Women-Children-Family-Health-Across-the-Lifecourse

Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 CHSC 510 Women, Children, and Family Health Across the LIfecourse Fall 2015 Syllabus Credits: semester hours Faculty: Tuesday, -11:45 AM SPHPI Room 118 Joan Kennelly, PhD, MPH, BSN Office Hours: Monday 12:00-1:00 PM and by appointment (SPHPI Room 653) 312-996-5752, kennelly@uic.edu Catalog Description Introductory overview of growth and development, health status measures, and health disparities for women, infants, children, adolescents, and families are considered from an ecological and life-course perspective Course Description Growth and development theories, milestones, and transitions for women, infants, children, adolescents, and families are examined The measurement of health and well-being of populations and population subgroups as well as the environmental and socio-cultural contexts within which health and illness are generated are discussed The influence of gender, class, race, culture, and social values on health, parenting, family composition, and customs across population groups are considered Students are introduced to the role of research in promoting the health of women, children, and families with an emphasis on the development of research questions and hypotheses Course Objectives At the completion of this course, students will be able to: a) Describe key theoretical frameworks relevant to human growth, development, and significant transitions across the life span b) Identify the parameters of normal growth and development and their role in maternal and child health status outcomes c) Describe the major social, cultural, biological, and environmental factors influencing health status and contributing to observed health disparities across population groups d) Articulate an understanding of the terms race, ethnicity, and culture and their use in public health surveillance and problem analysis e) Explain concepts of acculturation and enculturation; describe their manifestations in the health and well-being of individuals and families across the lifespan f) Identify leading morbidities and causes of mortality for specific age and population groups g) Identify key indicators and databases for measuring the health of women, infants, children, adolescents and families h) Be knowledgeable of the national Healthy People 2020 objectives for the MCH population as well as gaps and trends related to achieving these objectives i) Discuss the importance of empirical and applied research to the health of women, children and families j) Formulate a research question, conduct a comprehensive literature review, and compose a research abstract Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 Requirements: Enrollment in the UIC School of Public Health; other graduate students with the consent of instructor Prerequisites: None Placement in MPH Program: Introductory Core Course for the MPH MCH Concentration; Elective course for other UIC graduate students at the master or doctoral level Instructional Model: Faculty and guest lectures; student led discussion and presentations; as well as use of audio visual media Course Site: http://blackboard.uic.edu The course syllabus, non-text required readings, and other course materials are posted and available for download Required Texts: Berk, L.E Infants, Children and Adolescents 6th edition, Allyn and Bacon, Publishers, Boston, MA 2008 Kotch, JB Maternal and Child Health: Programs, Problems, and Policy in Public Health Third Edition, Jones and Bartlett, Publishers, Sudbury, MA., Other readings, videos and websites: Non-text readings are noted as either assigned or optional; they are posted by date under ‘course readings’ on the blackboard site; for some sessions there are also assigned videos; websites are also noted as either assigned or as ‘useful’ for you to explore When reviewing assigned websites and videos, be prepared to discuss your perspective on their relevance to the week’s topic, course objectives, and assigned readings Evaluation Criteria: Attendance and Active Participation 25% Students are expected to attend all class sessions and to be prepared to actively participate in discussions and in-class activities Planned absences should be discussed with faculty in advance In the event of an unanticipated absence, students are expected to contact faculty as soon as is feasible The CHSC 510 Absentee Policy is posted on the course Blackboard site under Course Materials Quality participation in all class activities is expected Student contributions enrich the learning experience for everyone Quality participation is defined as thoughtful comments and questions that are relevant to the discussion and demonstrate a degree of reflection, integration, synthesis, and evaluation of the issues under consideration Specifically students are expected to:  Demonstrate an understanding of the assigned readings and audio-visual materials  Pose intellectually stimulating questions  Provide clarity and depth of thought to course topics and issues  Articulate critical insights and alternative views in response to assigned materials based on knowledge, and experience  Actively engage in all class group work At the end of the semester you will be asked to complete two evaluation rubrics One is a self-evaluation related to your preparation for class as well as the quality of your class participation The other is for your group work You are asked to rate yourself and any relevant group members, on the quality, contribution, Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 and consistency of your respective work The evaluations are primarily for your self-reflection and to promote your understanding of course expectations Laptops, iPad and smartphones are welcome in the classroom environment for educational purposes only Other uses are not only distracting, but disrespectful of your colleagues and instructors Student projects: 75% Students