University of Alberta

Course Guide for SPH 517 Winter 2016 Campus

Strategies in Health Promotion Practice Thursday, 9:00 - 11:50 a.m. ECHA 1-125

Instructor: Mary Jane Yates, BScN, MSc Program Lead, MPH, Health Promotion School of Public Health Room 3-345 ECHA, 11405 87 Ave. Edmonton, AB T6G 1C9 e-mail: [email protected] Tel: 780-248-1566 Office Hours: By Appointment

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. Each session will comprise a combination of presentations, small group discussion, and/or applied activities. Class time and assignments are aimed at: (1) enhancing student understanding of key concepts and selected issues related to the course, and (2) practicing application of skills and techniques related to health promotion programs and strategies.

Objectives

This course provides an opportunity for learners to: 1. Explain, compare and critique the five strategies outlined in the Ottawa Charter for Health Promotion (1986), and other commonly used health promotion strategies. 2. 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. 3. Identify and analyze issues related to the integration of Ottawa Charter and other health promotion strategies. 4. Develop strategies for health promotion for a particular setting based on analysis of that setting and the health issues to be addressed.

Competencies

Masters of Public Health Competencies developed through 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 a 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 ACESSESS, 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

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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

Prerequisites:

This course is open to graduate students only. It is:  Required for students in the Health Promotion Program, Masters of Public Health.  Optional for students in the Health Promotion Program, Masters of Sciences and all other MPH students at the 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.

Learning Resources

Green, J. & Tones, K. (2015). Health Promotion Planning and Required Textbooks: Strategies. Third Edition, Sage. Labonte, R. (1993). Health Promotion and Empowerment: Practice Frameworks. Centre for Health Promotion Studies, University of Toronto. Available from: http://globalhealthequity.ca/electronic%20library/Labonte%20Health%2 0Promotion%20and%20Empowerment%20Report.pdf

Other Readings: Optional textbook: Minkler, M. (Ed.), (2012). Community organizing and community building for health and welfare. Third Edition, Rutgers University Press. Available as an eBook through EBSCO Publishing. For each unit, 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: There is a Supplementary reading list in all the modules. This is to offer a range of interesting options. This does NOT mean you must SPH 517 2016 Course Syllabus

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read all of the Supplementary articles in the list. 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.

E-class

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

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. If you need further information or assistance, contact the Library's Electronic Reference Desk at www.library.ualberta.ca/ereference/index.cfm or call 1-800-207-0172.

Course Evaluation

As is the case with all SPH instructors, I am interested in improving the course and my own teaching. There are three ways for you to provide your feedback and recommendations: 1) Direct feedback from you along the way in whatever way you choose – e-mail, phone or eClass 2) Anonymous comments through an informal confidential midterm course evaluation in February 3) A standardized summative evaluation, at the completion of the course. The standard University of Alberta course evaluation procedure will be followed. This will involve a standard questionnaire with anonymous responses returned to the Student Services Coordinator.

Student Evaluation Date Whole term (ongoing)

% 35 %

Activity 1.Classroom Participation:  Group Activity 1: 10%  Group Activity 2: 20 %  Group Activity 3: presentation of Health promotion initiative: 5%

Whole term (ongoing)

20 %

2. Self-reflective exercises

Feb 12th, 9:00 a.m. (in class)

10%

Apr 10th, 9:00 a.m.

35%

3A. Letter of Intent: Funding proposal for a Health Promotion initiative 3B. Final Paper: Funding proposal for a Health Promotion Initiative

Evaluation of Course Each assignment is marked on a 100-point scale. Your final grade is Work based on the University of Alberta’s letter grading system, which is subsequently converted to a GPA score. Extensions will NOT be granted except in the case of illness or other SPH 517 2016 Course Syllabus

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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. Satisfactory performance in this course requires: (1) demonstration of understanding and application of the key concepts included in the course, and (2) demonstration of effective class participation. See ‘Assignments and Marking Criteria’.

