PHS 638 participatory strategies for health

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PHS 638 participatory strategies for health

    PHS638 - Participatory and Community-based Strategies for Health: an Experiential Learning Opportunity/course outline

    University of Waterloo

    Department of Health Studies and Gerontology

    Term and Year of Offering: Winter 2012

    Course Number and Title: PHS638 - Special Topic Participatory and Community-based

    Strategies for Health: an Experiential Learning Opportunity

    Lecture Times, Building and Room Number: Distance Education with field component January

    3 14, 2012 Santiago and Concepción, Chile (Language of instruction is SPANISH)

    Instructor: Christina Mills

Course Description:

    This course provides an opportunity for experiential learning and reflection on participatory and community-based strategies for health in marginalized communities. While the experiential component will take place in Chile, the principles, values and methods are highly relevant to other contexts, including that of Canada.

Course Objectives: At the end of the course you should be able to:

    ; Apply popular education methods for health promotion

    ; Build community health teams

    ; Create a community health profile from health stories

    ; Harness collective knowledge to develop action strategies for health with local communities

    ; Partner with local organizations

    ; Assess the applicability of popular education methods to improve population health in the

    context of both developing and developed countries

Required Reading:

    Anderson K. Eduardo’s Story: Community Action for Health and Dignity. Fundación EPES,

    García V. Our light will not go out: lessons and proposals from social participation in health. In The Struggle for Health and Participation in the 21st Century: Challenges and Strategies, Apuntes para la Acción, Año 2. Nº 2, Fundación EPES: Santiago, 2002.

    Labonte, R. & Laverack, G. (2001) Capacity building in health promotion, part 1: for whom? And for what purpose? Critical Public Health 11(2) pp. 111127.

    Labonte, R. & Laverack, G. (2001) Capacity building in health promotion, part II: whose use? And with what measurement? Critical Public Health 11(2) pp. 129-138.

Paley J. Epilogue, An Ethnographic Study by the Health Group Llareta. In Marketing Democracy:

    Power and Social Movements in Post-Dictatorship Chile. University of California Press: Berkeley,


    Wiggins N, Johnson D, Avila M, Farquhar SA, Michael,YL, Rios T, Lopez A. Using popular education for community empowerment: perspectives of Community Health Workers in the Poder

PHS638 - Participatory and Community-based Strategies for Health: an Experiential Learning Opportunity/course outline

    es Salud/Power for Health program. Critical Public Health 2009;19:1,11-22.

Students should check the course web site at regularly for further information

    about the experiential component and Chilean context. Tuition for the experiential component is

    NOT included in UW tuition fees and must be paid directly to Educación Popular en Salud (EPES).

    Evaluation: The course grade will be based on participation in the on-site experiential module and a personal reflection paper. Participation in the experiential module is mandatory and will not be assigned a numerical grade. Students will be required to attend a pre-departure briefing.

    The personal reflection paper, describing the major lessons taken from the experiential portion of the course and how they might be applied in the Canadian context (or home context, if the student is from another country) is due April 1, 2012. While the language of instruction for the experiential component is Spanish, the reflection paper may be submitted in either Spanish or English.

    The final reflection paper should answer the following questions at a minimum (and may cover more issues):

    1. what were the most important lessons you took from your experience in Chile?

    2. how applicable are these lessons to your own current or anticipated work in Canada (or home


    3. what is different about the Canadian (or your home country) context that might limit the

    applicability of the tools and methods you learned about in Chile?

    4. how did your previous life experience and education prepare you for the experience in Chile?

    Papers should be no longer than 3000 words (about 10 12 double-spaced pages typed in

    standard font (e.g. Times New Roman 12). Acceptable formats include the following:

    American Psychological Association

    International Committee of Medical Journal Editors (ICMJE). Uniform Requirements for

    Manuscripts Submitted to Biomedical Journals: Writing and Editing for Biomedical


    Modern Language Association

Late assignments will be penalized by 10% of the assignment total mark per day to a maximum

    of 5 days (excluding weekends). Assignments will not be accepted after the 5 day maximum

    unless a Request for Variance From a Course Outline form has been submitted at least one week

    before the due date and approved, or there are special unforeseeable circumstances as outlined at Requests for

    extensions (with valid reason) must be negotiated prior to the due date, in order to avoid late penalties. Please submit your reflection paper by e-mail ( Do not assume that I have received it until I have sent you an e-mail confirmation.

Chris Mills Page 2 17/04/2012

PHS638 - Participatory and Community-based Strategies for Health: an Experiential Learning Opportunity/course outline

    Academic Integrity: In order to maintain a culture of academic integrity, members of the University of Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility. Check

    for more information.

    Grievance: A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70, Student Petitions and Grievances, Section 4, When in

    doubt please be certain to contact the department’s administrative assistant who will provide further assistance.

Discipline: A student is expected to know what constitutes academic integrity [check] to avoid committing an academic offence, and to take

    responsibility for his/her actions. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course instructor, academic advisor, or the graduate Associate Dean. For information on categories of offences and types of penalties, students should refer to Policy 71, Student Discipline, For typical

    penalties check Guidelines for the Assessment of Penalties,

    Appeals: A decision made or penalty imposed under Policy 70 (Student Petitions and Grievances) (other than a petition) or Policy 71 (Student Discipline) may be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 (Student Appeals)

    Note for Students with Disabilities: The Office for persons with Disabilities (OPD), located in Needles Hall, Room 1132, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the OPD at the beginning of each academic term.

Tentative Schedule

Pre-Departure Briefing Dec 5, 2011

    Prior to the briefing, students should review the Document DepartSmart. For

    further information regarding procedures for international travel, please see

    Experiential component Jan 3 - 14, 2012

Distance discussions as needed Jan 15 - Mar 15

Reflection paper due Apr1

Chris Mills Page 3 17/04/2012

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