will be assigned to the Discussion of Readings Assignment OR to the Special Topics Assignment Discussion of Readings Assignment 20% Student groups will be designated at our second class session Groups will be assigned a specific week in which they will facilitate an organized and effective discussion of the assigned readings and any required videos or websites from the course syllabus Discussions are expected to be approximately 60 minutes in length · Discussions should be organized around the main points of the assigned non-text readings/videos/ websites, and demonstrate an understanding of their relevance to the session specific objectives and overall course objectives Reference to the course texts and issues raised during faculty lectures may be made as appropriate It is helpful for discussions to have a beginning, middle, and end, and to provide clarity on the ‘take home points’ · Groups are asked to post 1-2 ‘good’ questions on the course Blackboard discussion board by noon on the Monday before their discussion "Good” questions are those that allow for a variety of responses to the issues under consideration and promote the expression of others’ perspectives, insights, and ideas Avoid questions with yes/no answers A good discussion question encourages critical thinking and conversation Questions may explore an understanding of the readings by moving from the general ideas of the readings to specific examples or instances, or by taking a specific example and applying it to a broader issue or context Questions might also address inter-relationships among subject matter or inquire into the appropriateness and plausibility of the assigned materials’ assumptions (explicit or implicit) or their theoretical perspective, findings, or recommendations Don’t overly focus on details…keep the big picture in mind · Students are expected to review the posted discussion questions before class in preparation for the discussion While the posted questions provide a common base for initiating discussion, they by no means are intended to limit or constrain the class discussion Discussion Leaders will be evaluated on their thoroughness in addressing the topics and issues raised by the readings/videos/websites, as well as the quality of the questions posed and their discussion facilitation Discussion participants will be evaluated by their quality participation in class discussions as described above The student discussion schedule will be posted to blackboard by September 3rd Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 Student ‘Special Topic’ Presentation 20% Student pairs will be designated at our second class session Each pair will identify a population group or area of interest from within the course topics (ex: Communities and Health, Parenting, Women’s Health) and inform Dr Kennelly of their choice via email by September 8th Students will then select a specific issue within the broader topic area (ex: Environmental Exposures and Child Health: Current Issues and Challenges; Reproductive Justice: What Is It? ) from a preset list; students may also propose a timely and relevant topic of their own choosing for faculty approval Students will post their Specific Special Topic Issues to the course BB discussion board (“Special Topics”) by September 15th All specific topics must be approved by Dr Kennelly before posting to blackboard Student pairs will investigate the special topic issue and prepare a 45 minute oral power point presentation (30 minutes for presentation and 15 minutes for discussion) to be presented in class The special topic assignments are intended to complement the readings, videos, websites, and lectures by providing in depth coverage of a timely and course relevant topic Issues of local, national and global scope are welcome In preparing ‘special topic’ presentations, students are asked to provide the following: a) Brief overview of why the topic is of public health importance b) Summary of what we know and understand (including knowledge gaps) about the topic/issue as reflected in the peer reviewed literature c) Available data that illuminate the issue and identification of any data gaps d) Description of the public health response to the issue including programs, policies, or other leadership activities e) If relevant, describe points of tension and sources of support for different perspectives on the issues f) List of references Presenters will post of their special topic references to the course BB site weeks before their respective presentations Other class participants are expected to read the reference papers in preparation for the discussion part of the presentation Presenters will be evaluated on the extent to which they have addressed points ‘a through f’ above, as well as on the overall clarity and delivery of their presentation Discussion participants will be evaluated by the quality of their participation in the class discussion as described above ‘Community Appraisal and Photo Project 25% This activity is designed to promote critical and reflective thinking on the meanings of space, place, community, and their relationship to population health Student groups will engage in a community appraisal and photo activity Groups will be established during our first class session; each group will select one of Chicago’s 77 designated community areas (CA) or one of the embedded neighborhoods within a CA Students are asked (to the extent possible) to familiarize themselves with the history of their selected community area regarding demographic trends, social and economic growth and development, and population health Students will physically explore the CA or specific neighborhood/area within the selected CA and submit to 12 digital pictures The photos should capture features of the environment as well as your perceptions of the geo-space, influences, and potential determinants of the health of the community Photos should be posted to the course BB discussion