COM HLT 100: Introduction to Community Health Sciences

Term: Winter 2019

Units: 4

COURSE SYLLABUS

A. Overview

Course This introductory course provides MPH students and public health minors
Description with a broad and comprehensive overview of concepts, empirical research,
and public health practice in community health sciences with an emphasis
on: (1) social context and determinants of population health and (2) principles
of planning interventions to protect and improve public health. The first half of
the course describes ways to define and measure health and illness, the
social construction of illness, social and behavioral determinants of health,
and health disparities, including socioeconomic status (SES), race/ethnicity,
gender, and age. In the second half of the course, students will learn about
social and behavioral theories of health-related behavior change, health
promotion strategies and methods, and public policy. The course provides
case studies of evidence-based health promotion programs. It includes
lectures, assigned readings, and in-class discussions.

Prerequisites The course is open to MPH students in the Fielding School of Public Health
and in other disciplines and to undergraduates in the public health minor
program. Not open for credit to students with credit for course 200A, 200B, or
200C. A limited number of other qualified undergraduate students may be
admitted if there is adequate room in the course by permission of the
instructor.

Instructor May Sudhinaraset, PhD

Assistant Professor
Community Health Sciences
UCLA Fielding School of Public Health (FSPH)
Office: 21-245 CHS
Phone: 310-794-9276
Email: [email protected]

Special Reader Shelley Jung

Email: [email protected]
Office Hours: Thursday 2-3PM – 21-245 CHS

Class Days, Tuesday & Thursday 3:00 pm - 4:50pm

Times, Location Room: 33-105A

Office Hours By Appointment

21-245 CHS

Course Texts There is no required textbook. Reading materials will be posted online at
 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

https://ccle.ucla.edu/course/view/18S-COMHLT100-1
Log-in using BOL userid and password
• View course syllabus and schedule
• Access course readings
• Get and hand in assignments
• View lecture presentations
• Read and submit postings to course discussion board
Required You may access one personal use copy of each article from the password
Readings protected website for the class. Use your BOL username and password to
log on. All readings must be completed before coming to class – you will be
asked in class about issues in the readings. Please see ‘List of Required
Readings’ in the Course Outline section of this syllabus.
Course Format The course format is a 2-hour lecture twice a week (4 hours). The lecture will
be supplemented with small group discussions, out-of-class activities, case
studies, and examples from the public health literature.
Course Website https://ccle.ucla.edu/course/view/18S-COMHLT100-1
Classroom Students are expected to behave like professionals who come to class to
Atmosphere learn. The most important part of each class is to make sure you and all
other students get as much out of the course material and class as
possible. Therefore, anyone using laptops, phones, or other electronics
during class in a way that detracts from participation or distracts other
students will be required to sit in the front row and refrain from using all
electronics for the remainder of the quarter.

UCLA ADA Students needing academic accommodations based on a disability

Policy should contact the Center for Accessible Education (CAE) at (310) 825-
1501 or in person at Murphy Hall A255. When possible, students should
contact the CAE within the first two weeks of the term as reasonable
notice is needed to coordinate accommodations. For more information
visit www.cae.ucla.edu.
ADA Contact Nickey Woods, Center for Accessible Education
A255 Murphy Hall,
Phone: (310) 825-1501, TTY / TTD: (310) 206-6083
Fax: (310) 825-9656
Inclusivity UCLA’s Office for Equity, Diversity, and Inclusion provides resources,
events, and information about current initiatives at UCLA to support
equality for all members of the UCLA community. I hope that you will
communicate with me or your TA if you experience anything in this
course that does not support an inclusive environment, and you can also
report any incidents you may witness or experience on campus to the
Office of Equity, Diversity, and Inclusion on
their website (https://equity.ucla.edu/).

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

B. Learning Objectives:
The course is designed with the following learning objectives in mind. These learning objectives map to the Council on Education for
Public Health (CEPH) Leaning Experience and Competencies as shown below. These learning objectives will be achieved by
students completing all the course readings, attending lectures and class discussions, and completing the assignments and exams.

