University of Arkansas

University of Arkansas

College of Education and Health Professions

Health Science Program

Spring 2009

HLSC 6803—Health Communication, Research, Theory and Practice (3 Credits)

6:00-8:50 Monday

Room 311 HPER

Instructor Ches Jones, Ph.D.

Room HPER 308K

Office Hours: M 3:00 pm- 6:00 pm and TuTh 3:20 – 4:50 pm or by appointment

Phone: 575-4009

E-mail:

WWW Homepage: http://comp.uark.edu/~ches

Course Outline

Course Description:

This course is designed to introduce students with the role and function of communication in health education and with basic principles and practices in interpersonal, group, and mass communication. Health communication theory will be discussed in the first part of the semester, followed by important research in the area of health communication, and finally putting to practice the material will be the terminal experience for the course.

Required Texts:

Simply Put: CDC Guide to Communication. Online.

Health Behavior and Health Education, Glanz, 2 ed. Jossey-Bass Publishers. 1997. (Ph.D. students)

Clear and Simple. Online. NCI publication.

Behavior Theories at a Glance. Online. NCI publication.

Making Health Communcation Programs Work. Online. NCI publication.

Recommended (Optional) Texts:

Designing Health Messages. Edward Maibach, Ed. Sage Publishers. 1995.

Health Communication: Strategies for Health Professionals (3rd ed.). Laurel L. Northouse & Peter G. Northouse, 1998.

Mass Communication and Public Health: Complexities and Conflicts. Charles Atkin & Lawrence Wallack, eds., 1990.

Diffusion of Innovations. Everett Rogers. Free Press. 1991.

A Tool Box for Building Health Communication Capacity. HealthCom, 1995.

You can obtain this book for free by writing or faxing to BASICS, 1600 Wilson Blvd, Suite 300, Arlington, VA 22209. Fax: 703-312-6900

Marketing Social Change. Alan Andreasen. Jossey-Bass, 1995.

Journal of Health Communication. Academy for Educational Development. Information can be found online at: http://www.aed.org/JHealthCom/ADMIN/toc.htm

Objectives:

Upon the completion of this course, students will be able to:

Learning objectives Methods/resource Evaluation

To explain the fundamentals Lectures, reading Presentation,

of the communication process class discussion course project

To explain the basic theories Lectures, reading Presentation,

of interpersonal, group, and class discussion course project

mass communication

To apply communication theory Lectures, reading Presentation,

to health problems discussion, exercises course project

To display effective means to Lectures, class Presentation,

interview clients/patients and exercises

to ensure compliance

To explain principles of effective Lectures, class Final paper

small group communication and exercises

its role in public heath

To explain in detail how mass Lectures, reading Final paper,

communication can be used to Letters to the editor,

address public health problems Press release

Content—Topics Covered:

Week 1 —January 12

-Introduction

-Human communication process, role of communication in health

Readings: Syllabus and obtaining copies of Simply Put, Clear and Simple, Making Health Communication Programs Work, and Theory at a Glance. (NCI website)

Week 2 —January 26

Theory: Motivation and Persuasion to Attend to Health Messages

Decision-Making Approaches

Readings: TBA

Week 3 —February 2

Theory: Behavior Change Models

Using Fear Appeals

Readings: Theory at a Glance

Other Readings will be assigned

Week 4 —February 9

COAST, Diffusion of Innovations, and Other Behavior Communication Models

Readings: TBA

Week 5 —February 16

Mass Communication, Media Advocacy

Outline of course project due

Readings: TBA

Week 6 —February 23

Formative Research part 1

-Social Marketing Approach

-Selecting the Problem, Theory, and Audience

Letter to the Editor 1 due

Readings: Making Health Communication Programs Work

Week 7 —March 2

Formative Research part 2

Selecting the Behavior, Message, and Medium

Readings: TBA

Week 8 —March 9

Mid-term exam

Week 9 —March 16

Spring Break.

Week 10 —March 23

Readings: Chapter 13 in Designing Health Messages

Health Communication Program Planning

Making Health Communication Programs Work

Clear and Simple

Week 11 —March 30

Using the Media Part 1

Letter to the Editor 2 due

Week 12 —April 6

Using the Media Part 2

Press Release due

Week 13 — April 13

Using Health Communication for Changing Public Policy

Readings: TBA

Week 14 — April 20

Course Project Due

Presentations

Readings: Chapter 13 in Designing Health Messages

Week 15 — April 27

Presentations

Readings: will be assigned

Week 16 May 4 (if necessary)

Presentations

Readings: will be assigned

Course Policies:

1. Attendance is required for all scheduled class meetings.

2. An examination must be taken on the day it is scheduled. There will be no make-up dates and no exceptions.

3. An assignment is due on the date in question. Any assignment submitted after this point will not be accepted. In any case, the instructor should be notified via personal appearance, phone call, or email if the student plans on missing or being late to class.

