Course Guide for SPH 517 Winter 2016 (E-Learning)

Strategies in Health Promotion Practice

Instructor: Phone: E-mail: Skype: Office Hours:

San Patten 902-292-3260 [email protected] san.patten by appointment only

Teaching Assistant: E-mail:

Krystyna Kongats [email protected]

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Table of Contents COURSE DESCRIPTION.................................................................................................................................................................................... 4 COURSE OBJECTIVES ....................................................................................................................................................................................... 4 PROGRAM COMPETENCIES ........................................................................................................................................................................... 4 PREREQUISITES .................................................................................................................................................................................................. 5 READINGS - TEXTBOOKS................................................................................................................................................................................ 5 OTHER READINGS ............................................................................................................................................................................................ 5 LIBRARY ............................................................................................................................................................................................................... 6 COURSE EVALUATION..................................................................................................................................................................................... 6 COMMUN-ICATIONS ....................................................................................................................................................................................... 6 INSTRUCTOR AND TA CONTACT................................................................................................................................................................. 6 STUDENT EVALUATION .................................................................................................................................................................................. 7 ACADEMIC INTEGRITY..................................................................................................................................................................................... 8 COURSE CALENDAR......................................................................................................................................................................................... 9 ASSIGNMENTS AND MARKING CRITERIA .............................................................................................................................................. 10 ASSIGNMENT 1 ......................................................................................................................................................................................................... 11

Assignment 1: Marking Guide – Presentation and Discussion .................................................................................................... 12

ASSIGNMENTS 2 AND 3 ........................................................................................................................................................................................... 13 ASSIGNMENT 2 ......................................................................................................................................................................................................... 14

Health Canada Review Committee Process ........................................................................................................................................ 15

ASSIGNMENT 3 ......................................................................................................................................................................................................... 16 FINAL PAPER - HEALTH PROMOTION STRATEGIES ............................................................................................................................................... 16

General Guidelines: ....................................................................................................................................................................................... 17

PARTICIPATION.......................................................................................................................................................................................................... 17

General eClass Discussion Guidelines ................................................................................................................................................... 18 For a good grade in overall participation, you must demonstrate: ........................................................................................... 19 Instructor Led Discussions ......................................................................................................................................................................... 19 Student Led Discussions (Modules 4, 5, 6, 9, 10) .............................................................................................................................. 19 Student Trios (Module 8 and Assignment 2) ...................................................................................................................................... 21 eClass Live (Adobe Connect) Discussions ............................................................................................................................................ 21

MODULES AND READINGS......................................................................................................................................................................... 22 MODULE 1: INTRODUCTION AND OVERVIEW OF STRATEGIES FOR HEALTH PROMOTION ............................................................................... 22

Recommended Readings (* are required) ........................................................................................................................................... 22 Supplementary Resources .......................................................................................................................................................................... 23

MODULE 2: KEY PRINCIPLES OF HEALTH PROMOTION PRACTICE ..................................................................................................................... 23

Recommended Readings (* are required) ........................................................................................................................................... 23 Supplementary Resources (organized by sub-topic) ...................................................................................................................... 24

MODULE 3: CONSIDERING EQUITY AS A PRACTITIONER ..................................................................................................................................... 25

Recommended Readings (* are required) ........................................................................................................................................... 25 Supplementary Resources .......................................................................................................................................................................... 25

MODULE 4: PERSONAL CARE, DEVELOPING PERSONAL SKILLS AND MUTUAL AID.......................................................................................... 26

Recommended Readings (* are required) ........................................................................................................................................... 26

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* Labonte, R. (1993). Health promotion and empowerment: Practice frameworks. Toronto: Centre for Health Promotion Chapter 4: The empowerment holosphere, pg. 59-66. ............................................................................................ 26 Supplementary Resources .......................................................................................................................................................................... 26 Hoffman, L., & Coffey, B. (2008). Dignity and indignation: How people experiencing homelessness view services and providers. Social Science Journal, 45, 207-222. ....................................................................................................................... 26 Walsh, K., & O’Shea, E. (2008). Responding to rural social care needs: Older people empowering themselves, others, and their community. Health and Place, 14, 795-803..................................................................................................... 26

MODULE 5: SETTINGS AND CREATING SUPPORTIVE ENVIRONMENTS................................................................................................................ 27

Recommended Readings (* are required) ........................................................................................................................................... 27 Supplementary Resources .......................................................................................................................................................................... 27

MODULE 6: STRENGTHENING COMMUNITY ACTION .......................................................................................................................................... 28

Recommended Readings (* are required) ........................................................................................................................................... 28 Supplementary Resources .......................................................................................................................................................................... 28

MODULE 7: HEALTH LITERACY, MASS COMMUNICATIONS, SOCIAL MEDIA & SOCIAL MARKETING............................................................. 29

Recommended Readings (* are required) ........................................................................................................................................... 29 Supplementary Resources .......................................................................................................................................................................... 30

MODULE 8: ADVOCACY, POLITICAL ACTION AND HEALTHY PUBLIC POLICY .................................................................................................... 30

Recommended Readings (* are required) ........................................................................................................................................... 30 Supplementary Resources .......................................................................................................................................................................... 31

MODULE 9: COMPREHENSIVE APPROACHES AND INTER-SECTORAL COLLABORATION ................................................................................... 31

Recommended Readings (* are required) ........................................................................................................................................... 31 Supplementary Resources .......................................................................................................................................................................... 31

MODULE 10: REORIENTING HEALTH SERVICES ..................................................................................................................................................... 32

Recommended Readings (* are required) .......................................................................................................................................... 32 Supplementary Resources .......................................................................................................................................................................... 32

APPENDIX A – POPULATION HEALTH FUND APPLICATION GUIDE ............................................................................................... 33

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Course Description

This course is designed to provide students with an analysis of the principles of health promotion intervention at individual, community, organizational and policy development levels. It will provide an overview of the strategies used in the practice of health promotion and their application in a variety of health promotion settings. The curriculum has been designed to provide you with some insight into some of the practical issues that need to be considered when designing, implementing and evaluating health promotion strategies.

Course Objectives

This course provides an opportunity for learners to: • •

• •

Program Competencies

Explain, compare and critique the five strategies outlined in the Ottawa Charter for Health Promotion (1986), and other commonly used health promotion strategies. Identify and analyze practical and theoretical issues related to the application of health promotion principles and strategies, accounting for the characteristics of the people whose health is being promoted, the health issues being addressed, the influences of the setting(s) in which they live/work/play, and actions at individual, community, organization and policy levels. Identify and analyze issues related to the integration of Ottawa Charter and other health promotion strategies. Develop strategies for health promotion for a particular setting based on analysis of that setting and the health issues to be addressed.

Masters of Public Health Competencies covered in the course include: •

• •

• • •



• •



UNDERSTANDS the role of social community, environmental, ecological, and global factors in the onset of and solution to public health problems using systems thinking DEMONSTRATES an understanding of the impact of the determinants of health, and ANALYZES specific issues within the larger determinants of health framework UNDERSTANDS, and APPLIES to specific projects, key concepts related to health equity, diversity, social justice and human rights, and structural barriers to them in different societies ACCESSESS, ASSESSES AND USES appropriate evidence to inform context-relevant planning, action and evaluation IDENTIFIES and ENGAGES relevant stakeholders and knowledge users appropriately in addressing specific problems CREATES and INTEGRATES program goals, objectives, evaluation criteria within the steps and procedures for the planning, action and evaluation cycle of public health initiatives (e.g., programs, policies and interventions) DEMONSTRATES self-awareness of one's own abilities, knowledge and skills, to know one's own professional limitations and seeks advice and assistance where appropriate MODELS principles of equity, diversity and social justice by creating environments where everyone has a meaningful opportunity to contribute and collaborate COMMUNICATES effectively with members of an interdisciplinary team for purposes of information exchange, conflict resolution and provision and receipt of feedback UTILIZES relevant visual, oral and textual communication media to communicate in specific contexts with specific audiences

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Prerequisites

This course is open to graduate students only. It is: • •

Recommended for students in the Health Promotion Program, Masters of Public Health. Optional for students in the Health Promotion Program, Masters of Sciences, School of Public Health.

The prerequisite for the course is SPH 501. There is an expectation that students are already familiar with some of the health promotion strategies and seminal works which are listed under the references in the first module e.g., the Ottawa Charter for Health Promotion. All students must have successfully completed the orientation to eClass in SPH 501 (Determinants of Health) and have tested and are familiar with eClass Live! (Adobe Connect) prior to beginning this course. For information regarding the eClass Live! Platform, refer to the following URLs: https://eClass.srv.ualberta.ca/portal/ http://ctl.ualberta.ca/technology-services/eClasslive - for Adobe Connect

Readings Textbooks

Green J., Tones, K., Cross, R., Woodall, J. (2015). Health promotion: Planning and strategies. Thousand Oaks: Sage. You can order the text book from the University Health Sciences Bookstore (Student Union Building), call (780) 492-4646 or 1-800-692-0241 and ask for the Health Sciences or Med Info desk ([email protected]). For further information see http://www.bookstore.ualberta.ca. There is a minimum shipping charge for each set of course materials. Allow 2 weeks for delivery in Alberta, and 3 weeks for other provinces. If you require faster delivery, request courier service (at an additional cost). Labonte, Ron. 1993. Health Promotion and Empowerment: Practice Frameworks. Centre for Health Promotion Studies, University of Toronto. Available from: http://www.globalhealthequity.ca/electronic%20library/Labonte%20Health%20 Promotion%20and%20Empowerment%20Report.pdf

Other Readings

There will be additional readings (recommended or supplementary) provided through weblinks or through e-journals via the University of Alberta Library. If you need further assistance, see the Library section below. NOTE: Some of the recommended readings are marked with an * indicating that these readings are required. The supplementary reading list offers a range of interesting options. Select those most appealing to your own interests and curiosity. Please use APA 6 format for in-text citation and reference lists in all of your assignments (except for Assignment 2).