board (“Community Photos”) by 5pm on November 17th Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 The photos will be used to guide a class discussion of ‘Communities and Health’ on December 1st Students are expected to discuss their specific communities and photos incorporating relevant concepts and constructs learned throughout the course as well as from the readings and audiovisuals on ‘Communities and Health’ The area’s current demographics, social, economic, and population health status should be discussed and presented with pertinent community statistics All students are expected to participate in the discussion on each of the community presentations Student Semester Project: Generating a Research Question and Writing an Abstract 30% Project Activities Each student will select a public health issue/topic that they are interested in The issue/topic must relate to one of the age groups across the lifespan covered in the course or to an aspect of the environmental and socio-cultural contexts which influence population health and well-being From this issue/topic of interest, each student will generate a research question (that is, what is it you would like to know about your issue/topic of interest?) and write a research abstract The public health issue/topic should be posted on the course BB discussion board (“Semester Project Public Health Issue”) by September 8th Develop a Research Question: Considering your identified issue/topic, develop a sound analytic research question Be clear on what you want to know and why · Analytic research questions are statements that identify events or experiences to be studied, and contain at least two concepts placed in relation to each other They address relationships and associated outcomes /consequences among factors For example: Is there an association between antenatal depression and pregnancy outcomes? What is the relationship between immigration policies and the health of immigrants? Is adolescent smoking initiation associated with tobacco imagery in movies? · Research questions should be posted in the course BB Journal (“Semester Project Research Question”) no later than October 6th Faculty will provide confidential feedback to you about your research question via your journal on blackboard After your research question is approved, post it to the course discussion board in the ‘Approved Research Question’ Forum so that it can be shared with your fellow students Conduct a comprehensive review of the health, social science, and other relevant literature attempting to answer your question Compose a Research Abstract: The results of your comprehensive literature review will be the basis of your research abstract References and resources pertinent to writing abstracts are posted under the ‘course materials’ button on the course blackboard site In preparing to write your abstract, remember that your ‘research’ is using existing literature to describe and discuss the extent to which you can answer your research question · If you are able to answer your research question, be sure to describe the approach/methods used in terms of search engines, key words, and any inclusion/exclusion criteria Describe the number of studies you found, as well as the design of inquiry and approaches taken by the studies you Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 reviewed Present the study findings/results and include any challenges or gaps in the knowledge base · If you are not able to answer your question with the current literature, describe the approach/methods used in terms of search engines, key words, and any inclusion/exclusion criteria; also describe the design of inquiry and approaches taken by any studies you found Summarize the state of the literature relative to your question and present available data Discuss challenges and gaps in the knowledge base, and indicate what type of additional research you think is needed to answer your question and why There will be a one hour all class discussion on September 22nd dedicated to the semester project Students should be prepared to provide a status report on their semester project including a description of their public health issue and potential research questions being considered Students should demonstrate an understanding of the literature that they have reviewed to date and share any questions or concerns related to developing/finalizing their research question The session is intended to provide an opportunity for students to serve as resources and support for each other as well as to permit faculty input Each student will submit a ‘written abstract’ (250-300 words) of their semester project electronically to the course BB Journal (“Semester Project – Final abstract”) no later than 5PM on December 8th If you have any difficulty posting your abstract to Blackboard please email the abstract to kennelly@uic.edu Extra Credit Opportunities Students are welcome to investigate additional selected resources and earn up to 5% extra course credit A two-three page summary and reflective narrative of the substance of the resource material, its contribution to furthering your understanding and enhancing your knowledge base related to the course objectives should be posted in your student journal by 5pm on December 8th Extra-credit options: · Video: Neighborhoods and Health Disparities UNC Chapel Hill SPH Minority Health Project · Measuring Health Disparities CD, John Lynch and Sam Harper, Michigan Public Health Training Institute · Unnatural Causes – segments not viewed in class · Healthy Steps Videos: Units # 1, 4, 6, 7, 8, and · Total Control and You Go Girl - But only when you want to Missy Lavender and Dorothy Smith; Chicago http://www.totalcontrolprogram.com · Other resources/opportunities TBD and posted by September 29th Materials can be accessed through the CHS administrator, David Brand Directions for use, including ‘rental time’ limits, will be clearly specified All students