Grading

University of Alberta Calendar, Section 23.4 Regulations and Information for Students Evaluation Procedures and Grading System The University of Alberta Grading System 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. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades as intervals during the course and others assign marks (e.g. percentages) throughout the term and then assign a letter grade at the end. Instructors must adapt their approaches to reflect the letter grading system. Grade distribution should reflect those shown in this document. (EXEC 03 FEB 2003)

Descriptor Excellent

Good Satisfactory Failure

Academic Integrity

Grading in Graduate Courses Course Mark Letter Grade 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

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

Plagiarism is a serious offence. 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.ualberta.ca/CodeofStudentBehaviour) 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. University of Alberta policy about course outline can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003)

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Assignments and Marking Criteria: 1. Classroom Participation (35%) Student participation will help to make this course valuable, exciting and challenging. There are ten units for the course. For each unit, there will be two types of in-class discussion, supported by the assigned and background readings. Individual and group work will be required of classroom participation. Students will be expected to apply the relevant reading material to the topic and activities at hand each week. This course is work-intensive, so be sure to set aside adequate time to keep up with the weekly readings and discussions along with completing your assignments. Students will be expected to lead at least one session each of Group Activities 1 and 2 below. A sign up list will be provided the first day of class for you to choose your sessions. For a good grade in overall classroom participation, you must demonstrate:         

consistent class attendance 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 skillful interactions with others thoughtful integration of theory with practice (especially your own practice)

Group Activity 1 (10% of your participation grade): Facilitators are expected to (a) read/review all of the recommended and at least 2 supplementary readings for their selected unit; b) Prepare a short (i.e. 5-10 minute) presentation summarizing key points from the readings(c) come prepared to give your presentation and lead a discussion of the unit based on the readings and your own insights and experiences i.e., by posing thought-provoking discussion questions that reflect the topic of focus and integrate the principles of health promotion in some way. Facilitators will be expected to engage others in generative conversation, guide and shift the conversation as needed, and, at the end of the discussion, to summarize and critically reflect upon the key ideas and issues that surfaced during the discussion. All other group members (discussants) are expected to (a) review a minimum of four of the recommended or supplementary readings for the weekly unit, and (b) contribute at least four thoughtful topic-related points to the group discussion. This will demonstrate your understanding of the assigned readings and how the information presented relates to your own experiences. Discussants should also contribute to the summative class discussions. There is a significant focus on critical thought and application of information in this course. As such, your readings will not always provide you with concrete “answers” to the discussion questions posed by your fellow students. Instead, you are encouraged to use the readings as a jumping-off point to explore the topic, to ask questions that will help everyone understand the topic, and to provide insights that might be generated from each other’s work experiences or previous fields of study.

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Group Activity 2 (20% of participation grade): The intent of this assignment is to: (a) simulate health promotion practice in a team environment, and (b) encourage critical thought about the extent to which you are able to implement health promotion principles in the design and/or actual practice of a health promotion initiative. Approximately one hour of each class will be allocated to this activity which consists of simulation exercise in which you will work with others in the class to develop and present a health promotion funding proposal. Using the same proposal writing guide that forms the basis for your individual assignments (See Parts 3a and b below),the goal of this activity is to reflect the health promotion principles you learn in class as you work with others to identify, plan and prepare both a written summary and oral presentation of a health promotion initiative. Each student will assume the role of a community member or organizational representative who has identified their interest in being involved with the project. These roles will be unique and varied (i.e. a city development officer; a landlord; neighbourhood resident, church minister, etc.). Roles will be introduced on the first day of class and each of you will keep the role you choose through the entire course, with the exception of the date you sign up to lead this activity, at which time you will act as the health promotion facilitator for the group. Again, as facilitator, your job will be to engage others in generative conversation, guide and shift the conversation as needed, and, at the end of the discussion, to summarize and critically reflect upon the key ideas and issues that surfaced. At several points during the semester, the instructor will also lead a short discussion to help students critically reflect on the roles they are playing and the progress of the group as a whole in developing an initiative that is both evidence-informed and practical.

