and countries with varying levels of economic resources.
9b. Describe the social and environmental contributors to health inequities for different health problems and conditions.
9e. Understand ethical and social justice implications of health inequities.
The following HBHE competencies are a secondary focus of this course:
5d. Understand roles and expertise relevant to public health practice, including health educators and community members.
5e. Identify critical community members and organizations as a key step in the planning, implementation and evaluation of public health programs, policies and interventions
7d. Discuss the role of the partners involved in the feedback, interpretation, dissemination and application of research results.
8f. Understand how health communication strategies should be adapted to meet the specific requirements of diverse and global settings
HBEHED620 Behavioral Research Methods in Public Health
Description: Principles of design of behavioral research on public health problems and programs. Objectives, philosophy, and methods of science including causal inference, the role of hypotheses, criteria for establishing adequate hypotheses, research designs and data collection techniques. Formulation of a research problem within a program setting.
Prerequisites: Biostat 503 or equiv. and a course dealing with health education program development
Description: Examination and application, through a series of exercises, of several program evaluation models relevant for health education, including the goal attainment, goal-free, systems responsive, and decision-theoretic models, with emphasis on both process and impact analysis. Design options for measuring program effect, with the associated threats and external validity, are discussed, and several basic statistical techniques are reviewed and examined in terms of their applicability to program evaluation, including sampling and sample size determination for both surveys and experiments.
Description: Individual work on a problem in the area of health behavior relevant to program effectiveness in public health, under the tutorial guidance of an appropriate staff member. Regular conferences are arranged to discuss research designs, proposed problem solutions, methods for data collection and analysis. The investigation is reported in a paper, which may be submitted for publication. May be elected more than once.
HBEHED628 Chronic Illness Interventions: Midlife to Older Adulthood
Description: This course examines intervention efforts aimed at the self-management of chronic illness from a lifespan perspective with a focus on midlife and older adulthood. Theoretical and conceptual frameworks for viewing chronic illness in the context of individual and family development will be discussed. Specific examples of health education interventions for selected chronic illnesses will be examined, including diabetes, arthritis, asthma, health disease, COPD, and HIV/AIDS. The appropriate developmental tasks and psychosocial and cognitive stages for individuals and their implications for the self-management of chronic illness will be described. The impact of comorbidity, depression, coping, resilience, social support, and self-efficacy on self-managment and the role of family caregivers will be discussed. The format of the course will rely heavily on structured and informed discussion. A brief overview will be provided each week, followed by exchange generated by discussion questions for each week's reading assignments as well as small group exercises. Student presentations based on a wide variety of chronic illnesses will be scheduled throughout the course.
Description: Health outcomes for many children in the United States lag behind those of other developed countries. Moreover, significant socio-economic disparities exist in child morbidity and mortality. This course takes a developmental and social-contextual perspective on child health in the US, focusing on key concepts, current issues and intervention approaches.
Course Goals: Course Objectives: The course will increase student knowledge regarding health concerns for children across development and enhance critical thinking skills regarding influences on child health outcomes and intervention implications at different points in development. Specifically, the course will provide: 1) a survey of health concerns relevant for children from infancy through early adolescence (e.g., autism, obesity, depression); 2) mechanisms that shape child health outcomes (e.g., child factors, parenting and family processes, community resources; broader social contexts such as poverty); and 3) intervention approaches to promote child health. Opportunities to pursue topics of particular student interest within child health (e.g., global health, mental health) will also be available through assignments.
Competencies: The following HBHE Competencies are a primary focus of this course:
#1. Describe the role and interaction of key determinants of health status from a social-ecological perspective (e.g. individual, family, organization, community, and society).
The following HBHE Competencies are a secondary focus of this course:
#2. Describe and apply relevant theories, concepts, and models from social and behavior science that are used in public health research and practice to both understand and affect health status, health behavior, social change, and policy.
#6. Describe and apply the knowledge and skills necessary to interact with diverse individuals and communities within and across settings with varying levels of economic resources.
#9. Understand, measure, and intervene to address health inequities.
