PH 402 Public Health Communications PDF

WELCOME TO PH 402 PUBLIC HEALTH COMMUNICATIONS  Introductions Instructor: Paula R. Adams, MPH (she/her) – [email protected] Adjunct Assistant Professor/Volunteer Faculty - SPH MPH – Epidemiology SDSU, 2007 BA – Psychology SDSU, 2000 Research Experience UCSD S...

WELCOME TO PH 402 PUBLIC HEALTH COMMUNICATIONS  Introductions Instructor: Paula R. Adams, MPH (she/her) – [email protected] Adjunct Assistant Professor/Volunteer Faculty - SPH MPH – Epidemiology SDSU, 2007 BA – Psychology SDSU, 2000 Research Experience UCSD Shared Decision Making 2004-2006 Cancer Community Outreach 2006-2008 Cancer Clinical Trials – Regulatory 2008-2010 Alzheimer’s Disease Clinical Trials – 2011-2014 ISA: Alex Escobar, MA, MPH Candidate (she/her/ella) - [email protected]  Attendance Roll Call - today only Sign in sheet will be passed around for future classes  Syllabus/Assignment Review - Introduction Discussion - Project I - Project II Student Learning Objectives CEPH Assessment Method Competencies ∙ Understand the principles of audience Communication Design and present a segmentation and message design public health culturally sensitive health ∙ Identify the various types of media and communication information in oral message poster channels form Health Campaign: Students create and deliver a Communicate Design and present a health communication campaign, using various public health Health Communication media and communication strategies that best meet information Campaign including a 30- the needs of their specific populations of interest. through a variety 60 seconds PSA. ∙ Design a health communication campaign with of media 30-60 seconds public service announcements (PSA) ∙ Design an evaluation aimed to assess the effectiveness of a health communication campaign ∙ Define and describe the basic principles of Evaluate and 3 Exams on health public health communication synthesize public communication. ∙ Identify and describe behavior change theories as health information tools to guide designing health communication  Components Assignments and Assessments 1. Exam 1 (20 points) 20 pts Questions: multiple choice and true/false. Exams occur prior to class 2. Exam 2 (20 points) 20 pts (accessible via Canvas) on the date listed in the syllabus. 3. Exam 3 (20 points) 20 pts 4. Group work Oral PowerPoint presentation of a health Project I. Health Message Poster Project Proposal and message poster Presentation 25 pts 5. Group work 5 pts Goals and Objectives Project II. Health Communication Campaign including a 30-60 seconds public service announcement (PSA) Health Communication Campaign Final Assignment 1. Goal and Objectives 15 pts Version Assignment 2. Health Communication Campaign Final Draft Assignment 3. Oral Presentation of campaign Oral PowerPoint presentation of the campaign 25 pts 6. Individual work 1) Introduce yourself to the class 15 pts - 3 2) Comment on a health message Three Discussion Posts, Group Evaluation, Syllabus Review 3) Farewell post - 3 points each points per item 4) Group Evaluation 5) Syllabus Review Participation in Class (individual points) 5 pts Active participation in class and in your group work after lecture will determine your participation points. Total Points Possible 150 pts Projects and their corresponding assignments are to be completed collaboratively by groups. Total points earned by the group will be awarded to each group member.  Letter grade range A = 93 – 100 B+ = 87 – 89.9 C+ = 77 – 79.9 D+ = 67 – 69.9 F < 60 A– = 90 – 92.9 B = 83 – 86.9 C = 73 – 76.9 D = 63 – 66.9 B– = 80 – 82.9 C– = 70 – 72.9 D– = 60 – 62.9  Discussion – Difficult conversations We will be discussing very sensitive topics race, ethnicity, sexuality, religion/spiritual beliefs, gender identity, racism, substances… What agreements will we have around the way we interact, bring up concerns/feelings/fears in a way that we can learn more from each other? How do we create safety to have difficult conversations? What we do in this classroom will replicate the difficult conversations we have with peers and clients… how do we create safety for them if we have differences in ethnicity, socio-economic status, privilege and health? Proposed Classroom Agreements: Listen to Understand Ask for Clarification Assume we are all here to learn What is said here, stays here Use ‘I’ statements Make space for everyone – Be aware of the space you are taking  Chapter 1 Your World, Your Health  Learning Objectives Identify major factors affecting life expectancy and health Explain how biological attributes of age, race, and sex are conditioned by social interpretations Describe the leading causes of death for all aged individuals Diagram an ecological model for a health issue  Causes of Premature Death: Risk Factors: - Individual Behavior - 40% - Health Care - 10% - Genetics - 30% - Social and Environmental - 20%  Major Factors Affecting Health Outcomes (1 of 2) Health care – 10% – U.S. spending on healthcare – Spend more on