University of Alberta

Course Guide for SPH 523 Winter 2016 On-campus

Advocacy for Public Health Mondays, 5:00 p.m. to 7:50 p.m. ECHA 2-135

Instructors:

Guest Lecturers:

Louis Hugo Francescutti Phone: (780) 492-5775 Email: [email protected] Office: 3-372 ECHA

Cindy Blackstock E-Mail: [email protected]

Les Hagen Phone: (780) 919-5546 Email: [email protected] Office: 3-327 ECHA

Jeff DeRoche E-Mail: [email protected] Kerry Mummery E-Mail: [email protected] Kim Raine E-Mail: [email protected]

Table of Contents

Contact Information ................................................................................................................1 Table of Contents ...................................................................................................................2 Instructors and Guest Lecturers Biographies ............................................................................3 Course Calendar ......................................................................................................................5 Course Description ..................................................................................................................6 Course Objectives & Expected Competencies..........................................................................6 Grading ..................................................................................................................................8 Course Format ........................................................................................................................9 Course Requirements .............................................................................................................9 Academic Integrity .................................................................................................................9 Plagiarism and Cheating. ………………………………………………………….......……..9 Pre-requisites .........................................................................................................................10 Learning Resources ................................................................................................................10 Library ...................................................................................................................................10 Communications ....................................................................................................................10 Course Evaluation ..................................................................................................................10 Statement on Equality, Equity and Respect …………………………………………..…….11 Specialized Support & Students with Disabilities …………………………………...…...…11 Assignments and Marking Criteria .........................................................................................12 Course Syllabus / Reading List ...............................................................................................16 Directory of Support Personnel ...............................................................................................25 Acknowledgments ……………………………………………………………...……………….25

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INSTRUCTORS AND GUEST LECTURERS BIOS Louis Hugo Francescutti is very interested in reducing injuries in all age groups and in all at-risk populations: Aboriginals, workers, drivers, youths and seniors. Currently he is involved in several knowledge translation projects. A special interest is further development of an online risk perception survey. More information can be found at my.injuryalberta.com

Les Hagen is the Executive Director of Action on Smoking & Health, Western Canada’s leading tobacco control organization and is an Adjunct Associate Professor at the University of Alberta School of Public Health. For over 20 years, Les has provided local, regional and national leadership on tobacco reduction and has helped to secure a number of significant policy and program measures in Alberta and beyond. Les is a strong proponent of media advocacy and community mobilization to effect broad social change. He has worked in collaboration with the non-profit and government sectors to develop healthy public policy and to improve public health.

Cindy Blackstock is a member of the Gitxsan First Nation in northern B.C., and respected among many aboriginal activists and lawyers for her long campaign to attract national attention to the appalling living conditions of many children on native reserves. Her advocacy work began during her college years, when she worked with aboriginal kids in a group home, started wondering why so many of them were in foster care, and looked into the conditions that put them there.

Kerry Mummery is the Dean of the Faculty of Physical Education and Recreation at the University of Alberta. In addition to his leadership role in the Faculty, Dr. Mummery is an internationally renowned scholar in the areas of physical activity and population health, and an award-winning educator. And he practices what he preaches: continuing to use a pedometer to ensure he takes his own daily dose of 10,000 steps.

Kim Raine is Professor in the Centre for Health Promotion Studies and an Applied Public Health Chair funded by the Canadian Institutes for Health Research (CIHR) and the Heart and Stroke Foundation of Canada (HSFC). Her research program, POWER (Promoting Optimal Weights through Ecological Research), studies community-based and policy interventions to prevent obesity and chronic diseases. Her philosophy has always been to make the healthy choice the easy choice, which can best be accomplished if stakeholders are made aware of the relationships demonstrated through research initiatives, and stimulated to act on them. Therefore, a priority of all of her SPH 523 2015 Course Syllabus

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research endeavors is an integration of practitioners and policy decision-makers into the research/ intervention team to facilitate rapid action. She is an avid endurance athlete and doesn’t do anything that isn’t fun!

