GCHB 6030: Social and Behavioral Aspects of Global

Health
ONLINE SPRING 2016

COURSE SYLLABUS
INSTRUCTOR:
WEBSITE:
MY OFFICE:
EMAIL:
TA:

Kathleen Welch, PhD, MPH, MA

Tulane Course Blackboard
By Appointment
kwelch@tulane.edu
Maria Baimas-George: mbaimasg@tulane.edu

COURSE DESCRIPTION
This course covers the behavioral, social and cultural aspects of health and
disease in both developed and developing countries. Participants learn how
behavioral and social theories are relevant to health promotion and disease
prevention efforts. The course will explore factors that protect or erode health
operate at multiple levels (including individual, community, societal and global
levels) and discuss how interventions are developed to improve health by
addressing critical factors at these levels.

COURSE READINGS/ VIEWINGS

TEXTBOOK: Glanz K, Rimer BK, Viswanath V (Eds.). Health Behavior and Health
Education: Theory, Research, and Practice, Fourth Edition. San Francisco: JosseyBass, Inc., 2008.
For an easy reading of the theories covered in class you can review: Theory at a
Glance. National Cancer Institute
http://sbccimplementationkits.org/demandrmnch/ikitresources/theory-at-aglance-a-guide-for-health-promotion-practice-second-e dition/
Additional mandatory readings will be posted on Blackboard and in course
outline
VIEWINGS (what you'll be watching)
Narrated Modules on topics via Recorded posted on Blackboard
Unnatural Causes videos: http://www.mediafire.com/?1ycuvuuuat80d

TEACHING STRATEGIES

GCHS 603- SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (ONLINE)

SPRING 2016

This course uses various teaching strategies designed to encourage critical

thinking and discussion, as well as to accommodate participants' varying
learning styles. There will be lectures supported with PowerPoint presentations,
videos, online community discussion. Participants will complete a series of
assignments, leading to a larger final project.

PARTICIPANT LEARNING OBJECTIVES

1- Explain the contribution of social and behavioral sciences to public
health domestically and abroad and how they complement more traditional
public health disciplines.
2- Evaluate the importance of social and behavioral aspects of health
determinants to the development and maintenance of the health of a nation.
3- Identify the role of race, class, ethnicity, gender and culture, including
discussion of major schools of thought regarding these factors.
4- Examine and critique behavior change theoretical frameworks for
understanding social and behavioral interventions.
5- Identify the contributions of various research approaches in
understanding and addressing public health problems related to social and
behavioral factors at multiple levels.
6- Discuss the importance of effective communication and social
marketing as tools in health promotion interventions that address social and
behavioral aspects of global health.
7- Identify the importance of cultural competence in working with diverse
communities to affect changes.
8- Apply a social ecological framework to identify how individual,
community, and population health is affected by factors at multiple levels,
including individual, interpersonal, organizational, community, societal, and
global levels.
COURSE POLICIES, PROCEDURES AND REQUIREMENTS
Since teaching and learning are dynamic processes, we may modify the course
syllabus, course content, participants evaluation performance and course policy,
as required by either good judgment or circumstances. As much as possible,
changes will be made with participants inputs. Any changes will be promptly
announced via email and/or on Blackboard.

The Course Community

Social psychology has taught us that we are social beings, and thus, learn
socially. Accordingly, this course is designed with three levels of dialogue:
participant-with-resources, participant-with-participant, and participant-withfaculty. Thoughtful and timely use of all three creates our course community,
which will support our success in learning this term.
Participant-with-resources: Participants are asked to use a variety of online
resources for this class. Faculty will provide lectures, slides, videos, articles, and
2

other viewable and/or downloadable resources. Participants are expected to

equip themselves appropriately in order to use these resources. Failure to
access materials due to technological complications, regardless of participant
location or situation, does not constitute an excuse for late, insufficient, or
missing work. Participants are expected to utilize course resources fully, and in a
timely manner, in accordance with the syllabus.
Participant-with-participant: The Discussion Forums through the Tulane
University Blackboard system is a faculty-viewed space for participant
discussion. Participants are expected to interact regularly in this space. Faculty
and participants are asked to introduce themselves in this space within the first
week, so that we can learn more about each other. Following this week, the
discussion space is for participants to add experiences from their academic,
professional, or personal lives that relate to course topics. It is also a space to
ask questions or make statements about materials that have been presented in
class. Participants are expected to interact in the space in a manner that shows
interest and engagement in both the materials and the diverse experiences we
all bring to it. Please keep in mind that this is an online course and many of
those participating are remote: meaning that we have a wealth of real-time
experiences all of us are bringing to the materials each time we log in. If you
tweet or keep a blog about public health issue, or have read something you feel
is relevant to class, you are encouraged to share links and have discussions
about them. You are expected to be thoughtful and generous in your bringing
these experiences to the online community through the discussion forum.
Participant-with-faculty: At the start of each week, faculty will reach out to
all enrolled participants with a reminder of what is expected for the coming
week, either directly or via the course TA. Participants are welcomed to contact
both the course TA and course faculty with questions. Efforts will be made to
answer discussion forum and emailed questions within 24 hours.
Announcements about availability of the course TA and course faculty will be
included in the weekly reminder email.

