PBH 502 Women's Health (A)Cross-listed as WMS 402.
Provides a study of women as healthy functioning human beings. Includes lecture and discussion with guest speakers (when available) to present positive information and insights on the anatomical, physiological, mental, spiritual, and emotional aspects of contemporary women. 3 Cr.
PBH 504 Alcohol, Drugs, & Society (A)
Examines relevant issues of alcohol and substance use and abuse in today's society, including an exploration of personal and societal consequences, the needs of diverse populations, and the implementation of evidence-based prevention strategies. 3 Cr. Summer.
PBH 513 Healthcare in America (A)
In this course, students will learn the context and background for undertanding the development of today's health legistlation. Also, students will learn how health policymaking results in decisions that afect healthcare providers and patients. They will also gain insight into how they can influence the policymaking process. Through this course's activities, discussions, and assignments, students will assess and gain knowledge about U.S. health policymaking. 3 Cr. Spring.
PBH 519 Human Sexuality (A)Cross-listed as WMS 519.
Provides each student with the opportunity to gain an awareness of him/herself and others as sexual beings. Examines sexual knowledge, attitudes and behaviors throughout the various life stages, in order to integrate human sexuality into one's total health and well-being. 3 Cr. Every Semester.
PBH 526 HIV/AIDS: Issues and Implications (A)
Examines HIV/AIDS issues and implications facing the United States and the world today: understanding the disease, its perceived causes, pathways for transmissions and prevention strategies. Also examines educational strategies for schools and community agencies. 3 Cr.
PBH 550 Global Health (A)
Provides an introduction to the nature of global health issues focusing on factors that determine health in the major geographical regions of the world. Covers topics of child and maternal health, nutrition, epidemiology of infectious diseases such as HIV/AIDS, tuberculosis, malaria. Includes discussions about international health agencies, NGOs, successful global health interventions and the Millennium Development Goals. 3 Cr.
PBH 571 Childhood and Adolescent Stress (A)
Provides an overview of stress and its effects on children and adolescents in today's society; and the nature, symptoms and causes of stress in children and adolescents. Explores positive and negative ways children and adolescents manage stress; useful techniques for controlling and reducing stress in a healthful manner; and how parents, teachers and health professionals can help young people manage stress. 3 Cr.
PBH 586 Field Experience in Health Education (A)Prerequisite: PBH600 and Corequisite: PBH645 with B- min grade.
This course provides a field experience in a health education setting requiring a minimum of 50 contact hours. This field experience allows students to demonstrate planning, teaching, and evaluation skills plus the complementary responsibilities of a health education professional. This course supports the conceptual framework of the Professional Education Unit at SUNY Brockport. 3 Cr. Fall.
PBH 600 Foundations in School Health Education (A)
This course serves as an introduction to the field of school health education. It emphasizes knowledge and skills of a health literate educator; Identifies priorities for school health education; Examines components of a coordinated school health education program that serves the Whole School, Whole Community, Whole Child; Explores ways to communicate and advocate for health and school health education; and, enhances abilities to serve as a resource person in health education. 3 Cr. Spring.
PBH 601 Advanced Nutrition (A)
Provides students with an overview of nutrition content to enable them to develop nutrition-focused programs in the school or community. Addresses nutrition concepts, controversies, diet and health, and influences and policies on food choices. Students will research and develop an assessable nutrition program/lesson based on individual, school, or community-based needs. 3 Cr. Fall.
PBH 602 Principles and Philosophy of Health Education (A)
This course explores the epidemiological, philosophical, theoretical and moral foundations of health education and public health. This course also investigates the application of health education practice in school and community settings. More specifically, students in this course will study: (1) epidemiological measures and indices of health and disease; (2) determinants of health, health disparities and ideas of social justice; (3) concepts of health and the role of health education in schools and society; (4) planning models for health education intervention; (5) individual health behavioral theories; (6) social, cultural, and environmental theories; and (7) moral obligations of health educators for improving the health of children. NYSED requires a minimum course grade “B- (graduate sections) for certification. 3 Cr. Fall.
