#360
Date: Mon, 7 Apr 2008 08:00:53 -0400
From: "Michaela Conley, MA" <michaela@HPCAREER.NET>
Subject: Paid Ad: Career News in review 04068
** Congratulations to Dr. James Price
** 2007 AAHE Scholar
** Be at his presentation in Fort Worth!
**
** The HEDIR RSS
**
Hello all,
This week it seems we have a pretty good variety of unique opportunities from a "Rapid Response Coordinator" in Texas to a Behaviorist in North Carolina and a good number of Jobs and degree program ads in between.
Please forward this to your alumni, colleagues and anyone else you think would like to read all about it. Visit http://www.hedir.org for complete details.
Hope to see you in... (clap-clap--clap-clap) deep in the heart of Texas!
*Career Opportunities
Director of Operations
CT
Wellness/Fitness Assistant Coordinator
Winchester, VA
Fitness Center Specialist
Washington/Metro, DC
Program Manager
St. Louis, MO
Health Fitness Specialist
St. Louis, MO
Rapid Response Coordinator
Houston, TX
Director of Operations Highmark Corporate Fitness Center <http://www.hpcareer.net/candidate/search/view.html?id=2000315&jadeReturnToUrl=%2Fcandidate%2Fsearch%2Findex.html%3FjadeFormId%3Dquery.0c396952ebd42386258569e4>
Pittsburgh, PA
Assistant Director of Health Education
Portland, OR
Health & Wellness Program Coordinator
Kingman, AZ
Wellness/Fitness Assistant Coordinator
Montgomery County, MD
Worksite Wellness Coordinator - Health Management <http://www.hpcareer.net/candidate/search/view.html?id=2000299&jadeReturnToUrl=%2Fcandidate%2Fsearch%2Findex.html%3FjadeFormId%3Dquery.0c396952ebd42386258569e4>
Cleveland, OH
Behaviorist
Raleigh/Durham-RTP, NC
Program Manager
Chicago Northwest, IL
*Continue your Education
MS & PhD in Dept. of Kinesiology
Ames, IA
MS and Ph.D. in Applied Anatomy and Physiology <http://www.hpcareer.net/candidate/search/view.html?id=2000311&jadeReturnToUrl=%2Fcandidate%2Fsearch%2Findex.html%3FjadeFormId%3Dquery.0c396952ebd42386258569e4>Boston,
MA
BS Human Phys, Nutrional Sci. and Health Sci.
Boston, MA
Online M.S. in Human Movement at A.T. Still Univer <http://www.hpcareer.net/candidate/search/view.html?id=2000308&jadeReturnToUrl=%2Fcandidate%2Fsearch%2Findex.html%3FjadeFormId%3Dquery.0c396952ebd42386258569e4>
* Online,
BA/BS PE ,ExSci, Rec.
Tacoma/Olympia, WA, USA
**
** HEDIR is Supported by Career & Other Advertising
** Visit: www.HEDIR.org or HEDIR.hpcareer.net for Details
**
** Support the HEDIR With Your Gift
**
------------------------------
#361
Date: Mon, 7 Apr 2008 08:15:15 -0500
From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
Subject: 2008 HEDIR Technology Award Recipient
** Congratulations to Dr. James Price
** 2007 AAHE Scholar
** Be at his presentation in Fort Worth!
**
** The HEDIR RSS
**
Folks,
I'm proud to announce that Dr. Valerie Ubbes, Miami (Ohio) University has
been selected as the 2008 AAHE/HEDIR Technology Award. Her work in the
development of children's health books (http://www.lib.muohio.edu/pictbks/)
More specific details as to how this award will be recognized. In the past
we have had a luncheon in the fall (during APHA), however, we are still
working to confirm that. In addition, we're looking at opportunities for
Dr. Ubbes to present something during AAHE in Tampa.
Congrats Valerie.
