PBH 230 Public Health Strategies on College Campuses (A). Provides an introduction to health education and prevention theories to help address health topics and behaviors that affect college studentsâ€™ everyday lives. All topics will be explored through a gender schema theory lens. Topics include sexual violence, relationship violence, mental health concerns specific to college students, stress and sleep management, alcohol and other drug use and abuse, sexual decision making, LGBTQ issues, nutrition, and physical activity. Students will work to create, plan , and implement a small scale program related to their topic area of choice. 3 Cr. Spring.
PBH 301 Principles of Healthful Living (A). Focuses on lifestyle factors and their relationships to well-being, behaviors, and disease. Explores health content areas, defined by NYS Education Department. Includes these topics: drug use and abuse, nutrition, personal and community health, safety education (identifying dangerous environments, prevention of child abduction, fire, and arson), communication skills for productive relationships (i.e. conflict resolution), identifying and reporting suspected child abuse/maltreatment, and SAFE Schools Against Violence Education Legislation Certification. 3 Cr. Every Semester.
PBH 302 Foundation of Public Health Education (A). Addresses health education history and philosophy, determinants of health, the role of the health educator, key aspects related to the promotion of healthful lifestyles, professional ethics, and professional organizations and resources relevant to health educators. 3 Cr. Every Semester.
PBH 303 Environmental Health (A). Focuses on present and future issues regarding the people resource-pollution crises. Places specific emphasis on enhancing awareness and understanding of the environment's impact on human health. Also addresses sustainable ethics and the individual's ability to influence public policy. Examines the role of public health and education in the mitigation of environmental problems. 3 Cr. Every Semester.
PBH 306 Contemporary Issues in Health (A,I,Y). Provides for the identification and analysis of current critical health and health care issues in the US; focuses on ethical, legal, economic, and social implications of controversial health issues; and examines the dynamics of the American health care system from the perspective of the patient, consumer, and health care provider. 3 Cr. Every Semester.
PBH 311 Nutrition (A). Explores nutrients as they relate to digestion, transport, absorption, storage, and energy metabolism. Examines energy balance, weight management, and the physical and chemical composition of foods, including dietary adequacy and needs throughout the life cycle. Also addresses current nutritional issues and consumerism with application to personal nutritional status. 3 Cr. Every Semester.
PBH 312 Mental Health (A). Explores the concept of mental health, including various models and theories of mental health; emphasizes the importance of effective interpersonal communications, self-esteem, and the highlights practical aspects and underlying dynamics of personal growth. Studies information relevant to particular diverse groups including the elderly and handicapped, rape and suicide prevention, wife and child abuse, maltreatment and neglect. Fulfills the Child Abuse Detection Training requirement. 3 Cr. Every Semester.
PBH 313 Introduction to Safety (A). Surveys the causes of accidents in our society, how they occur, and the necessary action that has to be taken to avoid them. Devotes additional study to the impact accidents have on our economy, industry, and the psychology of accident causation. 3 Cr. Every Semester.
PBH 314 Family Life Science (A). Provides for the study of diverse family forms in the US today. Examines cultural and social factors affecting family life; explores how family dynamics affect the health of each individual, analyzes components of successful family life; and identifies common problems within families and strategies for their resolution. 3 Cr. Every Semester.
PBH 317 Introduction to Public Health (A). Structure of official local, state, national and international public health organizations; their responsibilities, functions and scope of activities. The philosophy, moral, legal, and economic justification for official public health activities; manpower needed for public health programs. Field trips if applicable. 3 Cr. Every Semester.
PBH 320 Health Behavior Theory (B). Prerequisites: PBH 317 (grade of C or better), students must take PBH 488 (grade of C or better). Explores the fundamental, theoretical foundations of social and behavioral science. The course will provide an introduction to behavior change models and theories, the history of the theories, and principles of ethical decision making for intervention research. Students will become familiar with the health behavior literature and research, and will develop an understanding of the theoretical and scientific basis of health education programs. Students will apply theoretical models to develop health education interventions. Course requires a minimum grade of "C" (for General Education/Major/Minor/Certification). 3 Cr. Spring.
PBH 402 Women's Health (A,W,Y). Cross-listed as WMS 402. Provides a study of women as healthy functioning human beings. Includes lecture and discussion with guest speakers (when available) to present positive information and insights on the anatomical, physiological, mental, spiritual, and emotional aspects of contemporary women. 3 Cr.
PBH 410 Fundamentals of Health Care and Policy (A,I). An overview of health policy and the health care system, its components, organization, and management. Additionally, health care systems in other countries will be described as well as health care ethics. Implications for public health professionals will be addressed. 3 Cr. Spring.