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Library

The University of Alberta library system’s website www.library.ualberta.ca details the range of services offered to students on and off campus. Information about services offered specifically to students at a distance, including policies, procedures, delivery fees and user registration is located at http://guides.library.ualberta.ca/distance . Except for the fees charged to deliver documents to you at a distant site, all services are free. If you need further information or assistance, contact the library through a variety of means (email, text, chat) via https://www.library.ualberta.ca/askus/

Course Evaluation

I am interested in improving the course and my own teaching. There are three ways for you to provide your feedback and recommendations:

Communications

The majority of our class-level discussion will take place through the “Discussion Forum” tool in eClass. There will be ten modules, with each module set up as a discussion “topic”. We will also have discussion “topics” set up for:

1) Direct feedback from you along the way in whatever way you choose – e-mail, phone, eClass 2) Anonymous comments through an informal confidential midterm course evaluation in February 3) A standardized summative evaluation, at the completion of the course

• • •

“Questions – Course or Assignments”- questions about upcoming assignments or the course in general “Resources” – resources you want to share with other students “Student Community” – a place for students to chat about an assignment or the course, where the instructor will not enter.

In this course, we will have four different types of interactions 1) Instructor Led Discussions 2) Student Led Discussions 3) Student Trios 4) eClass Live (Adobe Connect) Discussions For more information on how participation in these modules works (and how you will be graded), please see Participation in the course guide.

Instructor and TA Contact

The instructor is available for meetings by appointment. Please call San at 902292-3260 or email her at [email protected]. San lives in Halifax, so keep in mind that she is three hours ahead of MST. You can expect a reply via email within 36 hours, and within 24 hours via phone. The Teaching Assistant (TA), Krystyna, will be moderating the module discussion forums. You can contact her by email at [email protected].

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Student Evaluation (Also see “Assignments and Marking Criteria” below)

The University of Alberta uses a letter grading system with a four-point scale of numerical equivalents for calculating grade point averages. Grades reflect judgments of student achievement made by instructors, as described below. These judgments are based on a combination of absolute achievement and relative performance in a class. In this course, you will be assigned a percentage for each course component, and then these percentages will be pro-rated according to the worth of each component. These will then be compiled and you will be assigned a letter grade at the end. Your grade will be made up of four components (more detail in Assignments and Marking Criteria below: A. B. C. D.

Assignment 1 – worth 20% Assignment 2 – worth 20% Assignment 3 – worth 40% Participation – worth 20%

Extensions will NOT be granted except in the case of illness or other extreme circumstances, and will be at the discretion of the instructor. Late assignments will be penalized 5% per calendar day after the due date and time, including weekends. Grading in Graduate Courses Descriptor

Course Mark

Letter Grade

Excellent

95-100 89-94 82-88 78-81 74-77 70-73 66-69 62-65 58-61 54-57 50-53 < 49

A+ A AB+ B BC+ C CD+ D F

Good Satisfactory Failure

Grade Point Value 4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0

There will be specific marking criteria for each assignment. However, in general, the following criteria will be used for marking papers and for measuring your overall performance in the course.

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Letter Grade

Descriptors

A+

Excellent

Percentage Grade Equivalent Pt Value 95-100

4.0

A

Excellent

89-94

4.0

A-

Excellent

82-88

3.7

B+

Good

78-81

3.3

B

Good

74-77

3.0

B-

Satisfactory

70-73

2.7

C+ C CD+ D F

Satisfactory

66-69

2.3

Failure

<65

2.0 1.7 1.3 1.0 0.0

Academic Integrity

Criteria An exemplar and could be publicly presented by a leader in health promotion. Key health promotion values and issues are considered, and

the complexity of the field is reflected as appropriate. Critical thinking is evident throughout. Literature review is appropriately used thorough. Clear evidence of thoughtful analysis and synthesis (i.e., not just summary) of concepts and strategies. Theoretical concepts are integrated and applied effectively and creatively to generate implications/applications for practice and/or research. The submission is organized, clear and concise – a good read - and is free of errors in composition, formatting and referencing. Evidence of the above, but not as strong in one of the essential elements (e.g., synthesis and/or critical thinking) Evidence of the above, but not as strong in two of the essential elements (e.g., synthesis, critical thinking, implications) A leader in health promotion could publicly present the piece after revision according to comments and further thought in some areas. The majority of the elements described above are addressed well, but further development would be recommended in at least one of the essential elements (e.g., HP values/issues, thorough treatment, critical thinking, integration, application). The submission is organized, clear and concise – a good read/listen - and is free of errors in composition, formatting and referencing. Many elements are done well, but further development would be required in at least two major areas (e.g., HP values/issues, thorough treatment, critical thinking, integration, application).

Considerable revision would be required before this piece could be publicly presented by a leader in health promotion. Some elements are addressed thoughtfully and appropriately, but several require further attention and development (e.g., HP values/issues, thorough treatment, critical thinking, integration, application, organization/presentation). Demonstrates graduate level thoughtfulness and organization, but requires further attention and development in several areas. The piece could not be publicly presented by a leader in health promotion without major rethinking and reconstruction. Does not reflect a graduate level standard of research, thought and organization/presentation.

The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca, look under “Codes of Conduct and Residence Community Standard”) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. Policy about course outlines can be found in section 23.4 (2) of the University Calendar.

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Please also note: audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.

Course Calendar

Please note: Each week starts on Monday and ends on Sunday. Date(s) Week of: Jan 4 (Mon)

WEEK 1 Jan 4-10

Module eClass Live Conference – Introductions and Course Overview Introduction postings by students in eClass

Type of Interaction

Notes

5:30 to 6:30 Mountain Standard Time (MST)

Be sure to test your Adobe Connect (eClass Live) connection ability ahead of time

Introductions

Post an introduction about yourself – full instructions in eClass

1. Introduction & Overview of HP Strategies for Health Promotion

Instructor Led Small Group Discussion

WEEK 2 Jan 11-17

2. Key Principles of Health Promotion

No postings required

WEEK 3 Jan 18-24

3. Considering Equity as a Practitioner

Instructor Led Large Group Discussion

WEEK 4 Jan 25-31

4. Personal Care, Developing Personal Skills and Mutual Aid

Student Led Small Group Discussion

Fulfil Facilitator, First to Post, Respondents and Summarizer Roles

WEEK 5 Feb 1-7

5. Settings and Creating Supportive Environments

Student Led Small Group Discussion

Fulfil Facilitator, First to Post, Respondents and Summarizer Roles

WEEK 6 Feb 8-14

6. Community Organization & Strengthening Community Action

Student Led Small Group Discussion

Fulfil Facilitator, First to Post, Respondents and Summarizer Roles

Feb 14

Post individual presentations for Assignment 1 by 5pm MST

WEEK 7 Feb 15-21

Winter Term Reading Week No readings Mid Term Evaluation Group discussion for Assignment 1

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Review submitted presentations

San will post some thoughts and questions, and you will discuss within your pre-assigned groups Work in your Small Groups to develop Learning Charter and assign rotating roles. Start your own planning for Assignment 1. San will post some thoughts and questions, and you will discuss as a class (large group).

