Northeastern University Online Course Syllabus

Transcription

1 1 Northeastern University Online Course Syllabus Course Title: Health Behavior Change Course Number: NTR Fall 2017 October 30 December 16, 2017 Instructor Contact Information Gary S. Rose, Ph.D. (978) Course Prerequisites: No specific courses are required, but students must be at the graduate level in one of the Health Sciences or Professions. This course presumes either current or previous experience in clinical and or human services practice. The course discussions and assignments are designed to build upon prior human and health services experience. If you do not have such experience, please discuss your situation with the course instructor prior to registering. Accommodations can generally be made but are best negotiated prior to the beginning of the course. Course Description This online course covers the health behavior theories that underpin interventions to promote change in health behavior. This will include theories that describe change within the individual, the family, in communities. The students will explore the technique of motivational interviewing, including role-playing practice in using the techniques and brainstorming creative means of dealing with difficult clients. In addition, students will complete a case study incorporating all aspects of the course in unique situations. Course Outcomes Having completed this course, students will be able to: describe the health behavior theories that describe changes in health behavior in individuals, families, communities and in the general population. critically assess commercially available programs designed to change behavior regarding exercise and diet. describe, understand, and implement the techniques of Motivational Interviewing in their professional practice. understand and be able to implement culturally sensitive approaches to health behavior change apply health behavior theory in the planning and conduct of interventions with patients and their families. employ health behavior theory and motivational interviewing concepts in the planning and provision of programs designed for prevention, health promotion and wellness.

2 2 Required Texts and Readings Purchase: Miller, W. R. and Rollnick, S. (2013). Motivational interviewing, 3rd ed., New York: Guilford Press. Online or on Blackboard: Brug, J., Spikmans, F., Aartsen, C., et al. (2007). Training dieticians in basic motivational interviewing skills results in changes in their counseling style and in lower saturated fat intakes in their patients. J. Nutritional Education Behavior, 39, Miller, W.R. & Rose, G.S. (2009). Toward a theory of motivational interviewing. American Psychologist, 64, Moyers, T.B., Martin, T., Manuel, J.K., & Miller, W.R. ( 2009). The Motivational Interviewing Treatment Integrity (MITI) code, v NM: University of New Mexico. Pollak, K., Alexander, S., Coffman, C., Tulsky, J., et al. (2010). Physician communication techniques and weight loss in adults: Project CHAT. American Journal of Preventive Medicine, 39, Reynolds, K. D. et al. (2000). Increasing the fruit and vegetable consumption of fourth graders: Results from the High 5 Project. Preventive Medicine, 30, Rimer, B., & Glanz, K. (2005) Theory At A Glance, 2 nd edition. Wash. D.C.: National Cancer Institute. Rose, G.S., Phillips, J.C., & Welch, G. (2007). Motivational interviewing and health behavior change counseling. In Apovian, C.M. and Lenders, C. (eds.). Guidebook on obesity management. FL: CRC Press. Tussing, L, Chapman-Novakofski, K (2005). Osteoporosis Prevention Education: Behavior Theories and Calcium Intake. Journal of the American Dietetic Association, 105, Course Methodology The four basic elements of this course are listed below. o Syllabus: Your overall guide to the topics, readings and assignments for that week. o Course Materials: Here you will find the specifics regarding your lecture and other instructional materials for that week, if applicable. You will