Group Activity 3: Presentation of the Health Promotion Initiative (5% of participation mark-Due in class, March 31, 2016) This presentation will be a brief overview of your group’s health promotion initiative, taking into consideration any feedback provided by the instructor during the small group sessions. Using a similar outline to the one provided for the Letter of Intent assignment below (3A), the presentation should describe the key areas of the project clearly, and in enough detail to facilitate a class discussion about your proposal. NOTE: Any written material you are using to present must be submitted by email to the instructor by 4:00 p.m. the afternoon before your group is scheduled to present (i.e., March 30, 2016h). Presentations not submitted by this deadline will be subject to a 10% penalty. Each group will have 50 minutes in total: 20 minutes for the presentation and 30 minutes to lead and facilitate a critical discussion of the initiative with your classmates. Students will be given the opportunity to provide feedback to each group using the feedback form below. NOTE: The feedback on the forms will be considered by the instructor when grading each group’s presentation (and when assigning your individual classroom participation grade). Marking Guide (see detailed criteria in feedback form below): - Content and knowledge of topic (3 marks), Preparation and style* (2 marks), Visuals (2 marks), and Facilitation of class discussion (3 marks) *Marks will be deducted if the presentation goes beyond the allotted 15 minutes.

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Feedback on Presentation Content, Style and Materials Items are rated on a 6-point scale as follows: 0=not addressed, 1=poor, 2=fair, 3=good, 4=very good, 5=excellent Please provide comments to explain your rating 0 1 2 3 4 5 6 Content / Knowledge of Topic  Comfort with the topic evident Comments:  Effectively provided a clear and concise description of the health promotion initiative  Effectively ‘made a case’ for the initiative 0 1 2 3 4 5 6 Ability to engage the audience Comments:  Use of appropriate language, eye contact  Clear and succinct  Creative, held audience interest  Stayed within time limit of presentation 0 1 2 3 4 5 6 Use of Visual Aids, Graphics and Support Material  Creative medium and images Comments:  Appropriate number of slides/mediums  Appropriate amount of information on slides/mediums  Content aided understanding of topic  Used effectively / added value to the presentation 0 1 2 3 4 5 6 Facilitation of Class Discussion  Engaged students in active, critical discussion Comments:  Ensured all voices were heard  Responded effectively to questions

2. Self-reflective exercises (20%): i.

ii.

iii.

iv.

Cultural Identity Inventory: Before coming to class on week 3 (January 21, 2016), complete the Cultural Identity Inventory in Table A3.1, pg. 430, of Hyde, C. (2012) (assigned reading for Unit 3). During class, a small group process will be facilitated by the Instructor during which you will be expected to share at least one insight you have gained about yourself from completing the inventory. Limiting beliefs exercise: During class on Week 4 (January 28), you will be provided with time to complete a “limiting beliefs” exercise adapted from the work of Byron Katie (see: http://www.thework.com/thework-4questions.php) This exercise will NOT be handed into the instructor, however you will need to use the results of it in preparing your final written selfreflection. Practice journal: Each week you are expected to complete at least one journal entry for each of the following two sets of questions: a. Where did I feel the most energized and/or excited in my work this week? What did this remind me of? What might this situation be telling me about the unique strengths and skills I have to offer or what I want to do more of in my professional life? b. Where did I feel the least energized or excited or which moments made me feel uneasy or uncomfortable? What did this situation or the people in it remind me of? What does it tell me about the skills I might still need to learn in working with these kinds of situations? Again, your journal itself will not be marked, however you will be expected to share specific insights from this exercise in your final summary reflection (Activity iv). Summary self-reflection: Using material from the above three exercises and any other observations you have made throughout the course, you will be provided time in class on March 31 to prepare a short summary document reflecting any changes that seem to have occurred in your leadership and/or health promotion competencies as a result of your participation in this class. Your reflection should include any response you had to the feedback from your peers during small group discussions and any changes you noted in your thought patterns or behaviour

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as a result of using any the reflective exercises. . Your summary document should be no more than 3 pages, double-spaced (either hand written or typed) and must be handed into the instructor no later than the end of class on March 31, 2016.

