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Бакалаврская программа «Социология и социальная информатика»

Research Seminar "Health, Well-Being and Human Behavior"

2021/2022
Учебный год
ENG
Обучение ведется на английском языке
4
Кредиты
Статус:
Курс по выбору
Когда читается:
3-й курс, 1-4 модуль

Преподаватели

Course Syllabus

Abstract

Students will be immersed in the world of social research on health behavior and well-being during the course. We will discuss risks and protective factors, prevention programs, and much other stuff related to children, teenagers, and adults’ health behavior and well-being. Students will become familiar with theories of social behavior and would be able to view research ideas through their lens. Format: online synchronous seminars (platform https://zoom.us/meetings).
Learning Objectives

Learning Objectives

  • To provide students with the knowledge and skills necessary to detect and describe the social mechanisms of health behavior and well-being.
  • To provide students with the knowledge and skills necessary to detect and describe the social mechanisms of health behavior and well-being.
Expected Learning Outcomes

Expected Learning Outcomes

  • be able to conduct studies and present its results in the form of oral presentation with visual material.
  • be able to conduct studies and present its results in the form of oral presentation with visual material.
  • be able to conduct studies and present its results in the form of oral presentation with visual material. –be able to juxtaposition theoretical concepts to the analysis of health and well-being behavior. –be able to read and critically discuss academic articles with different empirical study design. –know the main sociological, psychological, and interdisciplinary public health concepts and theories related to health, well-being, and human behavior. 
  • be able to conduct studies and present its results in the form of oral presentation with visual material. –be able to juxtaposition theoretical concepts to the analysis of health and well-being behavior. –be able to read and critically discuss academic articles with different empirical study design. –know the main sociological, psychological, and interdisciplinary public health concepts and theories related to health, well-being, and human behavior. 
  • be able to juxtaposition theoretical concepts to the analysis of health and well-being behavior.
  • be able to juxtaposition theoretical concepts to the analysis of health and well-being behavior.
  • be able to read and critically discuss academic articles with different empirical study design.
  • be able to read and critically discuss academic articles with different empirical study design.
  • know the main sociological, psychological, and interdisciplinary public health concepts and theories related to health, well-being, and human behavior.
  • know the main sociological, psychological, and interdisciplinary public health concepts and theories related to health, well-being, and human behavior.
Course Contents

Course Contents

  • Health communication and promotion: sources and providers
  • Introduction. Health behavior theories.
  • Health communication and promotion: sources and providers
  • Introduction. Health behavior theories.
  • Methods and techniques in health communication
  • Confidence crisis to medicine.
  • Confidence crisis to medicine.
  • Methods and techniques in health communication
  • Apps for health and well-being control.
  • Apps for health and well-being control.
  • Health is our resource.
  • Health is our resource.
  • Childhood in poverty: development, well-being, and health.
  • Childhood in poverty: development, well-being, and health.
  • The downside of preventive measures.
  • The downside of preventive measures.
  • Teenagers: health vs. risks
  • Teenagers: health vs. risks
  • Presentation and discussion of students individual research projects
  • Presentation and discussion of students individual research projects
Assessment Elements

