areas of responsibility
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Areas of Responsibility for Entry-Level Health Educators
Responsibility I Summary
I have demonstrated Responsibility I: Assessing Needs, Assets, and Capacity for Health
Education in my Senior Assessment, Woodland S.A.S.: Seniors Alleviating Stress. My group
and I identified a stakeholder, Kathleen Gardner, who could help us implement a needs
assessment at Woodland Hall. She allowed us to set up a table in Woodland Hall lobby where
we were able to pass out needs assessments. The instrument of assessment was a five question
survey, which collected primary data. We included a statement at the top of the needs
assessment that assured their confidentiality, which demonstrates ethical standards.
Evidence of Responsibility I
We are a group of senior community health educators interested in implementing a program at Woodland Hall geared toward freshman and mental health. This survey is completely
anonymous so do not include your name and please be as honest as possible. Thank you. 1. In the past week have you felt (circle all that apply)
A) lonely B) overwhelmed
C) depressed D) anxious E) stressed
F) other______________________________________________________________________
2. What type of things stress you? (Circle all that apply) A) school B) relationships (romantic and nonromantic)
C) financial situations D) work
E) extra activities F) living situations (residential hall or at home) G) self esteem/body image
H) other______________________________________________________________________
3. How do you relieve stress a) I don't b) recreation (gym/physical activity)
d) sleep e) talking to friends or trusted person
f) drugs/alcohol g) sexual activity h) other _______________________________________________________________________
4. What kind of incentives would you like?
A) food B) prizes C) I don't need an incentive
5. What's the best time and day for you to attend a presentation?
__________________________________________________________________________
Responsibility II Summary
I have demonstrated Responsibility II: Plan Health Education in my Senior Assessment,
Woodland S.A.S.: Seniors Alleviating Stress. My group and I involved priority populations and
other stakeholders in the planning process by doing a needs assessment with the freshmen and
planning the program with Kathleen Gardner, associate director of student life on campus. We
developed goals and measurable objectives based on our needs assessment results. Our
strategies for carrying out our objectives was consistent with our objectives. Our strategies for
our meeting our objectives included demonstrating stress reduction techniques, facilitating
discussions, and helping the freshmen identify attainable stress reduction resources.
Evidence of Responsibility II
Program Goals, Objectives, and Activities
Goal 1: Reduce stress levels among the freshmen residents of SIUE's Woodland Hall. o Objective 1a: At the conclusion of Walk with a Senior, 50% of participants will
correctly identify three effective stress reduction techniques. Intervention: During Walk with a Senior, participants will learn multiple stress
reduction techniques to reduce stress, including physical fitness, academic advice,
and counseling. Theory and construct: Social Cognitive Model - Behavioral Capability
Measured by: Pre and post test that measures if they can correctly identify three strategies to reduce their stress levels. Question: List three techniques you learned today to relieve stress.
o Objective 1b: At the conclusion of Walk with a Senior, 85% of participants will indicate that they are likely or very likely to use the stress relief techniques that we
taught them in the future. Intervention: During Walk with a Senior, seniors will discuss with participants the
resources available to them on campus to reduce stress, including the Fitness
Center, Counseling Services, and 24/7 area to study in the Student Success Center.
Theory and construct: Social Cognitive Theory - Self-efficacy Measured by: Post-test question that identifies if they will use the stress reduction
techniques in the future. Question: How likely are you to use the techniques you
learned today to relieve stress in the future? o Objective 1c: At the conclusion of Unwind with Yoga and Yogurt, 100% of
participants will be able to demonstrate three different yoga poses. Intervention: During Unwind with Yoga and Yogurt, at the same time participants
will learn different yoga poses from instructor and demonstrate the poses
themselves. Theory and construct: Social Cognitive Theory - Behavioral Capability
Measured by: Participants engaging in the yoga poses, observed by program planners
o Objective 1d: By October 27, 2014, Woodland planning team will go to different
resources on campus and get pamphlets to distribute to participants. Intervention: Woodland planning team will learn of the many different resources
located on campus
Theory and construct: Social Cognitive Theory – Self-efficacy Measured by: number of pamphlets taken from Unwind with Yoga and Yogurt
event o Objective 1e: At the conclusion of Unwind with Yoga and Yogurt, 70% of participants
will be able to list at least one of the days and times for yoga taught at SIUE fitness
center. Intervention: During Unwind with Yoga and Yogurt, group members will
announce multiple times to participants the times and days of yoga taught at SIUE
fitness center. Participants will also receive a handout of the days and times of yoga taught at SIUE fitness center (see Appendix D).
