final program - Society for Public Health Education

Society for Public Health Education 

63rd Annual MEETING 

MINING GOLDEN 

OPPORTUNITIES 

Health Education Policy, 

Research & Practice 

Final Program 

October 25–27, 2012 

The Grand Hyatt San Francisco 

San Francisco, California 

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SOPHE Leadership 

2011—2012 SOPHE Board of Trustees 

President: Robert S. Gold, PhD, DrPH, FAAHB 

President-Elect: 

Kelli R. McCormack Brown, PhD, CHES, FASHA, FAAHE 

Secretary: Linda Forys, EdM, MCHES 

Treasurer: Mary Cheryl B. Nacionales, MPH, MBA 

Immediate Past President: Daniel Perales, DrPH, MPH 

Trustee/2013 Annual Meeting: Rebecca H. Reeve, PhD, CHES 

Trustee/2012 Midyear Meeting: Karen A. Spiller, BA 

Trustee/2012 Annual Meeting: Kelly Bishop, MA, MCHES, FASHA 

Trustee/Advocacy & Resolutions: Carl L. Hanson, PhD, MS, MCHES 

Trustee/Professional Preparation: Charles Kozel, PhD, MPH, MCHES 

Trustee/Ethics & Research: Louise Villejo, MPH, MCHES 

Trustee/Membership & Leadership: Darigg C. Brown, PhD, MPH 

Trustee/Publications: Jesus Ramirez-Valles, PhD 

Trustee/Communications: Stacy Robison, MPH, MCHES 

Trustee/Professional Development & Continuing Education: 

Cam Escoffery, PhD, MPH, CHES 

Student Trustee: Rachael Dombrowski, MPH 

Delegate Trustee & Speaker of the House: David Brown, EdD, CHES 

Delegate Trustee: Nicole Sisen, MS, CHES 

Delegate Trustee: Suzanne Miro, MPH, MCHES 

Delegate Trustee: Heather Alberda, BA 

Congratulations to the 2012—2014 Board 

President: Kelli R. McCormack Brown, PhD, CHES, FASHA, FAAHE 

President-Elect: Kelly Bishop, MA, MCHES, FASHA 

Secretary: Linda Forys, EdM, MCHES 

Treasurer: Cherylee Sherry, MPH, CHES 

Immediate Past President: Robert S. Gold, PhD, DrPH, FAAHB 

Trustee/2014 Annual Meeting: Sara L. Cole, PhD, MCHES 

Trustee/2013 Annual Meeting: Rebecca H. Reeve, PhD, CHES 

Trustee/Advocacy & Resolutions: Carl L. Hanson, PhD, MS, MCHES 

Trustee/Professional Preparation: Charles Kozel, PhD, MPH, MCHES 

Trustee/Communications: Stacy Robison, MPH, MCHES 

Trustee/Ethics & Research: Louise Villejo, MPH, MCHES 

Trustee/Special Initiatives: Jay Bernhardt, PhD, MPH 

Trustee/Membership & Leadership: Darigg C. Brown, PhD, MPH 

Trustee/Professional Development & Continuing Education: 

Regina McCoy Pulliam, MPH, MCHES 

Trustee/Publications: Jean M. Breny, PhD, MPH 

Student Trustee: Demetrice Jordan, MA 

Delegate Trustee & Speaker of the House: 

Melanie Stopponi, MPA, MCHES 

Delegate Trustee: Suzanne Miro, MPH, MCHES 

Delegate Trustee: Eileen Huereque, MS 

Delegate Trustee: John Hannay, MTS 

2011—2012 SOPHE House of Delegates 

Arkansas 

President: Sabra Miller 

Delegate: Jacquie Rainey 

Colorado 

President: Nanette Wong 

Delegate: Melanie Stopponi 

Delta 

President: 

Sherry Stephens-Gibson 

Delegate: David Brown 

Georgia 

President: Patricia Thomas 

Delegate: Jessica Apps 

Great Lakes 

President: Tracy Metcalfe 

Delegate: Heather Alberda 

Greater New York 

President: Stephanie Burke 

Delegate: Nadine Stubbs-Davis 

Illinois 

President: Tsoetsy Harris 

Delegate: Nicole Sisen 

Indiana 

President: Mary Feeney 

Delegate: Jim Melancon 

Iowa 

President: Elizabeth Farber 

Delegate: Gayle Walter 

National Capital Area 

President: Christy Brown 

Delegate: John Hannay 

New Jersey 

President: Amy Lewis 

Delegate: Suzanne Miro 

North Carolina 

President: Diane Manee 

Delegate: Doranna Anderson 

Northern California 

Presidents: Robert Rinck 

Delegate: Cheryl Hergert 

Ohio 

President: Jennifer Morel 

Delegate: Heather Vilvens 

Pacific Northwest 

Delegate: Carol Viger 

Paso del Norte 

President: Mario Hernandez 

Delegate: Eileen Huereque 

Pennsylvania 

President: Laurie Weinreb-Welch 

Delegate: Kay Deaner 

Southern California 

President: Frank Hernandez 

Delegate: Andrea Caivano-Reed 

Texas 

President: Jasmine Opusunju 

Delegate: Barbara Hernandez 

Past Speaker of the House: 

Crystal Owensby 

SOPHE Staff 

Chief Executive Officer: M. Elaine Auld, MPH, MCHES 

Assistant Chief Executive Officer: Melanie J. Sellers, MPH 

Director, Membership and Marketing: Celena T. NuQuay, MA, CAE 

Director, Professional Development: Allison T. McElvaine, PhD 

Director, Health Equity: Nicolette Warren, MS, MCHES 

Director, Health Policy: Jerrica Mathis, MSEd 

Director, Healthy Communities: Tiffany Pertillar, MSW, MPH, CHES 

Editorial and Project Manager: Debbie Gordon-Messer, MPH 

Project Coordinator: Julia Gin, BS, CHES 

Editorial and Project Coordinator: Katherine Will, BS 

Office Manager and Membership Coordinator: Saundra Flegler

WELCOME 

Welcome to the Society for Public Health Education’s (SOPHE’s) 63rd Annual Meeting: Mining Golden 

Opportunities: Health Education Policy, Research, and Practice. We are excited that you have joined us 

for this exceptional conference in the beautiful and historic setting of San Francisco. 

Just as the settlers who traversed uncharted territory more than 160 years ago, we are at the precipice of 

vast and daunting change in health education. Demographic, cultural, and ethnic shifts in our nation’s 

population; rapidly evolving patterns of global communication and technology; and swift alterations in 

the delivery and financing of both health care and public health present unprecedented challenges and 

opportunities. This conference is designed to help you meet these challenges head on by uncovering the 

latest nuggets of research and practice in health education and health promotion. More than 100 oral and 

poster presentations are organized around five timely conference subthemes. Selected sessions are being 

taped for dissemination via SOPHE’s new Center for Online Resources and Education (CORE), allowing you to 

revisit inspiring content or view missed presentations (see www.sophe.org/education.cfm). 

In addition to the scientific sessions, we hope you will take advantage of the many informal opportunities 

to strike conversational gold with your health education colleagues. On Friday, don’t miss the Communities 

of Practice networking roundtables and the Opening Social with some 20 exhibitors and meeting 

supporters. Join us on Saturday for the SOPHE All Member Business Meeting. Discover new friends and 

colleagues during our Wellness Challenges on Friday and Saturday, and take time to celebrate our 2012 

health education heroes during Saturday evening’s Gala Awards Ceremony at the acclaimed de Young 

Museum in Golden Gate Park. 

Finally, this meeting marks another momentous occasion in SOPHE’s history, as it is the last annual 

conference to be held in the fall in conjunction with the American Public Health Association’s Annual 

Convention. Beginning in 2013, SOPHE will move its annual meeting to the spring and will hold only one 

national scientific conference each year. Among other benefits, this change will provide us flexibility in 

determining the location and scheduling of our annual meeting, promote increased faculty and student 

attendance, and provide more time for SOPHE staff and volunteers to plan distance education offerings for 

the broader health and education workforce. 

Thank you for sharing your precious time and resources to attend this meeting. It is our goal that you will 

leave inspired, energized, refreshed, and enriched with new knowledge and skills for your health education 

and health promotion journey. 

Kelly Bishop, MA, MCHES, FASHA 

Program Chair & Trustee, 2012 Annual Meeting 

M. Elaine Auld, MPH, MCHES 

Chief Executive Officer 

1

Conference Overview 

Society for Public Health Education 63rd Annual meeting 

Mining Golden Opportunities: Health Education Policy, Research & Practice 

October 25—27, 2012 • Grand Hyatt San Francisco, San Francisco, CA 

Welcome to the Society for Public Health Education’s (SOPHE) 63rd Annual Meeting, Mining Golden Opportunities: 

Health Education Policy, Research & Practice. The meeting focuses on five timely subthemes, including Social Ecological 

Approaches to Improve Individual and Community Health, The Role of Research in Establishing Best Practices, 

Innovations in Health Communications & Technology, The Future of Health Education and Health Promotion Practice, 

and Policy to Achieve Health Equity. 

Conference Objectives 

This 1 ½ day conference will enable you to: 

• Identify current and emerging trends in health 

education, research, and practice 

• Apply public health policy approaches to achieve health equity 

• Explore population-level strategies to improve 

individual and community health outcomes 

• Leverage technology to promote healthy 

behaviors and manage risk factors 

• Examine the roles of research leading practice 

and practice leading research 

Table of Contents 

Selected Conference Faculty 4 

2012 SOPHE Award Winners 5 

Annual Meeting Highlights 8 

Detailed Schedule 9 

Conference Abstracts 16 

Poster Presentations 38 

Poster Promenade & Poster Abstracts 40 

Schedule at a Glance 55 

Hotel Floor Plans 60 

Planning Committee Members 

2012 Annual Meeting Conference Trustee: 

Kelly Bishop, MA, MCHES, FASHA 

Nelson A. Atehortua 

Jagdish Khubchandani 

Carol F. Azar 

Valerie N. King 

Adenike Bitto 

Holly Mata 

Darigg Brown 

Kathryn S. Meier 

Sara L. Cole 

Mary Cheryl B. Nacionales 

Jennifer Conner 

Mildred Nunoo 

Susan Dalandan 

Mary Obeng 

Kay A. Deaner 

Darleen Peterson 

Anne Demers 

Jessica Ponce 

Byron Dougherty 

Melissa Rehrig 

Gary Fromert 

Marilyn Rice 

Jennifer Gacutan-Galang Robert M. Rinck 

Lisa M. Goodin 

Abby C. Rosenthal 

Sherry Grover 

Saida A. Sanchez 

Janette Helm 

Robert Simmons 

Eliza Hernandez 

Frank V. Strona, Jr 

Kristen Hernandez 

Debra Weiss 

Elaine Hicks 

Chandrani Wijayasinghe 

Amar S. Kanekar 

And the Entire SOPHE Staff 

Conference Supporters 

Please join SOPHE in thanking our conference supporters, whose 

generous contributions made the 63rd Annual Meeting possible! 

Platinum 

Pfizer 

Sage Publications, Inc. 

Gold 

Centers for Disease Control & 

Prevention 

Kaiser Permanente 

National Commission for Health 

Education Credentialing, Inc. 

Silver 

James F. and Sarah T. 

Fries Foundation 

Bronze 

Indiana University School of 

Public Health 

Robert Wood Johnson 

Foundation President’s Grant 

Fund at the Princeton Area 

Community Foundation 

Diamond 

Female Health Company 

Springer Publishing Company 

ToucanEd 

University of Florida, Department 

of Health Education & Behavior 

Elite 

Child Safety Solutions, Inc. 

ETR Associates 

Institute for Healthcare 

Advancement 

Jossey-Bass Public Health 

National Board of Public Health 

Examiners 

Public Health Foundation 

Routledge Journals 

San Jose State University, 

Department of Health Science 

Undergraduate Program 

and Master of Public Health 

Program 

Texas A&M University 

U.S. Food & Drug Administration, 

Center for Food Safety & 

Applied Nutrition 

3

Selected Conference Faculty 

Angela Glover Blackwell, JD 

Angela Glover Blackwell is a national leader for social 

justice and equity, and founder and CEO of PolicyLink. 

She seeks to strengthen America by creating stronger 

low-income communities and communities of color. A former senior 

vice president at the Rockefeller Foundation, she has been featured 

in major print and broadcast media including Nightline, PBS’s NOW, 

The Tavis Smiley Show, The New York Times, Los Angeles Times, and 

San Francisco Chronicle. 

Eugenia Eng, DrPH, MPH 

Eugenia Eng is Professor of Health Behavior and Health 

Education at the University of North Carolina at Chapel 

Hill. Her community-based participatory research 

(CBPR) work is internationally recognized for its contributions to public 

health practice, including community competence as an outcome 

of community-based interventions; the lay health advisor (LHA) intervention 

model; and the Action-Oriented Community Diagnosis. Dr. 

Eng has assisted health practitioners and researchers with the design 

and conduct of community-based assessments, interventions, and 

evaluations in the U.S. and 18 international countries. 

Jonathan Fielding, MD, MPH, MA, MBA 

Jonathan Fielding is Director of Public Health and 

Health Officer for Los Angeles County, where he is 

responsible for the full range of public health activities 

for ten million county residents. He received his MD, MA, and MPH 

from Harvard University, and his MBA from the Wharton School of 

Business Administration. His areas of expertise include the development 

of clinical preventive services guidelines; prevention economics 

and financing; and health promotion for children, adults, and families 

in community, clinical, and occupational settings. He was a founding 

member of the U.S. Preventive Services Task Force and is Vice-Chair, 

Community Preventive Services Task Force. Dr. Fielding is the 2012 

SOPHE Honorary Fellow Awardee. 

Russell Glasgow, PhD 

Russell Glasgow is the recipient of the 2012 Elizabeth 

Fries Health Education Award. Dr. Glasgow is Deputy 

Director for Implementation Science in the Division 

of Cancer Control and Population Sciences at the National Cancer 

Institute (NCI). He is responsible for guiding some of NCI’s flagship 

research dissemination tools such as Cancer Control P.L.A.N.E.T, the 

Cancer Trends Progress Report, and State Cancer Profiles. He specializes 

in the design and evaluation of practical and generalizable behavior 

change interventions, especially using interactive technologies, for 

use in health care, worksite, and community settings. 

Robert S. Gold, PhD, DrPH 

Bob Gold is SOPHE’s 2011-12 President and is 

Professor of Health Education and founding Dean 

of the School of Public Health at the University of 

Maryland, College Park. He is an accomplished researcher and 

nationally known expert in the application of computer technology 

to health education and health promotion. His publications include 

more than 70 research and evaluation articles, dozens of pieces of 

software, and several textbooks. During his distinguished career, 

he has held major leadership roles in the public and private sectors 

both nationally and internationally. 

Richard J. Jackson, MD, MPH 

Richard Jackson is Professor and Chair, Environmental 

Health Sciences and Professor, Institute of the 

Environment & Sustainability, Urban Planning at the 

University of California, Los Angeles School of Public Health. Over the 

past decade much of his work has focused on how the “built environment,” 

including architecture and urban planning, affect health. 

Currently, Dr. Jackson is working on policy analyses of environmental 

impacts on health ranging from toxicology, chemical body burdens, 

terrorism, sustainability, climate change, urban design and architecture, 

and in related areas, such as how farm, education, housing, and 

transportation policies affect health. 

Meredith Minkler, DrPH, MPH 

Meredith Minkler is Professor of Health and Social 

Behavior at the University of California, Berkeley. Her 

research interests include community-based participatory 

research and its impacts on health policy, national studies of 

health disparities in disability in older Americans, and the health of 

grandparents raising grandchildren. Dr. Minkler has received numerous 

awards for her contributions to the field, which include SOPHE’s 

Distinguished Fellow Award, Kellogg National Fellow, Distinguished 

Mentorship Award from the Gerontological Society of America, and 

the Distinguished Career Award from the Public Health Education & 

Health Promotion section of the American Public Health Association. 

Kathleen Roe, DrPH, MPH 

Kathleen Roe is Professor and Chair of San Jose State 

University’s Department of Health Science. Dr. Roe 

has been involved in many community-based education 

and research projects. She is a founding Associate Editor of 

the Circle of Research and Practice department of Health Promotion 

Practice and a founding member of the Academy for Health Equity. 

She is a Past-President of SOPHE and is the recipient of numerous 

awards including SOPHE’s Distinguished Fellow Award, SOPHE’s 

Mentor of the Year Award, Northern California SOPHE’s Dorothy 

Nyswander Leadership Award, and the Distinguished Career Award 

from the Public Health Education & Health Promotion section of the 

American Public Health Association. 

4 Mining Golden Opportunities / Health education policy, research, and practice

2012 SOPHE Award Winners 

Join us in congratulating these outstanding individuals and programs throughout the conference, as well as 

during SOPHE’s Gala Awards Celebration on Saturday evening, October 27. 

Distinguished Fellow Award 

This award is the highest recognition given by the Society, and it honors 

members who have made significant and lasting contributions to SOPHE 

and the health education field. 

2012 Distinguished Fellows 

Frances D. Butterfoss, PhD 

Fran Butterfoss is a health educator who brings over 

20 years of experience in community collaboration. 

She is founder and President of Coalitions Work, a 

group that consults with practitioners on how to 

develop, sustain and evaluate coalitions for health promotion and 

disease prevention. She holds professorships at Eastern Virginia 

Medical School (EVMS) and Old Dominion University in Norfolk, 

Virginia and teaches in their MPH program. She is the founding 

director of the Consortium for Infant and Child Health (CINCH) and 

Project Immunize Virginia (PIV). Dr. Butterfoss has received research 

support from many federal and foundation grants and has published 

widely in professional journals and textbooks. Her book, Coalitions 

and Partnerships in Community Health, is a best seller for academics 

and practitioners alike. Dr. Butterfoss has served as Deputy Editor 

of Health Promotion Practice and SOPHE President. Her awards 

include SOPHE’s Health Education Mentor (2002), EVMS’ Woman 

in Medicine & Science Professional Achievement (2004), YWCA of 

South Hampton Roads’ Woman of Distinction (2006) and Norman 

B. Arnold Alumni Award (2006). She completed undergraduate 

and masters’ degrees from the University of Pennsylvania and a 

doctorate in health promotion and education from the Arnold 

School of Public Health at the University of South Carolina. 

Robert S. Gold, PhD, DrPH 

Robert Gold is Professor of Health Education at the 

University of Maryland, College Park, where he served 

as founding Dean of the School of Public Health 

from 2002—2012. Dr. Gold has served as President of SOPHE for the 

past year. His publications include more than seventy research and 

evaluation articles, dozens of pieces of software for organizations 

such as the American Cancer Society and the Department of Defense, 

commercially published software, and several textbooks. He earned 

an Associate of Science from Orange County Community College, followed 

by a BS in biology and an MS in health education from the State 

University of New York at Brockport. Dr. Gold earned a PhD in health 

education from the University of Oregon, and a DrPH with a specialization 

in community health practice from the University of Texas School 

of Public Health at Houston. Dr. Gold is internationally renowned for 

his expertise in the application of advanced technologies to health 

education, ranging from interactive video and computer software, 

to knowledge management, decision support, and expert systems 

technology. Dr. Gold partnered with David F. Duncan, DrPH to offer 

the nation’s first course on computers in health education and the first 

course on PC-based health education. 

Health Education Mentor Award 

This award recognizes an individual in an academic or practice setting 

who has made a significant contribution to the preparation and/ 

or performance of health educators and has successfully forged the link 

between research and practice. 

2012 Health Education Mentors 

Meredith Minkler, DrPH, MPH 

Meredith Minkler is Professor and Director of Health 

and Social Behavior at the School of Public Health, 

University of California, Berkeley. Her research 

interests include community-based participatory research and its 

impacts on policy, national studies of disparities in disability in older 

Americans, and engaging youth in environmental justice research 

and action. She has published over 130 articles and written or 

edited 8 books including Community Organizing and Community 

Building for Health and Welfare (3rd edition, 2012), Communitybased 

Participatory Research for Health (with Nina Wallerstein) and 

Forgotten Caregivers: Grandmothers Raising Grandchildren in the 

Crack Cocaine Epidemic (with Kathleen M. Roe). Dr. Minkler has 

received numerous awards for her contributions to the field, including 

SOPHE’s Distinguished Fellow Award, Kellogg National Fellow, 

Distinguished Mentorship Award from the Gerontological Society 

of America, Distinguished Career Award from the Public Health 

Education & Health Promotion Section, APHA, and the UC Berkeley 

Chancellor’s Award for Research in the Public Interest. 

Patricia Dolan Mullen, DrPH 

Patricia Dolan Mullen is a Professor in the Division 

of Health Promotion and Behavioral Sciences at the 

University of Texas School of Public Health in Houston. 

She matriculated at the University of California 

Berkeley where she received her AB (English Literature), MLS, MPH 

and DrPH followed by a postdoctoral fellowship with Larry Green at 

what is now the Johns Hopkins Bloomberg School of Public Health. 

Dr. Mullen counts as her mentors legendary Berkeley figures— 

Mayhew Derryberry, Dorothy Nyswander, Sarah Mazelis and the local 

SOPHE chapter. Her teaching includes courses in Program Evaluation; 

Evidence-based Public Health, Tools and Methods for Systematic 

Review and Meta-analysis; and Innovation in Cancer Prevention 

Research. She leads a seminar modeled on one she took with Barney 

Glaser as a doctoral student that empowers students to acquire 

career skills and produce better manuscripts and proposals. Her real 

métier is mentoring junior faculty and leading training grants— 

one from NCI, now in year 20 has trained 60 doctoral students and 

postdocs, one-third of whom are from underrepresented minority 

groups. Distinctions include the UT Regents’ Award for Outstanding 

Teaching, the (UT Health Science Center-Houston) President’s 

Scholar Award, the CDC Shepard Award, and the APHA Public Health 

Education & Health Promotion Section’s Distinguished Career Award. 

5


Honorary Fellow Award 

The SOPHE Honorary Fellow Award is SOPHE’s highest recognition to 

a non-member who has made significant and lasting contributions to 

health education and public health. 

2012 Honorary Fellow 

Jonathan E. Fielding, MD, MPH, MA, MBA 

Jonathan Fielding has been an icon in community 

health and preventive medicine throughout his 40+ 

year career as a public health physician, administrator, 

scholar, and professor. As County Health Officer of the nation’s largest 

county public health department, he addresses the health education 

and other vital cross-cutting public health needs of more than 

more than 10 million residents. Dr. Fielding is also Professor of Health 

Services and Pediatrics at UCLA and Vice Chair of the Los Angeles First 

5 Commission, which works to improve children’s health, safety and 

school readiness. His legacy of impact extends to serving as a founding 

member of the U.S. Preventive Services Task Force, Chair of the 

U.S. Community Preventive Services Task Force, chair of the Advisory 

Committee on the 2020 Health Objectives for the Nation, and one of 

13 founding members of the nation’s Advisory Group on Prevention, 

Health Promotion, and Integrative and Public Health. He is the author 

of more than 150 original scientific articles and chapters and editor of 

Annual Review of Public Health. 

Chapter Award for Excellence 

National SOPHE recognizes and publicizes creative, effective, and replicable 

methods implemented by SOPHE chapters to deliver one or more 

core member services. 

New Jersey SOPHE 

The NJSOPHE Academic Advisory Board was developed 

in an effort to increase awareness of NJSOPHE, 

support the professional development needs of health 

education students, and strengthen the connection with faculty at 

institutions that offer health education, public health, community 

health and other health-related programs/majors. Established in 

February 2011, the board was spearheaded by the NJSOPHE executive 

board and is comprised of a volunteer group of faculty from 

New Jersey academic institutions offering undergraduate/graduate 

programs in public health, health education, as well as other NJSOPHE 

leadership/elected officers and committee members, such as the 

Student and New Professionals Committee. 

2012 Sarah Mazelis Best Paper of the Year 

This award recognizes author(s) whose peer-reviewed article has been published 

in SOPHE’s Health Promotion Practice journal in the last year and 

has significant contributions to advancing the practice of health education 

and health promotion programs, policy, or professional preparation. 

Methodological Tips for Overcoming Formative Evaluation Challenges: 

The Case of the Arthritis Foundation Walk With Ease Program 

Britta Schoster, MPH; Mary Altpeter, PhD, MSW, MPA; Andrea Meier, 

PhD; Leigh F. Callahan, PhD; Health Promotion Practice, March 2012(2): 

198—203. 

2012 Lawrence W. Green Best Paper 

of the Year 

This award recognizes author(s) whose peer-reviewed article has been 

published in SOPHE’s Health Education & Behavior journal in the last year 

and has made significant contributions to understanding health education, 

health status, and strategies to improve social and behavioral health. 

Social Ecological Approaches to Individuals and Their Contexts: Twenty 

Years of Health Education & Behavior Health Promotion Interventions. 

Shelley D. Golden and Jo Anne L. Earp. Health Education & Behavior, 

June 2012, 39(3):364-72. 

2011—2012 SOPHE Fellows 

2011—2012 SOPHE Child, Adolescent and School Health 

Student Fellowship 

This fellowship recognizes, assists, and trains graduate students working 

on projects in child and adolescent health from the perspective of health 

education or the behavioral sciences. The recognition represents the 

culmination of their year-long work. 

Alice Ma, BA, is an MPH Student at the University of 

North Carolina at Greensboro. She majored in 

psychology with a minor in sexuality studies at the 

University of North Carolina at Chapel Hill (UNC-CH) 

and at the University of North Carolina at Asheville. She was awarded 

UNC-CH’s 2009 Sexuality Studies Undergraduate Research Prize. Her 

current interests revolve around sexual/reproductive health, as well 

as nutrition and wellness. Her fellowship project is titled Community 

Resources for Adolescent Pregnancy Prevention in Baltimore, Maryland: 

A Mixed Methods Community Assessment. 

Maranda Ward, MPH is a doctoral student at The 

George Washington University. She works on the 

protective role of social capital to reduce HIV risk 

among adolescents in Ghana. She is Co-Founder and 

Executive Director of Promising Futures, which uses performing arts 

and service-learning to advance adolescent health. Maranda earned 

an MPH from Tulane University and a BA from Spelman College. Her 

fellowship project focuses on the role of social capital in reducing HIV 

risk behavior among youth. 

Victoria Zigmont, MPH received a graduate 

research fellowship for her MPH thesis at Southern 

Connecticut State University. She is a member of the 

Eta Sigma Gamma Health Education Honorary. Victoria 

is currently a graduate research associate at the Comprehensive 

Cancer Center at Ohio State University Medical Center. The purpose of 

her fellowship project is to measure students’ nutritional knowledge 

for fast food items that they regularly consume on a college campus 

and to determine if the provision of nutritional information for these 

foods would influence subsequent intentions to consume these foods 

in the future. 



2011—2012 SOPHE/CDC Injury Prevention & Control 

Student Fellowship 

This fellowship program recognizes, assists, and trains graduate students 

working on injury prevention projects from the perspective of health education 

or the behavioral sciences. The recognition represents the culmination 

of their year-long work. 

Zachary Kerr, MA, MPH is an epidemiology 

doctoral student in the Gillings School of Global Public 

Health at the University of North Carolina at Chapel Hill. 

He has a BA in Spanish and communication from the 

University of Washington, an MA in communication, and an MPH in 

epidemiology from The Ohio State University. His fellowship project 

focuses on exertional heat illness in U.S. high school athletes. 

Elaine M. Murphy, MS is in her fourth year of the 

Applied Experimental PhD program at Old Dominion 

University. She has had considerable experience 

implementing different types of research methodologies 

investigating risky driving behaviors. She is in the process of 

expanding her work to non-college young adults. Her fellowship 

project focuses on understanding the role of attachment theory to 

prevent traffic-related injuries. 

Jiabin Shen, MEd is a doctoral trainee in the 

Department of Psychology at the University of Alabama 

at Birmingham. As an undergraduate at Zhejiang 

University (China) and as a master’s student at East 

China Normal University (China), he led and participated in various 

research projects on Chinese children’s and adolescents’ psychological 

health. His fellowship project is titled A Multi-Site Study on the 

Knowledge, Attitudes, Beliefs and Practice (KABP) of Child-Dog Interactions 

in Rural China. 

Lu Zhang, MPH graduated with a concentration in 

epidemiology from the Louisiana State University 

Health Sciences Center, School of Public Health in May, 

where she is currently a PhD student in epidemiology. 

Since 2010, she has worked for the Louisiana Breast and Cervical Health 

Program, Louisiana Tumor Registry, and the Louisiana Improving 

Clinical Outcome Network. Her fellowship project is titled Racial/Ethnic 

Disparities of HRQOL among U.S. Adult Self-Reported Diabetic Patients 

from NHANES 2001—2008. 

2012 Annual Meeting Student 

Scholarship Recipients 

SOPHE is proud to award six support scholarships to enable the following 

students to attend this year’s meeting. The scholarships are provided 

through SOPHE’s “Campaign for the 21st Century” fund. 

• Chibu Anyanwu, West Chester University 

• Sujehy Arredondo, University of Texas 

• Jeffrey Goodman, San Jose State University 

• Katherine Hendricks, University of Alabama 

• Alyse Lopez-Salm, Emory University 

• Victoria Zigmont, Ohio State University 

Presidential Citations 

This recognition, given by the SOPHE President, honors individuals 

who have made significant contributions toward the Society’s 

programs and initiatives. 

• David Birch, PhD, MCHES, University of Alabama 

• Randall Cottrell, DEd, MCHES, University of Cincinnati 

• Cam Escoffery, PhD, MPH, CHES, Emory University 

• Mary Cheryl B. Nacionales, MPH, MBA, Community Health Partnership 

2011—2012 SOPHE/CDC Health Related Quality of Life Fellowship 

This fellowship recognizes, assists, and trains graduate students working 

on projects focused on quality of life from the perspective of health education 

or the behavioral sciences. The recognition represents the culmination 

of their year-long work. 

Kashika Sahay is an MPH student at Emory 

University. Her research interests are at the intersection 

of social epidemiology, behavioral sciences, and 

maternal and child health. Her work focuses on sexual 

and reproductive health of women of reproductive age and extension 

of the Pregnancy Risk Assessment Monitoring System to women who 

have experienced a stillbirth. Her fellowship project is titled The 

Association between Marital Status and Health-Related Quality of Life of 

Mothers with Young Children: A Secondary Data Analysis of the 2009 

California Health Interview Survey. 

7

Annual Meeting Highlights 

Opening Social & Poster Session with Authors 

Join us for food, networking, and fun at SOPHE’s 63rd Annual Meeting 

Opening Social, Friday, October 26 from 6:30—8:00 PM. Chat with colleagues 

old and new, dialog with poster presenters, and learn about 

the latest resources from exhibitors. 

SOPHE Awards Gala at de Young Fine Arts Museum 

Join colleagues in honoring SOPHE’s 2012 award winners on Saturday, 

October 27, 6:30—10:30 PM at the acclaimed de Young Fine Arts 

Museum in Golden Gate Park. First built in 1894 for the California 

Midwinter International Exhibition and modernized in the late 1990s, 

it is the fourth-most-visited museum in the world. Attendees will feast 

on gourmet hors d’hoevres and dessert and mingle with awardees 

both before and after the sit-down awards ceremony. A limited number 

of tickets are available at the SOPHE registration desk. Transportation is 

on your own via cab or city bus. 

Continuing Education 

SOPHE, including its chapters, is a designated provider of continuing 

education contact hours (CECH) in health education by the National 

Commission for Health Education Credentialing, Inc (NCHEC). An 

application has been approved for Certified Health Education 

Specialists (CHES) and/or Master Certified Health Education 

Specialists (MCHES) to receive up to 24.10 total Category I continuing 

education contact hours. The * designation in the program indicates 

sessions approved for advanced credit. 

This event sponsored by SOPHE also includes Certified in Public Health 

(CPH) credits. SOPHE is an approved provider of CPH Renewal Credits 

by the National Board of Public Health Examiners. 

Be sure to sign in at the CE Desk to receive forms and information 

about how to receive credits. 

CHES/MCHES Lounge 

Would you like to know more about the CHES/MCHES credential and 

if you are eligible? Do you have questions about your current CHES 

credential? Are you thinking about becoming MCHES? Are you an 

employer that seeks to hire a CHES/MCHES? NCHEC staff and board 

members will be available to answer your questions on Friday, 

October 26, 8:30 AM—5:00 PM in the Orpheum Room (Theatre 

Level). All are welcome. 

SOPHE Communities of Practice Networking 

Roundtables 

SOPHE Communities of Practice (CoP) roundtables, Friday, 

October 26, 12:00—1:00 PM, will provide opportunities to connect 

with individuals with similar interests. Topics include: Children/ 

Adolescent Health, Medical Care/Patient Education, Health 

Communications/Social Marketing, Health Disparities, Healthy Aging, 

Emergency Preparedness, Environmental Health, Worksite Health, 

Anthropology, Tobacco, Faculty, Students/New Professionals, and 

International/Cross-Cultural Health. 

Poster Gallery & Poster Promenade 

View more than 40 posters on display during the conference and 

interact with authors at the Gala Opening Social on Friday evening, 

6:30—8:00 PM. Also on Friday, enjoy your lunch while participating in 

our Poster Promenade, a guided tour and discussion of child and adolescent 

health, health disparities or obesity. CE credits are provided, 

and the poster promenade has been approved for advanced credit. 

Ask Me about My Chapter Challenge 

Representatives from SOPHE’s chapters will be wearing Ask Me 

about My Chapter stickers. Chat with them to learn more about their 

respective chapters. Be sure to have the representative initial your 

Chapter Challenge card found in your conference bag, then stop by 

the Chapter Resource Table during conference breaks or the Opening 

Social to select one of the several fabulous prizes! 

Town Hall Meetings 

All conferees are invited to grab your lunch and learn about the AAHE- 

SOPHE modified merger on Friday, October 26, 12:00 PM—1:00 PM, or 

at the SOPHE All Member Business Meeting on Saturday, October 27, 

12:00 PM—1:00 PM. 

Exhibits & Publications Mart 

Peruse information, publications, tools, and the latest technological 

innovations from an array of organizations and companies on Friday 

and Saturday. The exhibit hall is located in the Grand Foyer, outside the 

Grand Ballroom. Don’t miss this important opportunity! 

SOPHE Snapshot/Meeting Mentor Program 

First-time meeting attendees are invited to the SOPHE Snapshot, 

Friday, October 26, 7:15—8:15 AM. Enjoy a continental breakfast while 

learning about SOPHE’s programs and how you can be involved. The 

Meeting Mentor Program kicks off at this session, joining mentors and 

protégés during the conference. 

Twitter Alert! 

Enhance your exchange with other attendees! Follow @SOPHEtweets 

and use #SOPHE2012 to join the conversation! (Note—participants are 

responsible for any individual fees that may apply.) 

Job Bank 

The SOPHE Job Bank is a valuable connection for tools, resources, 

internships, and employment opportunities in health education and 

health promotion and prevention. Be sure to check out the latest job 

postings and resumes for candidates throughout the conference at 

the SOPHE booth. 

Wellness Challenge 

SOPHE is committed to providing healthy foods and encouraging 

healthy behaviors addressing the mind, body and spirit connections. 

Join us on Friday and Saturday mornings for physical activities. 

Engage in 30 minutes of exercise or more daily to be eligible for a raffle 

with prizes. 

On-Demand Webcasts Via SOPHE’s CORE 

SOPHE’s new Center for 

Online Resources & 

Education (CORE) hosts 

recordings of conference 

plenary lectures and select 

concurrent sessions. Look 

for meeting webcasts and 

additional eLearning 

opportunities on SOPHE’s CORE at www.sophe.org/education.cfm. 

Also, check out SOPHE’s first online course, Health Promotion Programs: 

From Theory to Practice. 


