#339
Date: Wed, 26 Mar 2008 17:34:17 -0400
From: Michele Sweeney <msweeney@SALEMSTATE.EDU>
Subject: Re: Personal Wellness Requirement
** Congratulations to Dr. James Price
** 2007 AAHE Scholar
** Be at his presentation in Fort Worth!
**
** The HEDIR RSS
**
Tom and Mark, I am really interested in your concern about health courses in colleges and universities. I am a professor at Salem State College where we do have a course very similar to yours. I want our course to revolve around the dimensions of wellness but I am having a struggle with some of my other faculty. I believe a college personal wellness course should look different than a high school course. I believe we need to discuss wellness instead of just physical fitness, etc. I believe we need to strongly recognize spiritual, environmental, and social wellness as well. I am also on NASPE's Physical Education Steering Committee and we are currently developing an Appropriate Practices Document for Basic Instructional Activity Programming at the college level.
Shelly Sweeney
Michele M. Sweeney, Ed.D.
Physical Education Coordinator
Sport, Fitness, and Leisure Studies Dept Salem State College Salem MA 01970
978-542-6582
------------------------------
#340
Date: Wed, 26 Mar 2008 18:08:41 -0400
From: Michael McNeil <mm3117@COLUMBIA.EDU>
Subject: Re: Personal Wellness Requirement - Warning - Long Reply
** Congratulations to Dr. James Price
** 2007 AAHE Scholar
** Be at his presentation in Fort Worth!
**
** The HEDIR RSS
**
In some work I did around the history of health promotion in US higher education I found some interesting stuff... Thought some historical perspective might add to this conversation. After all, it's great to see where it all started. Pls note this is not the whole paper but some paragraphs that folks on this list might find interesting...
(as a side note, I am working on a paper related to this topic that I hope to finish this summer).
In health,
M2
The birth of U.S. colleges can be traced to events spread between 1636 when the Massachusetts legislature passed a bill that would pave the way in 1639 for the chartering of Harvard College (later Harvard University). In the next one hundred and thirty years a number of colleges would be created, though none would contain any health or medical education. It was not until the College of Philadelphia (later the University of Pennsylvania) created the first professorship in medicine in 1765 that health, as a college issue, would appear (Rudolph, 1990). While this effort in Pennsylvania would create a form of health education, the concept of health education as it is known today would not appear for almost two hundred more years.
The colonial curriculum most frequently included Latin, Greek, logic, Hebrew, rhetoric, natural philosophy (physics), mental philosophy (metaphysics), moral philosophy (later separated to include ethics, political science, economics and sociology), and mathematics. No mention of hygiene or health was found in the early college education plans (Rudolph, 1990). Following the American Revolution at the end of the century, new colleges were chartered in many new states including North Carolina, Vermont and Tennessee, with a few offered medical education, but not addressing health beyond the response to disease (Rudolph, 1990).
This century of health education in higher education would see the advent of classes addressing hygiene and health issues. The first college to introduce courses in hygiene was Harvard College in 1818 (Means, 1975). Notable schools including Dartmouth, Williams, Yale, and Amherst would follow Harvard within a few years. While many of these schools would require coursework, not all would offer academic credit toward graduation requirements for this effort (Turner & Hurley, 2002).
In 1824, Thomas Jefferson included a college of anatomy and medicine from the initial designs of the University of Virginia. While this would be an example of early medical education, it did not have a focus on health education as is known today (Rudolph, 1990). Just two years later, Virginia would take a step toward health education with a determination by the Board of Visitors that a Professor of Medicine would be available for thirty minutes, three days a week to assist students with personal health concerns (Turner & Hurley, 2002).
Throughout the later 1800s more colleges added some form of health service, but the focus remained on the physical well-being of students and the only documented health education for students came from those schools who had physical education classes (Turner & Hurley, 2002). Additionally, with the rise of the professional college football coach, the coaches were seen as advocates for “clean-living and high-thinking.” First to be given a professional rank and tenure was Coach Stagg at the University of Chicago (Rudolph, 1990).
At the end of the century, a number of colleges had now included some form of hygiene or health education into the curriculum and a few of these courses were taught by staff from the college health services. By 1895, Cornell University in New York had physical training and hygiene courses that were required yearlong studies, though elective to the main curriculum (Rudolph, 1990). In 1899, Yale University begins to permit undergraduates to take courses in medicine as a part of their studies, where this course of study had previously been limited to professional schools for post-baccalaureate students (Rudolph, 1990).