drugs, tests, and fees Genetics and health – 30% – Chromosomes – Autosomal recessive carrier Source: – Genomics https://www.rand.org/blog/2012/03/the-real- cost-of-healthcare.html Major Factors Affecting Health Outcomes (2 of 2) Individual behavior – 40% – Individual behaviors – Life expectancy and quality adjusted life expectancy (QALE) Social and environmental factors – 20% – Social and environmental factors directly affect health – Social determinants of health approach  Place Matters - https://www.youtube.com/watch?v=saREW_BfxwY  Social and Environmental Factors Healthy People 2030: 1. Economic Stability 2. Neighborhood and Physical Environment 3. Education 4. Community and Social Context 5. Health Care System https://health.gov/healthypeople https://www.youtube.com/watch?v=ACEgRgycwIk (source: Artiga & Hinton, 2018, retrieved from: https://www.kff.org/racial-equity-and-health-policy/issue- brief/beyond-health-care-the-role-of-social-determinants-in- promoting-health-and-health-equity/ )  Socially Defined You Sex and gender Race and ethnicity Age Environment Societal factors  Sex and Gender Biology of sex – Intersex Context of gender – Transgender Sexual orientation  Health and Gender Affect Health Outcomes Global burden of disease – Disability adjusted life years (DALYs) Femicide Sexual orientation and health – How sex and gender influence your health  Race and Ethnicity 23andMe – Mitochondrial DNA Ethnic Identity – When many people share cultural traits, such as language, appearance, food, religion, dress and meaningful symbols and have a common homeland Social aspects of racial identity  Age Topics that affect health Age related deaths unintentional injury poisoning (drug/alcohol overdose) suicide/homicide Behavioral related deaths according to age  Environment Leading causes of disease and death Global and individual levels effecting health Allocation of resources  The Ecological Model https://www.cdc.gov/violenceprevention/about/social-ecologicalmodel.html Roots of problems and potential interventions Layers of interaction  https://media.springernature.com/full/springer- static/image/art%3A10.1038%2Fijo.2009.22/MediaObjects/41366_2009 _Article_BFijo200922_Fig1_HTML.jpg  Points of Intervention Root cause analysis – Analyzing what went wrong – In healthcare People and places model of social change – What about people and places need to happen for all to be healthy https://www.researchgate.net/publication/274396123/figure/fig1/AS:391 940081242116@1470457205496/A-Social-Ecological-Model-of- Influences-on-pediatric-obesity-Levels-of-environmental.png  Conclusion Health communication benefits – Inform policies and regulation – Educate, motivate, and persuade – Assist individual to access healthcare – Work with healthcare providers to be better communicators Laying the foundation  Public Health Campaign Your group will be creating a public health campaign based on a public health issue of your choice… you will create a poster, a 30- 60 second PSA and a paper on your campaign. What do public health campaigns look like? Narcan public health campaign  Naloxone PSA https://www.youtube.com/watch?v=ncE0AWi1KaM&ab_channel=MarylandPublicTV  https://www.youtube.com/watch?v=CZcblTHzKF4&ab_channel=EndOverdoseHI Gabe’s Naloxone PSA Gabe saw someone recover from an overdose after someone sprayed Naloxone in his nose. If you or someone you know uses opioids, get Naloxone and keep it with you. Learn more at hawaiiopioid.org.  Blood Pressure Campaign You Have a Brilliant Mind. Don’t Risk Losing it to High Blood Pressure Mind Your Risks. Many years before you have a stroke or notice dementia, uncontrolled high blood pressure narrows your arteries, decreasing blood to your brain. If you're a Black man 28-45, take charge of your health today. Because nobody can lower your risk of stroke and dementia like you. For more information, visit: mindyourrisks.nih.gov https://www.youtube.com/watch?v=mJi9srnvI3Q&ab_channel=NIHNINDS https://www.youtube.com/watch?v=D8e6FAGdFzI&ab_channel=AmericanHeartAssociation-EasternStates High Blood Pressure PSA Know Your Numbers so you can learn to Check. Change. Control. your blood pressure.  Discussion Post #1 Introduce yourself to the class (see Canvas – Due 1/29 by midnight) In order to get to know each other please reply to the discussion board with the following information: Preferred name and pronouns Major and year of graduation One unique thing about me Share a media campaign that evoked a reaction in you (positive, negative, etc.) - ideally share the name and a link or image from the campaign that stuck with you. Once completed, comment on two peers’ responses for full credit!  Breakout Groups - 30 minutes Spend a few minutes choosing groups of 4-5 students - Once established, enter your group on Canvas on the sign-up sheet Today’s tasks: Start brainstorming - what public health campaign and population do you want to focus on? Create a group name Submit your top 3 requests on the sign-up sheet in order of preference