DETAILED Detailed SCHEDULE Schedule 

SEA 

RES 

FUT 

TECH 

POL 

Social Ecological Approach 

Research 

Future Practice 

Communications & Technology 

Policy 

Thursday, October 25 

7:30 AM—6:00 PM 

Registration/Hospitality/CE Desk Open 

Room: Grand Foyer (Ballroom Level) 

8:00 AM—11:00 AM 

House of Delegates Meeting 

Room: Belvedere (2nd Floor) 

11:30 AM—6:00 PM 

Board of Trustees Meeting 

Room: Union Square (36th Floor) 

1:00 PM—5:00 PM 

POL Pre-Conference Workshop I, Part I 

6:00 PM—8:00 PM 

Pre-Conference Workshop I, Part II 

Moderator: Jennifer Conner, MPH, MPA, Marion County Department 

of Public Health 

Room: Redwood A (Ballroom Level) 

Strategies for Working with Local Community Coalitions: 

A Framework for Local Health Departments and 

Community Action 

Presenters: Rachel Tyree, MPH, LA County Department of Public Health; 

Linda Aragon, MPH, LA County Department of Public Health; Christine Li, 

MHS, LA County Department of Public Health 

1:00 PM—6:00 PM 

FUT Pre-Conference Workshop II* 

Moderator: Debra Weiss, EdD, MA, CHES, City University of New York 

Room: Fillmore AB (Theatre Level) 

Schools & Communities as Essential Partners in 

Promoting the Achievement and Health of Students: 

Turning Dreams into Action 

Presenters: Diane Allensworth, PhD, Kent State University; Kathleen Allison, 

PhD, MPH, MCHES, Lock Haven University; Barbara Lorraine Michiels 

Hernandez, MEd, PhD, MCHES, Lamar University; Beth Stevenson, MPH, CDC; 

Debra Weiss, EdD, MA, CHES, City University of New York 

2:00 PM—5:00 PM 

CHES & MCHES Examinations 

Pre-Registration with NCHEC Required 

Room: Larkspur (2nd Floor) 

2:00 PM—6:00 PM 

Exhibits & Posters Set Up 


6:00 PM—9:00 PM 

FUT Pre-Conference Workshop V 

Moderators: Kristen Hernandez, University of Texas at El Paso; Jessica 

Ponce, San Jose State University 

Room: Orpheum (Theatre Level) 

Student Workshop & Mixer 

Presenters: Darigg Brown, PhD, MPH, RTI International; Jagdish 

Khubchandani, PhD, MPH, MBBS, Ball State University; Jerrica Mathis, MSEd, 

SOPHE; Keely Rees, PhD, University of Wisconsin-Lacrosse; Robert Rinck, 

MPH, San Jose State University 

6:30 PM—9:30 PM 

RES Pre-Conference Workshop VI 

Moderator: Adenike Bitto, MD, MPH, DrPH, MCHES, FRSPH, East 

Stroudsburg University 


Evaluation 

Presenters: Daniel Perales, DrPH, MPH, San Jose State University; Edward 

Mamary, DrPH, MS, San Jose State University 

6:30 PM—8:30 PM 

RES Pre-Conference Workshop VII* 

Moderator: Ellen Capwell, PhD, CHES, Otterbein College 

Room: Fillmore C (Theatre Level) 

SABPAC: Quality Assurance for Undergraduate Community 

Health Education Programs 

Presenters: Ellen Capwell, PhD, CHES, Otterbein College; Carolyn Cox, PhD, 

CHES, Truman State University 

6:30 PM—8:00 PM 

National SOPHE Leadership Orientation 

Room: Warfield (Theatre Level) 

8:00 PM—9:30 PM 

House of Delegates Dinner 

Location: TBA 

1:00 PM—5:00 PM 

TECH Pre-Conference Workshop IV 

Moderator: Eric Edwards, MPA, CHES, Utah County Health Department 


Public Service Announcements: Filmed, Edited & 

Produced by YOU 

Presenter: Susana Leong, EdD, Columbia University 

* session is approved for advanced-level credit 

9

DETAILED SCHEDULE 

Friday, October 26 

7:00 AM—6:00 PM 



7:15 AM—8:00 AM 

Wellness Challenge: Yoga & Relaxation 

Activity Leader: Debra Weiss, EdD, MA, CHES, City University of New York 


7:15 AM—8:15 AM 

SOPHE Snapshot & Meeting Mentoring 

Program 

(Session includes continental breakfast) 

Room: Redwood (Ballroom Level) 

7:15 AM—8:15 AM 

SOPHE 2012 Annual Meeting Planning 

Committee Meeting 


8:30 AM—8:00 PM 

Exhibits/Posters/Job Bank Open 


8:30 AM—5:00 PM 

CHES/MCHES Lounge (All Welcome) 


8:30 AM—8:45 AM 

Opening Remarks & Welcome 

Presenters: Kelly Bishop, MA, MCHES, FASHA, CDC, 2012 Annual Meeting 

Trustee; M. Elaine Auld, MPH, MCHES, Chief Executive Officer, SOPHE 

Room: Grand Ballroom (Ballroom Level) 

8:45 AM—9:15 AM 

TECH SOPHE 2012 Presidential Address* 

Moderator: M. Elaine Auld, MPH, MCHES, Chief Executive Officer, SOPHE 


The Days are Long and the Years are Short: A Year in the 

Shoes of a SOPHE President 

Presenter: Robert S. Gold, PhD, DrPH, Professor, University of Maryland 

School of Public Health, College Park 

9:15 AM—10:00 AM 

SEA Plenary I* 

Session Supported by Robert Wood Johnson Foundation President’s Grant 

Fund at the Princeton Area Community Foundation 

Moderator: M. Elaine Auld, MPH, MCHES, Chief Executive Officer, SOPHE 


Keynote Address—Healthy Communities for All 

Presenter: Angela Glover Blackwell, JD, Chief Executive Officer and 

Founder, PolicyLink 

10:00 AM—10:15 AM 

Break with Exhibitors 


10:15 AM—11:45 AM 

Concurrent Sessions A 

SEA A1: Reducing Disparities Among Priority Populations 

Moderator: Valerie Newsome King, MS, Pennsylvania State University 


Forging New Frontiers on the U.S./Mexico Border 

through Community Engagement and Outreach 

Presenter: Sharon Davis, MPH, PhD, MCHES, The University of Texas 

at El Paso 

Fostering Community Partnerships to Promote 

Health Equity 

Presenter: Tiffany M. Pertillar, MSW, MPH, CHES, Society for Public 

Health Education 

Creating Healthier Food Environments at a Native 

American Powwow Using Community-Based 

Participatory Research 

Presenters: Valarie Bluebird Jernigan, DrPH, Oklahoma State University; 

Carol Wahpepah, MS, Intertribal Friendship House; Cheryl Mariscal 

Hergert, MPH, SOPHE, Northern California Chapter; Robert Rinck, MPH, 

San Jose State University 

RES A2: Impacting Global Populations Through the 

Fulbright Scholars Program 

Moderator: Darigg Brown, PhD, MPH, RTI International 

Room: Redwood Room (Ballroom Level) 

Fulbright Ambassador Event: The Fulbright Program 

Presenters: John Allegrante, PhD, Columbia University; Jean Breny, PhD, 

MPH, Southern Connecticut State University; Randall Cottrell, DEd, 

MCHES, University of Cincinnati; Robert Simmons, DrPH, MPH, MCHES, 

CPH, Thomas Jefferson University; Sandra Crouse Quinn, PhD, University 

of Maryland 

FUT A3: Engaging the Learner in Health Promotion 

Programs 

Moderator: Carol Azar, MPH, Kaiser Permanente Medical Center 

Room: Fillmore A (Theatre Level) 

The Cumberland County Community Against Cancer 

Story: Early-Stage Community Mobilization Results 

Presenter: Laura Linnan, ScD, CHES, UNC Gillings School of Global 


Professional Preparation: Action-Learning Pedagogy 

to Engage Undergraduate Students in Service-Learning 

Health Promotion Program Planning 

Presenter: Bojana Berić, MD, PhD, CHES, Monmouth University 

Enhancing Health Promotion Practice through 

Innovative Mentoring Strategies 

Presenter: Kristen Hernandez, BS, University of Texas at El Paso 



TECH A4: Utilizing Online Approaches to Impact 

Public Health* 

Moderator: Stacy Robison, MPH, MCHES, CommunicateHealth 

Room: Conference Theatre (Theatre Level) 

Launching a Global Health Online Community of 

Practice: Lessons Learned at the CDC 

Presenter: Denise A. Traicoff, BA, CDC 

Best Practices in Cyber Service: Integrating Technology 

With Experiential Learning in Public Health Education 

Presenter: Jeanne M. Clerc, EdD, MA, BS, MT(ASCP)SH, Western 

Illinois University 

Where Online Meets Offline: Using Nontraditional 

Partnerships to Get People Vaccinated 

Presenter: Amelia Burke, MA, Westat 

POL A5: Improving Health Equity Through Policy Change 

Moderator: Frances D. Butterfoss, PhD, Eastern Virginia Medical School 

Room: Fillmore BC (Theatre Level) 

THRIVE: A NATIONAL INITIATIVE TO ENABLE AND STRENGTHEN 

COMMUNITY-DRIVEN PROCESSES TO ADDRESS HEALTH EQUITY 

Presenters: Xavier Morales, PhD, Prevention Institute; Shayla Spilker, 

Prevention Institute 

Lactation Accommodations in the Fields: A Step Toward 


Presenter: Maria Jose Hummel, MS, MPH(c), San Jose State University 

Model Communities: A Vital Strategy to Implementing 

Policy and Environmental Changes and Addressing 

Health Equity in Suburban Cook County, Illinois 

Presenter: Rachael D. Dombrowski, MPH, Suburban Cook County 

Communities Putting Prevention to Work/Public Health Institute of 

Metropolitan Chicago 

11:45 AM—12:15 PM 

Box Lunch Pick-Up 


12:00 PM—1:00 PM 

Poster Promenade* 


12:00 PM—1:00 PM 

SOPHE Communities of Practice/Roundtable 

Luncheon 


12:00 PM—1:00 PM 

SOPHE-AAHE Town Hall Meeting 


12:00 PM—1:00 PM 

SOPHE Publications Committee Meeting 


1:15 PM—2:45 PM 

Concurrent Sessions B 

SEA B1: Improving Health on College Campuses* 

Moderator: Jagdish Khubchandani, PhD, MPH, MBBS, 

Ball State University 


An Exploration of Student Physical Activity Promotion 

Practices Conducted on American College Campuses 

Presenter: Jeffrey J. Milroy, BSc, MPH, DrPH, Elon University 

Healthy Campus 2020: Applying the Social Ecological 

Approach at Institutions of Higher Education 

Presenter: Jim Grizzell, MBA, MA, MCHES, ACSM-HFS, FACHA, California 

State Polytechnic University, Pomoma 

Cooking with Students—Using the Community Kitchen 

Model, Partnerships, and Student Co-Planners to 

Create a Unique and Sustainable Health Promoting 

Campus Activity 

Presenter: Rebecca L. Pearson, PhD, MPH, Central Washington University 

RES B2: Employing Community-Based Participatory Research* 

Moderator: Abby Rosenthal, MPH, Consultant 


Transforming Research: Best Practices for 

Implementing An Evidence-Based Breast Cancer 

Educational Intervention 

Presenter: Michele J. Doughty, BS, MPA, A.T. Still University 

Increasing Participation and Trust: Using CBPR to 

Develop Training with African-American Communities: 

Experiences from The GoodNEWS Trial 

Presenter: Leilani Ogan, MPH, BS, CHES, UNT Health Science Center 

Research to Reality (R2R): Building Community, Capacity, 

and Evidence 

Presenter: Peyton Purcell, MPH, CPH, SAIC-Frederick, Inc. 

FUT B3: Establishing Our Role in the Health Care System 

Moderator: Karen A. Spiller, BA, Boston Collaborative for Food & Fitness 


Use of a 360-Degree Survey Model During a Medical 

Relief Trip to Inform the Need for Longer-Term Health 

Care in Rural Dominican Republic 

Presenter: Michael Spertus, ScB, Medical Students in Action/University of 

Miami Miller School of Medicine 

An Assessment of Culturally Competent Health Care 

Encounters: Implication of System Approaches to 

Promote Health Equity Professional Development 

Presenter: Marla B. Hall, PhD, Texas A&M University 

Health Educators as a Think Tank: Recommendations to 

Improve Health Care Reform Proposals and Potential 

Roles for the Profession 

Presenter: Kadi Bliss, PhD, CHES, Adelphi University 

12:00 PM—1:00 PM 

SOPHE Health Equity Cooperative Agreement 

Meeting 



11


TECH B4: Capitalizing on Social Media 

Moderator: Nicole Sisen, MS, CHES, National Kidney Foundation of Illinois 


Social Media and Public Health Education: The Mother 

Lode of Tools 

Presenter: Don Chaney, PhD, MCHES, University of Florida 

POL B5: Advocating for Women’s Sexual Health 

Moderator: Heather Alberda, BA, Ottawa County Health Department 


Awareness, Acceptance and Access: Successes of the 

National Female Condom Coalition 

Presenter: Hanna K.L. Hjord, MPH, CPH, San Francisco Department of 


1:30 PM—3:00 PM 

Growing Healthy Curriculum Meeting 


3:00 PM—4:30 PM 

Concurrent Sessions C 

SEA C1: Impacting the Health of LGBT Populations 

Moderator: Kelly Bishop, MA, MCHES, FASHA,CDC 


Toward an Inclusive College Community: Evaluation of 

The SAFE Campaign 

Presenter: Mary Larkin, BA, MS, Eastern Michigan University 

Standards of Care at Odds?: Transgender Access to 

Mental Health Services in Baltimore 

Presenter: Erin Clark, BA, MPH (c), MBA (c), Johns Hopkins Bloomberg 

School of Public Health 

Creating Dialogues Towards Inclusive Reflection in 

Academic and Health Education Settings 

Presenters: Frank Strona, MPH, PhD(c), San Jose State University; Robert 

Rinck, MPH, San Jose State University; Daniel Perales, DrPH, MPH, San 

Jose State University 

RES C2: Communicating with Photovoice* 

Moderator: Jennifer Conner, MPH, MPA, Marion County Department 



Enhancing Health Equity through Coalition Building 

for Diabetes Prevention and Management among 

African Americans in Jenkins County, Georgia: 

A Photovoice Project 

Presenter: Nandi Marshall, MPH, CHES, DrPH(c), Jiann-Ping Hsu College of 

Public Health, Georgia Southern University 

Men Speak: A Photovoice Exploration of College Men’s 

Perceptions of Sexual Responsibility, Gender Roles, and 

Safer Sex 

Presenter: Jean Breny, PhD, MPH, Southern Connecticut State University 

Using Photovoice for Health Education Research: A 

Crouzon Syndrome Case Study Blending Participatory 

Action Research and Grounded Theory 

Presenter: Kelly J. Wheeler, MPH, CHES, Walden University 

FUT C3: Advancing Our Profession Through Accreditation 

& Certification 

Moderator: Amar Kanekar, PhD, University of Arkansas, Little Rock 


A Golden Approach: Employing Nationally Certified 

Individuals 

Presenters: Melissa Rehrig, MPH, MCHES, NCHEC; Louise Villejo, MPH, 

MCHES, The University of Texas MD Anderson Cancer Center 

National Accreditation Implementation Task Force 

Survey of Public/Community Health Education 

Undergraduate Programs 

Presenters: Robert Chaney, MS, PhD (c), University of Cincinnati; 

Katherine Hendricks, MS, University of Alabama 

Framing the Future: The Second 100 Years of Education 

for Public Health 

Presenter: Harrison C. Spencer, MD, MPH, DTMH, CPH, Association of 

Schools of Public Health 

TECH C4: Using Technology to Reach Priority Populations 

Moderator: Nelson Atehortua, MD, MPH, DRPH, MCHES, FRSPH, 

University of the Sciences 


A Multi-Pronged Public Health Media Campaign in Los 

Angeles County to Educate and Empower At-Risk Groups 

to Reduce Consumption of Sugar-Sweetened Beverages 

Presenter: Ali Noller, BA, Los Angeles County Department of Public Health 

Mining Prevention-Related Methamphetamine YouTube 

Videos: Exploring the Influence of Sensation Value and 

Appeal on Engagement and Video Social Capital 

Presenter: Carl L. Hanson, PhD, MCHES, Brigham Young University 

Management of Diabetes in Kenya Using Smart Phone 

Application: A Conceptual Framework Based on the 

PRECEDE–PROCEED Model 

Presenters: Adenike Bitto, MD, MPH, DRPH, MCHES, FRSPH, East 

Stroudsburg University; Danvas Omare, MS, MPH(c), East 

Stroudsburg University 

POL C5: Preparing for Effective Policy Advocacy Campaigns* 

Moderator: Robert A. Simmons, DrPH, MPH, MCHES, CPH, Thomas 

Jefferson University 


Smoke-Free Policy Strategy: Good for Health and (Very) 

Good for Business 

Presenter: Carolyn Cox, PhD, MCHES, Truman State University; Leslie 

Moss, MHA, CHES, Health Capital Consultants, LLC 



How a Bolus of Resources Can Serve as a Catalyst within 

the Campus Community: Influencing Smoke-Free Campus 

Policies at Colleges/Universities in Santa Clara County 

Presenter: Janie Burkhart, MPH, CPH, Santa Clara County Public 

Health Department 

Guide to Effectively Educating State Policy Makers 

Presenter: Jerrica Mathis, BS, MSEd, SOPHE 

4:30 - 4:45 PM 

Break with Exhibitors 

4:45 PM—6:15 PM 

RES Plenary Session II* 


Moderator: Daniel Perales, DrPH, MPH, San Jose State University 

CBPR Today & Tomorrow: Power, Participation & Practice 

Presenters: Eugenia Eng, DrPH, MPH, University of North Carolina at 

Chapel Hill; Meredith Minkler, DrPH, MPH, University of California at 

Berkeley; Kathleen Roe, DrPH, MPH, San Jose State University 

6:30 PM—8:00 PM 

Opening Gala Reception 

Poster Presentations with Authors 

Exhibits 

Book Signing 


Saturday, October 27 

7:00 AM—3:00 PM 



7:00 AM—8:15 AM 

Continental Breakfast 


7:15 AM—2:30 PM 

Exhibits, Job Bank & Posters Open 


7:15 AM—8:00 AM 

Wellness Challenge: Body Attack 

Activity Leader: Tiffany M. Pertillar, MSW, MPH, CHES, SOPHE 


7:15 AM—8:15 AM 

SOPHE 2013 Annual Meeting Planning 

Committee 


7:15 AM—8:15 AM 

FUT Early Riser I: SOPHE Chapter Development 

Session* 

Moderator: David Brown, EdD, MCHES, Jackson State University 


The Foundation for Building & Sustaining a Great 

Leadership Board 

Presenter: Nicolette Warren, MS, MCHES, SOPHE 

FUT Early Riser II: Preparing for and Responding 

to Emergencies 

Moderator: Mildred Nunoo, MPH, East Stroudsburg University 


Emergency Preparedness: An Important Area of Practice 

for Public Health Educators 

Presenter: Susan M. Smith, EdD, MSPH, BS, Indiana University Bloomington 

The Role of Health Educators in Responding to Public 

Health Emergencies 

Presenters: Kathleen Miner, PhD, MPH, MEd, Emory University; Elaine 

Auld, MPH, MCHES, SOPHE; Julia Gin, CHES, SOPHE 

TECH Early Riser III: Using Interactive Technology 

to Enhance Practice 

Moderator: Melissa Grim, PhD, MCHES, Radford University 


Development and Implementation of an e-Learning 

Platform for Health and Education Professionals: The 

Society for Public Health Education’s Center for Online 

Resources and Education 

Presenter: Cam Escoffery, PhD, MPH, CHES, Rollins School of Public 

Health, Emory University 

Using Technology to Develop Innovative and 

Interactive Educational Series on Problem-Solving, and 

Communication to Empower a Cancer Patient’s Journey 

Presenter: Mariela Gallo, BS, CHES, City of Hope National Medical Center 

8:30 AM—10:00 AM 

Concurrent Sessions D 

FUT D1: The History and Future of Health 

Education Practice 

Moderator: Karen Denard Goldman, PhD, MCHES, Long Island University 


Historical Highlights By Setting That Illuminate Our 

Journey Forward 

Presenters: Louise Villejo, MPH, CHES, MD Anderson Cancer Center; Diane 

Allensworth, PhD, Kent State University; Jim Grizzell, MBA, MA, MCHES, 

ACSM-HFS, FACHA, California State Polytechnic University, Ponoma 

SEA D2: Reducing Obesity in Children & Families* 

Moderator: Debbie Gordon-Messer, MPH, SOPHE 


P.L.A.Y. (Physical Activity and Learning Among 

Youth) at Morgan: An Obesity Intervention Pilot for 

Disadvantaged Adolescents 

Presenter: Robert Granger III, MPH, CHES, Morgan State University 

A Social Ecological Approach to Obesity Prevention: 

Children and Families in Appalachian and 

Rural Communities 

Presenter: Melinda J. Ickes, PhD, University of Kentucky 

Project Healthy Schools: A Social Ecological Approach 

to Reducing Obesity and Long-Term Cardiovascular Risk 

in Youth 

Presenter: Jean DuRussel-Weston, RN, MPH, CHES, University of Michigan 

Health System 


13


RES D3: Expanding the Capacity for School Health 

Education 

Moderator: Janette Helm, RN, MCHES, St. Vincent Hospital 


Health Promoting Secondary Schools: A Real 

Community Trial (ReaCT) 

Presenter: Joan Wharf Higgins, PhD, University of Victoria 

Assessing the Need for Health Education for Classroom 

Teachers Caring for Students with Chronic and Acute 

Health Conditions. 

Presenter: Joan Cowdery, MS, PhD, Eastern Michigan University 

Developing and Sustaining a School-Based 

Wellness Team 

Presenter: Michael Fagen, PhD, MPH, University of Illinois at Chicago 

FUT D4: Training the Public Health Workforce 

Moderator: Sara Cole, PhD, MCHES, University of Central Oklahoma 


Ensuring the Future of Public Health: Contributions 

Towards Educating and Training the Public 

Health Workforce 

Presenter: Sharrice White-Cooper, MPH, CDC 

The TRAIN Learning Management System & Competency- 

Based Training—The Future of Public Health Education 

and Promotion? 

Presenters: Ilya Plotkin, MA, Public Health Foundation; Kathleen Amos, 

MLIS, Public Health Foundation 

Training the Public Health Workforce: The Golden Rules 

to Designing Online Courses 

Presenter: Beth H. Chaney, PhD, MCHES, University of Florida 

POL D5: Improving the Outcome of Policy Advocacy Efforts 

Moderator: Rebecca Reeve, PhD, CHES, University of North Carolina, 

Asheville 


Having a Policy is Not Enough: Lack of Awareness, 

Implementation, and Enforcement of School 

Wellness Policies 

Presenters: Bonnie C. Hodges, PhD, SUNY Cortland; Donna M. Videto, 

PhD, SUNY Cortland 

Health Education: A Missing Component of Policy, 

System, and Environmental Change Strategies Seeking 

To Reduce CVD Risks Among At-Risk Populations in Los 

Angeles County 

Presenter: Brenda Robles, MPH, Los Angeles County Department of 


Return on Investment Analysis as Evidence 

for Advocacy 

Presenter: Alberto Cardelle, PhD, MPH, East Stroudsburg University 

10:15 AM—11:00 AM 

RES Plenary Session III* 

Moderator: Robert S. Gold, PhD, DrPH, University of Maryland 


Presentation of 2012 Elizabeth Fries Health 

Education Award 

Presenter: Viktor Bovbjerg, PhD and James F. Fries, MD, Board of Directors, 

James F. and Sarah T. Fries Foundation 

Elizabeth Fries Health Education Award Lecture: 

What Does it Mean to Be Pragmatic? Opportunities and 

Challenges for Pragmatic Approaches 

Presenter: Russell Glasgow, PhD, National Cancer Institute 

11:00 AM—11:45 AM 

FUT Plenary Session IV* 

Moderator: Robert S. Gold, PhD, DrPH, University of Maryland 


SOPHE 2012 Honorary Fellow Lecture—Health Education 

2.0: The Next Generation of Health Education Practice 

Presenter: Jonathan Fielding, MD, MPH, Los Angeles County Department 


11:45 AM—12:15 PM 

Box Lunch Pick-Up 


12:00 PM—1:00 PM 

SOPHE All Member Business Meeting & Luncheon 


1:15 PM—2:15 PM 

POL Plenary Session V* 

Moderator: Kelli R. McCormack Brown, PhD, CHES, University of Florida 


Educators and Environment: Promoting Health 

Presenter: Richard J. Jackson, MD, MPH, University of California 

at Los Angeles 

2:15 PM—2:30 PM 

Closing Remarks 

Presenter: Kelli R. McCormack Brown, PhD, CHES, 

2012-2014 SOPHE President 


2:30 PM—4:00 PM 

Posters/Exhibits Break Down 

2:30—3:30 PM 

SOPHE Awards Committee Meeting 

Room: Larkspur (2nd Floor) 

2:30 PM—5:00 PM 

SABPAC Meeting 




2:30 PM—5:00 PM 

SOPHE 2012-2014 Executive Board Meeting 


2:30 PM—5:30 PM 

FUT Post-Conference Workshop* 

Moderator: Robert Rinck, MPH, San Jose State University 


NCHEC Item Writing: Acquire Skills to Enhance Research, 

Evaluation, and the Health Education Profession 

Presenter: Jim McKenzie, PhD, MCHES, Penn State University—Hershey 

2:45 PM—5:00 PM 

Health Promotion Practice Associate 

Editors Meeting 


6:30 PM—9:30 PM 

SOPHE Awards Ceremony Gala (By Ticket) 

Location: de Young Fine Arts Museum 

(Transportation on your own via taxi or bus) 

9:30 PM—10:30 PM 

Awards Afterglow (Optional) 

Location: de Young Fine Arts Museum 

Sunday, October 28 

8:30 AM—11:00 AM 

Past Presidents Breakfast Meeting 


Monday, October 29 

9:30 AM—11:30 AM 

Health Education & Behavior Editors Meeting 

Room: Tiburon (2nd Floor) 

12:00 PM—2:00 PM 

Health Education & Behavior Editorial 

Board Meeting 

Location: Boulevard Restaurant 


The Department of Health Education & Behavior 

at the University of Florida’s College of Health and Human Performance 

Wishes to congratulate our colleagues on their 

new leadership roles in the Society for Public Health Education. 

SOPHE President: 

Kelli McCormack Brown, PhD, CHES 

Interim Dean and Professor, 

UF College of Health and Human Performance 

SOPHE Board of Trustees: 

Jay Bernhardt, PhD, MPH 

Chair and Professor, 

UF Department of Health Education and Behavior 

The UF Department of Health Education & Behavior offers B.S., M.S., and Ph.D. degrees. 

Our goal is to improve health behaviors and the health status of individuals and communities 

through leadership in research, education, innovation, and collaboration. 

Visit us online to learn more: http://heb.hhp.ufl.edu 

15

Conference Abstracts 


1:00 PM—5:00 PM, 6:00 PM—8:00 PM 

Pre-Conference Skill-Building Workshop I 

Room: Redwood A (Ballroom Level) 

Strategies for Working with Local Community 

Coalitions: A Framework for Local Health Departments 

and Community Action 

Rachel Tyree, MPH, LA County Department of Public Health; Linda Aragon, MPH, LA 

County Department of Public Health; Christine Li, MHS, LA County Department of 


Learn about the five distinct phases of the Framework Model and 

what role the health department and health education staff can have 

in each phase while community partners engage in policy, systems, 

and environmental change strategies. Participants will receive an 

introduction to the Framework’s survey tools, engage in discussion, 

and practice a number of the strategy activities. Participants will role 

play and practice messaging in different roles that will conclude in a 

mock city council hearing. 

1:00 PM—6:00 PM 

Pre-Conference Skill-Building Workshop II 


Schools and Communities as Essential Partners in 

Promoting the Achievement and Health of Students: 

Turning Dreams into Action 

Diane Allensworth, PhD, Kent State University; Kathleen Allison, PhD, MPH, MCHES, 

Lock Haven University; Barbara Lorraine Michiels Hernandez, Med, PhD, MCHES, 

Lamar University; Beth Stevenson, MPH, CDC; Debra Weiss, EdD, MA, CHES, City 

University of New York 

Explore strategies to develop and maintain effective partnerships 

between schools and communities, identify strategies to share 

expertise, and cooperatively plan with the goals of improving the 

health of students and communities and increasing academic 

achievement. The workshop will address: Why communities are 

important to student health and achievement; Why schools are 

important in community health initiatives; How to position public 

health and education for synergy and impact; and How to use tools 

to improve the skills of school personnel and community members in 

impacting student health. 

1:00 PM—5:00 PM 

Pre-Conference Skill-Building Workshop IV 


Public Service Announcements: Filmed, Edited & 

Produced by YOU 

Susana Leong, EdD, Columbia University 

Learn how to film, edit, produce, and upload your own public service 

announcements to YouTube to share with your community and the 

world. A case study will demonstrate images that were filmed using a 

non-professional digital camera. Participants will be able to film, edit, 

and produce public service announcements on their own. 

6:00 PM—9:00 PM 

Pre-Conference Skill-Building Workshop V 


Student Workshop & Mixer 

Darigg Brown, PhD, MPH, RTI International; Jagdish Khubchandani, PhD, MPH, 

MBBS, Ball State University; Jerrica Mathis, MSEd, SOPHE; Keely Rees, PhD, 

University of Wisconsin-Lacrosse; Robert Rinck, MPH, San Jose State University 

Through brief panel presentations, “speed mentoring” sessions in small 

groups, and informal networking and socializing you’ll connect with 

a diverse group of public health educators, policymakers, researchers, 

and practitioners! Bring your resume and bring your questions, but 

most of all bring your enthusiasm for our profession and kick-off our 

last fall annual meeting with friends, fun, and a room full of expertise! 

6:30 PM—9:30 PM 

Pre-Conference Skill-Building Workshop VI 


Evaluation 

Daniel Perales, DrPH, MPH, San Jose State University; Edward Mamary, DrPH, MS, 


In the most effective health promotion programs, evaluation runs 

parallel to the other phases, starting at the very beginning of the 

process when a program is being planned and continuing in tandem 

as the program is implemented and sustained providing continual 

feedback to program staff, stakeholders, and participants. This 

workshop will cover how to assess whether a health promotion 

program is achieving the desired results by systematically collecting 

information in order to answer evaluation questions and guide 

program decisions. 

6:30 PM—8:30 PM 

Pre-Conference Skill-Building Workshop VII 

Room: Fillmore C (Theatre Level) 

SABPAC: Quality Assurance for Undergraduate 

Community Health Education 

Ellen Capwell, PhD, CHES, Otterbein College; Carolyn Cox, PhD, CHES, Truman State 

University 

This interactive workshop will describe the role of the SOPHE/AAHE 

Baccalaureate Approval Committee (SABPAC) in assuring the quality 

of professional preparation programs in community health education, 

including the committee’s purpose, composition, organization, and 

accountability. Find out how you can prepare your institution for 

SABPAC review and/or how to join a SABPAC site review team and earn 

CHES/MCHES credits. SABPAC Manual included in workshop fee. 




8:45 AM—9:15 AM 

Plenary Session I 


SOPHE 2012 Presidential Address: The Days are Long 

and the Years are Short: A Year in the Shoes of 

a SOPHE President 

Robert S. Gold, DrPH, PhD, University of Maryland 

When I was elected to the Presidency of SOPHE, I looked forward to 

the excitement of taking a leadership role for a national organization 

serving a profession of which I love being a part. There was so much 

time to address a number of critical issues. I followed a President 

who broke new ground at many turns; it was an exciting time for our 

profession and our organization. We have accomplished much—yet 

much remains to be done. 

9:15 AM—10:00 AM 

Keynote Address 



Room: Grand Ballroom 

Healthy Communities for All 

Angela Glover Blackwell, JD, PolicyLink 

Where you live affects how you live. Persons living in communities 

with dilapidated housing, few job opportunities, limited transit 

options, and without high quality parks and grocery stores, are more 

likely to have higher rates of morbidity and mortality than others. 

Improving the health and longevity of all persons in America will 

require a strong policy commitment to economic and social justice and 

equity, particularly with the nation’s rapidly shifting demographics. 

This presentation will highlight examples of innovative strategies for 

community engagement that are resulting in improvements in the 

economic, social, physical and service environments. 

10:15 AM—11:45 AM 

CONCURRENT SESSIONS A 

Concurrent Session A1 

Reducing Disparities among Priority Populations 


Reducing Youth Health Disparities & Education Inequities 

Forging New Frontiers on the U.S./Mexico Border 

through Community Engagement and Outreach 

Sharon Davis, MPH, PhD, MCHES, The University of Texas at El Paso; Holly Mata, 

PhD, CHES, The University of Texas at El Paso; Kristen Hernandez, BS , The University 

of Texas at El Paso; Kristina Mena, PhD, MSPH, The University of Texas Health 

Science Center at Houston, El Paso Regional Campus 

The purpose of this presentation is to describe innovative methods 

and strategies of community outreach and engagement grounded 

in an ecological model that highlights the spectrum of factors that 

impact health disparities and reflects the need for a multilevel 

community engagement and outreach approach. The Community 

Engagement/Outreach Core (CEOC) of the NIH-P20 Hispanic Health 

Disparities Research Center (HHDRC) seeks to influence a group of 

factors that impact health, well-being, and access to health care and 

other services for our Hispanic border community. The factors that the 

HHDRC addressed include public policies, the physical neighborhoods 

where our priority population lives, health care options and 

institutions available in these neighborhoods, and individual decisions 

that strengthen or impair access to health care and healthy lifestyles. 

The CEOC interacts and collaborates with community-based social 

and human service agencies, partners with health care providers, 

and disseminates information and data to public policy advocates to 

increase wellness in our priority population. Specifically, the CEOC: 1) 

supports and synergizes HHDRC efforts to disseminate and translate 

results to health care providers, foundations, community groups, and 

other stakeholders; 2) builds and sustains community partnerships 

that engage community leaders in discussions with HHDRC 

researchers to identify new research questions; and 3) implements 

innovative dissemination interventions that promote practice and 

policy change. 

Distal and intermediate factors of the Warnecke Model (2008) are 

emphasized through our outreach and dissemination strategies. Most 

relevant is the work the CEOC does that extends across our numerous 

partnerships and addresses a range of health disparity factors. These 

factors include distal (e.g., social norms, policies, and family systems), 

intermediate (e.g., civic engagement, employment, and neighborhood 

amenities), and individual (e.g., education, substance use, sexual health 

and behavior, mental health, and obesity) determinants that are likely 

associated with proximal factors. This framework elucidates the role 

of proximal factors in health disparities and will generate significant 

findings related to the interaction and impact of determinants. This 

conceptual framework is grounded in team science (Stokols et al., 2008) 

and reflects the interaction of determinants on health outcomes. In 

this transdisciplinary (Rosenfield, 1992; Abrams, 2006) model, research 

is expected to go “from bench to bedside to curbside,” with the last 

component emphasizing the role of outreach and dissemination in 

facilitating change in practice, policy, and health outcomes. 

Fostering Community Partnerships to Promote 


Nicolette Warren, MS, MCHES, Society for Public Health Education; 

Tiffany M. Pertillar, MSW, MPH, CHES, Society for Public Health Education; 

Jerrica Mathis, MSEd, Society for Public Health Education 

In 2000, the Society for Public Health Education (SOPHE) released 

aresolution recognizing the health and well-being of communities 

independent upon biological, social and environmental factors. 

Underrepresented communities in which health disparities are 

most evident have been historically silenced, ignored and their trust 

violated with regard to economic opportunity, environmental safety, 

health care access service delivery and education. Furthermore, 

health disparities and inequities continue to be persistent, and are 

particularly pervasive in communities of color across a range of health 

indicators such as life expectancy, prevalence of chronic disease, and 

insurance coverage. Therefore, effective strategies must be developed 

to improve poor health outcomes and urge community members and 

policy makers to take action. Since releasing the resolution, SOPHE 

has furthered its health disparity initiatives and addressed the social 

determinants of health through funding from the Centers for Disease 

Control and Prevention for three cooperative agreements: Action 

Communities for Health, Innovation, and EnVironmental ChangE 

(ACHIEVE), Initiatives to Educate State Officials about Priority Public 

Health Issues Related to Wellness and the Prevention and Control of 

Chronic Diseases, and Racial and Ethnic Approaches to Community 

Health (REACH) National Organizations.Through these cooperative 

agreements, SOPHE addresses healthdisparities by building 

capacity, providing technical assistance, anddeveloping community 

infrastructure in the areas of policy, systems,and environmental 

(PSE) change. The three SOPHE initiatives support national 

frameworks to eliminatehealth disparities, as well as the risk factors 

for chronic diseasesthrough the promotion of health equity. This is 

accomplished throughcapacity building; collaborative communitybased 

interventions,evidence-based strategies and approaches 

for communitypartnerships, and educating both the public and 

policy makers.However, a communication and education gap exists 

betweencommunity residents, local leaders and policy makers on 

how toaddress health concerns and solutions and strategies for 

creatinghealthy environments.At this critical point in the history of 

our country, further work needsto be done to empower communities 

to educate stakeholders anddecision makers on relevant strategies 

17


and policies. SOPHE hascontributed in the creation of healthier places 

to live, work, learn andplay through coalition development and 

sustainability, professionaldevelopment and training, and resource 

development anddissemination. This poster presentation will focus on 

how SOPHE hasled initiatives to encourage community partnerships, 

provide relevanttechnical assistance, and demonstrate its capacity to 

address healthdisparities and health equity. 

Creating Healthier Food Environments at a Native 

American Powwow Using Community-Based 

Participatory Research 

Valarie Bluebird Jernigan, DrPH, Oklahoma State University; Carol Wahpepah, 

MS, Intertribal Friendship House; Cheryl Hergert, MPH, SOPHE, Northern California 

Chapter; Robert Rinck, MPH, San Jose State University 

Background: Many Native American communities lack access to 

healthy foods. Data suggest nearly 85% of Native Americans report 

eating fewer than 3 servings of vegetables or fruits a day, the lowest 

of any racial/ethnic group. Structural and environmental barriers 

to healthy eating among Natives have been identified including 

limited geographic access and the high cost of healthier foods. 

The community nutrition environment, which includes policy, 

environmental, and individual factors, significantly influences 

access and affordability of food. Additional factors unique to Native 

American community nutrition environments include powwows, 

cultural celebrations that include music, dance, and food. Typically 

foods sold at powwows are high in fat and low in nutrition. This study 

reports on a unique partnership between Northern California Society 

for Public Health Education (NC-SOPHE) and Intertribal Friendship 

House (IFH) of Oakland to create a multilevel intervention within 

the urban Native American community nutrition environment. 

Objectives: 1. Determine the feasibility of offering cost-effective, 

healthy, and traditional Native American food options at a community 

Powwow 2. Evaluate if those making food purchases at the powwow 

recognized that a healthier food option was available 3. Identify if the 

availability of the healthier food influenced their purchase. Model: The 

community nutrition environment developed by Glanz et al. is based 

on an ecological model and hypothesizes how food environments 

influence eating patterns. The model is based on a positive correlation 

between healthy food availability at food vendors or grocery stores 

and the healthfulness of self-reported diets. This suggests a method 

to initiate dietary changes by changing food vendor and grocery 

store environments. Method: Community talking circles and focus 

groups at IFH identified a Native American community powwow 

setting as an environment for intervention because of the potential 

impact the intervention could have on the community by promoting 

culturally traditional and healthy foods. The partnership developed 

and administered two surveys to IFH community members to assess 1) 

the readiness of the community for healthier traditional food options 

at a powwow, 2) what factors were most important when purchasing 

food at a powwow (nutrition, taste, or tradition), and 3) what types of 

traditional food options would most likely be purchased at a powwow. 

