Pub H6452 Syllabus 2018 Jan PDF

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1 Department of Global Health Social and Behavior Change Communication in Middle to Low-Income Countries PubH 6452 Spring I 2018 2 credits Online course 10 weeks Course Director Katia Peterson Ph.D., MPH 950 New Hampshire Avenue NW, 2nd Floor Washington DC 20052 Email: [email protected] Phone: Available upon request Office hours: Arranged at the convenience of the instructor and student Course Description: This course will illustrate the ways in which social and behavior change communication (SBCC) programming influences behavior change in resource-constrained settings. The overall objective of this course is to demonstrate the ways in which behavior change and sociocultural theories underpin the development of SBCC programs in politically, culturally, and socially diverse settings. The course will make clear the importance, and challenges, of generating and applying high-quality evidence that can inform evidence-based programming. “Real-world” SBCC interventions will be used to illustrate the unique challenges faced when implementing programs in settings that require the coordination of international donors, host country governments, and implementing organizations. Course Prerequisite(s): PUBH 6007: Social and Behavioral Approaches to Public Health PUBH 6503: Introduction to Health Communications and Social Marketing Upon Completion of the Course, Students Will Be Able To: 1. Illustrate the types and challenges of SBCC programming in resource-constrained and diverse sociocultural settings. 2. Apply behavior change and sociocultural theories to SBCC programming. 3. Identify, package, and apply evidence to support evidence-informed SBCC programming. 4. Communicate the ways in which effective SBCC campaigns are implemented in multiple-

PUBH 6452

Spring I 2018

Peterson

2 stakeholder settings. Required Texts (Readings should be completed before coming to class!) Title

Author

Edition

Health behavior theory for public health: Principles, foundations, and applications.

DiClemente, R. J., Salazar, L. F., & Crosby, R. A.

1st (2013)

Weekly Readings See each week for required readings. “Recommended” readings are not required, they are only for additional reference.

Methods of Instruction (check all that apply) Lectures Case Studies Required Readings/Textbook Recommended/Supplemental Readings

Class and Small-Group Discussions Student Presentations Other [Small-Group Project (2)] Other [Specify]

Methods of Evaluation Assignments Due Date #1 Evidence matrix (group project) 24 hours before Week 4 Live Session

Percent of Grade 15%

# 2 Stakeholder analysis and Research brief (group project)

24 hours before Week 6 Live Session

20%

#3 Case study (individual)

Exam week (24 hours prior to your live session time if we had a live session)

25%

Peer evaluation Peer evaluation of group members

Due Date

Percent of Grade

24 hours after Week 6 Live Session

5%

Journal club Facilitation of journal club discussion

Due Date

Percent of grade 10%

PUBH 6452

As assigned by your live session leader in Week 1

Spring I 2018

Peterson

3 Quizzes Quiz 1 (weeks 1-3)

Due Date 48 hours after Week 3 Live Session

Quiz 2 (weeks 4-6)

48 hours after Week 6 Live Session

5%

Quiz 3 (weeks 7-9)

48 hours after Week 9 Live Session

5%

Participation Active participation in live sessions

Due Date Evaluated every week and includes participation in live sessions

Percent of Grade 5%

Percent of Grade 10%

Grading Scale and Standards A: A–: B+: B: B–:

94–100% 90–93% 87–89% 84–86% 80–83%

C+: C: C–: F:

77–79% 73–76% 70–72% Below 70%

Workload: In this 10-week course, you will spend an average of 2.75 hours per week in direct instruction. This includes completing approximately 80 minutes of asynchronous content prepared by your instructors on the 2GW platform. This also includes attending an 80-minute live class session with your instructor. It is also expected that you will engage approximately five hours per week in independent learning which can include reviewing assigned material, preparing for class and journal club discussions, working on assignments, studying for quizzes, and completing group work and independent assignments.

Class Policy: Assignments and Quizzes Group assignments: Group members are expected to equally collaborate and contribute to each group assignment. Group presentations: Each group member is expected to present a section of the class presentation (see course wall for specific instructions). Individual assignments: Students are expected to undertake this work independently. Quizzes: Students are expected to complete quizzes on an independent basis. Quiz material will come from the asynchronous lectures, readings, and synchronous discussions.