Please submit anonymous evaluations Review groupmates’ presentations and respond in eClass by February 21, 2016 - 5pm MST Page 9

Date(s) Week of: WEEK 8 Feb 22-28 WEEK 9 Feb 29Mar 6 Mar 7 WEEK 10 Mar 7-13 Mar 13 WEEK 11 Mar 14-20 Mar 20 WEEK 12 Mar 21-27 WEEK 13 Mar 28 – Apr 3 April 10

Module

Type of Interaction

7. Health Literacy, Mass Communications, Social Media and Social Marketing

Work individually

8. Advocacy, Political Action and Healthy Public Policy

Student Trios

eClass Live Conference – Assignment 2 and 3 Q&A

eClass Live session 5:30-6:30pm MST

Notes See guidelines in eClass: submit example of health campaign and critique at least three others Complete readings, post two questions and respond to trio members’ questions Join this eClass Live session to clarify expectations for Assignments 2 and 3

Work on Assignment 2 Submit Letters of Intent by 5pm MST

Submit by posting in eClass space

Review LOIs Feedback on Assignment 2 – Due by 5pm MST 9. Comprehensive Approaches 10. Re-Orienting Health Services

Student Trios

Provide feedback to Trio members

Student Led Small Group Discussion

Fulfil Facilitator, First to Post, Respondents and Summarizer Roles

Student Led Small Group Discussion

Fulfil Facilitator, First to Post, Respondents and Summarizer Roles

Assignment 3 – Final Paper Due by 5pm MST Final Course Evaluation

Submit via email to San. Will be emailed to students

Assignments and Marking Criteria Your final mark will be based on your proficiency in three major assignments and your participation in eClass discussion forums and eClass Live (Adobe Connect). Assignment 1 – Critique of Health Promotion Initiative, Worth: 20% Individual Presentation posted by February 14, 2016 – 5pm MST Review and respond to each groupmate’s presentation by February 21, 2016 - 5pm MST Assignment 2 – Letter of Intent - Funding proposal for a Health Promotion initiative Letter of Intent due March 13, 2016 – 5pm MST. Worth: 20% Health Canada Review Committee feedback due March 20, 2016 – 5pm MST Assignment 3 – Funding proposal for a Health Promotion Initiative Due April 14, 2015 by 5pm MST. Worth: 40% Participation Ongoing. Worth: 20% SPH 517, 2016 Course Guide - Patten

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Assignment 1 Group Critique of Health Promotion Initiative 20% - Individual Presentation and Small Group Discussion

Presentations must be posted by February 14, 2016 - 5pm MST Review presentations and respond to groupmates by February 21 – 5pm MST

Purpose

The intent of this assignment is to encourage critical thought about the extent to which health promotion principles are reflected in the design and/or actual practice of a specific health promotion initiative.

Component 1

Each student will identify an existing health promotion initiative in Canada and critique it according to key principles of health promotion as outlined in Module 2. Select an initiative that you are familiar with and that appears to be consistent with at least one of the five Ottawa Charter strategies or Labonte’s Empowerment Holosphere domains. You may want to purposefully select an initiative that you think is lacking alignment with health promotion principles. Your presentation can be in the form of a 10-minute narrated PowerPoint show (.ppsx) or a 5-minute Rick Mercer style video rant. Your presentation must cover the following information: • The people/group/community/organization for which it is intended • The setting in which the initiative is/was conducted • Key goals and objectives • Key strategies/interventions/approaches/activities • Critique this initiative in terms of the extent to which it does or does not embrace/enact the key principles of health promotion practice (refer to Module 2). • Three analysis questions for your groupmates to encourage deeper critique of your initiative (or ones similar to it)

Component 2

You will be pre-assigned into a group of five students (different group than for the reading modules). You will review your four group members’ presentations and respond to their analysis questions within eClass. In addition, provide recommendations for enhancements – that is, how the initiative could be strengthened to more clearly embrace and enact the key principles of health promotion.

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Assignment 1: Marking Guide – Presentation and Discussion Presentation Component and Criteria

Comments

Content - Knowledge of Topic and Preparation     

Comfort with the topic evident Effectively provides a clear and concise description and critique of the initiative Effectively addresses topics related to health promotion principles Application of theory to topic evident Engaging and stimulating analysis questions

/10 marks

Visuals, Style and Delivery        

Appropriately paced Dynamic, clear and authoritative tone Held audience interest Stayed within time limits Appropriate use of images and visuals Visuals added value to presentation Content aided understanding of topic Powerpoint or video medium used effectively

/2 marks

Discussion   

Engaged in critical discussion in response to groupmates’ presentations Provided meaningful recommendations for enhancements to the health promotion initiatives Responded effectively to questions

/8 marks TOTAL

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Assignments 2 and 3 Individual Paper: Health Promotion Strategies & Principles Purpose

The purpose of these two assignments is to prepare you for health promotion practice by thinking through the complexities of applying health promotion principles, processes and strategies to “real life” people in the settings in which they live/work/play. You will gain important experience in conceptualizing and constructing a funding proposal, an important skill for Health Promotion practice in “real life.” In Assignment 2, you will prepare a Letter of Intent that will lead up to your Full Funding Proposal in Assignment 3. To make a strong case for funding, you will need to describe concrete and specific actions you would take in facilitating the process of health promotion for an individual, group, community, organization, or other collective. In Assignment 2, you will act as a review committee member who provides feedback on the Letters of Intent of the students in your student working group. Your mark will be based on the quality of feedback you offer to the other students. Your instructor will provide feedback on the Letters of Intent from the student working group as a whole, so you can learn from both your own and others' outlines. The purpose of Assignment 2 is to: • get you thinking about the content of the funding proposal • will allow the instructor to provide guidance as you progress with your ideas on the final assignment and ensure that you are on track with health promotion content knowledge • develop valuable skills in reviewing the work of other and delivering meaningful feedback, while at the same time developing a deeper understanding of the assignment and the course content In Assignment 3, you will complete the Full Funding Proposal, based on the Letter of Intent, the feedback from your classmates and instructor, and your developing insights about health promotion principles and practice as the course proceeds.

Context of the Assignment Assume that you are working as a health promotion facilitator in an organization of your choice (hypothetical or existing). You may use your current position, one you have held in the past, or a hypothetical position you might like to hold in the future. Or, you could take the stance of a group, community or organizational member skilled in health promotion who wishes to facilitate efforts by the group/community/organization to enhance its health and well-being. Describe how you would work with a specific target population to help achieve their health-related aspirations, or enhance their health and well-being, by applying the key health promotion principles and strategies discussed in this course. A call for proposals has just been issued from Health Canada for community-based health promotion projects for which groups may receive funds up to $300,000 in total over a period of 3 years (See Health Canada’s Population Health Fund Guide for Applicants attached as Appendix A in your course guide). You think your group may be eligible to apply but are uncertain yet what their priorities might be or how this funding might fit with their ongoing work. Your task is to use the guide and complete the following two assignments:

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Assignment 2 Letter of Intent: Funding Proposal for a Health Promotion initiative 20% for Review Committee Feedback on Letters of Intent Letter of Intent due March 13, 2015 - 5pm MST Feedback submitted by March 20, 2016 – 5pm MST Before preparing for Assignment 2, first read the requirements for the full Funding Proposal that are outlined on the next page for Assignment 3.

Letter of Intent For Assignment 2, provide a Letter of Intent to seek feedback from Health Canada’s Review Committee on your idea for a full funding proposal. Please address the following four points: 1. Who are you? Describe your organization – its mandate, mission and objectives. (see Context above) 2. Who is the focus of your proposed health promotion initiative? Outline key points regarding the population, group, community, or organization you wish to work with, and why you have selected them. List some key things you know about this group, what else you need to know about these people in order to work effectively with them, and how you will obtain this information. 3. What setting will you be working in? Outline key points regarding the setting in which your selected group lives or works or plays. List some key things you know about this setting, what else you need to know about these people in order to design an effective health promotion strategy (or strategies), and how you will obtain this information. 4. What health promotion action areas and/or strategies will you employ? In actual practice, you would let your conversations with this group guide mutual determination of health-related aspirations and priorities for action. However, for the purposes of this assignment, choose one priority you think you and the group might choose together, and three appropriate health promotion action areas/strategies (i.e., Ottawa Charter and/or Labonte’s Empowerment Holosphere) for addressing this priority. 5. Who will be essential to your success? Identify the potential partnerships and coalitions that you may form with other organizations, as well as how you will ensure the participation of community stakeholders in planning and implementing your initiative. The Letter of Intent should be no more than 1200 words and posted directly in the eClass discussion forum set up for Assignment 2 (not as an attachment). References and APA format are not required for this assignment. You will lose marks for this assignment if you go over your word limit. Please submit your outline for review by the instructor and your working group members by March 13 at 5pm MST.

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Health Canada Review Committee Process You will be acting as a member of a Health Canada Review Committee whose job is to provide initial assessment of the Letters of Intent submitted to the Population Health Fund. You will be graded on the quality of feedback you provide on the Letters of Intent of the other students in your "student trios". These are the same students that you are assigned to work with for Modules 5 and 7. Read carefully the guidelines for the Letter of Intent and reflect on what we have learned in class. By March 20, each member of the student trio should post twice – one post to each of the other two students in the trio – by responding to their Letter of Intent postings in eClass. In no more than 800 words, the posts to your trio members should include: •





Feedback on how strongly your classmate made a case for funding in each section of the Letter of Intent. How well does the Letter of Intent apply health promotion principles, processes and strategies? Areas in which you, as a Reviewer, would need more information or more convincing application of health promotion principles, processes and strategies. Was there anything in the Letter of Intent that seemed confusing or needed more concrete detail? Recommendations for improvement or insights you have from your reflections about what we have learned in the course so far about how to put health promotion principles into practice

Your instructor will also provide feedback to each student trio (as a whole) on how the outlines worked well and could be strengthened, by March 25. Remember, your fellow students have worked hard on their Letters of Intent! Be encouraging and recognize their hard work and efforts. You will be graded on whether your Reviewer postings: • demonstrated critical reflection (10 marks) • adheres to the description of the assignment as described above (5 marks) • were descriptive, clear and specific (3 marks) • used language that acknowledges their hard work & provides both positive and constructive critical feedback (2 marks) Please note: You will lose marks if your review comments exceed 800 words.