PBH 603 Environmental Health (A)
An introductory overview of the principles of exposure assessment and toxicology will be provided within the context of specific hazards considered in the course. Exposure pathways will be reviewed, and environmental illness associated with selected exposures will be discussed. Students will learn the accepted approaches to management of known environmental hazards, such as lead, that should be part of any comprehensive public health program. The course will also introduce students to the tools for managing environmental health risks, including the use of risk assessment, the “precautionary principle”, regulatory and legal instruments. These concepts will be placed within the larger context of humanity’s relationship with the natural world. 3 Cr. Fall.
PBH 604 Health Behavior Theory (A)
Explores the fundamental, theoretical foundations of social and behavioral science. The course will provide an introduction to behavior change models and theories, the history of the theories, and principles of ethical decision making for intervention research. Students will become familiar with the health behavior literature and research, and will develop an understanding of the theoretical and scientific basis of health education programs. Students will apply theoretical models to develop health education interventions. 3 Cr. Fall.
PBH 605 Promotion of Mental Health (A)
This course explores the dimensions of mental health and emotional wellbeing. It examines risk and protective factors associated with mental health and strategies to effectively promote positive mental health and resilience. Specific emphasis is given to examining mental health in children and adolescents. 3 Cr. Summer.
PBH 618 Epidemiology (A)
Students will learn and apply basic concepts of epidemiology to multiple domains of public health. Students will practice using epidemiology to better understand, characterize, and promote health at a population level. The class will engage the students in active and collaborative learning through individual projects, case studies, and group discussion. 3 Cr. Spring.
PBH 640 Health Education Curriculum Development (B)
Apply knowledge and skills of a school health educator by planning effective comprehensive school health education curricula and programs based on priorities for school health education. Curriculum development will include empirically based and culturally relevant instructional strategies, student diagnostic assessment plans, and evaluations plans of student learning. 3 Cr.
PBH 641 Community Organization (A)
Examines the organizational context within which health education flourishes. Gives attention to the identification of the community health resource network associated with the delivery of health-education services. Students will learn how to develop, facilitate and maintain collaborative efforts, partnerships, and coalitions with emphasis on community organizing principles. 3 Cr. Spring.
PBH 642 Health Care and Policy (A)
This course provides an overview of health policy and the health care system, its organization, structure, and function, both nationally and internationally. Social determinants and their role in health inequity will be examined. Students will use a systems thinking approach to analyze health care systems and policies. Subsequently, they will propose strategies to influence public health outcomes and draft health policies to address health problems. 3 Cr. Spring.
PBH 643 Safe and Healthy Relationships (A)
Crosslisted with: WMS 643 This course examines safe and healthy relationships throughout the life cycle. It will provide an emphasis on health literacy, as well as effective ways to teach about safety skills to manage healthy relationships. This will include issues in teaching and learning about social emotional learning (SEL), conflict resolution, violence prevention, HIV/AIDS/STl's and sexuality. The course will also examine risk factors, prevention methods and skill strategies to effectively promote positive safe and healthy relationships in schools and communities. 3 Cr.
PBH 644 Program Planning (B)
Students will be introduced to the core concepts of health education/promotion program planning. Factors that impact individual and community health outcomes will be described. Students will develop skills necessary to plan and implement theory based health interventions to address public health issues. 3 Cr. Fall.
PBH 645 Teaching Methods in School Health (B)Prerequisites/Co - PBH 600 & 602.
PBH 600 OR PBH 602 must be a pre OR co-req for PBH 645 This course provides real-world application of knowledge and skills through planning effective comprehensive school health education curricula, lesson planning and program-based priorities for school health education. Health education theory and school-based data driven needs will provide the foundation for curriculum development, lesson planning/implementation. This will include empirically based and culturally relevant instructional methodologies, strategies, unit planning, and assessment plans in school settings that promote healthy behaviors. 3 Cr. Every Semester.
