For this assignment, review the attached media presentation. Reflect on the concept of community in Planning Public Health Programs in Belize. Then, focus on the public health projects featured in the Scholars of Changevideos. Reflect on the scholars’ experiences and how people like you were able to foster social change within their communities. Consider how you might make a positive difference in your community through a public health program
Post a brief summary of the community and the public health issue you have previously investigated or one in which you are interested. Explain why this is a relevant health issue for the community you selected. Finally, describe a possible public health program that you could develop if you had unlimited resources, and explain how it would address the public health issue.
Fertman, C. I., & Allensworth, D. D. (Eds.). (2017). Health promotion programs: From theory to practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Chapter 1, “What Are Health Promotion Programs?” (pp. 3–25)
de Heer, H. D., Koehly, L., Pederson, R., & Morera, O. (2011). Effectiveness and spillover of an after-school health promotion program for Hispanic elementary school children. American Journal of Public Health, 101(10), 1907–1913.
Selig, A. L. (1975). Program planning, evaluation, and the problem of alcoholism. American Journal of Public Health, 65(1), 72–75.
U.S. Department of Health and Human Services, Community Preventative Services Task Force. (2012). The community guide. Retrieved from http://www.thecommunityguide.org/index.html
Walden University. (2012). Scholars of change. Retrieved from http://www.waldenu.edu/about/social-change/scholars-of-change
Click on the links provided on this webpage for the 2009 Scholars of Change videos, the 2010 Scholars of Change videos, and the 2011 Scholars of Change videos. Within the links for each year, watch the videos from Walden public health doctoral students.
Document: Scholar-Practitioner Project Guidelines (PDF)
Learning Resources for Group Assignment:
Read the two articles that your group has been assigned from the following list. Please note: These resources are intended to serve as examples from the past that have been implemented over time and have been evaluated; therefore, they are not as current as other course Learning Resources.
Safe Teen Driving
Harré, N., & Field, J. (1998). Safe driving education programs at school: Lessons from New Zealand. Australian and New Zealand Journal of Public Health, 22(4), 447–450.
Klitzner M., Gruenewald, P. J., Bamberger, E., & Rossiter, C. (1994). A quasi-experimental evaluation of Students Against Driving Drunk. American Journal of Drug and Alcohol Abuse, 20(1), 57–74.
Preventing Skin Cancer
Bastuji-Garin, S., Grob, J.-J., Grognard, C., Grosjean, F. H., & Guillaume, J.-C. (1999). Melanoma prevention: Evaluation of a health education campaign for primary schools. Archives of Dermatological Research, 135(8), 936–940.
Copyright 1999 by the American Medical Association. Used by permission of the American Medical Association via the Copyright Clearance Center.
Geller, A. C., Hufford, D., Miller, D. R., Sun, T., Wyatt, S. W., Reilley, B., . . . & Koh, H. K. (1997). Evaluation of the ultraviolet index: Media reactions and public response. Journal of the American Academy of Dermatology, 37(6), 935–941.
Allen, J. P., Philliber, S., Herrling, S., & Kuperminc, G. P. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64(4), 729–742.
Borawski, E. A., Trapl, E. S., Lovegreen, L. D., Colabianchi, N., & Block, T. (2005) Effectiveness of abstinence-only intervention in middle school teens. American Journal of Health Behavior, 29(5), 423–434.
Dale, D., & Corbin, C. B. (2000). Physical activity participation of high school graduates following exposure to conceptual or traditional physical education. Research Quarterly for Exercise and Sport, 71(1), 61–68.
Tudor-Smith, C., Nutbeam, D., Moore, L., & Catford, J. (1998). Effects of the Heartbeat Wales programme over five years on behavioural risks for cardiovascular disease: Quasi-experimental comparison of results from Wales and a matched reference area. British Medical Journal, 316(7134), 818–822.
Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.
You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.Read more
Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.Read more
Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.Read more
Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.Read more
By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.Read more