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Assignment 3 Final Paper - Health Promotion Strategies 40% Due April 10, 2016 – 5pm MST

Complete your Funding Proposal based on the: • course readings and other sources as required • Health Canada Review Committee feedback from your Letter of Intent (comments from your Student Trio members and your instructor) • detailed instructions in the Population Health Fund Application Guide

Your grading will be broken down as follows: Proposal Component 1. Project Title • Interesting and informative 2. Sponsoring Organization • Appropriate choice of organization • Comprehensively described 3. Rationale • Convincing, evidence-based case for the need for this project with this target population • Demonstration that the project should be a priority for funding 4. Determinants of Health • Thorough and clear explanation of determinants of health to be addressed • Clear description of how these social determinants will be impacted through this project 5. Settings • Clear description of the particular setting(s) in which your health promotion initiative is to take place • Clear description of the influences of the setting(s) in which the target populations live/work/play, and why this setting is the most effective way to engage your population 6. Project Objectives • Objectives are time-limited, concrete, realistic, and measurable. 7. Health Promotion Principles and Strategies • Demonstration that the project is consistent with at least some Health Promotion principles • Clear, concrete and specific description of how these principles will be met through partnerships, strategies in a “real life” setting and with “real life” people 8. Workplan and Timetable • Easy-to-follow three-year workplan for the project, including objectives, activities, timeline, human resources (personnel), and expected project outcomes 9. Equity Considerations • Consideration of how some community members may have specific barriers or challenges in accessing your program • Consideration of how some community members may benefit more than others and how you would seek to reduce these inequities SPH 517, 2016 Course Guide - Patten

Marks /2 /3

/15

/10

/10

/5

/20

/10

/10

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10. Partners and Collaborators • Appropriately identified partners and stakeholders who can contribute to and support the project 12. References • Good use of resources from course readings, as well as supplemental references as appropriate • Proper citation format (APA 6) Overall presentation and professionalism • Ensure your proposal is clearly written, well-organized, and flawless in terms of grammar and punctuation • Within 3000 word limit TOTAL

/5

/5

/5 /100

General Guidelines:

The proposal should demonstrate your capacity to develop strategic actions for health promotion based on an analysis of a specific individual/family/group/organization/community/population, setting, strategy(ies), and key health promotion principles. I will be looking for references to the reading material in this course to illustrate you have understood and can apply what we have learned. If appropriate, you should also reference a limited number of readings that more specifically apply to your health related aspiration. The paper should be no more than 3000 words excluding cover letter, summary, references and appendices. Please note that marks will be given for the completeness of your discussion and evidence of critical thought – not on how effective your selected strategies may or may not be. Any content beyond 3000 words will not be marked.

Participation 20% Ongoing

You mark will be determined by your participation in: 1) Instructor Led Discussions 2) Student Led Discussions 3) Student Trios 4) Adobe Connect / eClass Live Discussions More details on these modalities are provided below. But first …

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General eClass Discussion Guidelines As our primary learning environment is online – through eClass and eClass Live discussions – it’s important for us all the share responsibility for making our individual postings easy to follow, for keeping the conversation thread focused, and the overall discussion on-track. In this course, as a student, you are expected to post at least three quality postings per week. I am also looking for: • clear, concise communication • an indication that you have carefully reviewed and have an understanding of the readings • timely responsiveness to the other students’ postings by giving or receiving feedback constructively and developing ideas further • thoughtful integration of theory with practice, especially your own • if relevant, references or quoted excerpts from readings that relate to your position [full citation not required, just author and year] To generate new insights, you might want to • post a question that is pressing on your mind, after the readings or seek clarification on something that still seems confusing • identify where there may be debate or alternative perspectives, and pose provocative questions that stimulate discussion among your classmates • relate the readings to your own knowledge or experience (either in support or in disagreement) • make connections between related concepts As you can see from the above criteria, there is a focus on critical thought and synthesis of information. As a result, your readings will not always provide you with concrete “answers” to the discussion questions posed by me (or your fellow students). Instead, you are encouraged to use the readings as a jumping-off point to explore discussion on the topic, ask questions that will help yourself and others understand the topic being discussed, and provide insights that might be generated from your work experience or previous field of study. Each week starts on a Monday and ends on a Sunday, so it is recommended that students try to have at least one posting for one of the discussion questions in the first day or two of the week. Therefore, I expect an effort to submit at least one post by Wednesday, and then check back later in the week to make at least two more posts by Sunday. This will help get the conversation off to a good start. As in any group discussion, it is important to make space for everyone’s input, so it is advisable to post one or two ideas and give others room to add their perspectives and ideas to the discussion, rather than posting ‘everything you know.’ Don’t feel the need to ‘show off’ how much you know by writing long essays and trying to cover all the relevant points. As in an in-person discussion or conversation, share the airtime. Students are expected to keep up with the course schedule and contribute postings for the module under discussion each week, as you would attend and participate regularly in a class if you were on campus. The course will go quickly so be sure to set aside adequate time to keep up with the discussions each week.

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For a good grade in overall participation, you must demonstrate:        

 

consistent participation in course modules and assignment discussions evidence of having completed readings as assigned clear, concise communication in-depth understanding of readings and the issues addressed ability to synthesize information critical appraisal skills (e.g., strengths and limitations of approaches, research studies) creative thinking in response to the readings and contributions of classmates & instructor understanding the contributions of others, giving and receiving feedback constructively, and developing your own and others’ ideas further sensitive, professional, and skilful interactions with others thoughtful integration of theory with practice (especially your own practice)

Instructor Led Discussions There are ten modules for the course. I will lead discussion of Module 1 and 3 in eClass within your assigned discussion groups (5 students per group). I will enter eClass twice each week to read and comment. My role is to focus and moderate discussion, provide feedback, answer questions, raise issues and generally guide the learning community. I will also record a brief synthesis of my observations that week and any learnings that I think should be highlighted.

Student Led Discussions (Modules 4, 5, 6, 9, 10) Student participation will help make this course interesting, interactive, informative and engaging. For five of the modules of this course (Modules 4, 5, 6, 9, 10), the eClass discussion will be led by the students. These groups will be pre-assigned. During Module 2, the five group members should work together to self-assign students into one of five roles (facilitator role, first-to-post role, respondent role, summarizer role). You can use the table below, substituting your names for each student number. Negotiate these roles within the student community discussion section of the eClass site. Please rotate your roles, so that you fill each of these roles - once each for Facilitator, First to Post and Summarizer, and twice as Respondent.

Module 4 Module 5 Module 6 Module 9 Module 10

Facilitator Student 1 Student 5 Student 4 Student 3 Student 2

First to Post Student 2 Student 1 Student 5 Student 4 Student 3

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Respondent Student 3 Student 2 Student 1 Student 5 Student 4

Respondent Student 4 Student 3 Student 2 Student 1 Student 5

Summarizer Student 5 Student 4 Student 3 Student 2 Student 1

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For the Facilitator role, the student should: 1) Read all of the Recommended articles and all of the Supplementary articles. This sounds like a lot of reading but you only have to do this role once during the course. 2) On the first day of the week (Monday), post one or two thought-provoking discussion questions to get the conversation started. 3) Facilitate the conversation over the course of the week and stimulate further focused discussion by asking students for clarification or posing additional questions that trigger more in-depth discussion. As the Facilitator, you will need to post more frequently than other weeks. For the First to Post role, the student should: 1) Read all of the Required articles (marked by an *) and at least one other Recommended or Supplementary article. 2) Within a day after the Facilitator posts his/her discussion questions, post a response based on your interpretation of the readings and your own experience/background. Remember, post one or two ideas and give others room to add their perspectives and ideas to the discussion, rather than posting ‘everything you know.’ No other students can post a response to the questions posed by the facilitators until this student posts their response.

3) Check back in later in the week to make at least two more postings. For the Respondent role: 1) Read all of the Required articles (marked by an *) and at least one other Recommended or Supplementary article. 2) After the First to Post student has posted a response to the Facilitator’s questions, it’s your turn to expand on the discussion, adding to what has already been said. You are expected to post at least three times during the week, in response to the Facilitator’s questions and other students’ postings. For the Summarizer role: 1) Read all of the Required articles (marked by an *) and at least one other Recommended or Supplementary article. 2) Post at least twice during the week, in response to the Facilitator’s questions and other students’ postings. You may want to use your postings to seek clarity about what others have said, or to test if there is consensus on certain concepts. 3) At the end of the week, post a brief written synthesis of the conversation (maximum 400 words), including any issues that have not been resolved or key points that may have emerged. You may also submit your synthesis as an audio file giving a verbal summary of no longer than 4 minutes in duration. The Teaching Assistant will be reading and contributing to your discussions.