are required to sign materials in and out Interested students should notify Dr Kennelly in advance Students are also welcome to engage these resources without credit for their own learning with faculty notification Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 Course Website Course business will generally be conducted through the UIC Blackboard program Pertinent information and course materials can be accessed directly through http://blackboard.uic.edu from your internet browser To login to Blackboard you will need to provide your UIC NetId and ACCC Common Password If you are new to Blackboard you are strongly encouraged to review the Instructional Technology Lab’s (ITL) Blackboard Student Support Information CHSC 510 Blackboard Organization Announcements: Look here for announcements about the class and related public health activities or events Please check this section frequently Syllabus: Course syllabus is here Course Readings: Course readings are from the required texts as well as relevant peer reviewed journals and other social science literature Folders for non-text weekly readings have been created and PDF’s are available here Class Assignments: Assignment listings and due dates are posted here Course Materials: Supplemental materials relevant to course lectures, readings, and websites can be found here Lecture Overheads: PowerPoint presentations related to class lectures are posted here Discussion Board: Forums for communication and discussion have been created; class assignments and presentations should be posted here Class Roster: Searchable index of students and instructors in CHSC 510 Library Resources: Library homepage, information on databases and other resources Support Site: Instructional Technology Lab – BLACKBOARD at UIC Participant Contact Information: Names, phone numbers, and UIC email of course participants Journals: private communication between student and faculty NOTE: All Blackboard discussion board postings will be available to be read by all of your classmates As such, please address private concerns about the course or ask private questions via your student journal site or email to kennelly@uic.edu Academic Integrity Statement Academic dishonesty is an offense against the University and I am obligated to report any incident to the Associate Dean for Academic Affairs Academic dishonesty includes (but is not limited to): cheating or assisting someone else in academic dishonesty, plagiarism, unauthorized possession of class materials (e.g., tests, reserve materials), and unauthorized changing of one's grade Students are encouraged to Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 consult their instructor on rules for proper citation, or website sources such as: http://www.library.illinois.edu/ugl/howdoi/citations.html Two excellent sources which define plagiarism and how to avoid it may be found at: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml and http://owl.english.purdue.edu/owl/resource/589/01/ Students are also strongly encouraged to review UIC's Guidelines on Academic Integrity at http://www.uic.edu/depts/dos/studentconduct.html and the School of Public Health's Student Honor Code at http://publichealth.uic.edu/media/uicedu/sph/studenthandbooks/20142015/SPH,Academic,Policies,and,Procedures,Handbook,2014-2015.pdf Mutual respect clause: Mutual Respect and Tolerance Statement: Public health deals with controversial issues from multiple perspectives and consideration of these issues may cause disagreements among us or may evoke strong personal feelings, depending on our individual experience, histories, identities and worldviews Therefore, in all of our interactions and communications, it is important that we strive to have mutual respect and tolerance for one another and for any course guests and members of the community with whom we come into contact If you feel you have been offended by any content or interactions, you are encouraged to discuss this with the instructor or another faculty member Special accommodation: If you require special accommodation because of a disability you must register with the UIC Disability Resource Center; also please notify me of this requirement when it is established (See: http://www.uic.edu/depts/oaa/disability_resources/index.html.) If you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me today You can see me after class or email me Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 Course Schedule August 25, 2015 Week 1: Introductions and Course Overview Review of Course Concepts, Frameworks, and Theories Kennelly · Welcome and Self Introductions · Review of Course objectives, class assignments, required readings, evaluation criteria and use of blackboard · Establish Community Appraisal and Photo Groups and select Community Areas/Neighborhoods Kennelly · Orientation to the ecologic framework and life-course approach to health utilized in the course; · Introduction of additional concepts and constructs addressed in the course: population health, health disparities, equity, race, ethnicity, class, culture, gender, and social context Assigned Readings: Berk Text – Chapter 1, pp 25-30 Kotch Text – Chapter 1, pp 3-10; Chapter 4, pp 65-85; Chae, D., Nuru-Jeter, A.M., Lincoln, K.D., Francis, D.D Conceptualizing Racial Disparities in Health DuBois Review, 8:1 (2011) 63-77 Egerter, S., Braveman, P., Barclay, C Stress and Health, Issue Brief #3; Robert Wood Johnson Foundation March 2011 Halfon, N., Larson, K., Lu, M., Tullis, E., & Russ, S Lifecourse Health Development: Past, Present, and Future Matern Child Health J (2014) 18:344-365 Rose, G Sick Individuals and Sick Populations Int Journal of Epidemiology 2001; 30:427-432 Assigned Videos: "Cultural Humility: People, Principles and Practices," : new 30-minute documentary by Vivian Chávez that mixes poetry with music, interviews, archival footage, images of community, nature and dance to explain what is “Cultural Humility” and why we need it http://www.youtube.com/watch?v=_Mbu8bvKb_U&list=PL879555ABCCED8B50&feature=view_all Out in the Rural on Video ► 23:01► 23:01 vimeo.com/9307557 H.Jack Geiger_ Health Justice and Social Justice: Can We Lurch Toward Equity https://www.youtube.com/watch?v=2FosaApdEvc Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 Required Website: http://www.pbs.org/race/000_General/000_00-Home.htm Race: Power of an Illusion - explore interactive site Useful Websites:  American Anthropological Association’s Race Project: Looking at Race Through Lenses: www.understandingrace.org  Social Science Research Council: Is Race Real?  