Presentation j byelick

Career Pipeline-Linked Public Health Curricula in Secondary Education Lessons Learned from the First Year in a Chicago Latino CommunityJenny Byelick, MPH CandidateUniversity of Illinois at ChicagoSchool of Public HealthApril 22, 2011 1

Public Health SignificanceAdolescence = critical time in development to address health- related behaviors Latino youth exhibit elevated rates of:AsthmaLack of adequate sleepSuicide ideation or attemptsSexual behaviors that contribute to unintended pregnancies or sexually transmitted infections (HIV)Higher risk for diabetes2Centers for Diseases Control YRBSS (2009);Healthy People 2010 and 2020

Future Implications of Adolescent Health IssuesUnhealthy youth today chronic conditionsHealthy youth learn better!Improved education, improved communitiesIssues that impact entire community (i.e. violence)Financial burden of chronic diseases due to behaviors started during adolescence Annual adult health-related costs from cigarette smoking - $193 billion3U.S. Department of Health and Human Services. Healthy People 2010.

Comprehensive Public Health Curricula Public health education in the classroomEnhanced personal and public health literacyCommunity-based youth activismConnect students to local community health efforts and to college-level public health programsOpportunities for mentorshipExposure to health professions4Nutbeam, D. (2006), Freedman, D., Bess, K., Tucker, H., Boyd, D., Tuchman, A., Wallston, and K. (2009)

Logic Model – Introduction to Public Health

Objectives of Curricula 1. Address adolescent health disparities2. Promote an understanding of root causes of health disparities among youth and in communities3. Raise awareness of some solutions at individual, community and policy levels4. Interest youth in future health careers, enhancing cultural competence5. Connect students to career-linked pipeline programs6

Classroom DeliveryRemember DARE?Evaluations of DARE program ineffectiveLess overall influence on substance use behaviors when compared to interactive programsTraditional lecture style approach on intrapersonal factors, "Just say no” vs. developing strong drug-specific social skills (interpersonal)7Ennet, S.,Tobler,N., Ringwalt, C. & Flewelling, R. (1994)

Theoretical FrameworkPositive Youth DevelopmentSocial Constructivism/ Youth Organizing TheorySchool ConnectednessEmpowerment Education – Paulo FreireYouth as agents of changeOpposes a “banking education”Critical race theory – culture as capital8Freudenberg, N., Eng, E., Flay, B., Parcel, G., Rogers, T. & Wallerstein, N. (1995), Link, B and Phelen, J. (2007), Yosso, T. (2005), Watts, R. & Flanagan, C. (2007), Oyserman, D., Bybee, D. & Terry, K. (2006)

Anticipated OutcomesInvolve youth with local health initiativesEnhance personal and public health literacy skillsInterest youth in public health careers Create positive possible selvesImprove adolescent health outcomesInspire youth public health leadershipChange community norms to support healthy behaviors9

Case Study in Humboldt Park, ChicagoHealth disparities: 47% of children are overweight or obese

1 in 4 Puerto Rican children in the community have asthma

14% of residents are afflicted with diabetes (compared to 8% of the total U.S. population with diabetes)10

Puerto Rican Cultural CenterFounded in 1972Community building and business developmentCultural and arts centerVida/SIDA – HIV OutreachMuevete – Physical fitnessProject CURA – Asthma prevention and child careCDC-funded diabetes program – Block by BlockHealthy foods cooperative/urban agriculture Award winning alternative charter high school – Dr. Pedro Albizu Campos Alternative High School (PACHS)11

PACHS Public Health Curriculum Introductory public health courseScience-based urban agriculture programOpening of the school greenhouseUnderage youth drinking campaignYouth engagement with local community health campaigns 12

Introduction to Public Health electiveUnit 1 – Intro to Community Health and DiseaseUnit 2 – Health IssuesUnit 3 – Personal and Relationship Well-beingUnit 4 – Transformation/Social Change*Based on Illinois State Standards in health and physical education 13

PACHS Pipelines to Health CareersFunded by Advocate Bethany Community FundSelected students from the introductory public health course to apply1.) Academic - develop skills necessary for college/ACT2.) Community - interactive activities on health disparities and public health interventions within the Humboldt Park community3.) Health Careers Exploration - summer internships14

Advocating for healthy choices

Limitations/ChallengesPreparation and staff timeResource availability/fundingFluctuations in the student body and attendance issuesVariations in student cognitive abilities Strong student emotional responses19

Semester 1: Student SurveyPositive Feedback:Enjoyed class discussions and appreciated a forum for asking questionsFelt instructors were supportive, knowledgeable and attentiveIndicated the course covered a comprehensive span of relevant health topics Areas for Improvement:Frustrations with course management, behavioral issuesMore reading and writing activities in classField trips outside the community20

Course EvaluationStudent journals and reflections, in class feedbackEnd of course surveyPre and Post testingPretest designed for current semesterAssess student knowledge across domains (personal health behaviors, disease specific content, environmental influences to health, public health literacy)21

Lessons LearnedEngaging students and improving attendanceImproved general math and literacy skillsConsistencyEffectively reaching studentsSelf-reflection on becoming an organic intellectualRelationship building and critical engagement with personal and social issues22Tickle, L.( 2001)

Future DirectionsEvaluate and improve introductory public health course Plans to have linked pipeline and curricula across 8 elementary and 4 high schools in the greater Humboldt Park areaPlans to have a life skills course incorporated into curricula to enhance prevention23

From the students My father’s 5 brothers and 1 sister all have diabetes. My doctor says my brother and I have a 70% chance of getting diabetes. Since then, we changed our ways of eating and hopefully lowered our chance of getting this illness.Diabetes has a major effect on my community. I feel we need to take action and help prevent future generations from being diagnosed; some ways could be holding community exercise events to keep our children fit, more super markets and less fast food restaurants so we can eat healthy and finally, monthly check ups to make sure we keep our blood sugar levels balanced.24

From the students In my old school, I didn’t care because my teachers didn’t care. They taught and everything, but didn’t seem like they wanted to be there and were just going through the motions. Here, I can tell teachers care about me and it makes me want to do well for myself.25

From the students We learn about how the whole community influences health, not just what you can do to keep healthy.This class is the bomb! I never had a health class that covered so much.26

Presentation j byelick

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Presentation j byelick