Learning Objectives: By the end of this course students will be able to:
1. Describe common child health concerns at different points in development
2. Articulate mechanisms and contextual factors that influence child health
3. Analyze how child developmental stage can affect intervention approach and effectiveness
4. Recommend developmentally-appropriate intervention strategies
Description: This is a course about doing qualitative social research in public health. One of its major goals is very practical and down to earth: acquiring the strategies and techniques needed to conduct qualitative research on human behavior. But the course also aspires to understand the philosophical, ethical, and political issues involved in the practice of social science within public health. The course will focus upon five phases of the research process: l) pre-research dilemmas and decisions, 2) theory and the formulation of the research question or hypothesis, 3) design, sampling, and data collection, 4) stages of data analysis, and 5) the implications of qualitative knowledge for representation of "subjects" and the expression of this knowledge in the form of written reports or publications.
HBEHED640 Community Organization for Health Education
Description: Examines social and structural factors associated with health and illness; concepts and theories regarding planned change and community; and models and principles of community organization practice for health education. Several models of community organization are analyzed along the dimensions of: community diagnosis needs assessment, selection and implementation of action strategies, evaluation research, role of the professional and ethical considerations.
HBEHED644 Readings in Health Behavior and Health Education
Description: Review of literature on selected topics in health behavior, health education or related areas under guidance of faculty member. Critical analysis; written and oral reports. May be taken more than once for a total not to exceed 6 credit hours.
Description: This course will introduce students to the foundations of how history, politics and structural determinants of health interact to crease urban health inequities in cities worldwide.
Course Goals: The goal of this course is to introduce students to the foundations of urban health including the various determinants and health-related factors and their interactions, that results in urban health inequities in cities worldwide.
Competencies: Describe the impact of age, life course, gender, sexuality, ability, race, socioeconomic status, ethnicity, culture, and biology on health status, health behavior, and health behavior change.
Describe the role of structural and ecologic factors that influence health status, health behavior, and health behavior change.
Describe the role of policy, legal, and regulatory environments on health status, health behavior, and health behavior change.
Describe the political, environmental, economic, cultural, and psychological influences on health status, health behavior, and health behavior change within and across settings and countries with varying levels of economic resources.
Describe the social and environmental contributors to health inequities for different health problems and condition
Describe health-related inequities through qualitative and quantitative approaches.
Learning Objectives: Learn the foundations of global urban health including some of the stakeholders involved in city wide decision-making.
Gain understanding on some of the concepts of urban health and determinants of health including the social and physical factors like housing, urban design, employment, transportation and so on.
Develop a research plan to study an urban health issue in a city within the US including the proposal of solutions and recommendations to address the issue.
Develop a health communication campaign to drive policy change to address a city-specific issue.
HBEHED662 Risk Communication: Theory, Techniques, and Applications in Health
Description: This course will provide students with a theoretical and practical understanding of when and why people feel their health is "at risk." We focus on building students' ability to use evidence based
techniques that can increase understanding and use of health data by patients, communities, the media, and policy makers.
Description: From one-on-one health counseling to broad-based social marketing campaigns, a vast body of research over the past twenty years has demonstrated that numerous dimensions of health communications, including message format, receiver characteristics, and delivery channel can affect program impact. This course will address key considerations for constructing effective health communications including the application of behavior change theories and general marketing principles. Selected prior and current health promotion campaigns will be critically reviewed and students will be asked to develop a health communication intervention or social marketing campaign. Occasional guest lecturers, actively involved in development of health communication interventions will be integrated into the syllabus.
Prerequisites: HBHE 600 or Permission of Instructor
Description: This class applies health education principles towards understanding and intervening on different environmental hazards. The course will review various kinds of environmental issues, including biochemical toxins, physical hazards, and psychosocial stressors. Students will learn about select datasources from which they may obtain environmental health information. The course will examine the literature on risk and environmental health education and explore how health educators can use resources and conceptual tools to address environmental concerns. This course will also examine case studies from individual communities as focal points for discussion. Based on these case studies, students will explore whether extant theories and approaches can help protect vulnerable populations, insure environmental justice, and reduce health disparities. The format of this class is a combination of lecture and discussion.
HBEHED698 Foundational Skills in the Practice of HBHE
Description: This course covers foundational skills needed to prepare students for success in future professional public health contexts, including the internship. It begins conversations around cultural humility, group norms, and reflective practice. It will also develop students' skills in designing clear communications and group facilitation.
HBEHED699 Career Development and Capstone in Public Health
Description: HBHE 699 is required by students enrolled in the Master's program in HBHE. Students engage in a synthesis of knowledge formation in health behavior and health education. This course supports competency assessment and professional development with a special focus on career development and job placement.
HBEHED702 Reducing Racial/Ethnic Health Disparities
Prerequisites: Permission of instructor, graduate standing. The course is primarily for doctoral students.
