3-31-08

#345

Date: Mon, 31 Mar 2008 17:03:45 -0400

From: Becky Smith <BSmith@AAHPERD.ORG>

Subject: Community Research Workshop Registration Re-Opens

** Congratulations to Dr. James Price

** 2007 AAHE Scholar

** Be at his presentation in Fort Worth!

** The HEDIR RSS

** www.hedir.org/hedir.xml

Community Research Workshop Registration Re-Opens Limited Seating Available - May 9 in Bethesda, MD=20

The Association for Prevention Teaching and Research (APTR) and the National Center for Research Resources, NIH, will host the first in a series of workshops focused on community based research on May 9 in Bethesda, MD. This workshop will bring together members of the prevention and public health community to help establish recommendations for academic community collaborations and partnerships with other community programs in translating science into community based practice.

Theme: Partnering with community health care providers to translate research into practice.

Outcomes

* Identify key enablers of successful academic-community provider

partnerships

* Identify effective strategies for dissemination, diffusion, and

adoption of research

* Identify public and private-sector partners for collaborative

translational research

For details, visit http://www.aptrweb.org/workshops/index.html

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------------------------------

#346

Date: Mon, 31 Mar 2008 21:19:35 -0400

From: Sarah M Mart <smmart@SYR.EDU>

Subject: 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

Dear all,

=20

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. =20

=20

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.

=20

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?

=20

Both/and...not either/or. We can, and we must, do better.

=20

Best,

Sarah

=20

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>=20 =20 Co-Chair of the NASPA Health in Higher Education Knowledge Community =20 =20 =20 ___________________________________________________

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>=20

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).=20

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

=20

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>=20

C - 909-856-3350

E - jvgrizzell@csupomona.edu

E - jim@healthedpartners.org