Preliminary Outcomes: Nutrition and tradition were identified as 

the primary factors influencing purchasing behavior at powwows. 

Participants were aware of the high rate of obesity, a risk factor to 

diabetes, within the Native American community, and were open 

to healthier food options at a local powwow. Two traditional Native 

dishes - wild rice soup and green chili stew- were identified as foods 

options to be offered at a powwow. A college-based Native American 

Student Association was approached to initiate the intervention at 

their Annual powwow. IFH agreed to provide the food options while the 

Association sold the two items, along with the customary Indian Tacos, 

at their powwow. A menu was posted at the vendor stand identifying 

the three food options and their caloric, salt, and fat content. The IFH 

logo was placed next to the two healthy Native dishes. Consumers 

were surveyed to determine if they recognized that a healthier food 

option was available, and whether the availability of the healthier foods 

influenced their purchase. Implications: Eliminating health disparities 

is a national priority. The high rates of diet-related health disparities 

among Native Americans call for multilevel, innovative interventions 

that engage community members in the process. The powwow setting 

is an important part of the social and cultural lives of many Native 

Americans. Many families often travel distances to powwows during 

spring and summer, eating primarily food sold at powwows. This 

important setting must be considered when developing interventions 

addressing diet-related disparities within this population. This project 

promises a deeper understanding of the relationship between the 

community nutrition environment and food preferences within the 

unique Native American cultural setting. 


Impacting Global Populations through the 

Fulbright Scholars Program 


Fulbright Ambassador Event: The Fulbright Program 

John Allegrante, PhD, Columbia University; Jean Breny, PhD, MPH, Southern 

Connecticut State University; Randall Cottrell, DEd, MCHES, University of Cincinnati; 

Robert Simmons, DrPH, MPH, MCHES, CPH, Thomas Jefferson University; Sandra 

Crouse Quinn, PhD, University of Maryland 

The Fulbright Program, established in 1946 in honor of Senator J. 

William Fulbright of Arkansas (1905-1995), offers grants to U.S. citizens 

to go abroad to study, teach, and conduct research and for non- 

U.S. citizens to come to the United States. The Fulbright Program is 

sponsored by the U.S. Department of State’s Bureau of Education and 

Cultural Affairs and is administered by the Institute of International 

Education (IIE) of the Council for International Exchange of Scholars 

(CIES). Today, the Fulbright Program is the most widely recognized 

and prestigious international exchange program in the world, and 

has been supported for more than half a century by the American 

people through an annual appropriation from the U.S. Congress and 

by the people of partner nations. This session is an official Fulbright 

Ambassador event and is partially sponsored by the Institute of 

International Education. Hosted by Fulbright Ambassador John 

Allegrante, the session will focus on opportunities for members of 

the Society for Public Health Education and professionals in health 

education and health promotion to pursue Fulbright awards that can 

support work in public/global health. An overview of the Fulbright 

Program will be followed by presentations by individual SOPHE 

members who have held Fulbright grants. Each of the presenters will 

describe their Fulbright experiences working as Fulbright Scholars 

or Fulbright Specialists in Public/Global Health in other countries, 

including Brazil, China, Colombia, Iceland, and Turkey. Presenters will 

discuss the professional and personal outcomes and the institutional 

impact of having had a Fulbright award and will offer advice to those 

interested in learning more about the Fulbright Program. 


Engaging the Learner in Health 

Promotion Programs 


The Cumberland County Community Against Cancer 

Story: Early-Stage Community Mobilization Results 

Diane Blyler, MS, MFA, PhD, Northcentral University; Laura Linnan, ScD, CHES, UNC 

Gillings School of Global Public Health; Bryan Weiner, PhD, UNC Gillings School of 

Global Public Health; Abigail Weiner, University of North Carolina 

Background: This session will discuss the Cumberland County 

Community Against Cancer initiative, a community-based 

participatory research (CBPR) study that is being conducted in 

Cumberland County, NC. We used a CBPR approach throughout the 

study, collaborating with a Community Advisory Board comprised 

of county residents, community/organizational representatives, 

health professionals and NC SPEED staff to identify cancer prevention 



activities that are acceptable and feasible given community interests, 

priorities, resources, and opportunities. Theoretical Framework: 

We applied a CBPR-based set of processes, guided by RE-AIM 

(Glasgow,1999) and SEF concepts (Stokols,1999), to create an 

assessment approach for our work in Cumberland County to keep 

community members fully engaged with this process. Hypothesis: We 

collaborated with a Community Advisory Board (CAB) comprised of 

county residents, community/organizational representatives, health 

professionals and NC SPEED staff to inform and guide achievement 

of the following goals: Identify combinations of community-based 

settings that maximize coverage and convergence for interventions 

with African Americans and Latinos who reside in Cumberland County 

to improve cancer-related health behaviors. In partnership with the 

members of Cumberland County, begin to plan a multi-setting cancer 

prevention intervention(s) that maximizes coverage and convergence 

for African American and Latino residents. Estimate the cost and costeffectiveness 

of different multi-setting cancer prevention intervention 

strategies for African Americans and Latinos in Cumberland County. 

Methods: We convened our CAB to assist with identifying settings 

and advise on study implementation. Our goal was to interview 50 

community leaders ( 1/location) and 500 individuals (10/location) to 

learn how to best share cancer prevention information. Results: We 

recruited and collected data at 39 community locations in Cumberland 

County with 38 organizational leaders and 382 individuals. Average 

tenure of Organizational Leader was 7.0 years (SD 0.17 - 25.0). At the 

individual level, 26% reported having no health insurance, 23.3% 

reported smoking some days or every day, and 44.5% reported not 

receiving routine cancer screenings or not receiving recommendations 

for them. We are currently using this data to conduct a social network 

analysis to better utilize limited resources to develop and implement 

cancer prevention programs. Conclusion: This project resulted in 

a successful academic-community partnership that is currently 

planning to implement and evaluate a second project, adding a health 

component (with an individualized health risk assessment) to a wellattended 

and successful jobs fair. Implications for Practice: We will share 

information on coverage and convergence to help county leaders/ 

health professionals take action on best ways to reach Latinos and 

African Americans with cancer prevention information and services. 

Professional Preparation: Action-Learning Pedagogy 

to Engage Undergraduate Students in Service-Learning 

Health Promotion Program Planning 

Bojana Beric, MD, PhD, CHES, Monmouth University 

The purpose of this presentation is to describe a teaching/learning 

strategy in an undergraduate college classroom, allowing students to 

learn through action. Theoretical bases: service-learning and actionlearning 

approach to classroom instruction and preparation of health 

studies undergraduate students was employed to structure the 

activities. The “hands-on” experience in planning, implementing, and 

evaluating a health promotion program on college campus enables 

undergraduate Health Studies students to acquire entry-level health 

education professional competencies, i.e., Responsibilities I, II, III, and 

IV in a familiar, safe, and supportive environment. The planning of 

the Annual Health Fair, a three-hour campus-wide event, has been 

fully integrated into the undergraduate Health Studies course work. 

The Principles of Health Education course students’ experiences and 

implications for practice will be discussed. The process of planning is 

divided in committee work over the course of the semester and each 

step and experiences will be shared in the session. Also, students’ 

insight about the learning experience will be presented as “lessons 

learned,” i.e., what aspects of the planning and implementing process 

worked well, and what aspects needed improvement. Based on a 

three-year experience, it may be concluded that a) the length of a 

semester (14 weeks) is a sufficient time for planning the event; b) 

undergraduate students are capable of carrying out the planning 

process and the event, when supported by administration of the 

school and university services; while c) funding from the university 

and other funding entities, as well as, d) marketing and outreach 

to a wider local community needs to be revisited and refined, 

with some improvement needed, and with more support from 

the administration. Implications for practice: this classroom model 

of students’ active engagement in planning, implementing, and 

evaluating the intervention—campus health fair—may be replicated 

following our “recipe for committee work” in other undergraduate 

health education/promotion and public health courses and programs. 

Enhancing Health Promotion Practice through 

Innovative Mentoring Strategies 

Kristen Hernandez, BS, The University of Texas at El Paso; Samantha Ungos, BS(c), 

The University of Texas at El Paso; Anthony Lechuga, BMS, The University of Texas 

at El Paso; Holly Mata, PhD, CHES, The University of Texas at El Paso; Sharon Davis, 

MPH, PhD, MCHES, The University of Texas at El Paso 

In our previous work, we have highlighted both the need for and 

the benefits of diversifying the public health research and practice 

communities. Strategic mentoring to facilitate the progression of 

underrepresented minorities in health disparities research fields is 

crucial, and we believe health educators have a responsibility and an 

opportunity to develop and promote such mentoring programs. The 

Hispanic Health Disparities Research Center (HHDRC) Community 

Engagement & Dissemination Core has partnerships with many local 

agencies, and provides health education as part of service learning 

opportunities for practicum students. Students also participate 

concurrently in Health Equity Internships through the Directors of 

Health Promotion and Education, providing significant exposure to 

the relationship between social determinants of health and health 

equity. Gaining practical experience in the health education field helps 

students articulate the competencies and abilities that highlight the 

professional versatility of health educators. At our site we hope to offer 

future entry-level health education specialists hands-on experience 

in health education competencies and sub-competencies so they 

may be confident as they go on to practice or graduate programs 

emphasizing research. In this presentation, we highlight 1) our 

methodology for exploring facets of our mentoring style; 2) our use 

of the Self Assessment for Health Education Specialists in previous 

research and in this project; 3) our integration of internship program, 

student, and community needs and assets; and 4) past practicum 

student experiences that have enriched community health programs 

and facilitated ongoing community/academic partnerships. In 

addition to our students being mentored, they in turn mentor junior 

student health educators who are preparing for their own practicum 

experience. Thus, faculty and students at all levels benefit from the 

mentoring process. Mentoring others has helped us improve the 

practicum experience while providing quality service to our local 

partners.Through identification of existing resources, integration of 

existing community health curriculum materials, and other specialized 

measures we have come to further understand student health 

educator needs, and look forward to sharing our processes and lessons 

learned so that others may enhance their practice through innovative 

mentoring approaches. 


Utilizing Online Approaches to Impact 



Launching a Global Health Online Community of 

Practice: Lessons Learned at the CDC 

Denise Traicoff, BA, CDC 

The CDC Sustainable Management Development Program (SMDP) 

was founded in 1992 to improve management capacity in developing 

countries. A key strategy was to train trainers in a six-week program in 

Atlanta, with the expectation that participants would return to their 

country to establish or improve public health management training 

institutes. In the 20 years since its founding, nearly 500 mid-level 

managers from 70 countries have gone through the program. The 

19


time commitment to deliver classroom-based instruction, along with 

the limited reach and travel costs compelled us to consider other 

approaches. PEPFAR (The President’s Emergency Fund for AIDS Relief) 

funding in 2008 for ‘distance learning’ provided SMDP an opportunity 

to advance its objective of expanding its reach and impact. Rather 

than simply converting classroom-based content to self-paced 

tutorials, SMDP staff surveyed its program graduates to determine 

what iteration of ‘distance learning’ would be of greatest benefit 

to mid- and senior-level public health managers. We learned that 

opportunities for continuing education and maintaining a connection 

with CDC and with global peers were highly valued. We learned 

too that advanced telecommunications are becoming increasingly 

widespread, including in low- and middle-income countries. Efforts to 

reach learners and build workforce competencies are less dependent 

on traditional classroom-based learning, and web 2.0 technology 

provides an opportunity for rich experiences in formal and informal 

learning. Adult learning practices and data related to website practices 

and usage also informed the design decisions. SMDP decided to 

make best use of the changing technology landscape by designing 

an online community of practice. In this session we discuss the 

technical, time, and environmental challenges associated with starting 

a global community of practice, what distance learning methods are 

appropriate, how interaction and accountability can be encouraged, 

and how “success” can be defined. With many organizations 

increasingly interested in migrating from classroom-based to distance 

learning platforms, the lessons learned in this session can be applied 

to a variety of health education environments. 

Best Practices in Cyber Service: Integrating Technology 

with Experiential Learning in Public Health Education 

Jeanne Clerc, EdD, MA, BS, MT(ASCP)SH, Western Illinois University; Diane 

Hamilton-Hancock, PhD, MS, BS, Western Illinois University 

Public health education increasingly demands collaboration across 

disciplines as well as the skillful use of health technologies. This 

presentation focuses on instructional innovations to improve the 

way pre-service professionals are taught through the integration 

of experiential learning strategies and technology training. Further, 

it will identify how this experiential project reciprocally benefited 

students and participants and how student technology outcomes 

were assessed. For several years, principles of best practices have 

recommended the incorporation of experiential, real-world projects 

into community and public health courses to encourage students 

to apply what they have learned in the classroom to real world 

settings. In so doing, experiential learning has been found to benefit 

both students and clients (ASPH, 2011; Furco, 2011; Wee, et.al., 2010; 

Bjrcharya & Spear, 1999). Although use of experiential learning in 

public health instruction is not a new, the use of technology as a tool 

for experiential instruction is. Although it is common that general 

education outcomes include a component related to technology 

literacy, it is less common to find specific public health education 

program objectives related to appropriate use, application, and 

development of technology skills required of entry level professionals. 

Even less common is to find program or course goals related to 

application of these skills in an experiential or real-life setting. 

However, a review of Undergraduate Public Health Learning Outcomes 

Model emphasizes the importance of information literacy in “Domain 

2: Intellectual and Practical Skills.” The model clearly emphasizes the 

need for application of knowledge, skills, and responsibilities to new 

settings and complex problems as demonstrated through “Domain 

4: Integrative and Applied Learning.” (ASPH, 2011) The goal of this 

instructional innovation was to address this existing integration gap 

between Domain 2 and Domain 4. The project involved students 

enrolled in “Health Education Methods, Techniques and Strategies,” 

a graduate course in the M.S. in Public Health Education program at 

Western Illinois University. As part of the annual campus sponsored 

Women’s Health Fair event, students developed women’s health 

websites targeting the women’s health fair participant. They dealt 

with such issues and reproductive health, osteoporosis prevention, 

cardiovascular disease, and violence. The instructor and the 

college technology director provided technology training in using 

the WikiSpaces program to assist students in developing their 

women’s health sites which included photo and video features, slide 

presentations, blogs, RSS feeds, text boxes, hyperlinks, privacy settings, 

and broadcasts. Students created discussion forums for health fair 

participants to discuss health issues. 

Where Online Meets Offline: Using Nontraditional 

Partnerships to Get People Vaccinated 

Amelia Burke, MA, Westat; Yvonne Garcia, BA, CDC; Katherine Lavail, PhD, CDC 

Background: Public health communicators, who often face constrained 

budgets, look to leverage the promise of nontraditional partnerships 

to engage audiences and deliver persuasive messages that move 

the needle on knowledge, attitudes, and behaviors. Nontraditional 

partnerships, including those through digital/social media, can 

provide platforms that go beyond exposure and awareness. If selected 

appropriately, these strategies can impact behavior and measure the 

change. Theoretical basis: The Transtheoretical Model (TTM) assesses 

an individual’s readiness to adopt new behaviors and suggests 

stage-based strategies to successfully guide the individual through 

the stages of change –from precontemplation and contemplation 

to action and maintenance. This theory is the foundation for CDC’s 

National Influenza Vaccination Campaign and its nontraditional 

partnership strategies employ tactics informed by TTM principles. 

This season, the campaign worked with a variety of nontraditional 

partners including MeetUp.com and the International Council of 

Shopping Centers (ICSC) to create environments that supported the 

process of change. Objectives: Identify nontraditional partnerships i.e. 

ICSC , Meetup.com, that align with the campaign’s target audiences 

and encourage them to share flu vaccination messages and get 

people vaccinated. Interventions: CDC partnered with a number 

of nontraditional partners for the 2011-2012 campaign. Two key 

partners were ICSC and Meetup.com. Through ICSC, 33 vaccination 

clinics were held in shopping centers nationwide that vaccinated 

186 people; and through MeetUp.com, 75 groups across the country 

were recruited and challenged to replace one of their normal MeetUp 

activities (e.g., going for a walk) with an outing to get vaccinated. 

Criteria for selection included low vaccination rates and/or priority 

audience. Evaluation measures: The MeetUp groups ICSC shopping 

centers were encouraged to report back on their vaccination events 

and the number of vaccinations given at each. Meetup.com also 

tracked message dissemination through emails, posting on Meetup. 

com group sites, and through pre- and post-event surveys. Results/ 

Lessons Learned: Nontraditional partnerships have the ability to reach 

campaign target audiences and drive behavior change. The Meetup. 

com program reached more than 10,000 people with messages and 

prompted 17 groups and 302 people to get vaccinated. Pre-/postsurveys 

showed a 12% increase in intention to get vaccinated and 28% 

decrease in negative attitudes toward vaccination. By working with 

these kinds of nontraditional partners, where action and interaction 

are naturally how users participate, vaccinations became a tangible 

and achievable goal. The success of these initiatives demonstrates the 

value of nontraditional partnerships in changing health behavior. 


Improving Health Equity through 

Policy Change 


THRIVE: A national initiative to enable and strengthen 

community-driven processes to address health equity. 

Xavier Morales, PhD, Prevention Institute; Shayla Spilker, Prevention Institute 

Tool for Building Health Resiliency in Vulnerable Environments 

(THRIVE) helps to enable community-driven efforts to address 

community health and health equity. The approach translates 

health equity knowledge into community action by prescribing a 

process to 1) develop a shared understanding between community 

members, health practitioners, community based advocacy/service 



organizations about the linkages between the clinical health 

outcomes, exposures and behaviors, and how these are socially/ 

environmentally determined, 2) assessing the current state of the 

determinants of health as related to their impacts on health equity, 3) 

translating the assessment output into an action plan for improving 

health and health equity, and 4) leveraging multi-sector collaborations 

to implement the plan as a goal towards achieving health equity. 

Lactation Accommodations in the Fields: A Step Toward 


Maria Hummel, MS, MPH(c), San Jose State University 

The changes in lactation accommodation policies which were recently 

incorporated into the Patient Protection and Affordable Care Act 

make it easier for women to continue breastfeeding after returning 

to work. Breastfeeding has been shown to provide important 

protection against negative health outcomes for both mothers 

and infants. However, immigrant women who work in agricultural 

settings have had little or no access to lactation accommodations 

at the workplace. Due to their low socioeconomic and minority 

status, these women represent one of the populations with the 

highest risk of poor health outcomes. Statistics have shown that 

low income women have lower breastfeeding rates for a variety of 

reasons, including lack of opportunity to continue breastfeeding 

after returning to work. Not being able to breastfeed due to lack 

of lactation accommodations at work may present a disadvantage 

to the health of these women and their infants. Life course models 

predict that disadvantages accumulate over the entire life span and 

can increase the risk of negative health outcomes and, consequently, 

health disparities between advantaged and disadvantaged groups. 

Therefore, it is critical to remove barriers to healthy behaviors early 

in life, thus ensuring a healthier life trajectory. The Community 

Bridges WIC program conducted a survey of 311 participants to 

identify barriers to breastfeeding in working women. Fifty-nine 

percent of the respondents were fieldworkers. The majority of 

respondents (78%) would use lactation accommodations if offered 

at the workplace. However, most of women indicated lack of time or 

space to pump milk at work as the major reason for discontinuing 

exclusive breastfeeding after returning to work. Focus group 

methodology was used to explore possible solutions to the barriers 

to breastfeeding encountered in the fields. Most women were not 

aware of any lactation accommodation laws. To assist agricultural 

companies with the implementation of such laws, Community 

Bridges WIC, working with a local agricultural employer, developed 

a lactation accommodation policy, a training manual for supervisors, 

and produced a short instructional video for women who work in 

the fields. Despite the multiple barriers that exist for breastfeeding 

mothers who work in agricultural settings to continue exclusive 

breastfeeding after returning to work, simple solutions were found 

that can be used by fieldworkers and their employers to increase 

duration and exclusivity of breastfeeding among this group. Given the 

known health benefits of breastfeeding, increasing implementation 

of lactation accommodation laws among fieldworkers can have a 

positive effect in reducing health disparities. 

Model Communities: A Vital Strategy to Implementing 

Policy and Environmental Changes and Addressing 

Health Equity in Suburban Cook County, Illinois 

Rachael Dombrowski, MPH, Suburban Cook County Communities Putting 

Prevention to Work/Public Health Institute of Metropolitan Chicago; Maryann 

Mason, PhD, Consortium to Lower Obesity in Chicago Children; Sarah Welch, 

MPH, CLOCC; Christina Welter, DrPH, Cook County Department of Public Health; 

Gina Massuda-Barnett, MPH, Cook County Department of Public Health; Kelsey 

Gilmet, MSN, University of Illinois at Chicago; Michael Fagen, PhD, University of 

Illinois at Chicago 

Introduction: Suburban Cook County (SCC), Illinois is a large, 

geopolitically complex, region with changing demographics similar to 

the national trend which include increasing suburbanization of lowincome 

and minority populations, often affected by chronic disease. 

As part of a comprehensive strategy to address health equity in this 

jurisdiction, the Cook County Department of Public Health (CCDPH) 

in collaboration with the Public Health Institute of Metropolitan 

Chicago (PHIMC) utilized federal funding[i] to implement the Model 

Communities (MC) grant program which aimed to transform local 

communities and schools across SCC to make the “healthier choice, 

the easier choice.” Methods: Addressing health equity is an underlying 

premise of the MC strategy. Through targeted outreach, an application 

and selection process that supported high need areas, and dedicated 

financial and technical resources for local capacity building and 

collaboration, MC was structured to build local capacity to sustain 

efforts beyond CPPW. Results: Evaluation results from surveys and 

case studies have identified MC as a beneficial strategy in addressing 

health equity, through increased capacity of the PSE process by 92% of 

grantees and increased understanding and utilization of collaborative 

processes among 80% of grantees. At completion of the project 

period, we expect to make PSE change that impacts over 100 schools 

and 71 communities throughout SCC. Discussion: This program is 

likely to offer insights to other areas with similar complex, disparate 

communities and is a model that can be applied to other public health 

issues. [i] Funding made possible by the Department of Health and 

Human Services Communities Putting Prevention to Work (CPPW). 

1:15 PM—2:45 PM 

CONCURRENT SESSIONS B 

Concurrent Session B1 

Improving Health on College Campuses 


An Exploration of Student Physical Activity Promotion 

Practices Conducted on American College Campuses. 

Jeffrey J. Milroy, BSc, MPH, DrPH, Elon University; David L. Wyrick, BSc, MPH, PhD, 

University of North Carolina Greensboro; Muhsin Michael Orsini, BA, EdD, University 

of North Carolina Greensboro; Robert Strack, BA, MBA, PhD, University of North 

Carolina Greensboro 

Background: The CDC affirms that regular physical activity (PA) is a 

critical part of an individual’s overall health, a precursor for well-being 

and a means to health risk reduction. The 2008 American College 

Health Association-National College Health Assessment (ACHA-NCHA) 

found that a significant number of university students report little 

to no moderate or vigorous PA in the past 7-days. Whereas there is a 

wealth of information regarding PA promotion among non-college 

populations, there is a dearth of published literature regarding the 

methods by which PA promotion is actually accomplished on a college 

campus. Limited research in this area provides little support for health 

practitioners who value the well-being of their students’ well-being. 

Accordingly, the purpose of this study was to qualitatively explore 

contextual factors related to college student PA promotion. Methods: 

A cross-sectional qualitative research research design was used to 

explore contextual factors related to college student PA promotion. 

Non-probabilistic purposive and snowball sampling strategies were 

used to recruit an entire southeastern state university system that 

included all those who were actively engaged in PA promotion 

efforts on their respective campus’. Semi-structured interviews were 

conducted to explore various areas of PA promotion. The interview 

protocol was framed around levels of the Social Ecological Model 

for Health Promotion (SEMHP). Interviews were transcribed using 

the NVivo qualitative data analysis computer software package 

where emerging themes were coded and analyzed. Results: Ninetythree 

percent of the universities recruited chose to participate; 

resulting in the completion of 22 interviews and the transcription of 

approximately 17 hours of data. Emerging themes informed 3 focal 

areas: 1.) Key personnel responsible for promoting PA to students, 

2.) Actual PA promotion efforts executed, and 3.) Common factors 

that impact student PA promotion. Results suggest that ecological 

approaches to promote PA on college campuses are underused, 

targeting scientifically established mediators of PA in college students 

is limited and values held by university administration significantly 

influence campus PA promotion. Conclusion & Implications for 

21


Practice: To the authors’ knowledge this research takes the first steps 

to best understand contextual factors related PA promotion on college 

campuses. Ultimately, these findings suggested that those promoting 

PA on college campuses should target all levels of the SEMHP as well 

as entrench scientifically established determinants of PA of college 

students into future PA promotion program development. Lastly, 

campus administration should actively engage in PA promotion on 

their respective campuses. 

Healthy Campus 2020: Applying the Social Ecological 

Approach at Institutions of Higher Edcation 

Jim Grizzell, MBA, MA, MCHES, ACSM-HFS, FACHA, California State Polytechnic 

University, Pomoma 

Healthy Campus 2020 promotes the use of the social ecological 

approach to achieve over 65 measurable objectives for student, 

faculty and staff. The American College Health Association’s (ACHA) 

National Health Objectives Coalition (NHO) created online tools and 

resources adapted from Healthy People 2020 and tailored for use 

at post-secondary institutions. This presentation will describe the 

history of Healthy Campus, list measurable objectives and describe 

the tools and resources. Applying the social ecological approach in the 

university setting is taken to an expanded level with Healthy Campus 

2020. The approach was first promoted in 2004 with the National 

Association of Student Personnel Association’s (NASPA) “Leadership 

for a Healthy Campus: An Ecological Approach for Student Success”. 

Use of the social ecological approach is urged in the ACHA Guidelines 

for Hiring Health Promotion Professionals in Higher Education. A 

new standard in the next edition of the Standards of Practice for 

Health Promotion in Higher Education is planned to state that health 

professionals apply the social ecological approach. ACHA mobilized 

nearly half a dozen national higher education organizations to 

assess university needs and plan for the use of the social ecological 

approach. Healthy Campus 2020 uses the Healthy People 2020 

Action Model as guide for campuses. The Action Model was adapted 

and includes the determinants of health “living, learning, working 

and playing conditions.” The presentation will share the measurable 

objectives for students (45) and faculty and staff (22). To achieve 

these objectives Healthy Campus 2020 guides campuses to the use 

of the social determinants of health and social ecological approach. 

The tools and resources applying the social ecological approach 

include adaptations of those for using the MAP-IT (mobilize, assess, 

plan, implement, track) approach for implementing Healthy People 

2020. The ten Healthy People 2020 Tools and the “MAP-IT at Work” 

implementation examples were adapted for the university setting for 

use by campus administrators, student affairs staff and student health 

center clinicians and health educators. Several of these tools include 

specifically address use of the social ecological approach. Two of these 

are Setting Targets for Objectives; and a “MAP-IT in Action—On the 

Campus” was developed. Healthy Campus 2020 (objectives, tools and 

resources) will be online and free for anyone to use from the ACHA 

web page (www.acha.org, launched at the ACHA annual meeting in 

May). An additional resource will be a LinkedIn group. 

Cooking with Students—Using the Community Kitchen 

Model, Partnerships, and Student Co-Planners to 

Create a Unique and Sustainable Health Promoting 

Campus Activity 

Rebecca Pearson, PhD, MPH, Central Washington University 

Background: College students face barriers to healthy eating, 

including lack of time and money and the convenience of energy 

dense, nutrient poor offerings available in campus dining facilities and 

nearby fast food establishments. Data from our 2011 campus Health 

Behavior Survey told us that students’ eating habits had deteriorated 

since coming to campus, that they would like and use a campus venue 

where they could cook and eat healthy food with friends, and that they 

would like to improve their eating habits in several ways - including 

eating more whole grains, more fruits and vegetables, and less 

processed food. Given this data, we held focus groups last fall to solicit 

student input to plan a community kitchen-style campus activity that 

is currently (spring 2012) being piloted. Theoretical Basis: Eating habits 

are difficult to change due to the social ecology of food choices. All 

levels can be used to influence nutritional health, and a participatory 

cooking activity can impact multiple levels. At the individual level, for 

instance, cooking a meal in a social setting, under guided supervision, 

can teach skills and boost self-efficacy. At the interpersonal level, 

having social support and interacting with peers who have fun cooking 

and value healthy food can influence perceived norms and help people 

to enjoy cooking. At the organizational level, a free or inexpensive 

on-campus setting where students can prepare healthy meals with 

friends improves access to healthy foods. Objectives: We had three 

objectives: 1) pilot and work to sustain a feasible student activity 

surrounding healthy cooking; 2) improve participants’ self-efficacy, 

skills, and enjoyment surrounding healthy food and meal preparation; 

and 3) work with students as co-planners to ensure that the resulting 

strategy met their perceived needs and their own goals Intervention(s): 

participatory cooking activity in a lab that supports up to 30 cooks. 

Planning involves meetings with students, food lab supervisor, and 

wellness center staff; publicity; menu planning; and shopping. Sessions 

attract a diverse group of students who cook a full meal together, eat, 

socialize, and take servings home. Evaluation Measures and Results: 

pre and post-surveys, responses to prompts, participation levels, and 

input from food lab and wellness center staff as to the workability 

of the program; attendance is near capacity, all participants say they 

will return, staff are happy, and participants’ healthy food enjoyment 

and confidence are increased; student co-planners are committed to 

continuing the program. 


Employing Community-Based Participatory Research 


Transforming Research: Best Practices for 

Implementing An Evidence-Based Breast Cancer 

Educational Intervention 

Michele Doughty, BS, MPA, A.T. Still University College of Osteopathic Medicine 

Background: The 2000-2006 Surveillance Epidemiology and End 

Results Program (SEER) reported African American women experience 

a higher incidence of early onset invasive breast cancer and in situ 

breast cancer in comparison to other racial/ethnic groups at earlier 

ages (NCI, 2009). The research showed a trend reversal related to 

the heightened prevalence of breast cancer among younger African 

American women which creates an impetus to design, implement and 

evaluate interventions (ACS, 2010; NCI, 2009). Theorectical Framework: 

The theoretical framework and context of this session focuses on 

the extrapolation of best practices through the implementation of 

an evidence-based breast cancer educational intervention targeting 

African American women aged 20-39. The Health Belief Model 

(HBM) serve to guide the design of the framework. Hypothesis: 

The hypothesis tested whether an evidence based breast cancer 

educational intervention could increase understanding of breast 

cancer to influence preventive services within this subgroup. 

Methods: Over a course of 10 months an evidence-based breast 

cancer educational intervention was designed and implemented 

through in-class and asynchronous learning environments to 

increase understanding of breast cancer and to influence the 

utilization of preventive services in African American women aged 

20-39. The educational methodology was conducted in cohorts at 

the postsecondary 2yr and 4yr levels, and at a community based 

learning environment. Results: The intervention was statistically 

significant improving understanding of breast cancer in African 

American women in a classroom environment p


early ages both during and post the intervention. The study concludes 

the implementation of an evidence based culturally relevant breast 

cancer intervention can improve understanding of breast cancer. 

Implications for Practice: The intervention demonstrates the need 

to improve the articulation of preventive services through evidence 

based educational interventions prior to age 40. The subgroups were 

high consensus about the use of preventive services, importance of 

preventive services, and the importance of tailoring preventive service. 

The subgroups were both in high disagreement related to the efficacy 

of preventive services tailoring outreach efforts to African American 

women, and the recommendation of the United States Preventive Task 

Force (USPSTF) related to mammogram services starting at age 50. 

Increasing Participation and Trust: Using CBPR to 

develop training with African-American Communities: 

Experiences from The GoodNEWS Trial 

Leilani Ogan, MPH, BS, CHES, UNT Health Science Center; Anissa Carbajal- Diaz, 

MPH, CHES, UNT Health Science Center; Daniel Choi, , UNT Health Science Center; 

Mark DeHaven, PhD, UNT Health Science Center; Jenny Lee, MPH, PhD, CHES, UNT 

Health Science Center 

Background: Using a lay health promoter (LHP) model to encourage 

healthy lifestyle choices is essential for preventing cardiovascular heart 

disease. According to the CDC, greater percentages of black women 

(37.9%) than white women (19.4%) and black men (61.5%) compared 

with white men (41.5%) die from Cardiovascular Heart Disease (CVD) 

before age 75. Theoretical Basis: Community-based participatory 

research (CBPR). This program demonstrates the use of CBPR in 

developing training for the GoodNEWS Trial to promote community 

engagement and trust building among community participants. 

The GoodNEWS (Genes, Nutrition, Exercise, Wellness and Spiritual 

Growth) Trial is a CBPR, CVD risk reduction cluster randomized trial 

among 18 African-American predominantly middle and low-income 

congregations. Forty six individuals (M= 6; F= 40; 100% African 

American) were trained as LHPs in 2008. In June 2010, the Intervention 

Phase concluded and the Maintenance Phase began. Objective: To 

equip LHPs to build long-term sustainability and community capacity 

for change. Intervention: CBPR principles were used to develop 

strategic steps to create training collaboratively with LHPs. A logic 

model, SWOT analysis, survey, and review were completed with LHPs. 

Each step was matched to a different principle of CBPR. For example, 

SWOT analysis was purposefully chosen as a way to (Principle #2) build 

on the strengths and resources in the community and to (Principle 

#3) facilitate a collaborative, equitable partnership that involves 

empowering and power sharing in the process that attends to social 

inequalities. The survey revealed needs for more training in event 

planning (53%), cooking healthy meals & nutrition education (48%), 

health ministry growth (48%), and partnering with organizations 

(45%). Curriculum and training were developed to meet these needs. 

Evaluation Measures: Participation rates in 36 month data collection. 

Results: The results of the survey and curriculum development 

resulted in trust building with LHPs leading to greater participation 

in the 36 month data collection as compared to participation at 18 

months. Expected number of participants was 171 or 66% based 

on the participant show rate from baseline to 18 months (N=392 

at Baseline; N=259 at 18 month). However, number of participants 

at 36 months was 211 or 81% (N=259 at 18 months; N=211 at 36 

month). This project provides a best practice model for using CBPR in 

collaborating with minority communities to guide the development 

of health education programs resulting in engagement, trust, and 

recruitment and retention. Strengths and limitations of using this 

approach will be presented. 

Research to Reality (R2R): Building Community, Capacity, 

and Evidence 

Peyton Purcell, MPH, CPH, SAIC-Frederick, Inc. 

Background: Best practices consistently show results superior to 

those achieved with other means, are used as benchmarks, and are 

based on rigorous research and evaluation. However, a gap between 

conducting research and translating findings and evidence-based 

interventions (EBIs) into successful program delivery remains a 

challenge. Dissemination and implementation of EBIs require an 

active role beyond static web 1.0 resources. The National Cancer 

Institute (NCI)’s Research to Reality (R2R) community of practice (CoP) 

is an important aspect of the ongoing national dialogue about how 

practitioners and researchers can work together to move “programs 

that work” into the communities where they are needed most. 

Methods/Theory: Since its launch in February 2011, the R2R CoP 

(researchtoreality.cancer.gov) has convened and engaged researchers 

and practitioners in an ongoing dialogue around identifying, adapting 

and implementing research-tested interventions and evidence-based 

programs and policies into practice. R2R leverages existing framework 

CoPs theory and uses a variety of features to develop a CoP around 

this essential work. In order to engage researchers and cancer control 

practitioners, the NCI began, in January 2010, and sustains, a monthly 

“cyber-seminars” series designed to highlight EBIs and real world 

tools and initiate discussions between researchers and practitioners. 

Through ongoing discussions, event announcements, featured 

partner highlights, and a pilot Mentorship Program, R2R convenes 

stakeholders at the local, state, tribal, jurisdictional and national levels 

and encourages them to share their considerable knowledge and 

experience in addressing the cancer burden and moving EBIs into 

practice. Results: As of March 2012, there are more than 850 registered 

members of the R2R community. Per month, on average, more than 

650 researchers and practitioners register for the cyber-seminar, and 

the CoP hosts more than 6,500 page views and 4,000 site visits. The 

level of engagement on the site, measured by time spent on the 

site, questions submitted via the cyber-seminars and discussions 

initiated and followed has continued to steadily grow demonstrating 

interest and need in EBI resources and dialogue. This presentation will 

examine the foundational theory and research that led to the CoP’s 

development, as well as current web analytics and user-satisfaction 

data, and content analysis of discussions. Significance: The benefit of a 

virtual CoP as a means to engage researchers and practitioners around 

EBIs is translatable beyond the cancer control and prevention field, 

and presents an innovative strategy to build the capacity of the public 

health workforce, initiate dialogue, and reduce the gap between 

research and practice. 