Assessment Elements

  • non-blocking Participation in class discussions
    Комментарий 1. Правила поведения во время элемента контроля: дискуссия проводится в Zoom, поэтому рекомендуется выключать микрофоны, если говорит другой студент. Приветствуется, если вы будете задавать вопросы другим студентам/командам. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо также: (1) предупредить участников вашей команды (если идет групповая работа), чтобы кто-то из них взял ваше слово; (2) сразу написать преподавателям.
  • non-blocking Participation in class discussions
    Комментарий 1. Правила поведения во время элемента контроля: дискуссия проводится в Zoom, поэтому рекомендуется выключать микрофоны, если говорит другой студент. Приветствуется, если вы будете задавать вопросы другим студентам/командам. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо также: (1) предупредить участников вашей команды (если идет групповая работа), чтобы кто-то из них взял ваше слово; (2) сразу написать преподавателям.
  • non-blocking In-class assignments.
    The grade will be calculated as an average score for all types of written activities during the seminars.Комментарий 1. Правила поведения во время элемента контроля: проводится в онлайн формате в строго определенное время, поэтому рекомендуется не опаздывать к началу занятия, выключать микрофон, включить камеру, не покидать поле зрения камеры, выслать заполненную форму по истечении времени. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо сразу написать преподавателям.
  • non-blocking In-class assignments.
    The grade will be calculated as an average score for all types of written activities during the seminars.Комментарий 1. Правила поведения во время элемента контроля: проводится в онлайн формате в строго определенное время, поэтому рекомендуется не опаздывать к началу занятия, выключать микрофон, включить камеру, не покидать поле зрения камеры, выслать заполненную форму по истечении времени. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо сразу написать преподавателям.
  • non-blocking Presentation of student's thesis.
    It includes an oral presentation with visual materials of the parts of the student's research - research framework, literature review, data description, and preliminary analysis.1. Правила поведения во время элемента контроля: дискуссия проводится в Zoom, поэтому рекомендуется выключать микрофоны, если говорит другой студент. Приветствуется, если вы будете задавать вопросы другим студентам/командам. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо также: (1) предупредить участников вашей команды (если идет групповая работа), чтобы кто-то из них взял ваше слово; (2) сразу написать преподавателям.
  • non-blocking Presentation of student's thesis.
    It includes an oral presentation with visual materials of the parts of the student's research - research framework, literature review, data description, and preliminary analysis.1. Правила поведения во время элемента контроля: дискуссия проводится в Zoom, поэтому рекомендуется выключать микрофоны, если говорит другой студент. Приветствуется, если вы будете задавать вопросы другим студентам/командам. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо также: (1) предупредить участников вашей команды (если идет групповая работа), чтобы кто-то из них взял ваше слово; (2) сразу написать преподавателям.
  • non-blocking Final exam
    The final exam consists of a set of questions related to the student's thesis. The grade for the final exam is calculated as an average score from grades by several instructors. The grade for the final exam is rounded according to algebra rules.1. Правила поведения во время элемента контроля: проводится в онлайн формате в строго определенное время, поэтому рекомендуется не опаздывать к началу занятия, выключать микрофон, включить камеру, не покидать поле зрения камеры, выслать заполненную форму по истечении времени. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо сразу написать преподавателям.
  • non-blocking Final exam
    The final exam consists of a set of questions related to the student's thesis. The grade for the final exam is calculated as an average score from grades by several instructors. The grade for the final exam is rounded according to algebra rules.1. Правила поведения во время элемента контроля: проводится в онлайн формате в строго определенное время, поэтому рекомендуется не опаздывать к началу занятия, выключать микрофон, включить камеру, не покидать поле зрения камеры, выслать заполненную форму по истечении времени. 2. В случае кратковременного/долговременного нарушения связи, руководствуйтесь разделом "Что делать, если что-то пошло не так" https://www.hse.ru/studyspravka/distcontrol. Необходимо сразу написать преподавателям.
  • non-blocking Participation in class discussions
    Students are responsible for notifying the teacher of their absence due to an extenuating circumstance or illness prior to the missed class (by email or in-person). Classes missed due to illness or an extenuating circumstance excluded from the calculation of accumulated grade. Students who missed more than 12 seminar hours due to illness or an extenuating circumstance have to provide home assignments for missed seminars in a written form not later than 2 weeks before the final examination. Assignments, requirements and recommendations are provided individually by email upon request from the student. In-class participation part of the grade is not the subject to retakes. Seminar grades for tests and presentations can be improved at the beginning of the next seminar by giving a short presentation (the topic must be agreed with the teacher in advance). Retakes allowed within the 15-day period after the seminar (at the next seminar).
  • non-blocking Participation in class discussions
    Students are responsible for notifying the teacher of their absence due to an extenuating circumstance or illness prior to the missed class (by email or in-person). Classes missed due to illness or an extenuating circumstance excluded from the calculation of accumulated grade. Students who missed more than 12 seminar hours due to illness or an extenuating circumstance have to provide home assignments for missed seminars in a written form not later than 2 weeks before the final examination. Assignments, requirements and recommendations are provided individually by email upon request from the student. In-class participation part of the grade is not the subject to retakes. Seminar grades for tests and presentations can be improved at the beginning of the next seminar by giving a short presentation (the topic must be agreed with the teacher in advance). Retakes allowed within the 15-day period after the seminar (at the next seminar).
  • non-blocking In-class assignments.
    The grade will be calculated as an average score for all types of written activities during the seminars.
  • non-blocking In-class assignments.
    The grade will be calculated as an average score for all types of written activities during the seminars.
  • non-blocking Presentation of student's thesis.
    It includes an oral presentation with visual materials of the parts of the student's research - research framework, literature review, data description, and preliminary analysis.
  • non-blocking Presentation of student's thesis.
    It includes an oral presentation with visual materials of the parts of the student's research - research framework, literature review, data description, and preliminary analysis.
  • non-blocking Final exam
    The final exam consists of a set of questions related to the student's thesis. The grade for the final exam is calculated as an average score from grades by several instructors. The grade for the final exam is rounded according to algebra rules.
  • non-blocking Final exam
    The final exam consists of a set of questions related to the student's thesis. The grade for the final exam is calculated as an average score from grades by several instructors. The grade for the final exam is rounded according to algebra rules.
Interim Assessment