Revised OMB Directive 15 - Standards for the Federal Classification of Data on Race and Ethnicity7 http://www.whitehouse.gov/omb/fedreg/1997standards.html   American Anthropological Association’s response to original the OMB Directive 15 http://www.aaanet.org/gvt/ombdraft.htm  American Anthropological Association’s Statement on Race http://www.aaanet.org/stmts/racepp.htm http://raceandgenomics.ssrc.org September 1, 2015 Week 2: Public Health Surveillance 9:00 – 9:15 Establish Reading Discussion and Special Topics Teams 9:15 -10:30 All Student Discussion of Readings/Videos/Websites from Week Come to class prepared to share your understanding, reactions, insights and questions related to the concepts and ideas presented in the readings, videos and websites from week one Kennelly 10:45 – 11:45 Public Health Surveillance and Data across the Lifespan · What is Pubic Health Surveillance? · Introduction to National, State, and Local Databases and Surveys related to the health of women, children and families; Overview of issues related to data quality, reliability and validity of measures · Overview of HP2020 MCH and related National Objectives · Health Indicators: characteristics, selection criteria, quality and timeliness Assigned Readings Berk Text – Chapter 1, pp 31 – 46 Kotch Text – Chapter 10, pp 233-253 Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 Thacker, S., Stroup, D.F., Carande-Kulis, V., Marks, J.S., Roy, K and Gerberding, J.L Measuring the Public’s Health Public Health Reports vol.121: January-February 2006 pp14-22 Shavers, V.L (2007) Measurement of Socioeconomic Status in Health Disparities Research Journal of the National Medical Association, 99(9), 1013-1023 Viruell-Fuentes, E.A., Miranda, P.Y., & Abdulllrahim, S More than culture: Structural racism, intersectionality theory, and immigrant health Social Science and Medicine 75 (2012) 2009-2106 Gopal,K S., Rodriiguez-Lainz, A & Kogan, M Immigrant Health Inequalities in the United States: Use of Eight Major National Data Systems The Scientific World Journal, Volume 2013, Article ID512313 http://dx.doi.org/10.1155/2013/512313 Panel on DHHS Collection of Race and Ethnic Data Executive Summary In: Eliminating Health Disparities: Measurement and Data Needs Eds Michele Ver Ploeg and Edward Perrin, pp 1-13 National Academies Press, 2004 OPTIONAL McDowell, I., Spasoff, R.A., & Kristjansson,B On the Classification of Population Health Measurements Am J Public Health 2004; 94:388-393 OPTIONAL Useful Websites: www.hsph.harvard.edu/mch-cyf-concentration/mch-data-connect http://www.healthypeople.gov www.cdc.gov/reproductivehealth/Data_Stats/index.htm www.cdc.gov/mmwr/preview/mmwrhtml/rr5013a1.htm http://phpartners.org/health_stats.html http://www.who.int/topics/public_health_surveillance/en/ September 8, 2015 Week 3: Introduction to UIC Library Resources and Services 9:00-11:45 AM Prof Rosie Hanneke Assistant Professor and Assistant Information Services/Liaison Librarian UIC Library of Health Sciences · · · · Review of UIC library health and social science resources and research databases Navigate UIC’s databases and conduct your own specific search Understand guidelines for citing works of literature Introduction to SimplyMap, a database for generating maps, and reports on health stats at the national, state, county, or neighborhood level ** This class will be held in SPHPI Computer Lab, B34 ** 1 Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 September 15, 2015 Week 4: Using Public Health Surveillance to Inform MCH Practice and Research with Examples from National Child Health Surveys: · National Survey of Children with Special Health Care Needs (NS-CSHCN) – 2009/2010 · National Survey of Child Health (NSCH) – 2011/2012 · National Health Interview Survey (NHIS) Child Supplement – 2011/2012 · Survey of Pathways to Diagnosis and Services - 2011 (follow-up for those with Autism from 2009/2010 NS-CSHCN) ** This class will be held in the computer lab in the basement of SPHPI B34** Guest Lecture: Kristin Rankin, PhD Assistant Professor, Division of Epidemiology and Biostatistics During this class Dr Rankin will introduce students to the web-based Data Resource Center (DRC) for Child and Adolescent Health (http://childhealthdata.org) and demonstrate how to use the query tools to analyze data from national surveys of children Students will specifically explore the contents of the surveys listed above and engage in data exercises to generate state and regional profiles of key indicators as well as compare indicators across geographic locations and/or population groups Students will also learn about methods for producing local estimates from state data and the ongoing re-design of the national surveys to address ongoing challenges in reaching a representative population via telephone sampling methods Assigned Readings and Activities Prior to the Session: · Data Resource Center – Summary Slide Presentation (available on Blackboard): Includes relevant information on CSHCN and the Medical Home, as well as suggestions about using data effectively Compiled from multiple presentations available from DRC · In addition, to participate in this interactive computer-based session, students are required to complete the two online tutorials and review other materials on the website prior to class, specifically: a Watch both