Syll So Su Sem 2019 For Posting 011519

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University of North Carolina, Chapel Hill *

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HBEH600

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Medicine

Date

Apr 3, 2024

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pdf

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10

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Initial, January 14, 2019 Social and Peer Support in Health: An Ecological and Global Perspective Edwin Fisher, Ph.D. Health Behavior 756-001; Spring, 2019 University of North Carolina – Chapel Hill Mondays, 2:30 – 5:30 PM; McGavran-Greenberg Room 2305 Edwin B. Fisher, Ph.D. Global Director, Peers for Progress ( peersforprogress.org ) Professor, Department of Health Behavior Gillings School of Global Public Health University of North Carolina-Chapel Hill edfisher@unc.edu ; 919 966 6693 Office Hours: Flexible, By Appointment Overview This course has four broad purposes. 1. Review key features of social support, a very powerful but not well understood aspect of human behavior and experience. 2. Review applications of social support to health promotion. 3. Consider these issues from a global and cross-cultural perspective. 4. Through the group project and term paper, provide the student the opportunity to contribute to an application of peer support and examine how (a) fundamental features of and research on social support inform that application, as well as how (b) the process of application heightens understanding of fundamental features of and research on social support. The course is divided into two sections. From January 14 through March 4, we will review foundational and research literature on social support. From March 18 to the end of the semester, we will review applications of social support, largely through peer support programs. The underlying theme of the course is that the two sections are related, that understanding social support can enhance our ability to develop effective peer support interventions and that implementing and evaluating peer support interventions can expand our fundamental understanding of this very important but poorly understood influence, social support.
Social and Peer Support in Health Spring, 2019 -2- Term Project and Term Paper During our first class on January 14, we will discuss students’ interests in problems or challenges to which peer support might be applied. Either in several teams and/or as individuals, students will identify on January 28 a topic for which they would like to develop a model peer support intervention. This will serve then as the focus of written assignments and several class discussions (e.g., Workshop on March 25) through the semester and in the term paper. Term Project This will be a detailed outline of a peer support intervention or enhancement of an existing peer support intervention addressing a problem or challenge of the student’s choosing. The outline should be sufficiently detailed that it might guide the efforts of an organization wishing to implement the project. The report of the term project should address the topics detailed for class discussion of how to develop a peer support program, scheduled for March 25. Students wishing to do so may propose other topics for the project, e.g., a report on some key issue, such as the integration of digital health in peer support. The report of the Term Project will be presented by Powerpoint, Instagram or other appropriate format in the last class on Monday, April 29, 2:30-5 pm – subject to change. Term Paper Reflecting on the Term Project developed during the semester, describe how (a) fundamental features of and research on social support informed your project, as well as how (b) the process of application heightened your understanding of fundamental features of and research on social support. Due by electronic copy to edfisher@unc.edu by Monday, May 6, 5 pm, 12-point, Times New Roman, 0.75 in. top and bottom margins, 1.0 in. side margins, maximum = 8 pp not including cover and references. Mid-Term Assignment – As preparation for the Term Paper, choose a fundamental concept or research finding (or small, closely related set of concepts or research findings) about social support. Then: a) describe the key features of the concept or finding and why you think it is important or interesting; b) describe how the concept or finding informs or sheds light on the work you are doing or anticipate doing for your Term Project (or for some other social support intervention in which you are interested) c) describe how the process of applying the concept or finding to your Term Project or some other intervention heightens your understanding of the concept or finding. If you like, extend this last part to our understanding of broader features of social support. Due by electronic copy to edfisher@unc.edu by 5 pm Friday, March 8. 12-point, Times New Roman, 0.75 in. top and bottom margins, 1.0 in. side margins, Maximum = 5 pp not including cover and references. Fundamental Knowledge Application (b) (a)
