YOUR ROLE IN CREATING A HEALTH PROMOTING CAMPUS

Transcription

1 NAVIGATING HEALTH PROMOTION: YOUR ROLE IN CREATING A HEALTH PROMOTING CAMPUS OLIVER TACTO, MSW, MPH PAULA LEE SWINFORD, MS, MHA AMANDA VANNI, MPH DIANE MEDSKER, BA

2 LEARNING OUTCOMES 1) Articulate distinctions between health/wellness/well-being, and prevention/health promotion 2) Identify foundational references that ground health promotion in best practice 3) Detail the delivery of health promotion as a process, not a predetermined product 2

3 ROAD MAP Part 3: Where We Are Going Mapping current roles and building infrastructure on your campus 03 Part 2: Where We ve Been How health promotion is more than prevention 02 Part 1: Who We Are Identifying professional reference points and making connections 01 3

4 WHO S IN THE ROOM? NAME TITLE INSTITUTION DISCIPLINE 4

5 Who are you at this moment?

6 ARE YOU Well-being Health Wellness 6

7 ARE YOU Prevention Promotion 7

8 ARE YOU I think therefore I am I am because you are 8

9 ARE YOU Biomedical Behavioral Socio- Environmental 9

10 A CLOSER LOOK What causes heart disease? Health Model Causes of Problem Principal Strategies to Address Problem Biomedical Hypertension Family history Hypercholesterolemia Treatment Surgery Medication Behavioral Smoking High fat diet Low level of physical activity Educational Counseling Health communication Self-help/mutual aid Socioenvironmental Living conditions Working conditions Social isolation Policy change Advocacy Community mobilization How do the pros and cons of how these descriptors inform your approach to creating a health promoting campus?

11 ROAD MAP Part 2: Where We ve Been How health promotion is more than prevention 02 Part 1: Who We Are Identifying professional reference points and making connections 01 11

12 PREVENTION The measures to prevent the occurrence of disease, such as risk factor reduction. Nutbeam, D. (ed.). (1998). Health promotion glossary. Geneva: World Health Organization.

13 PREVENTION (1957) Commission on Chronic Illness Mild problems Few or no problems Primary prevention Moderate problems Secondary prevention Severe problems Tertiary prevention Commission on Chronic Illness: Chronic illness in the United States, vol. 1. Published for the Commonwealth Fund by Harvard University Press, Cambridge, Mass., 1957.

14 TIMELINE 1950 and 1960 s Start 1957:Commission on Chronic Illness 1961: Halbert Dunn, MD writes High Level Wellness 14

15 1970 s 1975: Wellness Resource Center, Mill Valley, CA 1977: First National Wellness Institute at University of Wisconsin Stevens Point 15

16 1986: Ottawa Charter for Health Promotion 1980 s 1983: Institute of Medicine (IOM) Continuum of Care IOM Protractor 1987: Fund for the Improvement of Post Secondary Education Grants to Higher Education 16

17 INSTITUTE OF MEDICINE CONTINUUM OF CARE (1983) Source: Reprinted with permission from Reducing Risks for Mental Disorders. Copyright 1994 by the National Academy of Sciences, Courtesy of the National Academy Press, Washington, DC.

18 1986: Ottawa Charter for Health Promotion 1980 s 1983: Institute of Medicine (IOM) Continuum of Care (the IOM Protractor) 1987: Fund for the Improvement of Post Secondary Education Grant to Higher Education 18

19 HEALTH PROMOTION (1986) The process of enabling people to increase control over, and to improve, their health. Nutbeam, D. (ed.). (1998). Health promotion glossary. Geneva: World Health Organization.

20 HEALTH PROMOTION ACTIONS World Health Organization. Ottawa Charter for Health Promotion. In First International Health Promotion Conference, Ottawa, Canada, 1986.

21 EXPLORING THE ACTIONS Reorient health care Develop personal skills Strengthen community actions Mental health screening Mindfulness workshops Community development

22 ESSENTIAL TO THE PROCESS Individual responsibility for own health Empowerment of individuals and communities Community -Based Approach There is a problem or deficit in the community Problem is defined by agencies or government Social marketing is the main approach used Professionals are key to solving the problem There are strengths and competencies in the community Problem is defined by the community Social justice is the main approach used Professionals are a resource to the community Community Development Approach 22

23 EXPLORING THE ACTIONS Reorient health care Develop personal skills Strengthen community actions Build healthy public policy Create supportive environments Mental health screening Mindfulness workshops Community development Smoke-free environment Safe bike paths

24 1986: Ottawa Charter for Health Promotion 1980 s 1983: Institute of Medicine (IOM) Continuum of Care (the IOM Protractor) 1987: Fund for the Improvement of Post Secondary Education Grants to Higher Education 24

25 1990 s 1996: Mental Health Parity Act (MHPA) 1990: First CHES Certification 1994: Violence Against Women Act (VAWA) 25

26 2001: Counsel for Advancement of Standards in Higher Education: Health Promotion Chapter 2000 s 2007: Virginia Tech Massacre 2000: DHHS Healthy People

27 2010 s 2015: Okanagan Charter: An International Charter for Health Promoting Universities and Colleges 2011: Dear Colleague Letter: Sexual Violence 27

28 2010 s 2015: Okanagan Charter: An International Charter for Health Promoting Universities and Colleges 2011: Dear Colleague Letter: Sexual Violence 2018: Inaugural TODAY Well-being and Health Promotion Leadership NASPA Strategies Conference 28

29 BUILDING HEALTH PROMOTION INFRASTRUCTURE In development: Health Promotion Beyond Health Care Office for Wellness and Health Promotion, University of Southern California (2018).

30 ROAD MAP Part 3: Where We Are Going Mapping current roles and building infrastructure on your campus 03 Part 2: Where We ve Been How health promotion is more than prevention 02 Part 1: Who We Are Identifying professional reference points and making connections 01 30

31 DEFINITIONS Health: complete physical, mental, social well-being, not just the absence of disease. (WHO, 1946) Wellness: optimal; realization of fullest potential, and fulfillment of one s role expectations in various communities. (WHO, 2006) Well-being: working definition, similar to Eudamonia; a sustainable quality of purpose that underlies our sense of self, motivation to persist, trust in agency, and responsibility to act for the common good. (Gallup, 2014) Smith, B. J., Tang, K.C., & Nutbeam, D. (2006 ). WHO Health Promotion Glossary: new terms Geneva: World Health Organization. Gallup, Healthways. Gallup-Heathways Well-Being Index: methodology report for indexes

32 EXAMPLES OF UNIVERSITY STRATEGIC PLANNING STATEMENTS Create healthy communities and wellness-minded individuals Ensure a diverse, inclusive and healthy community Lead a comprehensive approach to student and community well-being Cultivate a culture where individuals and communities thrive 32

33 WHO IS ACCOUNTABLE FOR INCREASING HEALTH AND WELL-BEING ON YOUR CAMPUS? 5 Action Items Current Possible Create supportive environments Build healthy public policy Strengthen community action Develop personal skills Reorient health care

34 TAKING IT HOME REDIRECT REFRAME What can you do to strengthen the infrastructure for health promotion on your campus? REINFORCE

35 QUESTIONS?

36 MEET THE TEAM Paula Lee Swinford, MS, MHA Director Office for Wellness and Health Promotion Diane Medsker, BA Assistant Director Training and Consultation Amanda Vanni, MPH Assistant Director Community Development Oliver Tacto, MSW, MPH Assistant Director Assessment and Communication 36