Establishing Our Role in the Health Care System 


Use of a 360-Degree Survey Model During a Medical Relief 

Trip to Inform the Need for Longer-Term Health Care in 

Rural Dominican Republc 

Michael Spertus, ScB, Medical Students in Action/University of Miami Miller School 

of Medicine; Devon Carr, BA, Medical Students in Action/University of Miami Miller 

School of Medicine; Benjamin Grin, BA, Medical Students in Action/University of 

Miami Miller School of Medicine; Tamara Gayle, BS, Medical Students in Action/ 

University of Miami Miller School of Medicine; Stefania Prendes-Alvarez, BS, 

Medical Students in Action/University of Miami Miller School of Medicine; Steven 

Chavoustie, MD, FACOG, CCRP, Medical Students in Action/University of Miami 

Miller School of Medicine 

Short-term medical missions (STMMs) are a common means of 

offering health services to resource-poor regions abroad. While 

STMMs provide people with necessary care, they often fall short in 

providing independent long-term, sustainable care. The objective 

of this study was to use a 360-degree survey model that takes into 

account responses from several perspectives to highlight such 

weaknesses of a STMM in the Dominican Republic. A series of surveys 

23


adapted from Maki et al., 2008 were created for five different groups 

of participants: patients, mission personnel, mission administrators, 

mission directors, and local health providers. These surveys were 

administered during or following a STMM undertaken by Medical 

Students in Action in rural Dominican Republic in 2010. Respondents 

included patients (N=54), mission personnel (N=35), a local health 

provider (N=1), mission directors (N=2), and a mission administrator 

(N=1). Twenty-four patients left suggestions, which most commonly 

related to more broad and long-term care; 35.8% reported that they 

were without access to a health provider in case of a complication 

and 24.5% reported seeing a physician less than once a year. 80.1% of 

the personnel respondents indicated a lack of ease in ability to refer 

patients for follow-up. 81.6% of personnel respondents perceived only 

moderate or short-term impact from the STMM. The local provider 

indicated that she did not receive adequate training and felt the data 

collected on the mission was insufficient to evaluate the patients for 

follow-up. The mission director and administrator also commented 

that more follow-up and long-term care was needed. Responses from 

several different perspectives collected during this STMM commonly 

point to the need for longer-term health care in the region studied. 

These findings highlight the drawbacks of a STMM model for foreign 

aid work in general, and specifically suggest that an emphasis on longterm 

care is needed for the future of Medical Students in Action. 

An Assessment of Culturally Competent Health Care 

Encounters: Implication of System Approaches to 

Promote Health Equity Professional Development 

Marla Hall, PhD, Texas A&M University 

For too many racial and ethnic minorities in the United States, good 

health is elusive, since appropriate care is often associated with an 

individual’s economic status, race, and gender. This suggests a level of 

urgency for need to assist our public health professionals in obtaining 

specific skills sets that will assist them in working better with ethnic 

and racial minority populations. The concept of cultural competency 

focused continuing education for the public health workforce is 

stressed within the National Standards on Culturally and Linguistically 

Appropriate Services (CLAS). The activities and principles are designed 

to be integrated not only throughout health care organizations and 

across professional disciplines, but implemented as a partnership 

with the served communities. The overall goal of the research was 

to assess cultural competence knowledge and programmatic skill 

sets of individuals employed by an urban public health department. 

The Theory of Planned Behavior (TPB) guided the research design 

to effectively evaluate the correlation between behavior and 

beliefs, attitudes and intention, of an individual, as well as their 

level of perceived control. TPB suggests that individual behavior is 

driven by behavioral intentions and is a function of an individual’s 

attitude toward the behavior, the subjective norms surrounding 

the performance of the behavior, and the person’s perception of 

the feasibility in which the behavior can be performed. Within the 

program design, 90 participants were identified using consecutive 

sampling. In order to effectively evaluate constructs, a quantitative 

research approach was utilized to assess attitudes, beliefs, knowledge 

and competencies of the subject matter. Participants completed the 

Cultural Competence Assessment (CCA), which is designed to explore 

individual knowledge, feelings and actions of respondents when 

interacting with others in health service environments. The instrument 

is based on the cultural competence model, and measures cultural 

awareness and sensitivity; cultural competence behaviors and cultural 

diversity experience on a 49 item scale. In addition, information was 

obtained to assess participant perception of organizational promotion 

of culturally competent care and; availability of opportunities to 

participate in professional development training. The observed 

data suggested respondents were aware that diversity education 

engagement enabled favorable clinical encounters. The analysis also 

suggested health care professionals were more likely to engage in 

employer sponsored training compared to other educational progams 

and interventions. 

Health Educators as a Think Tank: Recommendations to 

Improve Health Care Reform Proposals and Potential 

Roles for the Profession 

Kadi Bliss, PhD, CHES, Adelphi University; Roberta Ogletree, HSD, MCHES, Southern 

Illinois University 

Background: The U.S. spends more on health care than any other 

industrialized nation (National Center for Health Statistics, 2011), but 

despite spending more, the U.S. has 46.3 million uninsured citizens 

(CDC 2009). Health educators devote their work to increasing the 

health of society, and access to health care should not get overlooked. 

Because of their responsibility to communicate and advocate for 

health (NCHEC, 2008), the profession is in a unique position to 

influence health policy that promotes prevention and overall health. 

Theoretical Framework: The Healthy People 2020 determinants of 

health ecological approach (USDHHS, 2011) was used to understand 

and interpret health education specialists’ perceptions about 

what needs to be in place on multiple levels (individual, health 

service, societal, and policy) for health care reform to be successful. 

Hypothesis: The researcher hypothesized that health educators 

who are committed to health care reform would have insightful 

recommendations regarding what needs to be in place at multiple 

levels for health care reform proposals to succeed. The purposes of 

this study were to explore recommendations from health education 

specialists for health care reform at each level of the determinants 

of health ecological approach, and to examine potential new roles 

for the profession in achieving an effective health care system. 

Methods: Online, chat room focus groups and interviews were held 

with CHES and MCHES certified health educators. The study sample 

included 50 participants representing six selected workplace settings, 

both genders, and various years of experience in health education. 

Triangulation, member checking, peer review, reflexivity, adequate 

data collection, and an audit trail were used to ensure trustworthiness. 

Results: Three overarching themes emerged from the data: prevention, 

health literacy, and a focus on larger levels of the determinants of 

health framework. In addition, recommendations were made at each 

level of the determinants of health framework, and participants 

suggested an increased role of health educators in the medical and 

political setting. Conclusions and Implications for Practice: Results 

suggest this group of health education specialists wants health care to 

become a right for everyone. Participants want prevention and health 

education to become a social norm in society and a visible component 

of health care reform policies in the U.S. Recommendations for the 

profession include developing a white paper to influence policy 

makers in Washington D.C. If health educators become an interest 

group supporting health care reform proposals, then maybe they can 

influence policies that promote their recommendations and ideals. 


Capitalizing on Social Media 


Social Media and Public Health Education: The Mother 

Lode of Tools 

Don Chaney, PhD, MCHES, University of Florida; Mindy Menn, MS, University of 

Florida; Enmanuel Chavarria, MS, University of Florida; Michael Stellefson, PhD, 

University of Florida 

In the last several years, the use of Facebook, YouTube, Twitter and 

other social media tools to disseminate health messages has grown 

significantly, and continues to trend upward. According to the Pew 

Internet and American Life Project, over 65% of all adults are now 

using social networking sites. Thus, it is imperative for public health 

professionals to be able to use social media tools to engage and 

empower the public. However, most public health training programs 

do not incorporate social media training into the curricula. This multipresenter 

session will do the following: (1) discuss the current trends 

in social media; (2) explain how social media tools can be utilized to 

engage and empower communities in public health interventions; 

(3) explain the need to incorporate eHealth literacy training into 

public health education programming; and (4) provide best practice 



tips for designing a social media strategy for public health education 

interventions. The benefits of utilizing social media as a tool for public 

health education include: increasing the timely dissemination and 

potential impact of health and safety information; leveraging audience 

networks to facilitate information sharing; expanding reach to include 

broader, more diverse audiences; the ability to personalize and 

reinforce health messages that can be more easily tailored or targeted 

to your population of interest; facilitating interactive communication, 

connection and public engagement; and empowering people to make 

safer and healthier decisions. This session will include information 

from researchers and practitioners on how to leverage social media 

tools to improve the health status of communities. 

CoNcurrent Session B5 

Advocating for Women’s Sexual Health 


Awareness, Acceptance and Access: Successes of the 

National Female Condom Coalition 

Hanna K.L. Hjord, MPH, San Francisco Department of Public Health; Jessica 

Terlikowski, AIDS Foundation of Chicago; Jacqueline McCright, MPH, San Francisco 

Department of Public Health; Frank Strona, MPH, San Jose State University 

Background: The 2009 FDA approval of the second generation female 

condom (FC) gave providers and advocates of STI/HIV prevention 

and reproductive health the rare opportunity to re-introduce this 

highly effective safer sex tool. To this end, six US cities (New York, 

Chicago, Washington DC, San Francisco, Houston, and Atlanta) 

developed new or enhanced existing community-based FC projects. 

While launching in quick succession, these programs operated in 

isolation. Additionally, the US lacked a unified vision to increase 

FC awareness and use. To maximize local impact and generate 

widespread support for the only receptive partner initiated physical 

barrier method that protects against STIs/HIV and unintended 

pregnancy, these jurisdictions launched the National Female 

Condom Coalition. Theoretical Basis: The FC programs use the Health 

belief Model as the theoretical framework and focus on people’s 

attitudes and beliefs about the FC. Each FC program includes these 

vital components: extensive skills building trainings of providers to 

effectively promote FCs; FC promotion, education, and distribution at 

traditional and non-traditional venues; social media and marketing to 

increase public awareness of FCs; and expanded FC access through 

community distribution and commercial pharmacy sales. Culturally 

appropriate educational materials, workshops, media outreach and 

advertisements were designed for the communities most at risk 

in each jurisdiction and customized to include personalized risk 

information based on community behavior (perceived susceptibility); 

specify the consequences and risks of STDs/HIV and unintended 

pregnancies (perceived severity); and emphasize the positive effects 

to be expected when using the FC such as reduced risk of STD/ 

HIV transmission (perceived benefits). Objectives: FC awareness, 

acceptance, and access are limited among communities at risk of 

HIV and STIs, and the providers who serve them. The objective of the 

Coalition is to create policy and system wide change to increase access 

to and use of female of condoms through collaboration, training, and 

advocacy. Intervention(s): In January 2011 the jurisdictions convened 

for the first time to share program information and develop a national 

FC advocacy agenda. Work continued through monthly planning calls 

and additional communication. In October 2011, another meeting 

was held, which brought together colleagues from HIV/STI prevention, 

reproductive health and justice, and other related fields, in order to 

discuss current FC work and identify new strategies to move forward. 

Evaluation measures and results: These organizing efforts resulted 

in: 1) a formalized collaboration among eight FC jurisdictions and 

approximately 50 agency partners known as the National Female 

Condom Coalition; 2) development of a brain trust dedicated to FC 

mobilization in the US; and 3) a coordinated national advocacy agenda 

focused on: bridging family planning and HIV prevention movements; 

gaining FDA approval for FC anal use; improving branding/ 

marketing of FCs to increase appeal among broader audiences; 

promoting research-supported effective FC education; and increasing 

FC affordability. The engagement of FC programs and diverse 

stakeholders enabled the development of a Coalition solely dedicated 

to advancing FCs as a viable HIV, STI, and pregnancy prevention tool. 

The work of the National Female Condom Coalition will continue to 

result in greater FC awareness, acceptance, access, and use among US 

women, men, and transpeople. 

3:00 PM—4:30 PM 

CONCURRENT SESSIONS C 

Concurrent Session C1 

Impacting the Health of LGBT Populations 


Toward an Inclusive College Community: Evaluation of 

The SAFE Campaign. 

Joan Cowdery, MS, PhD, Eastern Michigan University; Mary Larkin, BA, MS, Eastern 

Michigan University; D. Kay Woodiel, MS, PhD, Eastern Michigan University 

Background: In order for students to learn and grow, it is imperative 

that colleges and universities provide safe and supportive 

environments. This is particularly critical for LGBTQ students as many 

have experienced alarming degrees of bullying and harassment at the 

secondary school level. Research shows that 84.6% of LGBT students 

reported being verbally harassed, 44.1% reported being physically 

harassed and 60.8% of reported feeling unsafe because of their 

sexual orientation (GLSEN, 2009). As a result, only 30% of LGBTQ high 

school students who report harassment intend to go to College. It is 

therefore, essential to understand that college campuses have the 

power and responsibility to enact policies, programs and practices 

that work to enhance the campus climate for all students—including 

LGBTQ and Ally students. Theoretical basis and intervention: The SAFE 

Campaign is a targeted participatory training program designed to 

create and sustain a campus climate that is safe and inclusive for 

all individuals, regardless of sexual orientation or gender identity/ 

expression by addressing issues such as terms, myths, resources, and 

current policies. Grounded in Student Development Theory, and Social 

Ecological Theory, the goal of this program is to improve visibility, 

safety and support for the campus LGBTQ community. The program 

can be tailored to address the salient issues specific to the campus 

group for which it is being implemented. Objectives: By the end of 

this presentation attendees will be able to identify 1. criteria for an 

inclusive campus, 2. components of the SAFE campaign curriculum 

3. appropriate evaluation measures of safe and inclusive university 

communities. Evaluation measures and Results: This project aims to 

evaluate the integration of the SAFE Campaign into an “Introduction 

to the University” Course for 1st year students, designed to help 

facilitate their successful transition to college. Both quantitative and 

qualitative data were collected on 200 participants. Data consisted 

of demographic variables including sexual identity and gender 

expression as well as process and impact variables. In addition, results 

from the campus climate index will be discussed. 

Standards of Care at Odds?: Transgender Access to 

Mental Health Services in Baltimore 

Erin Clark, BA, MPH(c), MBA(c), Johns Hopkins Bloomberg School of Public Health; 

Christina Dragon, MSPH, Johns Hopkins Bloomberg School of Public Health 

Transgender access to health services is limited by a significant 

history of medicalization, stigma, and intersecting identities. Though 

the population has been severely understudied, projections and 

expansions of LGBT literature suggest a very high need for culturally 

competent mental health services. Suicide, anxiety, depression, 

and social isolation are among the health consequences of many 

risk factors imposed on transpeople, even before intersections with 

class, race, and sexual orientation are accounted for. According 

to the WPATH Standards of Care, a transperson who is seeking 

access to hormones or surgery should be required to undergo a 

psychological evaluation and obtain a letter or approval from a ‘gender 

specialist’ before medical services are delivered. This requirement is 

controversial, and some LGBT health centers such as Callen-Lorde 

25


in NYC and the Mazzoni Center in Philadelphia have chosen to 

publicly dismiss these recommendations. Their presence in the highly 

esteemed WPATH document, however, is tied to the more public 

debate of where gender identity belongs in the DSM V at all, and raises 

the point that without the possibility for medical diagnosis, systems 

of care with insurance and regulation would collapse. Working from 

qualitative interviews of 88 transgender patients and providers in the 

Baltimore area, this project is looking at how controversial standards 

of care for transpeople seeking medical transitions may actually 

serve as a larger barrier to mental health services. First, the project 

draws from literature on patient provider communication, stigma, 

and general LGBT mental health services to establish a framework 

to question the impact of these recommendations. Second, the 

qualitative interviews will examine the attitudes and barriers to 

mental health services or medical transitioning as consequences 

of these standards of care. By examining participant’s reasons for 

or against engagement in the psychological approval process we 

hope to draw out attitudes, understandings, and experiences of 

these requirements. We hypothesize that these Standards of Care 

negatively impact the quality of mental health services transpeople 

receive, particularly because of the dual-role of authoritative providers 

and lack of competency in the field. The Standards impact not only 

transpeople’s perceptions of their own stigma within the ‘safety’ of 

mental health services, but also the understanding of identity and 

medical need by health care professionals. The learning objectives for 

this session will be: 1. Understanding of the impact of patient-provider 

communication in mental health services for clients with concealable 

stigma 2. The ways in which the dual-role of providers can restrict the 

quality of services 3. Experiences of transpeople with these standards 

of care regarding their experiences and perceptions of mental health 

services and health care generally. 

Creating Dialogues Towards Inclusive Reflection in 

Academic and Health Education Settings 

Frank Strona, MPH, PhD(c), San Jose State University; Robert Rinck, MPH, San Jose 

State University; Daniel Perales, DrPH, MPH, San Jose State University 

This presentation will explore some creative ways to include LGBT 

perspectives and concerns in public health education curriculum 

and health education interventions. A description of how several 

faculty from the San Jose State University Department of Health 

Science undergraduate and MPH programs have incorporated LGBT 

perspectives into course content will also be provided. Examples 

will include: Social Marketing and Health Communications courses 

in which content is developed that responds to and is inclusive of 

broader contextual LGBT issues; A class exercise for the development 

of program planning measurable objectives for addressing specific 

lesbian health issues such as cervical cancer; and other examples of 

the power that qualitative assessment and academic inquiry plays in 

curriculum development, LGBT faculty and student parity, inclusion, 

and representation. Included in this presentation will be a description 

of the rationale for and experiences with the department’s annual 

Sexual Diversity Workshop whose impetus, 15 years ago,were gay and 

lesbian students who felt that the academic and campus experience 

was not inclusive. This annual event, with important topics such 

as Transgender Health Issues, is attended by over several hundred 

students, faculty, and community members every year. 


Communicating with Photovoice 


Enhancing Health Equity through Coalition Building 

for Diabetes Prevention and Management among 

African Americans in Jenkins County, Georgia: 

A Photovoice Project 

Nandi Marshall, MPH, CHES, DrPH(c), Georgia Southern University; Swati 

Raychowdhury, PhD, MPH, Walden University; Nicolette Warren, MS, MCHES, 

SOPHE; Cassandra Arroyo, PhD, Walden University 

Backrgound: In partnership with this REACH community, GASOPHE, 

the Jenkins County Diabetes Coalition and various key stakeholders 

seek to combine Community Based Participatory Research (CBPR) 

efforts at the individual, family, neighborhood, organization and 

community level and enhance the capacity of the Jenkins County 

community to improve the lives of local and regional African 

American populations who suffer disproportionately from the 

burden of diabetes. Theoretical Basis: The understanding of the 

social determinants of health among the general public needs to be 

improved as a new part of health literacy. A suggested action is to raise 

public awareness about the social determinants of health. Photovoice 

uses a Freirean-based process to (a) engage people in observing and 

dialoguing about their communities, (b) create safe environments for 

critical reflection of why current realities exist, (c) move individuals 

with increased levels of critical consciousness toward action, and (d) 

motivate the social power structures to initiate community change. 

Objectives: As JCDC reaches Year 3 of the Health Equity Project 

planning process and selects community issues to address, the use of 

photovoice addresses the understanding of the social determinants 

of health or one’s environment. In broadening their understanding 

of the context in which they live, the coalition can identify issues 

that most impact their community to be addressed. Jenkins County 

Diabetes Coalition (still in their early development stages) are at 

the point where they need to select issues in their community to 

address. This project will help them to accomplish this task by using 

photovoice and “introducing” the social determinants of health to 

broaden their understanding of the context in which these social 

determinants impact their lives and broaden the understanding of 

community stakeholders as it relates to the live experience or “context” 

of their constituents. Intervention: Based on the data collected from 

the photovoice project, potential future dissemination activities to 

benefit diabetes prevention include participation in the community 

fair by sharing sharing ways to live a healthy lifestyle in Jenkins 

County, a “coalition open house”, fostering community partnerships 

and increasing coalition membership, and a “photo book” to be shared 

with other communities and used as a resource for rural coalitions 

through publication/sharing with key community leaders. Evaluation 

Measures: Best practices in community health such as the Community 

Readiness Model are being utilized to implement targeted evidencebased 

activities, programs, and strategies in diabetes prevention 

and management. Results: The JCDC anticipates that continuity of 

care for people at risk for and with diabetes, built environment, and 

access to proper nutrition and diet through affordable fresh fruits and 

vegetables will be targeted by the coalition to support healthful living 

for all residents. 

Men Speak: A Photovoice Exploration of College Men’s 

Perceptions of Sexual Responsibility, Gender Roles, 

and Safer Sex 

Jean Breny, PhD, MPH, Southern Connecticut State University; Laura Hayes, BA, 

Southern Connecticut State University 

Background: Despite public health efforts to prevent transmission 

of sexually transmitted infections (STIs), young people between 

the ages of 15-24 are still at greatest risk of contracting Chlamydia 

and gonorrhea, making them more at risk for the Human 

Immunodeficiency Virus (HIV). Low condom use, low perceived risk 

of contracting HIV/STIs, inadequate interpersonal communication, 



relationship power and gender roles all play a part in these epidemic 

rates among heterosexual young adults, especially college students. 

While there is some insight into what influences women’s safer 

sex behaviors, there is a dearth of qualitative research on men’s 

perspectives related to inconsistent use of condoms. Results from 

research with women indicate that the voices of men need to 

be heard. The purpose of this research was to explore messages 

about gender roles and safer sex responsibility among college 

males, with the goal of targeting and changing those messages to 

promote condom use and awareness among young men. Methods: 

Photovoice, a qualitative, community-based, action-oriented research 

methodology was employed. Participants were male students from 

the same university, heterosexual, and between the ages of 18-25. 

Photovoice allows research participants to capture images from their 

social and physical environment to explain their lived experiences. 

In this project, photo assignment questions focused on relationship 

issues, messages from media and family about gender roles, and 

responsibility for safer sex in relationships. Grounded theory analysis 

was used to develop an intervention model. Results: Preliminary 

results indicate that relationship power messages are prevalent in 

media and family and fall along all levels of the social ecological 

model, as seen in the literature. On an individual level, men felt that 

a woman carrying a condom indicated that she was promiscuous 

and that a man carrying a condom proved his dominance. At the 

interpersonal level, the men expressed unclear communication 

behavior with their female partners and uncertainty about who 

should be responsible for initiating safer sex. At the community level, 

men pointed to a lack of access to the type of condoms they prefer, 

and inadequate access to condoms in general, on their campus. 

At the societal level, men portend that marketing of condoms and 

media around condom use often portrays condoms as the female’s 

responsibility. An intervention model is being developed based on 

these results. Conclusions: Photovoice methods allow researchers 

to uncover the many influences on health behavior. Understanding 

young men’s perspectives of sexual responsibility within a social 

ecological framework strengthens HIV/STI interventions. 

Using Photovoice for Health Education Research: 

A Crouzon Syndrome Case Study Blending Participatory 

Action Research and Grounded Theory 

Kelly Wheeler, MPH, CHES, Walden University; Jody Early, PhD, MS, CHES, 

Walden Univerity 

Background: US adults with Crouzon Syndrome (facial anomalies) 

lack appropriate health programs to improve factors that impact 

quality of life (QOL) and overall well-being. A greater understanding 

of QOL may spawn enhanced health education interventions. Yet a 

paucity of craniofacial QOL data exist, limiting the development of 

comprehensive health education programs. The physical challenges 

of Crouzon Syndrome are well known, but QOL perspectives of 

affected adults are poorly understood. Purpose: The purpose 

of this participatory action research (PAR) study was to identify 

biopsychosocial, environmental, and socioeconomic factors that 

promote and impede QOL for US adults with Crouzon Syndrome 

and construct theory from the data. Theoretical Framework: 

Participatory action research (PAR) and grounded theory served as 

an integrated conceptual framework for this study. In this approach, 

participants take an active role throughout the research process so 

data and theory accurately reflect the perspectives of participants. 

This framework allowed participants to construct QOL knowledge 

that showcased their perspectives. Research Questions: RQ1: How 

do those living with Crouzon Syndrome define QOL? RQ2: What 

patterns or commonalities exist in the process of QOL development 

for individuals with Crouzon Syndrome? RQ3: What biopsychosocial, 

environmental, and socioeconomic factors impede or promote QOL 

in affected individuals? RQ4: How do participants believe their QOL 

has changed over time? RQ5: What content should be included in 

educational interventions created for those living with Crouzon to 

improve self efficacy, coping skills, and perceived QOL for those with 

Crouzon Syndrome? RQ6: How can individuals with Crouzon initiate 

social change and increase their overall QOL? Methods: This study 

employed Photovoice, interviews, and focus groups. A theoretical 

sample of 9 adults with Crouzon Syndrome was recruited via volunteer 

and snowball sampling through the Craniofacial Foundation of 

Arizona, the Children’s Craniofacial Association, surgery centers, 

and online forums. Participants received Photovoice training and 

collected data for two months to achieve theme saturation. Individual 

interviews, using the SHOWeD method, and a focus group were 

held to discuss participants’ photo meanings and explore emergent 

QOL themes and theory. The researcher assisted participants in 

synthesizing photographic, interview, and focus group data using 

constant comparative analysis on MAXQDA software, and participants 

developed an action plan in a follow-up focus group.Results: Findings 

included promoting and impeding QOL factors, theory, and an action 

plan created by study participants. Conclusion: Results were derived 

by employing best Photovoice research practices, which could be used 

in other health education needs assessment initiatives. 


Advancing Our Profession through Accreditation 

& Certification 


A Golden Approach: Employing Nationally 

Certified Individuals 

Melissa Rehrig, MPH, MCHES, NCHEC; Louise Villejo, MPH, MCHES, The University 

of Texas MD Anderson Cancer Center; Janna Travino, MS, Cigna; Don Chaney, PhD, 

MCHES, The University of Florida 

Background: Maximizing system change to accommodate national 

public health priorities requires a trained and competent health 

education workforce. Employing nationally certified individuals 

for the role of the health education specialist in various sectors 

such as community, non-profits, health care and school settings is 

one approach in supporting the current and future workforce. The 

nationally accredited Certified Health Education Specialist (CHES) 

credential, in existence for over 20 years and held by over 9,600 

individuals, is one measure of professional competence of the health 

education workforce. In addition, the National Commission for 

Health Education Credentialing, Inc (NCHEC) inaugurated a Master 

Certified Health Education Specialist (MCHES) credential in 2011. 

Both certifications have 3 components: health education professional 

preparation, passing a certification assessment, and then maintaining 

continuing education requirements. In addition, the MCHES eligibility 

requires 5 years of health education experience in the field prior 

to sitting for the examination. Both national certifications attest to 

an individual’s competence in the Seven Areas of Responsibility of 

Health Education Specialists. Methods: The presentation will reveal 

testimonials from specific employers in different work settings that 

prefer to hire health education specialists with the CHES and/or 

MCHES designation and, in some instances, require the certification. 

Examples of how CHES and/or MCHES work within the Competencies 

and Sub-competencies in the workplace will be disclosed. Also, 

details of organizational policies in place to hire nationally recognized 

CHES and MCHES will be shared. In brief, representatives from the 

health care, business and industry settings will discuss organization 

policies for hiring CHES/MCHES, the roles, specific knowledge and 

skill sets these individuals hold. Details of The Health Education 

Certification Pay Program will also be examined and used a model 

to other employers. Companies will discuss their recruitment 

strategies when seeking a health education specialist. Implications: 

To date, approximately 9,600 individuals have maintained the 

national certifications and demonstrated a high level of professional 

competence to the current and future health education workforce. 

NCHEC continues to collect data from employers and certified 

individuals regarding the policies in place to seek CHES and MCHES 

for various health education positions. In 2012, NCHEC added a field 

on the CHES and MCHES application, which required the applicant 

to indicate employer’s requirement for certification. Approximately, 

300 applicants for the spring 2012 exams indicated that his/her 

employer required the certification by employees. The purpose of the 

presentation is to engage employers in a discussion on the value of 

27


hiring certified health education specialists, both CHES and MCHES. 

In addition, information will be shared on how CHES/MCHES can 

market themselves to employers as a certified individual. Lastly, a 

panel discussion will be used to discuss and share policies and field 

questions from attendees. 

National Accreditation Implementation Task Force 

Survey of Public/Community Health Education 

Undergraduate Programs 

Randall Cottrell, DEd, MCHES, University of Cincinnati; Robert Chaney, MS, 

University of Cincinnati; Katherine Hendricks, MS, University of Alabama; David 

Birch, PhD, CHES, University of Alabama; M. Elaine Auld, MPH, MCHES, SOPHE 

The National Accreditation Implementation Task Force conducted a 

survey of professional preparation programs. The purpose of the study 

was “to identify the needs, interests, and concerns of undergraduate 

public/community health education programs concerning future 

Council for Education in Public Health (CEPH) program accreditation.” 

Questionnaire were sent to those public/community health education 

professional preparation programs that were not affiliated with an 

MPH program and which were listed in the AAHE 2009 Directory of 

Programs or were SABPAC approved. Questions were asked regarding 

the size of the program, inclusion of core public health areas in the 

curriculum, attitudes toward CEPH accreditation, and intentions 

concerning future accreditation. Results from the survey will be 

presented along with their implications for the National Accreditation 

Implementation Task Force, The Council for Education in Public Health, 

and the health education profession. 

Framing the Future: The Second 100 Years of Education 

for Public Health 

Harrison C. Spencer, MD, MPH, DTMH, CPH, Association of Schools of Public Health 

Background & Theoretical Basis: The Association of Schools of 

Public Health (ASPH) has launched the Framing the Future: The 

Second Hundred Years of Education for Public Health project in 

which a national task force is examining all aspects of public health 

education toward updating the 1915 Welch-Rose Report. The task 

force, composed of both academic and practice members, was 

formed after a series of conversations regarding the changing nature 

of public health practice and education in public health. From the 

explosive growth of undergraduate public health baccalaureate 

programs, to the emergence of professional doctoral degrees in 

the health professions; from the Institute of Medicine’s call for an 

educated citizenry in public health, to the continued desire of 

a variety of professions, both health and non-health related, to 

integrate public health content in their academic programs; and from 

a historic commitment to the traditional public health workforce, 

to recommendations for other sectors, including the communityat-large, 

to become more familiar with population health concepts; 

public health has become both a foundational component and an 

innovative vehicle for education efforts at many levels. Objectives: The 

speaker will describe the rationale for and early recommendations 

stemming from the initiative and seek to generate a conversation 

among attendees on how education in public health (at the bachelors, 

masters, and doctoral levels) relates to practice in the various settings 

in which such graduates work. Results: The speaker will present the 

new Undergraduate Critical Component Elements, the first product of 

the task force. 


Using Technology to Reach Priority Populations 


A Multi-Pronged Public Health Media Campaign in Los 

Angeles County to Educate and Empower At-Risk Groups 

to Reduce Consumption of Sugar-Sweetened Beverages 

Brenda Robles, MPH, LA County Department of Public Health; Ali Noler, BA, 

LA County Department of Public Health; Patricia Cummings, MPH, LA County 

Department of Public Health; Michael Leighs, MPP, LA County Department of Public 

Health; Tony Kuo, MD, MSHS, LA County Department of Public Health 

Background: In 2011, the Los Angeles County Department of Public 

Health (DPH) launched the Choose Health LA initiative, a multipronged 

social marketing and public education campaign designed 

to promote healthy eating and reduce obesity in the community. One 

major component of this campaign focused on promoting decreased 

consumption of sugary or sugar-sweetened beverages (SSBs) among 

at-risk populations in Los Angeles County. Theoretical Basis: The Health 

Belief Model was used to help guide the development of the public 

education campaign; specifically, the first stage of the campaign 

focused on increasing the perceived susceptibility and perceived 

severity of high SSB consumption. Objectives: To educate the public 

about 1) the amount of excess sugar in popular sugary beverages, 

and 2) raise awareness about the consequences of consuming 

excess sugar. Intervention: A “Sugar Pack” multimedia platform was 

developed and tested using a systematic and formative process that 

included potential reach estimates for the messaging, and tested 

creative concepts via focus groups among targeted audiences. The 

platforms included a paid outdoor media campaign on transit and 

billboards, social media and multimedia approaches (e.g., Twitter, 

Facebook, sendable e-cards, videos, online applications, website). Use 

of an interactive online sugar calculator (i.e., that which allows users 

to add up the packs and pounds of sugary drinks they are consuming 

and simultaneously determine cost of these sugary drinks) was also 

promoted across all platforms. Evaluation Measures & Results: To 

assess potential reach and public response to the targeted multipronged 

platforms, we employed mixed qualitative-quantitative 

approaches including analytics programs that track impressions, 

number of views, and website hits. Impressions since campaign 

launch in March 2011, for example, included 15,000 YouTube views; 

1.5 million Twitter impressions; and 63,000 interactions on Facebook; 

535,000 website hits, including 2,000 hits for the sugar calculator, 

which was launched in March 2012; and Search-Engine Optimized 

(SEO) press releases that have cumulatively generated 30,000 page 

views, 2,200 clicks and 30,000 clips. These initial monitoring activities 

suggest that the multi-pronged platforms are reaching the targeted 

audiences, with the potential for even broader reach if more resources 

are invested in these public education efforts. 

Mining Prevention-Related Methamphetamine YouTube 

Videos: Exploring the Influence of Sensation Value and 

Appeal on Engagement and Video Social Capital 

Carl Hanson, PhD, MCHES, Brigham Young University; Josh West, PhD, Brigham 

Young University; Scott Burton, PhD(c), Brigham Young University; Christophe 

Guiaud-Carrier, PhD, Brigham Young University 

Background: YouTube, an online platform for video sharing, is 

increasingly used as a mechanism for health promotion and 

information sharing. Videos on YouTube can engage audiences and 

connect them to a virtual community of videos related to topics 

such as methamphetamine abuse. Theoretical Framework: Effective 

audience engagement is rooted in health communication theory and 

the characteristics of messages while social capital theory recognizes 

the value of connections. Purpose of the Study: To explore video 

characteristics of prevention-related methamphetamine videos and 

how these characteristics influence audience engagement and video 

social capital. Methods: A content analysis was performed on a total 

of 85 prevention-related methamphetamine videos. A community 

discovery algorithm was used to identify a sample of related videos 



that had more links to one another than to videos outside the set, 

in terms of YouTube’s related video links. Each video was coded for 

general video characteristics (video category, video source, video 

length and date posted), sensation value (number of cuts and the 

type of video images, music, and content), and advertising appeal 

(threat, social, and humor). Video engagement was determined by 

assessing the number of viewer comments and views. Video social 

capital was determined by assessing the number of inward facing 

links to each video. Results: Over half of the prevention-related 

methamphetamine videos were considered PSA’s (58%), most created 

by individuals (85%). Videos had an average of 414 comments. Videos 

had an average number of inward links of 9.9 and 9.6 outward links, 

with ranges from 1 to 41 and 1 to 18, respectively. The most common 

appeal used was threat (79%). Video content was largely 55% acted 

out. Regarding audio, 38% had sound effects, 28% included loud or 

fast music, and 56% involved background music. Regarding video 

images, 61% involved intense images. Most videos had 3 cuts (66%). 

Videos depicting intense images and threat appeal were associated 

with higher inward links (P < .05), while increased outward links were 

associated with sound effects (P < .05). Conclusions: Intense images 

and high threat appeal are common among prevention-related 

methamphetamine videos but not significantly associated with video 

engagement. These same characteristics however were important for 

producing outward video connections to other prevention-related 

methamphetamine videos and were important for video social capital. 

Implications for Practice: These findings support the value of image 

characteristics and video appeal for enhancing a community of 

prevention-related methamphetamine videos. 

Management of Diabetes in Kenya Using Smart Phone 

Application: A Conceptual Framework Based On the 

PRECEDE–PROCEED Model 

Adenike Bitto, MD, MPH, DRPH, MCHES, FRSPH, East Stroudsburg University; 

Danvas Omare, MS, MPH(c), East Stroudsburg University 

Introduction: The global cost of managing diabetes has reached 

staggering proportions. It is estimated that there are over 150 million 

diabetics around the globe, and a majority of them are those at their 

peak of productivity in their economies. The developing world has not 

been spared and many people are getting diagnosed with diabetes 

every day. Perhaps worrying is the large number of complications 

that come with diabetes especially in those advanced in age. Many 

people die of diabetes complications many of which could be delayed 

or prevented entirely if the disease is diagnosed and management 

started early. In the developing world unfortunately many cases go 

undiagnosed because of lack access to medical services. In many 

of these developing countries the ratio of physicians to patients is 

astronomical and many patients wait over long periods that stretch 

to months to be seen by doctors. For diabetics this can be a life and 

death situation. Methods & Theoretical Constructs: In this paper 

a conceptual approach using the PRECEDE PROCEED Model is 

used to show how the complications can be delayed or eliminated 

altogether in Kenya and other developing countries where the ratio 

of physician to patient is high. The concept involves the application of 

technological innovations whereby patients could do self-monitoring 

and send results to their physicians through applications that could 

be installed on their smart phones that are used by over 70% of the 

Kenyan population just the same way they are used to maintain virtual 

bank accounts and even operate complex money transfers business. 

Results: Careful deployment of these technological applications 

reduced not only the time required to see doctors, but helped triage 

patients and those in need of urgent care, thus reducing untoward 

complications that would otherwise have been fatal. Implications: 

Additionally, the role of health educators is enhanced with these 

technological applications that lead to improved community 

compliance with medication and other treatment regimens that 

support a healthy lifestyle. 


Preparing for Effective Advocacy Campaigns 


Smoke-Free Policy Strategy: Good for Health and (Very) 

Good for Business 

Carolyn Cox, PhD, MCHES, Truman State University; Leslie Moss, MHA, CHES, Health 

Capital Consultants, LLC 

Background: In rural, low-income, Adair County, Missouri, located 

in the Northeast corner of the state, 30% of the residents have used 

tobacco in the past month—far higher than the state average. The 

local tobacco control coalition lead the way for a ‘smoke-free’ public 

places ordinance to be enacted in the community by promoting 

the initiative as ‘good for health and good for business’. Many bar 

and restaurant owners (with the support of regional tobacco retailer 

groups) strongly opposed the public health campaign as ‘bad for 

business’. Theoretical basis: Tobacco control coalitions, with diverse 

community membership and use of evidence-based practices, are 

effective intervention vehicles for policy change advocacy. The 

scientific evidence is mounting as coalition successes in every state 

have lead to decreased tobacco-related disease and death. Coalitions 

can also significantly enhance sustainability and stability of tobacco 

control programs to increase cessation and prevent initiation. 