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Student Trios (Module 8 and Assignment 2) In this interaction, you will be grouped with two other students. You will work in the same group of three students for Module 8 and Assignment 2. For Module 8, by Wednesday of that week, the three students in each trio should collaborate to identify three analytical questions that would provoke deeper reflection on the readings. The discussion to arrive at these three questions can occur offline (via email, a 3-way skype call or phone call). Once you’ve reached consensus on three analytical questions, each trio student should post their two questions to another trio. Each trio then collaborates to post their collective responses to the other trio’s questions by Sunday of that week. Trio A – send 3 questions to Trio B Trio B – send 3 questions to Trio C Trio C – send 3 questions to Trio D Trio D – send 3 questions to Trio E Trio E – send 3 questions to Trio A

eClass Live (Adobe Connect) Discussions Adobe Connect is a web-based software that will allow us to have real time or "synchronous" (everyone online at the same time) audio/video class meetings. You need a headset (earphones and microphone combined) to hear and speak during these sessions. You can pick up these headsets at any local computer store. Most laptops have a built-in microphone and speaker which may work, but the headset always is preferable for blocking out background noise and for privacy. There will be two opportunities to connect with your classmates via eClass Live. These opportunities are optional (Jan 4, Mar 7) and will provide an overview of the course and assignments. Both of these Conferences will be recorded. Technical Details: 1. Prepare the technology in advance Visit http://ctl.ualberta.ca/technology-services/eClasslive to find out the computer setup for Adobe Connect (http://ctl.ualberta.ca/technology-services/eClasslive/setup). You can download the Adobe Flash Player for free from this system. 2. Join the Session The link will be made available through your eClass. Connect your headset or adjust your microphone and speakers to give you the best possible communication quality. 3. Listen to the recording If you miss a part, you can listen to it after (unless we forget to hit the "record" button!). Just click on the following link at the same location Technical difficulties with eClass. If you are having technical difficulties with eClass, please start at the eclass web site: https://eClass.srv.ualberta.ca/portal/. If you need further assistance, start at the AICT Help Desk (http://helpdesk.ualberta.ca)

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Modules and Readings Each week there is an extensive list of Recommended and Supplementary readings. This is to offer you a range of interesting options and provide resources for your future practice in health promotion. Refer to Student Led Discussions and Student Trios for specific instructions re: reading-related tasks each week! Small group Facilitators should be familiar with all of the readings for their selected units. But it is only one week in the entire semester that you will have to complete ALL the readings. The other student roles (First to Post, Respondents and Summarizer) should read at least four articles for each module: a minimum of three articles from the Recommended list (including any marked with an * as required) and a minimum of one from the supplementary list of readings. Select those most appealing to your own interests and curiosity, and be ready to share your thoughts about those readings during the small group discussion. Remember: ALL students must read all readings marked with an *.

Module 1: Introduction and Overview of Strategies for Health Promotion Learning Objectives

1. To become familiar with the overall course objectives for SPH 517. 2. To become aware of the concepts of and assumptions related to strategies for health promotion. 3. To examine seminal health promotion documents and discuss their implications for practice.

Recommended Readings (* are required) NOTE: There is an extensive reading list in all the modules. This is to offer a range of interesting options. This does NOT mean you must read all of the articles in the list. Select those most appealing to your own interests and curiosity. * Labonte, R. (1993). Chapter 1: Health promotion in recent context. In Health promotion and empowerment: Practice frameworks (pp.1-15). Toronto: Centre for Health Promotion, University of Toronto. * Green J. and Tones, K. (2015) Chapter 1: Health and Health Promotion. In Health Promotion: Planning and Strategies (pp.1-54). Sage. * World Health Organization. (1986). The Ottawa Charter for Health Promotion. Ottawa: Health and Welfare Canada. Gore, D Kothari A (Jan/Feb. 2013) Getting to the Root of the Problem: Health Promotion Strategies to address the Social Determinants of Health. Canadian Journal of Public Health, e52-54. St. Leger, L. (2007). Declarations, charters, and statements – Their role in health promotion. Health Promotion International, 22(3), 179-181. * Tombrowski, A. (2010, March-April). A lesson in critical thinking. WestWord Magazine, 7-9. [PDF posted in eClass space, copied for WI 2014 under permission from Access Copyright. Further reproduction, distribution or transmission is prohibited, except as otherwise permitted by law] SPH 517, 2016 Course Guide - Patten

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Supplementary Resources Canadian Council on Social Determinants of Health. (2015). A Review of Frameworks on the Determinants of Health. Huber, M., Knottnerus, J.A., Green, L., van der Horst, H., Jadad, A.R., Kromhout, D., Leonard, B., Lorig, K., Loureiro, M.I., van der Meer, J.W.M., Schnabel, P., Smith, R., van Weel, C., Smit, H. (2011). How should we define health? British Medical Journal, 343:d4163. World Health Organization. (2005). The Bangkok Charter for Health Promotion in a Globalized World. Geneva. World Health Organization. (2011). The Rio Political Declaration on Social Determinants of Health. Geneva.

Module 2: Key Principles of Health Promotion Practice Learning Objectives

1. Recognize how the key principles of health promotion distinguish it from other intervention approaches such as disease prevention and population health. 2. Gain in-depth familiarity with health promotion principles. 3. Appreciate the importance of these key principles for health promotion and public health practice.

Recommended Readings (* are required) There is an extensive reading list this week, but you aren’t required to do any postings. General: *Green J. and Tones, K. (2015) Health Promotion: Planning and Strategies. Sage. Chapter 1, pp. 7 – 38. Eriksson, M., & Lindstrom, B. (2008). A salutogenic interpretation of the Ottawa Charter. Health Promotion International, 23(2), 190-199. Minkler, M. (1994). Ten commitments for community health education. Health Educ Res, 9(4), 527-534. Empowerment: *Green J. and Tones, K. (2015) Health Promotion: Planning and Strategies. Sage. Chapter 1, pp. 35-47. Labonte, R. (1993). Health promotion and empowerment: Practice frameworks. Toronto: Centre for Health Promotion Chapter 3 (Exploring Empowerment) Lord, J., & Hutchison, P. 1993. The process of empowerment: Implications for theory and practice. Canadian Journal of Community Mental Health, 12(1), 5-22. Participation: Cornwall, A. (2008). Unpacking ‘participation’: Models, meanings and practices. Community Development Journal, 43(3): 269-283. Ravensbergen, F., & VanderPlaat, M. (2009). Barriers to citizen participation: The missing voices of people living with low income. Community Development Journal, Advance Access published April 7, 2009.

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Building on Strengths: *Kretzmann, J., McKnight, J. (2005). Discovering community power: A guide to mobilizing local assets and your organization’s capacity. McKnight, J. and Kretzmann, J. (2012). Mapping community capacity. In Minkler, M. (Ed.). Community organizing and community building for health and welfare (3rd ed.). New Brunswick, N.J: Rutgers University Press, pp. 171-186 Social Justice/Equity: *Green J. and Tones, K. (2015) Health Promotion: Planning and Strategies. Sage. Chapter 2, pp. 97-108. Braveman, P., & Gruskin, S. (2003). Defining equity in health. Journal of Epidemiology and Community Health, 57, 254-258. Systems Approach/Inter-sectoral Collaboration: Prevention Institute. (2003). The tension of turf: Making it work for the coalition. Public Health Agency of Canada. (2007). Crossing sectors – experiences in intersectoral action, public policy and health.

Supplementary Resources (organized by sub-topic) Empowerment: Labonte, R. & Laverack, G. (2008). Chapter 2: Health promotion practice: Power, empowerment and the social determinants of health. Participation: Foster-Fishman, P., Nowell, B., Deacon, Z., Nievar, M., & McCann, P. (2005). Using methods that matter: The impact of reflection, dialogue and voice. American J Community Psychology, 36(3/4), 275-291. Building on Strengths: Morgan, A., & Ziglio, E. (2007). Revitalizing the evidence base for public health: An assets model. Promotion & Education, Supplement 2, 17-22. Social Justice/Equity: Whitehead, M., & Dahlgren, G. (2007). Concepts and principles for tackling social inequities in health: Levelling up Part 1. WHO. World Health Organization. (2000) The Fifth Global Conference on Health Promotion: Bridging the Equity Gap. Mexico City. Inter-sectoral Collaboration: Ontario Health Promotion E-Mail Bulletin 316 (2003). Integrated Health Services for Women Who Are Homeless and At Risk of Homelessness: The Situation in Ontario.

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Module 3: Considering Equity as a Practitioner Learning Objectives

1. Explore the role and core competencies of the health promotion facilitator in the context of key health promotion principles and strategies. 2. Understand how: empowerment, participation and social justice/equity are fostered; power imbalances and dynamics are navigated; and, ethical tensions and dilemmas are resolved. 3. Be familiar with the skills and knowledge needed by the health promotion facilitator to effectively promote the health and well-being of individuals and collectives. 4. Appreciate core competencies of leadership and critical self-reflection for health promotion action.

Recommended Readings (* are required) * Clow, B., Pederson, A., Haworth-Brockman, M., & Bernier J. (2009). Rising to the Challenge: Sex‑ and gender‑based analysis for health planning, policy and research in Canada [read Chapter One and Two and one case study] Campbell, D., Wunungmurra, P., & Nyomba, H. (2005). Starting where the people are: Lessons on community development from a remote Aboriginal Australian setting. Community Development Journal, 42(2), 151-166. * Green J. and Tones, K. (2015) Excerpt of Chapter 1: Public Health, Health Promotion and Health Education. In Health Promotion: Planning and Strategies. Sage, pp. 47-54. Hyde, C. (2012). Challenging ourselves: Critical self-reflection on power and privilege, pp 428-436. In Minkler, M. (Ed.). Community organizing and community building for health and welfare (3rd ed.). New Brunswick, N.J: Rutgers University Press. Oxman, A.D., Lavis, J.N., Lewin, S., & Fretheim, A. (2009). SUPPORT Tools for evidence-informed health Policymaking (STP) 10: Taking equity into consideration when assessing the findings of a systematic review. Health Research Policy and Systems, 7(Suppl 1): S10. * National Collaborating Centre for Determinants of Health (2013). Let’s Talk: Public Health Roles for Improving Health Equity. Antigonish, NS: National Collaborating Centre for Determinants of Health, St. Francis Xavier University. * Silva, D.S., Smith, M.J., & Upshur, R.E.G. (2013). Disadvantaging the disadvantaged: When public health policies and practices negatively affect marginalized populations. Canadian Public Health Association, 104 (5), e410-e412.