Use of blackboard
You will need to be able to access the course materials, quizzes, etc through the
myTulane Blackboard system. To access it, you need your Tulane network ID and
password.

Additional web resources

You may be asked to access additional websites for materials. All weblinks will
be posted to Blackboard and/or communicated via email.

Attendance
This course is 100% online. You are not expected to physically be present in
New Orleans for success in this course. You are, however, required to be
virtually present. This means that you are demonstrating learning through

GCHS 603- SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (ONLINE)

SPRING 2016

asynchronous (on your own time) activities, as described in the syllabus. You are
expected to manage your time appropriately and in accordance with the
instructions provided for you in the syllabus and via Blackboard.

Scholastic dishonesty and plagiarism

Participants are responsible for knowing the Tulane University Honor code and
policy on participant conduct and dishonesty. Any action that indicates a lack of
academic honesty and inRecorded shall be considered a violation of the code of
academic conduct.

Special accommodation
Participants who need special learning accommodation should first register to
the Office of Disability Services (504) 862-8433, located in the Mechanical
Engineering Building (uptown campus). Registered participants who need
assistance in my course should contact me before the end of the second week of
class.

PARTICIPANT PERFORMANCE INDICATORS

LATE ASSIGNMENTS, QUIZZES, DISCUSSION BOARD POSTS ARE NOT
ACCEPTED.
Quizzes There will be 4 short quizzes throughout the semester. These will include
multiple choice, short answer questions and short essays addressing materials
covered in the lectures, assigned readings, and audio materials. The final
examination in the course will be comprehensive. All quizzes will be conducted
online.
Discussion board posts/ Online Community Contributions Participants are expected
to engage in the online discussion forum in a manner that is thoughtful, reflective,
relevant, and scholarly at least once each week. There will be five Discussion Board
Forums for this course. Participating in the Discussion board is important for two
reasons : 1) it gives you an opportunity to think critically about the topic/question(s)
assigned for the discussion, and 2) by posting your response, you will be able to
have an informal dialogue with other participants in class regarding the same
topic/question. Responses will be scored on your ability to show critical reflection,
articulation of ideas, pro or con on the topic, and in-depth analysis of your reactions
and responses to the topic/question at hand. Each participant earns 7 points for
posting at least one response to the questions/topic (due by Thursday the week
its due.) 3 additional points for at least one response to another
participants posting. (due by Sunday) By posting twice per topic you can earn
a maximum of 10 points for each topic.
Peer review of Course project presentation. A rubric to review your peers
presentations will be provided. You will need to review at least 4 presentations to

earn full credit. This will be done individually. The rubric for this assignment can be
found on Blackboard under Quizzes/Assignments.
Course project The project involves an analysis of the socio-ecological factors that
influence a risk behavior, and the development of a multi-level intervention to
address the problem. Assignments for the Course Project will be conducted as a
group. See Blackboard (UNDER QUIZZES/ASSIGNMENTS) for expanded
descriptions of the four assignments, and samples. Google docs is an efficient
and effective way to work as a group and share the document you are
working on.

GRADING PARTICIPANTS PERFORMANCE

Final exam 50 points

Discussion Board posts - 5 @ 10 points each
Short Quizzes 4 @ 20 each

Point
value
50
50
80
200

% of
score
12.5%
12.5%
20%
50%

20

5%

400

100%

Course project

Peer review of PowerPoints 4 @ 5pts each

GROUP COURSE PROJECT (Go to QUIZZES/ASSIGNMENTS ON

BLACKBOARD FOR MORE DETAILS ON EACH ASSIGNMENT)
Assignment 1:

Problem Definition

Describe the behavioral risk factor (BRF)

Specify your target population and geographical location

Describe the extent of the associated health burden

Support your 300 word narrative with data and 2-3

references

GCHS 603- SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (ONLINE)

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ALSO include a preliminary list of 2 references for each
level of the SEM, individual, interpersonal, community, societal (total of at
least 8 references in this lit search)

Assignment 2: Risk Factor Analysis & Conceptual Frameworks

At each level of the Socio-Ecological Framework, provide a

description of the variables/factors that influence the risk behavior of interest (at
least 3 appropriate references per level of analysis)