3 3 also find the specifics of the reading assignments for that week. In some cases, the reading material will be posted in this section. **Note that the reading is a very important part of this course. Reading and understanding, as well as reviewing the lecture materials, will help to make your posts to the Discussion Board more meaningful for both you and your classmates. o Discussion Board: It is crucial that you participate in these discussions; 20% of your grade will be of the quality and quantity of your posts. For specifics, see below, Participation/Discussion Board o Assignments: listed under the assignments button. Course Methodology Each week you should 1) begin by checking the syllabus for the topic of the lesson, 2) going to Course Materials and reviewing the material posted, 3) going to the Discussion Board for that week s discussion topics and 4) reviewing the assignments for that week. Participation/Discussion Board Posts to the Discussion Board are an essential part of this course. This is our online classroom and you must participate. We expect to see at least 2-3 posts each week in response to the discussion question(s) that will be presented. Please be considerate of others reading your posts and be concise and professional. We hope that each of you will add your own thoughts to the discussion and these may be in response to others posts or a new idea Your posts can be in a conversational style, as you might speak in an on-ground classroom. No need for formal, term paper writing! The instructor in this course will be participating in the discussions. You are expected to post at least 1 original and 2 responses to other s posts, for each weekly discussion prompt. You are expected to initiate your posts early in the week (i.e., by Tuesday) and to show evidence of checking in with the list-serve during the week. You will be evaluated on the quality, frequency and timeliness of your posts. Communication/Submission of Work Communication with the instructor will be via Discussion Board, , or telephone. If your question or comment is something that is of importance to the whole class, please use the Discussion Board. If it is something that concerns just you, or is personal in nature please use , or if you wish to speak with the instructor in person, telephone. I will get back to you within 48 hours, and usually sooner. In the Assignments folder, click on the View/Complete Assignment link to view each assignment. Attach your completed assignments here and click Submit to turn them in to me. Once your assignment has been graded, you will be able to view the grade and feedback I have provided by clicking on Tools, View Grades from the Northeastern University Online Campus tab.

4 4 ALL ASSIGNMENTS MUST BE SUBMITTED THROUGH BLACKBOARD IN MICROSOFT WORD FORMAT BY THE DUE DATE/TIME TO RECEIVE CREDIT. Grading/Evaluation Standards Grading Participation in on line discussion Assignment #1 Assignment #2 Assignment #3 (Test 1) Assignment #4 (Test 2) Assignment #5 (Test 3) Assignment #6 (Test 4) 5 points 10 points 10 points 15 points Total = 100 points Grade Average A % A % B % B % B % C % C % C % F <69.9% Grades will be posted in the Grades section of Blackboard. Each test will be completed via Blackboard. There will be one opportunity to complete the test in the specified time period. The tests are best prepared for by a thorough reading and re-reading of the assigned textbook, as well as the lectures. Each written assignment will be graded according to three criteria: Completeness of assignment: The submitted document addresses all of the specifications of the assignment (0-25% of grade) Thoroughness of assignment: Not only are all specifications of the assignment addressed, but also they are addressed in a through, thoughtful manner that reflects a complete understanding of the principles addressed. (0-50% of grade) Writing mechanics and style: The writing style reflects the correct use of syntax and semantics, correct punctuation, the absence of typographical errors, and is formatted in a manner consistent with graduate level work. (0-25% of grade)

5 5 Weekly Schedule Week Topics Readings/Assignments Week 1 10/30-11/5 Week 2 11/6-11/12 Week 3 11/13-11/19 Motivational Interviewing: An introduction Listening Well: Engaging and managing discord Motivational Interviewing: Focusing and evoking change talk Ch ) Pollak et al. (2010) Assignment #1 due 11/5 midnight Ch. 4-7, 15. 1) Miller & Rose (2009) Assignment #2 due 11/12 midnight Ch.8-10, 12-14, Test #1 due 11/19 midnight Week 4 11/27-12/3 Week 5 12/4-12/10 Week 6 12/11-12/16 Introduction to health behavior theory Motivational Interviewing: Educating and planning Learning MI: Using the Motivational Interviewing Treatment Integrity tool (MITI 3.1) 1) Rimer & Glanz, (2005) Test #2 due 12/3 midnight Ch. 11, Test #3 due 12/10 midnight Ch ) Moyers et al. (2010) MITI 3.1 Test #4 due 12/16 midnight