PBH 416 Consumer Health (A). Provides a framework for evaluating consumer health information. Specifically, the course provides students with tools and resources to identify, and evaluate product information used in the delivery of health care, health services, and other health behaviors. 3 Cr. Every Semester.
PBH 419 Human Sexuality (A,W). Cross-listed as WMS 419. 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 one's total health and well-being. 3 Cr. Every Semester.
PBH 425 Women and Safety (A). Examines issues of violent crime and personal victimization, especially for women, and the implications for personal crime prevention. Includes an in-depth examination of these violent crimes (e.g.: sexual assault, relationship violence), followed by a focus on individual strategies for maintaining personal safety and reducing crime risks. Considers crime prevention for children and other special populations. 3 Cr.
PBH 426 HIV/AIDS: Issues and Implications (A,W). Examines HIV/AIDS issues and implications facing the United States and the world today; provides an understanding of the disease, its perceived causes, pathways for transmission, and prevention strategies; and explores the development of educational strategies for schools and community agencies. 3 Cr.
PBH 450 Global Health (A,I). Prerequisite or corequisite: PBH 488, may be taken concurrently. Provides an introduction to the nature of global health issues focusing on factors that determine health in the major geographical regions of the world. Covers topics of child and maternal health, nutrition, epidemiology of infectious diseases such as HIV/AIDS, tuberculosis, malaria. Includes discussions about international health agencies, NGOs, successful global health interventions and the Millennium Development Goals. Students will also complete a service learning project. 3 Cr. Every Semester.
PBH 460 Leadership in Public Health (A). Prerequisites: PBH302 & PBH317 Addresses leadership skills needed in health education including recruiting, managing, training and evaluating staff and volunteers, procuring resources, team building, analyzing and changing organizational culture and developing organizational policies. Students will also learn how to develop, facilitate and maintain collaborative efforts, partnerships, and coalitions with emphasis on community organizing principles. Reflects new NCHEC Areas of Responsibility and Competencies for Health Education Specialists. At the conclusion of this course, successful candidates will be able to: A.Describe the role of leadership in assessing, planning, implementing, administering, and advocating for public health education programs (7.1, 7.2, 8.1). B.Identify and differentiate among the various models and perspectives on leadership (7.1, 8.1). C. Discuss and apply leadership principles within the context of personal reflection, interpersonal relationships, group development, and organizational culture and change (7.1, 7.3, 8.1, 8.2). D.Apply ethical frameworks to current public health education leadership issues (8.1). E. Describe the intersections between leadership, public health, and social justice (7.1. 8.1). F. Construct a personal philosophy on leadership and a plan for continued professional development (8.3, 8.4). 3 Cr. Every Semester.
PBH 470 Health Implications of Stress (A). Involves a comprehensive study of research, theory, and empirical knowledge of the psychosomatic implications of stress on health and disease. Examines the nature of stress, and the effects of stress on the human organism, including an examination of physiological, psychological, and behavioral symptoms and changes. Also examines the causes of stress during various stages of life, as well as occupational and family sources of stress; and studies and allows for the practice of behavioral interventions and specific techniques. 3 Cr.
PBH 471 Childhood and Adolescent Stress (A). Provides an overview of stress and its effects on children and adolescents in today's society; the nature, symptoms, and causes of stress in children and adolescents; 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.
PBH 475 Computer Applications in Health Education (A). Provides students with an introduction to the potential issues of microcomputers in the field of health education. Covers a range of hardware and examines general and specific software applications of microcomputer 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.
PBH 485 Dimensions of Teaching School and Community Health (B). Prerequisites: Completion of all required courses in General Education and in the professional program in health education, and minimum 2.5 GPA for all courses taken at SUNY Brockport; taken concurrently with PBH 486, PBH 491, PBH 492 and PBH 493. Focuses on the practice of strategies and methodologies needed for effectively teaching health education in school and community settings. Includes the process of analyzing and discussing field placement experience (HLP 486) to reinforce theoretical content. Includes these discussion topics, often reinforced by guest speakers with particular expertise: elements of effective instruction, classroom management, learning disabilities, controversial issues, school law, health education standards in New York state, and health education programming in community settings. 3 Cr.
PBH 486 Field Experience (B). Prerequisites: Taken concurrently with PBH 485, PBH 491, PBH 492 and PBH 493. Provides a field experience in a school/community site requiring a minimum of two days per week for each six-week placement. Allows students to begin to demonstrate health education planning, teaching, and evaluation skills plus complementary responsibilities in community and school sites. 3 Cr.
