Department
of Health And Community Services
MULTICULTURAL HEALTH
HCSV
& MCGS 328 Fall 2006
Tuesdays
6 – 8:50 pm
Professor: Dr. Lyndall Ellingson Office Hours:
Office: 637
Office Phone:
898-6310
Mailbox: 607
This course will focus on the impact
of cultural variables on health and illness.
Further, this course will focus on those problems that affect African
Americans, Latinos, American Indians, and Asian Americans. The effects of history, health beliefs and
practices, and socioeconomic status on the health of different ethnic populations
will be addressed. The emphasis in the
reading collections is on changing perceptions, giving voice, and addressing
issues of racial discrimination. Current and potential strategies to improve
health care delivery to these groups will be explored. We will often discuss topics that
are sensitive, but critical, to cogent discussions about race, ethnicity and
health. Each of you is asked to be mindful that we are a diverse group and that
each person deserves your respect.
Required Text:
Huff, R. M. & Kline, M. V. (1999). Promoting Health in Multicultural
Populations: A Handbook for Practitioners. Sage Publications
Required: Functional
WebCT Access for reading assignments and response.
A. The student will discuss the effects of history, cultural
assimilation patterns, and health beliefs and practices upon the health status
of underrepresented ethnic groups in the
B. The student will evaluate the effectiveness of the health
delivery system in meeting the health needs of major ethnic groups in the
C. The student will describe the nature and extent of health
disparities between U.S. Whites and non-Whites.
D. The student will examine health agencies and organizations
that are responsive to the needs of multicultural groups in the
E. The student will analyze the various cultural, social,
political, environmental and economic forces with impact the health of
F. The student will compare the effects of several major health
concerns common to ethnic groups in the U.S: infant mortality, AIDS, heart
disease, cancer, drug abuse, etc.
G. The student will assess the effect of prejudice and
discrimination upon the health and the delivery of health care services to
underrepresented groups in the
H. The student will identify personal stereotypical thinking,
common prejudices, and ethnocentrism and its negative impact upon the health
and delivery of services to ethnic groups in the
I. The student will examine one's own cultural backgrounds and
world view as related to communication with others.
J. The student will identify assets and strengths within
K. The student will develop cultural sensitivity (awareness of
differences) and become culturally competent (skillfully interact with other
ethnic/cultural groups). The student
will articulate a personal vision for improving or enhancing the health status
of communities of color in the
A. Attendance
Attend
each class, contribute to class discussions, and participate in planned
activities. Attendance will be
recorded. More than 2 absences will
result in a penalty of a reduction of 1/3 final letter grade for each class
period missed. For example, if you
earned a B for the course and missed 3 class periods your final grade will be
reduced to a B- (3rd absence = B>B-).
Our academic schedule is based on Western Christian
religious/cultural traditions, for example we do not meet on Sundays,
Christmas, Easter, etc. This can create
an additional burden on those students who practice other religious/cultural
traditions because they must either miss class, ask permission to miss class,
or miss important religious/cultural ceremonies and events. Please do not
hesitate to inform me of an expected absence required to follow the tenets of
your faith &/or culture. This absence will not be officially recorded as
such. However, any required academic work should be submitted in advance and
will be considered late if not submitted by the due date.
There are four articles assigned per week. For each article there are questions that must be answered. The articles and questions are on WebCT.
Prepare for classroom discussion by reading, answering
questions and reflecting on article assignments. Article answers and
reflections are due at the beginning of the class period noted in the
syllabus. Each submission should
include:
·
Your name,
article #, & title
·
Answers to the
assigned article questions. These questions are available on WebCT.
·
Your
reflection regarding ONE article per
weekly assignment (especially how it affects your previous opinions or
professional life).
a)
Assignments
must be submitted typed on paper at the beginning of the class session in which
they are due. NO LATE PAPERS WILL BE ACCEPTED.
b)
Papers
submitted outside of class must be turned into
c)
You are allowed
ONE email submission and ONE hand-written paper. After that that 5 points will
be deducted for each subsequent email or handwritten submission.