PUBH 6452

Spring I 2018

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4

Class Policy Participation and Discussion (10%) Each student is expected to demonstrate mastery of the subject material through well-articulated written work but also in thoughtful discussions between and among students and instructors. Ten percent of a student’s grade is active participation in each week’s live session (if a student attends a session but does not participate, the student will earn a zero). Journal Club (10%) In order to successfully apply the concepts of the course outside of the classroom, students will need to understand how SBCC programming is implemented in the field. Journal club is one way that researchers and programmers can incorporate evidence-based practices into their own SBCC programs. Journal club assignments will be assigned during the first synchronous session. During journal club discussion, we will critically review the assigned articles. Depending on the complexity of the article, some students will facilitate journal club on their own and for other articles two students will co-facilitate the discussion. EVERYONE IS REQUIRED TO READ EACH WEEK’S ARTICLE IN ORDER TO ENGAGE IN DISCUSSION. There may be more journal club sessions than students. In this case students may volunteer to lead a second journal club session for an additional 0.25 point added onto the final grade. Although this may not seem like a lot, 0.25 point may be enough to move the student up a grade level (i.e., B– to B+ or B+ to A–). Before leading the journal club, you should read through the Leadership Skills website from the Holden Leadership Center, available at http://uoleadership.uoregon.edu/tip_sheets/skills. This website will also be helpful for you to review prior to the first meeting of your small-group project. For the journal club, the pages “Leading Effective Discussions” and “Understanding Group Process” will be particularly helpful. A list of all the facilitation and leadership skills that may be useful can be found in the “Additional Resources” section of the syllabus.

Class Policy: Late Work Under extenuating circumstances a student may ask the instructor for extended time to complete the assignment. It is the instructor’s choice whether to grant an extension. No late assignments will be accepted without advance permission. One-half letter grade will be deducted for each 24hour period the assignment has not been submitted.

PUBH 6452

Spring I 2018

Peterson

5 Missed Class Students who know they are going to have a scheduling conflict for a synchronous session should alert their instructor as soon as possible. Students may earn half a point for submitting a one-page summary of the recorded live session discussion. The summary is due within 48 hours of the live session video becoming available.

Make-Up Quizzes Students will have 48 hours to complete each quiz. Since students have two days to complete the quiz, there will be no make-up quizzes, and students will be assigned a zero.

University Policy on Religious Holidays 1. Students should notify faculty during the first week of the semester of their intention to be absent from class on the day(s) of religious observance. 2. Faculty should extend to these students the courtesy of absence without penalty on such occasions, including permission to make up examinations. 3. Faculty who intend to observe a religious holiday should arrange at the beginning of the semester to reschedule missed classes or to make other provisions for their course-related activities. 2GW 2GW will be used for all online course activities, hosting weekly course content, posting of course files and assignments, and communicating with the class. Students are already enrolled for this course on 2GW if registration has been completed. It is the student’s responsibility to periodically check the course site for updates to the syllabus/readings/schedules. THE MOST UP-TO-DATE SYLLABUS CAN BE FOUND ON THE COURSE PAGE TWO WEEKS BEFORE THE START OF THE SEMESTER. This course strives to present the most up to date material and SBCC intervention examples. Given the nature of this course links to websites, videos, and/or web-based documents may suddenly become unavailable. In these instances updates to the material or alternate websites will be posted on the wall. It is your responsibility to check the wall for these updates. Academic Integrity All Milken Institute School of Public Health Students are required to complete the GW Academic Integrity Activity. This must be completed within two weeks of starting your coursework at Milken Institute School of Public Health. See more at: https://publichealth.gwu.edu/integrity#sthash.FlIRdO5H.dpuf.

PUBH 6452

Spring I 2018

Peterson

6 Please review the University’s policy on academic integrity, located at www.gwu.edu/~ntegrity/code.html, and complete the online training for all GWSPH students; all graded work must be completed in accordance with the George Washington University Code of Academic Integrity. Academic dishonesty is defined as cheating of any kind, including misrepresenting one’s own work, taking credit for the work of others without crediting them and without appropriate authorization, and the fabrication of information. Common examples of academically dishonest behavior include, but are not limited to, the following: cheating, fabrication, plagiarism, falsification and forgery of University academic documents, and facilitating academic dishonesty. SafeAssign and TurnItIn All work products are scanned by TurnItIn for plagiarism. Students found plagiarizing will be subject to penalties outlined in the GWSPH Student Handbook and GW Code of Academic Integrity.

