School Health Programs, HCSV
462-01
Fall 2006
Instructor: Mary Portis,
DrPH
Office:
Phone: 898-4994
Office Hours: Monday 2:00-5:00
p.m.; Tuesday and Thursday 8:30-9:30
a.m.
E-mail: mportis@csuchico.edu
(note: when e-mailing me, please put HCSV
462 in the message area)
Fax: 898-5107
Mailbox:
Course Description: Philosophical framework, organization,
administration and legal aspects of the school health program. Development of
prevention and intervention strategies for major health problems affecting
school age youth, with emphasis on cultural sensitivity, at-risk youth and
community/school partnerships. This course is required for a
Web Texts:
www.healthinschools.org/home.asp
- subscribe to “Weekly Insider ; download E Journal, The Center for Health and
Healthcare in Schools
http://cde.ca.gov/cdepress/health-framework/2003-health-framework-pdf
; The Health Instruction Framework for California Public Schools
Other Required Materials:
Much of the reading and resource material is found on the web. Students must
have internet access and an e-mail address.
Certified Health
Education Specialist (CHES) Competencies Practiced in the course:
1. Utilize computerized
sources of health-related information.
2. Determine priority areas
for health education in schools.
3. Develop a logical scope
and sequence plan for health education.
4. Formulate appropriate,
measurable program objectives.
5. Employ a wide range of
educational methods and techniques.
6. Select methods and media
best suited to implement program plans for specific learners.
7. Select appropriate
methods for evaluating program effectiveness.
8. Select effective
educational resource materials for dissemination.
Specific Course
Objectives:
1. Describe the functions
of the comprehensive school health program.
2. Explain the philosophy
and theories underlying school health education.
3. Demonstrate the use of
the Health Instruction Framework for California Public Schools.
4. Create health education
lesson plans, unit plans and inservice education plans.
5. Describe the integration
of context-based service learning in health education.
6. Evaluate health
education media, curricula, web sites, and reference materials.
7. Discuss intervention for
health-related problems using inter-professional collaboration.
8. Describe curricular,
program, and community interventions for problems such as drug abuse, suicide,
eating disorders, teen pregnancy, rape, violence, hate crimes, etc.
9. Explain appropriate
management of controversial issues at schools.
10. Prescribe collaborative
relationships between home, school, and community in the development and
implementation of school health services and program
Week 1
Monday, August 21
Introduction, profiles,
overview of school health programs, Health Literacy, the Comprehensive
School Health Program; reading: Current Weekly Insider
Week 2
Monday, August 28
Health
Instruction Framework for California Public Schools, Context-based Service Learning
in Health Education, Directions for Rosedale Nutrition and Fitness Program;
Researching school health programs on the internet; reading: current Weekly
Insider and Chapters 1-2 of Health Instruction Framework
Week 3
No class – Labor Day
Week 4
Monday, September 11
School Health Programming, Foundations and Philosophy, Legal Aspects of
the School Health Program
Behavioral and Program Objectives; reading: current Weekly Insider and
Chapters 3-4 of Health Framework
Week 5
Monday, September 18
Scope and sequence in
health education, Lesson and unit plans;
FIELDWORK:
reading: current Weekly Insider and Chapters
5-6 of Health Framework
Week 6
Monday, September 25
Evaluation in School Health Programs; Self, Peer, Group evaluation of
program implementation; Handling
Controversy, Collaboration; Partnerships, Barriers, Funding, Values,
School Boards
Week 7
Monday, October 2
Obesity, Nutrition and Fitness Programming; Eating Disorders
All
project drafts due
Week 8
Monday, October 9
Exam # 1; FIELDWORK:
Week 9
Monday, October 16
Drug Intervention Programming; *School/Community Drug/Alcohol Interventions
Week 10
Monday, October 23
*Gay/Straight Alliances; Community Services for Gay, Lesbian, Bisexual
and Transgender Youth
Conflict, Hate, discrimination and Violence Prevention; Critical
Incident and Disaster Planning
Week 11
Monday, October 30
*Pregnant and Parenting Teen Programs; Family Life Education
Programming
*Suicide Prevention and Crisis Intervention
Week 12
Monday, November 6
* Programs for youth with behavioral and psychological problems
Programming for Chronically Ill and Medically Fragile Youth
Week 13
Monday, November 13
FALL BREAK – NOVEMBER 20
Through November 24 – NO CLASS MEETING
Week 14
Monday November 27
*Outreach Programs for Run-Away, throw-away and homeless Youth
FIELDWORK:
Week 15
Monday, December 4
FIELDWORK:
Review
FINAL
EXAM – Monday, December 11 – noon - 1:50
Course Requirements:
Exam #1 50
Final Exam 100
Oral Presentation- Inservice Training 100
Fieldwork: Nutrition & Fitness Program #1 25
Fieldwork: Nutrition and Fitness Program #2 25
Fieldwork: Nutrition and Fitness Program #3 25
Fieldwork: Nutrition and Fitness Program #4 25
Written Materials for Presentation & draft 10
peer reviews for inservice education 12
Reflections of fieldwork experiences (5 each) 20
An infant, child and
adult CPR card must be earned in order to receive credit for this class.
