Sustainability of the Person Health Promotion Resources for Students

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This week is National Health Education Week!
Yay! Next week is National Collegiate Alcohol
Awareness Week! Yay! Yay! So, we have a lot to
celebrate!
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Sustainability of the PersonHealth Promotion
Resources for Studentsat Emory University
Student Health and Counseling Services

• Campus Life Administrative Staff Meeting
• October 15, 2008
• Heather Zesiger, MPH, CHES

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What Sustains Us?

• What makes us feel good?
• What skills and strategies help us succeed in our
  studies/work/relationships?

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Overview of Presentation

• Putting health promotion in context
• What we offer
• Who we are
• How to reach us
• A glimpse at the tools we use to do our work
• Clinical tools
• Health promotion tools
• A Public Health Approach and the Social
  Ecological Model
• Q A

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Collaborative Practice to Benefit Students
Emory Student Health and Counseling Services
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What is health?

• Health is the capacity of individuals and
  communities to reach their potential. It is not
  solely a biomedical quality measured through
  clinical indicators. Health transcends individual
  factors and includes cultural, institutional,
  socioeconomic and political influences.
• Adapted from the Standards of Practice for Health
  Promotion in Higher Education, ACHA

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Health Education

• Any combination of planned learning experiences
  based on sound theories that provide individuals,
  groups, and communities the opportunity to
  acquire information and the skills needed to make
  quality health decisions.
• -Green, LW Kreuter, MW (1999)

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Health Promotion

• Any planned combination of educational,
  political, environmental, regulatory, or
  organizational mechanisms that support actions
  and conditions of living conducive to the health
  of individuals, groups and communities.
• - Green, LW Kreuter, MW (1999)

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Health Enhancing Skills for Student Success

• Nutrition for sustained energy, concentration
• Assertive communication
• Healthful coping strategies
• Restful sleep
• Lower-risk, if any, use of alcohol
• Smoking cessation tools
• Relationships built on mutual respect

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Our Mission

• Health Education and Promotion at EUSHCS
  contributes to success in and out of the
  classroom by encouraging students to take
  responsibility for their lifelong wellness.
• Using strategies that are student-oriented,
  evidence-based, and dynamic, we challenge
  students to develop beliefs and habits that
  advance personal and community health.

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Our Staff

• Heather Zesiger, MPH, CHES, Director
• Alyssa Lederer, MPH, CHES, Health Educator
• Virginia Plummer, LCSW, Coordinator of Alcohol
  and Other Drug Prevention Education
• Willie Bannister, LPC, Alcohol and Other Drug
  Prevention Counselor
• Carol Kelly, RD, LD, Coordinator of Nutrition
  Education
• Shirley Banks, BS, Certified Sexuality Counselor
  and Health Educator
• Aline Jesus Rafi, MA, Coordinator of Sexual
  Assault Prevention Education and Response
• Dan Hootman, BBA, RHD Fellow
• Lex Gilbert, Administrative Assistant NEW!
  Welcome!

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Our Services for Individuals and Couples

• Nutrition Education and Counseling
• Alcohol, Tobacco, and Other Drug Prevention,
  Risk-Reduction, Education and Counseling
• Sexual Reproductive Health Education and
  Counseling
• Consultations in Sleep, Stress Management, and
  General Wellness
• Sexual Assault Prevention Education and Response

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Our Services for Student Groups and
Population-Based Health Promotion

• Customized skill-building presentations for
  athletes, sororities, fraternities, residence
  halls student organizations, and guest lectures
• National College Health Assessment
• Risk-reduction classes, AlcoholEdu ,and eCHUG ,
  in collaboration with Campus Life and the Office
  of Student Conduct
• Collaborative efforts to engage student leaders
  and strengthen health-enhancing policies
  committees, task forces, Presidents Commissions,
  advising student groups, etc.
• Meditation stations coming soon!
• Curriculum infusion
• Safer sex supplies, brochures
• Passive education bulletin boards, Stall Street
  Journals, fliers

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Referrals

• Students find us through the website, via guest
  lectures and student group presentations through
  fliers by referrals from coaches, RAs, friends,
  chapter members, conduct officers, etc.
• Feel free to refer students to us via phone,
  email or web
• We are happy to offer departmental in-services
  and consultations for staff and faculty

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Who You Gonna Call?

• Appointment line 404-727-7551
• Heathers direct line 404-727-1736
• Lex Gilbert, our administrative assistant
• 404-727-1697
• Online studenthealth.emory.edu
• Facebook Emory University Student Health and
  Counseling Services fan page be our fan!