Theory and construct: Social Cognitive - Self-efficacy Measured by: Participants correctly answering post-test question. Question: What
day and time is yoga taught at SIUE fitness center?” o Objective 1f: At the conclusion of Unwind with Yoga and Yogurt, 90% of participants
will report a decrease in their stress level.
Intervention: During Unwind with Yoga and Yogurt, participants will participate in yoga and engage in a group discussion to help reduce stress.
Theory and construct: Social Cognitive Theory - Behavioral Capability Measured by: Participants reporting their stress level decreasing from their pre-
test to their post-test.
o Objective 1g: At the conclusion of Unwind with Yoga and Yogurt, 80% of participants will be likely or very likely to continue doing yoga as a stress relief
technique in the future. Intervention: Showing participants how to do yoga poses and when yoga is taught
at the SIUE fitness center
Theory and Construct: Social Cognitive Theory - Self-efficacy Measured by: Participants reporting that they will be likely or very likely to
continue doing yoga as a stress relief technique in the future in the post-test.
Goal 2: Advertise for the events Unwind with Yoga and Yogurt and Walk with a Senior.
o Objective 2a: By October 27, 2014, the Woodland team will have 75 flyers and 2 posters posted in Woodland Hall to promote the event Unwind with Yoga and Yogurt in the MFR.
Measured by: 75 flyers printed and 2 posters hung up that will be tracked by planners
o Objective 2b: By October 27 2014, the Woodland team will have an advertisement for the Social Media Group to post on their multiple social media sites for the event Unwind with Yoga and Yogurt.
Measured by: Group members tracking when their advertisements for Unwind with Yoga and Yogurt were posted on multiple social media sites.
o Objective 2c: By October 27 2014, the Woodland team will have flyers and posters posted in Woodland Hall to promote the event Walk with a Senior. Measured by: 1 poster posted and 50 flyers printed for Walk with a Senior.
o Objective 2d: By October 27 2014, the Woodland team will have an advertisement for the Social Media Group to post on their multiple social media sites for the event Walk with a Senior.
Measured by: Group members tracking when their advertisements for Walk with a Senior were posted on multiple social media sites
o Objective 2e: The Woodland team planners will recruit the day of 11/6 from 12:30-2:00 in the lobby to recruit freshmen to come on a Walk with a Senior. Measured by: Number of participants who attend the event.
Responsibility III Summary
I have demonstrated Responsibility III: Implement Health Education in my Senior
Assessment, Woodland S.A.S.: Seniors Alleviating Stress. My group and I implemented a plan
of action by applying the PRECEDE/PROCEED model to our program. We monitored
implementation of health education by coming up with a timeline to have certain things done by
a specific deadline before our program began. We trained ourselves what to say and do that
would be best to educate the participants. We monitored our implementation by asking for
participant feedback during the program and making changes accordingly.
Evidence of Responsibility III
Phase 1 & 2 Phase 3 Phase 4 Phase 5
Phase 6
Phase 8
Social & Epidemiologica l
Assessment
Behavioral & Environmental
Assessment Educational & Ecologica l
Assessment
Adminis tration & Pol icy
Assessment
Implementation
Process Evaluation Impact Evaluation Outcome Evaluation
Phase 7 Phase 9
Health Target
Mental health
issues such as
suicide, depression,
anxiety, stress,
relationship/room
mate difficulties, and loneliness
Behavioral Target
Stress, anxiety, being
overwhelmed, and
loneliness
Predisposing Factors Negative attitude towards mental health Little knowledge of stress reduction techniques Mental health not a priority Students might not know they need help
Reinforcing Factors Decline in social connection among peers Strong family support system Health care workers that are comfortable to be around Media attaches negative stigma to mental health
Enabling Factors Counseling and health services are two affordable resources available to SIUE students No skills to effectively manage stress No time to address mental health issues due to other responsibilities
Intervention
Unwind with Yoga and Yogurt
Walk with a
Senior
Environmental Targets
Social support and
resources associated
with helping freshmen
deal with mental
health
Responsibility IV Summary
I have demonstrated Responsibility IV: Conduct Evaluation and Research Related to
Health Education in my Senior Assessment, Woodland S.A.S.: Seniors Alleviating Stress. We
developed plans for evaluation using research methods by determining if the participants learned
from our program. In our program we were wanting participants to learn how to use stress
reduction techniques. We designed instruments to collect data by creating a pre and post-test to
measure what participants learned using quantitative evaluation methods. We distributed the pre
and post-tests before and after the program. From this evaluation we found that we were
successful in meeting our objectives.
Evidence of Responsibility IV
Pre Test
Thank you for attending Unwind with Yoga and Yogurt. We are doing a stress relief program
targeting freshmen. We are asking you to fill out this pre-test but you may choose not to. The results will remain completely anonymous. Thank you for participating in this event.
