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									                    HED 290: Health and Wellness Spring 2007
          SAN FRANCISCO STATE UNIVERSITY  DEPARTMENT OF HEALTH EDUCATION
                             WED 16:10-18:55 GYM 146
                 To be healthy in an unhealthy world we must act both inwardly
                 and outwardly to be the change we want to see. -Gandhi
Professor: Vivian Chávez, DrPH-MPH                        Office Hours: (HSS 314)
Tel. (415) 338-1307                                       E-Mail: vchavez@sfsu.edu
Teaching Assistants: Kaho Liu meukarro@aol.com and Teresa Shartel tshartel@sbcglobal.net

Course Description
HED 290 is an experiential course designed to guide students through an embodied learning
process to attain physical, mental, spiritual and community health. The course presents
creative arts as tools to promote health and manage the effects of illness. Personal health is
easily compromised by exposure to health inequity, environmental and personal challenges.
Students will learn how to balance these challenges with practices aimed at protecting their
health. Health promotion is not circumscribed to the public and private institutions; health is
created and lived by people within the settings of their everyday life – where they learn,
work, play and love. Active creative participation is a core component of this course.
Students will practice physical exercises and engage in activities to unlearn and heal
oppressive attitudes and behaviors, improve mental and body flexibility, and promote healthy
aging. The experiences of multiculturalisms, oppression and privilege will be addressed
throughout the entire semester because healing and unlearning oppressive attitudes and
behaviors is a key element in preventing disease and promoting health. An alternative web
based radio curriculum will enhance homework assignments and readings.

Dance & Yoga: Bringing the body into the curriculum
Our bodies are the home of our health stories, sculpted in the flesh of our being, bearing the
scars of trauma and illness. Our bodies are the guardians of our insights and intuitions. In
this class you the body/mind and soul/spirit will be honored as the temple of health and
wellness. Weekly lectures will be complemented by a movement/stretching component that
incorporates yoga asanas (postures), kinesthetic awareness, music, meditation, and breathing.
Students are encouraged to participate at their own pace and level of comfort.
Yoga and dance have been practiced in many forms for thousands of years and recently
people are recognizing their health benefits. Yoga is a spiritual practice based on the belief
that the body and the breath are intimately connected with the mind. Yoga asanas impact
several systems in the body in a positive manner. When done correctly, the nervous system,
digestive system, immune system, and circulatory system benefit. Dance as a healing art is
customary in many non-Western cultures, but this application of dance has been obscured
and ignored in the Western world. Dance has a highly integrative nature as it engages
movement, music, and expression. Yoga and dance are cross-cultural activities that can
reduce stress, decrease fatigue, increase self-awareness and bring balance into our lives.
Please note: Avoid eating for at least one hour before class. Dress in loose, comfortable
clothes. Be sure to let the instructor know if you have any specific health related concerns.
                                                             HED 290 * Spring 2007 * page 1
Learning Objectives & Activities
By the end of the semester students will be able to:
     1. Describe the major determinants of health including multicultural perspectives that
         integrate Eastern, Western, and Indigenous systems of care.
     2. Describe the major determinants of oppression from a personal and global perspective.
     3. Identify effective strategies for wellness, including: the use of creative arts, physical
         activity, community building and healthy eating/drinking/consuming, etc.
     4. Critically analyze personal health habits as they relate to mental, physical, spiritual
         and community health, chronic disease and health inequities.
     5. Discuss sexual health, interpersonal boundary and relationship issues.
     6. Learn to use creative arts to heal conflicts and sickness born of oppressive attitudes
         and behaviors in us and among us.
     7. Study violence as a public health issue and participate in non-violence training.
     8. Identify personal value system and potential for creative expression.
     9. Practice effective interpersonal and cross-cultural communication skills.
     10. Develop introductory level proficiency in the use of creative arts (movement,
         drawing, collage, photovoice and creative writing) for health and wellness.
         (Photovoice is a creative form of popular education and health research that promotes
         dialogue and social action about health issues through photography.)