Social and Peer Support in Health Spring, 2019 -3- Grading Scheme Assignment of final grades will be guided by the following: Term Paper 35% Mid-Term Assignment 25% Class Participation 20% Term Project (Document or Product for the field) 20% Class Discussion While avoiding a rigid format, discussion of readings, especially in the beginning of the course, will generally follow the following format: Initial: What is interesting about these readings? (about 30 min) Then: 1) What are some fundamental concepts developed through the readings? 2) How might they be applied? 3) How does that application shed light on key features of the fundamentals? We may also use the following in class discussion: • Spend last 5-10 minutes on what we have learned today, what’s the take-away. • Utilize small groups or workgroups to brainstorm application of theories to a possible health problem or to the focus of workgroup projects. Recognizing, Valuing and Encouraging Inclusion and Diversity As a course offered through the Gillings School, its conduct should contribute to the School being a diverse, inclusive, civil and welcoming community. Diversity and inclusion are central to the School’s mission — to improve public health, promote individual well-being and eliminate health inequities across North Carolina and around the world. Diversity and inclusion are assets that contribute to its strength, excellence and individual and institutional success. We welcome, value and learn from individual differences and perspectives. These include but are not limited to: cultural and racial/ethnic background; country of origin; gender; age; socioeconomic status; physical and learning abilities; physical appearance; religion; political perspective; sexual identity and veteran status. Prizing diversity needs to include students, alumni, faculty and staff perceiving the School’s environment as welcoming, valuing all individuals and supporting their development.” In this class, these commitments will take the following forms: 1. Develop classroom participation approaches that acknowledge the diversity of ways of contributing in the classroom and foster participation and engagement of all students. 2. Structure assessment approaches that acknowledge different methods for acquiring knowledge and demonstrating proficiency. 3. Encourage and solicit feedback from students to continually improve inclusive practices. 4. As a student in the class, you are also expected to understand and uphold the following UNC policies: • Diversity and Inclusion at the Gillings School of Global Public Health : http://sph.unc.edu/resource-pages/diversity/ • UNC Non-Discrimination Policies : http://policy.sites.unc.edu/files/2013/04/nondiscrim.pdf • Prohibited Discrimination, Harassment, and Related Misconduct at UNC : https://deanofstudents.unc.edu/incident-reporting/prohibited-harassmentsexual-misconduct
Social and Peer Support in Health Spring, 2019 -4- Section 1 – Foundations and Research on Social Support (January 14 – March 4) In this first section of the course, we will review classic and current literature on social support, what it is, how it enters into health, and how it works. 1/14 First Class – Overview Optional: Several papers of general interest related to social support: Newman, J. (2017). To Siri with Love Author’s Note, and Chapter 10, “To Siri with Love” (pp. 131-142). New York: Harper Collins. Williams, H. (December 19, 2013). Six Facts about Elephant Families. The Independent. King, B.J. (2013, July). When Animals Mourn. Scientific American . 63-67. Rubin, R. (2017). Loneliness Might Be a Killer, but What’s the Best Way to Protect Against It? JAMA . 318 (19): 1853-1855. Butler, S.M. (2017). Building Blocks for Addressing Social Determinants of Health. JAMA 318 (19): 1855-1856. 1/21 No Class – Martin Luther King Day 1/28 Fundamentals Does Social Support Matter? Holt-Lunstad, J., Smith, T. B., & Layton, J. B. (2010). Social relationships and mortality risk: a meta-analytic review. PLoS Med, 7(7), e1000316. What are the Basics of Social Support? How does it “get under the skin”? Uchino, B. N. (2006). Social Support and Health: A Review of Physiological Processes Potentially Underlying Links to Disease Outcomes. Journal of Behavioral Medicine, 29 (4): 377-387. Harlow, H.F., & Harlow, M. (1966) Learning to love. American Scientist 54 (3), 244- 272. Read 1 st par, p. 244, The Infant-Mother Affectional System pp. 248-253, and pp. 268 (from: “We have a number of studies …”) through 272. (NB: PDF includes additional pages that are not required) Cohen S, Doyle WJ, Skoner DP, Rabin BS, Gwaltney JM Jr. (1997). Social ties and susceptibility to the common cold. JAMA 277(24):1940-1944. Note : Don’t worry about the biology, but get the “gist” and note the analyses of aspects of social connections that are most predictive of susceptibility. Francis, D.D., Champagne, F.A., Liu, D. & Meaney, M.J. (1999). Maternal care, gene expression, and the development of individual differences in stress reactivity. Annals of the New York Academy of Sciences. 896: 66-84. Conceptual Background: Interaction, Context, and Behaviorism ( Not assigned but helpful as general background) Fisher, E.B., Zhong, X., Kowitt, S., & Nan, H. (2015). The Importance of Contexts and the Roles of Community and Peer Support Programs in Bridging Gaps among Contexts, Self-Management Interventions, and Clinical Care. In J. Rodriguez- Saldana (Ed.), Quality of Health Care: Challenges, Evidence and Implementation. Rachlin, H., Green, L., Vanderveldt, A., & Fisher, E. (2018). Behavioral Medicine’s Roots in Behaviorism: Concepts and Applications. In E. B. Fisher, L. D. Cameron, A. J. Christensen, U. Ehlert, Y. Guo, B. Oldenburg & F. J. Snoek (Eds.), Principles and Concepts of Behavioral Medicine: A Global Handbook. New York: Springer. Read: Reinforcement (241-242), Alternative Reinforcers to Why Basic Behavioral Principles Matter for Health Promotion (243-248), Alternatives and Patters of Choice (249- 2nd par on 250), Discounting and Self Control Coda: Clasical
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