Description: This interdisciplinary, graduate level seminar is designed to: 1) explore in an in-depth fashion racial/ethnic disparities in health in the United States and approaches to reducing those disparities; and 2) to support the development of scholars prepared at the doctoral level to pursue research and interventions to address these disparities. Weekly seminar discussions will focus on summary, discussion (of theory, content and methods), and critique of articles on racial and ethnic health disparities from a variety of disciplinary perspectives (e.g., sociology, political science, health behavior and health education, epidemiology, health management and policy, urban planning, psychology). The seminar will focus on developing a rigorous critical analysis of these disparities and an understanding of the potentials and limitations of various approaches to addressing them (e.g., health care system, behavioral strategies, community change, and policy interventions). As part of the seminar, participants will present and engage in critical discussion of their own emergent research interests. Grades will be given at the end of the second semester of the two-semester course sequence.
HBEHED710 Special MPH Topics in Health Behavior and Health Education
Description: Masters level seminar designed to provide an extensive review of a number of substantive and methods and skill areas in health behavior and health education. Readings, discussion and assignments are organized around issues of mutual interest to faculty and students. Reviews and reports on topics required in the areas selected. May be elected more than once.
HBEHED800 Seminar in Health Behavior and Health Education
Description: Advanced study of principles of health behavior, educational and motivational approaches to improve health, and research and evaluative issues in health behavior and health education. Includes discussion of behavioral science and health education applications to public health, with special topics selected by students for review and discussion. Designed for doctoral students in Health Behavior and Health Education. May be elected more than once.
HBEHED823 Structural Influences on Health and Social Behavior
Description: This doctoral seminar will draw on the public health and biomedical literature and also on constructs and literature from sociology, psychology, history, anthropology and demography to demonstrate how multi-disiciplinary theories and findings can be integrated to suggest a social-structural context for current public health problems. This structural understanding is designed to help HBHE doctoral students to reach candidacy with the ability to recognize the social patterning of health problems, and to discuss analytically the social structural influences, opportunities, and constraints affecting individual and social behavior, and, thereby, to develop research hypotheses and interventions or policies that take these into account. The course stresses the development of critical thinking skills, helps students recognize the social patterning of health problems, the historical influences on current health inequalities, and the ways that individual health knowledge and behavior can be reflexive, socially situated, and embedded within larger social, cultural, and historical contexts. The course also considers ways that structural forces may work through material, social psychological, and ultimately biological mechanisms to exert an impact on morbidity and mortality.
Course Goals: The goal of this course is to (1) ensure that all HBHE doctoral students are familiar with a structural perspective on health and social behavior; (2) to provide an in-depth example of how one would complete a structural analysis of a health problem; (3) to prepare students to address questions in the HBHE prelim that will call on them to draw on understanding of structural perspectives, including enhancing their conceptual models with structural elements; and (4) to provide students an opportunity to elaborate a detailed structural perspective on a public health problem of interest to them.
Competencies: Students will gain competency in: (1) critiquing existing public health literature from a structural perspective; (2) drawing on interdisciplinary literature to develop conceptual models that incorporate structural dimensions; (3) developing research hypotheses to test theories informed by a structural perspective; (4) developing research designs to test such hypotheses, using mixed-methods as appropriate; (5) interpreting study findings in light of structural understandings; (6) presenting research ideas that elaborate a structural perspective; and (7) employing structural perspectives in understanding why some interventions and policies are unsuccessful either in being implemented or in ameliorating specific public heath problems, and what are likely to be more promising approaches. In addition to providing skills for students who are interested in focusing on structural analysis in their future work, the course should provide students more interested in other HBHE approaches a basic fluency in structural analysis that will enable fruitful collaborations between doctoral students emphasizing different approaches. Students will also gain experience in presenting and defending their research and ideas in a seminar setting.
Learning Objectives: By the end of the term, students should be able to : (1) explain what a structural perspective is and how a structural analysis differs from simply entering sociodemographic or economic variables into statistical models; (2) understand the importance of history, culture, pervasive ideology, social stratification, and institutionalization to current public health problems and proposed solutions; (3) be attuned to the social patterning of public health problems and their implications; (4) understand how structural dimensions of public health problems influence individual and social behavior;
HBEHED900 Research in Health Behavior and Health Education
Description: Research work undertaken by doctoral students in collaboration with faculty advisers, including participation in on-going departmental research activities. Open only to doctoral students in Health Behavior and Health Education. May be elected more than once.