Jeff DeRoche has more than 13 years of experience in marketing, communications, and business development in both private and public sectors. Jeff has consulted for the University of Alberta for more than a decade, including on a variety of advocacy projects with Dr. Francescutti such as the Coalition for Cellphone-Free Driving and Injury Alberta and his effective methodologies of communication continue to contribute to the success of a variety of active programs.

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SPH 523 - ADVOCACY FOR PUBLIC HEALTH WINTER 2016 UNIVERSITY OF ALBERTA - SCHOOL OF PUBLIC HEALTH Instructors Les Hagen 780-919-5546 [email protected]

Louis Hugo Francescutti 780-932-7187 [email protected]

Time: Monday 5:00 p.m. to 7:50 p.m. - Location: ECHA 2-135 WEEK DATE

TOPIC

PRESENTER

1

January 4

Evidence-Based Public Health Advocacy

Francescutti / Hagen

2

January 11

Applied Health Advocacy

Hagen

2 January 18 Hagen

Policy Making Theory

Francescutti /

4

January 25 Francescutti

Essential Communication & Presentation Skills

DeRoche /

5

February 1 class

Develop and Implement an Advocacy Campaign

Francescutti/Hagen &

6

February 8

Media Advocacy and Mobilization Strategies

Francescutti/Hagen

7

February 15

Family Day holiday

8

February 22* Profile: Physical Activity & Obesity Raine

K Mummery and K

9

February 29* Develop and Implement an Advocacy Campaign

Francescutti & class

10 March 7* & class

Develop and Implement an Advocacy Campaign

Hagen / Francescutti

11 March 14* Francescutti/Hagen y 12 March 21* class

Advocacy for Targeting High Risk Groups

C Blackstock

Develop and Implement an Advocacy Campaign

Francescutti/Hagen &

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13

March 28

Easter Monday holiday

14 class

April 4

Evaluation of Group Advocacy Campaigns

Francescutti/Hagen &

*Denotes student presentations

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Course Description [U of A Calendar]

This course is designed to introduce the student to the exciting world of public health policy-advocacy and reflect the realities of health policy in Canada today. It is expected that the class will become actively engaged in one of several group projects to develop a relevant policy-advocacy campaign. Class time is set aside for this hand on exercise and each class will be preceded by an instructor lead discussion of the nuts and bolts of advocacy in action. Students will be encouraged to take inventory and further develop their interpersonal skill sets, especially peer-to-peer learning. During the course students are also going to be given the opportunity of presenting a 25-35 minute lecture on a topic assigned to them relating to public health policy-advocacy effectiveness. All students will partake in a mandatory individual 20-minute oral exit interview during the final weeks of the course.

Objectives and competencies

Through the content and format of this course, the student will be able to gain a better understanding of public health policy-advocacy field and develop competencies expected of a public health advocate. By the end of the course we expected students to:

1. 2. 3. 4. 5. 6. 7. 8.

Explore the evidence of the effectiveness of what public health policy-advocacy is; Identify a variety of opportunities when it is appropriate to apply advocacy strategies and when not to; List knowledge to action used in public, including, health advocacy, engagement and mobilization based on current evidence; Review past successful and unsuccessful advocacy campaigns; Understand the societal receptiveness, the political processes and context for shaping public health policy; Describe and apply methods for effectively communicating and influencing the public agenda, including social media; Develop hands-on skills in how to develop, implement and evaluate a public health policy-advocacy campaign; Learn how to work in a team environment under time pressures, peer-to-peer learning, on a real world problem; and

Leave feeling confident with a new set of policy-advocacy skills of being able to communicate with policy makers and the news media, to help shape public policy development and to interpret laws, regulations or policies related to public health.

Learning Resources

No purchase of textbooks is required for this course. Suggested reading lists are attached in course outline. Most of the suggested reading materials will be available online.

The University of Alberta library system’s website www.library.ualberta.ca details the range of services offered to students on and off campus.

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Library

If you need further information or assistance, contact the Library's Electronic Reference Desk at www.library.ualberta.ca/ereference/index.cfm or call 1-800-2070172.