Learning Objectives CEPH Competency/Learning Experience Assessment

Upon completion of this course, students should
be able to:
1. Identify key cultural, social, political, economic, LE9: Explain behavioral and psychological factors  Midterm Exam (Q3-8)
and psychological determinants of health and that affect a population’s health
health- related behaviors.
LE10: Explain the social, political and economic
determinants of health and how they contribute to
population health and health inequities
2. Describe how health and health-related
behavior are conceptualized and measured at the LE11: Explain how globalization affects global
individual, community, and societal levels. burdens of disease
C6. Discuss the means by which structural bias,
3. Explain theories of health-related behavior and social inequities and racism undermine health and
behavior change create challenges to achieving health equity at
organizational, community and societal levels
4. Define the basic elements of program planning C4. Interpret results of data analysis for public  Midterm Exam (Q1 and
and intervention. health research, policy or practice Q2)
C7. Assess population needs, assets and capacities
 Final Exam (Section 1)
that affect communities’ health

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

Learning Objectives CEPH Competency/Learning Experience Assessment

Upon completion of this course, students should
be able to:
5. Describe community organizing and C13. Propose strategies to identify stakeholders and  Final Exam (Section1)
community- based participatory research, as well build coalitions and partnerships for influencing
as societal level initiatives. public health outcomes
C20. Describe the importance of cultural
 Final Exam (Section 3 Q1)
competence in communicating public health content

6. Identify the major modes of advocacy for C14. Advocate for political, social or economic  Opinion Editorial Essay
changing health policy pertaining to populations. policies and programs that will improve health in
diverse populations

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

C. Course Assignments
1. Class attendance and participation
a. Maximum 2 missed classes— points will be subtracted from your grade for class
participation for each additional class missed without a valid excuse
b. You must complete readings before class, participate in class discussion and
activities, and respond to and ask questions during class
c. TA will lead discussion session to help you practice and master the material covered
in class and in readings.

2. Social Entrepreneur Project

a. You will work in teams of five to represent social entrepreneurs tackling a public health
problem in Los Angeles. By the end of the quarter, you will identify a relevant public
health problem in LA, choose a community to explore the prevalence of this public
health problem, and apply concepts and theories learned in class. Additionally, you
will present with your team in class and “pitch” an intervention in a Shark Tank 3-
minute presentation.
b. Assignments will be conducted in class throughout the quarter (3% for participation in
discussions)
c. Presentations will occur on March 14

3. Four Quizzes on Readings and Lectures

a. Distributed through CCLE on week 2, week 4, week 7, and week 9
b. Each will be available by Thursday at 5pm of the week it is distributed
c. Must be completed by Friday 11:59 pm of that week
d. Covers material in readings, videos, and class lectures/discussions
e. Each quiz can be completed twice and only the highest grade will be counted

4. Exam 1 (Midterm)
a. Take home exam distributed on February 7 at 3pm on the CCLE site
b. Due February 9 by 11:59 pm— LATE exams will not be accepted without a valid
excuse
c. Covers first half of quarter
d. The exam will be completed at home and uploaded onto CCLE
e. Short essays

5. Op-Ed Essay 1
a. Assignment available on February 12 at 3 pm on the CCLE site
b. Due February 19 by 11:59 pm— LATE essays will not be accepted without a
valid excuse
c. 500-800 word essay written in op-ed style addressing a community health issue in
response to a recent news story. Students write an op-editorial based on a
current news article or online news source about a community health issue.
Students are asked to take a stance and advocate for a political, social, or
economic policy or program.