3. Individual Paper: Development of a Funding proposal for a Health Promotion Initiative (Parts 3A and 3B) Purpose: The purpose of these two assignments is to prepare you for health promotion practice by requiring you to think through the complexities of applying health promotion principles, processes and strategies for people in the settings in which they live, work, and/or play. In essence, this means creating a strategy that has the potential to address determinants of health and, thereby, improve the health of the population overall, as well as reduce inequities. The strategy requires emphasis on the active engagement and participation of the focal population group and key stakeholders throughout the process from design to dissemination, as well as strong intersectoral collaboration. The positive change must be evaluable and carefully designed to be sustainable. Background:  Assume that you are working in the capacity of a health promotion facilitator in an organization of your choice. You may use your current position, one you held in the past, or a hypothetical position that you might like to have in the future. Or, you could take the stance of a group, community or organizational member skilled in health promotion that wishes to facilitate efforts by the group/community/organization to enhance its health and well-being.  A call for proposals has just been issued for community-based health promotion projects for which groups are eligible to receive funds up to $300,000 in total over a period of 3 years (See Proposal Guide 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:

3A. Letter of Intent: Funding Proposal for a Health Promotion Initiative (10%) Due: February 11, 2016, 9:00 a.m. (in class) Before preparing for Assignment 3A, first read the requirements for the full Funding Proposal that are outlined on the next page for Assignment 3B. For Assignment 3A, 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 this setting in order to design an effective health promotion strategy (or strategies), and how you will obtain this information. SPH 517 2016 Course Syllabus

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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 or approximately 5 pages, double spaced. References and APA format are not required for this assignment. You will lose marks for this assignment if you go over your word limit. Presentation of Letters of Intent: in class February 11, 2016. You will have 15 minutes to present your letter of intent and 5-10 minutes to facilitate discussion and receive input from the class. NOTE: If using handouts or powerpoint slides for your presentation, these MUST be provided in hard copy OR posted in e-class no later than midnight, February 10, 2016. You must also submit a hard copy of your full letter of intent to the instructor following your presentation. Written feedback will be provided before you proceed to develop of your proposal.

3B: Final Paper - Funding Proposal for a Health Promotion Initiative (35% Due April 12, 2016, 12 NOON, MDT (Edmonton time) Complete your Funding Proposal based on the:  course readings and other sources as required  feedback from your Letter of Intent  detailed instructions in the Population Health Fund Application Guide Your grading will be broken down as follows:

Proposal Component

Marks

1. Project Title  Interesting and informative 2. Sponsoring Organization  Appropriate choice of organization  Comprehensively described

/2 /3

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 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 SPH 517 2016 Course Syllabus

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/15

/10

/10



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.

/5

7. Health Promotion Principles and Strategies  Demonstration that the project is consistent with at least three 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 Budget  Easy-to-follow three-year workplan for the project, including objectives, activities, timeline, resources required (both requested and in-kind), and expected project outcomes  A brief explanation of how you will allocate the funding you are requesting, including estimations for paid personnel time and the source of any in-kind resources you expect for your project 9. Equity Considerations • Consideration of how some community members may have specific barriers or challenges accessing your program • Consideration of how some community members may benefit more than others and how you would seek to reduce these inequities 11. 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 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.

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/20

/10

/10

/5

/5

/5 /100

Schedule at a Glance Date

Topic

Assignment

Jan 7

Welcome and introduction to SPH 517 Unit 1: Overview of Strategies for Health Promotion

Each student signs up to facilitate two sessions of small group work Group Activity 2.1: Introduction of Activity, Defining health and getting to know your partners

Jan 14

Unit 2: Key Principles of Health Promotion Practice

Group Activity 2.2: Setting group norms; Defining your health issue and relevant determinants

Jan 21

Unit 3: Role and Competencies of the Health Promotion Facilitator

Using Circle practice to share results of Cultural Identity Inventories (to be completed prior to class) Group Activity 2.3: Who are you trying to reach and why?