Supplementary Resources Boutilier, M., & Mason, R. (2007). The reflexive practitioner in health promotion: From reflection to reflexivity. In M. O’Neill, A. Pederson, S. Dupere, & I. Rootman (Eds.) Health promotion in Canada. Critical perspectives, 2nd Ed. Toronto: Canadian Scholars’ Press, pp. 301-316. [See online eClass course content]. Fook, J. & Kellehear, A. (2010). Using critical reflection to support health promotion goals in palliative care. Journal of Palliative Care, 26 (4), 295-302.

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Gregg. J. and O’Hara, L. (2007). The Red Lotus Health Promotion Model: a new model for holistic, ecological, salutogenic health promotion practice. Health Promotion Journal of Australia, 18(1), 12-19. Hanson, G. (2009). A Relational Approach to Cultural Competence in Valaskakis, G.G., Dion Stout, M., Guimmond, E. Restoring the Balance. University of Manitoba Press.pp. 237-264. [See online eClass course content].

Module 4: Personal Care, Developing Personal Skills and Mutual Aid Learning Objectives

1. Appreciate how personal care, personal skills, and mutual aid are complementary efforts that can help individuals realize their capacity to influence their health and well-being. 2. Explore how to enable mobilization of resources and strengthening of competencies for social action and change through individual action, small groups, or community organizations.

Recommended Readings (* are required) * Green J., Tones, K., Cross, R., Woodall, J. (2015). Excerpt of Chapter 3: The determinants of health actions. In Health promotion: Planning and strategies (pp. 117-156). Thousand Oaks: Sage. * Labonte, R. (1993). Health promotion and empowerment: Practice frameworks. Toronto: Centre for Health Promotion Chapter 4: The empowerment holosphere, pg. 59-66. * Hutchison, P. and Lord, J. (1993). The Process of Empowerment: Implications for Theory and Practice. Canadian Journal of Community Mental Health, 12(1), 5-22. Stewart, M., Reutter, L., Letourneau, N., & Makwarimba, E. (2009). A support intervention to promote health and coping among homeless youths. Canadian Journal of Nursing Research, 41(2), 54-77. Cargo, M., Grams, L., Ottoson, J., Ward, P., & Green, L. (2003). Empowerment as fostering positive youth development and citizenship. American Journal of Health Behavior, 27 (Supplement 1), S66-S79.

Supplementary Resources Dillon, J. & Swinbourne, A. (2007). Helping friends: A peer support program for senior secondary schools. Australian e-Journal for Advancement of Mental Health, 6(1), 1-7. Hoffman, L., & Coffey, B. (2008). Dignity and indignation: How people experiencing homelessness view services and providers. Social Science Journal, 45, 207-222. Pistrang, N., Barker, C., & Humphreys, K. (2008). Mutual help groups for mental health problems: A review of effectiveness studies. American Journal of Community Psychology, 42, 110-121. Walsh, K., & O’Shea, E. (2008). Responding to rural social care needs: Older people empowering themselves, others, and their community. Health and Place, 14, 795-803.

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Module 5: Settings and Creating Supportive Environments Learning Objectives

1. Be familiar with settings-based strategies. 2. Understand how to create supportive environments for health. 3. Appreciate intended and unintended consequences of settings-based strategies.

Recommended Readings (* are required) * Green J., Tones, K., Cross, R., Woodall, J. (2015). Chapter 10: Settings for health. In Health promotion: Planning and strategies (pp.452-476). Thousand Oaks: Sage. Grant, J.L., MacKay, K.C., Manuel, P.M., & McHugh, T.F. (2010). Barriers to optimizing investments in the built environment to reduce youth obesity: Policy-maker perspectives. Canadian Journal of Public Health 101(3), 237-40. * Newman, L., Baum, F., Javanparast, S., O’Rourke, K., & Carlon, L. (2015). Addressing social determinants of health inequities through settings: a rapid review. Health Promotion International: 30(S2), ii126–ii143. Poland, B., Dooris, M. and Haluza-Delay, R (2011). Securing ‘supportive environments’ for health in the face of ecosystem collapse: meeting the triple threat with a sociology of creative transformation. Health Promotion International, 26, Supplement 2, ii202-ii215. * Whitelaw S, Baxendale A, Bryce C, MacHardy L, Young I, Witney E. (2001). ‘Settings' based health promotion: a review. Health Promot. Int., 16 (4): 339-353.

Supplementary Resources BC Provincial Health Services Authority (2010). Health 201: A Knowledge-to-Action Framework for Creating Healthier Built Environments. CIHI. (2006). Improving the health of Canadians: An introduction to health in urban places. Cattell, V., Dines, N., Gesler, W., & Curtis, S. (2008). Mingling, observing, and lingering: Everyday public spaces and their implications for well-being and social relations. Health and Place, 14, 544-561. Jacobson, N., Oliver, V., & Koch, A. (2009). An urban geography of dignity. Health and Place, 15, 695-701. World Health Organization. (1991). Sundsvall statement on supportive environments for health. Geneva.

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Module 6: Strengthening Community Action Learning Objectives

1. Explain how the Ottawa Charter emphasizes the importance of concrete and effective community action in setting priorities for health, making decisions, planning strategies, and implementing them to achieve better health. 2. Explore how health promotion with communities emphasizes enhancement of community action. 3. Appreciate how to build upon existing community strengths and capacity to act collectively and effectively on the determinants of health and well-being.

Recommended Readings (* are required) * Green J. and Tones, K. (2015) Chapter 9: Working with Communities. In Health Promotion: Planning and Strategies (pp.414-451). Sage. * Green J. and Tones, K. (2015) Excerpt of Chapter 2: Social Capital. In Health Promotion: Planning and

Strategies (pp.91-95). Sage.

* Labonte, Ron. 1993. Health Promotion and Empowerment: Practice Frameworks. Centre for Health Promotion Studies, University of Toronto. Chapter 4: The Empowerment Holosphere, pg. 66-75. South, J. (2014). Health promotion by communities and in communities: Current issues for research and practice. Scandinavian journal of public health,42(15 suppl), 82-87.

* TOOLS: Explore the following: • •

• •

National Civic League. (2000). Community visioning and strategic planning handbook. Public Health Agency of Canada, Alberta/NWT Region. Community capacity building tool: A tool for planning, building and reflecting on community capacity in community based health projects. Edmonton, AB. BC Healthy Communities. [Look for: (i) “An integral map of community” and (ii) “Community Conversation Kits”] Guelph Wellbeing Initiative: A Conversation About What Matters. Guelph Wellbeing Conversations “Do-ItYourself” Guidebook for Families, Neighbours, and Small Groups. June 2012.

Supplementary Resources Labonte, R. & Laverack, G. (2008). Ch. 4: Working to build empowerment: The local challenge; pp, 82-102. [PDF attachment in eClass] Cornish, F., & Ghosh, R. (2007). The necessary contradictions of “community-led” health promotion: A case study of HIV prevention in an Indian red light district. Social Science & Medicine, 64, 496-507. Leviten-Reid, E. (2006). Asset-based, resident-led neighbourhood development. Action for Neighbourhood Change. Diers, J. (2008). From the ground up: Community’s role in addressing street level social issues. CanadaWest Foundation.

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TOOLS: Organizations/Websites of Interest: • • • • • • • • • •

Alberta Coalition for Healthy School Communities. Alberta Recreation and Parks Association. ACE Communities Toolbox Caledon Institute of Social Policy Canadian Mental Health Association. Mental health promotion tool kit: A practical resource for community initiatives. International Healthy Communities Foundation Ontario Prevention Clearinghouse. (2002). Capacity building for health promotion: More than bricks and mortar. Tamarack: An Institute for Community Engagement Tyler Norris [See publications – Civic Gemstones; Back to Basics: Creating and Sustaining Healthy Communities] Vancouver Coastal Health (n.d). Community engagement framework. W.K. Kellogg Foundation (2007). The collective leadership framework: A workbook for cultivating and sustaining community change. [Read pages 3-8 primarily]

Module 7: Health Literacy, Mass Communications, Social Media & Social Marketing Learning Objectives

1. Define health education social marketing, mass communication. 2. Be familiar with sources of health information, including social media. 3. Understand why critical health education and health literacy are important for health promotion practice. 4. Appreciate why health education and mass communication requires careful assessment of the intended audience to ensure that messages are understandable, meaningful and relevant. 5 E l i li i f i l di d i i i f h lh i i d ’

Recommended Readings (* are required) * Green J., Tones, K., Cross, R., Woodall, J. (2015). Chapter 8: Mass communication. In Health promotion: Planning and strategies (pp. 358-371). Thousand Oaks: Sage. * Chronic Disease Prevention Alliance of Canada. Resources on Marketing and Advertising to Children. [Several resources here so review a few] Norman, C., & Skinner, H. (2006). eHealth literacy: Essential skills for consumer health in a networked world. Journal of Medical Internet Research, 8(2): e9. Dorfman, L. & Gonzolez, P. (2012). Media advocacy: A strategy for helping communities change policy. pp 407-422. In Minkler, M. (Ed.). Community organizing and community building for health and welfare (3rd ed.). New Brunswick, N.J: Rutgers University Press.

