#369
Date: Sun, 13 Apr 2008 12:03:11 -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 (median 3.4:1, range 1.4:1 to 5.7:1), 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, 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
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> [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
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
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#370
Date: Sun, 13 Apr 2008 13:43:30 -0400
From: Elbert D Glover <eglover1@UMD.EDU>
Subject: Webmaster
** Congratulations to Dr. Valerie Ubbes
** 2008 HEDIR Technology Award Recipient
**
** The HEDIR RSS
**
I'm looking for a person or company that develops quality Web sites.
Can anyone provide info (link) and examples of their work?. Thanks in advance.
glover
--
Elbert D. Glover, PhD, FASHA, FAAHB, FRIPH Professor & Chair University of Maryland College Park School of Public Health Department of Public & Community Health (PCH) Director, Center for Health Behavior Research (CHBR)
2387 SPH Valley Drive
College Park MD 20742
301-405-2467 Voice
301-405-2029 Direct
301-314-9167 Fax (PCH)
301-314-5835 Fax (CHBR)
**
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