Jan 28

Unit 4: Personal Care, Developing Personal Skills and Mutual Aid Orientation to field trip for Feb. 4

“Limiting Beliefs” exercise Group Activity 2.4: Setting goals and objectives: “What will success look like?”

Feb 4

Unit 5: Settings and Creating Supportive Environments Field trip for duration of class time

Instructor-led discussion at various points of interest. Location TBA.

Feb 11

Debrief from field trip Presentation of Letters of Intent—10 minutes per student

Assignment 3A –Presentations of Letter of Intent DUE 9:00 (IN CLASS)

Feb 18

Reading Week – no classes

Feb. 25

Unit 6: Strengthening Community Action Guest speaker: TBA

Group Activity 2.5: Project workplan development

Mar. 3

Unit 7: Health Education, Social Media and Mass Communication

Group Activity 2.6 Project workplan development (continued); Reflect on group process so far: Who are we missing?

Mar 10

Unit 8: Advocacy, Political Action and Healthy Public Policy Guest Speaker--TBA

Group Activity 2.7: Developing a budget and resource plan

Mar 17

Unit 9: Systems Thinking and Comprehensive Approaches

Group Activity 2.8: Review overall proposal and prepare for presentation

Mar 24

Unit 10: Reorienting Health Services

Group Activity 2.9 Final reflection on group process and use of HP principles

Mar 31

Unit 11: Group Presentations of Health Promotion initiative Last class Synthesis, Reflection and Wrap-up

Group Activity 3 presentations: submit material to instructor by 4 p.m. March 30

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April 7

Optional class for support on final assignment

Come prepared with any final questions on assignments or course content Assignment 3B – Final Paper DUE 12 Noon, MDT (Edmonton time)

April 12

DETAILED COURSE OUTLINE BY WEEK Each week there is an extensive list of recommended and optional readings. This is to offer you a range of interesting options and provide resources for your future practice in health promotion. Refer to page 6 for specific instructions re: facilitator and discussant reading-related tasks each week! Small group facilitators should be familiar with all of the readings for their selected units. Discussants should read at least four articles for each unit: a minimum of three articles from the recommended list (including those marked *all students must read) 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 *.

Learning Objective (all weeks) 1. Practice small group participation and facilitation skills.

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WEEK 1 (Jan 7) Introduction to SPH 517 & Unit 1: 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 * Labonte, R. (1993). Health Promotion and Empowerment: Practice Frameworks. Centre for Health Promotion Studies, University of Toronto. Chapters 1 and 2 (Health Promotion in Recent Context and Exploring Health) *Green J. and Tones, K. (2015) Health Promotion: Planning and Strategies. Sage. Chapter 4, p 157-189. *World Health Organization. (1986). The Ottawa Charter for Health Promotion. Ottawa: Health and Welfare Canada. Available from: http://www.who.int/healthpromotion/conferences/previous/ottawa/en/index.html Canadian Council on Social Determinants of Health. (2015). A Review of Frameworks on the Determinants of Health. Available from: http://ccsdh.ca/images/uploads/Frameworks_Report_English.pdf

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. Supplementary Resources 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. Available from: http://www.who.int/healthpromotion/conferences/6gchp/bangkok_charter/en/index.html *World Health Organization. (2011). The Rio Political Declaration on Social Determinants of Health. Geneva. Available from: http://www.who.int/sdhconference/declaration/Rio_political_declaration.pdf St. Leger, L. (2007). Declarations, charters, and statements – Their role in health promotion. Health Promotion International, 22(3), 179-181.

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WEEK 2 (Jan 14) Unit 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 (organized by 6 sub-topics) 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. Available at: http://www.johnlord.net/Power%20Empowerment%20Partnerships%20Advocacy/CJCMH/Process%2 0of%20Empowerment.pdf 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. Building on Strengths: 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 Morgan, A., & Ziglio, E. (2007). Revitalizing the evidence base for public health: An assets model. Promotion & Education, Supplement 2, 17-22. SPH 517 2016 Course Syllabus