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*Rootman, I., & Gordon-El-Bihbety, D. (2008). A vision for a health literate Canada. Executive Summary. Canadian Public Health Association. Turning Point. (2003). Social marketing and public health. Lessons from the field.

Supplementary Resources Chou WS, Prestin A, Lyons C, Wen K. Web 2.0 for health promotion: reviewing the current evidence. American Journal of Public Health. 2013 Jan; 103(1):e9-e18. Gibbons MC, Fleisher L, Slamon RE, Bass S, Kandadai V, Beck JR. Exploring the potential of web 2.0 to address health disparities. Journal of Health Communication. 2011; 16:77-89. Hastings G., & McDermott L. (2006). Putting social marketing into practice. British Medical Journal, 332(7551), 1210-2.

Module 8: Advocacy, Political Action and Healthy Public Policy Learning Objectives

1. Be familiar with advocacy, political action, and healthy public policy as a related constellation of health promotion strategies. 2. Discuss how these strategies contribute towards creating healthy environments through individual and collective action. 3. Explore how this constellation of strategies is employed in health promotion practice.

Recommended Readings (* are required) * Green J., Tones, K., Cross, R., Woodall, J. (2015). Chapter 6: Healthy public policy. In Health promotion: Planning and strategies (pp.257-310). Thousand Oaks: Sage. Asbridge, M. (2004). Public place restrictions on smoking in Canada: assessing the role of the state, media, science and public health advocacy. Social Science & Medicine: 58 (1), pp. 13-24. * Baum, F. (2007). Cracking the nut of health equity: Top down and bottom up pressure for action on the social determinants of health. Promotion & Education, 14(2), 90-95. Funk, M., Minoletti, A., Drew, N., Taylor, J., and Saraceno, B. (2006). Advocacy for mental health: roles for consumer and family organizations and governments. Health Promotion International, 21(1), pp. 70-75. * National Collaborating Centre for Healthy Public Policy (2012). A Framework for Analyzing Public Policies – Practical Guide Raphael, D. & Bryant, T. (2006). Maintaining population health in a period of welfare state decline: Political economy as the missing dimension in health promotion theory and practice. IUHPE—Promotion & Education, 13(4), 236-242.

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Supplementary Resources University of California, Berkeley, School of Public Health. Promoting healthy public policy through community-based participatory research: Ten case studies. [Read Executive summary, introduction, two case studies of your choice and pages 47-51] World Health Organization (1988). Adelaide recommendations on Healthy Public Policy. Geneva. Vancouver Coastal Health – Advocacy Guideline and Resources Percy-Smith, B. (2007). “You think you know? You have no idea”: Youth participation in health policy development. Health Education Research, 22(6), 879-894. Low, J., & Theriault, L. (2008). Health promotion policy in Canada: Lessons forgotten, lessons still to learn. Health Promotion International, 23(2): 200-206.

Module 9: Comprehensive Approaches and Inter-Sectoral Collaboration Learning Objectives

1. Explain how comprehensive approaches integrate multiple strategies at multiple levels of action in health promotion. 2. Understand how comprehensive approaches to health promotion require effective collaboration among actors from multiple sectors and at different levels of governance. 3. Explore comprehensive approaches and the multi-sectoral action and collaboration that is required for effectiveness from the local level to global level.

Recommended Readings (* are required) * Jackson, S., Perkins, F., Khandor, E., Cordwell, L., Hamann, S., & Busai, S. (2007). Integrated health promotion strategies: A contribution to tackling current and future health challenges. Health Promotion International, 21(S1), 75-83. * Labonte, R. (1993). Excerpt of Chapter 4: The Empowerment Holosphere. In Health Promotion and Empowerment: Practice Frameworks (pp.76-84). Toronto: Centre for Health Promotion, University of Toronto. Leviten-Reid, E. (2009). Comprehensive strategies for deep and durable outcomes. * National Social Marketing Centre (2010). Social Determinants of Health films. http://www.youtube.com/watch?v=RbbsGzQs6v4 – Copenhagen http://www.youtube.com/watch?v=aS3-MZZyVNI – Glasgow http://www.youtube.com/watch?v=m6d8nF4HBDw – Slovenia [Watch to see if you can identify a combination of strategies used in these initiatives]

Supplementary Resources Berg, M., Coman, E., & Schensul, J. (2009). Youth action research for prevention: A multi-level intervention designed to increase efficacy and empowerment among urban youth. American Journal of Community Psychology, 43, 345-359. SPH 517, 2016 Course Guide - Patten Page 31

Tamarack Institute. (2003). Convening a comprehensive, multisectoral effort to reduce poverty: A primer. Victorian Health Promotion Foundation. (2005). A plan for action 2005-2007. Promoting mental health and well-being. [Example of a comprehensive approach to mental health promotion.]

Module 10: Reorienting Health Services Learning Objectives 1. 2. 3. 4.

Define health services reorientation. Be familiar with how to integrate health promotion principles within health system organization. Explore strategies related to reorientation of health services in local and global contexts. Discuss implications for local and global health promotion practice.

Recommended Readings (* are required) * Health Council of Canada. (2012). Film: Making health care delivery culturally safe for Aboriginal people in urban centres. * Labonte, R. (1993). Conclusion. In Health Promotion and Empowerment: Practice Frameworks (pp.8588). Toronto: Centre for Health Promotion, University of Toronto. Releford, B. J., Frencher, S. K., & Yancey, A. K. (2010). Health promotion in barbershops: Balancing outreach and research in African American communities. Ethnicity & Disease, 20(2), 185–188. * Wise, M., & Nutbeam, D. (2007). Enabling health systems transformation: What progress has been made in re-orienting health services? Promotion & Education, Supplement 2, 23-27. (this journal is now called

Global Health Promotion)*

Supplementary Resources Bess, K., Prilleltensky, I., Perkins, D., & Collins, L. (2009). Participatory organizational change in communitybased health and human services: From tokenism to political engagement. American Journal of Community Psychology, 43, 134-148. Barr, V.J., Robinson, S., Marin-Link, B., Underhill, L., Dotts, A., Ravensdale, D. & Salivaras, S. (2003). The Expanded Chronic Care Model: An integration of concepts and strategies from population health promotion and the chronic care model. Hospital Quarterly 7 (1), 73-82. Beaufort, B. (2005). The community development potential of large health services organizations.

Community Development Journal, 41(1), 89-103.

Health Council of Canada. (2012). Empathy, dignity, and respect: Creating cultural safety for Aboriginal people in urban health care. [Read especially pp. 47-58]

SPH 517, 2016 Course Guide - Patten

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Appendix A – Population Health Fund Application Guide

SPH 517, 2016 Course Guide - Patten

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Population Health Fund Guide for Applicants (modified for SPH 517, Winter 2016)

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Our mission is to help the people of Canada maintain and improve their health

Health Canada

Également disponible en français sous le titre :

Fonds pour la santé de la population : Guide du requérant www.hc-sc.gc.ca/hppb/ddsp/budget/index.html

2016

(modified for SPH 517, School of Public Health, University of Alberta By instructors San Patten and Mary Jane Yates)

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Table of Contents

Background ......................................................................................... 1 The Population Health Approach ................................................... 1 The Population Health Fund .......................................................... 2 Objectives ......................................................................................... 2 Principles.......................................................................................... 3 Eligibility.......................................................................................... 3 Proposal Components......................................................................... 5 Proposal Review and Approval ........................................................ 10 Appendix A: The Determinants of Health ...................................... 11

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Background The Population Health Approach The population health approach builds on past work and achievements in the area of health promotion, while recognizing that many factors, in addition to the health care system, have a strong influence on health. The goals of a population health approach are to maintain and improve the health and well-being of the population as a whole and to reduce the inequities in health status between/among population groups. Population health refers to the health of a population as measured by health status and as influenced by factors such as social, economic, and physical environments, personal health practices, individual capacity and coping skills, human biology, healthy childhood development, health services, gender and culture. This approach promotes prevention and positive action on determinants which affect the health of the population as a whole, or that of specific population groups. Appendix A contains a full description of the determinants of health. Population groups may be defined by features such as geography, age, gender, and culture. It also recognizes that healthy development through the various life stages – childhood and adolescence, early to mid-adulthood and later life – is the key to good health.

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The Population Health Fund The goal of the Population Health Fund is to increase community capacity for action on or across the determinants of health.