A major shift in approaches to health education and the coming of modern health education concept would occur in the next one hundred years. This century would see physical education, hygiene and related courses introduced into the college curriculum and when combined with efforts to control communicable diseases would bring the health education side of public health onto college campuses (Grace, 2002). Before the mid-point of the century, the U.S. Department of Labor would recognize Health Education as a specific health service occupation in the Standards Occupation Classification and the end of the century would see the establishment of the National Commission for Health Education Credentialing (Zimmer, 2002).
Meanwhile, the early 1900s also saw parents of college students calling for health education to be offered on campus (Zimmer, 2002).
In 1925, the American Student Health Association created a standing committee on informational hygiene (Boynton, 1971). This is followed two years later by publication of a report from The Presidents’ Committee of Fifty on College Hygiene. In the report, the committee describes objectives that should be a part of a comprehensive student health service including:
5. To discover illogical or defective health attitudes and habits and supply appropriate scientific information and advice for their correction.
7. To teach hygiene by means of the pertinent scientific information and advice given the individual student concerning the nature and importance of his health needs as show by his health examination, consultations, and conferences (Storey, 1927).
These objectives would provide a foundation for the growing need for educating students on health information that they are not receiving from other sources.
In 1936, an international conference on college and university student health services was held in Athens, Greece. During the conference, discussions included “prophylactic means for bettering the health of students,” and conservation of health status (Turner & Hurley, 2002). One year later, in the U.S., a survey of 352 schools yields no information on health education activities in college health, as no questions on the topic were included (Turner & Hurley, 2002).
In 1939, a book titled The Health of College Students is published which acknowledges that educating college students on matters of health is of primary importance. The author discusses how health education has evolved in different departments on college campuses. The book goes on to say “the most important single health problem of college student revolves around their health ignorance. The most fundamental activity of the college health program, therefore, is concerned with the dissemination of sound health information” (Diehl & Shepard, 1939). During this time on U.S. college campuses, members of the hygiene faculty primarily handled health education. The author offered a critique on the health education activities by going on to say, “many colleges are forced to delete or limit hygiene teaching because no member of the faculty is equipped to teach the subject” (Diehl & Shepard, 1939).
One of the landmark surveys of college health would take place in 1953. Doctors Moore and Summerskill would receive responses from 1157 colleges and universities, representing sixty-one percent of higher education institutions in the U.S. at the time. In response to this survey, 200 colleges stated that they had “no responsibility for health of students in any way” (Moore & Summerskill, 1954).
Of the 957 other responding schools, researchers found that eighty percent of schools with a college health service also offered courses in health education, with slightly more than fifty percent of schools requiring a health education course for all students and another twenty-five percent requiring these courses for select majors (usually health-related). A department other than the health services supervised more than sixty percent of the health education activities. In this survey, prevention of disease, a common objective of health education today, is limited to vaccine and immunization issues. Nutrition, now common in college health education programs, was a function of health services at a little over one third of the surveyed schools. From a staffing perspective, a small number of schools acknowledged having a dietician or nutritionist on staff, but otherwise, no mention of health education or health promotion staff can be found (Moore & Summerskill, 1954).
The Fourth National Conference on Health in Colleges (1954) was held and health education is widely discussed. The definition of health education would vary widely during this meeting, with some discussing the idea of health education academic courses and others mentioning health educators as part of the student health staff (Ginsburg, 1955).
In 1957 Millersville State Teachers College in Pennsylvania (later Millersville University) conducted a self-study of the college health program and dedicated an entire chapter to health education. Included in the chapter are standards found on the campus. It should be noted that most of the health education activities discussed in the report were accomplished via classroom-based courses while the study authors do acknowledge activities of “incidental health education” (Pucillo, 1957).
In a book published in 1964, the editor suggests that college health services have assumed the responsibility for health education and preventative medicine in an effort to reduce the need for treatment. The book also claims that institutional health education programs (academic programs) have preceded and are better organized than the college health services. There are discussions within the text that the idea of special hygiene classes given to large groups of students are now “more the exception than the rule,” reflecting a reversal of the early trend in health education on college campuses. They go on to discuss the idea that health programs should be in line with, and facilitate the educational mission of, the institution (Farnsworth, 1964).