Support for Students Outside the Classroom Disabilities Support Services (DSS) Any student who may need an accommodation based on the potential impact of a disability should contact the Disability Support Services office at 202-994-8250 in Rome Hall, Suite 102, to establish eligibility and to coordinate reasonable accommodations. For additional information please refer to: https://disabilitysupport.gwu.edu/. If a student is granted an accommodation (i.e., additional time for a quiz), the student must submit a letter from DSS BEFORE THE START OF THE SEMESTER. Accommodation requests will NOT be granted after the first week of class. Mental Health Services: 202-994-5300 The University’s Mental Health Services offers 24/7 assistance and referral to address students’ personal, social, career, and study skills problems. Services for students include: crisis and emergency mental health consultations, confidential assessment, counseling services (individual and small group), and referrals: https://counselingcenter.gwu.edu/. Adverse Weather/Class Cancellation Since this is an online class, it is rare for either the instructor or students to miss a class. Under severe weather conditions, students or instructors may lose electricity, and potentially the Internet, but not the phone connection.

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Week 1 TOPIC: SOCIAL AND BEHAVIOR CHANGE COMMUNICATION (SBCC) PROGRAMMING AND EVIDENCE Learning Objectives 1. Describe key foundational and theoretical concepts in SBCC programming. 2. Identify types of evidence and ways to generate and find evidence and apply evidence to drive evidence-informed decision-making. Asynchronous Materials View course welcome video. View all lectures in Week 1. • Introduction to SBCC and evidence-informed SBCC programming in low- to middleincome countries • Global health and SBCC stakeholders • Applying evidence in resource- and funding-constrained settings • Journal club: what it is (and is not) and how to do it well!

Readings 1. Skolnik, R. (2016). Working Together to Improve Global Heath in Global Health 101 (Essential Public Health (3rd ed.) (pp. 441-470)). Burlington, MA: Jones & Bartlett Learning. 2. In Country Stakeholders: roles and responsibilities (no citation). 3. Map of stakeholders (no citation). 4. Journal club guidelines (no citation). 5. Blackman, R. (2009). 2.1 Stakeholder Analysis in Roots 5: Project Cycle Management. Teddington UK: Tearfund. 6. Aboud, F., & Singla, D. (2012). Challenges to changing health behaviours in developing countries: A critical overview. Social Science & Medicine, 75(4), 589–594. Recommended readings 1. Making Research Findings Actionable. (2009). MEASURE Evaluation.

PUBH 6452

Spring I 2018

Peterson

8 Synchronous Session • • • •

Discuss Aboud article Discuss key stakeholder document Overview of Assignment 1 with group assignments Journal club overview and assignments

Week 2 TOPIC: SYSTEMATIC REVIEWS AND PACKAGING EVIDENCE Learning Objectives 1. Describe systematic reviews and how they are used in middle to low-income settings. 2. Identify contexts in which systematic reviews are most effective and common challenges faced. 3. Design a basic outline of a policy/program brief. Asynchronous Materials View all lectures in Week 2. • •

Secondary research evidence for SBCC programs: systematic reviews and meta-analyses o Key steps and components of a systematic review and meta-analyses o Challenges of developing and applying systematic in resource constrained settings Packaging systematic review findings for decision makers: the role of the policy/program brief

Synchronous Session • Discuss week 2 readings • Journal club • Continue group work on Assignment 1 Readings 1. In Brunton, G., Stansfield, C., & Thomas, J.: • An Introduction to Systematic Reviews (chapter 1). (Available via 2GW portal). Recommended reading 1. Ademokun, A., Dennis, A., Hayter, E. (2016). Communicating Evidence: A Practical Handbook. Oxford, UK: INASP. (*for reference) Journal Club ***Instructor Led***

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1. Oliver, K. A systematic review of barriers to and facilitators of the use of evidence by policymakers. BMC Health Services Research:14:2. Week 3 TOPIC: COGNITIVE DISSONANCE THEORY (CDT) Learning Objectives 1. Identify key constructs of CDT and how these aspects affect SBCC programming in developing settings. 2. Explain the unique challenges of overcoming CDT in developing settings. Asynchronous Materials View all lectures in Week 3. • •

•

Introduction to CDT Cultural constructs of CDT and how these constructs affect SBCC programming Overcoming CDT in in non-Western settings for effective SBCC programming