Hypothesis: Although there are no reliable, peer-reviewed studies 

to support the claim that smoke-free ordinances lead to a decrease 

in sales revenues for the hospitality industry, little research has been 

conducted in small rural areas—rural residents are less protected by 

smoke-free laws than their urban counterparts. The purpose of the 

coalition’s strategy was to pass a smoke-free public places ordinance 

in a small, rural, low-income community by promoting ‘health and 

wealth’ as the end results. Methods: The coalition used a mass media 

campaign, get-out-the-vote initiatives, presentations to community 

groups, city hall meetings, and a community forum event all based 

on the strategy that a smoke-free ordinance was ‘good for health and 

good for business’. Results/Conclusions/Implications: The ordinance 

passed: all citywide bars, restaurants, public places, and amusements 

are now smoke-free. A pooled t-test was conducted on pre- and 

post-smoke-free ordinance taxable sales revenues (adjusted) for 12 

quarters of economic data pre-post ordinance enactment. Taxable 

sales revenues of bars and restaurants significantly (p


and enforcement, campus cessation services, and tobacco sales on 

campus. To measure tobacco use behavior, knowledge, and support 

for 100% smoke-free campus policy, a survey was distributed at two 

universities campus-wide to students and faculty/staff. Results: Built 

and increased momentum for the adoption and implementation 

of smoke-free campus policies which lead to the establishment of 

faculty/staff champions, student advocates, campus–wide tobacco 

use surveys, a policy forum, cigarette litter clean ups, and expansion 

of campus cessation services. Additionally, a new policy was adopted 

and implemented at two community college campuses: 100% 

tobacco-free policy, impacting over 18,000 students, and a stronger 

smoke-free campus policy, impacting over 22,000 students. Also, by 

involving a California State-wide youth advocacy group, Public Health 

gained expertise and knowledge regarding institutional governance 

structures at colleges/universities. Working with this group as well as 

a high level Leadership Team we found that successful policy change 

at academic institutions requires both campus champions, including 

students and faculty, as well as external support including funding and 

leveraging political influence in addition to topic area expertise. 

Guide to Effectively Educating State Policy Makers 

Jerrica Mathis, BS, MSEd, Society for Public Health Education 

The Guide to Effectively Educating State and Local Policymakers is 

a timely resource guide that facilitates the action steps needed to 

educate policymakers on relevant health policy issues. As we move 

toward transforming the US health care system, it is essential that 

public health professionals take a stake in health policy issues. Yet 

commentaries continue to inform us of a growing communication 

gap between public health and policymakers. SOPHE recognizes the 

importance of educating policymakers to promote policy, systems, 

and environmental change. The Guide stems from the curriculum of 

SOPHE’s State Health Policy Institute (SHPI) that ran from 2009-2011. 

SHPI aimed to form an elite corps of Health Promotion Policy Experts 

(HPPEs) that were specialized in educating state legislators and other 

professionals on the latest policies and research in chronic disease 

prevention and control. Over the course of the three SHPI trainings 

that were offered, SOPHE trained over 40 HPPEs that work on a variety 

of policy issues such as health education, nutrition, childhood obesity, 

eliminating health disparities, and tobacco prevention and education. 

Although funding for the SHPI has concluded, this guide is intended 

to continue the principles and skills that were instilled during the 

training. The Guide comprises 6 chapters that contain a wealth 

of information on the topics such as the role of professionals and 

legislators, acquiring stakeholders and partners, framing messages, 

creating policy action plans and kits, case studies of SHPI participants, 

and more. The information contained in the Guide should prove to be 

useful to public health professionals at all levels of career experience 

and that work in a variety of sectors such as medical or health care 

settings, universities, businesses, or community health agencies. This 

guide will provide readers with thorough instruction on the process 

of effectively educating policymakers, therefore enhancing our 

collaborative efforts to build healthier communities. 

4:45 PM—6:15 PM 

Plenary Session II 

CBPR Today & Tomorrow: Power, Participation 

and Practice 


Eugenia Eng, DrPH, MPH, University of North Carolina at Chapel Hill; Meredith 

Minkler, DrPH, MPH, University of California at Berkeley; Kathleen Roe, DrPH, MPH, 


Community-based participatory research (CBPR) involves community 

members, organization representatives, and academic researchers 

as equal partners in the research process. These partners join to 

develop models and approaches to building communication, trust 

and capacity. The goal of CBPR is to build an understanding that can 

be applied to enhance the health and quality of life of community 

members. This panel will feature lectures and moderated discussion to 

explore the challenges & opportunities with CBPR, identify additional 

research questions or areas to be explored, address the professional 

preparation needs of health educators, and focus on how research 

informs practice and vice versa. 


7:15 AM—8:15 AM 

EARLY RISER SESSIONS 

Early Riser I 

SOPHE Chapter Development Session 


The Foundation for Building and Sustaining a Great 

Leadership Board 

Nicolette Warren, MS, MCHES, Society for Public Health Education 

This session helps participants build and sustain a strong leadership 

team, develop effective governance, and establish effective social 

systems. Participants will gain solid content knowledge and learn 

specific techniques for building an effective board and developing 

relationships. During this interactive session, participants will be 

challenged to explore a conceptual framework to become a robust 

leadership team. This is a “must have” session for organizational 

leaders. Interactive group exercises during the session will concentrate 

on what moves a good board to a great board. This session elaborates 

the essential components of effective boards and offers suggestions 

for increasing effectiveness. By the end of the session, participants 

will have tools to facilitate and coordinate strong leadership teams. 

Suggested audience: This session is intended for both new and 

experienced leaders of organizations. It will be highly useful for 

anyone serving on boards or working with leadership boards to 

manage successful programs and services. 

Early Riser II 

Preparing for & Responding to Emergencies 


Emergency Preparedness: An Important Area of Practice 

for Public Health Educators 

Susan Smith, EdD, MSPH, BS, Indiana University Bloomington 

The contributions public health educators can make to emergency 

preparedness planning, training and implementation will be 

highlighted. The skills of health educators bring to the process in 

the areas of communication, information management, training, 

assessment and planning will be the primary focus of the skill 

areas addressed presentation. Future challenges faced by health 

departments, community centers and medical clinics as they strive 

to create and practice emergency preparedness plans to meet 

their client’s mental and physical health needs during a disaster 

will be outlined. The new masters level public health emergency 

preparedness competencies recommended by the Association of 

Schools of Public Health will be presented as well as a description 

of how these competencies were generated. The link of these 

public health emergency preparedness competencies to many of 

the competencies achieved by professional health educators will 

be stressed. Each of the 10 major areas addressed through the 10 

Point Emergency Preparedness Checklist created, field tested and 

successfully implemented by the presenter will be described. All 

participants attending the session will receive a copy of the checklist 

to take back and use in their own community. Practical examples 

of how health educators can play a crucial role in supporting 

community and organizational emergency preparedness planning 

and implantation will be provided. Information provided in this 

presentation was gathered through 1) the creation and use of an 

instrument to assess facility emergency preparedness, 2) the case 

assessment of the level of emergency preparedness over a five 



year period at selected health departments, clinics, hospitals and 

community centers 3) the generation and application of strategies to 

improve emergency preparedness of local health related agencies, 

and a 4) a review of published research. Each of these areas of data 

collection was completed by the presenter. During this time the 

presenter Dr. Smith was conducting research and serving as an 

instructor for graduate community health education and safety 

students in courses focused on emergency preparedness and 

management. In summary following this presentation participants 

will be able to: 1) identify five primary challenges faced by public 

health departments, community centers and health clinics as these 

organizations work to create and maintain an effective emergency 

preparedness action plan 2) list five of the new public health 

emergency preparedness competencies for midlevel workers and 

3) describe five important competency areas health educators 

have achieved and can contribute to the successful creation and 

implementation of an emergency preparedness planning process. 

The Role of Health Educators in Responding to Public 

Health Emergencies 

Kathleen Miner, PhD, MPH, MEd, Emory University; M. Elaine Auld, MPH, MCHES, 

Society for Public Health Education; Julia Gin, BS, CHES, Society for Public 


Public health emergencies such as natural disasters, infectious 

disease outbreaks, and the threat of bioterrorism have impacted 

the health and safety of our nation and local communities. Health 

educators can be valuable resource in preparing for potential 

emergencies, and communicating response strategies to the masses 

when an emergency does occur. However, data show that health 

educators could benefit from additional training regarding their role 

in preparing for and responding to a variety of potential emergency 

events. This session will introduce the core competencies needed by 

health educators in emergency preparedness/all hazards response. 

Identification of these competencies is an essential step in developing 

an online introductory certificate course to train entry-level health 

educators to plan for and respond to emergency events. 

Early Riser III 

Using Interactive Technology to 

Enhance Practice 


Development and Implementation of an e-Learning 

Platform for Health and Education Professionals: The 

Society for Public Health Education’s Center for Online 

Resources and Education 

Cam Escoffery, PhD, MPH, CHES, Rollins School of Public Health, Emory University; 

Allison McElvaine, PhD, Society for Public Health Education; Celena NuQuay, MA, 

CAE, Society for Public Health Education; Tiffany Pertillar, MSW, MPH, CHES, Society 

for Public Health Education; Nicolette Warren, MS, MCHES, Society for Public Health 

Education 

As the Society for Public Health Education (SOPHE) implemented a 

new conference schedule, transitioning from two national conferences 

annually to one, the SOPHE Professional Development Committee 

began to consider options for expanding opportunities and access to 

continuing education and professional development for our field. The 

committee elected to secure an online learning management system 

to offer access to educational programs and activities without the cost 

of travel. The initial phase of development involved committee and 

SOPHE member input into desired functionality of such a system, and 

research into technology vendors who could accommodate the needs 

within a reasonable budget. The identified priorities were to develop 

a portal that is able to host multiple electronic formats of education, as 

well as to manage continuing education credit tracking and certificate 

issuance. The committee and staff evaluated several technology 

providers and selected one that was able to serve these needs. 

Extensive efforts went into designing the platform and populating it 

with content, as well as modifying the certificate and credit tracking 

system to align with the regulations of the accreditation bodies. 

When content was posted, SOPHE members were asked to beta test 

the system and provide feedback on functionality and ease of use. 

Overall, the response was very positive, and additional modifications 

based on feedback were implemented to the extent possible. In 

August 2012, SOPHE officially launched the Center for Online 

Resources and Education (CORE), which now hosts archived webinars, 

conference recordings, journal self-study exams, and SOPHE’s first 

online course, in addition to many other resources and educational 

programs. Most learning sessions such as courses and webinars are 

mapped to CHES/MCHES objectives and have continuing education 

credits offered. This session will highlight the content and features of 

CORE, and provide a platform for discussion for future professional 

development opportunities to enhance the knowledge and skills of 

health educators globally. 

Using Technology to Develop Innovative and 

Interactive Educational Series on Problem-Solving, and 

Communication to Empower a Cancer Patient’s Journey 

Mariela Gallo, BS, CHES, City of Hope National Medical Center; Lina Mayorga, MPH, 

CHES, City of Hope Cancer Center; Blanca Rivas, MSW, City of Hope 

Background: A cancer diagnosis can raise a multitude of questions 

and concerns, and one’s life can quickly seem like a jig-saw puzzle. 

Research to date has suggested that teaching coping and problemsolving 

skills is not only beneficial to patients but to caregivers as well; 

leading to clinically significant improvements in overall well-being, 

coping, and enhanced problem-solving through treatment (McMillan, 

2005). Method: Patients/caregivers were involved in development 

and implementation of a series: “Empowering Your Cancer Journey: 

Communication, Problem-solving and Coping.” 1)”Getting Your Needs 

Met: Effective Communication Strategies,”discussed the importance 

of ongoing and effective communication with health care team and 

family/caregivers. 2)”Let’s Problem Solve: Tools/Strategies for Solving 

your Cancer Needs,” utilized problem-solving model, BRIGHT IDEAS, 

and “Social Problem-Solving Inventory”, to demonstrate benefits of 

problem-solving strategies to reduce stress, improve communication, 

and enhance one’s overall coping experience. In addition, focus of 

the series was to empower patients to complete an advance care 

directive and assist them in identifying their values/ goals. Results: The 

cultural diversity of participants demonstrated that all types of cancer 

patients/caregivers are in need of problem-solving, communication, 

and coping skills regardless of SES, diagnosis, or gender. The series as 

a whole, attracted male participants (as compared to other support/ 

educational programs at the center) who enthusiastically recruited 

their loved ones to attend and were actively engaged throughout 

the series. By the end of the three-part series, facilitators observed 

participants developing bonds that evolved into supportive 

relationships that stretched outside the confines of the workshop. 

Unique effective teaching modalities included ARS quizzes(audience 

response system), movie clips, BINGO and vingettes. Conclusions: 

Class evaluations along with one-month, follow-up phone interviews 

were conducted. Feedback from participants indicated they were 

actively engaged by the unique pairing of a social worker and a health 

educator applying teaching modalities (e.g., inventories, vignettes, 

movie clips, role-playing, pop-quizzes, and bingo) in a fun, dynamic 

atmosphere. A health educator/social worker pairing provided the 

bonus of closing the information loop with regard to information, 

resources, support, and advocacy. Patients and caregivers were 

empowered to complete an advance health care directive. Effective 

problem-solving skills equips patients, families, and caregivers with 

the tools to cope with a cancer diagnosis and multiple challenges 

cancer brings to one’s life. An interactive, problem-solving approach 

was used to assist patients, families, and caregivers with their overall 

coping by providing a forum in which to practice and further refine 

effective communication and problem-solving strategies in a fun, 

dynamic atmosphere. 

31


8:30 AM—10:00 AM 

CONCURRENT SESSIONS D 

Concurrent Session D1 

The History and Future of Health Education 

Practice 


Historical Highlights By Setting That Illuminate Our 

Journey Forward 

Louise Villejo, MPH, CHES, MD Anderson Cancer Center; Diane Allensworth, PhD, 

Professor Emeritus, Kent State University; Jim Grizzell, MBA, MA, MCHES, ACSM-HFS, 

FACHA, California State Polytechnic University, Ponoma 

An understanding of where we are, from whence we have come, upon 

whose shoulders we stand, and a willingness to l earn from the past 

are key beacons that will light our way into a the future. This session 

offers an exciting, eye-opening, and engaging moderated discussion 

among four passionate and seasoned K-12, university, government, 

and medical facility health education practitioners. Panelists will 

provide a unique and perhaps startling glimpse into the history of 

traditional areas of health education. They will define and describe the 

original and evolving scope of each setting, the illustrious luminaries 

whose accomplishments over the years have guided and inspired 

health education efforts in these settings; changes in each setting’s 

priorities, values, and principles over time. They will also present an 

overview of the issues addressed over the years, the changes in the 

workforce involved and their training requirements, specific health 

education and promotion methods used, discarded, and developed 

over the years, and give examples of specific political, social, medical, 

economic, and other challenges, constraints, and opportunities that 

have influenced health education research and practice in these 

settings. The speakers will also highlight major achievements in 

each health education setting; frustrating setbacks; and personal 

perspectives of the presenters about what the future may hold for 

health education and health educators in these settings. Attendees 

are encouraged to react, ask questions, share their own experiences, 

contribute their own insights, and voice their own perceptions of what 

the future holds in these health education areas of specialization. 


Reducing Obesity in Children & Families 


P.L.A.Y. (Physical Activity and Learning Among 

Youth) at Morgan: An Obesity Intervention Pilot for 

Disadvantaged Adolescents 

Robert Granger III, MPH, CHES, Morgan State University 

NHANES reports that the current U.S. adolescent obesity rate is 17.6%. 

In low-income communities, such as Southwest Baltimore, weak 

socioeconomic and environmental conditions make this epidemic 

even more vulnerable among this population. The neighborhood has 

an adolescent obesity rate of 19.9%; higher than the national rate. 

Such statistics justifies the need for adolescent obesity interventions 

that can combat many socio-ecological challenges. P.L.A.Y. (Physical 

Activity and Learning Among Youth) at Morgan is a 5-week pilot 

adolescent obesity intervention designed to promote behavior 

modification and professional development. The Social Ecological 

Model provided a framework for addressing behavior modifications 

among all levels of influence. While developing key components, the 

competing influence of individual attitudes and cultural norms were 

continuously appraised using the Theory of Planned Behavior. The 

Life Course Model set the premise for encouraging professional and 

socioeconomic growth during adolescence and through adulthood. 

The intervention was organized by behavioral and social components. 

The behavioral components included nutrition, physical activity, 

and health education to promote positive lifestyle modification. 

Professional development, S.T.E.M. enhancement, and computer 

training were offered to provide participants with a strategy to sustain 

healthy behaviors and prevail against socioeconomic disadvantages 

through adulthood. Rap Sessions are 30-minute peer-to-peer 

discussions that were designed to address barriers and provide 

social support during the intervention. Finding applicability in a 

socio-ecological approach to adolescent obesity prevention in lowincome 

communities was the primary motivation for this pilot study. 

Additionally, learning objectives were established to (1) identify the 

enablers and barriers that influence such programs, (3) examine the 

usefulness of rap sessions as a mechanism to peer-to-peer motivation, 

and (4) understand professional development was perceived by 

adolescents in an obesity prevention pilot. The evaluation of the pilot 

intervention was done primarily through qualitative data collection 

through the use of journaling, observational reports, and parent 

feedback questionnaires. Supplemental quantitative data collection 

was provided by the SPARK survey and tracking systems from 

MyFoodPyramid.gov. Evaluation results supported the applicability 

of implementing an obesity intervention that promotes professional 

development for adolescent in low-income communities. Journal 

entries revealed that the intervention, including the use of Rap 

Sessions, motivated attempts to modify heath behaviors, career 

planning, and academic achievement. The knowledge gained from 

the pilot, including identified barriers and enablers, were used to 

develop O.P.T.I.O.N. Out! This proposed implementation model can be 

used to assist in developing adolescent obesity interventions. Further 

research is needed to test the applicability of this model across 

various communities. 

A Social Ecological Approach to Obesity 

Prevention: Children and Families in Appalachian 

and Rural Communities 

Melinda Ickes, PhD, University of Kentucky 

Background: Healthy People 2020 aims to eliminate disparities 

and improve the health of all groups. Unfortunately, within the 

Appalachian region of the U.S., eighty-one percent of the counties 

have been noted to incur higher rates of obesity compared to 

the national average. A social ecological framework is necessary 

to understand the disparity of obesogenic risk in Appalachian 

and rural communities. In addition to genetic factors, lack of 

nutritional knowledge among caregivers, limited access to health 

professionals, fewer opportunities for physical education in schools 

or physical activity in the community, and perceived lack of support 

play a major role in the development of obesity in this population. 

Thus, the Institute of Medicine has expressed an urgent need to 

initiate obesity interventions among diverse groups, which include 

Appalachian and rural communities. Purpose: The purpose of this 

presentation is to review existing obesity prevention and treatment 

interventions targeting children and families in Appalachian and 

rural communities that were published between 1986 and 2011. 

Methods: An extensive literature review was conducted. This review 

was limited to interventions which targeted children or families in 

rural or Appalachian communities. Extracted data included: author/ 

year, age of participants, theoretical framework used, research design, 

primary and secondary outcomes, measures used, description of 

intervention, intervention frequency and duration, and main findings. 

Results: Nine interventions specifically targeted children and five 

targeted families in Appalachian and rural areas. Interventions were 

summarized using a social ecological framework; including behavioral, 

social, and environmental approaches. Most interventions used a nonexperimental 

design (44.9%, n=6), with 35.7% (n = 5) using randomized 

controlled trials and 21.4% (n=3) using a quasi-experimental design. 

Theory was incorporated into some of the interventions (42.9%, n = 

6), with Social Cognitive Theory used most frequently. The duration of 

50% (n=7) of the interventions lasted between one and four months. 

Intervention strategies varied, but included educational components 

(n=13), integrated physical activity (n=4), and peer mentors (n=2). 



It is important to recognize that 85.7% (n = 12) of the interventions 

reported success in some manner (i.e. change in health behavior, 

knowledge, BMI). Conclusion and Implications for Practice: The success 

of the summarized interventions among rural and Appalachian 

communities is quite promising considering the implications this has 

for future obesity prevention and other chronic disease prevention 

efforts. Lessons learned may enhance obesity interventions among 

potentially underserved populations, and further necessitate the need 

to target these at-risk groups. 

Project Healthy Schools: A Social Ecological Approach 

to Reducing Obesity and Long term Cardiovascular Risk 

in Youth 

Jean DuRussel-Weston, RN, MPH, CHES, University of Michigan Health 

System MHealthy 

Ecological models targeting individual, organizational, and community 

levels have become more widespread in health promotion research. 

The interdependency between these various levels highlights 

the importance for developing multi-level interventions to target 

obesity-prevention among adolescents. Project Healthy Schools 

(PHS) a community-University of Michigan collaborative provides 

middle-school-based programming and environmental change to 

reduce childhood obesity and long-term health risks. PHS uses a social 

ecological framework to implement education and promote change in 

school environment/policies. Since 2004, more than 13,612 sixth grade 

students have been reached, and over 2300 consenting for research. 

Presently PHS is implemented in 21 schools including rural, and urban 

schools as well as in economically and cultural diverse populaitons. 

Outcome measures reveal a significant improvement in cardiovascular 

risk factors and healthy behaviors at 4-year follow-up. Lessons learned 

demonstrate effective methods to implement a successful multi-level 

program. PHS targeted community and school-level opinion leaders 

to gain initial support and buy-in while working with school staff, 

food service, and school wellness committees to implement the 10 

week hands on activities, additional recreation activities and promote 

policy change. Parents are reached through a take home education 

packet, school wide family events, and a communication campaign. To 

incorporate community collaboration, PHS partnered with community 

organizations including Farm-to-School, the YMCA, Raquet Up! Detroit 

and AmeriCorps. These partnerships contribute to the sustainability 

plan which includes identifying a school wellness champion, securing 

local resources, and providing consultation and training opportunities 

for school staff. Finally, state-level advocacy has increased program 

visibility and contributed to establishing a policy agenda for obesity 

prevention. Pre-and post data are collected from sixth-grade 

participants and follow-up is done in seventh, eight, and ninth grade. 

Screenings include ht/wt, BMI, 3-minute step test, heart rate, blood 

pressure, a finger-stick for full lipid profile and random glucose. 

Behavioral surveys measure nutritional choices and physical activity. 

PHS has been shown to significantly reduce participants’ cholesterol, 

blood pressure and resting heart rate after the 10 week educational 

program with sustainability to 4 years. PHS has demonstrated efficacy 

as an adaptable model through successful implementation among 

low-income, diverse, and rural school districts. A tool kit for program 

replication has been developed and used by several partner schools. 

Multi-level interventions are an effective and efficient way to promote 

health at the school and community level. Specific attention should 

be paid to lessons learned in previous programs to improve the 

effectiveness of future interventions. 


Expanding the Capacity for School 



Health Promoting Secondary Schools: A Real Community 

Trial (ReaCT) 

Joan Wharf Higgins, PhD, University of Victoria 

Background: There is a paucity of literature addressing translational 

issues of real world school-based interventions for youth physical 

activity and healthy eating. In this presentation, we describe the 

design of Health Promoting Secondary Schools (HPSS)—what we 

have coined as a ‘Real Community Trial’ (ReaCT) intended to gather the 

best available evidence in a high school setting. The purpose of this 

presentation is to describe our version of ReaCT, which borrows and 

blends aspects of a traditional RCT with the principles of communitybased 

research (CBR), informed by recent thinking on ‘coloring 

of epistemologies’ in mixed methods, and translational research. 

Cognizant that it can take up to 17 years for evidence distilled through 

the literature to be taken up in practice, and that “what happens in an 

RCT may, alas, stay in an RCT” (Katz et al., 2011, p. E17), compelled us 

to integrate multiple sources of evidence to expeditiously translate 

our findings by the time our HPSS students turn 17 years old. 

Theoretical Framework: We used Self-determination theory to guide 

our intervention pieces. Broader theoretical frameworks guiding our 

research design include the comprehensive school health and social 

ecological models. Methods: In year 1, we engaged multidisciplinary 

stakeholders and end users to shape the HPSS model and intervention 

pieces. In year 2, grade ten students (n = 455) from ten high schools 

were randomized to the intervention or wait-list control condition. 

Intervention schools were required to deliver a minimal threshold 

of HPSS curricula and policy components during the school year, 

evaluated by multiple quantitative and qualitative standardized, pre 

and post, student and school level outcomes. Specific intervention 

pieces and implementation details were tailored to meet student 

and school needs. Results: We found significant differences and 

relationships in some student level outcomes. Our purpose here, 

however, is to describe student level results, juxtaposed against 

school implementation experiences, to understand the adoption and 

adaptation of HPSS, appreciating that “evidence accumulates around 

the development of effective intervention processes rather than 

around importing specific, fixed intervention protocols” (Trickett et al., 

2011, p. 1412). -Conclusion and implications for practice: In applying 

the principles of CBR to customizing HPSS intervention delivery, we 

maintained sufficient site-by-site standardization of key intervention 

components, process and outcome assessments while tending to 

the calls for local adaptation and ecological validity. We argue that in 

our ReaCT design the phrase ‘principled practices,’ rather than ‘best 

practices,’ best describes our HPSS experience. 

Assessing the Need for Health Education for Classroom 

Teachers Caring for Students with Chronic and Acute 

Health Conditions 

Joan Cowdery, MS, PhD, Eastern Michigan University; Catherine Soderberg, BSN, MS, 

Eastern Michigan University; D. Kay Woodiel, MS, PhD, Eastern Michigan University 

Background: It is typical for schools to not have a school nurse in the 

building. Even where school nurses are available, the school nurse 

to student ratio is much larger than the recommended one school 

nurse for every 750 students. For example, Michigan has the highest 

school nurse-to-student ratio in the United States with an estimated 

one school nurse for every 4,836 students (NASN, 2009). Children 

with common health issues are frequently assigned to general 

education classrooms. It is therefore necessary for classroom teachers 

to understand the most common illnesses and conditions in their 

classrooms in order to meet the educational, emotional and social 

needs of their students. Teachers, receive very little, if any formal 

33


health education on illnesses in children. Research has shown that 

60% of teachers do not receive any academic training in chronic health 

issues and receive most of their health information from school nurses, 

parents and ill students (Clay et. al., 2004). Theoretical Framework 

and Methods: This study utilized a cross-sectional, quantitative 

47-question survey developed utilizing tenets of the Social Cognitive 

Theory to assess teacher’s knowledge and comfort level regarding 

various classroom health issues. Comfort level address both, having 

students with health conditions in their classes and providing care for 

students with acute and chronic health conditions. The survey was 

sent, via inter-school mail, to 115 teachers, 60 preschool/elementary 

teachers and 55 secondary teachers in a Midwestern public school 

system. Results: The results of this study show that there is both 

a knowledge deficit and a low comfort level in providing care, 

particularly emergency care for students with health conditions. 

Areas of professional development focus, such as food allergies, show 

both a higher knowledge and comfort level than other areas. Overall, 

29% of the respondents had any academic health courses in their 

collegiate education programs and only 60% of respondents have had 

any health-based professional development while on the job. Of the 

elementary participants, 42.3% had previous academic health courses 

compared with only 17.2% of secondary teachers. Further, 84.6% of 

the elementary teachers had previous professional development in 

health compared to 37.9% of the secondary teachers. Conclusions and 

Implications: The results of this study demonstrate the need for health 

education regarding children’s health issues, among both elementary 

and secondary classroom teachers in both teacher education 

programs and as a component of ongoing professional development. 

Developing and Sustaining a School-Based Wellness Team 

Michael Fagen, PhD, MPH, University of Illinois at Chicago; Karen Bradley, MEd, 

Dawes Elementary School; Lynn Hyndman, MAT, Dawes Elementary School; 

Stephanie Abudayeh, MME, Dawes Elementary School; Aimee Crow, MD, 

Evanston Hospital 

A 2004 congressional mandate required all schools receiving 

federal funds for free and reduced priced food subsidies to adopt 

wellness policies within two years addressing nutrition education, 

food offerings, and physical education. School districts typically 

created these wellness policies and tasked individual schools 

with implementing their provisions. Most policies encouraged 

the formation of school-based wellness teams comprised of 

administrators, teachers, and parents. Such teams have proliferated as 

a result, though little has been published about how to develop and 

sustain them. This presentation aims to fill that gap by (1) describing 

the work of a successful elementary school wellness team and (2) 

providing corresponding replication strategies. Dawes Elementary 

is a Kindergarten through fifth grade school located in a racially and 

socio-economically diverse near-Chicago suburb. The presenters 

launched its wellness team in fall 2006, facilitated by several factors: 

(a) the presence of a school garden and associated classroom-based 

nutrition education lessons; (b) parents with expertise in school 

health promotion and obesity prevention; and (c) principal support. In 

addition, several team members serve on the school district’s wellness 

council, and thus are familiar with the district’s policy and approach 

to guiding school-based implementation. The wellness team started 

by creating a mission and vision statement emphasizing a holistic 

approach to school wellness that integrates student-, staff-, and 

family-centered activities. This statement has two important purposes: 

(1) it creates a shared understanding of the team’s philosophy toward 

wellness policy implementation, and (2) it provides an ongoing 

framework for deciding which activities to develop, maintain, revise, or 

drop. Based on this foundation, the team has undertaken a number of 

initiatives including after-school physical activity programs, in-school 

cooking classes, and improvements to in-class snack offerings. 

Concurrently, the team’s representatives on the district council ensure 

that Dawes complies with policy provisions. For example, the council 

requires all schools to conduct an annual wellness inventory and 

use resultant data to address gaps in their policy implementation 

approaches. Dawes has used this annual evaluation to (a) increase 

its wellness-related staff activities and (b) promote diversity of its 

wellness team membership. A core group comprised of the principal, a 

teacher, the school garden coordinator, and several parents has served 

on the wellness team since its inception. While many other teachers 

and parents have cycled on and off the team, this continuity promotes 

both sustainable initiatives and achievement of the team’s ultimate 

goal: weaving wellness into the fabric of Dawes school. 


Training the Public Health Workforce 


Ensuring the Future of Public Health: 

Contributions Towards Educating and Training 

the Public Health Workforce 

Sharrice White-Cooper, MPH, CDC ; A. Brittany Curtis, CDC ; Antonia Spadaro, EdD, 

RN, CDC; Jo Anne Grunbaum, EdD, CDC 

Introduction: In 2003, the Institute of Medicine (IOM) released 

recommendations for improving public health professional education, 

training, research and leadership. The IOM recommended that public 

health professionals need to attain knowledge and skills beyond 

the traditional core public health competencies (i.e., epidemiology, 

biostatistics, etc.) and enhance proficiency in eight content areas: 

communication, community-based participatory research (CBPR), 

cultural competence, ethics, genomics, global health, informatics, 

and policy and law. The CDC’s Prevention Research Centers (PRC) 

Program is a network of academic-community partners who conduct 

applied public health research using community-based participatory 

approaches. The 37 PRCs are located in schools of public health or 

medicine and many develop, implement, or support education and 

training programs for students, faculty, public health professionals, 

and community leaders, external to their school’s core curriculum. This 

presentation describes the PRCs’ training activities and knowledge and 

skills imparted to the public health workforce. Methods: Data on the 

number of formal training programs conducted in 2010 were collected 

through web-survey. Descriptive statistics were calculated using MS 

Access. In addition, a selection of PRC training programs (n= 99) were 

qualitatively reviewed to assess the most common audience types, 

training formats, and subject matter. Whether trainings addressed any 

of the eight content areas recommended by the IOM report were also 

identified. Results: In 2010, the PRCs implemented over 100 formal 

training programs and trained over 9,000 people. Key audiences 

trained included public health employees (n = 2,888), community 

members (n = 1,140) and health care practitioners (n = 443). Half of 

the training programs that were qualitatively reviewed addressed at 

least one of the eight content areas recommended in the IOM report. 

Communication, cultural competence, CBPR, and policy and law were 

the most common. Many of the training programs extended beyond 

the scope of the IOM topic areas and focused on grant writing, use 

of logic models, and evaluation research and often incorporated 

fieldwork opportunities for trainees. Public health significance: Results 

suggest that PRCs have an extensive reach and access to public health 

professionals and other key partners. Many of the centers’ training 

programs addressed content areas recommended by the IOM report. 

Since PRCs bridge academic study and practical application of health 

promotion and disease prevention, they are uniquely positioned to 

serve as a resource for public health education and training. 



The TRAIN Learning Management System & Competency- 

Based Training—The Future of Public Health Education 

and Promotion? 

Ilya Plotkin, MA, Public Health Foundation; Kathleen Amos, MLIS, Public 

Health Foundation 

Public Health Foundation (PHF) (www.phf.org) is a national nonprofit 

501c(3) organization whose mission is to improve the public’s health 

by strengthening the quality and performance of public health 

practice. In 2003, PHF developed the TRAIN (www.train.org) learning 

management system in response to requests for training that would 

efficiently prepare the public health workforce and allow the tracking 

of training. TRAIN is an evolving solution to public health workforce 

needs that ensures continued access to high-quality training across a 

variety of web-based, classroom-based, and physical carrier formats. 

A rapidly expanding community of over 525,000 learners is supported 

by collaborative partnerships between public health organizations 

and agencies; state, tribal, local, and territorial health departments; 

and funding organizations. Currently, 21 states and three national 

organizations (Centers for Disease Control and Prevention (CDC), 

Medical Reserve Corps (MRC), and CDC’s Division of Global Migration 

and Quarantine) participate as TRAIN affiliates (organizations who 

have elected to purchase a TRAIN partner portal); however, TRAIN is 

available to all public health professionals at no cost. TRAIN provides 

public health professionals with a venue to manage training across 

formats in one centralized location and to easily obtain educational 

materials on current topics and important trends in public health. 

Therefore, TRAIN helps promote the formulation of a prepared and 

ready public health workforce. Providers of training, meanwhile, can 

utilize TRAIN to promote trainings and courses to the wide audience 

of public health professionals using TRAIN and join a network of 

over 4,000 providers already posting trainings and courses to TRAIN. 

TRAIN’s community model encourages stakeholders to operate 

collaboratively and to promote opportunities that allow public 

health goals to be met. Recognizing the value of competencybased 

professional preparation for providing effective public 

health services, public health competency sets, such as the Core 

Competencies for Public Health Professionals (Core Competencies; 

www.phf.org/corecompetencies), have been incorporated into TRAIN 

and additional sets can be added in the future. Developed by the 

Council on Linkages Between Academia and Public Health Practice, 

the Core Competencies are a consensus set of competencies for the 

broad practice of public health and are used within academic and 

practice organizations across the country. The Core Competencies 

are structured in tiers, describing knowledge and skills desirable at 

three career stages (entry level, program management/supervisory 

level, and senior management/executive level), and offer public health 

professionals and organizations a starting point for understanding 

workforce needs and determining opportunities for professional 

training. Having the Core Competencies integrated into TRAIN 

enables public health professionals to directly search for courses that 

address specific competency development needs and providers of 

training to indicate to potential learners which of their courses may 

be of benefit in meeting those needs. Through these features, TRAIN 

supports the needs of health departments and organizations to 

promote competency-based training for public health professionals. 

This session will show how TRAIN operates as a venue for public health 

professionals to access thousands of trainings. PHF will outline how 

the Core Competencies for Public Health Professionals connect to 

training and demonstrate how TRAIN utilizes the Core Competencies. 

Furthermore, PHF will explain how TRAIN’s community model helps 

disseminate trainings across jurisdictional lines, thereby minimizing 

costs, improving economies of scale, and preparing public health 

education for the future. 

Training the Public Health Workforce: The Golden Rules 

to Designing Online Courses 

Don Chaney, PhD, MCHES, University of Florida; Mindy Menn, MS, University of 

Florida; Beth Chaney, PhD, MCHES, University of Florida; Michael Stellefson, PhD, 

University of Florida 

Numerous national entities, such as the Institute of Medicine and 

the U.S. Department of Health and Human Services, have called for 

an increase in training the public health workforce. As agencies, 

organizations, college, and universities strive to meet this challenge, 

one thing is clear. Students and professionals are seeking online 

courses more than ever before to meet their educational needs. The 

purpose of this presentation if twofold: (1) the authors will explain why 

more professionals are seeking online courses; and (2) the authors will 

present a series of best practices in developing online public health 

education courses. This presentation will frame the best practices 

around the learner-centered Contextual Relative Model to designing 

online courses. High-quality online courses and programs are essential 

to training the future public health workforce and provide a means to 

enhance the training of the existing workforce. This will presentation 

will enable the attendees to better design online courses and training 

materials in public health education. 


Improving the Outcome of Policy 

Advocacy Efforts 


Having a Policy is Not Enough: Lack of Awareness, 

Implementation, and Enforcement of School 

Wellness Policies 

Bonni Hodges, PhD, SUNY Cortland; Donna Videto, PhD, SUNY Cortland; Aimee 

Greeley, MS, SUNY Cortland; Amber Earl, BS, SUNY Cortland 

Background: Schools, microcosms of the communities they 

serve, function as worksites, community gathering venues, and 

environments in which youth learn. As such they are prime sites for 

social ecological approaches to improving the health of communities. 

As part of building an assets and needs profile for high needs school 

districts involved in an ecological-based school health systems 

change project the comprehensiveness, strength, implementation, 

enforcement of their wellness policies; as well as awareness of the 

policies by school staff, parents/guardians, and community members 

was investigated. Theoretical Foundation: The project is grounded in 

Bronfenbrenner’s Ecological Systems Theory (1979); and the assets and 

needs assessment was guided by Precede-Proceed (Green & Kreuter, 

2005). Methods: Comprehensiveness and strength of the policies were 

assessed using the Yale Rudd Center’s Wellness School Assessment 

Tool (WellSAT). Implementation, enforcement, and awareness 

were assessed through key informant interviews (n=73) and focus 

groups (n=23) with school personnel, parents, and members of the 

communities served by the school districts. Results: Data suggested 

that while the quality of the wellness polices ranged from good to 

poor, there was only partial implementation and poor enforcement 

across districts. Common barriers to implementation and enforcement 

included lack of awareness and poor communication about the policy; 

lack of “buy-in” by school personnel, parents/guardians, and the 

wider community; lack of administrative leadership; and a perceived 

lack of self-efficacy around enforcement given community norms. 