C. Exams (2 @ 120 pts each)
Participate in 2 exams at the appointed time. The
examinations will be multiple choice and/or essay. Make up exams will only
be given under dire emergencies with prior approval and with documentation and
are administered during finals week at your professor’s convenience. See WebCT for sample exam questions.
D. Panel
Project (120 pts)
Students will be assigned to panel groups to understand
peoples of diverse cultures and to find ways health
educators/administrators/health care professionals can most effectively serve
their clients. Panel groups will present
a 60-minute presentation on one assigned ethnic group. Everyone must participate equally to the
overall presentation. The panel should
consider itself as a whole and not as segmented parts to insure completeness
and avoid duplication in the oral presentation.
The focus of your research relates to health professionals and how we
may best serve. Consequently, what
information makes this culture different from the dominant culture? What are the experiences and assets of this
culture relative to the dominant culture? Determine what exceptional data we
need to know. IMPORTANT! See more detailed instructions in Section II of this
syllabus.
E. Cultural Activity (15 points)
Attend a
non-western cultural/ethnic public event in the
Course
Evaluation
Panel project 120
Articles (38 x 5 pts each) 190
Exam #1 120
Exam #2 120
Cultural Event 20
Total 570
B+ = 88
- 89% C+ = 78
- 79% D+ = 67
- 69%
A = 94
- 100% B = 84
- 87% C = 74
- 77% D = 64
- 66%
A- = 90
- 93% B- = 80
- 83% C - = 70
- 73% F = 63%
or less
Day
|
TOPIC
|
READINGS/ASSIGNMENTS |
|
8/22 |
||
|
8/29 |
||
|
9/5 |
||
|
9/12 |
Cultural Power & Privilege [Panel & Pamphlet Assignment Orientation] |
RP 7-9 |
|
9/19 |
T2; RP 10-12
|
|
|
9/26 |
RP 13-15
|
|
|
10/3 |
Cultural Competency
|
T5; RP 16-18 |
|
10/10 |
Exam 1
|
|
10/17
|
American Indian health issues panel Native Hawaiian health issues panel |
T14 & T22; RP 19-22 |
10/24
|
African-American
health issues panel Religious
Minorities |
T10; RP 23-25 |
10/31
|
Latino health issues
panel
Pilipino American health issues panel |
T6 & T18; RP 26-28 |
11/7
|
Chinese American health issues
panel
Japanese American health issues
panel |
RP 30-32 |
11/14
|
Asian Indian health issues
panel
Southeast Asian health issues
panel
|
RP 33-35 |
11/21
|
THANKSGIVING BREAK
|
|
11/27
|
People with Disabilities
Gender & Sexual
Minorities health issues
|
RP 36-37 |
12/5
|
Multicultural Health Promotion
|
RP 38 Fact
Sheet due |
12/12
|
Final Exam: 6-7:50 pm |
|
Student Outcome Assessment
(based on the Competency-Based Framework
for the Professional Development of Certified Health Education Specialists, The
National Commission for Health Education Certification, Inc.)
1. Assess individual and community needs for health education
(Resp I).
-Research
health of selected ethnic group by completing a panel project.
-Interview
member of selected ethnic group and complete a summary.
2. Implement health education programs (Resp III).
-Present a
group panel project and exhibit competence.
3. Act as a resource person in health education (Resp VI).
-Use the
computer and data bases effectively to meet research requirements.
-Establish
a consultative relationship with a health agency and prepare a culturally
relevant brochure/pamphlet for that
agency and their clients.
4. Communicate health education needs, concerns, and resources
(Resp VII).
-Present effectively to a group using multiple audio-visual aids and culturally relevant tools or icons.
-Be
prepared to discuss the selected readings by preparing notecards.
-Identify local, regional, and national agencies that serve
communities of color to be presented on your brochure/pamphlet.
