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0PC2004-.15

Simon Fraser University

Faculty of Education

Special Topics Proposal Form

Course Number: EDUC

Credit Hours: 4

Vector:

Semester to be offered:

Spring 2005 (05-1)

Title of Course:

Current Health Education Trends and Issues

NOTE: Maximum length of course title is 34 characters due to scheduling restrictions.

Description of Course:

See attached.

Prerequisite(s) (or special instructions):

60 credit hours; and one of KIN 140, PSYC 250, PSYC

355.

2. Objectives (including a statement of how the course is embedded in a

theoretical/cognitive/interpretive intellectual framework):

See attached

3. Rationale for course offering (reason why course is needed):

The Faculty of Education has identified Health Education is an area of priority. To date we

have had no courses in this area.

4. Faculty who were consulted/involved in the development of the proposal:

Dr. Lucy Le Mare

Budgetary and Space Requirements (for information only)

What additional resources will be required in the following areas:

Faculty: None

Staff: None

Library: None

Space: None

Equipment: None

Funds: None

6. Bibliography:

Attached.

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List of student assignments to be completed and any other expectations of

students:

See attached.

Description of student assessment and grading procedure:

Attached.

Please attach a course outline (expecting the course to pass):

Attached

10.

Please send the instructor's curriculum vitae (if other than tenure track faculty)

11.

Signatures of Approval

Proposed By:

Dr. Colin Mangham

Supportive Faculty Member:

Dr. Lucy Le Mare

Date:

September 22, 2004

UPC, Chairperson:

Current Health Education Trends and Issues

Instructor:

Dr. Cohn Mangham

Course Description

Comprehensive School Health Education is the term used in Canada to refer to school

based curricula, services and other activities and polices promoting health in the school

community. In British Columbia, the curriculum component exists in form of Personal

Planning (Elementary) and Career and Personal Planning (Secondary). In Canada, health

education frequently is viewed in context of the broader frameworks of population health,

public health and health promotion. It exists in some form in all provinces and territories,

sometimes alone, sometimes allied with other subjects such as physical education,

science or guidance. In the past, little specific pre-service training has been available for

teachers who will be expected to

ealth education. This course is intended to provide

some of that training by familiarizing students with the current trends in health education

in Canada and elsewhere, and key health related content and process issues faced by

schools, communities, and the nation.

Current Health Trends and Issues

is designed for students who are or will be teaching

health related topics in schools. The course addresses issues currently faced in health

education in Canada Process issues include the cases for school health in both

educational and public health terms, a report card of school health in Canada, the

implications for school health within a population health paradigm, the school's place in

community development and mobilization, and emerging trends in approaches to school

health such as an emphasis on assets building and the role of school environments.

Content issues include a review of current trends, consequences and solutions related to

healthy child and adolescent development including poverty, obesity and body image

mental health, sexuality, substance abuse, injury prevention and physical activity.

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Course Objectives:

As a result of the course, students will:

Demonstrate understanding of the significance of school health as-a schcnil-

set..ad in the contexts of health promotion, public health and population

health.

Describe the current status of school health in BC and in Canada and offer

educated projections for its future.

Identify and describe current pceeess trends in health education in Canada and

elsewhere.

Describe key health issues faced by children and adolescents and emerging

approaches used to address these issues.

Explore ways to strengthen school health in British Columbia and Canada.

Text: Required readings as noted in syllabus. These will be available in hard copy as a

course packet and in many cases electronically.

Scheduled Topics/Readings

Week/Topics

Readings

1. Cases for School

Health and Health

Education in Canadian

Health Canada. Strong Families, Healthy Children - Canada's

CommuW!y Action Program for Children: Celebrating the

Communit y

Action Program for Children

Schools; Where Are We;

A Report Card

Mutter GW, Ashworth C, Cameron H. Canada: perspectives

in school health. J Sch Health 60: (7), 308-12, Sep, 1990.