Conclusion: The ability of wellness policies to improve health and 

health behaviors is negatively impacted by lack of awareness, and 

poor implementation and enforcement. Implications for practice: 

Community and school health educators need to work together to 

advocate for improved awareness, implementation, and enforcement 

of school wellness policies. Strategies for improving efficacy of 

implementation and enforcement, and the potential for communityschool 

partnerships in changing community norms will be discussed. 

35


Health Education: A Missing Component of Policy, 

System, and Environmental Change Strategies Seeking To 

Reduce CVD Risks Among At-Risk Populations in 

Los Angeles County 

Brenda Robles, MPH, LA County Department of Public Health; Lisa Smith, MS, 

DrPH, LA County Department of Public Health; Tony Kuo, MD, MSHS, LA County 

Department of Public Health 

Background: In conjunction with the Communities Putting Prevention 

to Work initiative that has sought to create health equity among the 

nation’s most underserved through policy, system, and environmental 

change (PSE) strategies that seek to make healthy choices the easy 

choice, local efforts are now under way in Los Angeles County 

to improve eating behaviors among the region’s populations 

disproportionately affected by obesity and other cardiovascular 

risk factors (CVD). However, little is known on the readiness of this 

population’s ability to change and the factors that can influence 

both their individual and community decisions to accept or reject 

prevention interventions. To ensure the success of interim and future 

planning of disease prevention efforts in the region, we examined 

the readiness and skills in adopting healthy eating behaviors among 

ethnically diverse groups targeted by these local PSE interventions. 

Theoretical Framework: Given that local PSE interventions seek to 

improve health outcomes among high risk groups by addressing the 

complex intra-interpersonal and community level (e.g., institutional, 

public policy) pathways that deter targeted groups from eating 

healthy, variable inclusion for statistical analysis was guided by a logic 

framework based on the socio-ecological perspective. Hypothesis: 

We hypothesized that demographic characteristics, obesity status, 

and self-efficacy in engaging in healthy behaviors are predictors of 

fruit and vegetable consumption and other eating behaviors among 

at-risk groups. Methods: We conducted a targeted cross-sectional 

health assessment of low-income adults that collected measured 

height and weight, waist circumference, blood pressure; self-reported 

dietary and physical activity behaviors; self-efficacy for healthy eating 

and exercise; and socio-demographic information. Comparative 

analyses examined racial and economic health disparities in CVD 

risk factors. Results: Latinos was found to be 4.4 times and blacks 2.3 

times more likely than whites to be overweight or obese. Females and 

participants who reported high self-efficacy in reading nutrition labels, 

respectively, were 1.5 times and 2.5 times more likely to consume 4+ 

fruits and vegetables per day. Conclusion: While PSE focused initiatives 

are on the right trajectory for promoting healthier eating behaviors, 

our study findings suggest that these interventions can be augmented 

if employed in conjunction with more traditional public education 

activities to improve self-efficacy. Implications: In addition to PSE 

efforts, future public health efforts should engage and empower 

at-risk communities and individuals to take advantage of available 

resources for their health through community education/support 

service best practices that have been shown to improve knowledge, 

awareness, and confidence level in adopting healthy behaviors. 

Return on Investment Analysis as Evidence for Advocacy 

Alberto Cardelle, PhD, MPH, East Stroudsburg University; Cynthia Bigley, MBA, MPH, 

East Stroudsburg University 

Background: In times of economic downturns and public sector 

cutbacks, public health services are targeted for reductions or 

complete elimination as an expedient approaches to balance budgets. 

The challenge emerges in identifying the benefits of public health 

programs, specifically health education programs given their invisible 

impacts. Historically, the true costs of public health programs as 

well as their true benefits have not been measured. However in 

order to sustain funding for public health programs,” it is necessary 

to show that this access is not just the socially the right thing to do 

but also that it makes good financial sense.” Theoretical framework: 

This paper presents the use of Return on Investment (ROI) analysis 

in two different scenarios to demonstrate the potential positive 

financial investment that public health entails. In the past, ROI was 

typically reserved for the business world. Today, ROI is becoming more 

common within public health and health care. ROI can be extremely 

beneficial in documenting the value of public health programs, 

especially when determining how to best utilize limited resources. 

While there are a few slight variations of the ROI methodology, they 

all involve the return divided by the investment. This result can be 

expressed as a percentage or a ratio (ROI = RETURN/INVESTMENT X 

100). Ultimately ROI is a strong measure of accountability. It answers 

the question “Is there a financial return for investing in this program?” 

Methods: The paper is based on the data collected throughout the 

process of using of ROI research in two different situations, one to 

promote the establishment of a local public health department, and a 

second in an advocacy effort to restore funding to diabetes prevention 

programs. Results: The paper shows the specific research methodology 

carried out, the strategy used to determine the best way to present 

the data, the marketing approach for the research results and finally 

the overall impact of the effort. In both scenarios the ROI has a) been 

successful in capturing the immediate attention of the policymakers, 

b) been able to attract attention to the negative impact of the 

cutbacks, c) been successful in attracting nontraditional public health 

actors and advocates because of its economic logic. Implications: The 

paper concludes with a discussion on the most appropriate conditions 

for the use of ROI analysis as an advocacy tool, and the key steps in 

determining its application. 

10:15 AM—11:00 AM 

Plenary Session III 


Elizabeth Fries Health Education Award 

Presentation & Lecture—What Does it Mean to Be 

Pragmatic? Opportunities and Challenges for 

Pragmatic Approaches 

Russell Glasgow, PhD, National Cancer Institute 

Dr. Glasgow will present a rationale for why pragmatic approaches 

may help to more rapidly close the gap between research and 

practice. He will summarize major developments and examples in 

both pragmatic trials and pragmatic measures, and then discuss 

implications and opportunities for research, policy and practice. 

11:00 AM—11:45 AM 

Plenary Session IV 


SOPHE 2012 Honorary Fellow Lecture—Health 

Education 2.0: The Next Generation of Health 

Education Practice 

Jonathan Fielding, MD, MPH, LA County Department of Public Health 

Dr. Jonathan Fielding will speak to his vision for public health 

education. He will describe the challenges in health education 

and discuss strategies to overcome them. Recognizing that health 

education cannot single-handedly improve health, he will emphasize 

the importance of strategic multi-sectoral engagement to improve 

population health. 



1:15 PM—2:15 PM 

Plenary Session V 


Educators and Environment: Promoting Health 

Richard J. Jackson, MD, MPH, University of California—Los Angeles 

Health Educators know the determinants of health, including those 

that are social, economic and educational. But there is another 

powerful determent, the environment, that is often ignored because 

it seems immutable. It is not. In epidemiology, when everyone 

develops the same illness about the same time, it is almost inevitably a 

“common source epidemic” that has its origin in the environment. Our 

society is confronting a crush of chronic diseases including obesity, 

diabetes and depression. These too have environmental origins, 

often in the built environment. Dr. Jackson will discuss ways the built 

environment can aggravate or ameliorate health risks. Creating places 

to promote health does not just happen; it takes attention and work. 

2:30 PM—5:30 PM 

Post-Conference Workshop 


NCHEC Item Writing Workshop: Acquire Skills to 

Enhance Research, Evaluation, and the Health 

Education Profession 

Melissa Rehrig, MPH, MCHES, NCHEC; Jim McKenzie, PhD, MCHES, Penn State 

University—Hershey; Jacquie Rainey, DrPH, MCHES, University of Central Arkansas; 

Dianne Kerr, PhD, MCHES, Kent State University; David Brown, PhD, MCHES, 

Jackson State University 

Background: Learning to write valid and reliable exam items is a 

vital skill for the health education specialist practicing in any setting 

(academic, community, worksite, school, and medical). Such items are 

used by health education specialists to evaluate and conduct research 

about health-related knowledge. The National Commission for Health 

Education Credentialing, Inc. (NCHEC) has been offering the Certified 

Health Education Specialist (CHES) examination since 1990 and the 

Master Certified Health Education Specialist (MCHES) examination 

since 2011. During this time, it is has been the responsibility of 

NCHEC’s Division Board of the Certified Health Education Specialist 

(DBCHES) in partnership with Professional Examination Services 

(PES) to create the items that appear on the examinations. Methods: 

It is now time that the development of examination items become 

more transparent and that the health education profession have 

the opportunity to become involved in the process. Therefore, the 

purpose of this workshop is twofold. The first is to enhance the 

knowledge and skills of the participants on test item development, 

construction, and evaluation. Participants will learn the guidelines 

used to write exam questions and what constitutes a “good” question. 

These newly acquired skills can be generalized to a variety of health 

education programming to enhance the rigor of research and 

evaluation. And, the second is to increase the item pools for both the 

CHES and MCHES examinations. Specific information will be provided 

concerning the process by which test items are validated and placed 

into the appropriate Responsibility and Competency for the CHES and 

MCHES examinations. 

37

Poster Presentations 

* Denotes Poster Promenade 

1. SOPHE-AAHE Merger: Collaborating to 

Strengthen the Health Education Profession 

M. Elaine Auld, MPH, MCHES, CEO of SOPHE 

and SOPHE & AAHE Leaders 

2. The State of SOPHE Chapters 2012 

David Brown, EdD, MCHES, SOPHE, Jackson State Univeristy 

3. SOPHE Competency-Based Technical Assistance 

Toolkit: Organizational Development 

to Address Health Disparities 

Nicolette Warren, MS, MCHES, SOPHE 

4. SOPHE Collaboration and Partnership with 

the Turkish Ministry of Health, Department 

of Health Promotion: Initial Initiatives to 

Promote the Health of the Turkish Citizenry 

Carl I. Fertman, PhD, MBA, MCHES, University of Pittsburgh 

5. Behavioral Intention to Use IMCI in Professional 

Practice among Medical School Students in Ecuador 

Alisha Hayden, MPH, CHES, University of Texas 

6. Health, Early Marriage, and Quality of Life Issues 

among Young Roma Women in Romania: A Social 

Ecological Approach to Community Building 

Meagan Young, MPH(c), BSEd, CHES, Baylor University 

7. * Community Resources for Adolescent 

Pregnancy Prevention in Baltimore, Maryland: 

A Mixed Methods Community Assessment 

Alice Ma, BA, The University of North Carolina at 

Greensboro and 2011–12 SOPHE Fellow 

8. Implementation and Evaluation of Pre- 

Season Heat Acclimatization Strategies in 

U.S. High School Football Programs 

Zachary Kerr, MPH, MA, University of North Carolina 

at Chapel Hill and 2011–12 SOPHE Fellow 

9. Promoting Health Behaviors in the School Setting: 

Findings Across Five Cohorts of MIKE Program 

Laura M. Pagenstecher, MS, Pacific University 

10. * Questions of Indian Adolescents About Menstruation 

Vikas Chothe, MD,CARC College, Akurdi/ MUHS University, 

Nashik (India) 

11. Evaluating the Impact of a School-Based Intervention 

for Depression on Academic Functioning 

Andrea Palmieri Hempstead, BS(c), DePaul University 

12. Reciprocity in Academic-Health Department 

Collaborative Relationships 

Elizabeth M. Neri, MPH, CDC 

13. * The Role of Social Capital in Reducing 

HIV Risk Behavior among Youth 

Maranda Ward, MPH, The George Washington 

University and 2011–12 SOPHE Fellow 

14. A Multi-Site Study on the Knowledge, 

Attitudes, Beliefs, and Practice (KABP) of 

Child-Dog Interactions in Rural China 

Jiabin Shen, MEd, University of Alabama, 

Birmingham and 2011–12 SOPHE Fellow 

15. A Theory-Based Investigation of Weight Change 

and Nutrition Behaviors Among College Students 

Kimber Dillon, MPH, BSEd, Baylor University 

16. Development of a College Student Mistrust 

of Health Care Organizations Scale 

Jagdish Khubchandani, PhD, MPH, CHES, Ball State University 

17. Using the Residence Halls as a Living 

Classroom: A Public Health-Residence Life 

Collaboration for Student Learning 

Deb Risisky, PhD, Southern Connecticut State University 

18. Assessing Undergraduate Students’ Perceptions 

and Misperceptions Regarding Health 

Educators’ Roles and Responsibilities 

Mindy Menn, MS, CHES, University of Florida 

19. The Availability and Accessibility of Male Condoms 

within a Two-Mile Radius of a University Campus 

Anne S. Wilson, BA, MS(c), University of Kentucky 

20. A Social Ecological Approach to the Creation 

of a “Health Promoting University” 

Chrystyna Kosarchyn, PhD, CHES, Longwood University 

21. * Empirical Testing of Social Cognitive 

Theory in Predicting the Impact of Mothers 

on Determinants of Pediatric Obesity 

Adam Knowlden, CHES, MBA, MS, University of Cincinnati 

22. Diet and Physical Activity Counseling: 

Physicians’ Practices and Perceptions 

Jagdish Khubchandani, PhD, MPH, CHES, Ball State University 

23. The Impact of Nutritional Knowledge on Food Choices 

Victoria Zigmont, MPH, The Ohio State 



Poster Presentations 

24. * A Social-Ecological Analysis of Obesity 

Interventions in the United States 

Diane Hamilton-Hancock, PhD, MS, BS, Western Illinois University 

25. The Meade Activity Center (MAC) Project: Process 

Evaluation Results from a Rural Community 

Coalition’s Physical Activity Intervention 

Kristi M. King, PhD, CHES, University of Louisville 

26. Piloting a Picture-Based Evaluation Method 

for Minnesota Supplemental Nutrition 

Assistance Program Education (SNAP-Ed) 

Abby Gold, PhD, MPH, RD, University of Minnesota Extension 

27. * Our Common Thread: Integrating Social 

Support into Bariatric Surgery Preparation 

Tracy Nakamura, MPH(c), San Jose State University 

28. Using Cognitive Anthropology to Inform 

Intervention Design: An Example Using Nutrition 

Education for Diabetes Self-Management 

Elizabeth Lynch, PhD, Rush University Medical Center 

29. A Mixed Methods Approach to Food Safety Knowledge 

and Practices in Hispanic Families in Nebraska 

Julie Albrecht, PhD, RD, University of Nebraska—Lincoln 

30. * Body Weight and the Role of Working 

Conditions in Lower Income Workers: A 

Qualitative Participatory Investigation 

Nicole J. Champagne, EdD, University of Massachusetts Lowell 

31. ACHIEVE: The Benefits of State Health Department 

Technical Assistance for Communities 

Ann Ussery-Hall, MPH, CHES, NACDD 

32. Addressing Health Literacy: Photo-Voice Revisited 

Pamela Terry, PhD, CHES, CADP, ICPS, FASHA, American 

Public University/ Western Illinois University; Lorette 

S. Oden, PhD, MBA, Western Illinois University; Hal 

Marchand, PhD, Western Illinois University 

33. * Racial/Ethnic Disparities of HRQOL 

Among U.S. Adult Self Reported Diabetic 

Patients from NHANES 2001-2008 

Lu Zhang, BA, MPH(c), Louisiana State 


34. Establishing Validity and Reliability of a Scale for 

Measuring Safer Sex and Sexual Communication 

Behaviors among African Immigrants Based 

on Health Belief Model and Acculturation 

Matthew Asare, PhD, CHES, Northern Kentucky University 

35. Re-Examining the Sexual Content of 

Minority Preferred Magazines 

Brian C. Gordon, PhD, MCHES, The University of Alabama 

36. * Sustainable Wellness Interventions: A Program 

Developed for Underserved Women in New 

Orleans, LA Applying the Social Ecological Model 


37. Predicting Health-Related Quality of Life 

Among Young Mothers Based on Social Support 

Theory and Cohabitation Status Using the 

2009 California Health Interview Survey 

Kashika Sahay, BS, MPH(c), Emory University 

and 2011–12 SOPHE Fellow 

38. Childbearing Decision Making of Women 

Living with HIV/AIDS (WLHA) in Nigeria: 

A Social Ecological Approach 

Yewande A. Sofolahan, MS, Pennsylvania State University 

39. Macro-Level Modifiable Variables 

Affecting Breastfeeding Rates 

Beth Lanning, PhD, MCHES, Baylor University 

40. Improving Safety and Health Practices of 

Reproductive Age Female Farmworker of Florida 

Jose Tovar, MA, Farmworker Association of Florida 

41. Working Together for Patient Care: Increasing 

Access to Mammography Screenings 

Among Diverse Populations Through the 

Use of the Social Ecological Model 

Isabel Quinonez, MPH, Ravenswood Family Health Center; 

Vania Garcia, CMA, Ravenswood Family Health Center 

42. A New Frontier for Health Education: The 

Critical Value of Knowledge of Genomics 

Diagnostics by Cancer Survivors 

Nelson Atehortua, MD, MPH, DRPH, MCHES, 

FRSPH, University of the Sciences 

43. A Quantitative Analysis of Hepatitis C 

Virus Transmission & the Perception 

Among Local Tattoo Artists 

Patty Woodward, EdD, California State University, Sacramento 

44. Understanding the Role of Attachment 

Theory to Prevent Traffic-Related Injuries 

Elaine M. Murphy, MS, Old Dominion University 

and 2011–12 SOPHE Fellow 

39

Poster Promenade & Poster Abstracts 

Poster Promenade 


12:00 PM—1:00 PM 

The Poster Promenade highlights nine selected posters that have been 

grouped into three categories. Each group will provide a 45-minute 

guided discussion tour of three posters. Choose one group based on 

your topic of interest in which to participate as you enjoy your lunch. 

(Credits for CHES, MCHES & CPH provided.) 

Child & Adolescent Health 

Moderator: Jagdish Khubchandani, PhD, MPH, MBBS, Ball 

State University 

• Poster #7—Community Resources for Adolescent Pregnancy 

Prevention in Baltimore, Maryland: A Mixed Methods 

Community Assessment 

• Poster #10—Questions of Indian Adolescents about Menstruation 

• Poster #13—The Role of Social Capital in Reducing HIV Risk 

Behavior Among Youth 

Health Disparities 

Moderator: Janette Helm, MA, RN, MCHES, Saint Vincent Hospital 

• Poster #30—Body Weight and the Role of Working Conditions in 

Lower Income Workers: A Qualitative Participatory Investigation 

• Poster #33—Racial/Ethnic Disparities of HRQOL Among U.S. Adult 

Self-Reported Diabetic Patients from NHANES 2001-2008 

• Poster #36—Sustainable Wellness Interventions: A Program 

Developed for Underserved Women in New Orleans, LA Applying 

the Social Ecological Model 

Obesity 

Moderator: Nelson Atehortua, MD, PhD, MPH, University of 

the Sciences 

• Poster #21—Empirical Testing of Social Cognitive Theory in 

Predicting the Impact of Mothers on Determinants of Pediatric 

Obesity 

• Poster #27—Our Common Thread: Integrating Social Support into 

Bariatric Surgery Preparation 

• Poster #24—A Social-Ecological Analysis of Obesity Interventions 

in the United States 

Poster Abstracts 

1. SOPHE-AAHE Merger: Collaborating to 

Strengthen the Health Education Profession 

M. Elaine Auld, MPH, MCHES, CEO of SOPHE and SOPHE & AAHE Leaders 

SOPHE and AAHE leaders continue to make exciting progress in 

aligning their organizational resources to create a stronger voice for 

the health education profession. 

Since 2008, leaders from the two groups have conducted regular 

conference calls, met face-to-face four times, and participated in 

dialogues with each organization’s respective members about the 

strategic realignment and vision for the future. Among the benefits of 

the proposed organizational convergence are the potential to create 

the largest international, independent organization representing some 

8,000 or more health educators; expanding the diversity of programs 

and services to meet members’ needs; attracting a larger attendance 

at annual meetings for disseminating the latest health education 

research and practice; maximizing health educators’ collaboration 

at the state/local levels for continuing education and advocacy; 

more efficient use of volunteers’ time and expertise; and improved 

economies of scale within a single organizational infrastructure. 

A significant milestone was reached in fall 2011 when the Board of 

Governors of the American Alliance for Health, Physical Education, 

Recreation & Dance (AAHE’s parent organization), voted unanimously 

to approve AAHE’s release from the Alliance. The period of 

organizational transition will extend to May 1, 2013. 

In the interim, AAHE and SOPHE have convened three task forces 

on publications, awards, and student engagement to recommend 

key aspects of AAHE’s legacy that could be integrated into SOPHE. 

Member feedback will continue to be solicited through conferences, 

webinars, newsletters, and other forums for input on the movement 

toward a stronger, unified leadership for the health education 

profession. For more information, we invite you to review the 

“Frequently Asked Questions” and “Testimonials of SOPHE and AAHE 

Leaders” about this exciting development (see www.sophe.org). 

2. The State of SOPHE Chapters 2012 

David Brown, EdD, MCHES, SOPHE, Jackson State Univeristy 

SOPHE’s 19 official chapters represent approximately 2,000-health 

educators residing in more than 30 states and regions of the United 

States, western Canada, and northern Mexico. Since the first chapter 

(National Capital Area) was recognized in 1962, chapters are engaged 

in addressing local and timely topics through their professional 

development and continuing education activities, advocating for 

public policies conducive to health, and building partnerships with 

other organizations in their states/regions. They also provide an 

important training ground for future leaders in disease prevention 

and health promotion. SOPHE chapters must meet requirements for 

National SOPHE recognition, but maintain their own independent 

governing boards, member dues, programs and benefits structure. 

Many attract and serve a vibrant student population through the 

offering of scholarships and mentoring programs. Find out how you 

can become involved and grow personally and professionally by 

being involved with an established chapter or creating your own local 

SOPHE chapter. 

3. SOPHE Competency-Based Technical Assistance 

Toolkit: Organizational Development to Address 

Health Disparities 

Nicolette Warren, MS, MCHES, SOPHE; Nandi Marshall, MPH, CHES, DrPH(c), 

Georgia Southern University; Swati Raychowdhury, PhD, MPH, Walden University; 

Cassandra Arroyo, PhD, Walden University ; Cheryl Hergert, MPH, SOPHE, Northern 

California Chapter; Carol Wahpepah, MS, Intertribal Friendship House; Valarie 

Bluebird Jernigan, DrPH, Oklahoma State University; Robert Rinck, MPH, San Jose 


In the world of public health education practice, many of those 

charged with conducting assessments, planning, implementing 

and evaluating programs, developing training and establishing 

partnerships are not professional educators. Nor do they have 

specific expertise in selecting the appropriate steps and material to 

conduct the expected work. The information contained in the SOPHE 

Competency-Based Technical Assistance Curriculum (CTAC) Toolkit 

may prove to be of help to those involved in collaborative communitybased 

interventions, strategies and approaches. This session 

will discuss the SOPHE Competency-based Technical Assistance 

Curriculum (CTAC) Toolkit. The SOPHE CTAC for Organizational 

Development to Address Health Disparities Toolkit supports a national 

framework to eliminate health disparities and promote health equity 

through capacity building. This session will help participants address 

health disparities based on health education competencies for 

conducting assessments, planning, implementing and evaluating 

programs, developing training and establishing partnerships. 

Participants will gain solid content knowledge for selecting the 



appropriate steps and material to conduct the expected work. 

Participants will learn specific techniques to utilizing the curriculum 

toolkit for collaborative community-based interventions, strategies 

and approaches. During this interactive session, participants will be 

challenged to explore the conceptual framework to aid organizations 

and community leaders in assuring that the community interventions 

are evidence-based strategies and approaches for successful 

collaborations. This is a “must have” session for organizational leaders 

and health educators. Interactive group exercises during the session 

will concentrate on how to use the curriculum toolkit. This session 

elaborates the essential components of process and outcome 

evaluation that focus on the development and implementation 

of appropriate technical assistance training and capacity building 

activities to meet the learning objectives and assess the effectiveness. 

By the end of the session, participants will have the right “tool” for 

carrying out health education competencies activities to address 

health disparities. 

4. SOPHE Collaboration and Partnership with the 

Turkish Ministry of Health, Department of Health 

Promotion: Initial Initiatives to Promote the 

Health of the Turkish Citizenry 

Carl I. Fertman, PhD, MCHES, University of Pittsburgh; Kağan Karakaya, MD, Turkish 

Ministry of Health 

The health status of the Turkish population has improved significantly 

over the past few decades, accompanying improvements in the 

scale and functioning of the Turkish health-care system. Under the 

2003 Turkish Health Transformation Program which includes the 

implementation of Universal Health Insurance, impressive progress 

has been made in expanding financial protection to the population 

through expansions in the breadth and depth of health insurance 

coverage combined with service delivery reforms to improve 

equity in access to health services. Health expenditures have also 

increased in the past decades commensurate with income increases. 

Nonetheless, the national government in Turkey faces important 

challenges in further improving the health status of the population 

and enhancing the efficiency of the health system. Life expectancy in 

Turkey remains lower than in any European country, and infant and 

maternal mortality remain higher. Smoking rates for the Turkish adult 

male population (age 15 and above) is declining but still a concern. 

Technological and lifestyle changes which encourage unhealthy diets 

and reduction in physical activity in the population, which in turn 

trigger obesity and chronic diseases, are likely to continue. In 2008 

the Turkish National Ministry of Health established the Department 

of Health Promotion. The Department is using a social ecological 

approach as the foundation for its programs and initiatives. This 

session provides an overview of the three initial Department of Health 

Promotion initiatives: smoking policy, health promotion campaigns 

and workforce development. Presented is the development and 

implementation of the initiatives including challenges and formative 

evaluations. Highlighted is SOPHE’s collaboration and partnership 

with the Department‘s workforce development initiative that involves 

the SOPHE textbook—Health Promotion Programs From Theory to 

Practice. Discussed are potential health promoting collaborations and 

partnerships with the Department of Health Promotion and SOPHE as 

well as with other Turkish governmental ministries. Finally, outlined 

are areas where additional policies and initiatives are recommended to 

protect and promote the health of the Turkish citizenry. 

5. Behavioral Intention to Use IMCI in 

Professional Practice Among Medical School 

Students in Ecuador 

Alisha Hayden, MPH, CHES, University of Texas 

Integrated Management of Childhood Illness (IMCI) was developed 

to improve health and decrease mortality among children under 

five by training health workers in recommended assessment and 

counseling strategies. In Ecuador, eight of 21 medical schools have 

added IMCI to the curriculum to increase its use by future practicing 

health professionals. However, adoption of IMCI in practice has not 

increased proportionally to the inclusion of pre-service IMCI training 

in medical schools. Using a questionnaire based on the Theory of 

Planned Behavior (TPB), attitudes and beliefs of medical students who 

received IMCI training were compared to those who did not receive 

it. Psychometric properties of the instrument were tested. Results of 

the pilot showed an increase in the level of intention, a predictor of 

future behavior, to apply IMCI in professional practice when students 

received training. Both attitude and subjective norms were moderately 

correlated with intention but perceived behavioral control was not. 

Attitude was the greatest predictor of student intention to use IMCI. 

Interventions should be developed that focus on specific factors, 

which should include affecting attitudes and subjective norms that 

can increase the likelihood of having medical students apply IMCI in 

future practice. Given the difference across universities in predicting 

the future application of IMCI, this research 1) reaffirms the decision to 

offer IMCI as part of the university curriculum, 2) encourages expansion 

of pre-service trainings to other Ecuadorian medical schools, and 3) 

identifies specific target areas to improve current pre-service trainings. 

More research should be done to modify the instrument in order to 

improve its reliability and to establish its validity. 

6. Health, Early Marriage, and Quality of Life Issues 

among Young Roma Women in Romania: A Social 

Ecological Approach to Community Building 

Eva Doyle, PhD, MSEd, MCHES, Baylor University; Anne Griffith, PhD, MA, The 

Enlighten Foundation; Meagan Young, MPH(c), BSEd, CHES, Baylor University 

Women in Roma villages of Romania represent a marginalized 

ethnic group whose health and quality of life are often impacted 

by child marriage and reproductive health. Child marriage in these 

villages often ends further education that could enable a young 

woman to gain valuable life skills and choices. Marriage before age 

16 can also be physically and emotionally harmful when immediate 

pregnancy is expected, the girl’s body is not ready for childbirth, and 

the inability to have children leads to abuse and denial of human 

rights. Socio-ecological approaches are needed to understand why 

families, society, and economics influence girls to drop out of school 

and marry young. Exploratory discussions with men and women in 

communities where child marriage occurs have been recommended 

to gain perspective and develop community awareness. However, 

lack of trust can thwart meaningful discussions in some marginalized 

communities. Community building efforts of a non-profit foundation, 

volunteer village women, and a university-based health promotion 

team will be described in this presentation. This 4-year project was 

initiated in 2008 when a faith-based foundation established a village 

pre-school program led by trained village women. This early effort 

led to a 3-stage, community partnership approach to assessing 

and developing capacities to address women’s health issues in the 

Roma villages. In stage 1, foundation representatives interviewed 

key informants about village health and discovered that most young 

village girls drop out of school because of their menstrual period 

and/or early marriage. In stage 2, foundation and university partners 

developed/implemented a training program to equip volunteer 

village women to become village change makers (health promoters). 

Training outcomes resulted in a change maker resolve to assess 

perceptions and address issues related to child marriage. The change 

makers, supported by the foundation/university partners, recently 

began conducting village focus groups and in-depth interviews to 

explore village perceptions about health, child marriage, and quality 

of life for village women. Data analysis for this stage 3 component 

will be finalized and a summary of outcomes available by July 2012. 

The methods and outcomes of each study stage (initial key informant 

interviews, change maker training, village focus groups and in-depth 

interviews) will be described in the presentation. Implications for 

women’s health and quality of life in the Roma villages, and in similar 

populations around the globe, will be discussed. 

41


7. * Community Resources for Adolescent Pregnancy 

Prevention in Baltimore, Maryland: A Mixed 

Methods Community Assessment 

Alice Ma, BA, The University of North Carolina at Greensboro; Amanda Tanner, 

PhD, MPH, The University of North Carolina at Greensboro; Pat Paluzzi, DrPH, CNM, 

Healthy Teen Network 

Background/Theoretical Framework: Adolescent pregnancy continues 

to be a major public health issue in the United States, particularly in 

urban centers. Baltimore, Maryland, has one of the nation’s highest 

teen pregnancy rates, resulting in approximately 66.9 births per 1,000 

females aged 15 to 19 years with an estimated annual cost of $229 

million. Understanding the complex factors influencing adolescent 

sexual behaviors and pregnancy is essential to promote adolescent 

sexual and reproductive health. The social ecological theory provides 

a useful framework in understanding how adolescent pregnancy 

is affected by a variety of sources. Hypothesis/Study Purpose: This 

mixed methods study examined the social ecological environment 

of adolescent pregnancy in Baltimore through the integration of 

adolescent and adult perspectives and GIS mapping techniques. 

Methods: Data were collected in 2010 from three data sources: 15 

adult key informant interviews; 6 gender-stratified focus groups with 

adolescents aged 13 to 19 (n=40); and GIS maps including teen birth 

rates, resources (e.g., clinics), and community characteristics (e.g., 

poverty). Interviews were digitally recorded, transcribed verbatim, 

and managed with Atlas.ti 6.2. Content analysis identified themes 

related to adolescent pregnancy and community resources. Results: 

Themes that emerged from the social ecological framework were 

related to: peer social norms (e.g., “some people just want to do what 

their home girls are doing”), gendered experiences of pregnancy and 

birth (e.g., “[Girls] make their own decisions…they got to live with”), 

and environmental factors (e.g. “there’s a lot of violence going on in 

the neighborhood”). Environmental factors were further highlighted 

through the GIS mapping of community resources and teen birth 

rates demonstrating significant geographic disparities. Additionally, 

adults and adolescents reported common community strengths 

(e.g., availability of school-based clinics) and deficits (e.g., lack of 

adult mentors, inadequate extracurricular activities). Adults reported 

more youth-specific resources compared to adolescents. Conclusion/ 

Implications for Practice: The results from this mixed methods 

study suggest that incorporating a social ecological framework in 

the development of educational and policy-related programming 

is essential to address the complex factors that influence youths’ 

sexual behaviors and outcomes. The results provide a comprehensive 

illustration of the interaction between individual and structural 

level factors influencing adolescent pregnancy. Future efforts to 

address adolescent pregnancy would be enhanced by including key 

components recommended by the study and focusing resources in 

the identified underserved areas. The factors identified for Baltimore’s 

context may be useful for addressing adolescent pregnancy in 

other urban locales and highlights the importance of conducting 

community-specific needs assessments. 

8. Implementation and Evaluation of Pre-Season 

Heat Acclimatization Strategies in U.S. High 

School Football Programs 

Zachary Kerr, MPH, MA, University of North Carolina at Chapel Hill; Steve 

Marshall, PhD, University of North Carolina at Chapel Hill; Dawn Comstock, 

PhD, Nationwide Children’s Hospital; Douglas Casa, PhD, ATC, FACSM, FNATA, 

University of Connecticut 

Despite being completely preventable, heat illness is a leading cause 

of death and injury in U.S. high-school football players, with rates that 

exceed those of other high school sports. From 1995 to 2010, 35 highschool 

football players have died from heat stroke, and in Summer 

2011, six high school football players and one coach died. In fact, 

the five year block from 2005-2009 had more exertional heat stroke 

deaths in organized sport than any other five year block in the past 35 

years (and twice the five year average). In 2009, the National Athletic 

Trainers Association (NATA) released pre-season heat acclimatization 

guidelines to help athletes accustom themselves to environmental 

factors contributing to heat illnesses during pre-season practice. 

According to Link and Phelan’s fundamental cause perspective, such 

a universal intervention would be more effective than one that relied 

upon individuals’ access to resources. However, implementation and 

effectiveness of sports injury prevention policy is rarely assessed. 

Furthermore, incomplete or incorrect implementation will contribute 

to low effectiveness, such as the case with the NATA guidelines, which 

have not been implemented by all high school football programs. 

The large number of recent heat stroke deaths has warranted the 

need to evaluate the implementation of NATA heat acclimatization 

strategies. The current study examines the 2011-2012 school year 

prevalence of the implementation of pre-season heat acclimatization 

strategies in U.S. high school football programs. NATA Athletic Trainers 

responsible for High School football in the 2011-2012 school year 

(n=2,292) were emailed a self-administered online questionnaire to 

collect data on: information regarding their high school football team 

and their pre-season practice sessions and utilization of heat illness 

prevention strategies, particularly those recommended by NATA. 

This data will estimate the prevalence of implementation of preseason 

heat acclimatization strategies, including an overall estimate 

of the prevalence of NATA ATs whose football programs they oversee 

adhere to the NATA guidelines. The prevalence of adherence to NATA 

guidelines will also be stratified by region of country, school size, and 

AT staff size. Findings will motivate the implementation and continued 

evaluation of policies that will reduce future incidence of heat illness. 

9. Promoting Health Behaviors in the School Setting: 

Findings Across Five Cohorts of MIKE Program 

Susan T. Li, PhD, Pacific University; Laura M. Pagenstecher, MS, Pacific University; 

Samantha E. Bellinger, BA, Pacific University; Nichole D. Sage, MS, Pacific University; 

Cheryl Neal, MD, Multicultural Kidney Education Program 

Chronic kidney disease (CKD) is a significant public health problem 

that is targeted best through evidence-based prevention programs 

(CDC, 2009). Multicultural Integrated Kidney Education Program 

(MP) is a school-based preventive health program for ethnic minority 

youth at risk for CKD (www.mikeprogram.org). MP emphasizes service 

delivery, mentoring, and project-based service learning in school 

settings with the goal of empowering youth to engage in healthy 

behaviors to prevent kidney problems. MP curriculum utilizes best 

practices in comprehensive adolescent health education and supports 

instrumental mentoring as youth create a health leadership project for 

their community (Sage, Li, & Neal, 2011). Promoting healthy kidneys in 

community settings has proven to be an engaging catalyst to address 

obesity, diabetes and hypertension and other predisposing causes of 

CKD (NMA, 2008). This study investigated positive effects of MP across 

five cohorts of participants. The sample included 136 predominantly 

Latino and African-American 9th grade adolescents (40.2% males) who 

completed MP in high school health classes from 2009-2011. Youth 

came from families with diverse socioeconomic status. Approximately 

8% of their mothers quit school and 18% of mothers completed 

some high school education. Youth demonstrated increased health 

self-efficacy (t(135)=-4.16, p=.000) and greater knowledge of kidney 

disease, anatomy and function at post-test (t(135)=-14.49, p=.000). 

Importantly, youth reported engaging in healthy behaviors such as 

drinking more water, eating more fruits and vegetables, exercising 

more and lowering stress. When looking at cohort similarities and 

differences, MP showed consistent effects on health self-efficacy, 

but differences in kidney knowledge (F(4, 131)=5.54, p=.00). Cohorts 

differed on incoming baseline knowledge and knowledge regarding 

kidney function (F(4, 131)=3.550, p=.009) at post-test. Interestingly, 

subsequent groups of MP participants showed increased baseline 

knowledge such that later groups had greater initial knowledge 

(r=.37, p=.00). All youth reported drinking more water; whereas, not 



all groups reported similar behavior changes in diet, exercise, and 

lowering stress (F(4, 131)=3.253, p=.014). An important correlate of 

behavior change was the extent to which youth engaged in outreach 

to their families, school and community (r=.51, p=.00). MP shows 

consistent positive effects on health self-efficacy and knowledge of 

CKD. Further, youth completing MP are engaging in more healthy 

behaviors. It appears MP may be having a positive school-wide effect 

as evidenced by increasing initial knowledge among subsequent 

cohorts. MIKE Program’s emphasis on participatory learning and 

youth leadership as community health ambassadors may be a critical 

component in creating both personal and school-wide changes in 

health behaviors. 

10. * Questions of Indian Adolescents 

about Menstruation 

Vikas Chothe, MD, CARC College, Akurdi, MUHS University, Nashik (India); Mahesh 

Asalkar, MD, MIMER Medical College, Pune, MUHS University (India); Arti Firke, MD, 

CARC Akurdi, Pune (India) 

Adolescent is a period of rapid physical, emotional and social growth. 

