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31 - 39 of 39 results for: CARDCOURSES::health ; Currently searching offered courses. You can also include unoffered courses

PEDS 250: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 150)

Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities. HUMBIO students should enroll in HUMBIO 122H. Undergraduates may enroll in PEDS 150. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).
Terms: Win | Units: 3

PSYC 144: Islamic Psychology (PSYC 244)

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr | Units: 4 | UG Reqs: WAY-EDP | Repeatable 2 times (up to 6 units total)
Instructors: Awaad, R. (PI)

PSYC 223B: Topics in Neurodiversity: Design Thinking Approaches (PSYCH 249B)

The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr | Units: 2-4
Instructors: Fung, L. (PI)

PSYC 225: Mentorship and Clinical Engagement in Child/Adolescent and Adult Psychiatry

A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorder more »
A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorders, such as depression, anxiety, eating disorders, autism, and attentional disorders. We also facilitate opportunities for the students to get involved in cutting-edge scientific research, networking/collaborating (including with medical students and faculty around the world), and attending professional conferences. The course is offered during autumn, winter and spring quarters and is intended as a longitudinal seminar to be taken continuously across these quarters. Medical students who cannot attend three quarters may enroll with permission of the instructor. Non-medical students interested in the course should contact the instructor. The course has officially received Cardinal Course designation. Cardinal Courses integrate coursework with community service experiences. Students enrolled in PSYC 225 can elect to receive additional 1-2 course credits to participate in a community engagement component centered around Child and Adolescent Psychiatry. The service opportunity is called Body Empowerment Project, a research-validated eating disorder prevention program for middle and high school students. Students will undergo a 10-15 hour virtual training and work together to lead weekly workshops at Aspire East Palo Alto Charter School (EPACS) on Wednesdays from 2:30-3:30pm. Students will progressively develop more independence in leading sessions for middle and high school students in the community under guidance from TAs and the course director. For questions, please contact Christina Miranda (cmirand@stanford.edu).
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit

PSYC 244: Islamic Psychology (PSYC 144)

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr | Units: 4 | Repeatable 2 times (up to 6 units total)
Instructors: Awaad, R. (PI)

PSYCH 249B: Topics in Neurodiversity: Design Thinking Approaches (PSYC 223B)

The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr | Units: 2-4
Instructors: Fung, L. (PI)

SPANLANG 110SL: Advanced Spanish Service-Learning: Campus Workers' Health and Empowerment Outreach

Students will develop advanced Spanish language proficiency through the examination of various topics, including women's health, parent child relationships, mental health, and more. The class will include expert commentary from doctors, mental health professionals, human rights specialists, migrants, and campus workers. Medical, psychological, and social implications of migration will be examined. To fulfill service-learning requirements, and earn units for volunteer hours outside class time, students will enroll concurrently in the companion course HUMRTS 110. Service-learning opportunities will involve direct engagement with Spanish-speaking campus workers, focusing on basic topics related to women's health, healthy family relations, and self-care. Additionally, students may collaborate with the teaching team to coordinate with Stanford's maintenance & janitorial services, UG2, to negotiate schedules and develop partnerships. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher.
Terms: Spr | Units: 3
Instructors: Brates, V. (PI)

SUSTAIN 128: Systems Design for Health: Reimagining Stanford Campus Town Center (DESIGN 261)

Taking a systems approach to health includes the deliberate upstream design of the places we live, learn, work, and play to support living in ways that keep people well - physically, emotionally, financially, and socially. No place at Stanford has more influence on campus health than the campus town center (roughly including Tresidder and White Plaza, the bookstore and post office, and Canfield Court and Meyer Green). In this high-stakes live course, students will explore upstream systems that influence health, health equity, and sustainability on campus. You will reimagine elements of Stanford?s town center to promote health by integrating concepts from public health, systems thinking, and design justice and using tools from product and policy design. Students will offer feedback and prototype new designs that will be presented for consideration to the town center project design team and advisors. This course is designed as an intensive one-week sprint.
Terms: Spr | Units: 1

SUSTAIN 223: Confronting Emotions in the Climate Sciences (MED 246)

Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strat more »
Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strategies. A primary goal of the course is to understand how trauma-informed learning modules can support the scientific objectives of graduate students. Final projects will include the development of evidence-based instructional and mentoring recommendations for students studying any aspect of climate science. The course is designed to engage students in participatory scholarship; assessment of the effectiveness of various learning modules on student wellbeing and motivation towards their research will be conducted using pre-post style surveys and qualitative interview methods. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3
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