PBH 230 Public Health Strategies on College Campuses (A,W,Y). Provides an introduction to health education and prevention theories to help address health topics and behaviors that affect college students’ 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 Foundations of Health Education (B). 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). Explores the fundamental, theoretical foundations of social and behavioral science. Provides 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. 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,Y). 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,W,Y). 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,Y). 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 Introduction to Global Health (A,I). Prerequisite/corequisite: HLS 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 Community Health (A). 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. 3 Cr. Fall.
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,Y). 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 Applied Biostatistics and Epidemiology (A,M). Provides an overview of descriptive and inferential statistics using computer software. Includes topics such as hypothesis testing and interpretation of data from health science and epidemiologic research, including the calculation of rates, sampling theory, and types of studies; and allows the student to better interpret the medical literature. 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,Y). 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 Interpersonal Communication in Health Education (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 485, PBH 486, PBH 491 and PBH 493. Enables students to learn basic communication skills and techniques applicable in school and community settings, including counseling, conflict management, small group management, and organizational communication. Teaches students problem assessment, identify and tackle problems involving potential suicide, major substance abuse, family violence, abuse, sexual abuse, or neglect. Also teaches students how to develop relationships with appropriate community referral sources and to develop sensitivity to issues involving diversity. 3 Cr.
PBH 493 Program Planning (B). Prerequisites: PBH 302, PBH 317, PBH 488. Examines contemporary health problems in the United States and investigates the role of health education in solving these problems. Examines theories, methods, strategies, and techniques of health education program planning, implementation, and evaluation. Uses computer applications for data and information gathering and assessment, program planning, and evaluation. 3 Cr.
PBH 495 Health Education and Promotion Research Methods (A). Explores the topic of research in health education and health promotion, including research designs. Covers topics such as how to write a proposal for a research study, including review of literature, research questions/hypotheses, analysis and interpretation of qualitative and quantitative data. Includes discussions about instrumentation, experimental research, and ethical treatment of human subjects. 3 Cr. Every Semester.
PBH 496 Practicum in Community Health Education (B). 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 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 (A). Provides a field experience in a school site requiring a minimum of two days per week for each six-week placement. Includes planning, teaching and evaluation of health education plus other complementary responsibilities at each school setting. 3 Cr. Fall.
PBH 600 Foundations in School Health Education (A). Serves as an introduction to the field of school health education: Emphasizes knowledge and skills of a health literate educator; Identifies priorities for school health education; Examines components of a coordinated school health education program; 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). Introduces students to the history, principles and philosophy of health education, including an examination of the epidemiological foundation for disease prevention and health promotion. Emphases are places on theories of health behavior and how to apply these theories for planning health education programs. In addition, ethical theories and codes of ethics are examined and students are challenged to apply these theories and codes to solving contemporary, professional and controversial health related issues in society. 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 “precautionary principle,” regulatory and legal instruments. 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 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 Health Education Organization in School and Community (A). 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.
PBH 645 Teaching Methods and Strategies in School Health Education (B). Prerequisites: HLS 600, HLS 602 and HLS 640. Emphasizes health education instructional methodologies in school settings which effect health behaviors. Students demonstrate health education instructional strategies and evaluate student learning objectives. Some instructional methodologies may include discussion, lecture, problem solving, demonstration, experiment, role play, cooperative learning, educational games, debates, goal setting, peer evaluation, use of media and computer-assisted instruction. 3 Cr.
PBH 650 Communication in Health Education (A). Students will develop or hone professional written and oral communication skills, in the areas of public speaking, classroom teaching, health advocacy, developing effective collaborations with health resources, counseling and communicating with parents, and utilizing technology appropriately and effectively. 3 Cr. Spring.
PBH 684 Assessment & Evaluation in School Health Education (B). This 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 incidence and prevalence with which disease occurs in a population, issues affecting health services to populations, instrumentation, experimental research and ethical treatment of human subjects. 3 Cr. Fall.
PBH 686 Research Methods in Health Education (A). Prerequisite: HLS 684. Students design and conduct an independent classroom based research project. Students publicly present their findings and prepare a “manuscript.” Explores the topic of research in health education and health promotion, including research designs. Covers topics such as how to write a proposal for a research study, including review of literature, research questions/hypotheses, analysis, interpretation and application of qualitative and quantitative research methods. 3 Cr.