Learning Activities will be a combination of:
     • Cognitive/Didactic (Lecture, seminar presentations, group discussion) 30%
     • Experiential (Movement, process exercises, somatic demonstrations)       40%
     • Practical/Applied (Student presentations, reports on outside experience) 30%

Flow of the Class:
The first 4 weeks introduce students to broad health topics as well as creative tools for
wellness. Primary prevention, health inequality, empowerment, cultural humility, unlearning
and healing oppression are introduced side by side yoga asanas and dance movements. The
next 7 explore personal health topics through body maps, collage, & community events. The
last 4 weeks are organized around action and dissemination. Students work as teams to study
a health issue and produce an expressive presentation on the topic.
 •   Verbal/somatic check-in ~ to become aware of the overall mood of the group.
 •   Sensory awareness ~ to enter the body through movement.
 •   Topic of the day ~ to explore health & wellness from a knowledge base.
 •   Experiential learning ~ to make personal and global connections to the topic.
 •   Purposeful closure ~ to integrate the material with self reflection.

Texts:
- G. Edlin & E. Golanty (2006). Health and Wellness 9th Edition, Jones and Bartlett Publishers, a
   self-assessment workbook accompanies the text.
- (optional) A. Halprin (2002). Returning to Health with Dance, Movement & Imagery, Liferhythm.




                                                                HED 290 * Spring 2007 * page 2
   Course Requirements: Always turn-in assignments on time. Late assignments are
   penalized one point for each day they are late. No Incompletes.
1. Attendance and Participation (20%)
   Presence is a basic requirement for this experiential class. Students must come to class on
   time, dressed in comfortable attire, prepared for physical activity and with an open mind.
   Absences and lateness will affect your grade considerably. Two tardies = one absence.
2. Self-Assessment Workbook Exercises (25%)
   The self-assessment workbook is offered as a space where students can enter into critical
   dialogue & self-reflection. Students are required to complete exercises on the syllabus on a
   timely basis for full credit – each exercise is worth 2 points. Exercise 6.2 is worth 3 points.
3. My Health Story (10%) and Collage Project (10%)
   Students will develop a wellness timeline, write a brief (2 page) personal health story and
   present it through the medium of collage. This assignment is worth a total of 20 points.
   Further instructions will be provided in class.
4. Health Event Participation & Reflection Paper (10%)
   Participate in a health exhibit/lecture/workshop and write a 2-page reflection paper. In your
   paper describe how the event is related to health and what you learned from it.
5. Team Project: Photovoice and/or Dance Representation (25%)
   The final project will be based on student research and group work.
   Individual Proposal = 5 points        Team Proposal = 5 points
   In groups of 3-4 students will study and represent a health & wellness concern and
   strategies for prevention. The topic will be presented to the class through Photovoice or
   dance representation. Presentation and Outline (15 points).

   ADDITIONAL REQUIREMENT:
   Yoga mat and belt
   This class requires that you bring a yoga mat and belt with you to every class. In addition, you
   may bring a yoga block, towel or other personal items to make yoga more comfortable for you.

   Optional:
   Students are invited to enhance learning in Health and Wellness through self-care &
   journaling. Taking care of ourselves when faced with an illness, crisis or trauma is as
   important as self-care when all is well. There are many forms of self-care, some derived
   from ancient healing traditions, others from creative arts, modern research, and our own
   family cultures. Journaling can be the perfect compliment for this class. Find a space to
   take notes, write preliminary ideas for assignments, develop learning opportunities and
   explore challenges & feelings as they come up.

   One last thing…
   The instructor will bring colorful pencils/pens/pastels or other tools to facilitate a creative
   learning experience. You are welcome to bring your own favorite art supplies.