Office of the Provincial Health Officer. An Ounce of

Prevention: The Public Health Case For Comprehensive

School Health. Victoria: Queen's Printer, 2004.

2. The Determinants of

Health Canada. The Population Health Approach.

Health and Child and

Adolescent Health:

Health Education,

Labonte R. Population health and health promotion: What do

Health Promotion,

they have to say to each other? Canadian Journal of Public

Public Health,

Health 1995; 86(3):

165-68.

Population Health,

Concepts of Health and

Health Canada: Healthy Development of Children and Youth

Health Education;

Best

The Role of the Determinants of Health (Full Report)

Practice

and

Evidence -

Based

as Concepts

Hoffman K. & Jackson S. A Review Of The Evidence For

The Effectiveness And CostsOf Interventions Preventing The

Burden Of Noncommunicable Diseases: How Can Health

Systems Respond? Toronto: University of Toronto, 2003.

Kahan, B., & Goodstadt, M. 1DM Manual: 1DM Manual for

using the Interactive Domain Model approach to best

practices in health promotion. Toronto: Centre for Health

Promotion, University of Toronto, 2002.

3. The School

Canadian Asociation for School Health, (undated) Consensus

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Community and the

Statement on Comprehensive School Health.

Community School:

htrn

Comprehensive School

Health, Healthy Schools;

Hancock T. The evolution,, impact and significance of the

Health Promoting

Healthy Cities! Healthy Communities movement. Journal of

Schools Movement

Public Health Policy 1993; 14(1): 5-18.

World Health Organization. What Is a Health Promoting

School?

4. Assets Building and

Resiliency: Current

Trends

Mangham, C. McGrath, P. Reid, G. & Stewart, M. (1995).

Resilience in Health Promotion. Ottawa: Minister of Supply

and Services Canada.

5.Fostering Healthy

Shaps, E. & Solomon, D. (2003). The role of the school's

School Environments:

social environment in preventing student drug use. Journal of

The Crucible of the

Primary Prevention, 23(3), 299-328

School

6. Child and Adolescent

McBride, N., Midford, R. & Cameron, I. (1999). An empirical

Development: Generic

model for school health promotion: The Western Australian

Models

school health project model. Health Education International,

14(1), 17-25.

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McCreary Centre Society. (2002). Accenting the Positive: A

Developmental Framework For Reducing Risk And

Promoting Positive Outcomes Among BC Youth. Vancouver,

authors.

Health Canada. The Opportunity of Adolescence: The Health

Sector Contribution. httplIwww.hc-sc.gccaidca-

deblicationsIacjhcenselnl

7. The Health Status of

McCreary Centre Society. (2004). Highlights From the

Canada's Children and

Adolescent Health Surve

III.

Burnaby, BC: Authors.

Youth

Health Canada. Trends in the Health of Canadian Youth-

Health Behaviours in School Age Children

8. Trends,

Shieil A. & Hawe P. Health promotion, community

Consequences, Solutions

development and the tyranny of individualism. Health

I: Child Poverty

Economics 1996;

5 (3):

241-7.

9. Trends,

Consequences, Solutions

Rootman I. & Edwards P. The best laid schemes of mice and

II:

Childhood Obesity,

men: Participaction's legacy and the future of physical

Body Image, and

activity promotion in Canada. Canadian Journal of Public

Inactivity

Health, 95 (Supp 2), June 2004,

537-542.

Katzmarzyk PT., Janssen I. The economic costs associated

with physical inactivity and obesity in Canada: an update.

Can JAppl Physiol 29(1), 90-115, Feb, 2004.

Gillis U. & Bar-Or 0. Food away from home, sugar-

sweetened drink consumption and juvenile obesity. J Am Coil

Nutr 22 (6),

539-45,

Dec, 2003.

Katzmarzyk PT. & Ardern CI, Overweight and obesity

mortality trends in Canada, 1985-2000. Can J Public Health

95 (1),

16-20, Jan-Feb, 2004.