Course Evaluation Mid Point Evaluation:

Final Course Evaluation:

As is the case with all SPH instructors, we are interested in improving the course. I need to hear from you in order to do that well. We will gather feedback and recommendations from you at the mid-point of the course by asking a student to administer and deliver an anonymous course evaluation back to the instructor(s). Following completion of the course, you will receive a standardized summative evaluation. Course evaluations will be done online by Test Scoring and Questionnaire Services. An invitation to participate in the survey is emailed to each student. One email will be sent for each start date, i.e., if a student has surveys with different start dates, they will receive multiple messages. Note that the message includes a login button.

Student Evaluation The approach to assigning marks and grades used for SPH 523 is as follows. All components of the course are given a raw score based on the percentage of the final mark for the course that the component represents. For example, if component one (group project) represents 40% of the final mark for the course then the student would receive a mark out of 40. At the end of the course, the raw scores for all components are totaled. This is an engaged and applied learning environment. Class attendance is strongly encouraged and active participation in the policy-advocacy project is essential to student success. The importance of attendance, demonstration of engaged learning and positive role modeling in this course is reflected in the allocation of the 10 percent peer-evaluation mark for attendance, engaged learning and role modeling. Each individual component must be successfully completed for a student to be granted Credit for the course. A more detailed description of these experiences will be provided during the first two classes – all student input is most welcomed. The oral exam will be conducted by the two course instructors using the criteria sheet attached.

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Assignment/Exams Group project

Percentage 40%

Date End of course

Peer evaluation

10%

End of course

Class presentation

30%

Schedule TBD

Oral Final Exam

20%

End of course

Evaluation of Course Work Group project: Counts for 40% of the course Midterm Exam: Is replaced by a class presentation 30% and peer evaluation of 10% Final Exam: The format for this is an oral exit exam worth 20%.

Grading

The University of Alberta uses a letter grading system with a fourpoint scale of numerical equivalents for calculating grade point averages. Grades reflect judgments of student achievement made by instructors, as described below. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades as intervals during the course and others assign marks (e.g. percentages) throughout the term and then assign a letter grade at the end. Remember, receiving a 4 or an A+ for a course will not necessarily increase your chances of getting academic funding, if everyone else in the class receives a 4 or A+, or if the class average is generally high.

Descriptor Excellent

Good Satisfactory Failure

Grading in Graduate Courses Letter Grade Grade A+ A AB+ B BC+ C CD+ D F

Point Value 4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0

University of Alberta Calendar Section 23.4 Regulations and Information for Students SPH 523 2015 Course Syllabus

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Evaluation Procedures and Grading System

Academic Integrity

Plagiarism is a serious offence. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/CodeofStudentBehaviour) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. University of Alberta policy about course outline can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003)

Course Format

This course is designed to allow the participant to develop critical thinking skills that are fundamental to assessing the context, process, and the expected and unexpected outcomes associated with public health policy-advocacy. Accordingly, the first half of the course is devoted to exploring the theory of the structures and processes of public health advocacy. Evidence-based effectiveness of public health policy-advocacy will be reviewed. Students will be expected to prepare and deliver a presentation on a relevant public health advocacy issue assigned to them randomly. Additional guest lecturers with content expertise will also form the faculty. This is a hands-on interactive course and the students will be afforded ample class time to work on a relevant policy-advocacy issue and then present the findings of their group project on the final day of class to a wider audience in a suitable setting to be determined.

Course Requirements

Successful participation in the real world of public health requires an ability to express ideas in verbal and written format in a clear and concise fashion. Success also requires a clear understanding of the public policy process and the political environment. The course is structured to reflect this reality. Participants will be expected to have completed assigned readings prior to each class session, and to participate fully in class discussions. Failure to do so will result in a failing grade for the course. In addition, participants are expected to meet assignment deadlines.

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Pre-requisites

This course is open to graduate students only. The student is to have a basic understanding of Canadian health policy and the health system. Prerequisites include an undergraduate degree in the health or social sciences or consent of the instructor. For the benefit of the students enrollment will be limited to a maximum of 16 in the course’s first offering.

Learning Resources

No purchase of textbooks is required unless the student feels they want to purchase the texts. Suggested reading lists are attached in course outline. Some textbooks will be provided to students on loan on a first come basis. Most of the suggested reading materials will be available online.