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Graduate Director
618-453-1841 (office)
618-453-1829 (fax)
Skype: mark.j.kittleson
**
** HEDIR is Supported by Career & Other Advertising
** Visit: www.HEDIR.org or HEDIR.hpcareer.net for Details
**
** Support the HEDIR With Your Gift
**
------------------------------
#362
Date: Mon, 7 Apr 2008 10:55:12 -0400
From: Jim at CPP <jvgrizzell@CSUPOMONA.EDU>
Subject: Re: Personal Wellness Requirement
** Congratulations to Dr. Valerie Ubbes
** 2008 HEDIR Technology Award Recipient
**
** The HEDIR RSS
**
Hi HEDIR Members,
Sarah brings up an extremely important reminder. Without other interventions like the social ecological model and environmental approaches education alone may not be cost effective. The CDC Community Guide Worksite Committee recently completed a systematic review of literature which found that, to be cost-effective with a positive return on investment, health promotion programs need to assess risks (i.e., with HRAs, maybe also with biometric screenings) with at least an hour of health education plus (and this is points to Sarah's concern) other interventions. The review indicates there is sufficient evidence that all three must be done together. A variety of "other interventions" were listed but I believe the two that might add the most value will be the social ecological model plus social marketing.
I'll be presenting at the ACHA annual meeting with a couple others on how to provide screenings and health education to college students. The other presenters offer examples that reach about one-third to a half of students with clinical screenings and one-to-one patient education for those who make appointments to receive it. I will explain how I believe 100% of the student population might be reached with a required GE health course that could be described as a "universal prevention intervention" (as defined by Modeste, Dictionary of Public HP/E). I'll suggest that primary and secondary prevention could result with that course using HRAs and providing the education plus adding campus-wide "other interventions" such as the social ecological model and social marketing.
I'm planning to try to use Prochaska's processes of change to move a few of the leaders and policy makers in the audience to contemplate and move to action. The action I want to cause is to implement prevention activities that reach all college students regardless of risk, and reach those at potential risk and at risk for typical college health risks (with an emphasis on the top 10 health impediments to learning/academic performance - since those relate to the universities missions to advance learning and knowledge).
Here's the outline from one slide. I'll use findings from the Worksite Committee and Silas Pearman's 1997 research (JACH, v46) and Craig Becker's soon to be published research (in JGE) on outcomes from required general ed health courses. Additionally, I'll be describing the NASPA "Ecological Approach to Student Success" and social marketing (www.csupomona.edu/~jvgrizzell/socialmarketing/).
Assess health risks (at beginning of the required GE health course)
- Health Risk Appraisal
- comprehensive with tailored feedback
- Brief health assessments
- by topic and biometric with feedback
Educate
Provide other interventions
- Social ecological model
- Social marketing
- Policy change
If you have comments or suggestions please do give them to me.
Jim
Jim Grizzell, MBA, MA, CHES, HFI, FACHA
CHES CEU NCHEC Provider # SSP2786
Health Promotion Program Planning with the Social Marketing Approach
Online Self-Study Course - 10.5 CECH, Fee $25
Online and Coached Course - 10.5 CECH, $135
www.healthedpartners.org/ceu/sm
C - 909-856-3350
F - 202-379-9786
W - https://experts.csupomona.edu/expert.asp?id=120
W - www.csupomona.edu/~jvgrizzell
----------------- o
--------------- </\_
-------------- _/\ ~~~~~~~_o
____________/______O`-`O__________/\o
________________________~~~~~~~~~
> [Original Message]
> From: Sarah M Mart <smmart@SYR.EDU>
> To: <HEDIR-L@listserv.siu.edu>
> Date: 3/31/2008 9:19:44 PM
> Subject: Personal Wellness Requirement
>
> ** Congratulations to Dr. James Price
> ** 2007 AAHE Scholar
> ** Be at his presentation in Fort Worth!