Interim Assessment

  • 2020/2021 1st module
  • 2020/2021 1st module
  • 2020/2021 2nd module
  • 2020/2021 2nd module
  • 2020/2021 3rd module
  • 2020/2021 3rd module
  • 2020/2021 4th module
    0.3 * Final exam + 0.3 * In-class assignments. + 0.2 * Participation in class discussions + 0.2 * Presentation of student's thesis.
  • 2020/2021 4th module
    0.3 * Final exam + 0.3 * In-class assignments. + 0.2 * Participation in class discussions + 0.2 * Presentation of student's thesis.
  • 2021/2022 1st module
  • 2021/2022 1st module
  • 2021/2022 2nd module
  • 2021/2022 2nd module
  • 2021/2022 3rd module
  • 2021/2022 3rd module
  • 2021/2022 4th module
    0.25 * Final exam + 0.25 * In-class assignments. + 0.25 * Participation in class discussions + 0.25 * Presentation of student's thesis.
  • 2021/2022 4th module
    0.25 * Final exam + 0.25 * In-class assignments. + 0.25 * Participation in class discussions + 0.25 * Presentation of student's thesis.
  • 2022/2023 1st module
  • 2022/2023 1st module
  • 2022/2023 2nd module
  • 2022/2023 2nd module
  • 2022/2023 3rd module
  • 2022/2023 3rd module
Bibliography

Bibliography

Recommended Core Bibliography

  • Claudia Parvanta, & Sarah Bass. (2020). Health Communication: Strategies and Skills for a New Era. Jones & Bartlett Learning.
  • L. Kay Bartholomew Eldredge, Christine M. Markham, Robert A. C. Ruiter, Maria E. Fernández, Gerjo Kok, & Guy S. Parcel. (2016). Planning Health Promotion Programs : An Intervention Mapping Approach: Vol. Fourth edition. Jossey-Bass.
  • Marisa E. Hilliard, P., Kristin A. Riekert, P., Judith K. Ockene, P. Me. M., & Lori Pbert, P. . (2018). The Handbook of Health Behavior Change, Fifth Edition: Vol. Fifth edition. Springer Publishing Company.
  • Nancy Grant Harrington. (2014). Health Communication : Theory, Method, and Application. Routledge.
  • Renata Schiavo. (2014). Health Communication : From Theory to Practice: Vol. Second edition. Jossey-Bass.
  • Viswanath, K., Rimer, B. K., & Glanz, K. (2015). Health Behavior : Theory, Research, and Practice (Vol. Fifth edition). San Francisco, CA: Jossey-Bass. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1021677

Recommended Additional Bibliography

  • Dadaczynski, K., & Tolks, D. (2021). Digital health communication and health literacy in times of COVID-19. Planning and implementation of a special course of study in health promotion and prevention. GMS Journal for Medical Education, 38(1), 1–8. https://doi.org/10.3205/zma001427
  • K. Y.S. Putri, Deddy Mulyana, S Bekti Istiyanto, Linda Zakiah, & Rayni Delya Hafni. (2021). Transformation of health communication literacy in the pandemic era. Informasi, 51(1), 93–110. https://doi.org/10.21831/informasi.v51i1.38290
  • Leslie R. Martin, & M. Robin DiMatteo. (2013). The Oxford Handbook of Health Communication, Behavior Change, and Treatment Adherence. Oxford University Press.