Library

The University of Alberta library system’s website www.library.ualberta.ca details the range of services offered to students on and off campus. Information about services offered to students at a distance, including policies, procedures, delivery fees and user registration is located at http://www.library.ualberta.ca/distanceeducation. Except for the fees charged to deliver documents to you at a distant site, all services are free. Off-campus students can access on-line journals and take full advantage of the library services, but will need to enter the system via the proxy server. For instructions on how to configure your web browser, see the “off-campus access” page at http://www.library.ualberta.ca/remote/index.cfm If you need further information or assistance, contact the Library's Electronic Reference Desk at 1-800-207-0172 or www.library.ualberta.ca/ereference/index.cfm

Communications

Course Evaluation Mid Point Evaluation:

SPH 523 2015 Course Syllabus

We will use several methods of communication in order to create the best possible learning environment we can within financial constraints. Almost all course communication for campus students outside of class will take place through e-mail. Instructors will be available for one on one discussion as required by appointment if needed. As is the case with all SPH instructors, I am interested in improving the course. I need to hear from you in order to do that well. I will gather feedback and recommendations from you at the mid-point of the course, by asking a student to administer and deliver an anonymous course evaluation back to the instructor(s).

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Final Course Evaluation:

Following completion of the course, you will receive a standardized summative evaluation. Course evaluations will be done online by Test Scoring and Questionnaire Services. An invitation to participate in the survey is emailed to each student. One email will be sent for each start date, i.e., if a student has surveys with different start dates, they will receive multiple messages. Note that the message includes a login button.

Statement on Equality, Equity and Respect The Faculty of Extension is committed to providing an environment of equality and respect for all people within the university community, and to educating faculty, staff and students in developing teaching and learning contexts that are welcoming to all. The faculty recommends that staff and students use inclusive language to create classroom atmosphere in which students’ experiences and views are treated with equal respect and value in relation to their gender, racial background, and sexual orientation and ethnic backgrounds. In order to create a thoughtful and respectful community, you are encouraged to use genderneutral or gender-inclusive language and to become more sensitive to the impact of devaluing language.

Specialized Support & Students with Disabilities Students who require accommodations in this course due to a disability affecting mobility, vision, hearing, learning, mental or physical health are advised to discuss their needs with Specialized Support and Disability Services, 2-800 Students’ Union Building, 492-3381 (phone) or 492-7269 (TTY). Instructor’s note: In the best interests of the student no special accommodations can be made for any student who does not first contact the office of Specialized Support and Disability Services for guidance. Our goal is to make the class a welcome environment for all students.

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SPH 523 Student Class Presentation Marking Guide Date: _____________________________________ Presenters: ____________________________________ Topic: _____________________________________ Content (___/50%) Do you feel the presenters have mastered the content? (___/20 marks) Did the students used appropriate resources to provide an in-depth presentation of the subject matter? (___/15 Marks) Have the students considered relevant examples that reflect an understanding and depth of the subject matter presented? (___/15 marks) Presentation (___/50%) Did the presentation style match the topic chosen? (___/10 Marks) Have the presenters simplified the material & made it interesting? (___/10 Marks) Did the students actively capture & keep the audience’s attention? (___/10 marks) Did the overall presentation look/sound/feel professional? (___/10 marks) Did the students generate meaningful and interactive discussion with the class? (___/10marks)

Additional Comments:

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SPH 523 Small Group Advocacy Project Marking Guide Date: _________________Group: _______________________________ Topic: ____________________________________ 1. Public health issue identification (5%) 2. Development of a position / policy statement (5%) 3. Definition of goals and objectives (5%) 4. Identification of opportunities and risks (10%) 5. Mapping and recruiting stakeholders (10%) 6. Choice of advocacy approach (5%) 7. Development of frames and key messages (15%) 8. Creation of an action plan including media strategy (15%) 9. Implementation plan (10%) 10. Evaluation plan (10%) 11. Peer evaluation of each team members’ individual contributions (10%) Additional Comments: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________ Adapted and modified from: Leadership in Public Health: A guide for public health associations. CPHA. http://www.cpha.ca/uploads/progs/_/sopha/advocacy-booklet-colour-en-final.pdf