Design a conceptual framework that illustrates the linkages

and write a narrative

Design a comprehensive SE Framework

Assignment 3:Intervention Proposal

Identify and develop a multilevel intervention that builds on

the conceptual framework presented

Identify elements of behavioral change theory (ies) that will

be included in your intervention

Design a prevention/communication message (short video,

skit, song, PSA, poster, etc.) that is catchy or fun. Your activity must debug a barrier
identified in your risk factor analysis.Write your final report

List all references at the end of the report

Assignment 4:

PowerPoint Presentation of proposal: See Blackboard

Course Project
Assignment 1:Problem Definition
Assignment 2: Risk Factor Analysis & Conceptual
Frameworks
Assignment 3:
Intervention Proposal
Assignment 4 PowerPoint Presentation of proposal:
Total

20
70

10%
35%

90
20
200

45%
10%
100%

GRADING SCALE FOR GCH 603

A 95 100
A- 90 94
B+ 85 89
B 80 84
B- 75 79
C 70 74
F <70

INSTRUCTIONS FOR WRITTEN ASSIGNMENTS

All papers must adhere to the following format:
COVER PAGE that includes the title of your project, assignment #, and
your name(s)
FONT TYPE: Times New Roman
FONT SIZE: 12 point max
SPACING: one-and-a-half

MARGINS: min; 1 max

Use APA style for citation: http://owl.english.purdue.edu/owl/resource/560/01/

References used for the literature review should come from recognized sources,
specifically, from peer-reviewed, scientific journals. Try to obtain references
which are within the last five to 10 years. The more current, the better.
Information from research and/or advocacy agencies (such as the Louisiana
Office of Public Health or the National Institutes of Health) may also be used with
proper citation. See Course Documents for some helpful APA guides.

SUBMISSION OF THE ASSIGNMENTS

Unless specified otherwise, all assignments are due AT 11:30 PM the due
date, Central Standard Time. Due date is the last day of the week specified. E.g.
for Week 3: Jan. 25-31 all assignments, (discussion board, course project
assignments, quizzes) are due 11:30 PM Sunday, Jan. 31.

When you send me your assignment, please follow the following instructions.
Save your course group assignment using the following protocol:
Year_Term_Class_CourseAssignment_YourLastNames
For example: 2012_Summer_603_Assignment1_Potter&Weasley

Use the Assignment Drop Box under Quizzes/Assignments in Blackboard

Only submit ONE ASSIGNMENT per group
DETAILED INSTRUCTIONS, SELECT EXAMPLES, AND GRADING RUBRICS ARE
ON BLACKBOARD FOR ALL ASSIGNMENTS.

Course Outline/ Schedule

Session/Cl

Lecture Title and Reading Assignments

Learnin

GCHS 603- SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (ONLINE)

SPRING 2016

ass
Week 1:
1/111/17

Introduction/ HX
Readings
Syllabus
Glanz: Chapter 2

g
Objectiv
es
1

View
Introduction PowerPoint
Assignments Due
Discussion Board 1: Introduction
Sign up for Course Project Group
Week 2:
1/18-1/24

Social Ecological Model

Read
Glanz: Chapter 20
Link B.; Phelan J. (1996). Social Conditions As
Fundamental Causes of Disease Journal of Health and
Social Behavior, Vol. 35, pp. 80-94.
Stokols (1996). Translating social ecological theory
into guidelines for community health promotion,
American Journal of Health Promotion; 10 (4): 282298
https://webfiles.uci.edu/dstokols/Pubs/Translating.PD
F

View
SEM Recorded lectures
Video: Unnatural Causes: In Sickness and in Wealth
(56 min.) Use the discussion guide as a tool to think
through the issues discussed as you watch the video.

Week 3:
1/25 1/31

Assignments Due
None
Individual Level Models: HBM / TTM
Readings
Glanz: Chapter 3, 5
Hounton S., et al. (2005). Towards an understanding
of barriers to condom use in rural Benin using the
HBM: a cross sectional survey. BMC Public Health 5:8
Zimmerman G., et al. (2001). A stages of change

4, 8

approach to helping patients change behavior. Am

Fam Physician; 61(5):1409-1416.
View
Health Belief Model/TTM / Recorded Lectures
Assignments Due
Assignment # 1 Due
Discussion Board 2
Week 4: 2/1
2/7

Individual Level Models: TRA/ TPB

Readings
Glanz Chapter 4
Huchting K., et al. (2008) An Application of the
Theory of Planned Behavior to Sorority. Addict
Behav.; 33(4): 538551