Another development of the 1980s was the move to link health education with the academic and life preparation missions of colleges and universities. Leafgren & Elsenrath discussed in 1986 that any effort at health promotion begins with an assessment of the current health status of entering students. The next step is to assist students interested in making progress toward the next level of wellness. “A campus that emphasizes wellness programming for its student body will assist those students in gaining a competitive edge for graduation and successful placement in the business world” (Leafgren & Elsenrath, 1986).
______
Michael P. McNeil, MS
Assistant Director, Alice! Health Promotion
Health Services at Columbia
212-854-5453 phone
Chair, ACHA Health Promotion Section
ACHA Alternate Representative, IATF
Downstate NY Coordinator, The Bacchus Network
Please consider the environment before printing this e-mail.
------------------------------
#341
Date: Wed, 26 Mar 2008 18:14:35 -0400
From: Becky Smith <BSmith@AAHPERD.ORG>
Subject: FW: AAHE InfoSource
** Congratulations to Dr. James Price
** 2007 AAHE Scholar
** Be at his presentation in Fort Worth!
**
** The HEDIR RSS
**
AAHE InfoSource
American Association for Health Education - www.aaheinfo.org
<http://www.mmsend3.com/ls.cfm?r=3D131871771&sid=3D3719090&m=3D459700&u=3D=
AAHPER
D&s=3Dhttp://www.aaheinfo.org/> =20
Volume 3, March 2008, No 2
=20
Did You Know?
=20
At the annual convention each year AAHE is hosting a Special Interest
Group Roundtable Luncheon so participants can network with colleagues
with similar interests. The topical tables will include *Worksite Health
Promotion *Community/Public Health Education *Health Care *Health
Education Administration *Health Education Research *Health Education
Majors *Multicultural Involvement *Young Professionals Network *Early
Childhood/Elementary Health Education *Middle/Secondary School Heath
Education *College/University Health Education
=20
If you have already registered for convention and did not remember to
add this special event to your registration you may contact the web
address on your convention registration to make a change to your
registration. If you can not find your confirmation number and the web
address, contact aahe@aahperd.org to reserve your spot at the luncheon.=20
=20
We have spaces for 100 participants in total and we hope to see you
there!
=20
National Diabetes Education Program - April Highlights
=20
In April, NDEP will promote its new "Ten Ways to Prevent Diabetes" lists
to minority print and online media. The lists will include useful tips
on making daily healthy food choices and creative ideas for becoming
more physically active to lower the risk for type 2 diabetes. Target
audiences will include African Americans
<http://xena.lyris.net/t/211433/2756775/1710/0/> , Hispanics/Latinos
<http://xena.lyris.net/t/211433/2756775/1711/0/> , and American Indian
and Alaska Natives <http://xena.lyris.net/t/211433/2756775/1712/0/> . =20
Look for NDEP promotional tools
<http://xena.lyris.net/t/211433/2756775/1685/0/> that are ready for you
to personalize, customize, and distribute. Take their feature articles
<http://xena.lyris.net/t/211433/2756775/1686/0/> , press releases
<http://xena.lyris.net/t/211433/2756775/1687/0/> , and public service
announcements <http://xena.lyris.net/t/211433/2756775/1688/0/> , and add
your organization's logo
<http://xena.lyris.net/t/211433/2756775/1689/0/> . Add your
organization's name and mission and talk about how you and NDEP are
working together.=20
Add your contact information to a feature article. Then submit the ad
and/or article to your local paper. By using NDEP promotional tools
<http://xena.lyris.net/t/211433/2756775/1685/0/> , everybody wins. Your
community newspaper receives a story with important health information
for its readers, your organization receives good publicity, and you help
NDEP continue to be the nation's No. 1 resource for free information and
materials <http://xena.lyris.net/t/211433/2756775/1690/0/> on diabetes
control and prevention.=20
=20
Public Schools and Sexual Orientation: A First Amendment Framework for
Finding Common Ground=20
=20
http://www.firstamendmentcenter.org/PDF/sexual.orientation.guidelines.PD
F presents a foundation on which to discuss harassment in schools. The
fundamental concept presented is that public schools belong to all
Americans and that the role of school administrators is to protect the
common good supports the imperative of making schools a safe place for
all to learn. Tips are provided for school officials, parents, and
students for addressing differences within the framework of the First
Amendment. This outstanding material helps groups from all parts of the
political and cultural spectrum find common ground on behalf of kids.
