Department
of Health And Community Services
MULTICULTURAL HEALTH
HCSV &
MCGS 328-01 Fall 2007
Tuesdays/Thursdays
12:30-1:45 pm
Professor: Dr. Lyndall Ellingson Office
Hours: MWF 11 am – 1 pm
Office: 637 Butte
Hall 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 and submitting assignments.
The CRAAP Test
(a way to analyze the appropriateness of website for use in academic papers):
http://www.csuchico.edu/lins/handouts/evalsites.html
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.
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 3-4 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:
1.
Your name,
article #s & titles
2.
Typed,
single-spaced answers to the assigned article questions.
3.
Your reflection regarding ONE article per weekly assignment
(especially how it affects your previous opinions or professional life).
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.
o
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. Culturally
Appropriate Pamphlet (50 points)
Develop a
culturally specific and competent pamphlet addressing a particular health
issue for a group discussed in class this semester.This pamphlet assignment
demonstrates your professional development and ability to communicate health,
health care, and health education needs, concerns, and resources of a specific
ethnic/religious/minority culture.
This assignment assists health educators in fulfilling the standards of
Competency and Responsibility VII set by the National Commission for Health
Education Credentialing.
Pamphlet
Planning Deadlines (see syllabus
for specific dates)
1.
Contact a
health organization that targets your selected ethnic group. Or contact a health organization that
addresses a health
issue you are interested in. Ask them if
they have any suggestions or needs for a culturally appropriate health pamphlet
for targeted ethnic minority groups.
2.
Download and
print the Pamphlet Contact Sheet to submit a contact person name and agency,
including their phone number and tentative topic on the date noted on the
schedule. Your contact person, agency and health topic must be approved by your
instructor.
3.
Find 3-5
professional articles (from peer-reviewed journals or reputable national
organizational websites) on your health topic and ethnic group. Reference these in very small font on the
back page of your pamphlet. Submit copies of articles with your final
pamphlet.
4.
Attend one of
several campus opportunities to learn publication software.
5.
Submit a rough
draft of your pamphlet (optional).
6.
On the final due date, submit:
a)
two copies of
the pamphlet (I will keep one copy of the pamphlet and mail the other)
b)
a CD (in a CD
case) containing the pamphlet
c)
a cover letter
d)
an addressed
envelope to your agency contact person. Your envelope must be big enough to
mail the contents.
7.
Your pamphlet will be evaluated on:
a)
Quality,
quantity and appropriate level of content for your population
b)
Cultural
competency of information and
pamphlet design
c)
Quality of pamphlet
design: font type, size, legibility, use of borders, white space, color,
graphics and overall design
d)
Quality of
printing/production: color
density, paper density
e)
Meeting
submission criteria (e.g., cover
letter, envelope, duplicate copies, CD, etc)
PAMPHLET TIPS: Your pamphlet should be culturally and visually
engaging. Use language, color, phrases, images, recipes, historical events
and figures appropriate to your audience. As you are developing the pamphlet
review the evaluation form I will use (example on
Course
Evaluation
Panel project 120
Articles 170
Exam #1 120
Exam #2 120
Pamphlet 50
Total 580
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
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Date |
TOPIC
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ASSIGNMENTS |
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8/28 |
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8/30 |
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9/4 |
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9/6 |
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9/11 |
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9/13 |
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9/18 |
Cultural Power & Privilege |
RP 7-9 |
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9/20 |
Panel Assignment Orientation |
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9/25 |
RP
10-12
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9/27 |
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Ch 5 (pgs 103-107)
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10/2 |
RP 13-15
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10/4 |
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10/9 |
Cultural
Competency
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RP 16-17 |
Ch 26 |
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10/11 |
Cultural
Competency
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10/16 |
Exam 1 |
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10/18 |
Pamphlet/Exam review |
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10/23 |
Native Hawaiian health issues panel |
RP 18-21 |
Ch 22 |
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10/25 |
American Indian health
issues panel
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Ch 14 |
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10/30 |
Religious Minorities
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Pamphlet
contact form due |
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11/1 |
Latino
health issues panel |
RP 22-25 |
Ch 6 |
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11/6 |
African-American
health issues panel |
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Ch 10 |
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11/8 |
Class cancelled |
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11/13 |