PBH 488 Biostatistics and Epidemiology (A,M). Provides an overview of developing data analysis plans, analyzing data using descriptive and inferential statistical methods, interpreting results of analysis to address research questions/hypotheses, and disseminating findings. Introduces topics such as hypothesis testing and calculation of odds ratios/relative risk, that will allow students to better interpret literature from the fields of public health, epidemiology, and medicine. *note course grade minimum of "C" is required for general education/major/minor/certification. **this is a required course for Public Health major, Consumer Health concentration. 3 Cr. Every Semester.
PBH 489 Epidemiology (A). Provides an overview of the science of epidemiology regarding the understanding and management of disease. Topics include the examination of procedures to determine the existence and management of epidemics; the study of disease causation; the tracing of disease rates and other health indices; application of research findings to interventions; and the role of epidemiology in public health. Findings from major epidemiology studies will be reviewed. Students also will complete a service learning project. 3 Cr.
PBH 490 Selected Topics in Public Health (A). To be defined by the instructor in accordance with the specific topic to be covered that semester. May be repeated, but under another topic area in health science. Additional information may be obtained from the department. 1-6 Cr. Every Semester.
PBH 491 Methods for Health Education (B). Prerequisites: Taken concurrently with PBH 485, PBH 486, PBH 492 and PBH 493. Enables students to develop, implement, and evaluate a variety of health education programs for school, community, and work-site settings and audiences; and to utilize appropriate instructional methodologies such as discussion, lecture, problem solving, demonstration, experiment, role play, gaming, newsletter, brochure, television, radio, and computer assisted instruction. 3 Cr.
PBH 492 Health Communication (B). Prerequisites: PBH 302, 488, 317, PBH 320; Pre/Corequisite PBH 320.(all min grade of "C"). Addresses basic principles of interpersonal communication and communication strategies, models, and theories used by health educators in the delivery of health information. Students will design educational materials to address health literacy in various populations using multiple channels of communication. Course requires a minimum grade of "C" (for General Education/Major/Minor/Certification). This course is required of students in the Public Health Education major. 3 Cr. Every Semester.
PBH 493 Program Planning (B). Prerequisites: PBH 302, 317, 320, 488; PBH 4xx can be taken concurrently. Examines contemporary health problems in the United States and investigates the role of health educaiton in solving these problems. Identifies and applies techniques for community needs · assessments and how to engage community stakeholders in the program planning process. Examines theories , methods, strategies, and techniques of health education program planning, implementation, and evaluation. Course requires a minimum grade of "C" for Major/Minor/Certification. 3 Cr. Fall.
PBH 495 Health Research (A). Prerequisites: PBH 317 and PBH 488. Explores the topic of research in health education and health promotion. Covers topics such as critiquing literature, writing research questions/hypotheses, selecting appropriate research designs, and analyzing and interpreting data. Includes information on instrumentation, sampling, research methods common to epidemiological research (eg, case control, cohort), and research ethics. * course is required for Public Health major; Consumer Health concentration. ** a minimum grade of "C" is required for General Education/major/minor/certification. 3 Cr. Every Semester.
PBH 496 Practicum in Community Health Education (B). $21 Course fee required: Prerequisite: all Public Health requirements must be complete prior to PBH 496 and a 2.5 GPA is required. Provides students with the opportunity to function as full-time health educators in community, hospital, or work-site settings under the supervision of a health education professional. Allows students to develop, implement, and evaluate health education programs as appropriate for the setting. Satisfactory/ Unsatisfactory Grading. 12 Cr.
PBH 499 Independent Study in Public Health Education (A). To be defined in consultation with the instructor-sponsor and procedures of the Office of Academic Advisement. 1-9 Cr.
PBH 502 Women's Health (A). Cross-listed as WMS 402. Provides a study of women as healthy functioning human beings. Includes lecture and discussion with guest speakers (when available) to present positive information and insights on the anatomical, physiological, mental, spiritual, and emotional aspects of contemporary women. 3 Cr.
PBH 504 Alcohol, Drugs, & Society (A). Examines relevant issues of alcohol and substance use and abuse in today's society, including an exploration of personal and societal consequences, the needs of diverse populations, and the implementation of evidence-based prevention strategies. 3 Cr. Summer.
PBH 513 Healthcare in America (A). In this course, students will learn the context and background for undertanding the development of today's health legistlation. Also, students will learn how health policymaking results in decisions that afect healthcare providers and patients. They will also gain insight into how they can influence the policymaking process. Through this course's activities, discussions, and assignments, students will assess and gain knowledge about U.S. health policymaking. 3 Cr. Spring.