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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. Available at: http://www.preventioninstitute.org/pdf/TURF_1S.pdf Public Health Agency of Canada. (2007). Crossing sectors – experiences in intersectoral action, public policy and health. Available at: http://www.phac-aspc.gc.ca/publicat/2007/cro-sec/pdf/cro-sec_e.pdf 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: *Kretzmann, J., McKnight, J. (2005). Discovering community power: A guide to mobilizing local assets and your organization’s capacity. Available from: http://www.abcdinstitute.org/docs/kelloggabcd.pdf Social Justice/Equity: Whitehead, M., & Dahlgren, G. (2007). Concepts and principles for tackling social inequities in health: Levelling up Part 1. WHO. Available at: http://www.euro.who.int/document/e89383.pdf World Health Organization. (2000) The Fifth Global Conference on Health Promotion: Bridging the Equity Gap. Mexico City. Available at: http://www.who.int/healthpromotion/conference/previous/Mexico/en/index.html 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. Available at: http://www.ohpe.ca/node/209

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University of Alberta, School of Public Health Page 16

WEEK 3 (Jan 21) Unit 3: Role and Core Competencies of the Health Promotion Facilitator 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 *Green J. and Tones, K. (2015) Health Promotion: Planning and Strategies. Sage. Chapter 1, pp. 47-54. Pan-Canadian Network for Health Promoter Competencies (2015). Health promoter competencies: Version 5. Available at: http://www.healthpromotercanada.com/hp-competencies/ 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. Available from: http://nccdh.ca/images/uploads/PHR_EN_Final.pdf Scharmer, O. (2007) Addressing the Blind Spot of our Time: An executive summary of the book by Otto Scharmer Theory U: Leading from the Future as It Emerges. Available from: https://www.presencing.com/sites/default/files/page-files/Theory_U_Exec_Summary.pdf 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. 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. Wheatley, M. and Frieze, D. (2010) Leadership in the Age of Complexity: From Hero to Host. Available at: http://www.margaretwheatley.com/articles/Leadership-in-Age-of-Complexity.pdf Mittelmark, M. (2008). Health promotion: A professional community for social justice. Promotion & Education, 15(2), 3-5. Hawe, P., King, L., Noort, M., Gifford, S., & Lloyd, B. (1998). Working invisibly: Health workers talk about capacity-building in health promotion. Health Promotion International, 13(4), 285-295.

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University of Alberta, School of Public Health Page 17

WEEK 4 (Jan 28) Unit 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 *Green J. and Tones, K. (2015) Health Promotion: Planning and Strategies. Sage. Chapter 3, pp. 117-156 *Labonte, R. (1993). Health promotion and empowerment: Practice frameworks. Toronto: Centre for Health Promotion Chapter 4: The empowerment holosphere, pg. 59-66. Lord, J., & Farlow, D. (1990). A study of personal empowerment: Implications for health promotion. Health Promotion, 29(2), 2-8. 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. Available from: http://researchonline.jcu.edu.au/2233/1/14477_Dillon_and_Swinbourne_2007.pdf 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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University of Alberta, School of Public Health Page 18

WEEK 5 & 6 (Feb 4 & 11) Unit 5: Settings and Creating Supportive Environments (***Includes Class Field Trip Feb. 4) 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 *Green J. and Tones, K. (2015) Health Promotion: Planning and Strategies. Sage. Chapter 10. * 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.

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. 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. LaMontagne AD, Martin A, Page KM, Reavley NJ, Noblet AJ, Milner AJ, Keegel T, Smith PM (2014). Workplace mental health: developing an integrated intervention approach. BMC Psychiatry, May 09, Vol. 14, pp. 131. Supplementary Resources Northern Health and the University of Northern British Columbia (2012). Northern Health Position on Environment as a Context for Health. Available from: http://www.northernhealth.ca/Portals/0/About/PositionPapers/documents/EnvironmentContext%20Health_V2 _20120725_WEB.pdf CIHI. (2006). Improving the Health of Canadians: An Introduction to Health in Urban Places. Available from: http://secure.cihi.ca/cihiweb/dispPage.jsp?cw_page=cphi_e Maller, C., Townsend, M., St. Leger, L., Henderson-Wilson, C., Pryor, A., Prosser, L., and Moore, M. (2009). Healthy Parks, Healthy People: The Health Benefits of Contact with Nature in a Park Context. Available from: http://www.georgewright.org/262maller.pdf 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. Available from: http://www.who.int/healthpromotion/conferences/previous/sundsvall/en/index.html

REMEMBER: No class on Feb. 18th due to Reading Week. See you on Feb 25th.