1. What is your stress level currently? 1 being not stressed at all and 10 very stressed? Circle one.
1 2 3 4 5 6 7 8 9 10
No stress. A lot of stress
2. Have you ever participated in yoga before? Circle one.
Yes No
3. If yes, where did you participant in yoga at?
A. At SIUE fitness center
B. Other. Please use the space to tell us where.
4. What day and time is yoga taught at SIUE fitness center? Please use the space provided to fill in your answer.
Post-Test
Thank you for participating in Unwind with Yoga and Yogurt. We are doing a stress relief
program targeting freshmen. We are asking you to fill out this post-test but you may choose not to. The results will remain completely anonymous. Thank you for participating in this event.
1. After participating in yoga, what is your current stress level?
1 2 3 4 5 6 7 8 9 10
2. How likely are you to continue doing yoga as a stress relief technique in the future?
Not likely likely very likely
3. What day and time is yoga taught at the fitness center? Please use the space provided to fill in
your answer.
Responsibility V Summary
I have demonstrated Responsibility V: Administer and Manage Health Education in my
Senior Assessment, Woodland S.A.S.: Seniors Alleviating Stress. We managed fiscal resources
by discussing funding opportunities with our campus partner and working on a budget. We were
awarded around $40 from our campus partner and $100 from the Department of Kinesiology and
Health Education. We spent much of our budget on incentives for the attending the program.
We obtained acceptance and support for our program by keeping constant communication
between stakeholders in our program, such as Kathleen Gardner and Nicole Klein.
Evidence of Responsibility V
38.62
100.00
5.46
38.62
Donated
Donated
79.61
20.00
Free
Donated
Donated
144.08
118.23
143.69
0.39
5.46
Budget
Revenue and Support
Contribution from team ____________________
Donation from Campus Partner ____________________
KHE Funds ____________________ Total Income ___________________ Expenditures Direct Costs
Personnel
Salary & Wages ____________________ Supplies
Instructional materials _____________________
Incentives _____________________ Food _____________________
Binding _____________________
Meeting Cost _____________________
Equipment _____________________ Sales Tax _____________________ Advertising _____________________
Total of direct costs __________________
Total expenditures __________________
Balance
Responsibility VI Summary
I have demonstrated Responsibility VI: Serve as a Health Education Resource Person in
my Senior Assignment, Woodland S.A.S.: Seniors Alleviating Stress. My group obtained and
disseminated health-related information during our programs. We found that our population was
in need of stress relief information. We obtained valid information resources by accessing
information from places like the American College Health Association and the Journal of
Clinical Psychology. We conveyed health-related information to priority populations by
demonstrating and discussing stress reduction techniques and providing attainable resources to
our priority population during our implementation of our program Unwind with Yoga and
Yogurt.
Evidence of Responsibility VI
FRESHMEN OUTREACH FORM
STUDENT ISSUES ONLINE SUPPORT
Need a tutor? www.siue.edu/is
Need more career direction? www.siue.edu/careerdevelopmentcenter Need an on campus job? www.siue.edu/studentemployment
Need to get involved-bored? www.siue.edu/kimmel Need help planning spring classes? www.siue.edu/advising Need public transportation? www.mct.org
Need to pay for parking violations? www.siue.edu/parking Need to turn in shot records? www.siue.edu/healthservice
Need to know fall deadlines? www.siue.edu/registrar Need a different roommate? www.siue.edu/housing Need more SIUE apparel? www.siue.edu/muc/bookstore
Need to stay physically healthy? www.siue.edu/crec/sfc Need to talk to licensed personal counselor? www.siue.edu/counseling
Need to know of campus recreation? www.siue.edu/crec Need to improve study skills? www.siue.edu/is/courses/ad115 Need scholarship opportunities? www.siue.edu/financialaid/scholarships
Need to find SIUE’s online catalog? www.siue.edu/registrar Need to know the menu in our cafeteria? www.siue.edu/muc/dailymenu/
Need to keep hair trimmed? www.siue.edu/muc/hair.shtml Need help with a Speech presentation? www.siue.edu/is/speechcenter
Responsibility VII Summary
I have demonstrated Responsibility VII: Communicate and Advocate for Health and
Health Education in my internship with Madison County AIDS Program. I assessed and
prioritized health information and advocacy needs by conducting research of secondary data in
regards to sexual health needs. I engaged in health education advocacy by engaging stakeholders
in Madison County’s colleges and universities for National Condom Week, which promoted safe
sex in college students. I delivered safe sex messages using a variety of strategies, methods and
techniques including, condom demonstrations, learning games, and incentives that were tailored
to the priority population.
Evidence of Responsibility VII
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