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SPH 523 2015 – Advocacy for Public Health Self / Peer Assessment Small Group Project Your Name: __________________________ Student ID: ___________________ On a scale of 1-10 (1 being low and 10 being high), honestly assess your involvement in the small group project? ____ Please provide a description of your role: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

On a scale of 1-10, how much did you contribute to the final written report? _____ Please provide a description of your role: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________

On a Scale of 1-10, rate your role in the final small group presentation Please provide a description of your role: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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In general, please describe your contributions to the small group project. This is your opportunity to describe any work you put in that wasn’t necessarily reflected in the final project. Also indicate any barriers to participation that you experienced. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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2015 Course Syllabus PHS 523 Advocacy for Public Health

DATE Week 1 Monday, January 4

TOPIC Evidence-Based Public HealthAdvocacy Francescutti/Hagen Learning Objectives:

1. 2. 3. 4.

Introduce the course content and explore expectations of the students Introduce knowledge to action strategies, including advocacy Generate excitement about public health policy & advocacy Introduce examples of both successful and unsuccessful advocacy campaigns

Suggested Readings: 1. Chapman S. Advocacy for public health: A primer. Journal of Epidemiology and Community Health 2004;58:361-5. http://jech.bmj.com/content/58/5/361.full.pdf 2. Christoffel, KK Public Health Advocacy: Process and Product Am J Public Health. 2000;90: 722-726 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446217/pdf/10800420.pd f 3. A Healthy, Productive Canada: A Determinant of Health Approach http://www.parl.gc.ca/Content/SEN/Committee/402/popu/rep/rephealth1ju n09-e.pdf 4. Core Competencies for Public Health in Canada http://www.phac-aspc.gc.ca/ccph-cesp/pdfs/cc-manual-eng090407.pdf 5. Public Health Advocacy: Alberta Health Services Discussion Paper, November 2009 http://www.albertahealthservices.ca/poph/hi-poph-hpp-public-healthadvocacy.pdf 6. Leadership in Public Health: A guide for public health associations. CPHA. http://www.cpha.ca/uploads/progs/_/sopha/advocacy-bookletcolour-en-final.pdf 7. Advocacy Library OPHA http://www.opha.on.ca/resources/docs/AdvocacyArticles-Wallack.pdf 8. Advocacy: It’s not a dirty word, it’s a duty – Trevor Hancock http://journal.cpha.ca/index.php/cjph/article/view/5094/3086 Week 2 Monday, January 11 SPH 523 2015 Course Syllabus

Applied Health Advocacy

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Hagen Learning Objectives:

1. Review the evidence of effectiveness of public health advocacy 2. List strategies used in public health policy & advocacy, engagement and mobilization

3. Further examples of successful policy & advocacy making 4. Pitfalls in the policy & advocacy development continuum Suggested Readings:

1. Christoffel, KK Public Health Advocacy: Process and Product Am J

2.

3. 4.

5.

SPH 523 2015 Course Syllabus

Public Health. 2000;90: 722-726 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446217/pdf/10800420.pd f Citizens Guide to the Alberta Legislature http://www.assembly.ab.ca/pub/gdbook/CitizensGuide.pdf Fafard, P. (2008). Evidence and Healthy Public Policy: Insights from Health and Political Sciences. National Collaborating Centre for Healthy Public Policy. http://www.cprn.org/documents/50036_EN.pdf Engaging Innovative Advocates as Public Health Champions FHI360 2010 http://www.fhi360.org/NR/rdonlyres/eqdet4k5um4nnujqxgdyxgi44rssbvm czrme7di4muqqubjffparoroyb2vp2k2iy4odlqr5fepllh/RUchampions.pdf Advocacy for Healthy Public Policy as a Health Promotion Technology http://scholar.googleusercontent.com/scholar?q=cache:4zvgXRDytdwJ:sc holar.google.com/+%22Public+Health+Advocacy:+Process+and+Product %22&hl=en&as_sdt=0,5

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Week 3 Monday, January 18

Policy Making Theory Hagen/Francescutti Learning Objectives:

1. Learn about the policy development process in Canada 2. Learn how to develop, implement and evaluate a public health policyadvocacy campaign 3. Be able to distinguish between lobbying and advocacy 4. When is it not appropriate to advocate? Suggested Readings:

1. Chapman S. Advocacy for public health: A primer. Journal of 2.

3.

