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Health Promot Pract. 2014 Mar;15(2):271-80. doi: 10.1177/1524839913499349. Epub 2013 Aug 23.

Engaging students in community health: a public health advocacy curriculum.

Author information

1
1Stanford University, Stanford, CA, USA.

Abstract

Individual risk assessment and behavior change dominate the content of high school health education instruction whereas broader social, political, and economic factors that influence health-known as upstream causes-are less commonly considered. With input from instructors and students, we developed a 10-lesson experiential Public Health Advocacy Curriculum that uses classroom-based activities to teach high school students about the upstream causes of health and engages them in community-based health advocacy. The Curriculum, most suitable for health- or advocacy-related elective classes or after-school programs, may be taught in its entirety or as single lessons integrated into existing coursework. Although students at many schools are using the Curriculum, it has been formally evaluated with 110 predominantly Latino students at one urban and one semirural public high school in Northern California (six classes). In pre-post surveys, students showed highly significant and positive changes in the nine questions that covered the three main Curriculum domains (Upstream Causes, Community Exploration, and Public Health Advocacy), p values .02 to <.001. The Curriculum is being widely disseminated without charge to local, national, and international audiences, with the objective of grooming a generation of youth who are committed to the public health perspective to health.

KEYWORDS:

advocacy; community intervention; coordinated school health programs; curriculum; health disparities; health education; health promotion; school health; social determinants of health

PMID:
23975798
DOI:
10.1177/1524839913499349
[Indexed for MEDLINE]

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