INSERVICE EDUCATION
PRESENTATION DIRECTIONS
Background: You have been
chosen by your principal to provide inservice education for the teachers at
your school. Inservice education is defined as opportunities for educators to
learn new information, skills and techniques at the school site. It can be lead by an outside expert or
teachers within the school district. To be effective, inservice education must
be practical and applicable. Teachers don’t want to hear theories. Teachers
want to know what to teach when they are faced with a new content area, how to
solve problems in the classroom and where to find the resources they need. Your
job is to create a viable inservice education program on a selected topic for
teachers in a public school setting. Ask yourself, what do teachers need to
know? Present for 50 minutes.
Why this assignment?
School health programs are
about more than teaching health to school age students. Sooner or later, as a
teacher or a health educator at a community health organization, you will be
asked to educate other professionals about a health topic that may or may not
be your expertise. Being an effective inservice educator helps others do their
jobs more effectively and creates career opportunities for you.
Objectives:
You will be able to:
1. Assemble accurate,
current, important information on the chosen topic.
2. Organize the information
into a efficient and effective structure
3. Utilize a variety of
teaching techniques
4. Answer questions.
5. Lead a discussion.
6. Show enthusiasm and
interest in the topic and its presentation.
7. Involve the class in the
material.
8. Provide the class with
material and skills that can be used in their working lives.
The topics:
1. Pregnant and Parenting
Teen Programs on school sites
2. Outreach Programs for
Runaway, Throwaway and Homeless Youth
3. Programs for Youth with Conduct Disorders/Self-Destruction
Behaviors/Psychological Problems
4. Gay Straight Alliances at High Schools; Community Programs for Gay,
Lesbian, Bisexual and Transgender Youth
5. Suicide Prevention
Programs
6. School/Community Interventions for Alcohol Abuse/Drunk Driving
(Every 30 seconds, Sober Graduation, SADD/MADD)
7.
Conflict/Hate/Violence/Prejudice Prevention and Intervention Programs in
Schools
Presentation Components:
1. A description of the
problems and the target population of affected youth.
2. Essential Facts - put on
a handout for distribution
3. Description (what, who,
when, where, how, why) of interventions and curriculum that schools have
implemented
4. Strengths and
limitations of the interventions
5. Examples of programs or
program materials
6. Most Promising Practices
- a list of Do’s and Don’ts for teachers, administrators and parents
7. Positive and dangerous
internet sites on this topic - create a handout of resources
8. Values clarification or
other class participation activity
9. Legal aspects of the
topic
10. How community resources
are involved
Written requirements: Supply each class member with a list of viable web
sites. Make a reading assignment from this list. Choose a web site that
provides the most valuable information. Create a fact sheet that will serve as
background information so your presentation can focus on specific programming
ideas. Provide a fact sheet for each class member. Provide the instructor with
3 objective test items on your topic. These may be used in the final exam.
Grading Criteria:
Accuracy of information Depth
of research
Organization of content Use
of media and visual aids
Inclusion of class participation Use
of time
Practicality of information Presentation
Style
Breath of content Creativity
Thought-provoking quality
Suggestions:
--Be visual. Show us the
program if possible - pictures are better than text.
--Do NOT prepare a power
point presentation that has multiple bullets.
--Do NOT read from web
sites.
--Make sure the printing on
visual aids is large enough.
--Do NOT read to the class.
--Know your presentation -
speak without reading or looking at your notes.
--Show only the most
appropriate part of a video - not more than 10 minutes.
--Interview people in the
community who work in the type of program you are presenting.
--Interview youth who are
affected by the programs or problems in your topic.
--E-mail experts on the
internet or request free materials on their programs.
--Involve the class in a
discussion, values activity, information game, etc.
--Prepare for your presentation over the weeks allotted for it - No last minute work!