Graduate Studies Catalog (1999-2001)
Chairperson and Associate Professor: Eileen L. Daniel, D.Ed., University of Oregon. Associate Professors: Joseph E. Balog, Ph.D., University of Maryland; Linda F. Balog, Ph.D., University of Maryland; Eileen L. Daniel, D.Ed., University of Oregon; Thomas Golaszewski, Ed.D., SUNY Buffalo; Gary J. Metz, M.S., M.P.A., SUNY Brockport. Assistant Professors: Catherine Cardina, Ph.D., Ohio State University; Patti A. Follansbee, Ph.D., Southern Illinois University-Carbon dale; Kathleen Hunter, Ph.D., Southern Illinois University-Carbondale; Carol J. Sample, Ed.D., University of Rochester; Douglas Scheidt, Ph.D., University of Buffalo; Celia Watt, Ph.D., University of Texas.
The Department of Health Science masterÕs degree offers opportunities for advanced study related to the planning, implementation and evaluation of health education programs in multiple community settings, including public health departments; voluntary health associations, medical and mental health care agencies and organizations; work site settings; and various health advocacy organizations. Completion of this degree prepares the candidate to be eligible for certification as a Certified Health Education Specialist (CHES), as set forth by the National Commission for Health Education Credentialing.
The Health Science master's degree program also meets the academic requirements established by the New York State Department of Education for permanent certification as a health teacher for those individuals provisionally certified in health education.
Alternate MS in Education-Health Science
MPA (Health Care Management)
Admission Criteria and Procedures for MSEd (Health Education) Degree Program
All applicants for the Master of Science in Education (Health Education) program must have completed a baccalaureate degree from an accredited college or university. All applicants will be evaluated on an individual basis to determine the course requirements for their program. Academic standards for acceptance into the program include the following:
1. Preference is given to applicants with an undergraduate grade point average (GPA) of at least 3.0; (An applicant with an undergraduate GPA of less than 3.0 may present his/her written rationale for acceptance in the application materials.)
2. Three (3) satisfactory letters of recommendation. The letters should comment on the applicant's:
3. Successful completion of a required writing competency, to be completed at SUNY Brockport. The writing competency is scheduled on the first Saturday in October and the first Saturday in March.
Note: Courses completed prior to matriculation may or may not be approved for subsequent inclusion in a successful applicant's course of studies, at the discretion of the department. No more than six credits taken before matriculation will be applied to a graduate student's master's degree program.
Applications, official transcripts from all colleges attended, and three letters of recommendation should be submitted to the College's Graduate Admissions Office.
The decision to accept or reject an application lies wholly within the department's jurisdiction. The Department of Health Science has a professional responsibility to deny admission or continuation in any of its graduate programs to any applicant/student whose level of performance and/or personal characteristics do not adequately meet academic, professional, or ethical standards.
To earn a graduate degree at SUNY Brockport, students must complete all degree requirements with a minimum cumulative index of 3.0 or better. A grade of "C-" is not acceptable. Students whose GPA falls below a 3.0, or who are deemed as not making reasonable progress toward the degree, will be terminated from the program by the department.
Master of Science in Education (Health Education)
(The students choosing HLS 698 Major Paper must complete 12 credits of electives subject to approval by his/her advisor. The students choosing HLS 700 Thesis must complete 9 credits of electives subject to approval by his/her advisor.)
Electives in Alcohol and Substance Abuse Studies
Alcohol/Substance Abuse Studies (specialization, non-degree) Credits
*HLS 518 is a prerequisite or corequisite for all other courses in this specialization.
Health Science Courses
HLS 502 Women's Health. Studies women as healthy functioning human beings. Includes lectures and discussion with guest speakers to present positive information and insights on anatomical, physiological, mental, spiritual, and emotional aspects of today's woman. 3 Cr. Summer.
HLS 509 Introduction to Psychoactive Substance Use and Abuse (A). Prerequisite: Junior or senior status or instructor's permission. Introduces students to a variety of drug problems, including alcohol and tobacco, in contemporary society. Analyzes the diverse determinants (e.g., pharmacological, behavioral, social, economic, historic) of these problems. Discusses effective substance abuse prevention strategies. 3 Cr. Every Semester.
HLS 518 Alcohol Use and Abuse. Examines pat terns and symptomatology of alcohol use and abuse, the Medical Model/Disease Concept of Alcoholism, the DSM III-R criteria for alcohol abuse and dependency, and other various models of alcohol use. Explores theories of co-dependency, treatment modalities, and evaluation methodologies for clinical and educational interventions. Also examines the significance of alcohol and other drugs as they impact the criminal justice, traffic safety, employee wellness and adolescent health care systems. 3 Cr. Every Semester.
HLS 519 Human Sexuality. Cross-listed as WMS 519. Provides each student with the opportunity to gain an awareness of him/herself and others as sexual beings. Examines sexual knowledge, attitudes and behaviors throughout the various life stages, in order to integrate human sexuality into oneÕs total health and well-being. 3 Cr. Every Semester.