tours – “Getting Started with your Data Search” and “Interpreting your Data” and read the Quick Guide to Searching the Data, all available at http://childhealthdata.org/help/how b Read “Making National Survey Data Come Alive” handout at http://childhealthdata.org/docs/drc/making-data-come-alive.pdf c Review the “Guide to Topics and Questions Asked” for the three surveys (located here: http://childhealthdata.org/learn/topics_questions) and begin identifying a topic area that you would like to explore further during the in-class exercises d Browse a few Examples of Data Use: http://childhealthdata.org/action/examples Additional Resources (Optional): · National Reports, including The Health and Well-Being of Children: A Portrait of States and the Nation 2011-2012: http://www.mchb.hrsa.gov/publications/index.html · Generating local estimates: http://www.childhealthdata.org/docs/nsch-docs/local-use-of-state-dataand-synthetic-estimates.pdf Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 September 22, 2015 Week 5: Research and MCH Geographic Information Systems for Public Health Surveillance: Issues and Challenges Theories of Child Development 9:00 – 10:30 AM Kennelly · Introduction to the role of research and epidemiology in promoting the health of women, children and families · NB: Overview of child growth and development theories - a PPT presentation with notes on ‘Developmental Science and Theories of Human Development’ will be posted on blackboard This presentation should be reviewed and read prior to our class session on September 29th 10:45 - 11:45 Discussion of Semester Project and Student Research Questions Students will present a status report on their semester project Students will identify their public health issue and discuss their ideas regarding potential research questions demonstrating an understanding of the relevant literature, and sharing questions or concerns related to developing/finalizing their research question The session is intended to provide an opportunity for students to serve as resources and support for each other as well as to permit faculty input Assigned Readings Kotch Text – Chapter 17, pp 395-428 Cromley, E.K & McLafferty, S.L (2002) GIS and Public Health New York, NY: The Guilford Press CDC Division of Nutrition, Physical Activity and Obesity Healthier Food Retail: Beginning the Assessment Process in Your State or Community http://www.cdc.gov/obesity/ Fetherling, J.T & Frazier, A GIS Technology Speeds the Journey to Population Health Management Spectrum, May/June 2013 Thornton, L.E., Pearce, J.R., Kavanagh, A.M Using Geographic Information Systems (GIS) to assess the role of the built environment in influencing obesity: a glossary International Journal of Behavioral Nutrition and Physical Activity 2011, 8:71 (http://www.ijbbbnpa.org/contents/8/1/71) Useful Websites/Resources www.gis.com www.hsph.harvard.edu/thegeocodingproject The Public Health Disparities Geocoding Project Monograph Interesting sections: a) Executive Summary (check out State Health Departments with reports using the methodology) b) Introduction Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 c) Geocoding WEAVE – a data mapping tool being developed by a consortium of universities and non-profits As more and more public health work is connected to the built and social environment, tools like this help make bridges and make data available in new and interesting ways Overlays of data sets are easy to accommodate and interactive charts and scatter-plots can be created that actively coordinate with the maps A handy feature is the tool that allows you to select a census tract and pull up whatever census data has been incorporated (The University of Massachusetts at Lowell deserves a lot of credit for overcoming the urge to make money out of everything because it waved certain proprietary interests to make this available as open source This is still in beta release, so there may be some bugs - they'd be delighted to hear from users! It's not all that hard to learn and your creations and your data sets will be welcomed) Georgia: Atlanta area foreclosures http://metrobostondatacommon.org/ September 29, 2015 Week 6: Ages 0-5: Growth and Development Measures and Health Status 9:00 -10:30 AM Caskey Ages 0-5 · · · · · · · · · Overview of fetal development and prenatal environmental influences Infant health assessment and newborn screening Discussion of physical, cognitive, emotional, and social growth and development CDC growth charts and WHO International proposed growth standards Developmental Screening and to Anticipatory Guidance: Ages and Stages, MCHAT, Bright Future guidelines Epidemiology of leading morbidities and mortalities for this age group: Overview of relevant HP2010 objectives, and leading health status indicators Review of trends in fetal, neonatal, post-neonatal, and infant mortality, prematurity, low birthweight, and SIDS Characteristics and structure of family Role of government promoting family health (WIC, etc) 10:45 – 11:45 Student Discussion of non-text Readings for Week - Focus on current inequities in child health Assigned Readings: Berk Text: Chapter 2, pp 51-62 Chapter 3, pp 97-118 Chapter 4, pp 146-157 Chapters 5, 6, and Kotch Text: Chapter 3, pp 35-64 Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 Chapter 6, pp 105-117 (through interactions among RF) Chapter 7, pp 137-150; 158-168 Brito, P.R & Perez-Escamilla, R No second chances? Early Critical periods in human development Social Science and Medicine 97 (2013) 238-240 Michelle J.K Osterman, Kenneth D Kochanek, Marian F MacDorman, Donna M Annual Summary of Vital Statistics: 2012-13 Pediatrics May 2015 DOI: 10.1542/peds.2015-0434 Sara B Johnson, Anne W Riley, Douglas A Granger and Jenna Riis The Science of Early Life Toxic Stress for Pediatric Practice and Advocacy Pediatrics 2013;131;319 The Debate: Why is equity in health care crucial for the well being of children? UNICEF Office of Research – 2012 http://bit.ly/wsUmlg Identifying Infant and Young Children with Developmental Disorders in the Medical Home AAP Committee on Children with Disabilities 2006 Mei, Z, Ogden CL, Flegal KM, Grummer-Strawn, LM.Comparison of the Prevalence of Shortness, Underweight, and Overweight among US Children Age – 59 months Using CDC and WHO Growth Charts Journal of Pediatrics, November 2008 Optional Greer, F Time to Step Up to the Plate: Adopting the WHO 2006 Growth Curves for US Infants – Editorial Journal of Pediatrics, November 2008 Optional Useful Websites: http://www.mchb.hrsa.gov/chusa_06/ www.brightfutures.org http://www.cdc.gov/growthcharts/ http://www.who.int/nutrition/topics/childgrowth/en/index.html http://www.who.int/childgrowth/standards/technical_report/en/index.html October 6, 2015 Week 7: Ages 6-11: Growth and Development Measures and Health Status 9:00-10:30am Caskey · Overview of normal growth and development: physical, cognitive, emotional, and social milestones · Review of Oral health and nutritional needs · Epidemiology of leading morbidities and mortality for this age group · Review of relevant HP2010 objectives and key health status indicators · Anticipatory guidance and content of well-child care: AAP Periodicity and Bright Futures Guidelines · Child behavior and functional status check lists and quality of life assessment Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 10:45 – 11:45 Student Discussion of non-text Readings for Week Focus on childhood development from the perspective of families, schools, and society; include consideration of the effect of childhood disability across the lifecourse Assigned Readings: Kotch Text: Chapter 8, pp 169-176; 178 (School Health)-192 Chapter 15, pp 357-370 Berk Text: Chapters 11, 12, 13 Friedman SL, et al Planning in Middle Childhood: Early Predictors and Later Outcomes Child Development, Aug 2014 Real Families, Real Facts: Research Symposium on LGBT-headed Families Published by Family Pride Marriage and the Well-Being of Children J Garrett, J Lantos Pediatrics 2013 Flores G, Lin H Trends in racial/ethnic disparities in medical and oral health, access to care, and use of services in US children: has anything changed over the years? International Journal for Equity in Health Nansel, T.R., Overpeck, M.D., Haynie, D.L., Ruan, W.J and Scheidt, P.C Relationship Between Bullying and Violence Among US Youth Arch PediatrAdolesc Med April 2003; vol 157; 348-353 Optional Anda, R The Health and Social Impact of Growing up with Adverse Childhood Experiences.Adverse Childhood Experiences (ACE) Study Optional Optional Websites: http://www.mchb.hrsa.gov/chusa_06/ www.brightfutures.org www.pedsql.org October 13, 2015 Week 8: Ages 12-19 Growth and Development Measures and Health Status 9:00 -10:30 Caskey · Overview of normal growth and development: physical, cognitive, emotional, and social milestones and transitioning into adulthood · Epidemiology of leading morbidities and mortality for this age group · Review of relevant HP2010 objectives key health status indicators · Recommended anticipatory guidance and unique health issues: sexual maturation, eating disorders, adolescent sexuality, gender identity and risk taking behavior · American Medical Associations Guidelines for Adolescent Preventive Services (GAPS) 10:45 – 11:45 Student Discussion of non-text Readings for Week Focus on adolescent development from the perspective of families, schools, and society; include consideration of the effect of adolescent disability across the lifecourse Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 Assigned Readings: Kotch Text: Chapter 9, pp.193-212 (up to PH programs for adolescents) Berk Text: Chapters 14, 15, 16: MMWR Youth Risk Behavior Surveillance – U.S 2013 John Culhane More than the Victims: A Population-Based, Public Health Approach to Bullying of LGBT Youth Rutgers Law Review, vol 38, 2011 Olsen EO, Kann L, Vivolo-Kantor A, et al School Violence and Bullying Among Sexual Minority High School Students, 2009- 2011 J of Adolescent Health, 55 (2014) Halfon N, et al Changing the Landscape of Disability in Childhood Prevention of Childhood Disability: Elevating the Role of Environment Optional Oliva,G., Brindis, C and Cagampang, H Developing a Conceptual Model to Select Indicators for the Assessment of Adolescent Health and Well-Being University of California, San Francisco, White Paper Optional Useful Websites: http://www.mchb.hrsa.gov/chusa_06/ www.cdc.gov/HealthyYouth/yrbs/index.htm www.brightfutures.org Guidelines for Adolescent Preventive Services (GAPS) available at: www.ama-assn.org/ama/pub/category/1980.html October 20, 2015 Week 9: Communities and Health: Concepts, Indicators, and Measurement 9:00 – 9:15 Community Photo Project – Questions?? Issues?? Kennelly: Presentation posted to blackboard Review slides and notes prior to class Be prepared with questions and perspectives to contribute to class discussion · Neighborhoods and the built environment: concepts, definitions, measures of community characteristics and their effects on health; · Populations and Individuals · Introduction to Multilevel Measurement and Analysis 9:15 – 10:15 In-class viewing of Unnatural Causes… is inequality making us sick? Segments: Place Matters & Not Just a Paycheck Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 10:30 – 11:45 Student Led Discussion of non-text Readings and Video for Week Assigned Readings: Berk Text - Chapter 2, pp.75-89 Kotch Text - Chapter 13, pp 301-324 Anderson, L.M., Scrimshaw, S.G., Fullilove, M T., Fielding, J.E., & the Task Force on Community Preventive Services The Community Guide’s Model for Linking the Social Environment to Health Prev Med 2003; 24(3S) Am J Gauderman,W.J., Urman, R.,Avol, E.,Berhane, K., McConnell, R., Rappaport, E.,Chang, R., Lurmann, F & Gilliland, F N Engl J Med 2015 ; 372 ;905-13 Wilson, S.M (2009) An Ecologic Framework to Study and Address Environmental Justice and Community Health