6. Exam 2 (Final):
a. Take home exam distributed at the end of the last day of class (March 14) on the
CCLE site

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

b. Due on March 18 by 5 pm— LATE exams will not be accepted without a valid
excuse
c. Covers second half of quarter
d. The exam will be completed at home and uploaded onto CCLE
e. Short essays

Grading:
1. Class attendance and participation 10%
2. Social Entrepreneur Project 10%
3. Four Quizzes on Readings and Lectures 10%
4. Exam 1 (Midterm) 25%
5. Op-Ed Essay 1 15%
6. Exam 2 (Final) 30%
Total 100 %

Grading Policy:
Grades on exams, essay, participation, and course are final and not open to discussion.
Corrections will be made, however, if a response is clearly and unambiguously incorrectly
marked wrong or points have been totaled incorrectly.
Grading Scale: The grading scale for the course is shown below.

Grade Point: 4.0 4.0 3.67 3.33 3.0 2.67 2.33 2.0 1.67 1.33 1.0 0.67 0
Final 100- 87- 77- 67-
97-93 92-90 89-88 82-80 79-78 72-70 69-68 62-60 <60
Percentage: 98 83 73 63
Letter
A+ A A- B+ B B- C+ C C- D+ D D- F
Grade:

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

D. Course Policies & UCLA Policies

Message about Academic Integrity to all UCLA Students from UCLA Dean of
Students: UCLA is a community of scholars. In this community, all members including faculty,
staff and students alike are responsible for maintaining standards of academic honesty. As a
student and member of the University community, you are here to get an education and are,
therefore, expected to demonstrate integrity in your academic endeavors. You are evaluated on
your own merits. Cheating, plagiarism, collaborative work, multiple submissions without the
permission of the professor, or other kinds of academic dishonesty are considered unacceptable
behavior and will result in formal disciplinary proceedings usually resulting in suspension or
dismissal.
Forms of Academic Dishonesty: As specified in the UCLA Student Conduct Code, violations
or attempted violations of academic dishonesty include, but are not limited to, cheating,
fabrication, plagiarism, multiple submissions or facilitating academic dishonesty:
Cheating: Unauthorized acquiring of knowledge of an examination or part of an examination
 Allowing another person to take a quiz, exam, or similar evaluation for you
 Using unauthorized material, information, or study aids in any academic
exercise or examination – textbook, notes, formula list, calculator, etc.
 Unauthorized collaboration in providing or requesting assistance, such as
sharing information
 Unauthorized use of someone else’s data in completing a computer exercise
 Altering a graded exam or assignment and requesting that it be regraded
Plagiarism: Presenting another’s words or ideas as if they were one’s own
 Submitting as your own through purchase or otherwise, part of or an entire work
produced verbatim by someone else
 Paraphrasing ideas, data or writing without properly acknowledging the
source
 Unauthorized transfer and use of someone else’s computer file as your own
 Unauthorized use of someone else’s data in completing a computer exercise
Multiple Submissions: Submitting the same work (with exact or similar content) in more than
one class without permission from the instructor to do so. This includes courses you are
currently taking, as well as courses you might take in another quarter

Facilitating Academic Dishonesty: Participating in any action that compromises the integrity if
the academic standards of the University; assisting another to commit an act of academic
dishonesty
 Taking a quiz, exam, or similar evaluation in place of another person
 Allowing another student to copy from you

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

 Providing material or other information to another student with

knowledge that such assistance could be used in any of the
violations stated above (e.g., giving test information to students in
other discussion sections of the same course)
Fabrication: Falsification or invention of any information in an academic exercise
 Altering data to support research
 Presenting results from research that was not performed
 Crediting source material that was not used for research

While you are here at UCLA, if you are unsure whether what you are considering doing is
cheating, don’t take chances, ask your professor. In addition, avoid placing yourself in
situations which might lead your professor to suspect you of cheating.
Alternatives to Academic Dishonesty
 Seek out help – Meet with your professor, ask for assistance as needed.
 Ask for an extension – if you explain your situation to your professor, she/he might be
able to grant you an extended deadline for an upcoming assignment.
 See a counselor at Student Psychological Services, and/or your school, college or
department – UCLA has many resources for students who are feeling the stresses of
academic and personal pressures.
If you would like more information, please come see us at the Dean of Students’ Office in 1206
Murphy Hall, call us at (310) 825-3871 or visit their website at www.deanofstudents.ucla.edu.