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Our (Clinical) Tools

• Input from referral source (you!)
• Student self-assessment
• Clinician/counselor assessment
• Skill-building, values clarification,
  motivational interviewing, education
• Behavioral plan
• Follow-up

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Our (Health Promotion) Tools

• Public Health Approach
• Assist individuals and promote the health of an
  entire community
• Ecological model for health promotion consider
  social and environmental effects on individuals
  health behaviors
• Evidence-based practice
• Assess students needs to prioritize areas for
  intervention
• Review journals for effective interventions
• Adapt interventions for specific audience
• Plan, implement, evaluate intervention
• Document outcomes
• Example mini-courses

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Mini-Courses 2008-2009

• Stress Reduction for the Busy Student
• This mini-course employs discussion of the
  stress equation, "perceived demands exceed
  perceived resources". Students will explore
  strategies to decrease negative thinking and to
  increase resources and perception of their own
  strengths, thus helping to reduce stress. 
  Relaxation techniques and a creative Wellness
  Self-Assessment exercise will be utilized to
  further encourage use of personal coping
  mechanisms, increase sense of control, improve
  academic performance, and enhance overall quality
  and enjoyableness of life.  The mini-course is
  held in two ninety-minute sessions, one week
  apart.
• Eat Well/Think Well
• Eat Well/Think Well is an evidence-based program
  to help students improve food choices as well as
  study skills. The course explores why and how
  some foods may affect energy and clarity of
  thought, which in turn can affect time
  management, study skills, and learning. Students
  will have opportunities to create helpful study
  habits, develop productive coping strategies, and
  prepare their own smart snacks and easy smart
  meals. Students will meet once weekly for two
  weeks. Each session is ninety minutes, and
  includes experiential exercises such as food
  preparation and time management activities.
• Party Well
• This mini-course explores the party scene on
  campus. We appreciate peoples need to be
  together having fun, and we recognize that
  parties can contribute to individual development.
  In this class we will explore ways to reduce
  risk of problems that students sometimes face on
  the party scene. Students will meet once weekly
  for three weeks. Each session will be ninety
  minutes.
• Healthy Relationships
• This mini-course explores different kinds of
  healthy relationships and social expectations on
  campus in order to prepare students to make
  positive and safer choices regarding
  interpersonal relationships, including dating,
  friendship, working, and sexual relationships.
  Students will meet once weekly for three weeks.
  Each session will be ninety minutes.
• I ? My Vagina
• In this women-only course, we will not only
  learn about things that are left out of sex
  education classes, we will connect up-to-date
  scientific information with our own values to
  develop a new way of living in the body as a
  sexual person. Because we will focus on issues
  pertaining to the woman herself, not her capacity
  as a sexual partner (though partnering is a
  legitimate matter for discussion), the material
  covered in this class applies to all women who
  want to learn more about all aspects of sexuality
  throughout life. Each persons perspective and
  privacy will be valued as we learn from each
  other. There will be three sessions of two hours
  each.
• SleepWell
• SleepWell is an evidence-based program to help
  students enhance their sleep habits for greater
  personal and academic success. The mini-course
  will meet once a week for ninety minutes over
  three consecutive weeks. Students are encouraged
  to sign-up with a friend or roommate so that they
  might reinforce sleep-enhancing behaviors in each
  other.

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The Public Health Approach

• What we do as a society to insure that conditions
  exist in which people can be healthy
• Focus is on prevention through health promotion
• Concerned with the health of the population (the
  community rather than individuals)
• Employs data driven/evidence-based approaches
• Uses comprehensive, multi-level approaches
• Relies on partnerships
• Special thanks to Kathleen C. Basile, Ph.D., from
  the CDCs Division of Violence Prevention

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The Public Health Approach
Develop Test Prevention Strategies
Define the Problem
Special thanks to Kathleen C. Basile, Ph.D., from
the CDCs Division of Violence Prevention
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Defining the Problem Impediments to Academic
Performance

• Stress
• Sleep difficulties
• Cold/flu/sore throat
• Concern for friend or family member
• Depression/Anxiety
• Relationship difficulty
• Internet use/computer games

• Sinus infection/ear infection/bronchitis/ strep
  throat
• Death of a friend or family member
• ADD/ADHD
• Allergies
• Alcohol use

2006 National College Health Assessment, Emory
respondents n1,293 75 female
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The Social Ecological Model

• It is unreasonable to expect that people will
  change their behavior easily when so many forces
  in the social, cultural, and physical environment
  conspire against such change.
• -Institute of Medicine Report on Health
  Promotion

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The Social Ecological Model
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Defining each level
Proximal social relationships (peers, partners,
family members)
Larger societal factors (norms, policies, laws,
etc.)
Characteristics of the individual (biological,
personal history, attitudinal factors )
Community contexts in which social relationships
are embedded (neighborhood, campus, etc.)
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Prevention WHEN do we intervene?
Immediate response to need (clinical visit,
risk-reduction class)
Before health- compromising behavior has occurred
Long-term response follow-up visits
Primary
Secondary
Tertiary
Special thanks to Kathleen C. Basile, Ph.D., from
the CDCs Division of Violence Prevention