                                                                  HED 290 * Spring 2007 * page 3
                                   Course Outline
 “It’s not our differences that divide us. It’s our judgments about each other that do.”
                                               -Margaret Wheatley, Turning to One Another


DATE TOPIC                               READINGS                  ASSIGNMENT DUE
 1/24 Health & Wellness, Cultural
      Humility, Yoga and Dance

 1/31        Unlearning & Healing          Health & Wellness        Workbook exercises
                  Oppression                chapters 1 & 7           1.1, 1.2, 1.3 &1.4

 2/7     Prevention: East, West &          Health & Wellness        Workbook exercises
         Indigenous Perspectives            chapters 2, 3 & 4        2.3,2.7, 3.1, 4.2
         Guest Speaker: Ruth Cox
 2/14        Understanding Disease         Health & Wellness       Personal Health Story
                 Body Mapping               chapters 13, 14        & Wellness Timeline
          Guest Speaker: Julia Zarcone
 2/21        Body Image, Gender &          Health & Wellness             Collage
                 Empowerment                chapters 5 & 6          Workbook exercise
                                                                            6.2
 2/28     Addressing Our Addictions        Health & Wellness        Workbook exercises
                                          chapters 16, 17 & 18       16.3, 5.2 & 18.2
 3/7           Building Healthy            Health & Wellness        Workbook exercises
                 Relationships            chapters 8, 9, 10, 11        8.2, 8.5, 8.6
 3/14      Violence as a Health Issue      Health & Wellness
                                               chapter 23
 3/21       Building Community &                                        Health Event
            Cultivating nonviolence                                       Reflection
 3/28       Research Teams formed          Student Research          Individual Research
                                                 Topics                 Proposal Due
 4/4         Global Wellness and           Health & Wellness           Team Research
               Healthy Aging                  chapter 22                Proposal Due
4/9-13          Spring Break                 Spring Break              Spring Break
 4/18       Photovoice Concept &           Photovoice readings
           Application in HED 290
 4/25      Dance as a Healing Art            Dance readings
  5/3         Photovoice and/or             Student Research
                Dance Process                    Topics
 5/16      Closure & Sustainability

 5/23             Final Exam                                            Presentations

                                                           HED 290 * Spring 2007 * page 4
CHHS Withdrawal Policy: The last day to drop a class is February 20th. Withdrawal from a
class after February 20th will be considered for serious and compelling reasons only, and
must have accompanying documentation. The following reasons are not considered serious
and compelling: Changing your major, poor performance, class not required for
graduation/major, or more time needed for other classes. If you wish to withdraw from class
due to unexpected changes in your work schedule, illness or family emergencies,
documentation will be required, along with a copy of unofficial transcripts. If you are
requesting a withdrawal, bring your petition and appropriate documentation to the instructor.
CR/NC option: March 20th is the last day to request the CR/NC option. The Associate Dean
will not approve requests for changes if you miss this deadline.
Late Add Policy: The last day to add classes late with a gold sticker is Feb. 9th. It is your
responsibility to add the class. Faculty cannot add you into a class. After this deadline a late add
justification form and add slip must be signed by your instructor, chair and CHHS Dean to add.
This will be approved only if there was an administrative error.
Check your registration through MySFSU: Sign up for CR/NC, drop and add classes by
the appropriate deadline online through MySFSU. ALWAYS check your registration after
making any changes and BEFORE deadlines to be sure you are registered properly for your
classes. This is a student responsibility. Deadlines for all registration procedures, including
withdrawals and requests for credit/no credit, are listed in the class schedule and will be
strictly adhered to by the instructor, the Department Chair, and the Dean of College of Health
& Human Services. This can be viewed on the Registration Calendar at the following
website: http://www.sfsu.edu/~admisrec/reg/noindex/reg064.html#8
Disability Programs and Resource Center: Students with disabilities who need reasonable
accommodations are encouraged to contact the instructor. The Disability Programs and
Resource Center (DPRC) is available to facilitate reasonable accommodations process. The
DPRC, located in SSB 110, can be reached by telephone at 415-338-2724 (voice/TTY) or by
e-mail at dprc@sfsu.edu.

       Due Dates and Points Allocation (Grading) for Assignments:
Assignment                            Due Date          Total Points       My points
                                                        Available
Self Assessment Workbook              Weekly            25
My Health Story & Timeline            2/14              10
Collage                               2/28              10
Health Event                          3/21              10
Team Project
a) Individual Research                3/28              5
b) Team Research                      4/4               5
c) Presentation and Outline           5/23              15
Attendance & Participation                              25
TOTAL POINTS POSSIBLE:                                  100


                                                              HED 290 * Spring 2007 * page 5

								
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