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Course Description
Syllabus - Health Behavior: Theory and Program Planning
HEP Network Course Syllabus
Health Behavior: Theory and Program Planning
Course Description:
A study of determinants of health behavior, factors influencing health behavior, health behavior theories and application methodology will be outlined. Contemporary models to plan health education programs will also be discussed.
Course Overview:
Health Behavior: Theory and Program Planning (HB) is divided into four (4) unequal modules. Each module provides course lectures of varying lengths presented by a diverse array of course faculty. Module discussion questions are listed at the end of each module.
Upon completion of viewing all segments of each module, students should prepare written responses to each of the end-of-module discussion questions and forward their responses to their assigned course faculty member. The course faculty member will review the student’s written work and provide comments.
Course Faculty:
Each student will be assigned a faculty member to assist them as they work through the course material and to set a timetable for the completion of all course-related activities, including the course exam.
The faculty member may be assigned by the "Host Institution", in many cases, a university, or drawn from the HEP Network listing of approved instructors.
In all cases, students will be provided with the name and contact information of their course instructor immediately after enrolling in the course. The course instructor will be the student’s primary contact for all course related questions. Course instructors will grade all assignments and examinations.
Grading of HB Course:
For the HB course, two evaluation measures will be used to assign grades; the quality of the end-of-module discussion questions and the final exam.
A. End-of-Module Discussion Questions - Students are required to submit their responses to the end-of-module discussion questions to their assigned course faculty member. The end-of-module questions are worth 100 points.
B. Final Exam - The final exam will require students to synthesize information gathered throughout the course and from discussions of the end-of-module questions with course faculty. The final exam is worth 200 points.
C. Grading Distribution -
A = 273 - 300 points
B = 252 - 272 points
C = 222 - 251 points
F = Less than 222
Text:
Theory-at-a-Glance. This text can be obtained on-line at http://www.cancer.gov/cancerinformation/theory-at-a-glance.
Course Lecturers:
- J. Don Chaney, Assistant Professor, Texas A&M University
- James M. Eddy, Professor of Health Education, Texas A&M University
- Eugene Fitzhugh, Assistant Professor, University of Tennessee
- B. Lee Green, Associate Professor of Health Education, Director of the Center for the Study of Health Disparities, Texas A&M University
- Bonni Hodges, Associate Professor and Chair of Health Education, State University of New York, Cortland
- Michael A. Perko, Associate Professor and Chair of Health Sciences, The University of Alabama
- Donna Videto, Associate Professor of Health Education, State University of New York, Cortland
- G. Greg Wojtowicz, President, Exeter, Inc., Adjunct Professor of Health Education, The University of Alabama
Course Objectives:
- Examine determinants of health behavior.
- Explain the interrelationship of physical, mental, emotional, social, and spiritual health.
- Discuss ecological perspectives of health education and health promotion.
- Apply common theories of health behavior to school health related problems and issues.
- Discuss common guide to plan health education and health promotion programs.
- Outline the major components of the PRECEDE/PROCEED health education planning model.
- Discuss unique strategies and problems when planning health education programs for school, community, and worksite populations.
- Discuss guidelines for effective planning of programs for diverse populations.
Module-By-Module Breakdown
Module I - Introduction to Health Behavior and Program Planning
| Segment A: | Health Behavior: Theory and Planning Introduction (Eddy) |
| Segment B: | Determinants of Health Behavior/Status (Eddy) |
| Segment C: | Why Use Theory? (Chaney)
Reading Assignment: Prior to viewing this module, please read Theory-at-a-Glance, pp. 1-8. |
| Segment D: | Program Planning: Introduction (Videto) |
| Segment E: | Key Issues in Planning Programs for School Based Populations (Wojtowicz) |
Module II - Health Behavior Theory
| Segment A: | Health Behavior Theory Models and Applications (Eddy)
Reading Assignment: Prior to viewing this module, read pp. 8-14 in Theory-at-a-Glance. |
| Segment B: | Social Ecology of Health Promotion: Practical Applications (Eddy) |
| Segment C: | The Theory of Reasoned Action: Application of Theory to Practice (The Case for Dietary Supplements) (Perko)
Reading Assignment: Prior to viewing this module, please read the following article:
Perko, M. A. (1999). Development of a theory-based instrument regarding adolescent athletes and dietary supplements. American Journal of Health Studies, 15(2), p. 71-80. This article can be obtained from http://ajhs.tamu.edu/15-2/3.pdf. |
| Segment D: | Application of the Theory of Planned Behavior: Implications for Violence Prevention Programming for Adolescents (Chaney) |
| Segment E: | Social Cognitive Theory/Social Learning Theory (Eddy)
Reading Assignment: Prior to viewing this module, please read pp. 18-21 of Theory-at-a-Glance. |
Module III - Planning Models
| Segment A: | Introduction to Program Planning (Eddy)
| | Segment B: | PRECEDE Planning Model (Chaney)
Reading Assignment: Prior to viewing this module, please read pp. 34-36 of Theory-at-a-Glance. |
| Segment C: | School Violence Prevention: A PRECEDE Model Application (Chaney) |
| Segment D: | PRECEDE-PROCEED - The Coordinated School Health Program(Hodges) |
| Segment E: | PRECEDE/PROCEED Planning Model. (Wojtowicz) |
| Segment F: | The Ins and Outs of Public Health Surveillance: The Knox County (TN) Health Department Model (Fitzhugh) |
| Segment G: | Planning Programs for School-Based Populations (Videto) |
| Segment H: | Designing Worksite Health Promotion Programs (Eddy) |
| Segment I: | Health Education/Health Promotion for Diverse Populations (Green) |
Module IV - Program Planning Skills and Applications
| Segment A: | Needs Assessment Techniques: The Pros and Cons (Chaney) |
| Segment B: | Goals and Objectives (Chaney) |
| Segment C: | Building a Rationale (Chaney) |
| Segment D: | Interventions (Chaney) |
| Segment E: | Health Risk Assessment (Eddy) |
| Segment F: | Using Incentives in Health Promotion Programs (Eddy) |
| Segment G: | An Example of a Community-Based Incentive Intervention (Wojtowicz) |
| Segment H: | Marketing: Getting People Involved in the Program (Chaney) |
| Segment I: | Social Marketing (Hodges)
Reading Assignment: Prior to viewing this module, please read pp. 31-46 of Theory-at-a-Glance. |
| Segment J: | Implementation: Strategies and Associated Concerns (Chaney) |
| Segment K: | Program Evaluation - Part I, II, III, and IV (Wojtowicz) |
| Segment L: | The Neglected Stepchild: Program Evaluation (Fitzhugh) |
| Segment M: | Practical Planning Skills (Wojtowicz) |
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