=20
Promoting Health Literacy Among Adults
=20
The National Institute for Literacy (NIFL), through its LINCS Regional
Resource Center in partnership with the Indiana Department of
Education/Division of Adult Education, is convening adult literacy and
health professionals in Indianapolis, IN, on March 25-26, 2008, to share
information about the research on health literacy and resources for
implementing health literacy programming. Summit presenters will share
information on the state of health literacy in the nation and address
how partnerships among adult literacy providers and health literacy
providers can help in eliminating literacy barriers in accessing quality
health care. =20
=20
Featured Speakers
Paul D. Smith, MD, University of Wisconsin=20
Health Literacy: A Clinician's Point of View
Andrew Pleasant, Ph.D., Rutgers University=20
Advancing Health Literacy: Building Bridges =20
=20
Panel Presentation featuring health literacy initiatives in ...
* Wisconsin and New York
* Iowa and Rhode Island
=20
Registration and Lodging
Meal and materials fee: $30.00
Lodging: Holiday Inn Select, (317) 244-6861, group rate until March 3,
2008: $97.00 plus 15% tax, single or double
For summit details and the registration form, go to:
http://www.nifl.gov/nifl/news_events/08hsRRC1agenda.html=20
=20
A Report Card on Comprehensive Equity: Racial Gaps in the Nation's Youth
Outcomes from the Economic Policy Institute=20
The "achievement gap" usually refers to the difference between black and
white students' basic skills test scores. But education and youth
development consists of more than basic skills -- it also includes
critical thinking, social skills and a work ethic, citizenship and
community responsibility, physical health, emotional health,
appreciation of the arts and literature, and preparation for skilled
work. Greater equity in outcomes requires narrowing the achievement gap
in each of these areas.=20
In this "Report Card on Comprehensive Equity," Richard Rothstein,
Rebecca Jacobsen, and Tamara Wilder estimate the black-white achievement
gaps in each of these aspects of education and youth development, and
illustrate the types of data gathering which should be undertaken for
ongoing measurement of these gaps.=20
This paper is available in PDF format at=20
http://www.epi.org/content.cfm/racial_gaps
=20
SAMHSA Accepting Applications for FY 2008 Sober Truth on Preventing
Underage Drinking Act (STOP Act) Grants
=20
The Substance Abuse and Mental Health Services Administration, Center
for Substance Abuse Prevention, is accepting applications for Fiscal
Year 2008 for Sober Truth on Preventing Underage Drinking Act (STOP Act)
grants. The purpose of this program is to prevent and reduce alcohol
use among youth in communities throughout the United States. The
program was created to strengthen collaboration among communities, the
Federal government, and State, local and tribal governments on the issue
of alcohol use among youth. Applicants must demonstrate a long-term
commitment to reducing alcohol use among youth and advance collaboration
among community-based organizations. The goal is to disseminate to
communities timely information regarding state-of-the-art practices and
initiatives that have proven to be effective i n preventing and reducing
alcohol use among youth.=20
=20
WHO CAN APPLY: Eligible applicants are domestic public and private
nonprofit entities that are currently grantee organizations receiving or
having received grant funds under the Drug-Free Communities Program.
=20
HOW TO APPLY: Applications for No. SP-08-004 are available by calling
SAMHSA's Information Line at 1-877-SAMHSA7 [TDD: 1 800-487-4889] or by
downloading the application at
http://www.samhsa.gov/Grants/2008/sp_08_004.aspx
Applicants are encouraged to apply online using www.grants.gov
<http://www.grants.gov/> .=20
=20
APPLICATION DUE DATE: April 9, 2008. =20
=20
ADDITIONAL INFORMATION: Applicants with questions about program issues
should contact Jayme Marshall at (240)276-2721 or
=20
For questions on grants management issues contact Edna Frazier at
(240)276-1405 or edna.frazier@samhsa.hhs.gov.
=20
=20
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#342
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
**
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 - 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
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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