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

E. Course Outline

Class(week) Date Topics and Readings

01/08 Overview: What is Community Health?
1-2(1)
01/10 Defining Health and Illness
UNIT 2: METHODS OF STUDYING HEALTH AND ILLNESS
01/15 Indicators of Population Health Status
3-4(2) 01/17 Measuring Health Status and Programs: Surveys and Qualitative
Methods
Q1
UNIT 3: SOCIAL DETERMINANTS OF HEALTH AND HEALTH-RELATED BEHAVIOR
01/22 Heath Disparities: Basic Concepts
5-6(3)
01/24 Socioeconomic Status (SES)
01/29 Race, Ethnicity and Immigration Status
7-8(4)
01/31 Gender and Health
Q2
UNIT 4: CHANGING HEALTH-RELATED BEHAVIOR AND OUTCOMES
02/05 Neighborhood and Spatial Health Effects
9-10(5)
02/07 Exam 1 (Midterm) – Take home
02/12 Theories of Health-Related Behavior and Change
11-12(6) Op-Ed Essay Assigned
02/14 Theories of Health-Related Behavior and Change
02/19 Health Outcome Case Study: Obesity, Diet, and Physical Activity
Op-Ed Essay Due
13-14(7)
02/21 Community Organizing and Community-Based Participatory Research
(Michael Prelip?)
Q3
02/26 Health Policy and Advocacy (Paula Tavrow)
15-16(8) 02/28 Chronic stress: How disadvantage gets under the skin? (Courtney
Thomas)
03/05 Health Communication Interventions
17-18(9)
03/07 Health Promotion in Schools, Worksites and Clinics (Panel Discussion)
03/12 Intervention Planning and Evaluation: General Principles
03/14 Review class
19-20(10) Shark Tank Presentations
Exam 2 (Final) – Take home

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

List of Required Readings:

Class
Date Topics and Readings
(Week)
1(1) 01/08 Overview: What is Community Health?

Contrasts community health sciences approach with other areas of public

health (epidemiology, biostatistics, health services, environmental health
sciences) and medicine. Specifically, CHS focuses on: (1) populations (not
only patients, clinical populations, or people who are sick), (2) prevention
(rather than solely treatment) of health problems and promotion of healthy
behaviors, and (3) the cultural, social, economic, and psychological
determinants of health and health-related behavior.

Readings
Hemenway, D. 2010. Why We Don’t Spend Enough on Public Health. New
England Journal of Medicine. 362:1657-1658.

Koh, H. K. 2010. A 2020 Vision for Healthy People. New England Journal of
Medicine. 362:1653-1656.

Cutler, D., & Miller, G. 2005. The role of public health improvements in health
advances: The twentieth-century United States. Demography, 42, 1-22.

Video
The Biomedical and Social Model of Health (simplistic, but it makes a clear
point)
https://www.youtube.com/watch?v=FRuy2I9yi0E

2(1) 01/10 Defining Health and Illness

The WHO definition of health, which is not limited to absence of disease.

Contrasts “differential diagnosis” used in clinical medical practice to diagnose
and define illness with the social construction of health and illness: how
health/illness is defined in each paradigm, determining whether someone is
healthy or ill, and the obligations of people perceived as ill.

Readings
Alma-Ata Declaration

http://www.who.int/publications/almaata_declaration_en.pdf

Ottawa Charter

http://www.who.int/healthpromotion/conferences/previous/ottawa/en/

Conrad, P., & Barker, K.K. 2010. The social construction of illness key
insights and policy implications. Journal of Health and Social Behavior, 51,
S67-S79.

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

UNIT 2: METHODS OF STUDYING HEALTH AND ILLNESS

3(2) 01/15 Indicators of Population Health Status

Measures of the health status and health-related behaviors of a population (as

distinct from an individual): mortality rates, morbidity rates (disease registries
or survey data), and DALYs and disability-free life expectancy types of
measures. Sources of data such as: vital registration system, population
registers in other countries, censuses, disease registries, and surveys.

