School Health Programs, HCSV
272-1 #11813
OCNL 254; Tues/Thurs.
9:30-10:45
Spring 2005
Instructor: Mary Portis, DrPH
Office: Butte 707C
Phone: 898-4994
Office Hours: Tuesday 1:00-3:00; Thursday 1:00-3:00; Wednesday 1:00-2:00
E-mail: mportis@csuchico.edu
Fax: 898-5107
Mailbox: Butte 607
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.
Web Text: http://cde.ca.gov/cdepress/health-framework/2003-health-framework-pdf
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. Paper-based materials will be provided.
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 effectivenes.
8. Select effective educational resource materials for dissemination.
Specific Course Objectives:
1. Describe the functions of the comprehensive school health rogram.
2. Explain the philosophyl 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 interprofessional 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
Tuesday, Jan. 25 Introduction, profiles, overview of school health programs, health literacy
Thursday, Jan 27 The Comprehensive School Health Program
Week 2
Tuesday, Feb. 1 Health Instruction Framework for California Public Schools
Thursday, Feb. 3 Context-based Service Learning in School Health Education; Directions for Service Learning Project
Week 3
Tuesday, Feb. 8 Directions for teacher inservice education project
Thursday, Feb. 10 School Health Programming, controversy, collaboration, barriers, funding, values, school boards, legal aspects, etc.
Week 4
Monday, Feb. 14 blood donor
registrations due in Butte 607 by 11:00 a.m.
Tuesday, Feb. 15 BLOOD DRIVE SERVICE LEARNING PROJECT; Whitney Hall Rec Center; 10:00 a.m. -6:00 p.m.; no regular class meeting
Thursday, Feb. 17 Evaluation of service learning project; Behavioral and Program Objectives
Week 5
Tuesday, Feb. 22 Researching school health programs on the internet, scope, accuracy, validity, etc. - Meet in Library
Thursday, Feb. 24 Lesson and unit plans
Week 6
Tuesday, March 1 Lesson and unit plans; Unit plan assignment
Thursday, March 3 Program plans
Week 7
Tuesday, March 8 Evaluation; evaluation assignment
Thursday, March 10 Exam #1
SPRING BREAK - March 14-18- NO CLASSES
Week 8
Tuesday, March 22 Family Life Education Programming
Thursday, March 24 Drug Prevention Planning
Week 9
Tuesday, March 29 All project drafts due; Critical Incident and Disaster Program Planning
Thursday, March 31 *Obesity Prevention and Fitness
Saturday, April 2 Extra Credit: Hmong Nutrition and Fitness Event
Week 10
Tuesday, April 5 *Residential Programs for youth with behavioral, and psychological problems
Thursday, April 7 *Outreach and school programs for run-away, throw-away and homeless youth
Week 11
Tuesday, April 12 *Gay/Straight Alliances; Community Services for Gay, Lesbian, Bisexual and Transgender Youth
Thursday, April 14 *Suicide Prevention and Crisis Intervention
Week 12
Tuesday, April 19 *School/Community Partnership Alcohol Interventions - Every 30 seconds, Sober Graduation, etc.
Thursday, April 21 *School-based Addiction Support Groups and Community Recovery/Aftercare Programs
Week 13
Tuesday, April 26 *Conflict/Hate/Discrimination/ Violence Prevention Programs
Thursday, April 28 *Sexual Assault/Harassment, Date Rape Prevention Programs
Week 14
Tuesday, May 3 *Pregnant and Parenting Teen Programs
Thursday, May 5 *Nutrition Programming (breakfast, lunch, fundraising, snacks, vending)
Week 15
Tuesday, May 10 *Programming for Chronically Ill and Medically Fragile Youth
Thursday, May 12 Review
FINAL EXAM - Tuesday, May 17; 12:00-1:50
Course Requirements:
Exam #1 30
Final Exam 100
Blood Drive Service Project 20 (additional 5 points per pint available)
Blood Drive Reflective Paper 10
Objective Assignment 10
Unit Plan Assignment 20
Evaluation Assignment 10
Oral Presentation 100
Test Questions for Oral Presentation 15
Written Materials for Presentation & draft 20
Attendance and participation 30
An infant, child and adult CPR card must be earned in order to receive credit for this class.
BLOOD DRIVE SERVICE LEARNING PROJECT
From Feb. 3 to Feb 14 recruit a MINIMUM of 3 blood donors to give blood on Tuesday, Feb 15 in the Whitney Hall Rec Center from 11:00p.m..-5:00p.m. by recording their names and phone numbers on the sign-up form you will be given. Turn in the sign-up sheet in Butte 607 no later than Monday, Feb. 14 at 11:00 a.m. (Be sure to put your name on this sign-up sheet!)
!!Keep a record of the names and numbers so you can call your donors on Monday night to remind them of their commitment. (You may count yourself as one of the 3.)
Sign-up to work at the blood drive or make a refreshment to serve the donors.
After the blood drive, on Thursday, Feb. 17 hand in a 1-2 page reflection paper about your experience recruiting donors, your own donation experience or your experience working at the drive. Be descriptive. Share your observations. Suggest ideas for use in a high school blood drive.
IMPORTANT NOTE: Three donors are required to receive full credit. If you would like to earn extra credit you can receive 5 points for every person you recruit that is able to donate blood. There is no limit on the number of donors you can recruit.
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 at a specific school site (elementary, junior high, high school). Ask yourself, What do teachers need to know?
Why this assignment?
School health programs is 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. Residential 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. Support Group/Addiction Recovery Programs for Youth (Ala-teen, Narcotics Anonymous, Smoking Cessation, etc.)
8. Conflict/Hate/Violence/Prejudice Prevention and Intervention Programs in Schools
9. Rape/Date Rape/Sexual Assault Prevention Programs
10. Obesity Prevention and Fitness Programs
11. Programming for Chronically Ill and Medically Fragile Youth
12. Nutrition Programs
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.
Time Frame: 50 minutes per group/ 15 minutes per person/ 5 minutes leeway
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!