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University of Alberta, School of Public Health Page 19

WEEK 7 (Feb 25) Unit 6: Community Organization and 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 * Green J. and Tones, K. (2015) Chapter 9: Working with Communities. In Health Promotion: Planning and Strategies (pp.414-451) AND excerpt of Chapter 2: Social Capital (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. Available from: http://www.cpn.org/tools/manuals/community/pdfs/vsphandbook.pdf  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. Available from: http://www.phac-aspc.gc.ca/canada/regions/ab-nwt/download.html  BC Healthy Communities. http://www.bchealthycommunities.ca 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-It-Yourself” Guidebook for Families, Neighbours, and Small Groups. June 2012. Retrieved from: http://guelph.ca/plans-and-strategies/guelph-community-wellbeing-initiative-cwi/ OR http://guelph.ca/wp-content/uploads/Guelph-Wellbeing_WorkshopGuideForCommunityGroups.pdf Supplementary Resources 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. Available from: http://www.caledoninst.org/Publications/PDF/599ENG.pdf Diers, J. (2008). From the ground up: Community’s role in addressing street level social issues. CanadaWest Foundation. Available from: http://cwf.ca/pdf-docs/publications/from-the-ground-up-2008.pdf SPH 517 2016 Course Syllabus

University of Alberta, School of Public Health Page 20

TOOLS: Organizations/Websites of Interest:  Caledon Institute of Social Policy http://www.caledoninst.org/  Tamarack: An Institute for Community Engagement http://tamarackcommunity.ca/  International Healthy Communities Foundation http://www.healthycities.org/index_english.html  Tyler Norris: http://www.tylernorris.com [See publications – Civic Gemstones; Back to Basics: Creating and Sustaining Healthy Communities]  Canadian Mental Health Association. Mental health promotion tool kit: A practical resource for community initiatives. Available from: http://www.cmha.ca/mh_toolkit/intro/index.htm  Alberta Coalition for Healthy School Communities. http://www.achsc.org/  Alberta Recreation and Parks Association. ACE Communities Toolbox http://arpaonline.ca/program/ace-communities/

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University of Alberta, School of Public Health Page 21

WEEK 8 (Mar. 3) Unit 7: Health Education, Social Media and Mass Communication Learning Objectives 1. 2. 3. 4.

Define health education, social marketing, mass communication. Be familiar with sources of health information, including social media. Understand why critical health education and health literacyare important for health promotion practice. Appreciate why health education and mass communication requires careful assessment of the intended audience to ensure that messages are understandable, meaningful and relevant. 5. Explore implications of social media and communication issues for health promotion in today’s society. Recommended Readings: Green J and Tones, K. (2015). Health Promotion: Planning and Strategies. Sage. pp. 358-371 and Chapter 8. *Chronic Disease Prevention Alliance of Canada. Resources on Marketing and Advertising to Children. Available at: http://www.cdpac.ca/content.php?doc=73 (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. Available at: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1550701 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. Turning Point. (2003). Social marketing and public health. Lessons from the field. Available at: http://www.turningpointprogram.org/Pages/pdfs/social_market/smc_lessons_from_field.pdf Supplementary Resources: *Rootman, I., & Gordon-El-Bihbety, D. (2008). A vision for a health literate Canada. Executive Summary. Canadian Public Health Association. Available from: http://www.cpha.ca/uploads/portals/h-l/report_e.pdf 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. See the “Like Minds Like Mine” anti-stigma and discrimination website for an example of a social inclusion social marketing campaign at: http://www.likeminds.org.nz/ See the Centre for Science in the Public Interest’s “Real Bears” film aimed at repositioning soda and other sugary drinks from a source of happiness to a disease-promoting source of sadness at: http://www.therealbears.org

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University of Alberta, School of Public Health Page 22

WEEK 9 (Mar 10) Unit 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 * 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. Available at: http://www.ncchpp.ca/172/publications.ccnpps?id_article=827 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. 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.