Readings
Parrish RG. Measuring population health outcomes. Prev Chronic Dis
2010;7(4):A71. http://www.cdc.gov/pcd/issues/2010/jul/10_0005.htm

McFall, J.A. 2007. Population: A Lively Introduction. Washington, DC:

Population Reference Bureau. READ Pages 4-22.

Jylhä, M. 2009. What is Self-Rated Health and Why Does and Why Does it
Predict Mortality? Towards a Unified Conceptual Model. Social Science &
Medicine. 69:307-316.

Video
The DALY Show: https://www.youtube.com/watch?v=Exce4gy7aOk

4(2) 01/17 Measuring Health Status and Programs: Surveys and Qualitative
Methods

Key aspects of quantitative and qualitative methods used in community health

research, including: quantitative surveys and qualitative methods based on
focus group and interview data collection.

Readings
Scheuren, F. What Is a survey? 2004. American Statistical Association.
Read Chapters 1-6.

CDC. Using Qualitative Methods.

http://www.cdc.gov/dhdsp/pubs/docs/cb_november_8_2011.pdf

Blum, L.S., et al. 2009. Childhood Drowning in Matlab, Bangladesh: An in-

depth Exploration of Community Perceptions and Practices. Social Science &
Medicine. 68:1720-1727.

OPTIONAL READING: Wang, C., & Burris, M. A. (1997). Photovoice:

Concept, methodology, and use for participatory needs assessment. Health
education & behavior, 24(3), 369-387.

UNIT 3: SOCIAL DETERMINANTS OF HEALTH AND HEALTH-RELATED

BEHAVIOR

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

5(3) 01/22 Heath Disparities: Basic Concepts

Social stratification of society by gender, age, race/ethnicity, immigrant status,

socioeconomic status (SES), and other categories; defining health disparity;
examples by national income (GDP), race/ethnicity, gender, age, and SES;
measurement of health disparities; main hypotheses for the relationship
between SES and health.

Readings
Braveman, P. 2006. Health Disparities and Health Equity: Concepts and
Measurement. Annual Review of Public Health. 27:167-194.

Phelan, J.C., Link, B.G., and Tehranifar, P. 2010. Social Conditions as

Fundamental Causes of Health Inequalities: Theory, Evidence, and Policy
Implications. Journal of Health and Social Behavior. 51:S28-S40.

Smedley BD. 2012. The lived experience of race and its health consequences.
American Journal of Public Health. 102(5):933-935.

6(3) 01/24 Socioeconomic Status (SES)

The social gradient between SES and health; main hypotheses about the
reasons for this relationship: SES differences in health care; health-related
behavior; stressful occupations, home lives, environments; and
discrimination.

Video
Unnatural Causes: Health in America.
http://www.unnaturalcauses.org/video_clips_detail.php?res_id=213

Unnatural Causes: There is no such thing as small stuff

http://www.unnaturalcauses.org/video_clips_detail.php?res_id=409

Readings
Williams, D.R., et al. 2008. Moving Upstream: How Interventions that Address
the Social Determinants of Health Can Improve Health and Reduce
Disparities. Journal of Public Health Management & Practice. 14:S8-S17.
Kawachi, I., S.V. Subramanian, Kim, D. 2008. Social Capital and Health. A
Decade of Progress and Beyond. Social Capital and Health, 1-26

7(4) 01/29 Race, Ethnicity and Immigration Status

Definitions of race, ethnicity and culture; race, ethnic, and immigrant status
differentials in health outcomes; the role of group differences in SES; group
differences in health-related behaviors and access to care; cultural
influences; measurement issues related to acculturation and promotion of
cultural competency.

Video

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

Unnatural Causes: How Racism Impacts Pregnancy Outcomes.

http://www.unnaturalcauses.org/video_clips_detail.php?res_id=70

Unnatural Causes: Marshallese Displaced from Home Islands:

http://www.unnaturalcauses.org/video_clips_detail.php?res_id=218

Readings
Lee, S.S-J., Mountain, J., and Koenig, B. 2001. The Meanings of “Race” in the
New Genomics: Implications for Health Disparities Research. Yale Journal of
Health Policy, Law, and Ethics. 1:33- 75.