PBH 519 Human Sexuality (A). 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 one's total health and well-being. 3 Cr. Every Semester.
PBH 526 HIV/AIDS: Issues and Implications (A). Examines HIV/AIDS issues and implications facing the United States and the world today: understanding the disease, its perceived causes, pathways for transmissions and prevention strategies. Also examines educational strategies for schools and community agencies. 3 Cr.
PBH 550 Global Health (A). Provides an introduction to the nature of global health issues focusing on factors that determine health in the major geographical regions of the world. Covers topics of child and maternal health, nutrition, epidemiology of infectious diseases such as HIV/AIDS, tuberculosis, malaria. Includes discussions about international health agencies, NGOs, successful global health interventions and the Millennium Development Goals. 3 Cr.
PBH 571 Childhood and Adolescent Stress (A). 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.
PBH 586 Field Experience in Health Education (A). Prerequisite: PBH600 and Corequisite: PBH645 with B- min grade. This course provides a field experience in a health education setting requiring a minimum of 50 contact hours. This field experience allows students to demonstrate planning, teaching, and evaluation skills plus the complementary responsibilities of a health education professional. This course supports the conceptual framework of the Professional Education Unit at SUNY Brockport. 3 Cr. Fall.
PBH 600 Foundations in School Health Education (A). This course serves as an introduction to the field of school health education. It emphasizes knowledge and skills of a health literate educator; Identifies priorities for school health education; Examines components of a coordinated school health education program that serves the Whole School, Whole Community, Whole Child; Explores ways to communicate and advocate for health and school health education; and, enhances abilities to serve as a resource person in health education. 3 Cr. Spring.
PBH 601 Advanced Nutrition (A). Provides students with an overview of nutrition content to enable them to develop nutrition-focused programs in the school or community. Addresses nutrition concepts, controversies, diet and health, and influences and policies on food choices. Students will research and develop an assessable nutrition program/lesson based on individual, school, or community-based needs. 3 Cr. Fall.
PBH 602 Principles and Philosophy of Health Education (A). This course explores the epidemiological, philosophical, theoretical and moral foundations of health education and public health. This course also investigates the application of health education practice in school and community settings. More specifically, students in this course will study: (1) epidemiological measures and indices of health and disease; (2) determinants of health, health disparities and ideas of social justice; (3) concepts of health and the role of health education in schools and society; (4) planning models for health education intervention; (5) individual health behavioral theories; (6) social, cultural, and environmental theories; and (7) moral obligations of health educators for improving the health of children. NYSED requires a minimum course grade â€śB- (graduate sections) for certification. 3 Cr. Fall.
PBH 603 Environmental Health (A). An introductory overview of the principles of exposure assessment and toxicology will be provided within the context of specific hazards considered in the course. Exposure pathways will be reviewed, and environmental illness associated with selected exposures will be discussed. Students will learn the accepted approaches to management of known environmental hazards, such as lead, that should be part of any comprehensive public health program. The course will also introduce students to the tools for managing environmental health risks, including the use of risk assessment, the â€śprecautionary principleâ€ť, regulatory and legal instruments. These concepts will be placed within the larger context of humanityâ€™s relationship with the natural world. 3 Cr. Fall.
PBH 604 Health Behavior Theory (A). Explores the fundamental, theoretical foundations of social and behavioral science. The course will provide an introduction to behavior change models and theories, the history of the theories, and principles of ethical decision making for intervention research. Students will become familiar with the health behavior literature and research, and will develop an understanding of the theoretical and scientific basis of health education programs. Students will apply theoretical models to develop health education interventions. 3 Cr. Fall.
PBH 605 Promotion of Mental Health (A). This course explores the dimensions of mental health and emotional wellbeing. It examines risk and protective factors associated with mental health and strategies to effectively promote positive mental health and resilience. Specific emphasis is given to examining mental health in children and adolescents. 3 Cr. Summer.
PBH 618 Epidemiology (A). Students will learn and apply basic concepts of epidemiology to multiple domains of public health. Students will practice using epidemiology to better understand, characterize, and promote health at a population level. The class will engage the students in active and collaborative learning through individual projects, case studies, and group discussion. 3 Cr. Spring.
PBH 640 Health Education Curriculum Development (B). Apply knowledge and skills of a school health educator by planning effective comprehensive school health education curricula and programs based on priorities for school health education. Curriculum development will include empirically based and culturally relevant instructional strategies, student diagnostic assessment plans, and evaluations plans of student learning. 3 Cr.