4. 5.

SPH 523 2015 Course Syllabus

Epidemiology and Community Health 2004; 58:361-5. http://jech.bmj.com/content/58/5/361.full.pdf Public Health Advocacy: Alberta Health Services Discussion Paper, November 2009 http://www.albertahealthservices.ca/poph/hi-poph-hpp-public-healthadvocacy.pdf Christoffel, KK Public Health Advocacy: Process and Product Am J Public Health. 2000;90:722–726 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446217/pdf/10800420.pd f Leadership in Public Health: A guide for public health associations. CPHA. http://www.cpha.ca/uploads/progs/_/sopha/advocacy-bookletcolour-en-final.pdf Engaging Innovative Advocates as Public Health Champions FHI360 2010 http://www.fhi360.org/NR/rdonlyres/eqdet4k5um4nnujqxgdyxgi44rssbvm czrme7di4muqqubjffparoroyb2vp2k2iy4odlqr5fepllh/RUchampions.pdf

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Week 4 Monday, January 25

Essential Communication & Presentation Skills Guest Lecturer - Jeff de Roche and Louis Francescutti Learning Objectives:

1. Developing effective framing and messaging 2. Understand the difference between advocacy communications versus normal information sharing 3. Give the students an opportunity to practice excellent communication skills in preparation for their student presentations  Provide a broad overview of what public health policy & advocacy is, how it is developed and how it is implemented  Provide students with knowledge and skills to develop and implement health policy & advocacy campaigns Suggested Viewings:

1. http://www.presentationzen.com/ 2. http://www.ted.com/ 3. http://www.opha.on.ca/resources/topics/a.shtml Suggested Readings:

1. More Than a Message: Framing Public Health Advocacy to Change Corporate Practices http://www.mediastudiesgroup.org/documents/6HEBDorfman.pdf 2. Media Advocacy Workbook: The Banting Institute, University of Toronto, 2000 http://www.thcu.ca/infoandresources/publications/ma%20workbook%20v 104.pdf

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Week 5 Monday, February 1

Media Advocacy and Mobilization Strategies Francescutti/Hagen and class Learning Objectives:

1. Describe methods for effectively communicating and influencing the public health agenda through the news media 2. Develop critical thinking skills that are fundamental to assessing the context, process, and the expected and unexpected outcomes associated with public health media advocacy 3. Pitfalls in media advocacy – lessons learned from the past Suggested Readings:

1. Designing and Implementing an Effective Tobacco Counter-

Week 6 Monday, February 8

Marketing Campaign. Chapter 9: Media Advocacy Centers for Disease Control and Prevention. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 1st Edition Oct 2003. http://www.cdc.gov/tobacco/stateandcommunity/counter_marketing/manu al/pdfs/chapter9.pdf 2. News for a Change: An Advocate's Guide to Working with the Media Lawrence M. Wallack, Katie Woodruff, Lori E. (Elizabeth) Dorfman, Iris Diaz 1999 Sage Publications ISBN 0-7619-1924Advocacy Library OPHA http://www.opha.on.ca/resources/docs/AdvocacyArticles-Wallack.pdf Develop and Implement an Advocacy Campaign Francescutti/Hagen and class Learning Objectives:

1. Learn to work in a team setting under pressure on a focused project 2. Develop the confidence to actively participate in a rapid paced environment on a project with at times limited structure and focus

3. Learn to have a difficult conversation and problem solve Suggested Readings:

1. WHO Commission on Social Determinants Final Report http://whqlibdoc.who.int/publications/2008/9789241563703_eng.pdf

2. Chapman S. Advocacy for public health: A primer. Journal of Epidemiology and Community Health 2004;58:361-5.

3. Designing and Implementing an Effective Tobacco CounterMarketing Campaign. Chapter 9: Media Advocacy Centers for Disease Control and Prevention. Atlanta, Georgia: U.S. SPH 523 2015 Course Syllabus

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Week 7 Monday, February 15 Week 8 Monday, February 22

Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, First Edition October 2003. http://www.cdc.gov/tobacco/stateandcommunity/counter_marketin g/manual/pdfs/chapter9.pdf 4. Public Health Advocacy: Alberta Health Services Discussion Paper, November 2009 http://www.albertahealthservices.ca/poph/hi-poph-hpppublic-health-advocacy.pdf 5. Leadership in Public Health: A guide for public health associations. CPHA. http://www.cpha.ca/uploads/progs/_/sopha/advocacy-bookletcolour-en-final.pdf Family Day Holiday – no class

Profile: Obesity & Physical Activity Student Presentations / Dr. Kerry Mummery and Dr. Kim Raine Learning Objectives:

1. Learn how to engage Canadians in increased physical activity 2. What are the barriers to getting Canadians to becoming more physically active?

3. Learn how to address the obesity epidemic from a policy advocacy perspective Suggested Readings:

1. The Obesity Epidemic in Canada http://www.parl.gc.ca/information/library/prbpubs/prb0511-e.htm 2. Brownell KD, Warner KE. The perils of ignoring history: big tobacco played dirty and millions died. How similar is big food? The Milbank Quarterly. 2009;87(1):259-94. 3. Ries NM, von Tigerstrom B. Roadblocks to laws for healthy eating and activity. Canadian Medical Association Journal. 2010 Apr 20;182. 4. Swinburn BS, G; Hall , KD; McPherson , K; Finegood , DT; Moodie, ML; Gortmaker, SL. The global obesity pandemic: shaped by global drivers and local environments. The Lancet. 2011;378(9793):804-14. Week 9 Monday, February 29

Develop and Implement and Advocacy Campaign Francescutti and class Learning Objectives:

1. Learn to work in a team setting under pressure on a focused project 2. Develop the confidence to actively participate in a rapid paced SPH 523 2015 Course Syllabus

University of Alberta, School of Public Health Page 22

environment on a project with at times limited structure and focus 3. Learn to have a difficult conversation and problem solve Suggested Readings:

1. WHO Commission on Social Determinants Final Report a. http://whqlibdoc.who.int/publications/2008/9789241563703_eng.p 2. 3.

4. 5. Week 10 Monday, March 7

df Chapman S. Advocacy for public health: A primer. Journal of Epidemiology and Community Health 2004;58:361-5. Designing and Implementing an Effective Tobacco CounterMarketing Campaign. Chapter 9: Media Advocacy Centers for Disease Control and Prevention. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, First Edition October 2003. http://www.cdc.gov/tobacco/stateandcommunity/counter_marketin g/manual/pdfs/chapter9.pdf Public Health Advocacy: Alberta Health Services Discussion Paper, November 2009 http://www.albertahealthservices.ca/poph/hi-poph-hpppublic-health-advocacy.pdf Leadership in Public Health: A guide for public health associations. CPHA. http://www.cpha.ca/uploads/progs/_/sopha/advocacy-bookletcolour-en-final.pdf

Develop and Implement an Advocacy Campaign Francescutti/Hagen and class Learning Objectives:

1. Learn to work in a team setting under pressure on a focused project 2. Develop the confidence to actively participate in a rapid paced environment on a project with at times limited structure and focus 3. Learn to have a difficult conversation and problem solve Suggested Readings:

1. WHO Commission on Social Determinants Final Report http://whqlibdoc.who.int/publications/2008/9789241563703_eng.pdf 2. Chapman S. Advocacy for public health: A primer. Journal of Epidemiology and Community Health 2004; 58:361-5. 3. Designing and Implementing an Effective Tobacco Counter-Marketing Campaign. Chapter 9: Media Advocacy Centers for Disease Control and Prevention. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking SPH 523 2015 Course Syllabus

University of Alberta, School of Public Health Page 23

and Health, First Edition October 2003. http://www.cdc.gov/tobacco/stateandcommunity/counter_marketing/manu al/pdfs/chapter9.pdf 4. Public Health Advocacy: Alberta Health Services Discussion Paper, November 2009 http://www.albertahealthservices.ca/poph/hi-poph-hpppublic-health-advocacy.pdf 5. Leadership in Public Health: A guide for public health associations. CPHA. http://www.cpha.ca/uploads/progs/_/sopha/advocacy-bookletcolour-en-final.pdf