It is known that attitudes to menstruation and menstrual practices 

developed at menarche persist throughout life.[i] Though menstrual 

education programs are conducted in schools, the factual information 

that adolescent girls need is not always available to them leaving 

behind a large number of unanswered questions, ranged from 

sophisticated to poignantly ignorant, in the minds of young girls. 

The aim of this paper is to provide a deep insight into the questions, 

suggesting the strategy of adapting menstrual education sessions 

to fit the concern of the adolescents. 1,430 female Indian students 

from middle and lower socioeconomic class, aged 12 to 15 years from 

a vernacular (Marathi) medium school of Pune were given a chance 

to ask anonymous, written questions after the menstrual health 

and hygiene classes. The most popular categories of questions were 

on menstrual physiology, beauty and symptoms associated with 

menstruation, followed by myths and taboos, use of sanitary pads, 

anatomy of reproductive organs, diet and menstrual disorders. Among 

258 questions asked voluntarily, the most popular topic for 6th graders 

was menstrual physiology (45%) and beauty for 7th (39%) and 8th 

(19%) graders. Can we remove eggs (ovum) out of the body, why does 

baby grow in mother’s womb only, how do astronauts get menses 

in space, does growth in height ceases after menarche, do boys too 

develop pubic hair, does a girl become pregnant immediately after 

menarche, etc. were some of the interesting questions showing the 

curiosity and ignorance in the minds of young girls. Myths and taboos 

like during menses a girl shouldn’t enter kitchen, perform religious 

activities and touch others, getting infertility if disposed sanitary pad 

is sniffed by a snake etc. were persistent. The significant increase in 

the questions under beauty category from 2% (6th grades) to 39% 

(7th grades) depicts sudden increase in level of self consciousness and 

attraction towards opposite sex. Questions asked by local adolescent 

girls should be considered by physicians and health education 

policy makers as the bases for designing subsequent material and 

programs on menstrual health education. Keywords: Menstruation, 

Indian adolescents’ questions, Menstrual health and hygiene program. 

[i] Narayan KA, Srinivasa DK, Pelto PJ. Puberty rituals, reproductive 

knowledge and health of adolescent school girls in South India. Asia- 

Pacific Population Journal. 2001;16:225–238. 

11. Evaluating the Impact of a School-Based 

Intervention for Depression on 

Academic Functioning 

Andrea Palmieri Hempstead, BSI, DePaul University; Silvia Henriquez, MA, DePaul 

University; Antonio J. Polo, PhD, DePaul University 

Latino students have disproportionately higher high school dropout 

rates and lower grade retention as compared to European 

Americans (Swanson, 2004). Latino youth are also at a higher risk 

for depression than their counterparts from other ethnic groups 

(Twenge & Nolen-Hoeksema, 2002), and the relationship between 

depressive symptoms and poor academic achievement has been 

established among this group (Zychinski & Polo, 2011). To date, 

however, mental health interventions for depression—even those 

conducted in schools –have focused primarily on the evaluation of 

symptom reduction and have not systematically evaluated the degree 

to which they impact academic achievement (e.g., Young et al., 2010). 

The ACT and ADAPT program is a manualized, cognitive-behavioral 

intervention, conducted in schools and focused on teaching primary 

and secondary coping skills to youth with depressive disorders 

or moderate depressive symptoms. This study will examine the 

academic achievement and attendance rates of Latino youth who 

participated in the program. Participants included 31 Latino youth in 

grades 5th through 8th of predominantly Mexican and Puerto Rican 

backgrounds; 68% were female, 87% were born in the U.S., and most 

were from low socio-economic households (71%). Program effects 

were found in depressive symptoms (p=.001, η2=30), lonelinessp=. 

024, η2=.16), and cognitive errors (p


of PRC-HD collaborations. HDs provided on the ground expertise to 

inform PRC research, assuring its applicability to public health practice. 

Reciprocally, PRCs improved data quality, increased the scientific rigor 

of HD processes and programs, and filled knowledge gaps within 

HD infrastructure. While PRCs provided more services, both partners 

benefited from the collaboration (i.e., PRCs can publish research and 

HDs use research to access needs and successes). This study highlights 

the value of reciprocal academic-HD partnerships. 

13. The Role of Social Capital in Reducing HIV Risk 

Behavior among Youth 

Maranda Ward, MPH, The George Washington University; Jeffery Bingenheimer, 

PhD, The George Washington University 

Background: To date, there exists little longitudinal data on adolescent 

development and a limited evidentiary basis for designing effective 

HIV risk-reduction interventions for adolescents in sub-Saharan Africa. 

The overarching objective of the proposed research is to contribute 

to what is known and understood about the gendered social contexts 

of adolescent HIV risk in Ghana, and thereby strengthen the evidence 

base for selecting appropriate adolescent intervention strategies. 

Theoretical Framework: This research will draw on a literature base 

that operationalizes the importance of ‘social capital’ as it relates 

to membership benefits of a social group (Bourdieu, 1986; Hawe & 

Shiell, 2000) and the behavioral group norms that may influence its 

members’ health outcomes (Coleman, 1988; Kawachi, Kennedy, & 

Glass, 1999; Putnam, 1993). Hypothesis: It is hypothesized that school 

attachment and community engagement serve as protective factors 

against sexual risk taking. Methods: The data are generated from a five 

year longitudinal cohort study using a random two-stage stratified 

sampling design (of youth 13-14 and 18-19 and their parents) to 

identify the ways in which gendered parenting practices, peer group 

norms, and other factors interact with individual developmental 

processes and local epidemiological circumstances to shape emerging 

patterns of sexual behavior. The research focused on the interviews 

of youth cohorts in Wave II. A scale of social norm constructs as it 

relates to school and community involvement has been composed 

to measure the social capital of peer normative behaviors related 

to sexual debut, number of sexual partners, and condom and 

contraceptive use. Results: Data analysis is underway. Cronbach’s 

alpha will be reported on the scale internal reliability. Latent class 

analysis (LCA) and latent trajectory analysis (LTA) will sort respondents 

into groups that correspond to differences in risky behaviors. LCA is a 

categorical data analog to factor analysis and will allow for mutually 

exclusive and exhaustive groups based on multi-dimensional 

behavioral patterns. The LTA will model how group membership 

changes over time through the generation of transition probabilities, 

item response probabilities, and (using LTA-with-covariates) regression 

coefficients that link predictors to transitions (Collins & Wugalter, 

1992). Implications: The assessment of social capital amongst 

cohorts of Ghanaian youth will lead to the development of culturally 

appropriate interventions that capitalize on the protective ability of 

community involvement to enhance self-esteem over time through 

identification with a peer network; provide exposure to positive social 

norms and “vicarious self-efficacy” for health-enhancing behaviors; 

and/or enhance access to information, resources, and peer advice. 

14. A Multi-Site Study on the Knowledge, Attitudes, 

Beliefs, and Practice (KABP) of Child-Dog 

Interactions in Rural China 

Jiabin Shen, MEd, University of Alabama, Birmingham; Li Shaohua, PhD, Anhui 

Medical University; Huiyun Xiang, MD, MPH, PhD, Nationwide Children’s Hospital; 

Hu Ming, PhD, Central South University; Pang Shulan, Hebei United University; 

Ying Yanyan, PhD, Ningbo CDC, China; Yu Guowei, PhD, Northwest University of 

Nationalities; David Schwebel, PhD, University of Alabama at Birmingham 

Methods: Participants - 2500 children (Grades 4, 6) will be recruited 

from primary schools at five rural Chinese sites (Anhui, Hebei, Hunan, 

Ningbo, Lanzhou Provinces). Data collection is scheduled for May 

and June 2012; all sites currently have IRB approval with protocol and 

questionnaires prepared and translated. We anticipate an impoverished, 

rural, and geographically diverse sample. Measures - A Knowledge- 

Attitudes-Beliefs-Practice (KABP) Questionnaire on child-dog safety 

will be administered. The questionnaire was translated and backtranslated 

from English to Chinese by skilled social scientists fluent in 

both languages. Psychometric indexes will test reliability and validity. 

Procedure - After obtaining consent from both children and parents, 

children will complete the KABP Questionnaire in a classroom setting. 

We estimate it will take children an average of 25 minutes to complete 

the instrument. Data Analysis - Descriptive statistics on each knowledge, 

attitudes/beliefs and practice scale will be computed. Correlations 

will examine relations among knowledge, attitudes/beliefs and 

practice. Structural equation models will examine moderating effects 

of demographics on significant correlations. Results and Discussion: 

We expect older children will show higher mastery of knowledge for 

interacting with dogs, safer attitudes/beliefs toward dogs, and less 

risky practice near dogs. We also expect positive correlations between 

knowledge, safe attitudes/beliefs and safe behaviors across the full 

sample. Age and contact frequency are hypothesized to moderate the 

above relations, with older children and more frequent contact with 

dogs leading to stronger correlations. If results are as expected, they 

will be merged with concurrent data collection on (a) epidemiology 

of pediatric dog bites in rural China and (b) process analysis of events 

preceding pediatric dog bite incidents to develop an intervention 

program to reduce pediatric dog bites in rural China. 

15. A Theory-Based Investigation of Weight Change 

and Nutrition Behaviors Among College Students 

Kimber Dillon, BSEd, Baylor University; Beth Lanning, PhD, MCHES, Baylor 

University; M. Renee Umstattd Meyer, PhD, MCHES, Baylor University 

Background: Weight change and nutrition behaviors among college 

students are significant health concerns for American universities. 

According to the 1995 National Collegiate Health Risk Survey, one 

in five college students was overweight, and a threefold increase 

in young adults ages 18-29 classified as obesity class III (BMI³40) 

was reported. The increasing prevalence of obesity among college 

students is a rising public health concern in America due to negative 

health consequences associated with adult overweight and obesity. 

As premised in social ecological and social cognitive approaches, 

both individual factors and the environment play an important 

role in health behavior and health behavior change. In addition, 

empirical evidence suggests that there is a need to understand the 

role of environmental factors with regards to weight change and 

nutrition behaviors among college students. Purpose. The purpose 

of this study was to examine weight change, nutrition behaviors, and 

the nutrition environment (built and social, perceived and actual) 

of college students. A secondary aim of this study was to examine 

differences by gender and across class years (1st year, 2nd year, 

3rd year, and 4th year or greater). Methods. Classroom self-report 

assessments were collected at the beginning of the fall 2011 semester 

at a south central university (n=444). Objective height and weight 

measures were collected simultaneously and again at mid-semester 

(n=365). AVOVAS, multinomial logistic regression, and non-parametric 

approaches were used to examine differences in weight, nutrition 

behaviors and environmental factors across class years and by gender. 

Results. Results of the study revealed significant differences in the 

total number of meals prepared (p=0.000), eaten at a restaurant 

(p=0.040), eaten a dining hall (p=0.000), and the average number 

of people with whom students ate with per week (p=0.000) across 

class years. Significant differences between males and females were 

found for baseline BMI (p=0.069), BMI change (p=0.017), meal size 

consumption (p=0.000), total number of meals a student prepared 

per week (p=0.013), self-efficacy regarding availability of healthy 

foods (p=0.023), and self-efficacy regarding social pressures to making 

healthy food choices (p=0.055). Conclusions. These findings provide 

new information and a better understanding of social ecological 



factors associated with weight change and nutrition behaviors 

of college students. Tailoring future interventions based on class 

year and gender should be considered. Future research should 

further investigate these differences in larger and more diverse 

samples. Recommendations for interventions targeting the campus 

environment to promote healthy nutrition for college students will 

be presented. 

16. Development of a College Student Mistrust of 

Health Care Organizations Scale 

James Price, PhD, MPH, FASHA, University of Toledo; Jagdish Khubchandani, 

PhD, MPH, CHES, Ball State University; Gregg Kirchoffer, PhD, SUNY Brockport; 

JoAnn Kleinfelder, PhD, CHES, University of Toledo; Michele Bryant, PhD, 

University of Toledo 

Introduction: Health care-related distrust research has a growing body 

of empirical evidence that shows that distrust is not evenly distributed 

across all segments of society. College student medical mistrust has 

not been assessed. One possible reason could be a lack of a scale to 

assess college students’ medical mistrust. Objective: The objective 

of this study was to develop a College Student’s Mistrust of Health 

Care Organizations (CSMHCO) scale and to assess the relationship of 

mistrust with the use of a variety of health care services. Methods: A 

comprehensive review of literature, 4 focus groups, and test retest 

reliability assessment with 25 students helped develop a valid and 

reliable questionnaire. For the actual study, a convenience sample 

of college students (n=567) at two universities in the United States 

were recruited in the Spring and Fall of 2011. Results: A total of 545 

(96%) questionnaires were returned completed. The students were 

primarily females (73%), white (75%), enrolled full-time (90%), and 

had health insurance (95%). A plurality (49%) perceived themselves 

as in “very good” health status. Using principle components analysis 

we found the scale to be uni-dimensional, internal reliability 

(Cronbach alpha=.85) was good, test-retest reliability was acceptable 

(r=0.71), and readability (SMOG=11 grade) was good. Failure to use 

health services score was directly correlated with medical mistrust 

scores(r=0.45, p


prescribe medication (n=122, 22%), and the ability of health educators 

to dispense medication (n=113, 20.4%). Conclusion and Implications 

for Practice: Limitations include the potential for self-report bias 

and limited generalizability beyond this campus. Results suggest 

that students are knowledgable of the SAR yet hold misconceptions 

regarding the capacity of a HE specialist particularly in the areas of 

licensure and medication prescription/dispersal. Understanding 

how undergraduate students view the field of HE and the capacity 

of HE specialists will provide a foundation for marketing efforts in HE 

courses and programs. 

19. The Availability and Accessibility of Male 

Condoms within a Two-Mile Radius of a 

University Campus 

Anne Wilson, BA, University of Kentucky; Melinda Ickes, PhD, University of Kentucky 

Background: College students are an at-risk population for STIs and 

unintended pregnancies. Although determinants are multifaceted, 

one reason may be due to the lack of contraceptive use during 

sexual intercourse. An estimated 10% or less of college students use 

male condoms during any/all forms of sexual intercourse. Research 

has examined internal barriers to purchasing condoms, however, 

little is known about the purchasing of male condoms, specifically 

the external barriers and the environment in which condoms are 

purchased. Thus, the Socio-ecological Model provided a framework for 

this study to further investigate such influences. Purpose: The purpose 

was to examine the accessibility and availability of male condoms 

within a two-mile radius of a large, south-eastern university. Methods: 

A systematic search was conducted using Yellow-pages.com to create 

a database of potential businesses in which male condoms were sold 

within a two-mile radius of the university. Search terms included 

the given zip code(s) and the name of the university. Independent 

observations were conducted by the researcher at each potential 

business. The Condom Accessibility Tool (32-items) was used to 

measure if condoms were sold, price, external barriers to purchasing, 

and selection/variety of condoms offered. Descriptive statistics were 

conducted. Chi-square and ANOVA were used to compare price, 

condom type, and barriers to purchasing across businesses, using p < 

.05 significance level. Results: A total of 181 businesses were observed, 

42 of which sold males condoms. Of these, the most common type 

of business was a convenience store, gas station, or quick stop type 

(N=28, 66.7%). Durex and Trojan were the most common brands of 

male condoms offered. Male condoms were offered most frequently 

in three-packs, with average unit prices ranging from $0.56-$1.60. 

Visibility of male condoms was low/very low (N=21, 50%), male 

condoms were sold in high/very high traffic areas (N=24, 57.1%) and 

most often were sold next to medicinal items(N=35, 83.3%). When 

comparing across businesses, there was a significant difference in 

price of both single packs of male condoms, F(3,38)=4.585, p = .008, 

and multi-packs, F(2,7) = 787.732, p = .000. A significant difference also 

existed when comparing comprehensive barriers to male condom 

purchasing, F(1,40) = 17.190 , p = 0.024. Conclusion & Implications: 

These results aim to contribute to a gap in the research concerning 

external barriers to purchasing male condoms. Differences across 

business type may hinder or promote condom purchasing among 

college students and should be considered when developing sexual 

health programming. 

20. A Social Ecological Approach to the Creation of a 

“Health Promoting University” 

Chrystyna Kosarchyn, PhD, CHES, Longwood University; Diane Allensworth, RN, 

PhD, Professor Emeritus, Kent State University 

The purpose of this presentation is to offer a framework for a health 

promoting university of use to American colleges and universities 

which employs the social ecological approach. Based on the 

experiences of universities in other countries that have adopted this 

approach, the proposed framework also incorporates the uniqueness 

of American colleges/universities. While health promotion activity 

with the aim of influencing health behaviors and lifestyles is indeed 

occurring on many campuses, utilizing an model that integrates 

personal, social, economic and environmental factors can bring 

both health and academic benefits to students. The discussion 

of the proposed framework, and how colleges/universities in the 

U.S. can utilize to promote the health of their student populations, 

revolves around the following elements: 1)seeking administrative 

support and commitment with a senior administrative unit within 

the university; 2)organizing a cross- campus steering committee as 

well as a campus coordinator to facilitate collaborative planning for 

student health; 3)assessing priority health-enhancing and health-risk 

behaviors of students as well as obtaining support for student health 

and health enhancing behaviors; 4)using a program planning process 

to identify, implement and evaluate a continuous improvement 

process to achieve campus health promotion goals; 5)implementing 

multiple strategies in academic administrative and environmental 

sectors; 6)engaging students in planning and implementing health 

promotion activities for the campus and surrounding community; 7) 

promoting a healthy learning, living and working environment that 

helps improve academic performance and student retention; and 8) 

providing professional development opportunities for staff, faculty, 

administrators and student health promotion leaders. A Q & A session 

will enable attendees to provide input into this newly designed 

framework and to ascertain what their institutions are already doing in 

terms of the framework. 

21. Empirical Testing of Social Cognitive Theory 

in Predicting the Impact of Mothers on 

Determinants of Pediatric Obesity 

Adam Knowlden, CHES, MBA, MS, University of Cincinnati; Manoj Sharma, MBBS, 

MCHES, PhD, University of Cincinnati 

Background: Since 1980 the prevalence of childhood obesity has 

tripled for school-aged children and adolescents in the United States. 

Researchers have attempted to modify antecedents of childhood 

obesity in a variety of environmental contexts including communities, 

schools, and after-school programs. Recently, there has been an 

increased call for interventions which target children within the 

context of the home and family environment. Theoretical framework: 

Social cognitive theory (SCT) is a robust, theoretical framework for 

eliciting behavior change. SCT is based on the premise of reciprocal 

determinism; a casual model which posits that human functioning is 

the result of environmental, personal, and behavioral factors. SCT is 

rooted in human potential and emphasizes modeling, symbolizing, 

forethought, self-regulatory, and self-efficacy capabilities. Hypothesis: 

The hypotheses of this study tested the validity and reliability of 

five SCT constructs (environment, expectations, emotional coping, 

self-control, and self-efficacy) to measure and predict the impact 

mothers have on four behavioral determinants (physical activity, 

fruit and vegetable consumption, sugar-free beverage consumption, 

and screen time) of childhood obesity. Methods: Instrumentation 

included three stages of data collection and analysis. Stage 1 involved 

assessment of face and content validity of the instrument by a panel 

of six experts over two rounds. Readability was gauged by Flesch- 

Kincaid ease and grade level tests. Stage 2 evaluated test-retest 

reliability of the instruments by having the same group of participants 

(n=30) complete the instruments two separate times with four weeks 

between administrations. Acceptable test-retest coefficient values 

were set a priori at 0.70. Stage 3 specified construct and predictive 

validity of the instruments through structural equation modeling. 

Each of the four behavioral determinants of childhood obesity 

(endogenous variables) was modeled separately according to the five 

social cognitive theory constructs (exogenous variables). Applying 

a participant-to-parameter ratio of 5 to 1, a sample size of 165 was 

required to build the four models. Results: Each of the four models met 

the acceptable a priori Cronbach’s alpha reliability values of > 0.70. The 



specified models met the a priori goodness-of-fit indices of chi-square 

value of p > 0.05, goodness-of-fit index > 0.90, root mean square 

error of approximation 0.90. Conclusion: SCT is a useful framework 

for measuring and predicting maternal-mediated determinants of 

pediatric obesity. Implications for practice: The specified theoretical 

models will prove beneficial in the development of health education 

interventions that target prevention of childhood obesity. 

22. * Diet and Physical Activity Counseling: 

Physicians’ Practices and Perceptions 

Nicolle Fernandes, PhD, RD, Ball State University; Jagdish Khubchandani, PhD, 

MPH, CHES, Ball State University; Carol Friesen, PhD, RD, Ball State University; 

Jerome Kotecki, PhD, Ball State University 

Unhealthy diet and inadequate physical activity are leading 

contributors to ill health in the United States. While patient-physician 

encounters are a unique avenue for shared decision making that can 

impact health outcomes, little is known about physician-based diet 

and exercise counseling with patients. A mixed method systematic 

review of MEDLINE PubMed (1990-2011) was conducted to identify 

physicians’ perceptions and practices regarding diet and exercise 

counseling. An initial 415 articles were identified using key words such 

as “physician,” “diet,” “exercise,” and “counseling” which were further 

filtered using predetermined criteria, to include 21 studies. Findings 

indicate that the majority of physicians do not provide dietary 

guidelines or diet counseling to their patients nor is there any referral 

for evaluation. As compared to counseling relating to physical activity, 

diet counseling is a less frequently used preventive measure. The 

prominent perceived barriers associated with the lack of counseling 

on diet and exercise include: lack of knowledge, lack of formal training, 

inadequate teaching materials, lack of time, patient disinterest, patient 

non-compliance, inadequate reimbursement, and low physician 

confidence. Results indicate diet and exercise counseling are not 

high priority preventive measures for physicians and they have very 

low expectations that patients will change. Moreover, physicians felt 

least comfortable counseling about diet relative to physical activity. 

Professional medical societies like the American Academy of Family 

Physicians and the American Medical Association should play a 

leadership role in emphasizing the importance of patient counseling 

on healthy diet and physical activity-measures that can drastically 

reduce the health care costs in the United States. Additionally, 

referrals to Registered Dietitians (RD) and exercise specialists must be 

encouraged as warranted. 

23. The Impact of Nutritional Knowledge on 

Food Choices 

Victoria Zigmont, MPH, The Ohio State University 

Research plays a tremendously important role in establishing 

best practices. There is a dearth of knowledge about nutritional 

knowledge in specific populations and the impact of that knowledge 

on behavior. The purpose of this study was to measure college 

students’ nutritional knowledge for fast food items that they regularly 

consume on campus. The Theory of Planned Behavior was used as a 

framework (Azjen, 1991) to determine if the provision of nutritional 

information for selected foods would influence subsequent intentions 

to consume those foods in the future. Students were then classified 

by demographic characteristics to determine whether some groups 

were more susceptible than others. A randomly selected sample of 

202 undergraduate college students took a computer delivered survey 

with an innovative intervention delivery method. This experimental 

study measured knowledge and behavioral intentions for a specific 

food at baseline, delivered an intervention, which was the provision 

of nutritional information for that food item, then post tested for 

behavioral intention to purchase that food in the future. Overall, 

students’ nutritional knowledge was low for caloric content and all 

other nutrients (fat, protein, carbohydrate, and sodium). Students 

who self-identified as non-white, not struggling financially, or having 

a normal or underweight BMI were significantly more likely than 

their counterparts to underestimate the caloric content of a selected 

food item. Students who underestimated the caloric content of foods 

were more likely than over-estimators or accurate estimators to 

decrease their future purchasing intentions. This finding is consistent 

with expectancy disconfirmation theory (Burton, 2009). Subgroups 

of under- estimators who were significantly likely to decrease their 

intention included non-whites, females, those who perceived their 

weight as normal or underweight, and those who were trying to 

lose weight. This study introduces an innovative and effective way 

to measure the impact of nutritional information on food selection 

behaviors. A controlled food environment was utilized, which ensured 

that food items were relevant and accessible to participants. Findings 

that under-estimators could be impacted by nutritional information 

and those at healthy body weight or normal perceived bodyweight 

were more likely to underestimate calories and more likely to be 

influenced has implications for health education practice. These results 

highlight the need for health educators to broaden their focus beyond 

those who might be perceived as “at risk”. 

24. A Social-Ecological Analysis of Obesity 

Interventions in the United States 

Diane Hamilton-Hancock, PhD, MSEd, BS, Western Illinois University; Julia Alber, BS, 

MPH, University of North Carolina Greensboro 

Obesity in the U.S. is regarded as a genuine epidemic among public 

health professionals. Thirty-four percent of adults age 20 years 

and older are obese and another 34% are overweight (not obese) 

accounting for 68% of the adult population now categorized as either 

obese or overweight (Centers for Disease Control & Prevention, 2011). 

Americans believe that Americans are overweight. Nine out of ten 

(90%) say that most adults are overweight, but consistently see the 

problem as “everywhere but in the mirror” (Pew Research Center, 

2006). Only 39% of Americans viewed themselves as overweight, 

which remained constant, even when considering such factors as 

gender, age, and ethnicity. Since 2000, the Surgeon General’s Office, 

Department of Health and Human Services, and The Institute of 

Medicine have all published goals/objectives and corresponding 

strategies for addressing the obesity problem at the federal, state, 

and local government levels as well as made recommendations for 

schools, businesses, communities, and organizations (U.S. Department 

of Health and Human Services, 2010; Surgeon General’s Office, 2001; 

Department of Health and Human Services, 2000; The Institute of 

Medicine, 2005, 2007). Nonetheless, few investigations have examined 

the extent to which comprehensive, multi-level plans exist to respond 

to the obesity challenge. This study addresses this existing literature 

gap. The purpose for this study was to examine the approach and 

extent to which current obesity policies of the fifty U.S. states use the 

socio-ecological approach and explored the potential impact of these 

policies on obesity rates. Data sources for this investigation included: 

Centers for Disease Control and Prevention, Kaiser Health Foundation, 

National Conference of State Legislatures, National Association of State 

Boards of Education, and Trust for America’s Health (RWJF). Research 

findings presented during this session will address: 1) the classification 

of current obesity policies of all fifty states in terms of their emphasis 

on the intrapersonal, interpersonal, community, and societal factors of 

the Socio-Ecological Model (SEM); 2) correlations between the number 

of policies at each level of the SEM and obesity rates; 3) limitations 

of the investigation; and 4) recommendations for further research. 

Results from this study will delineate the types of obesity policies that 

currently exist across the fifty states and which states have taken a 

comprehensive approach to obesity management. These findings can 

be beneficial in guiding community and public health professionals 

and policy makers/officials in identifying and developing obesity 

prevention and remediation policies. 

47


25. * The Meade Activity Center (MAC) Project: Process 

Evaluation Results from a Rural Community 

Coalition’s Physical Activity Intervention 

Kristi King, PhD, CHES, University of Louisville; Kelley Ketterman, MEd, University of 

Louisville; James Gillespie, MS, University of Louisville; Aaron Greenwell, BA, Meade 

Activity Center; Hayley Turner, BS, University of Louisville; Eleanor Mitchell, BS, 

University of Louisville; Jordan Kuhns, BS, University of Louisville; Tara Mahoney, 

MBA, University of Louisville 

Background: People living in rural communities are more likely to 

be less active than those living in suburban or urban areas, have less 

access to preventive health services and quality health care, and 

have a higher risk of many lifestyle diseases. In fact, Healthy People 

2020 identified rural residency as a contributor to health disparities 

and suggested that rural communities strengthen their community 

capacity to create social and physical environments to improve 

public health. The Meade Activity Center Project (MAC Project) 

originated with a group of individuals who organized to address 

the lack of physical activity opportunities for children and families 

in their community. The MAC Project’s mission is to create physical 

activity opportunities and places that will address health disparities. 

Theoretical Framework: The development of grassroots groups of 

community coalitions can be an effective strategy for addressing 

public health. The Community Coalition Action Theory served as 

the theoretical framework from which this study was conducted. 

Hypothesis: The purpose of this process evaluation study was to 

determine what coalition characteristics, structures, and processes 

were in place to maximize the MAC Project’s success in achieving 

its mission. Methods: Data collection methods included survey 

administration, semi-structured interviews, and observations from 

August 2011 to April 2012 . Participants included coalition members 

and key stakeholders. Results: Survey (n = 15) and interview/focus 

group (n = 13) process evaluation results indicated that participants 

perceived that their community’s lead agency (M = 1.87, SD = .34) and 

board of directors (M = 1.84, SD = .17) were effective in their roles of 

leading the physical activity programming and securing resources for 

maintaining current and future operations. They expressed satisfaction 

with hiring an executive director to organize and manage the project 

and felt that their overall mission, goals, and objectives were clear and 

manageable. Their perceptions of the effectiveness of the project staff 

(M = 1.68, SD = .28) and coalition membership (M = 1.65, SD = .44) in 

implementing physical activity programming however were not as 

favorable. Participants felt that finding qualified and certified staff to 

implement the physical activity programming was a challenge. Further 

qualitative inquiry identified that although the coalition structures 

(M = 1.5, SD = .39) and processes (M = 1.5, SD = .37) were low during 

this beginning stage of the coalition’s formation, the participants felt 

confident about their progress and ability to improve. Conclusion and 

Implications for Practice: Ongoing evaluation of the MAC Project’s 

coalition effectiveness continues. Regularly identifying and sharing 

the coalition’s strengths and areas for improvement in a Community 

Coalition Action Theory framework can be an effective strategy for 

communicating process evaluation results with coalition members. 

26. Piloting a Picture-Based Evaluation Method for 

Minnesota Supplemental Nutrition Assistance 

Program Education (SNAP-Ed) 

Brianna Routh, BA, University of Minnesota Extension; Abby Lynn Gold, PhD, 

MPH, RD, University of Minnesota Extension; G. Ali Hurtado, BS, University of 

Minnesota Extension 

In 2011, the University of Minnesota Extension found that picturebased 

evaluation questions may be a successful practice for assessing 

dietary behavior change in sustained community nutrition programs. 

Minnesota Supplemental Nutrition Assistance Program Education 

(SNAP-Ed) reached over 67,000 low-income participants in 2011 

ranging from preschool age to seniors to provide healthy lifestyle 

and nutrition information. Program evaluation assesses knowledge 

and behavior change for federal funders, community partners, and 

program improvement. Traditional methods of dietary assessment 

are difficult in this population due to time limitations, nutrition 

literacy level variation, and population diversity. Minnesota Extension 

piloted retrospective pre-post picture based questions on fruits and 

vegetables adapted from the Food Behavior Checklist to address these 

concerns (Murphy et al, 2001). The validity of similar questions was 

tested compared to 24 hour recall and biomarker dietary assessment 

methods, all three methods showed correlated results (Murphy et 

al, 2001). This evaluation method was successfully delivery by 121 

Community Nutrition Educators (CNE’s) to 15,710 participants which 

was approximately 5,000 more responses then 2010. Previous the 

only included questions had dichotomous response options of ‘yes’ 

or ‘no’. The picture-based questions allowed for quantitative response 

measurement at ½ cup intervals and color photographs of fruits 

and vegetables in measuring cups. Data analysis was completed 

using paired t-tests to compare pre and post self-reported fruit 

and vegetable intake behaviors by age, sex, and race/ethnicity. All 

ages reported statistically significant increased intake (p


enrolled in MTB primarily to satisfy bariatric surgery prerequisites; 

most reported that MTB was the only preparation option available. 

Acceptance of the program ranged from resentment to guarded 

willingness to enthusiasm. Although most study participants 

reported that MTB exceeded their expectations, few identified clear 

expectations prior to starting the program. All study participants 

identified at least one psychosocial benefit and most reported 

psychological transformations as a result of participation. Key 

transformations were clarified motivations and goals for weight loss 

surgery and changed attitudes toward food and eating. Conclusions: 

Achieving sufficient enrollment in MTB was necessary to maintain 

a constructive group environment and the financial viability of the 

program, yet patient perception of choice can influence program 

acceptance. While study findings were inclusive regarding clear 

benefits and disadvantages of program content, social learning 

and social support arising from MTB participation appear to be 

valuable processes to many participants. Implications for Practice: 

Past participant feedback should be considered in designing MTB 

outreach materials in order to engender enthusiasm and shape 

realistic expectations among future participants. Potential program 

improvements to maximize participant appeal should be considered 

prior to enacting policy changes mandating participation in MTB 

versus usual care. 

28. Using Cognitive Anthropology to Inform 

Intervention Design: An Example Using Nutrition 

Education for Diabetes Self-Management 

Elizabeth Lynch, PhD, Rush University Medical Center 

Effective communication of nutrition information has the potential to 

improve dietary behavior and reduce the risk of a number of chronic 

diseases. This paper describes a novel intervention development 

process in which cognitive anthropology research was used to inform 

the design of a culturally-tailored nutrition education intervention 

for low-income African Americans. Based upon anthropological 

evidence, we assume that patients arrive to a nutrition intervention 

with complex, culturally-informed concepts of food and health. 

Nutrition messages that are explicitly connected to the pre-existing 

conceptual framework of the target audience will be more effectively 

understood, remembered, and used. To inform development of 

a diabetes nutrition education curriculum we conducted a series 

of cognitive anthropology studies to explore food categorization, 

lay nutrition, and values associated with naturalistic food choice 

behavior among our target population. Findings from these studies 

were used to design a nutrition education curriculum that would 

help participants achieve dietary goals while making minimal 

changes to their pre-existing models of nutrition. Tailored nutrition 

education was combined with physical activity and social support 

and presented by a dietitian in 18 2-hour classes over six months. The 

goal of the intervention was to achieve weight loss and improved 

glycemic control. Using a randomized controlled trial design, we 

compared the intervention to a 6-hour standard diabetes education 

curriculum in a sample of 61 African American adults with type 2 

diabetes and hypertension. Secondary outcomes related to diet 

included increased vegetable consumption, increased number of 

days following a diabetes diet, and increased nutrition knowledge. 

Intent-to-treat analysis showed a greater proportion of intervention 

than control participants reduced A1C by =0.5% at six months 

(I: 43%, C: 19%, p=0.04), but there was no significant difference 

between groups in achievement of = 5% weight loss (23.3% vs. 22.6%, 

p>0.50). Relative to the control group, intervention participants also 

reported a significant increase in servings of vegetables per day 

(p=0.02), greater improvement in number of days following a general 

diabetes diet(p


English and Spanish. Focus groups were facilitated in both English and 

Spanish with female and male workers. Individuals were compensated 

for their participation. Discussions were recorded, key themes were 

identified, and selected quotations were transcribed to represent 

each theme. Results: Analysis of participants’ comments among focus 

groups resulted in four broad themes with two or more subthemes: 

food environment at work (available food choices, kitchen equipment, 

space to eat); psychosocial stressors (high demands, low control, 

low social support); physically demanding work (illnesses, injuries, 

leisure-time physical activity); and time pressure (scheduling, having 

multiple jobs and responsibilities). Physical and psychosocial features 

of work were identified as important antecedents for overweight. 

In particular, non-traditional work shifts and working multiple jobs 

limit workers’ ability to adhere to public health recommendations 

for diet and physical activity. Worker recommendations for desired 

workplace changes included more access to healthy food and having 

regular breaks and mealtimes protected. Conclusion: Low-income 

workers in this sample reported a broad range of work experiences 

that might influence weight gain or inability to lose weight, similar 

to previously published literature. Qualitative methods provided 

valuable information about obstacles to healthy “lifestyle” choices. 

After systematic compilation of the focus group discussions, the full 

results will be communicated back to members of the participating 

populations for discussion of interpretation and brainstorming about 

recommendations to employers and for public policy. Programs 

to address obesity in low-wage workers must include the work 

environment as a fundamental starting point. 

31. ACHIEVE: The Benefits of State Health 

Department Technical Assistance for 

Communities 

Jennie Hefelfinger, MS, National Association of Chronic Disease Directors (NACDD); 

Ali Patty, BS, MSH, NACDD; Ann Ussery-Hall, MPH, NACDD; Walter ‘Snip’ Young, MA, 

PhD, NACDD 

Background: Action Communities for Health, Innovation, and 

EnVironmental changE (ACHIEVE) is a national collaborative project 

to promote, develop and implement solutions that prevent chronic 

diseases and related risk factors. It is a partnership between local 

communities, state and national organizations, joined in a movement 

to create healthier places to live, work, learn and play. The National 

Association of Chronic Disease Directors (NACDD), one of four 

managing organizations, requires applicant communities to have 

a formal working relationship with their state health department 

(SHD). Technical assistance is provided by State Health Department 

Expert Advisors (EA). Data will be presented which demonstrates the 

value of these community/SHD relationships. Theoretical Framework: 

Social and human capital. Hypothesis:EA provided TA is beneficial 

to community programs that are implementing policy, systems and 

environmental (PSE) change strategies. Methods: A single question - 

How has your EA been involved in your ACHIEVE activities during the 

current progress reporting period? - with six discrete and optional 

open-ended answers was analyzed. Using ACHIEVE community 

semi-annual progress report, this analysis describes the types of 

technical assistance received by 33 ACHIEVE community coordinators. 

Descriptive statistics are used for the discrete variables and the 

template analysis style is used for qualitative variables. Results: In the 

first year of the TA relationship, 48.5% of community coordinators 

reported that the EA shared strategies to leverage local government 

support for ACHIEVE; 57.6% reported they received advice on the 

development of policy, systems and environmental (PSE) change 

strategies; 69.7% received advice on identifying and sharing 

best practices on developing PSE strategies; 57.6% were offered 

opportunities to share their work with other state agencies; 33.3% 

reported that the EA utilized local strategies to inform state policies; 

57.6% reported that the EA participated in local ACHIEVE meetings; 

and only 4 coordinators reported that the EA was not involved with 

their community during a single semi-annual reporting period during 

the 3-year projects. Other TA provided by EAs were: “reviewed and 

provided guidance on healthy retail initiative. . .;”“provided complete 

Streets presentation to. . . city planning commission;” “shared our 

success stories with other communities;” “ consistently provides 

us with valuable resources;” “assisted with funding opportunities;” 

“informed us of state legislation;” “ and developed a Facebook page 

for our initiative. Conclusion: These preliminary data suggest that SHD 

EAs are beneficial to the development of ACHIEVE Community Health 

Advisory Resource Teams and the Community Action Plans. 