6 Assignments All assignments must be turned in electronically through Blackboard. Assignment file names: Please include your name in the assignment file name, and follow this naming convention: <lastname>ntr6118assignment<#>, e.g., JonesNTR6118Assignment2. This makes tracking and grading much easier. Extensions of deadlines are given under only the most extreme circumstances. No extension will be given after the due date. ALL REQUESTS FOR EXTENSIONS MUST BE PRESENTED AND APPROVED BEFORE THE ASSIGNMENT DUE DATE. ASSIGNMENTS SUBMITTED AFTER THE DUE DATE WITHOUT PRIOR APPROVAL WILL NOT BE GRADED. In preparing your written assignments, please double space, using size 12-point font, and 1-inch margins. Assignment #1 Complete the Helpful Responses Questionnaire. Respond to the prompts in a manner consistent with your typical interview style. This is a pretest that we will refer back to during the course. Assignment #1 due 11/5/17 by midnight ET 5 points Assignment #2 Complete a decisional matrix on one of your current or recent clients (or an acquaintance if you do not currently work with clients.) Identify potential barriers to change, with respect to both importance and ability to change. Identify potential motivational factors, including personal goals and core values. Submit the completed matrix plus a written document that includes your summarization of the data in the matrix, your conclusions, and your reflections about the process. Page limit = 3-4 pages, double-spaced, 12 point font, one page of which is the decisional matrix grid completed. Assignment #2 due 11/12/17 by midnight ET 10 points Assignment #3 Quiz 1 Quiz 1 will cover the lectures and reading materials for Weeks 1 and 2 of the course. Please carefully read and re-read the textbook in preparation for this and the subsequent tests. Quiz 1 is to be completed online before 11/19/17 midnight ET Assignment #4 Quiz 2 Quiz 2 will cover the lectures and reading materials for Week 4 of the course. Please carefully read and re-read the textbook in preparation for this and the subsequent tests.

7 7 Quiz 2 is to be completed online before 12/03/17 midnight ET 10 points Assignment #5 Quiz 3 Quiz 3 will cover the lectures and reading materials for Weeks 3 and 5 of the course Quiz 3 is to be completed online before 12/10/17 midnight ET Assignment #6: Listen to and read the Stirling Interview. Code the interview with the MITI 3.1 coding tool. (You must both listen to and read the transcript to accurately code.) Complete the MITI summary sheet, including MITI behavior counts and global scores. An example of a completed MITI coding form can be found in the Week 6 Readings section. You will use your coding of the transcript, as well as the MITI summary sheet, to complete the online quiz that accompanies this assignment. The quiz questions will ask you to correctly identify the coding of various lines of the Stirling Interview as well as questions regarding the MITI coding manual. Quiz #4 is to be completed online before 12/16/17 by midnight 15 points Academic Integrity Policy The University views academic dishonesty as one of the most serious offenses that a student can commit while in college and imposes appropriate punitive sanctions on violators. Here are some examples of academic dishonesty. While this is not an all-inclusive list, we hope this will help you to understand some of the things instructors look for. The following is excerpted from the University s policy on academic integrity; the complete policy is available in the Student Handbook. The Student Handbook is available on the CPS Student Resources page > Policies and Forms. Cheating intentionally using or attempting to use unauthorized materials, information or study aids in an academic exercise Fabrication intentional and unauthorized falsification, misrepresentation, or invention of any data, or citation in an academic exercise Plagiarism intentionally representing the words, ideas, or data of another as one s own in any academic exercise without providing proper citation Unauthorized collaboration instances when students submit individual academic works that are substantially similar to one another; while several students may have the same source material, the analysis, interpretation, and reporting of the data must be each individual s independent work.

8 8 Participation in academically dishonest activities any action taken by a student with the intent of gaining an unfair advantage Facilitating academic dishonesty intentionally or knowingly helping or attempting to violate any provision of this policy For more information on Academic Integrity, including examples, please refer to the Student Handbook, pages Northeastern University Online Policies and Procedures For comprehensive information please go to Northeastern University Online Copyright Statement Northeastern University Online is a registered trademark of Northeastern University. All other brand and product names are trademarks or registered trademarks of their respective companies. This course material is copyrighted and Northeastern University Online reserves all rights. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the express prior written permission of Northeastern University Online. Copyright 2017 by Northeastern University Online All Rights Reserved