Evaluation: (A total of 140 points possible)

-Course Project and Presentation (50 points)

-Outline of course project (10 points)

-Midterm exam (50 points)

-Two editorials (10 points each)

-One press release (10 points)

Grading Scale:

A = 100 to 90

B = 89.5 to 80

C = 79.5 to 70

F = 69.5 and below

Assignments:

Course Project—Development of Media Packet. (Due April 20 2009)

1. Choose a health issue/problem and develop a health communication and marketing plan or campaign.

2. Analyze the health issue/problem, potential audiences and products, and behaviors related to the issue. It can be focused on a specific audience or multiple audiences.

3. Finally, develop the campaign message and creative strategy for your program and present it to the class. Each student will present its report during one of the final three class sessions.

You may work with community or advocacy groups on this project. The instructor might detail a few of these opportunities with guest speakers.

Guidelines:

APA style (American Psychological Association), 10-25 typewritten pages, double spaced.

Format:

-Introduction to health issue/problem (Problem Overview) 1-2 pages

-Describe theories or models used to develop plan or strategy. (2-3 pages)

-Audience, behavior and product analysis (2 pages)

-Describe program/campaign (Media Advocacy Plan: goals, objectives and strategies for advancing your program/campaign. (10-15 pages)

-Describe evaluation plan (2-3 pages)

-References

-Questions and Answers on Key Issues (appendix)

-Press Release (appendix)

-Fact Sheet(s), Op-eds, sample letters-to-the-editor (appendix)

A two page outline of your project will be due on February 16. This is to ensure that your group has a viable project and is seriously considering the project deadlines. The outline should include a brief discussion of the health issue/problem, theory (ies) used, target audience, strategies, and evaluation.

Literature Critiques.

Students will be responsible for conducting weekly, in class critiques of articles in peer-reviewed journals that deal with some aspect of health communication. Examples of journals that can used include: American Journal of Public Health, American Journal of Health Promotion, Journal of Health Communication, Health Education Quarterly, etc. A list of references to use is attached to this syllabus.

Guidelines

In class oral reports. No paper is required.

Format (be prepared to discuss these areas of your critique in class)

-Introduction

-Purpose of Study

-Methodology used

-Results

-Implications of findings

-Personal perspective of study

Presentation. Last 3 weeks of semester

Students will present the findings of their health communication program in groups.

Letters to the Editor (10 points each)

Each student will prepare and submit two letters-to-the-editor for publication in one (1) local, regional or state newspaper on a health item of local interest, and to one (1) national or major newspaper or magazine (USA Today, New York Times, Time, etc.). Letters to the editor concerning your project topic should be included in the appendix. Examples are attached to this syllabus.

Press Release (10 points)

Each student will prepare a press release concerning a health matter of importance to be considered for publication by the media and announced to the public. Examples of press releases will be provided in class. Additionally, the press release will provide information to our in class journalist for developing questions for the interview sessions. Press releases concerning your project topic should be included in the appendix. Examples are attached to this syllabus.

Academic Honesty

The application of the University of Arkansas Academic Honesty Policy, as stated in the Undergraduate Studies Catalog (page 49) will be fully adhered to in this course. Grades and degrees earned by dishonest means devalue those earned by all students. Therefore, it is important that students are aware of the University of Arkansas Academic Honesty Policy. Academic dishonesty involves acts which may subvert or compromise the integrity of the education process.

Statement of Student's Rights

By mandate of The Family Educational Rights and Privacy Act (FERPA), a student at the University of Arkansas has certain rights with regard to their educational records. These rights are stated on page 59 of the Undergraduate Handbook.

Statement of Risk of Mental and Physical Injury from Class Activities and Participation

Due to the nature and contents of some of the material covered in class, sensitive issues and personally objective material may be presented. Additionally, some class sessions may involve students participating in activities that will be physically demanding and therefore carry some risk for physical injury. If you have any questions on these concerns, see the instructor.

Inclement Weather Policy.

On days when driving, walking, riding, or traveling is hazardous to your safety, health and well-being due to weather conditions, students may consider it an excused absence to miss class. Course work and/or assignments covered in class on the day in question will still need to be completed and turned in for credit.

References

Health behavior segmentation and campaign planning to reduce cardiovascular disease risk among Hispanics. (1995). Health education quarterly, 22(1), 36-48.

Community interventions double condom use among African-Americans. (1995). AIDS alert, 10(12), 145-147.

Abrams, D. B., Mills, S., & Bulger, D. (1999). Challenges and future directions for tailored communication research. Annals of behavioral medicine : a publication of the Society of Behavioral Medicine, 21(4), 299-306.

Adams, A. M., & Smith, A. F. (2001). Risk perception and communication: recent developments and implications for anaesthesia. Anaesthesia, 56(8), 745-755.

Aggleton, P. (1997). Behavior change communication strategies. AIDS education and prevention : official publication of the International Society for AIDS Education, 9(2), 111-123.

Aggleton, P. (1997). Behavior change communication strategies. AIDS education and prevention : official publication of the International Society for AIDS Education, 9(2), 111-123.