-Evaluate effective ways to bridge
services and communication between providers and consumers of health care.
5. Have knowledge, skills, and beliefs related to the heath
care delivery system.
-Discuss, describe, and analyze the impact of politics and economics on the health care delivery system and be able to participate in influencing political decisions. Emphasis will be on undocumented immigrants, the impact of current demographics, and the historical discontent of communities of color.
-Be able to apply laws and
regulations that impact health care organizations.
-Discuss the major ethical issues
that are affecting health care and be able to articulate your own beliefs.
6. Describe the roles, responsibilities and functions of
various services within healthcare organizations and their quality of services.
-Identify
creative ways to provide services to underserved populations.
-Identify
effective health services.
7. Be able to develop program plans, including defining
problems in appropriate terms, setting goals and objectives, using statistical data,
interpreting published data, researching issues, developing alternatives, and
evaluating results and impacts. Describe research limitations and biases of
ethnic data.
Be able to
work in a team and conduct peer evaluations.
1. Culturally relevant pamphlet/brochure/fact sheet
2. Interview summary
3. Panel project
EXAM 1
1. Understand the concept of “culture” in general – what
is it, how does it develop, what is it composed of, how does it act on
individuals, what institutions comprise culture, what is the relationship
between the individual, institutions, and ‘culture’.
2. Know Slonim’s 5 basic criteria for defining a culture.
3. Understand the concepts of “ethnicity” and its
relationship to culture and what has been known as “race” and “minority”.
4. Understand the concepts of acculturation, bicultural,
assimilation. Understand the relationship between acculturation and assimilation.
5. Understand “ethnocentrism” and how it affects health
promotion.
6. Know the differences between cultural awareness,
cultural knowledge, cultural skill, cultural encounter.
7. Understand the concepts related to ethnosensitivity,
including cultural relativism.
8. Understand the differences in communication styles
and how they impact interpersonal communication.
9. What process do Kreps and Kunimoto recommend?
Understand the western
bio-medical model of disease and be able to compare (in general) other models
of disease. This includes concepts of explanatory models, what causes disease
(Illness causality), different (general) methods of healing. Study the
traditional models of health care delivery of the different ethnic groups
presented in this chapter.
Section II: Expanded Panel Project Instructions
Panel Project
(120 pts)
Students will be assigned to panel groups to understand
peoples of diverse cultures and to find ways health educators/administrators/health
care professionals can most effectively serve their clients. Panel groups will plan a 60 minute
presentation on one or more assigned ethnic groups. Everyone must participate equally to the
overall presentation. The panel should
consider itself as a whole and not as segmented parts to insure completeness
and avoid duplication in the oral presentation.
The focus of your research relates to health professionals and how we
may best serve. Consequently, what
information makes this culture different from the dominant culture? What are the experiences and assets of this
culture relative to the dominant culture? Determine what exceptional data we
need to know. The groups follow:
1. African/Black Americans 5.
South East Asian Americans 9. Filipino
Americans
2. Latino/Mexican Americans 6. Native Hawaiians
3. American Indians or Alaskan Natives 7.
Japanese Americans
4. Asian Indian Americans
8. Chinese Americans
Bring this culture into the classroom; surround us with the
colors, music, spirituality, scents, food, history, experiences, clothing, and
pride of this culture. Some ideas:
·
YOU MUST
Integrate poetry, music/lyrics, traditional stories, famous speeches, video
clips. (Bring your own portable CD player – the classroom systems are not
reliable!)
·
Visit an
ethnic community, attend a celebration, church, etc. and tell us what you
saw. Take some pictures (ask
permission!);
·
Description of
holidays and ways they are celebrated.
·
Accomplishments
of a person(s) of this ethnicity who has become well-known.
·
Food – keep it
simple, though – no buffet lines!
Panel project content:
1. Identify
ethnic groups and sub-groups:
history (when, why and how they come to the