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University of Alberta, School of Public Health Page 23

WEEK 10 (Mar 17) Unit 9: Systems Thinking, Comprehensive Approaches and Inter-sectoral Action Learning Objectives 1. Explain how systems thinking and comprehensive approaches integrate multiple strategies at multiple levels of action in health promotion. 2. Understand how systems thinking and comprehensive approaches to health promotion require effective collaboration among actors from multiple sectors and at different levels of governance. 3. Explore systems thinking and comprehensive approaches and the multi-sectoral action and collaboration that is required for effectiveness from the local level to global level. Recommended Readings * 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. Available at: http://www.caledoninst.org/Publications/PDF/765ENG.pdf Parkes, M., Morrison, K., Bunch, M., Lars K. Hallstro¨m, L., Neudoerffer, C., Venema, H., David WaltnerToews, D. (2010) Towards integrated governance for water, health and social–ecological systems: The watershed governance prism. Global Environmental Change, 20, 693–704 * 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. 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.]

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University of Alberta, School of Public Health Page 24

WEEK 11 (Mar 24) Unit 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 * Health Council of Canada. (2012). Film: Making health care delivery culturally safe for Aboriginal people in urban centres. Available at: https://www.youtube.com/watch?v=a2tOddj6ypk&feature=youtu.be * Labonte, R. (1993). Conclusion. In Health Promotion and Empowerment: Practice Frameworks (pp.85- 88). 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. Heward, S., Hutchins, C., & Keleher, H.(2007). Organizational change – Key to capacity building and effective health promotion. Health Promotion International, 22(2), 170-178. * 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 GermAnn, K., & Wilson, D. (2004). Organizational capacity for community development in regional health authorities: A conceptual model. Health Promotion International, 19(3), 289-298. Van Soeren, M., Hurlock-Chorostecki, C., Pogue, P. and Sanders, J. (2008). Primary healthcare renewal in Canada: A Glass Half Empty? Healthcare Papers, 8 (2), 39-44. 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). * Health Council of Canada. (2012). Empathy, dignity, and respect: Creating cultural safety for Aboriginal people in urban health care. [Read especially pp. 47-58] Available at: http://www.healthcouncilcanada.ca/rpt_det.php?id=437

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University of Alberta, School of Public Health Page 25

WEEK 12 (March 31) Presentation of Group Health Promotion Initiative; Synthesis, Reflection and Wrap-up (last class) Learning Objectives 1. 2. 3. 4. 5.

Critically reflect on the various roles that a health promoter is faced with in practice. Practice presenting results of group and related progress issues to colleagues. Practice providing, receiving and discussing critical feedback in a professional manner. Discuss experience of SPH 517 with colleagues and instructor.

Student Task & Deadlines: see pages 7 & 8 of this course guide for details *See pages 7--8 of this course guide for details related to the presentation. A. Using the peer feedback forms provided by the instructor in class, you will: (i) receive peer (working team) evaluation of the content and style of your progress presentation, and (ii) provide feedback on content and style to the other members of your assigned working team. B. Summary self-reflection: Using the guidelines provided in e-class, students will be provided with approximately one hour of class time to complete your final self-reflective summary Recommended Readings *Hancock, T. (2011). Health promotion in Canada: 25 years of unfulfilled promise. Health Promotion International, 26 (suppl 2): ii263-ii267.doi: 10.1093/heapro/dar06 - NOTE: This paper is in a special issue of HPI commemorating the Ottawa Charter. I would strongly recommend that you examine all of the articles in this issue. *Juneau, C-E., Jones, C.M., McQueen, D.V., & Potvin, L. (2011). Evidence-based health promotion: An emerging field. Global Health Promotion, 18(1): 79-89.

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University of Alberta, School of Public Health Page 26

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