Goal

Objectives



to develop, implement, evaluate and disseminate community-based models for applying the population health approach



to increase the knowledge base for program and policy development on population health



to increase partnerships and develop intersectoral collaboration to address specific determinants of health, or combinations of determinants

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Principles A holistic and positive conceptualization of ‘health’ – health is a positive or life-enhancing phenomenon with physical, social, psychological, emotional, spiritual and cognitive dimensions. Social justice and equity in health – all people should have an equal opportunity to experience good health through fair and just access to resources for health such as food, income, employment, shelter, education, and other factors needed for good health. Empowerment – health promotion focuses on fostering the empowerment of people and communities to take greater control over the factors that influence their health and well-being. The role of the health promotion facilitator is one of helping people develop the necessary capacity to take actions that will enhance their health. Participation – members of the population group and key stakeholders taking an active role in defining their health-related aspirations and finding ways to achieve them: planning, implementing and evaluating the project, as well as disseminating the results. Building on existing strengths, capacities, and assets – fundamental to empowerment is recognizing, valuing, and strengthening individual, family, community, organizational and societal assets, capacities and resources that contribute to and promote the health and well-being of individuals and communities. Inter-sectoral collaboration and the use of multiple, complementary strategies – because most of the social determinants of health (SDOH) lie outside the reach of the health system, health promotion depends on collaboration with many other sectors to enhance the health of individuals, families, groups, and communities.

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Eligibility Canadian voluntary not-for-profit organizations and educational institutions may be considered for funding. Note:

Individuals and for-profit organizations are not eligible for funding.

The following are not eligible for funding:



ongoing organizational or a percentage of the overhead or administrative fees of an organization

   

contingency allowances or other miscellaneous fees



capital costs, such as, purchase of land, buildings, or vehicles

pure research, in any discipline profit-making activities provision of direct services which are part of other governments’ jurisdictions

Project proposals will be solicited by Health Canada and priority will be given to these proposals. Requests for Proposals will include details such as current funding priorities, project time frames, and eligible applicants and activities.

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Proposal Components Project sponsors are responsible for all stages of the project, including assessing needs, designing, implementing, evaluating and disseminating the project results. Project sponsors must also clearly identify the clientele of the project and, if applicable, take the necessary measures to respect the spirit and intent of the Official Languages Act to communicate with the public in the official language i.e. English or French. Your formal application must provide the following information and documentation:



a project summary: describe briefly (in 500 words) your target population(s), the needs identified by the target population(s), the project objectives, activities, setting(s), partners and expected project results/outcomes. This description could be used as public information about your project;



a detailed description of the project, maximum 3000 words (excluding cover letter, summary, references and appendices). This detailed project description must include the following 11 components:

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1.

Project Title

2.

Sponsoring Organization

3.

    

briefly describe the mandate of your organization;



briefly outline the reasons why your organization is well-suited to undertake the proposed project.

explain how population health fits into your mandate; outline your organization’s major programs; your organization’s location; outline your organization’s geographic scope and main target population(s);

Rationale Describe one health-related aspiration this group might express as a priority for action. Provide some background and analysis of this aspiration. For example: What is the rationale for why this aspiration would be important to these people? What have they done so far to realize this aspiration? What factors/dynamics make success in achieving the aspiration likely? What factors/dynamics might impede progress? Describe how you have determined the need for this project within a certain target population. Provide information supporting the rationale for the project, e.g., needs assessments, input from members of the target population(s), epidemiological evidence, literature reviews, previous evaluation results, etc.

4.

Determinants of Health Indicate 3-4 primary determinants of health (see Appendix A) that you intend to address in your project. Briefly discuss how the health aspirations of your target population is influenced by these key social determinants of health and how you will address them.

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5.

Project Objectives Objectives are time-limited, concrete, realistic, and measurable. Objectives are not a list of activities, but rather a summary of the changes you hope will occur due to the project. Please state the specific objectives of your project and explain how they relate to the overall objectives and priorities of the Fund.

6.

Health Promotion Principles and Strategies Projects supported by the Fund are required to respect the Health Promotion principles. Explain how your project is consistent with at least three of these principles. For example, with respect to inter-sectoral collaboration, indicate other organizations, coalitions, groups, projects, etc. with whom this project plans to partner, and provide a description of each partner’s role in your project. Select and present three appropriate health promotion action areas/strategies (i.e., Ottawa Charter and/or Labonte’s Empowerment Holosphere) you could use to help the people realize their aspiration(s). For each strategy, identify its strengths and weaknesses in terms of helping the group realize its aspiration. (NOTE: The emphasis here is on showing you understand the application of the various health promotion strategies. So, provide rationale for the health promotion strategy, with some brief examples of specific interventions that might fall under the umbrella of the strategy).

7.

Population and Settings Describe the people/group/population you will be working with (e.g. how diverse/homogeneous is the group; attitudes, beliefs, values, traditions; power dynamics; formal/informal leaders; economic status; age; gender; level of education; history of working together, assets/strengths; and any other factors you feel are relevant). Page 7

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Describe the particular setting(s) in which your health promotion initiative is to take place, the influences of the setting(s) in which the target populations live/work/play, and why this setting is the most effective way to engage your population. Consider here the physical, historical, social, political, cultural dimensions of the setting – and any other aspects of the setting that may be relevant to the health and well-being of these people and your work with them. 8.

Workplan and Timetable Please outline the proposed three year workplan for your project. Your workplan should include the project objectives, the activities that will work towards those objectives, a tentative timeline, the personnel (staff and/or volunteers) who will implement the activities, and the expected project outcomes.

Sample Objectives What do you want to accomplish?

9.

Activities What will you actually do?

Timeline

Personnel

When will you Who (staff/ start and how volunteers) will long will it carry out the take? activities?

Expected Outcomes What do you expect to change/ achieve?

Equity Considerations How does your initiative take measures to ensure equitable participation and strive to build empowerment within the target population? Acknowledge which community members may have barriers or challenges in accessing, and less benefit from, your program and how you will ensure more equitable access and inclusion.

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10.

Partners Please name and describe three partner organizations or individuals who are key stakeholders in your project. These should be stakeholders who will be able to recommend the project and your organization as applicant; be able to play a contributory role; and be committed the project.

11.

References Cite your references, in APA 6 style.

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Proposal Review and Approval Project proposals will first be screened for completeness and to determine whether they meet eligibility criteria and address the current priorities of the Population Health Fund noted in the Request for Proposals. To determine their quality and merit, eligible proposals will then undergo an assessment process, using criteria such as:



the extent to which the project reflects the identified objectives and priorities;



the extent to which the project reflects the health promotion principles found on page 3 of this guide.



the quality of evidence used to describe both the rationale and setting for the project.

  

whether the project design and results will be useful to others; the ability of the organization to carry out the activities as proposed; whether the project meets a previously unaddressed need or uses new methods to respond to an identified population health issue;



whether the proposed budget is reasonable and realistic, given the project activities;



whether the dissemination plan is suitable.

All proposals recommended for approval will be forwarded to the Minister of Health for final decision. Health Canada will notify you in writing as soon as a decision has been made on your application.

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Appendix A: The Determinants of Health Determinants of health is the generic term given to the factors and

conditions which have an influence on health. These determinants do not act in isolation of each other; their complex interactions with each other have an even more important impact on health. Income and Social Status Health status improves at each step up the income and social hierarchy. Higher income levels affect living conditions such as safe housing and the ability to buy sufficient good food. Social Support Networks Support from families, friends and communities is associated with better health. The health effect of the support of family and friends who provide a caring and supportive relationship may be as important as risk factors such as smoking, physical activity, obesity, and high blood pressure. Education Health status improves with level of education. Education increases opportunities for income and job security and gives people a sense of control over their lives – key factors which influence health. Employment/ Working Conditions Unemployment, under-employment and stressful work are associated with poorer health. Those with more control over their work and fewer stress-related demands on the job are healthier.

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Social Environments The values and rules of a society affect the health and well-being of individuals and populations. Social stability, recognition of diversity, safety, good relationships and cohesive communities provide a supportive society which reduces or removes many risks to good health. Physical Environment Physical factors in the natural environment (e.g., air, water quality) are key influences on health. Factors in the human-built environment such as housing, workplace safety, community and road design are also important influences. Personal Health Practices and Coping Skills Social environments that enable and support healthy choices and lifestyles, as well as people’s knowledge, behaviours, and coping skills for dealing with life in healthy ways, are key influences on health. Healthy Child Development The effect of prenatal and early childhood experiences on subsequent health, well-being, coping skills, and competence is very powerful. For example, a low weight at birth links with health and social problems throughout a person’s life.

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Culture Culture and ethnicity come from both personal history and wider situational, social, political, geographic, and economic factors. Multicultural health issues demonstrate how necessary it is to consider the interrelationships of physical, mental, spiritual, social, and economic well-being at the same time. Health Services Health services, particularly those which maintain and promote health, prevent disease and restore health, contribute to population health. Gender Gender refers to the many different roles, personality traits, attitudes, behaviours, values, relative powers and influences which society assigns to the two sexes. Each gender has specific health issues or may be affected in different ways by the same issues. Biology and Genetic Endowment The basic biology and organic make-up of the human body are fundamental determinants of health. Inherited predispositions influence the ways individuals are affected by particular diseases or health problems.

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