HLS 521 Group Counseling Skills for Alcoholism and Substance Abuse Counselors. Prerequisite: HLS 518 or program coordinator's permission. Introduces students to the basic foundations of group dynamics and group therapy in alcoholism counseling. Addresses the historical development of the group process movement in addition to stages of group therapy, techniques of group therapy, curative aspects of the group process, interpersonal learning, and problems associated with group process. 3 Cr. Every Semester.
HLS 522 Individualized Treatment Planning for Alcoholism and Substance Abuse Counselors. Prerequisite: HLS 518 or program coordinator's permission. Introduces students to the elements of individualized treatment planning. Covers client goal formulation in addition to writing attainable client objectives and evaluation of these objectives. Also examines the biopsycho-social-spiritual aspects of the individualized treatment plan and client case management. 3 Cr. Every Semester.
HLS 523 Theories on Alcoholism and Substance Abuse. Prerequisite: HLS 518 or program coordinator's permission. Reviews major contemporary theories on alcoholism and other addictions (disease model, psychoanalytic formulations, conditioning models, social learning analyses, family systems perspectives, and socio-cultural viewpoints). Critically evaluates the concepts and research generated from each perspective. Analyzes the usefulness of each theory in the practice of substance abuse counseling. Gives special attention to family systems theory. 3 Cr. Spring Only.
HLS 524 Alcoholism and Substance Abuse Counseling and Diverse Populations. Prepares students for working in a counseling setting with alcohol/substance abusers having multiple emotional and developmental disabilities, criminal justice clients and individuals from diverse population groups including Native American, Latinos, people of color, women, and gays/lesbians. 3 Cr. Fall.
HLS 525 Women and Safety. Examines issues of violent crime and personal victimization, especially for women; and the implications for personal crime prevention. Reviews these violent crimes (e.g., sexual assault, relationship violence), followed by a focus on individual strategies for maintaining personal safety and reducing crime risks. Includes crime prevention for children and other special populations. 3 Cr.
HLS 526 HIV/AIDS: Issues and Implications. Examines HIV/AIDS issues and implications facing the United States today: understanding the disease, its perceived causes, pathways for transmissions, and prevention strategies. Also examines educational strategies for schools and community agencies. 3 Cr. Every Semester.
HLS 528 Alcohol and Substance Abuse in the Criminal Justice System. Introduces criminal justice students to the impact of alcohol and illicit sub stances on the criminal justice system. Discusses drug identification, administration, psycho-pharmacology theories of alcohol and substance abuse, and investigation techniques. Addresses the role of alcohol and substance abuse in the criminal justice system and law enforcement community. 3 Cr. Summer.
HLS 535 Alcohol and Substance Abuse Evaluation and Assessment. Prerequisite: HLS 518 or program coordinator's permission. Examines theory and methodology of measurement, assessment and evaluation in alcoholism and substance abuse. Studies the more widely researched and utilized methods of assessment: interviews, structured tests, behavioral assessments, objective techniques, projective techniques, neuropsychological evaluation and clinical reports. Involves extensive use of clinical materials to illustrate the uses and limitations of various techniques. 3 Cr. Fall.
HLS 570 Health Implications of Stress. Involves comprehensive study of research, theory and empirical knowledge of the psychosomatic implications of stress on health and disease. Examines the nature of stress, the effects of stress on the human organism, including an examination of physiological, psycho logical and behavioral symptoms and changes. Investigates causes of stress during various stages of life, as well as occupational and family sources of stress. Studies and allows for the practice of behavioral interventions and specific techniques. 3 Cr.
HLS 571 Childhood and Adolescent Stress. Provides an overview of stress and its effects on children and adolescents in today's society; and the nature, symptoms, and causes of stress in children and adolescents. Explores positive and negative ways children and adolescents manage stress; useful techniques for controlling and reducing stress in a healthful manner; and how parents, teachers, and health professionals can help young people manage stress. 3 Cr. Spring and Summer.
HLS 575 Computer Applications in Health Education. Provides students with an introduction to the potential issues of microcomputers in health education. Covers a range of hardware and examines general and specific software applications of micro computer technology to the practice of health education. Explores important social, educational, legal, and ethical issues related to the use of technology in health education. 3 Cr. Spring.
HLS 590 Selected Topics in Health Science. To be defined by the instructor in accordance with a specific topic to be covered that semester. May be repeated under another topic area. 1-6 Cr.
HLS 597 Alcoholism and Substance Abuse Internship Seminar. Prerequisites: HLS 518, 521, 522, 523, 524, 535, and 545 or permission of the seminar faculty. Designed to be taken concurrently with HLS 598. Students will process their experience in the field in a clinical group supervision for mat. Issues which present themselves within the internship setting will be addressed including situations with clients, peers, and supervisors. Ethics, confidentiality, and diversity issues will be covered. Students will utilize single case experimental design in evaluating their field work. 3 Cr. Spring and Fall.
