1 - 10 of 21 results for: CHPR

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

Focus is on research on prevention of chronic disease and related topics. Guest speakers present material. May be repeat for credit

This introduction to the science of healthy living (primarily U.S.) highlights preventable causes of mortality, i.e. modifiable risk factors, national lifestyle recommendations and behavioral change principles for reducing chronic disease risk. A life course perspective is presented as a trajectory from fetal/neonatal to childhood and adolescence to young, middle-ages and older adults, with recognition of the importance of social determinants of health. Sex & gender differences are also presented. Unless otherwise noted, all lectures are presented by Course Director, Marcia Stefanick, Ph.D. Priority for enrollment given to CHPR masters students, who must take the course for a letter grade.

This course will engage CHPR students pursuing community-based participatory research. Discussions will center around ethical and practical issues to prepare them for the CHPR program, including course planning, internship, thesis writing, and career development. Discussions will address specifics of conducting research at Stanford as well as issues that may arise in the community at large and in their careers to follow. Course limited to current CHPR master's students.

Focuses on the knowledge and skills, respect and thoughtful practice of designing health promotion interventions that are relevant, theoretically-informed, have broad impacts, and can endure. Provides an in-depth review of intervention approaches for health promotion and disease prevention and covers the leading theories of behavior change. Follows an integrative model to demonstrate similarities and differences between the theoretical approaches, seeking what is useful and worthwhile in each theoretical model rather than looking primarily for what is most easily criticized. Practical in nature with emphasis on the specifics of needs assessments and intervention development and delivery and how these may vary across community settings, with diverse populations, addressing different behaviors, and leveraging traditional and emerging delivery channels. Explores intervention creation, delivery, effectiveness, and sustainability to identify and better understand the resources and other practical considerations necessary to produce, deliver, monitor, and disseminate an intervention with demonstrated effectiveness. Examples drawn from across the behavioral spectrum and include tobacco control, physical activity, healthy diet, stress and distress, as well as consideration of the complexities of extending interventions to target multiple risk behaviors. Students develop a foundational understanding of behavior change theory, rigorous research methods, and creative design strategies to advance the health of individuals and communities. Students taking 2 units only will complete all 4 homework assignments, attend 8 of 10 class sessions, and complete an abbreviated final abstract plus figures/tables instead of a final paper. The grading, in this instance, will be the medical school option of credit/no credit. CHPR master's students must enroll for 3 units and a letter grade.

Knowledge and skills for applying contemplative practices to promote individual and community health and well-being in a variety of settings (e.g., clinics, hospitals, non-profit and for-profit organizations, schools, government agencies, secular and spiritual communities, etc.) is the focus of this course. In-depth exploration is provided through: 1) scholarly articles on contemplative neuroscience, biopsychosocial research, theoretical models, and interventions, and 2) experiential learning in which students are guided in doing diverse contemplative practices, including silence, centering, meditation, labyrinth walking, yoga, qigong, self-compassion, deep listening, storytelling, journaling, lectio divina, prayer, ritual, and compassionate action. Multi-modal learning activities include videos, field experiences, guest speakers, ancient and modern texts, class discussions, and personal reflections. In-depth understanding of contemplative practices is developed through consideration of contemplative practices with respect to behavioral science, ethics, social justice, inclusion and diversity, qualitative and quantitative research, motivational interviewing, compassionate communication, design thinking and relationship-based care, including deep listening, open-minded observation, empathic need-finding, pattern recognition, and creative confidence. The course culminates with students' presentations of their original design for a research-based health and well-being program or policy incorporating contemplative practices.

This course will examine local, national, and global hunger issues and solutions. The focus of each class will acknowledge and examine the associations between health disparities, structural racism, systemic poverty, and the built environment that create barriers to sustainable availability and access to nutritious foods. The course will focus on advancing knowledge and skills in communication and critical thinking. Assignments will include readings, submitting written reflections, participating in class discussions, and a final project. Priority for enrollment given to current CHPR masters students, who must enroll for a letter grade

Through a contemplative approach, this course cultivates students' capacity to take skillful action to address climate change. Effective engagement with the daunting complexity inherent in the climate crisis requires calm contemplative competence. The science of mindfulness, resilience, emotional intelligence, and compassion are explored in terms of their roles in supporting pro-environmental behaviors, policies, and programs for personal, public, and planetary health and well-being. Emerging research at the intersection of contemplation and climate science calls for individual insight and transformation to strengthen/restore/heal the human-earth relationship. Contemplative research indicates that the extension of mindful compassion beyond oneself can improve health at the public and planetary level, in addition to the individual level. Contemplative practices effective for promoting mental health in relation to eco-despair and eco-anxiety are addressed (including but not limited to nature-based centering, resilience-building mindfulness and loving kindness meditations, forest bathing, qigong, reflections on human-earth interconnectedness, and gratitude journaling.) Contemplative practices can prevent the burnout, avoidance, and disturbance of daily functioning that can arise from eco-anxiety. Moreover, research indicates contemplative practices can sustain altruistic behaviors that enhance mutual flourishing of people and the planet. Through study of contemplative neuroscience and behavioral science, students will develop/deepen their abilities for awareness, self-modulation, equanimity, self-transcendence, and compassion in caring for Earth. These skills will be discussed and applied to public health and climate change for effective behavioral action in a final class project. Modes of inquiry and class activities include contemplative, scientific, indigenous, artistic, verbal, visual, kinesthetic, sensory, emotional, spiritual, intellectual, social, and relational. Through diverse learning experiences, students will develop the empathy, discernment, and wisdom necessary for initiating and implementing solutions to the climate crisis. Course material equips students with knowledge from national and international leaders in the emerging field of contemplation, public health, and sustainability.

Features the research of faculty in the Stanford Prevention Research Center and focuses on key health issues over the life course (prenatal through childhood, young to middle-aged, older and elderly adults). Topics include chronic disease (global and U.S.) epidemiology; application of behavioral science to risk reduction; nutrition; weight management; physical activity; stopping smoking; public health; community health and community-based prevention; national prevention strategy; applying communication technology to health promotion. Prerequisite: HumBio 126 or concurrent enrollment in CHPR 201.