Singh, G.K. and Hiatt, R.A. 2006. Trends and Disparities in Socioeconomic
and Behavioural Characteristics, Life Expectancy, and Cause-specific
Mortality of Native-born and Foreign-born Populations in the United States,
1979-2003. International Journal of Epidemiology.
35:903-919.

Braveman PA, Kumanyika S, Fielding J, et al. 2011. Health disparities and

health equity: the issue is justice. American Journal of Public Health. 101
Suppl 1:S149-155.

8(4) 01/31 Gender and Health

Gender differences in health and mortality across the life course including,
fetal survival to birth and sex ratios at birth, childhood, adolescents and
young adults, middle adulthood, and old age; and, reasons for differentials,
including biological differences in survival (e.g., survival in prenatal period),
risk taking, reproductive, sexual, and maternal health, health- related
behaviors.

Video:
SOPHIE. Gender Equality and Health
https://www.youtube.com/watch?v=L98_NaNIzGc

Readings
Murtagh, K.N., & Hubert, H. B. 2004. Gender differences in physical disability
among an elderly cohort. American Journal of Public Health, 94, 1406-1411.

Rieker, P.P. and Bird, C.E. 2005. Rethinking Gender Differences in Health:
Why We Need to Integrate Social and Biological Perspectives. Journals of
Gerontology. 60B:40-47

Explore the CDC Websites

Men’s Health http://www.cdc.gov/men/ Women’s Health
http://www.cdc.gov/women/ LGBTQ Health http://www.cdc.gov/lgbthealth/

UNIT 4: CHANGING HEALTH-RELATED BEHAVIOR AND OUTCOMES

9(5) 02/05 Neighborhood and Spatial Health Effects

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

Theories and hypotheses about the relationship between neighborhood

characteristics and health. Methods and issues in measuring neighborhoods.

Video:
Unnatural Causes: Living in Disadvantaged Neighborhoods Is Bad for Your
Health http://www.unnaturalcauses.org/video_clips_detail.php?res_id=217

Readings
Osypuk, TL et al. Are immigrant enclaves healthy places to live? The Multi-
ethnic study of atherosclerosis. Social Science and Medicine 69 (2009). 110-
120.

Diez-Roux, A.V. 2007. Neighborhoods and Health: Where are we and where
do we go from here? Rev Epidemiol Sante Publique. 55:13-21.

Optional Readings
Kawachi, I. and SV Subramanian, 2007. Neighbourhood influences on health.
J Epidemiol Community Health 2007;61:3-4

Johnson R. 2011. Health dynamics and the evolution of health inequality over
the life course: the importance of neighborhood and family background The
B.E. Journal of Economic Analysis & Policy. 11(3):1-66.

10(5) 02/07 Exam 1 (Midterm)– Take home [NO CLASS]

11-12(6) 02/12 Theories of Health-Related Behavior and Change
-
02/14 Intrapersonal and interpersonal theories that explain behavior change,
including: (1) Health Belief Model, (2) the Trans-theoretical Model, (3) the
Theory of Reasoned Action/Theory of Planned Behavior (5) Precaution
Adoption Process Model, and (6) Social Cognitive Theory. Theories of
behavior change that take a larger frame, including social ecological theory,
organizational theories, social networks effects and the diffusion of
innovations.

Required readings:
National Cancer Institute 2005. Theory at a Glance: A Guide for Health
Promotion Practice. Part 1 and Part 2, Pp. 3-31. Available at:
http://www.cdph.ca.gov/programs/cpns/Documents/SNAP-
Ed%20FFY%2015%20Att%2015%20Theory%20at%20a%20Glance.pdf

Burke, N. J., Joseph, G., Pasick, R. J., & Barker, J. C. 2009. Theorizing social
context: Rethinking behavioral theory. Health Education & Behavior, 36(5
suppl), 55S-70S.