Synchronous Session • • •

Discuss Week 3 readings Journal club Continue group work on Assignment 1

Readings 1. Non-Western Perspectives on Human Communication: Implications for Theory and Practice (Chapter 7 only). (Available via 2GW portal). 2. Ideation handout (Available via 2GW portal). Journal Club 1. Lee WB, Fong GT, Zanna MP, Omar M, Sirirassamee B, Borland R. (2009). Regret and rationalization among smokers in Thailand and Malaysia: findings from the International Tobacco Control Southeast Asia Survey. Health Psychol: Jul;28(4):457-64. REMINDER: Quiz 1 due 48 hours after Week 3 Live Session. REMINDER: Assignment 1 due 24 hours before Week 4 Live Session.

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Week 4 TOPIC: DIFFUSION OF INNOVATION (DI) Learning Objectives 1. Describe the key constructs of DI. 2. Translate and apply theoretical constructs into SBCC interventions. Asynchronous materials View all lectures in Week 4. Synchronous session • Discuss the “Brothers for Life” SBCC program • Journal club • Overview of Assignment 2 • Begin group work on Assignment 2 Readings 1. In Crosby, R. A., Salazar, L. F., & DiClemente, R. J.: • Health Communication: Theory, Social Marketing, and Tailoring (pages 187–209). • Diffusion of Innovation Theory (pages 211–230). 2. In Global Health Promotion: pages 80–86. (Available via 2GW portal).

Recommended readings 1. Diffusion of Innovations an HC3 primer handout (Available via 2GW portal). 2. Storey, D., Figueroa M.E,. Toward a Global Theory of Health Behavior and Social Change. The Handbook of Global Health Communication. 1st ed (2012). Obregon R and Waisbord S (eds). John Wiley & Sons. (Available via 2GW portal). Journal Club 1. Barstow CK, Ngabo F, Rosa G, Majorin F, Boisson S, et al. (2014) Designing and Piloting a Program to Provide Water Filters and Improved Cookstoves in Rwanda. PLoS ONE 9(3): e92403.

PUBH 6452

Spring I 2018

Peterson

11 Week 5 TOPIC: TRANSTHEORETICAL MODEL (TTM) AND ELABORATION LIKELIHOOD MODEL (ELM) Learning Objectives 1. Describe the main features of TTM and ELM as it relates to SBCC. 2. Translate and apply theoretical constructs to SBCC interventions. 3. Critically evaluate real-world applications of theory. Asynchronous materials View all lectures in Week 5. •

Review of TTM and ELM

Synchronous session • • •

Discuss Half the Sky Initiative Journal club Continue work on Assignment 2

Readings 1. In Crosby, R. A., Salazar, L. F., & DiClemente, R. J.: • Stage Models for Health Promotion (pages 105–127). • Elaboration Likelihood Model (pages 193–196). Journal Club 1. Ha, B.T.T; Jayasuriya, R; Owen, N. (2005). Increasing male involvement in family planning decision making: trial of a social-cognitive intervention in rural Vietnam. Health Educ Res 2005; 20 (5): 548-556. REMINDER: Assignment 2 due 24 hours before Week 6 Live Session Week 6 TOPIC: THEORY OF REASONED ACTION (TRA)/THEORY OF PLANNED BEHAVIOR (TPB) AND SOCIAL COGNITIVE THEORY (SCT) Learning objectives

PUBH 6452

Spring I 2018

Peterson

12 1. Describe the key concepts of SCT and TRA/TPB as they relate to SBCC. 2. Translate and apply theoretical constructs into SBCC interventions. 3. Critically evaluate real-world applications of theory.

Asynchronous materials View all lectures in Week 6. •

Review of SCT and TRA/TPB

Synchronous session • • •

Discuss Zazi SBCC program Journal club Overview of group presentations

Readings 1. In Crosby, R. A., Salazar, L. F., & DiClemente, R. J.: • Value-Expectancy Theories (pages 65–80). • Social Cognitive Theory Applied to Health Behavior (pages 163–185). 2. In Global Health Promotion: pages 68–72. (Available via 2GW portal). Journal Club 1. Jemmott, L.S. (2014). Let Us Protect Our Future’ a culturally congruent evidenced-based HIV/STD risk reduction intervention for young South African adolescents. Health Educ Res; 29 (1): 166-181.

REMINDER: Quiz 2 due 48 hours after Week 6 Live Session. REMINDER: Peer evaluations due 24 hours after W...