> **
> ** The HEDIR RSS
> **
>
> Dear all,
>
> I find it interesting that while there seems to be agreement on this
> list around the need for college students to be well, or have high
> levels of wellness, and the intent for institutions to help make that
> well-being happen, there has been little focus (at least in the
> discussion I've read so far) regarding the various potential strategies
> and important multi-level, interconnected influences on their personal
> (read: individual) wellness.
>
> Nothing against 100% of students taking a class, Jim, at all--but the
> set-up of the academic calendar itself; the amount of asset-building,
> intentional resources in all kinds of academic and student affairs
> depts. to support student health; the direct, specific connection
> between the health of individuals AND the health of the entire student
> community AND the health of the entire community including non-students;
> the effect and influence of faculty, staff, and administrators on
> policy, resources, norms, and institutional culture(s) that impact
> student health...must all be included and we must be working to enhance,
> change, support and challenge in order to improve those
> environmental/ecological factors. Without this work on institutional,
> community and societal factors--multiple factors in multiple ways--we
> could potentially have 100% of students complete a personal wellness
> class in environments that sometimes do nearly everything they can
> (perhaps not intentionally) to block access to health for students.
>
> For what purpose college health? 100% of students take a personal
> wellness class to learn how to deal, cope, and make it through a college
> experience, or a life experience, or the world? When in fact what needs
> to change as well as their individual behavior is the environment that
> surrounds and impacts them--not just to help them, but their colleagues
> and community members?
>
> Both/and...not either/or. We can, and we must, do better.
>
> Best,
> Sarah
>
> Sarah M. Mart, MS, MPH
> Director
> Office of Prevention Services
> Syracuse University
>
> 111 Waverly Ave, Suite 006
> Syracuse NY 13244-2320
>
> p 315.443.4234
> e smmart@syr.edu <mailto:smmart@syr.edu>
>
> Co-Chair of the NASPA Health in Higher Education Knowledge Community
>
>
>
> ___________________________________________________
> Date: Wed, 26 Mar 2008 20:26:37 -0400
>
> From: Jim at CPP <jvgrizzell@CSUPOMONA.EDU>
>
> Subject: Re: Personal Wellness Requirement
>
> ** Congratulations to Dr. James Price
>
> ** 2007 AAHE Scholar
>
> ** Be at his presentation in Fort Worth!
>
> **
>
> ** The HEDIR RSS
>
> ** www.hedir.org/hedir.xml <outbind://16/www.hedir.org/hedir.xml>
>
> **
>
> I am glad this discussion is starting. I'd like to see mandatory health
> education courses that will truly address health problems of college
> students and academic performance AND reach 100% of them within their
> first 2 years.
>
> Can we make cases, perhaps with Craig Becker's results he posted
> yesterday, for mandatory HE course? Can we show model, effective and
> promising and/or evidence-based courses that enhance health and academic
> performance?
>
> I'm writing a 700 word side bar to an article in which a collaboration
> between several universities student health centers and campus
> counseling services are doing a very intentional secondary intervention
> screening for depression. They are doing an outstanding job getting 69%
> of students screened (% of students going to the health centers for
> medical appointments, ~50% of student use the health centers) and
> finding that 1.3% are clinically depressed and now getting treatment.
> The article will be read by about 8,000 student affairs administrators
> (majority likely VPs and many health center directors).
>
> Thing thing that caught my attention is that they are only doing
> prevention for 35% of about 166,000 students. It is outstanding to see
> clinical staff on campuses doing the screenings. But based on trends
> over many years of the American College Health Association's (ACHA)
> National College Health Assessment (NCHA) a serious problem can be seen
> in the rise of health impediments to academic performance. Mental health
> ones (stress, relationship difficulties, concern for trouble family
> member or friend, concern for death of family member or friend,
> self-described depression and sleep difficulties) are 6 of the top 10!
> Over 32% (up from 28% in 2000) of students now say stress caused them to
> get low grades or drop courses. See draft Healthy Campus 2010 Mid-Course
> for these at www.csupomona.edu/~jvgrizzell/hc2010/mc
> <outbind://16/www.csupomona.edu/~jvgrizzell/hc2010/mc> - specifically
> "Stress: Health Impediment to Academic Performance." The trends also
> show that higher proportions of 2nd and 3rd year students are stressed
> than 1st year !