Stokols, D. 1996. Translating Social Ecological Theory into Guidelines for

Community Health Promotion. American Journal of Health Promotion. 10:282-
298.

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

Optional readings:

James, D.C.S et al. 2012. Using the Health Belief Model to Develop Culturally
Appropriate
Weight-Management Materials for African-American Women. Journal of the
Academy of Nutrition and Dietetics. 112(5): 664-670.

Johnson S.S. et al. 2008. Transtheoretical Model-based multiple behavior

intervention for weight management: Effectiveness on a population basis.
Preventive Medicine. 46:238-246.

Wammes B. et al. 2005. Correlates of motivation to prevent weight gain: a

cross-sectional survey. International Journal of Behavioral Nutrition and
physical Activity. 2:1

Kelley, K. and Abraham, C. 2003. RCT of a theory-based intervention

promoting healthy eating and physical activity amongst out-patients older
than 65 years. Social Science and Medicine. 59:787-797.

Anderson E, et al. 2007. Self-regulation, self-efficacy, outcome expectations,

and social support: social cognitive theory and nutrition behavior. Ann Behav
Med, 34:304-312.

Schwarte, L., et al. 2010. The Central California Regional Obesity Prevention
Program: Changing Nutrition and Physical Activity Environments in
California’s Heartland. American Journal of Public Health. 100:2124-2128.

13(7) 02/19 Health outcome case study: Obesity, Diet, and Physical Activity

Prevalence and trends in overweight and obesity, association with health

status, costs to the healthcare system, measurement issues. Prevention
strategies.

Video
Unnatural Causes. Wealth Equals Health:
http://www.unnaturalcauses.org/video_clips_detail.php?res_id=492

Unnatural Causes: The Importance of Culturally Appropriate Care for Native

Americans http://www.unnaturalcauses.org/video_clips_detail.php?res_id=77

Readings
Swinburn, B. A., et al. 2011. The Global Obesity Pandemic: Shaped by Global
Drivers and Local Environments. Lancet, 378, 804-814.

Wang Y, et al. 2008. Will all Americans become overweight or obese?

Estimating the progression and cost of the US obesity epidemic. Obesity
(Silver Spring). 16:2323-30.

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

Explore the CDC websites

Adult overweight and obesity: http://www.cdc.gov/obesity/adult/index.html
Childhood overweight and obesity:
http://www.cdc.gov/obesity/childhood/index.html

14(7) 02/21 Community Organizing and Community-Based Participatory Research

Different models for organization of communities from social planning or

community mobilization through Freire’s conceptualization to today’s
community-based participatory research and coalition building.

Guest Lecture: Dr. Marie Kennedy, Visiting Professor, Department of

Urban Planning, UCLA Luskin School of Public Affairs

Readings
Kennedy, Marie with the Roofless Women’s Action Research Mobilization
researchers. (1996). A hole in my soul: Experiences of homeless women. In
Diane Dujon and Ann Withorn, eds. For Crying Out Loud: Women’s Poverty in
the United States, 2nd edition. Boston: South End Press. 41-55. (Link
provided in CCLE)

Nina Wallerstein and Bonnie Duran. (2003). The Conceptual, Historical and
Practice Roots of Community Based Participatory Research and Related
Participatory Traditions. In Meredith Minkler and Nina Wallerstein,
eds.,Community-Based Participatory Research for Health. Jossey-Bass. 27-
52.
15(8) 02/26 Health Policy and Advocacy

Health promotion through changing the policy environment in which people

live; major modes of advocacy/affecting policy: (1) changing the law through
legislation (Congress or legislatures), (2) changing regulations or
enforcement (Administrative branch), (3) changing the law through law suits
(Judicial system), and (4) changing public opinion (mass media campaigns);
major elements of advocacy.

Guest Lecturer: Dr. Paula Tavrow, Director, Bixby Program in

Population and Reproductive Health, Associate Professor at the CHS
department, UCLA

Readings
Christoffel, K.K. 2000. Public Health Advocacy: Process and Product.
American Journal of Public Health. 90:722-726.