HLS 598 Alcoholism/Substance Abuse Program Internship. Prerequisites: HLS 518, 521, 522, 523, 535 and 545 or program coordinator's permission. Enables students to apply their knowledge from course work in a variety of treatment settings with people in varying stages of alcohol and substance abuse and dependence. Allows students to gain experience in assessment, evaluation, treatment planning, referrals, counseling, therapeutic treatment and making referrals. Examines professional ethics in the practice setting. 6-12 Cr. Every Semester and Summer.
HLS 599 Independent Study in Health Science. Permits students to pursue in greater depth topics studied previously in conventional graduate-level courses. Designed individually through consultation between student and instructor to suit the student's needs and interests and the special competence of the instructor. May involve additional requirements established by the department. May be repeated with advisor's approval. 1-6 Cr.
HLS 600 Issues in Health and Wellness. Explores current research, theory, and knowledge of the relationship between lifestyle and wellness, individual responsibility and wellness, and disease prevention and health behaviors. Identifies and analyzes current critical health and wellness issues in the U.S. 3 Cr. Spring Only.
HLS 602 Principles and Philosophy of Health Education. Explores and analyzes various views of health, disease, illness and health education; and alternative concepts of health and their implications for directions in health education are considered. Examines contemporary and important bioethical issues which confront health educators and impact on the role of health education, including the examination of biotechnological and health policy issues. 3 Cr. Fall.
HLS 604 Mind-Body Relationships in Health. Takes a practical scientific approach to problems of interrelatedness of mental, emotional and physical aspects of health; and relates and applies facts from fields of anatomy, physiology and psychology as a basis for realizing ideas of optimum health, both in teaching and in personal life. 3 Cr. Summer.
HLS 640 Program Planning and Educational Strategies. Examines the process of program planning for the field of health education. Presents a comprehensive framework of how to apply fundamental planning and health education principles for promoting health and preventing disease in community and school settings. Includes analysis, development, and application of health education strategies designed to impact health behaviors in school and community settings. 3 Cr. Fall.
HLS 641 Health Education Organization in the School and Community. Examines the school and community organizational context within which health education flourishes. Gives attention to the identification of the existing school and community health resource network associated with the delivery of health education services, and allows students to develop specific proposals for establishing an effective school and community partnership for health promotion and the prevention of disease, disability, and premature death. 3 Cr. Spring.
HLS 645 Applied Education Strategies in Health Education. Prerequisites: HLS 600, 602 and 640 or instructor's permission. Provides an application of educational theory related to health behavior. Emphasizes the use of theoretical frame works in developing group or individual instructional methodologies to affect psychosocial variables which effect health behavior. Also emphasizes the implementation of health education programs in school and community settings. 3 Cr. Spring.
HLS 684 Statistics and Measurement for Health Education Evaluation. Provides students with fundamental statistical, evaluation, and research methods that are used in health education to measure health knowledge, attitudes, skills, and behaviors. Covers traditional descriptive and inferential techniques used in health education research and evaluation. Uses microcomputer software packages to provide students with computer skills for statistical analyses. 3 Cr. Spring.
HLS 686 Seminar in Research Design. Prerequisites: HLS 684 or instructor's permission. Covers the review, appraisal, analysis and design of common research procedures; applications of statistical procedures, library methods, evaluation procedures and experimental methods; and preparation for the development of proposals for a thesis or a major paper. 3 Cr. Fall.
HLS 693 Internship and Seminar in Community Health. Prerequisite: HLS internship coordinator's permission. Involves a community health field work practicum providing experiences in the health programs of various community health agencies, or related health care facilities. 3 Cr.
HLS 698 Major Paper in Health Education. Prerequisites: Advisor's permission and a graduate GPA of 3.0. Written usually after completion of most, if not all, classroom courses. Achieves integration of concepts, methods and information relative to a specific topic or issue in health education. Focuses on problems, theory or practice. May reflect library research, field study, curricula development or program evaluation. Students will register for a mini mum one credit every semester once they begin to work with their advisor on the paper. HLS 698 may be repeated, but only three credits may be used toward the credits required for graduation. Students must maintain continuous registration (fall and spring semesters) from the first semester that they begin working on their proposal until their major paper is completed and accepted. 3 Cr.
HLS 699 Independent Study in Health Science. Permits students to pursue in greater depth topics studied previously in conventional graduate-level courses. Designed individually through consultation between student and instructor to suit the student's needs and interests and the special competence of the instructor. May involve additional requirements established by the department. 1-6 Cr.
HLS 700 Thesis. Prerequisite: Advisor's permission and a graduate GPA of 3.0. Entails individual investigation, preparation and oral defense of a substantial research project in health science. D one in tutorial consultation with a graduate faculty member. Students will register for a minimum one credit every semester once they begin to work with their advisor on the thesis. HLS 700 may be repeated, but only six credits may be used toward the credits required for graduation. Students must maintain continuous registration (fall and spring semesters) from the first semester that they begin working on their proposal until their thesis is completed, defended, and accepted. 6 Cr.
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