>
> (the reason for mandatory couse before end of 2nd year).
>
> The magazine's editor asked me to address this from a health education /
> health promotion and primary prevention perspective to explain how 100%
> of students might be reached with primary and secondary prevention and
> enhance health and academic performance. My recommendation is to have:
>
> 1) a collaboration (appointed by the university president) of the health
> center, counseling services, plus the campus health promotion department
> (all generally student affairs departments) and the academic side
> (perhaps Academic Affairs GE committee with the Health and PE
> Department),
>
> 2) primary and universal prevention should be done with a mandatory
> general education health class that emphasizes stress management and
> specifically the health impediments to academic performance and
>
> 3) each student should take an assessment of health risk, get at least
> an hour of health education which can be in multiple sessions over a
> year. Additioally, other campus interventions (use of social ecological
> model to change campus environment and policies that facilitate health
> behaviors. This item 3 is based on the CDC Community Guide Work Site
> committee systematic review of literature which shows a positive return
> on investment with a median of 3.4:1.
>
> This would ensure the other 65% (therefore all 100%) of the students
> receive evidence-based health promotion that's primary prevention and
> have a component of secondary prevention screening with the health risk
> appraisal with feedback and health education.
>
> Can we make a case, perhaps with Craig Beckers results he posted
> yesterday, for mandatory HE course? Can we show model, effective and
> promising and/or evidence-based courses that enhance health and academic
> performance?
>
> Jim
>
>
>
> Jim Grizzell, MBA, MA, CHES, HFI, FACHA
>
> CHES CEU NCHEC Provider # SSP2786
>
> Health Promotion Program Planning with the Social Marketing Approach
>
> Online Self-Study Course - 10.5 CECH, Fee $25
>
> Online and Coached Course - 10.5 CECH, $135
>
> www.healthedpartners.org/ceu/sm
> <outbind://16/www.healthedpartners.org/ceu/sm>
>
> C - 909-856-3350
>
> E - jvgrizzell@csupomona.edu
>
> E - jim@healthedpartners.org
>
> F - 202-379-9786
>
> W - https://experts.csupomona.edu/expert.asp?id=120
> <https://experts.csupomona.edu/expert.asp?id=120>
>
> W - www.csupomona.edu/~jvgrizzell
> <outbind://16/www.csupomona.edu/~jvgrizzell>
>
>
>
> **
> ** HEDIR is Supported by Career & Other Advertising
> ** Visit: www.HEDIR.org or HEDIR.hpcareer.net for Details
> **
> ** Support the HEDIR With Your Gift
> ** www.hedir.org/support.htm
> **
**
** HEDIR is Supported by Career & Other Advertising
** Visit: www.HEDIR.org or HEDIR.hpcareer.net for Details
**
** Support the HEDIR With Your Gift
**
------------------------------
#363
Date: Mon, 7 Apr 2008 14:04:05 -0500
From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
Subject: One More Thing About HEDIR Award
** Congratulations to Dr. Valerie Ubbes
** 2008 HEDIR Technology Award Recipient
**
** The HEDIR RSS
**
In my earlier post about Valerie Ubbes receiving the AAHE/HEDIR Technology
Award, I failed to acknowledge the committee who did a great job at
reviewing the applications. Mike Olpin (Weber State University), Kele Ding
(Kent State) and Priya Banerjee (SUNY Brockport). My thanks to them for
taking time out of their schedule to do these reviews.
My apologies for failing to acknowledge them earlier.
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Graduate Director
618-453-1841 (office)
618-453-1829 (fax)
Skype: mark.j.kittleson
**
** HEDIR is Supported by Career & Other Advertising
** Visit: www.HEDIR.org or HEDIR.hpcareer.net for Details
**
** Support the HEDIR With Your Gift
**
------------------------------