4, 5

View
Health Belief Model TRA/TPB Lectures
Video: Unnatural Causes; Becoming American. (30
min).
Assignments Due
Quiz 1
Discussion Board 3
Week 5: 2/8
2/14

Interpersonal Level Models: Social Cognitive

Theory
Readings

4, 5

Glanz: Chapter 8
Hether, et al/. (2008) Entertainment-Education in
a Media-Saturated Environment: Examining the
Impact of Single and Multiple Exposures to
Breast Cancer Storylines on Two Popular Medical
Dramas. Journal of Health Communication,
13:808823, 2008
View
Social Cognitive Recorded Lecture
Assignment Due
None- work on assignment 2 and catch up on
previous work

GCHS 603- SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (ONLINE)

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Week 6:
2/15-2/21

Interpersonal Level Models : Social Networks &

Social Support
Readings

5, 8

Chapter 9-10 : Glanz

Berkman et al. (2000) From social integration

to health: Durkheim in the new millennium.

Social Science & Medicine 51 (2000) 843857

Abrado-Lanza A., et al. (2005). Do healthy behaviors
decline with greater acculturation?: Implications for
the Latino mortality paradox. Social Science &
Medicine; Vol 61, (6): 1243-1255
Dowda M., et al. (2007). Commercial Venues as
supports for physical activity in adolescent girls.
Preventive medicine 45:163-168
View
Social Networks & Social Support Recorded Lectures
Video: Unnatural Causes: Bad sugar (30 min.)
Assignments Due
Discussion Board 4
Week 7:
2/222/28

Community / Group level Models

Readings
Glanz: Chap 13 and 1
Samson R. (1997) Neighborhoods and Violent Crime:
A Multilevel Study of Collective Efficacy. Science; Vo.
277: 918 Berkowitz (2007). The Social norm approach.

http://www.alanberkowitz.com/articles/social_norms.pdf

Kaboru (2006). Can biomedical and traditional health

care providers work together. Zambian practitioners'
experiences and attitudes towards collaboration in
relation to STIs and HIV/AIDS care: a cross-sectional
study Human Resources for Health, 4:16
View
Community Level Lectures
Assignments Due

Week 8:
2/29-3/6

Quiz 2

Structural Influences on Health

Readings
Cohen D., et al. (2000). A structural model of health

4, 5, 8

10

behavior: A pragmatic approach to explain and

influence health behaviors at the population level.
Preventive medicine, 30 : 146-154.
View
Structural Support Recorded Lectures
Assignments Due
Assignment #2
Week 9: 3/7
3/13

SES/ Race and Health

Readings
Schroeder S.I (2004). Class: The ignored
determinant of the nations health. N. Engl. J Med
351;11
Marmot M. (2005). Social determinants of health
inequalities. The Lancet; 365: 1099104
Schroeder SA. We can do better: Improving the
health of the American people. The 2007 Shattuck
Lecture. NEJM 2007;357:1221-8
Adler, N, Boyce T, Chesney M, Cohen S, Folkman S, Kahn R,
Syme, S. (1994). Socioeconomic Status and Health: The Challenge
of the Gradient. American psychologist 15-22.

2, 3, 7

View
3 Race and Health Recorded Lectures
Video: Unnatural Causes When the Bough Breaks(30
min)
Week 10:
3/143/20

Health Communication/ Social Marketing/

Diffusion of Innovations
Readings
Glanz Chapter 14, 16 , 19

5, 6, 8

View
Recorded Health Communication/ Social Marketing
Lecture
Diffusion of Innovations Video
Assignment Due
Discussion Board 5

Quiz 3

3/21-3/28 SPRING BREAK

GCHS 603- SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (ONLINE)

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11

Week 11:
3/294/3

Advocacy , Policy Change And Behavior

Readings
Glanz Ch, 16

2, 5, 8

Powerpoint
Policy and Behavior
Assignment Due
Assignment #3
Week 12:
4/44/10

Evaluation and Measurement in Health

Behavior
Readings
Glanz ch 21

View
Recorded Lecture by Theall on Measurement
Recorded Lecture by Welch on Program
Evaluation
Assignment Due

Week 13:
4/114/17
Weeks 1415: 4/18
4/24

Quiz 4

Final Project
Assignment Due
Assignment # 4
View:
Projects from class colleagues
Assignment Due
Discussion Board 5due on Wednesday, 4/20
at 11:30 PM
Review of your peers projectsdue on Sunday,
4/24 at 11:30 PM
FINAL EXAM MONDAY APRIL 29

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GCHS 603- SOCIAL AND BEHAVIORAL ASPECTS OF GLOBAL HEALTH (ONLINE)

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