SPH 523 2015 Course Syllabus

University of Alberta, School of Public Health Page 24

Week 11 Monday, March 14

Advocacy Strategies for Targeting High Risk Groups Guest Lecturer Cindy Blackstock and Francescutti/Hagen Learning Objectives:

1. Explore the critical role of evidence in progressive public policy change for high risk groups 2. Learn how to address systemic policy risks in change resistant environments 3. Understand how the engagement of children in public policy change affecting them can be done in respectful and uplifting ways Here is the list of suggested readings. If you would prefer one, I like the second article but it is not in an open access journal so I wanted to give you a couple of options given the copyright restrictions on reading packages. Suggested Readings: 1. Blackstock, C. (2012) Wanted: Moral Courage in Child Welfare http://www.fncaringsociety.com/sites/default/files/onlinejournal/vol6num2/Vol6No2_Blackstock_pp36-47_v2.pdf 2. Blackstock, C (2011). The Canadian Human Rights Tribunal on First Nations Child Welfare: Why if Canada Wins equality and justice lose. Child and Youth Services Review, 33 (2011), 187-194. Suggested Video: Video: I am a witness (approx. 10 minutes) http://www.youtube.com/watch?v=3lCktsccpeY Week 12 Monday, March 21

Develop and Implement and Advocacy Campaign Hagen/Francescutti and class Learning Objectives:

1. Learn to work in a team setting under pressure on a focused project 2. Develop the confidence to actively participate in a rapid paced environment on a project with at times limited structure and focus

3. Learn to have a difficult conversation and problem solve Suggested Readings:

1. WHO Commission on Social Determinants Final Report a. http://whqlibdoc.who.int/publications/2008/9789241563703_eng.pdf 2. Chapman S. Advocacy for public health: A primer. Journal of Epidemiology and Community Health 2004; 58:361-5.

3. Designing and Implementing an Effective Tobacco Counter-Marketing Campaign. Chapter 9: Media Advocacy Centers for Disease Control and Prevention. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, First Edition SPH 523 2015 Course Syllabus

University of Alberta, School of Public Health Page 25

Week 13 Monday, March 28 Week 14 Monday, April 4

October 2003. http://www.cdc.gov/tobacco/stateandcommunity/counter_marketing/manual/pdfs/chapter9.pdf 4. Public Health Advocacy: Alberta Health Services Discussion Paper, November 2009 http://www.albertahealthservices.ca/poph/hi-poph-hpp-public-health-advocacy.pdf 5. Leadership in Public Health: A guide for public health associations. CPHA. http://www.cpha.ca/uploads/progs/_/sopha/advocacy-booklet-colour-en-final.pdf Easter Monday Holiday – no class

Evaluation of Group Advocacy Campaign Louis Francescutti and Les Hagen and class.

Directory of Support Personnel Campus and Admin Issues

Shona Williams, Graduate Programs

Administrator Phone: (780) 492-6407 [email protected]

Bookstore

Sandy Hansen Bookstore

[email protected]. 780-492-3084

Library

www.library.ualberta.ca

Augustana Faculty Library (780) 679-1591 or (780) 679-1952 Bibliothèque Saint-Jean - (780) 465-8616 Herbert T. Coutts (Education and Physical Education) Library (780) 492-3770 Humanities and Social Sciences Library - (780) 492-5791 John A. Weir Memorial Law Library - (780) 492-5598 John W. Scott Health Sciences Library - (780) 492-7947 Science and Technology Library (780) 492-7912 or (780) 492-2728 Winspear Business Reference Library - (780) 492-5557 Toll-free Number for Distance Students - 1-800-207-0172

SPH 523 2015 Course Syllabus

University of Alberta, School of Public Health Page 26

Acknowledgments: This course template has originally been adapted from Dr. John Church’s HPS 507 Course Guide and further refined using Dr Cindy Blackstock’s COM 697 and certain elements are being used with their knowledge and permission. It is also adapted to the SPH course template with modifications. Bios were adapted for those published from CBC, CPHA, and UofA websites.

Additional Notes: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ SPH 523 2015 Course Syllabus

University of Alberta, School of Public Health Page 27

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University of Alberta, School of Public Health Page 28