10. Trends,

Health Canada. A Framework for Action to Reduce the Rate

Consequences, Solutions

of Teen Pregnancy in Canada, 2000.

htp://wwwhc-

Ill: Teen Sexuality,

Pregnancy, HIV

Rogers D, Dilworth K, Reducing the rate of teen pregnancy in

Canada: a framework for action. Tnt J Adolesc MedHealth 14

(2), 97-100, Apr-Jun, 2002.

11. Trends,

Meschke L. & Patterson J. (2003). Resilience as a theoretical

Consequences, Solutions

basis for substance abuse prevention. Journal of Pnmarv

IV. Teen Substance

Prevention, 23(40, 483-514.

Abuse

Makomaski hung EM. & Kaiserman MT. Mortality

attributable to tobacco use in Canada and its regions, 1998.

Can J Public Health 95 (1), 38-44, Jan-Feb, 2004.

Gray C, Tobacco wars. The bloody battle between good

health and good politics. CMAJ 156 (2), 237-40, Jan 15,

1997.

Mangham C. Making The Case For Prevention: A Business

Rationale for Preventing the Harms of Substance Abuse.

Prepared for BC Ministry of Health Services, 2003.

Centre For Addiction and Mental Health. Alcohol and Drug

Prevention Programs for Youth: What Works? Toronto:

CAMIH, 2002.

12. Trends,

Health Canada. Mental Health Promotion. httpjLvjyj

Consequences, Solutions

V. Child and Adolescent

Mental Health

Australian Government. MindMatters: A Mental Healthy

resource For Secondary Schools.

htL/cmcurncuLum.eduilmindmatrs//ind!jm

Stephens T., Dulberg C., & Joubert N. Mental health of the

Canadian population: A comprehensive analysis. Chronic

Diseases in Canada, 20 (3), 2000.

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13. Where to From

Health Canada (Partnership with Government of Ontario).

Here? Health Education

Growing Healthy Canadians.

and the future of

Canada's Youth

Health Canada, Population and Public Health Branch. Voices

and Choices: Planning For School Health

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Evaluation

Specifics of each item will be given in class:

Vision Statement

Personal Application Piece

20%

Group Project

25%

Term Paper

25%

Final Exam

25%

Vision Statement:

Students will prepare document no more than two pages. 1.5 spaces,

providing their own vision of what the general status of child and adolescent health in

Canada will in the year 2040, defending why they believe it will be so in their own words

(no quotes or references required). It is recommended this be prepared after week 3.

Due

Week

Personal Application Piece:

For each week, students will prepare a one page synopsis

applying that week's concepts succinctly to their own present or future career. Each piece

is due the following week (first piece due week 2).

Group Project:

Working in groups of 3 to 4, students will identify a current trend or

issue of their choosing, and prepare and deliver a 30-minute class presentation. This

presentation should include a) background of the issue, b) current trends, c) health

promotion/population health solutions, and d) What schools can do, with a list of

currently available tools for addressing it.

(Presentations will begin in Week

5.)

Term paper:

Students will identify a topic related to one of the trends or issues covered

in the class, and prepare a research-based paper no more than 10 pages double spaced

excluding title page and references. The specifics of this paper will be discussed in class

(Due by class Week 13).

Final Exam:

This exam will be given during the end of term exam period as scheduled

by the University. It will cover all class lectures, discussions and readings. It will consist

of a mix of short answer and essay questions.

Grading of subjective items will be as follows (0 is failing):

Dimension

Barely

satisfactory (1)

Fair

(2)

Good

(3)

Exceptional

(4)

Overall quality of

presentation:

Writing quality,

proper use of

citations where

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required or needed

organization.

Synthesis of

research/ideas:

Pulling concepts

together in a unified

picture

Understanding

concepts:

Understands the

concepts and is able

to use them

Comprehensiveness:

Evidence of research

and thorough

coverage of the topic