PBH 646 Planning and Evaluating Programs in Health Education (B)Prerequisites are: PBH 600 or PBH 602 or PBH 645; the prereq course requires a grade of B- or higher.
The course is designed to provide students with the skills to assess population needs/assets, assess/evaluate health information, as well as plan, implement, and evaluate effective health education programs that will assist individuals and groups in maintaining and improving their health. Students learn the fundamentals of epidemiology, factors that impact individuals and communities’ health outcomes, statistical methods, assessment protocols, planning steps with logic models, implementation of programs, conducting evaluations, social marketing, and theory-based health interventions. Add statement - NYSED requires a minimum course of B- (graduate sections) for certification. 3 Cr. Every Semester.
PBH 650 Communication in Health Education (A)
Prereq/co: PBH 600 OR PBH 602. Students will develop consumer and school health education skills and use methods, techniques, and strategies of communication to deliver health information to diverse target audiences in the school community. Students will learn how to advocate for health education and improve communications between health educators and the populations that they serve. Students will develop appropriate and relevant health education messages for disseminating information about the knowledge and skills of health and the public’s need for health resources and services in school and community settings. Within the context of communications, students will learn how to promote consumer and school health and enhance health communication using theory-driven health messages, technology, social marketing, and media. 3 Cr. Spring.
PBH 653 College Health ()
Explores the integration of health, counseling, wellness, prevention, and campus recreation. This course will examine current trends and best practices and the intersection of this work with all areas of student affairs. Topics will include mental health on the college campus; high-risk behaviors and their reduction; applicable developmental and health theories; wellness, recreation, and athletics; sexual and dating violence; and gender, sexual identity and cultural identity development. 3 Cr. Summer.
PBH 684 Introduction to Qualitative and Quantitative Research Methods in Public Health (B)
This course is designed to introduce students to both qualitative and quantitative research techniques in Public Health. The basic steps in the qualitative research process will be discussed and students will be expected to conduct their own qualitative research study. Students will also learn about basic quantitative data analysis methods. 3 Cr. Fall.
PBH 686 Research Methods in Health Education (A)Prerequisite: HLS 684; Requires Departmental approval.
This course provides students with the skills needed to effectively use health related information from secondary sources to answer a health-related research question. Students will design and execute a health education research project. Students will present their findings and prepare a manuscript to describe their research question, hypothesis, evaluation methods, findings, and recommendations. In addition to completing a research project, students will learn research design and how to write a proposal for a study, including a review of literature, research questions/hypotheses, analysis, interpretation, and application of qualitative and quantitative research methods. 3 Cr. Every Semester.
PBH 687 Research in School Health Education (B)Prerequisite: Public Health Education.
This course provides students with the skills needed to effectively use health related information from secondary sources to answer a health-related research question. Students will research, design, and execute a health education research grant project that includes the writing of a grant, a secondary data analysis and review of literature. In addition, students will learn research design, how to write a proposal for a study, research questions/hypotheses, analysis, interpretation, and application of qualitative and quantitative research methods. Add statement - NYSED requires a minimum course grade of B- (graduate sections) for certification. 3 Cr. Every Semester.
PBH 688 Program Evaluation (B)
The course examines the concepts, tools, data collection and analysis methods, and designs used to evaluate health promotion programs. Students will conduct data analysis and interpret results to be presented in a written evaluation report. 3 Cr. Fall.
PBH 693 PBH Public Health Education (A)
$21.00 Course fee required: Provides students with the opportunity to function as a health educator in community, hospital, or work-site settings under the supervision of a health education professional. Allows students to develop, implement, and evaluate health education programs as appropriate for the setting. The course requires the completion of 120 internship hours. 3 Cr. Spring.