PBH 641 Community Organization (A). Examines the organizational context within which health education flourishes. Gives attention to the identification of the community health resource network associated with the delivery of health-education services. Students will learn how to develop, facilitate and maintain collaborative efforts, partnerships, and coalitions with emphasis on community organizing principles. 3 Cr. Spring.
PBH 642 Health Care and Policy (A). This course provides an overview of health policy and the health care system, its organization, structure, and function, both nationally and internationally. Social determinants and their role in health inequity will be examined. Students will use a systems thinking approach to analyze health care systems and policies. Subsequently, they will propose strategies to influence public health outcomes and draft health policies to address health problems. 3 Cr. Spring.
PBH 643 Safe and Healthy Relationships (A). Crosslisted with: WMS 643 This course examines safe and healthy relationships throughout the life cycle. It will provide an emphasis on health literacy, as well as effective ways to teach about safety skills to manage healthy relationships. This will include issues in teaching and learning about social emotional learning (SEL), conflict resolution, violence prevention, HIV/AIDS/STl's and sexuality. The course will also examine risk factors, prevention methods and skill strategies to effectively promote positive safe and healthy relationships in schools and communities. 3 Cr.
PBH 644 Program Planning (B). Students will be introduced to the core concepts of health education/promotion program planning. Factors that impact individual and community health outcomes will be described. Students will develop skills necessary to plan and implement theory based health interventions to address public health issues. 3 Cr. Fall.
PBH 645 Teaching Methods in School Health (B). Prerequisites/Co - PBH 600 & 602. PBH 600 OR PBH 602 must be a pre OR co-req for PBH 645 This course provides real-world application of knowledge and skills through planning effective comprehensive school health education curricula, lesson planning and program-based priorities for school health education. Health education theory and school-based data driven needs will provide the foundation for curriculum development, lesson planning/implementation. This will include empirically based and culturally relevant instructional methodologies, strategies, unit planning, and assessment plans in school settings that promote healthy behaviors. 3 Cr. Every Semester.
PBH 650 Communication in Health Education (A). Prereq/co: PBH 600 OR PBH 602. Students will develop consumer and school health education skills and use methods, techniques, and strategies of communication to deliver health information to diverse target audiences in the school community. Students will learn how to advocate for health education and improve communications between health educators and the populations that they serve. Students will develop appropriate and relevant health education messages for disseminating information about the knowledge and skills of health and the publicâ€™s need for health resources and services in school and community settings. Within the context of communications, students will learn how to promote consumer and school health and enhance health communication using theory-driven health messages, technology, social marketing, and media. 3 Cr. Spring.
PBH 653 College Health. Explores the integration of health, counseling, wellness, prevention, and campus recreation. This course will examine current trends and best practices and the intersection of this work with all areas of student affairs. Topics will include mental health on the college campus; high-risk behaviors and their reduction; applicable developmental and health theories; wellness, recreation, and athletics; sexual and dating violence; and gender, sexual identity and cultural identity development. 3 Cr. Summer.
PBH 684 Assessment and Evaluation in Health Education (B). The course is designed to provide students with the skills to assess and evaluate health related information. Students learn the fundamentals of epidemiology, statistics, evaluation and research methods that are used in health education. Includes discussions about frequency with which disease occurs in a population, issues effecting health services, to populations, instrumentation, experimental research and ethical treatment of human subjects. 3 Cr. Every Semester.
PBH 686 Research Methods in Health Education (A). Prerequisite: HLS 684; Requires Departmental approval. This course provides students with the skills needed to effectively use health related information from secondary sources to answer a health-related research question. Students will design and execute a health education research project. Students will present their findings and prepare a manuscript to describe their research question, hypothesis, evaluation methods, findings, and recommendations. In addition to completing a research project, students will learn research design and how to write a proposal for a study, including a review of literature, research questions/hypotheses, analysis, interpretation, and application of qualitative and quantitative research methods. 3 Cr. Every Semester.
PBH 688 Program Evaluation (B). The course examines the concepts, tools, data collection and analysis methods, and designs used to evaluate health promotion programs. Students will conduct data analysis and interpret results to be presented in a written evaluation report. 3 Cr. Fall.
PBH 693 PBH Public Health Education (A). Provides students with the opportunity to function as a health educator in community, hospital, or work-site settings under the supervision of a health education professional. Allows students to develop, implement, and evaluate health education programs as appropriate for the setting. The course requires the completion of 120 internship hours. 3 Cr. Spring.