Freudenberg, N. 2005. Public Health Advocacy to Change Corporate

Practices: Implications for Health Education Practice and Research. Health
Education and Behavior. 32:2998-319.

Brownson RC, Ewing R, McBride TD, Royer C. 2006. Researchers and

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

policymakers: travelers in parallel universes. American Journal of

Preventive Medicine 30(2): 164-172.

16(8) 02/28 Chronic stress: How disadvantage gets under the skin?

Basic principles and hypothesis of the stress process model. Types of

stressors, measurement of stress, stressors versus stress experience.
Allostatic load. Disparities in outcomes associated with chronic stress
exposure.
Guest Lecture: Courtney Thomas

Video
Unnatural Causes: Growing Wealth Divide is Bad for Health
http://www.unnaturalcauses.org/video_clips_detail.php?res_id=219

Unnatural Causes: How unemployment affects families

http://www.unnaturalcauses.org/video_clips_detail.php?res_id=69

Readings
American Psychological Association, APA Working Group on Stress and
Health Disparities. (2017). Stress and health disparities: Contexts,
mechanisms, and interventions among racial/ethnic minority and low-
socioeconomic status populations. Retrieved from
http://www.apa.org/pi/health-disparities/resources/stress-report.aspx

17(9) 03/05 Health Communication Interventions

Basic strategies used to communicate with public and professionals, including

social marketing and health campaigns, media interventions, and risk
communications.

Readings
Maibach, E.W., Abroms, L.C., and Marosits, M. 2007. Communication and
Marketing as Tools to Cultivate the Public’s Health: A Proposed “People and
Places” Framework. BMC Public Health. 7:1-15.

Kahle, E.M. 2009. Evaluation of the Impact of News Coverage of an HIV

Multiclass Drug- resistant Cluster in Seattle, Washington. American Journal of
Public Health. 99:S131-S136.

Evans, W.D., et al. 2012. Mobile Health Evaluation Methods: The Text4baby
case study. Journal of Health Communications. 17:22-29.

18(9) 03/07 Health Promotion in Schools, Worksites and Clinics

Panel Discussion: Sang Leng Trieu (The LA Trust), Kevin Riley

(Worksites), Laura Vargas (Planned Parenthood LA-Promotoras
Comunitarias Program)

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 COM HLT 100: Introduction to Community Health Sciences
Term: Winter 2019
Units: 4

Video
Unnatural Causes: YES! Program
http://www.unnaturalcauses.org/video_clips_detail.php?res_id=217

Readings
Beresford, S. A. A., et al. 2001. Seattle 5-a-Day Worksite Program to Increase
Fruit and Vegetable Consumption. Preventive Medicine. 32: 230–238.

Veugelers, P. J. and Fitzgerald, A. L. 2005. Effectiveness of school programs

in preventing childhood obesity: A multilevel comparison. American Journal of
Public Health. 95:432-435.
19(10) 03/12 Intervention Planning and Evaluation: General Principles

Basic steps in planning for community or organization-based interventions,

including: (1) needs assessments, (2) formative research, (3) creating
objectives, (4) picking a strategy
and implementation plan, (5) monitoring implementation, and (6)
understanding outcomes.

Readings
Glasgow, R.E., Vogt, T.M. and Boles, S.M. 1999. Evaluating the Public Health
Impact of Health Promotion Interventions: The RE-AIM Framework. American
Journal of Public Health. 89:1322- 1327.

Layde, P.M., Christiansen A.L., Petersdon, D.J. 2012. A Model to Translate

Evidence-Based Interventions Into Community Practice Am J Public Health.
2012;102:617–624.

Fagen, M. C., Redman, S. D., Stacks, J., Barrett, V., Thullen, B., Altenor, S., &
Neiger, B. L. 2011. Developmental evaluation: Building innovations in
complex environments. Health Promotion Practice, 1524839911412596.

20(10) 03/14 Review class

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