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Sustainability of the Person Health Promotion Resources for Students


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! – PowerPoint PPT presentation

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Title: Sustainability of the Person Health Promotion Resources for Students

This week is National Health Education Week!
Yay! Next week is National Collegiate Alcohol
Awareness Week! Yay! Yay! So, we have a lot to
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

What Sustains Us?
  • What makes us feel good?
  • What skills and strategies help us succeed in our

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

Collaborative Practice to Benefit Students
Emory Student Health and Counseling Services
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

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)

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)

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

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.

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
  • 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!

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
  • Consultations in Sleep, Stress Management, and
    General Wellness
  • Sexual Assault Prevention Education and Response

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

  • 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

Who You Gonna Call?
  • Appointment line 404-727-7551
  • Heathers direct line 404-727-1736
  • Lex Gilbert, our administrative assistant
  • 404-727-1697
  • Online
  • Facebook Emory University Student Health and
    Counseling Services fan page be our fan!

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

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
  • Review journals for effective interventions
  • Adapt interventions for specific audience
  • Plan, implement, evaluate intervention
  • Document outcomes
  • Example mini-courses

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
  • 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
  • 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
  • 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

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

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
Defining the Problem Impediments to Academic
  • 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
  • Death of a friend or family member
  • Allergies
  • Alcohol use

2006 National College Health Assessment, Emory
respondents n1,293 75 female
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

The Social Ecological Model
Defining each level
Proximal social relationships (peers, partners,
family members)
Larger societal factors (norms, policies, laws,
Characteristics of the individual (biological,
personal history, attitudinal factors )
Community contexts in which social relationships
are embedded (neighborhood, campus, etc.)
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
Special thanks to Kathleen C. Basile, Ph.D., from
the CDCs Division of Violence Prevention
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