Issues Environmental Justice, 2(1), 15-23 Semenza, J.C & Krishnasamy, P.V (2007) Design of a Health-Promoting Neighborhood Intervention Health Promotion Practice, 8(3), 243-256 Optional Assigned video: Race: The Power of an Illusion The House You Live In - The Genesis of Discriminatory Housing Policies https://urldefense.proofpoint.com/v2/url?u=https-3A vimeo.com_133506632&d=BQMCAw&c=WORGvefibhHBZq3fL85hQ&r=BSEKa4an1ZwnqPzKBhaOFfhSTFjvlKamMXPybAjNArc&m=ol0FZ7udaHSFGdNAzdflgzYoqXJc8jAsdrLXmFsgHc&s=K1KCa_sSTzayk1EEOpzIurqqj4dXuvdFYy2Hpzgmxw&e Useful Websites: http://mchb.hrsa.gov/chusa08/popchar/pages/107nc.html http://www.kaisernetwork.org www.policylink.org www.urban.org www.rand.org October 27, 2015 Week 10: Women Ages 20-44 and 44+: Well-Being, Reproductive Choices, and the Special Concerns of Aging -10:30 AM Kennelly · Women’s well-being: relationships, sexuality, body image, nutrition, physical activity, substance use, violence Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 · · · · · Well women care: reproductive health choices, family planning and contraception including elective abortion; pre and inter-conceptional care Midlife and Menopause Consideration of changes and transitions in growing older Epidemiology of leading morbidities and mortality for women Review of relevant HP2020 objectives and key health status indicators 10:45 – 11:45 AM Student Led Discussion of non-text Readings for Week 10 Assigned Readings: Kotch Text: Chapter 11, pp 255-283 Chapter 14, pp 325-337 (through Implications for MCH) Wise, P.H (2008) Transforming Preconceptual, Prenatal, and Interconceptional Care Into a Comprehensive Commitment to Women’s Health Women’s Health Issues, 18S, S13-S18 Phillips, S.P Including Gender in Public Health Research Public Health Reports 2011; Supplement Volume 126:16-21 Report of the American Psychological Association Task Force on the Sexualization of Girls, Executive Summary 2007 www.apa.org/pi/wpo/sexualization.html Liang, J & Luo B Toward a discourse shift in social gerontology: From successful aging to harmonious aging Journal of Aging Studies 26 (2012) 327-334 Centers for Disease Control and Prevention MMWR Surveillance Summaries/Vol.63/No.8 Prevalence and Characteristics of Sexual Violence, Stalking, and Intimate Partner Violence Victimization — National Intimate Partner and Sexual Violence Survey, United States, 2011 September 5, 2014 OPTIONAL Centers for Disease Control and Prevention MMWR Recommendations and Reports/Vol.63/No.4 Providing Quality Family Planning Services: Recommendations of CDC and the U.S Office of Population Affairs April 25, 2014 OPTIONAL Useful Websites: www.agi-usa.org www.womenshealth.gov www.nhlbi.nih.gov November 3, 2015 NO CLASS AMERICAN PUBLIC HEALTH ASSOCIATION MEETING Exploring Determinants and Variation in Population Health : CHSC 510 Fall 2015 November 10, 2015 Week 11: Pregnancy, Childbirth, and the Transition to Parenthood - 10:30 Kennelly · Physiological, Psychological, and Social Changes of Pregnancy · Healthy Pregnancies: Assessment and Measurement · Prenatal Care-Content, Initiation, and Adequacy · Birth Process and delivery experience: hospital and home births, attendants and method of delivery · Breastfeeding, and length of stay · Epidemiology of maternal morbidities and mortality and adverse reproductive health outcomes · Transition to Parenthood 10:45 – 11:45 Student Led Discussion of non-text Readings and Video for Week 11 Assigned Readings: Kotch Text: Chapter 6, pp 111(Maternal Mortality) -136 Chapter 14, 342 (Breastfeeding) - 356 Berk Text: Chapter 3, pp 119-124 Chapter 4, pp 129-145; Fuentes-Afflick, E., Odouli, R., Escobar, G.J., Stewart, A.L & Hessol, NA Maternal Acculturation and the Prenatal Care Experience Journal of Women’s Health Volume 23, Number 8, 2014 DOI:10.1089/jwh.2013,4585 Povich, D., Roberts, B., & Mather, M Low-Income Working Mothers and State Policy: Investing for a Better Economic Future Policy Brief Winter 2013-2014 The Working Poor Families Project www.workingpoorfamilies.org Bernstein, P.S & Merkatz, I R A Life Course Perspective on Women’s Reproductive Health and the Outcome of Pregnancy Journal of Women’s Health Volume 19, Number 3, 2010 DOI:10.1089/jwh.2009.1397 Declercq E., Menacker, F and MacDorman, M Rise in “no indicated risk” primary caesareans in the United States, 1991- 2001: cross sectional analysis BMJ 2005; 330; 71-72 OPTIONAL Mosher, W.D., Jones, J., & Abma, J Intended and Unintended Births in the United States 1982 – 2010 National Health Statistics Report 2012; 55 OPTIONAL Assigned Video: Birth by the Numbers Video - https://www.youtube.com/watch?v=a_GeKoCjUQM Useful Websites: http://www.childbirthconnection.org/ http://www.cdc.gov/ncbddd/pregnancy_gateway/index.html Exploring Determinants and Variation in Population Health: CHSC 510 Fall 2015 www.contemporaryfamilies.org http://transform.childbirthconnection.org/resources/datacenter http://www.marchofdimes.com/peristats/Peristats.aspx November 17, 2015 Week 13 Student Special Topic Presentations November 24, 2015 Week 14 ‘Absolutely Safe’ – Film review and class discussion December 1, 2015 Week 15 Community Appraisal and Photo Projects Presentation of students’ community photos and discussion of ‘Communities and Health’ Your photos will be used to direct the discussion; please come prepared to discuss specific details about the communities/neighborhoods you photographed Overall, the class discussion is expected to reflect a synthesis of the major concepts and multi-level factors presented during the course which influence health across the lifespan and contribute to observed health patterns and disparities across population groups and communities December 8, 2015 Week 16: Semester Project Abstracts Due – post abstracts in your student journal by 5PM; also, email abstracts to kennelly@uic.edu by 5PM Extra Credit Narratives Due (optional) - post to your student journal site by 5pm; also e-mail to kennelly@uic.edu