32. Addressing Health Literacy: Photo-Voice Revisited 

Pamela Terry, PhD, CHES, CADP, ICPS, FASHA, American Public University; Professor 

Emeritus, Western Illinois University; Lorette S. Oden, PhD, MBA, Western Illinois 

University; Hal Marchand, PhD, Western Illinois University 

The U.S. Department and Human Services defines health literacy 

as one’s ability to not only read, but to also receive, process, and 

understand health information that could lead to informed decisions 

regarding one’s health. The National Assessment on Adult Literacy 

found that limited health literacy among adults in the U.S. population 

impacts all racial and ethnic, educational, and insured and uninsured 

groups. “Photo voice” has been found to be an effective research 

and practical method for eliciting input from vulnerable populations 

through the use of digital cameras. Photo documented descriptive 

story telling has been successfully employed by field researchers 

and educators to provide rapid identification of environmental and 

public health problems. These techniques have been used in health 

care settings to address problems such as chronic pain, food security, 

diabetes, individuals with intellectual disabilities, to name a few. 

Utilization of this methodology has been expanding in the arena 

of health education and related fields. The employment of “photo 

voice” offers community empowerment and capacity building tools 

for enhancing trust, safeguarding environments and the health 

of communities. Photo voice offers vulnerable populations the 

opportunity to present their perspectives on critical issues impacting 

them. This community-based approach can be effectively utilized in 

the health care setting to address low health literacy among certain 

population groups. Photo voice gives participants a unique “voice” to 

present their thoughts and ideas on various health issues. This can be 

particularly useful for those with whom communicating with health 

care professionals prove difficult and oftentimes impossible. Health 

care practitioners may use photo voice to overcome communication 

barriers between themselves and their patients who exhibit low 

health literacy. Improved health literacy may result in reduced medical 

errors, more involvement and compliance on the part of the patient, 

and overall enhanced quality of care. Literature supporting the 

concept and applications of photo voice to utilize community-based 

photographic documents in electronic formats as problem-based 

learning teaching methods will be presented. In this interactive 

session, presenters will discuss previous applications utilized to assist 

remote, low-literacy communities to reduce communication barriers 

related to health literacy. Session participants will brainstorm the 

appropriate uses of photo voice in their daily practice. A specific health 

related problem will be identified and examples of how to utilize 

photo voice to address issues related to that problem. Skills gained 

from this session will be appropriate for use in clinical, educational, 

and other environments where patients access care. 

33. * Racial/Ethnic Disparities of HRQOL Among 

U.S. Adult Self Reported Diabetic Patients from 

NHANES 2001—2008 

Lu Zhang, BA, MPH(c), Louisiana State University Health Sciences Center; 

Liwei Chen, MD, PhD, MHS, Louisiana State University Health Sciences Center; 

Tekeda Ferguson, MPH, MSPH, CHES, PhD, Louisiana State University Health 

Sciences Center; Neal Simonsen, PhD, Louisiana State University Health 

Sciences Center; Tung Sung Tseng, DrPH, MS, CHES, Louisiana State University 

Health Sciences Center 

Background: Diabetes is a serious and growing public concern which 

conveys substantial morbidity and mortality in the U.S. and worldwide. 

Health-related quality of life (HRQOL) has been increasingly evaluated 

as a health outcome in addition to morbidity and mortality rates 



for diabetes during past decades. Recent research indicates that 

diabetes is associated with worse HRQOL, however, potential racial/ 

ethnic disparities of HRQOL for diabetic patients still remain unclear. 

Objective: The aim of this study was to investigate whether racial/ 

ethnic disparities of HRQOL exist among U.S. adult self reported 

diabetic patients and whether gender works as an effect modifier 

in the association. Moreover, this study also aimed to identify the 

key determinants and their different effect estimates for 4 HRQOL 

domains among diabetic patients. Method: NHANES 2001—2008 

self reported diabetic patients aged 20 years or older with self 

reported race/ethnicity of non-Hispanic white, non-Hispanic black 

or Mexican American were included in the study. The CDC HRQOL-4 

was used to measure HRQOL of the participants. Multivariate 

logistic regression considering complex survey design was used to 

calculate crude and adjusted odds ratios. Fifteen covariates including 

demographic variables, health behavior risk factors, and diabetes 

clinical indicators were investigated in the study. Results: 2230 

participants were included in our study. Different patterns of racial/ 

ethnic disparities were shown among the 4 domains of CDC HRQOL. 

Specifically, compared to non-Hispanic whites, non-Hispanic blacks 

were significantly less likely to have at least 14 mentally unhealthy 

or activity limited days during past 30 days, even after adjusting for 

other known risk factors. The racial/ethnic differences among other 

domains dropped below statistical significance after controlling 

for the covariates. Gender effect modified the disparities. Female 

Mexican-Americans had a significantly increased adjusted odds ratio 

of feeling poor to fair compared to their Caucasian counterparts, while 

males remained similar for two ethnic groups. Female blacks were 

less likely but male blacks more likely to have at least 14 mentally 

unhealthy days compared with whites. Evidence of effect modification 

from gender also appeared in the influence of other covariates, like 

age, BMI, education level, marital status, social support and smoking 

status on HRQOL. Conclusion: Inconsistent racial/ethnic disparities 

and effect modification from gender were observed among different 

domains of HRQOL for U.S. adult self reported diabetic patients. 

Our findings would help researchers and policy makers identify 

appropriate interventions for different racial/ethnic groups to achieve 

better management of diabetes and ultimately improve the HRQOL of 

diabetic patients. 

34. Establishing Validity and Reliability of a Scale for 

Measuring Safer Sex and Sexual Communication 

Behaviors Among African Immigrants Based on 

Health Belief Model and Acculturation 

Matthew Asare, PhD, CHES, Northern Kentucky University 

Background: African immigrants in the U.S. are at high risk of HIV/ 

AIDS because of their risky sexual behaviors, but there is a scarcity of 

culturally sensitive valid instruments to measure their sexual behavior. 

Therefore the purpose of this study was to establish validity and 

reliability of a scale for measuring safer sex and sexual communication 

behaviors among African immigrants based on health belief model 

(HBM) and acculturation. Methods: A 64-item instrument based on 

HBM and acculturation was developed and validated by a panel of 

six experts in a two round review process. The test-retest reliability 

(n=30) and internal consistency (n=412) were tested. The instrument 

was piloted among 10 African immigrants for readability, time for 

completion, and comprehension. The Flesch Kincaid Grade level 

indicated that 6th graders could easily understand the instrument. An 

extended version of exploratory factor analysis (EFA) and confirmatory 

factor analysis (CFA) using structural equation modeling (SEM) were 

used for the construct validity of the instrument (n=412). Results: 

The Cronbach’s alphas and test re-test reliability coefficients for all 

the subscales were found to be over .70 and thus acceptable. The 

results for EFA and CFA yielded acceptable factor loadings (.30) for 

the subscales and overall the model was a good fit. Conclusion: This 

instrument has acceptable validity and reliability and can be used 

for survey research to identify needs related to safer sex in African 

immigrants. It can also be used in intervention research to test the 

efficacy and effectiveness of safer sex interventions for this population. 

35. Re-Examining the Sexual Content of Minority 

Preferred Magazines 

Brian Gordon, PhD, MCHES, The University of Alabama ; Qshequilla Mitchell, MA, 

University of Alabama 

Background/Purpose: Early sexual initiation among American 

adolescents represents a major public health crisis. African American 

adolescents are confronted with significant sexual health threats. 

Many unexplored factors may influence sexual behavior among 

adolescents including media exposure. Data are limited regarding 

the sexual content of advertising and less is known about sexual 

content presented to adolescents in magazines. The majority of 

research examining sexual content in the media focuses on television. 

Data examining other mediums, specifically magazines, are vastly 

unexplored. The purpose of this study was to examine the prevalence 

of sexual advertisements in four of the most widely read magazines 

by at-risk adolescents at selected points over past 9years. Method: 

The most commonly-read magazines by African Americans were 

selected: Ebony, Jet, Maxim, and Vibe. The unit of analysis was a single 

advertisement or advertisement insert occurring in these magazines. 

Advertisements were coded if they were full, three quarters, half, or 

less than half of a page. Advertisements in these magazines were 

coded for sexual dress and sexual interaction. Non sexual dress 

included models in everyday attire. Sexual dress included revealing 

clothing, implied nudity, partially dressed, or partial nudity. When 

more than one model was present, sexual interaction was coded. 

Non sexual interaction included holding hands, playing, etc. Sexual 

interaction included hugging, caressing, kissing, or more explicit 

sexual behaviors. Magazines were evaluated at three year intervals: 

2006, 2009, and 2012. Results: Over six hundred (600) advertisements 

were coded as a result of the study. At baseline and at follow up sexual 

content accounted for 24% of magazine advertisements. Sexual dress 

accounted for 15% (20% at follow up), sexual interaction accounted 

for 6% (3% at follow up), and advertisements with both accounted 

for 3% (2% at follow up) of the sexual content found in magazine 

advertisements. Ebony contained 21% at baseline (20% at follow up); 

Jet included 20% at baseline (0% at follow up); Maxim contained 35% 

at baseline (32% at follow up); and Vibe included 21% at baseline (25% 

at follow up) of sexual advertisements. Data collected in 2012 are 

compared with previous years’ findings. Conclusion: Advertisements 

must be evaluated in attempting to understand the sexual content 

adolescents are exposed to as marketers continuously use sex and 

sexism to sell products to adolescents. This study is an initial attempt 

to determine the prevalence of sexual content provided in magazine 

advertisements. Establishment of an ongoing database is needed, and 

further investigation is warranted. 

36. * Sustainable Wellness Interventions: A Program 

Developed for Underserved Women in New 

Orleans, LA Applying the Social Ecological Model 


Background: The Common Ground Health Clinic in New Orleans, LA 

is a nonprofit community primary care clinic that serves uninsured 

and underinsured citizens in one of the poorest areas in Louisiana. 

The surrounding neighborhood of Algiers is 75% African-American, 

with most residents making less than $30,000 each year. There is a 

large uninsured population living around the clinic, and its primary 

mission is to provide wellness programming and primary care 

services to this community. I had the opportunity to work with their 

Women’s Outreach Initiative program to create a wellness group 

that would offer health promotion classes and educational seminars. 

The catch—the program had to become participant-run and selfsustaining 

after eight weeks. Theoretical Basis: The Social Ecological 

Model provides health promoters a useful framework from which 

to develop interventions. Understanding the interrelatedness of 

environment, community, and the individual participant, I used this 

backdrop to structure a sustainable program. Clinic staff interviews 

and participant focus groups established the needs and preferences 

of the participants before session planning. The focus was on 

feminist, holistic health outreach in which participants came to feel 

51


like stakeholders. Objectives: The Women’s Outreach Initiative is 

intended to empower by: creating a community of peers focused on 

improving their own health and that of the community, educating 

individuals about healthy choices in specific context, generating 

excitement about the group and growing leaders to sustain programs, 

introducing holistic health promotion based on mindfulness 

principles, and fostering the understanding that self-care can do more 

than improve individual quality of life—it can create consciousness 

raising opportunities and provide a vehicle for peaceful social 

change. Intervention: The eight-week program of courses focused 

on building upon each session prior. The first half of each 1.5 hourlong 

course consisted of movement and meditation, the second on 

lessons and interactive activities, and the end on group discussion 

and future planning operations. By the second week, a committee 

of leaders was elected to influence upcoming sessions and move 

towards a sustainable program. Evaluation Measures: Surveys and 

post-intervention focus groups showed high levels of satisfaction with 

the program and an intention to continue planning and delivering 

the Women’s Outreach Initiative. Results: Leaders within the group 

became volunteer staff at the clinic to oversee and manage the 

continued holistic program. Their experience in tweaking an existing 

program plan once elected to the leadership panel, created a baseline 

from which to generate future classes. 

37. Predicting Health-Related Quality of Life Among 

Young Mothers Based on Social Support Theory 

and Cohabitation Status Using the 2009 California 

Health Interview Survey 

Kashika Sahay, BS, MPH, Emory University 

The author hypothesizes that varying levels of social support in nonmarital 

versus marital and single parent childrearing arrangements 

have important implications for maternal quality of life. Social support 

theory posits that the direct effect of social support is good health. 

Contrastingly the absence of such support prevents the buffering 

effects of stressors that could lead to ill health. Health-related 

quality of life measures are appropriate for assessing perceived 

health status. Early motherhood is a transitional time when healthrelated 

quality of life may vary as a function of social supports. In the 

United States, approximately 38 percent of children are born into 

cohabiting relationships. Cohabitation, or living with an intimate 

sexual partner outside of marriage, is increasingly common practice in 

the U.S., especially amongst younger mothers. To test the hypothesis, 

secondary data analysis of the 2009 California Health Interview (CHIS) 

cross-sectional survey is being performed on the sample of young 

mothers ages 20-29. The primary exposure of interest is cohabitation 

status as measured by two questions assessing if the individual is 

now married, living with a partner in a marriage-like relationship, 

single or legally registered as a domestic partner or legally married in 

California. The primary outcome of interest is general health status: 

Would you say that in general your health is excellent, very good, 

good, fair or poor? The general health status measure will most likely 

be dichotomized to include excellent, very good and good versus 

fair and poor health status in a logistic regression. Social support 

theory constructs are being operationalised for inclusion in the 

model using questions related to mental health, emotional support, 

partner status and living arrangements to assess potential covariates. 

Other potentially confounding effects of education and income 

will also have to be assessed. Preliminary results suggest there is 

considerable diversity in health status and living arrangements among 

the population of young mothers that can potentially be explained 

by social support theory. Public health interventions targeted at 

improving maternal and infant health outcomes should consider a full 

spectrum of socio-demographic living situations to optimize healthrelated 

quality of life and health outcomes for mothers and children. 

Thus, this presentation will help contribute to the understanding the 

social ecological circumstances of young mothers. This information 

can further be used to plan culturally appropriate maternal and child 

health interventions on community and individual levels. 

38. Childbearing Decision Making of Women Living 

with HIV/AIDS (WLHA) in Nigeria: A Social 

Ecological Approach 

Yewande Sofolahan, MS, Pennsylvania State University 

Background: Women in sub-Saharan Africa between the ages of 15- 

24 years account for 76% of those at risk of contracting HIV. When 

compared to women in Western societies, WLHA in sub-Saharan Africa 

do not have the autonomy to make decisions or adopt a change in 

health behaviors that may be in opposition to socio-cultural norms. 

Given the value placed on having children in Nigeria, WLHA are at 

a higher risk for engaging in unsafe sexual practices to fulfill their 

childbearing desires. Using a socio-ecological approach that addresses 

the overlapping relationship between the individual and their social/ 

environmental contexts, we explored the different factors that 

influence health decisions and health behaviors of WLHA desiring to 

bear children. Methods: Sixty in-depth interviews with WLHA were 

conducted in the hematology section of an outpatient clinic in Lagos, 

Nigeria. The interviews were conducted in three languages (English, 

pidgin English and Yoruba) and lasted an average of 45 minutes. 

WLHA were asked questions on their childbearing desires, sexual 

and reproductive health care needs and how these influence their 

childbearing decisions. PEN-3 model was used as the theoretical 

framework for organizing the data. Results: The majority, over 70% 

of the participants desired to have children. Themes on reproductive 

decision making included: belief that HIV is non-existent, especially if 

they had a sero-discordant partner; belief about HIV being a spiritual 

problem; fulfillment of marriage role; self-fulfillment; economic 

situation; influence of partner; access to health care services and 

attitude of health care providers. Conclusion: Our findings highlight 

that WLHA behaviors and decisions about childbearing are influenced 

by different factors. These factors must be understood and taken into 

consideration when developing risk reduction interventions aimed at 

assisting WLHA turn their childbearing desires into reality. 

39. Macro-Level Modifiable Variables Affecting 

Breastfeeding Rates 

Beth Lanning, PhD, MCHES, Baylor University; Jessica Stroope, BSEd, MPH(c), 

Baylor University 

Breastfeeding rates in the United States are far below Healthy People 

2020 goals. Though 74% of women initiate breastfeeding, by three 

months, only 33.6% are still breastfeeding exclusively. By six months, 

43.5% of mothers continue to breastfeed, but only 14.1% continue 

to breastfeed exclusively, as is the recommendation of the American 

Academy of Pediatrics (AAP), the World Health Organization (WHO), 

and the American Public Health Association (APHA). By twelve months, 

only 22.7% of mothers are still breastfeeding, even though the AAP, 

WHO, and APHA all recommend complementary breastfeeding to 

continue until children are at least one year old. This study reviewed 

the literature surrounding modifiable macro-level variables affecting 

breastfeeding rates, using the Ecological Model of Health Promotion 

as a theoretical framework. Several macro-level modifiable variables 

were indentified including: the Baby-Friendly Hospital Initiative, 

lactation-specific training for hospital staff, skin-to-skin contact, 

rooming-in, supplementation rates, cesarean deliveries, drugs 

used during labor and delivery, hospital discharge bags containing 

formula products, and mPINC scores, and factors outside of the 

hospital setting, including IBCLC availability post-hospital discharge, 

clinician knowledge/support of breastfeeding, paid maternity leave, 

worksite lactation support, formula influence outside of the hospital, 

legislation, peer support, and WIC breastfeeding support. Major 

recommendations for areas of change include initiating paid maternity 

leave at the national level, restricting formula marketing practices, and 

making hospital breastfeeding rates publically available. 



40. Improving Safety and Health Practices of 

Reproductive Age Female Farmworker of Florida 

Jose Tovar, MA, Farmworker Association of Florida; Linda McCauley, BSN, MN, PhD, 

Emory University 

Background: Farm work is one of the most hazardous of all 

occupations, but few studies have been conducted to assess the safety 

of agricultural work-related tasks and pregnancy outcomes. In 2008 

(Bureau of Labor Statistics), was estimated that 24% of the agricultural 

workforce were women and that most of them were young: the 

average age in 2001-2002 was 33 (Department of Labor, 2005). 

Activities associated with farm work that are of potential concern 

include repetitive motion or heavy lifting, prolonged standing and 

exposure to harmful or toxic substances such as pesticides. Theoretical 

Framework: A community-based participatory research in public 

health (Israel, 1998) guided this study to advance our knowledge 

of the social, structural, and physical environmental exposures that 

occur in farmwork with potential affects of the health of pregnant 

farmworkers and their babies. During the past decade there has 

been increasing concern regarding the safety of farmwork during 

pregnancy. The most often pregnancy outcomes that have been 

studied include reduced fertility, spontaneous abortion, stillbirth or 

early neonatal death, preterm births, fetal growth delay and birth 

defects (Blanco et al., 2005; Curtis et al. 1999; Engel et al., 2000; Idrovo, 

2005; Khanjani , 2006; Taha , 1993; Zhu, 2006). Hypothesis: Workers 

with children will exhibit array strategies to protect themselves 

from the harms of farmwork. However, many workers with lack risk 

perceptions of pesticides on their work place. Toxic biomarkers 

levels will be comparative higher on places were risk perceptions 

are lower than in the places were there is more awareness of them. 

Methods: Mix methods were used to collect perception of risks in two 

communities (nurseries and ferneries); 5 focus groups, 260 interviews 

and 120 urine samples were collected by trained community 

members. Results: Older women with children shown better 

understanding of the risks associated with farmwork; but in many 

cases this wisdom was acquire by painful outcomes; nursery workers 

lacked perception of risk compare to fern harvesters. A slide difference 

between nursery, ferneries, and a control group of workers on their 

level of toxins by biomarkers were noticed, but were not significant. 

Conclusion and implications for practice: There is a uneven knowledge 

of risks and strategies on female farmworkers. With this knowledge a 

major aim of the project will be the development of a culturally and 

linguistically appropriate farmworker healthy pregnancy training 

module and its pilot to determine the effectiveness with a sample of 

farmworker women of child-bearing age. 

41. Working Together for Patient Care: Increasing 

Access to Mammography Screenings Among 

Diverse Populations Through the Use of the Social 

Ecological Model 

Isabel Quinonez, MPH, Ravenswood Family Health Center 

Despite the increased awareness of the need for mammography 

screenings and its role in early detection of breast cancer, there is still 

a disproportional gap among medically underserved communities 

that are not routinely being screened. This session will explore how 

the Ravenswood Family Health Center’s “Mammography and Breast 

Health” program has strived to decrease barriers to mammography 

screenings among the Latino, African American, and Pacific Islander 

patients residing in East Palo Alto, East Menlo Park, and Redwood City, 

California. Based on components of the social ecological model, which 

integrates social factors into behavior changing interventions, the 

program focuses on connecting women to mammography services by 

increasing knowledge and changing attitudes towards mammography 

screenings, alongside developing an interpersonal relationship with 

their breast health patient navigator, who leads the patient through 

the process of obtaining a mammogram and assists in the elimination 

of barriers to these screenings. Patients are assessed for social 

and economical barriers, whether it be lack of health insurance or 

transportation to mammography appointments. At an organizational 

level, the Ravenswood Family Health Center has developed a breast 

health navigator toolkit, which includes case management protocols, 

phone scripts, and educational materials, among other tools, which 

are used by the breast health navigators to assist the patients 

through this program. This toolkit is also used to train student and 

lay volunteers as breast health navigators and integrate them as part 

of the patient care team alongside the patient’s medical provider. 

The inclusion of community partnerships, like the Community Health 

Partnership and the Palo Alto Medical Foundation, demonstrates 

the importance in fostering collaboration to increase access points 

to mammography screenings, as these partnerships allowed more 

women to be screened at their medical home with their breast health 

navigator present at these screenings for support and education. As 

a result of these approaches, since 2010, the “Mammography and 

Breast Health” program has screened and case managed 1247 women 

through all mammography referral sites, with 25% of those women 

screened through Ravenswood’s community partners. From 2007- 

2008, before a breast health program was fully implemented, 522 were 

screened. In 2010-2011, 40% more women were screened. From those 

1247 women screened, 10 women have been diagnosed with breast 

cancer and have been navigated through the treatment process as 

well. 

42. A New Frontier for Health Education: The Critical 

Value of Knowledge of Genomics Diagnostics by 

Cancer Survivors 

Nelson Atehortua, MD, PhD, MPH, University of the Sciences; Yang Mo, MSc, 

University of the Sciences; Amalia M. Issa, PhD, MPH, University of the Sciences and 

The Methodist Hospital Research Institute 

Background: The CDC established a comprehensive list of genomic 

competencies for health educators. Evidence suggests that only about 

a third of health educators are willing to integrate genomics into their 

professional practice. New technologies such as gene expression 

profiling assays and other molecular diagnostics are increasingly being 

used to improve the ability to identify key cancer characteristics and 

to guide decision-making for treatment decisions. Early diagnosis 

and more precise therapeutics are contributing to increasing the 

number of long-term cancer survivors, which is expected to double 

by the year 2050. However, little is known about cancer survivors’ 

level of knowledge about the use of genomic diagnostics. Gaps 

in knowledge are an opportunity for health educators to provide 

relevant interventions. Aim: To determine cancer survivors’ level 

of knowledge and preferences for use and adoption of genomic 

diagnostics. Methods: A cross-sectional survey using a web-based 

questionnaire was administered to a sample of breast and colorectal 

cancer newly diagnosed patients (n=100) and survivors (n=68). The 

sample for this study was drawn from a nationally representative 

panel of respondents. Results: Among respondents, 38% of breast 

cancer and 33% of colorectal cancer survivors were in remission, and 

nine percent of breast cancer and 26% of colorectal cancer patients 

were newly diagnosed. Newly diagnosed cancer patients preferred 

higher degrees of test sensitivity and specificity as compared with 

survivors (p


43. A Quantitative Analysis of Hepatitis C Virus 

Transmission & the Perception Among Local 

Tattoo Artists 

Patty Woodward, EdD, California State University, Sacramento; Heather Diaz, DrPH, 

Sacramento State University 

Hepatitis C (HCV) is a viral infection often associated with risky 

behaviors such as intravenous drug use, promiscuous sexual 

behavior, and blood transfusions prior to mandatory blood borne 

pathogen regulations. With an increase in social acceptability of body 

modification, HCV has come to be associated with this practice as well. 

The practice of body modification is prevalent in young adults and 

teens. Franz (2001) pointed out that; “Fine art tattooing has become 

a common place practice particularly among teenagers and young 

adults” (Dermatology Nursing, p. 308). Not surprisingly, there is a high 

incidence of HCV within this populace. Concern over HCV exposure 

during body modification prompted this qualitative study utilizing 

informant interviews of tattoo artists in the greater Sacramento 

region. Qualitative interviews were conducted to determine general 

knowledge of HCV transmission, business practices regarding 

sanitation, and to solicit suggestions from tattoo artists concerning 

HCV. Nine interviews were conducted within the following postal zip 

codes: 95608, 95814, 95610, and 95819. All tattoo artists interviewed 

were aware that HCV is a blood borne pathogen, and that it could be 

transmitted through unsterile tattoo practices. Variation was noted 

between businesses regarding sanitation practices. Most notable, 

interviewees conceded that some artists practicing from home or in 

non-traditional business settings may not practice proper sanitation 

practices. Many suggested the need for licensure within their industry. 

Further study should be conducted with more interviewees to 

determine the need for interventions to prevent HCV transmission 

through body modification. 

44. Understanding the Role of Attachment Theory to 

Prevent Traffic-Related Injuries 

Elaine M. Murphy, MS, Old Dominion University 

According to the National Highway Traffic Safety Administration 

(NHTSA), in 2008, 23% of all traffic fatalities in the United States were 

between 16 and 24 years of age (NHTSA, 2009b). Many theories have 

been used to explain risky driving, but the current work proposes 

to use a theory that is new to the field of traffic safety, attachment 

theory. The pioneering research on adult attachment first began 

with romantic relationships and has extended to a number of risky 

behaviors including risky sexual practices, alcohol use, and substance 

abuse. Recently, adult attachment insecurities have been linked to 

risky driving. Taubman-Ben-Ari and Mikulincer (2007) hypothesized 

and found that an increase in attachment anxiety predicted an 

intention to drive recklessly. The relationship between attachment 

orientations and risky driving has not been fully understood, and it is 

the goal of this study to add to the growing literature of attachment 

insecurities and risky driving specifically. In the current study, it is 

expected that both attachment orientations, anxiety and avoidance, 

will have a negative association with risky driving. Further, it is 

hypothesized that attachment anxiety and avoidance will predict 

risky driving, and this relationship will be partially mediated by 

self-esteem. The models will be examined separately and jointly for 

college and non-college students. Participants consisted of both 

college and non-college students between the ages of 18 to 25. They 

completed a series of questionnaires online that was 135 questions 

and took approximately 30 minutes to complete. The survey included 

the following measures: Experiences in Close Relationships-Revised 

(Fraley, Waller, & Brennan, 2000) to assess attachment anxiety and 

avoidance, Driver Behavior Questionnaire, Violations subscale (Reimer 

et al., 2005) to measure risky driving, Driving as Relevant to Selfesteem 

(Taubman-Ben-Ari, Florian, & Mikulincer, 1999) to measure 

driving self-esteem Impulsive-Sensation Seeking Scale (Zuckerman 

et al., 1993) to assess sensation seeking, and the Marlowe-Crowne 

Social Desirability Scale-Short (Strahan & Gerbasi, 1972) to measure 

social desirability. Data collection is still undergoing but preliminary 

results show support for the hypotheses that attachment insecurity 

predicts risky driving behaviors. A larger sample size is needed before 

mediation can be tested and the comparison between college and 

non-college students can be made. If support is found for these 

hypotheses, this research will have practical implications for the 

planning and design of intervention countermeasures aimed at 

reducing risky driving and preventing unnecessary traffic injuries. 


Page Schedule Titleat a Glance 

Time Event Room 


7:30 AM—6:00 PM Registration/Hospitality/CE Desk Open Grand Foyer 

(Ballroom Level) 

8:00 AM—11:00 AM House of Delegates Meeting Belvedere (2nd Floor) 

11:30 AM—6:00 PM Board of Trustees Meeting Union Square 

(36th Floor) 

1:00 PM—5:00 PM Pre-Conference Workshop I: Local Policy Development Redwood A 


6:00 PM—8:00 PM Pre-Conference Workshop I Continued 

1:00 PM—6:00 PM Pre-Conference Workshop II: Schools & Communities as 

Essential Partners* 

1:00 PM—5:00 PM Pre-Conference Workshop IV: Public Service 

Announcements 

2:00 PM—5:00 PM CHES & MCHES Examinations (must be pre-registered with 

NCHEC to take exam) 

Fillmore AB 

(Theatre Level) 

ORPHEUM 


Larkspur (2nd Floor) 

2:00 PM—6:00 PM Exhibit & Poster Setup Grand Foyer 


6:00 PM—9:00 PM Pre-Conference Workshop V: Student Workshop & Mixer Orpheum 


6:30 PM—9:30 PM Pre-Conference Workshop VI: Evaluation Fillmore AB 


6:30 PM—8:30 PM Pre-Conference Workshop VII: SABPAC* Fillmore C 


6:30 PM—8:00 PM National SOPHE Leadership Orientation Warfield 


8:00 PM—9:30 PM House of Delegates Dinner TBA–Offsite 




7:15 AM—8:15 AM SOPHE Snapshot & Meeting Mentor Program Redwood Room 


7:15 AM—8:15 AM SOPHE 2012 Annual Meeting Planning Committee Meeting Warfield 


7:15 AM—8:00 AM Wellness Challenge Activity: Yoga & Relaxation Belvedere (2nd Floor) 

8:30 AM—8:00 PM Exhibits/Posters/Job Bank Open Grand Foyer 


8:30 AM—5:00 PM CHES/MCHES Lounge Orpheum 


8:30 AM—8:45 AM Opening Remarks/Welcome Grand Ballroom 



55

Schedule at a Glance 


8:45 AM—9:15 AM Plenary I: SOPHE 2012 Presidential Address* 

Robert S. Gold, PhD, DrPH, 2011-2012 SOPHE President, University of Maryland 

College Park 

Grand Ballroom 


9:15 AM—10:00 AM Keynote Address: Healthy Communities for All* 



Angela Glover Blackwell, JD, PolicyLink 



10:00 AM—10:15 AM Coffee Break with Exhibitors Grand Foyer 


10:15 AM—11:45 AM Concurrent Sessions A 

A1: Reducing Disparities Among Priority Populations Grand Ballroom 


A2: Impacting Global Populations Through the Fulbright Scholars Program Redwood Room 


A3: Engaging the Learner in Health Promotion Programs Fillmore A 


A4: Utilizing Online Approaches to Impact Public Health* Conference Theatre 


A5: Improving Health Equity Through Policy Change Fillmore BC 


11:45 AM—12:15 PM Box Lunch Pick Up Grand Foyer 


12:00 PM—1:00 PM SOPHE-AAHE Town Hall Meeting Grand Ballroom 


12:00 PM—1:00 PM Communities of Practice Roundtables Redwood Room 


12:00 PM - 1:00 PM Poster Promenade* Grand Foyer 


12:00 PM—1:00 PM SOPHE Publications Committee Meeting Warfield 


12:00 PM—1:00 PM SOPHE Health Equity Cooperative Agreement Meeting BELVEDERE (2nd Floor) 

1:15 PM—2:45 PM Concurrent Sessions B 

B1: Improving Health on College Campuses* Fillmore A 


B2: Employing Community-Based Participatory Research* Fillmore BC 


B3: Establishing Our Role in the Health Care System Redwood Room 


B4: Capitalizing on Social Media Grand Ballroom 


B5: Advocating for Women’s Sexual Health Conference Theatre 






1:30 PM—3:00 PM Growing Healthy Curriculum Meeting Belvedere (2nd Floor) 

3:00 PM—4:30 PM Concurrent Sessions C 

C1: Impacting the Health of LGBT Populations Redwood Room 


C2: Communicating with Photovoice* Grand Ballroom 


C3: Advancing Our Profession Through Accreditation & Certification Fillmore BC 


C4: Using Technology to Reach Priority Populations Conference Theatre 


C5: Preparing for Effective Policy Advocacy Campaigns* Fillmore A 


4:45 PM—6:15 PM Plenary II: CBPR Today & Tomorrow: Power, Participation 

And Practice* 

Eugenia Eng, DrPH, MPH, University of North Carolina; Meredith Minkler, DrPH, 

MPH, University of California at Berkeley; Kathleen Roe, DrPH, MPH, San Jose 




6:30 PM—8:00 PM Opening Social, Poster Session with Authors, Exhibits Open Grand Foyer 





7:00 AM—8:15 AM Continental Breakfast Grand Foyer 


7:15 AM—8:15 AM SOPHE 2013 Annual Meeting Planning Committee Meeting Orpheum 


7:15 AM—8:15 AM Early Riser Sessions 

Early Riser I: SOPHE Chapter Development Session: The Foundation 

for Building & Sustaining a Great Leadership Board* 

Early Riser II: Preparing for and Responding to Emergencies 

Early Riser III: Using Interactive Technology to Enhance Practice 

Fillmore BC 


Fillmore A 


Conference Theatre 


7:15 AM—8:00 AM Wellness Challenge Activity: Body Attack Belvedere (2nd Floor) 

7:15 AM—2:30 PM Exhibits/Posters/Job Bank Open Grand Foyer 


8:30 AM—10:00 AM Concurrent Sessions D 

D1: The History and Future of Health Education Practice Grand Ballroom 


D2: Reducing Obesity in Children & Families* Fillmore A 


D3: Expanding the Capacity for School Health Education Redwood Room 


57



D4: Training the Public Health Workforce Conference Theatre 


D5: Improving the Outcome of Policy Advocacy Efforts Fillmore BC 


10:15 AM—11:00 AM Plenary III: Elizabeth Fries Health Education Award & 

Lecture: What Does it Mean to Be Pragmatic? Opportunities 

and Challenges for Pragmatic Approaches* 

Russell Glasgow, PhD, National Cancer Institute 

11:00 AM—11:45 AM Plenary IV: SOPHE 2012 Honorary Fellow Presentation 

and Lecture* 

Jonathan Fielding, MD, MPH, Los Angeles County Department of Public Health 





11:45 AM—12:15 PM Box Lunch Pick Up Grand Foyer 


12:00 PM—1:00 PM SOPHE All Member Business Meeting & Luncheon Grand Ballroom 


1:15 PM—2:15 PM Plenary V: Educators and Environment: Promoting Health* 

Richard J. Jackson, MD, MPH, UCLA Fielding School of Public Health 

2:15 PM—2:30 PM Concluding Remarks 

Kelli McCormack Brown, PhD, CHES, 2012-2014 SOPHE President 





2:30 PM—3:30 PM SOPHE Awards Committee Meeting Larkspur (2nd Floor) 

2:30 PM—4:00 PM Posters/Exhibits Tear Down Grand Foyer 


2:30 PM—5:30 PM Post-Conference Workshop: NCHEC Item Writing: Acquire 

Skills to Enhance Research, Evaluation, and the Health 

Education Profession* 

Fillmore BC 


2:30 PM—5:00 PM SABPAC Meeting Orpheum 


2:30 PM—5:00 PM SOPHE 2012-2014 Executive Board Meeting Warfield 


2:45 PM—5:00 PM Health Promotion Practice Associate Editors Meeting Belvedere (2nd Floor) 

6:30 PM—9:30 PM SOPHE Awards Ceremony Gala (By ticket only) 

(Transportation on your own via taxi or bus) 

de Young Fine Arts 

Museum 

9:30 PM—10:30 PM Awards Afterglow (Optional) de Young Fine Arts 

Museum 

Sunday, October 28 

8:30 AM—11:00 AM Past Presidents Breakfast Meeting Belvedere (2nd Floor) 

Monday, October 29 

9:30 AM—11:30 AM Health Education & Behavior Editors Meeting Tiburon (2nd Floor) 

12:00 PM—2:00 PM Health Education & Behavior Editorial Board Meeting Boulevard 

Restaurant 


Page Title 

59

Hotel Floor Plans 

Second Floor 

Theatre Level 

BallROom Level 


Page Book Title Signings 

Purchase your copy of these acclaimed books at the SOPHE meeting 

and receive 10–20% off the list price—plus get a personalized, autographed copy! 

F R ID A Y , O C TO B ER 2 6 

6:30 PM – 8:00 PM 

Community Organizing and Community Building for Health & Welfare 

Meredith Minkler and co-‐authors present to autograph books 


6:30 PM – 8:00 PM 

Diabetes in Black America 

Leonard Jack, Jr. present to autograph books 


6:30 PM – 8:00 PM 

Health Promotion Programs: From Theory to Practice 

Carl Fertman & Diane Allensworth present to autograph books 

S A TU R D A Y , O C TO BE R 2 7 

2:30 PM – 3:00 PM 

Designing Healthy Communities 

Richard J. Jackson present to autograph books 

61

Save These Important Dates 

March 2–4, 2013 

16th Annual Health Education Advocacy Summit 

Washington, DC 

April 17–19, 2013 

SOPHE 64th Annual Meeting 

Orlando, FL 

OUR SUPPORTERS 

Special thanks to our conference supporters for 

making this conference a success! 

Platinum 

Local Chapter 

Northern California 

Society for Public 


DIAMOND 

SILVER 

BRONZE 

GOLD 

Society for Public Health Education 10 G St. NE Ste. 605 • Washington, DC 20002 www.sophe.org

final program - Society for Public Health Education

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