Agha, S., Karlyn, A., & Meekers, D. (2001). The promotion of condom use in non-regular sexual partnerships in urban Mozambique. Health policy and planning, 16(2), 144-151.

Albrecht, T. L., & Bryant, C. (1996). Advances in segmentation modeling for health communication and social marketing campaigns. Journal of health communication, 1(1), 65-80.

Alcalay, R., Alvarado, M., Balcazar, H., Newman, E., & Huerta, E. (1999). Salud para su Corazón: a community-based Latino cardiovascular disease prevention and outreach model. Journal of community health, 24(5), 359-379.

Alpers, R. R. (1998). The importance of the health education program environment for pregnant and parenting teens. Boston, Mass.), 15(2), 91-103.

Antoniadis, A., & Lubker, B. B. (1997). Epidemiology as an essential tool for establishing prevention programs and evaluating their impact and outcome. Journal of communication disorders, 30(4), 269-83; quiz 283-4.

Arcury, T. A., Austin, C. K., Quandt, S. A., & Saavedra, R. (1999). Enhancing community participation in intervention research: farmworkers and agricultural chemicals in North Carolina. Health education & behavior : the official publication of the Society for Public Health Education, 26(4), 563-578.

Ashbury, F. D., Gospodarowicz, M., Kaegi, E., & O'Sullivan, B. (1995). Focus group methodology in the development of a survey to measure physician use of cancer staging systems. The Canadian journal of oncology, 5(2), 361-368.

Austin, E. W., & Knaus, C. (2000). Predicting the potential for risky behavior among those "too young" to drink as the result of appealing advertising. Journal of health communication, 5(1), 13-27.

Ayala, G. X., Elder, J. P., Campbell, N. R., Engelberg, M., Olson, S., & Moreno, C. et al. (2001). Nutrition communication for a Latino community: formative research foundations. Family & community health, 24(3), 72-87.

Backer, T. E., & Rogers, E. M. (1998). Diffusion of innovations theory and work-site AIDS programs. Journal of health communication, 3(1), 17-28.

Baillie, L., Bassett-Smith, J., & Broughton, S. (2000). Using communicative action in the primary prevention of cancer. Health education & behavior : the official publication of the Society for Public Health Education, 27(4), 442-453.

Baird, A. (1998). Change theory and health promotion. Great Britain) : 1987), 12(22), 34-36.

Black, D. R., Blue, C. L., & Coster, D. C. (2001). Using social marketing to develop and test tailored health messages. American journal of health behavior, 25(3), 260-271.

Black, M. M., & Teti, L. O. (1997). Promoting mealtime communication between adolescent mothers and their infants through videotape. Pediatrics, 99(3), 432-437.

Blair, J. E. (1995). Social marketing: consumer focused health promotion. AAOHN journal : official journal of the American Association of Occupational Health Nurses, 43(10), 527-531.

Boutwell, W. B. (1995). The Under Cover Skin Cancer Prevention Project. A community-based program in four Texas cities. Cancer, 75(2).

Brink, S. G., Basen-Engquist, K. M., O'Hara-Tompkins, N. M., Parcel, G. S., Gottlieb, N. H., & Lovato, C. Y. (1995). Diffusion of an effective tobacco prevention program. Part I: Evaluation of the dissemination phase. Health education research, 10(3), 283-295.

Buchanan, M. C., Villagran, M. M., & Ragan, S. L. (2002). Women, menopause, and (Ms.)information: communication about the climacteric. Health communication, 14(1), 99-119.

Champion, H. L., & Durant, R. H. (2001). Exposure to violence and victimization and the use of violence by adolescents in the United States. Minerva pediatrica, 53(3), 189-197.

Coyle, K., Basen-Engquist, K., Kirby, D., Parcel, G., Banspach, S., & Collins, J. et al. (2001). Safer choices: reducing teen pregnancy, HIV, and STDs. Washington, D.C.: 1974), 116 Suppl 1, 82-93.

Darrow, W. W. (1997). Health education and promotion for STD prevention: lessons for the next millennium. Genitourinary medicine, 73(2), 88-94.

David, S. P., & Greer, D. S. (2001). Social marketing: application to medical education. Annals of internal medicine, 134(2), 125-127.

Dearing, J. W., Rogers, E. M., Meyer, G., Casey, M. K., Rao, N., & Campo, S. et al. (1996). Social marketing and diffusion-based strategies for communicating with unique populations: HIV prevention in San Francisco. Journal of health communication, 1(4),

343-363.

DeJong, W., & Hoffman, K. D. (2000). A content analysis of television advertising for the Massachusetts Tobacco Control Program media campaign, 1993-1996. Journal of public health management and practice : JPHMP, 6(3), 27-39.

DiPofi, J. A., LaTour, M. S., & Henthorne, T. L. (2001). The new social marketing challenge to promote radon testing. Health marketing quarterly, 19(1), 79-90.