Health Promotion

Are you interested in pursuing a career in community, clinical, or corporate health promotion? Plymouth State’s master’s degree in health promotion examines the concepts, theories, and factors that influence health behavior. You’ll develop the skills you need to design and implement health promotion programs in the workplace, organization, or community.

The health promotion program will prepare you to take the Certified Health Education Specialist (CHES) examination offered by the National Commission for Health Education Credentialing. Successful achievement of this certification assures employers that you have met the national standards for health education professionals.

  • Master’s Core Component – 9 credits
  • 3
    Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • Health Education Component – 23 credits
  • 3
    This course is an introductory course to the health education and health promotion profession, its principles, ?lingo?, history, theories of behavior change, and career opportunities in the schools, and in the public. Offered Winters.
  • 3
    Provides students with the information and resources that will enable them to develop skills in program planning for health promotion. Needs assessment, goal and objective formulation, instructional methods and materials, program implementation, and evaluation will be included. Prerequisite: HP 5010. Offered Springs.
  • 3
    Gives students the tools and skills they need to design and conduct health program valuations. Evaluation purposes, levels, methods, designs, and measurement issues will be covered. Prerequisite: HP 5020 and ED 5030. Offered Summers.
  • 3
    The focus of this course will be to review basic program planning skills, implementation, and evaluation of community and worksite health promotion programs. The class will plan, implement and evaluate a health promotion program, i.e. wellness fair, or workshop. Students will learn grant writing skills, pamphlet/newsletter development and will be introduced to the field of wellness/health coaching and facilitator trainings i.e. smoking cessation. Prerequisite: HP 5020. Offered Summmers.
  • 3
    The focus of this course will be to introduce the student to mind-body techniques for stress management and health issues. Some of the techniques will include yoga, breathing, meditation, progressive relaxation, imagery, and massage as well as an introduction to the field of integrative medicine. Some of the therapies discussed will include energy medicine, aromatherapy, and acupuncture. Offered Winters.
  • 1
    HP 5200 Nutrition
    A nutritional education course with a special focus on the issues relevant to students of physical education and health education. A survey of concepts in nutrition science will be applied to the support of general wellness and active lifestyles. Offer Spring Term of even years.
  • 1
    The fitness component is designed to provide the student the opportunity to experience, research, and develop a variety of fitness activities for use in his/her future career as a health educator. The elements of physical fitness and total body wellness will be discussed and applied in diverse ways. Each student will develop and compile fitness methods appropriate for a variety of populations and settings. Offered Spring Term of even years.
  • 1
    This course will discuss common diseases and disorders and the WEB of causation and Wellness models related to disease and the environment. Diseases discussed will include chronic diseases, communicable diseases, as well as some mental health diseases. Offered Spring Term of odd years.
  • 1
    This course is designed to provide students with an overview of contemporary drug use and abuse. Course content includes the determinants of drug abuse psychological, physiological, societal and pharmacological aspects of drugs, prevention and treatment of drug addiction, as well as information about specific drugs. Offered Spring of even years.
  • 1
    The focus of this course is to identify content, resources, materials, and instructional strategies for providing consumer education to various populations. Students will discuss key issues including legal and ethical considerations, curriculum development and resources for the school and community setting. The relationship of consumerism and health will be the underlying theme of this professional preparation course. This is an online course and is offered each term.
  • 2
    This course is designed to provide students with information relevant to contemporary mental health issues and human sexuality issues. Students will be able to identify resource, personnel, and agencies pertinent to these issues. Offered Spring of even years.
  • Management Component – 3 credits
  • 3
    Exploration of the evolving and emerging paradigms of holistic health and healing, and how the personal and organizational realms interconnect. In addition to examining the traditional wellness models, discussions will include concepts of mind, transpersonal psychology and energetics. Through an examination of personal and organizational contexts, students will explore ways to transform personal and work environments through mindfulness towards good intention, open mind and compassionate heart.
    • Elective Component – 2-3 credits

Electives or continuing education courses for health educators are offered periodically on a two- to three-year rotation and can be taken by any student qualified for graduate coursework.

  • 3
    Exploration of the evolving and emerging paradigms of holistic health and healing, and how the personal and organizational realms interconnect. In addition to examining the traditional wellness models, discussions will include concepts of mind, transpersonal psychology and energetics. Through an examination of personal and organizational contexts, students will explore ways to transform personal and work environments through mindfulness towards good intention, open mind and compassionate heart.
  • 3
    Mindfulness Meditation Theory and Practice examines the theoretical basis for the use of meditation as a healing tool. In a meditative retreat format, participants learn and practice various types of meditation such as body scan, sitting, walking, eating and music meditation. Extended periods of practice and interspersed with discussion, reflection, presentation and small group work.
  • 3
    The focus of the course will be on increasing the student's knowledge of awareness, education, prevention and treatment of eating disorders. Discussion will include diagnostic classifications; causes of eating disorders; history, prevalence and treatment approaches to eating disorders; a discussion of a wellness/holistic approach to medical, nutritional and psychological therapies; special populations, i.e., women, children, males, athletes; prevention programs; resources; the latest research and information on becoming a coordinator of Eating Disorder Awareness and Prevention Week. Also presented as CO 5160.
  • 1-3
    An in-depth study of a particular topic, contemporary issue, or concern. The course will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor. Offered according to demand.
  • 1-3
    Enrichment of the background of students in education through the pursuit of a special topic pertinent to their interests and abilities. A chance for an in-depth study of a problem in the field of education. Consent of a faculty supervisor, department chair and the Associate Vice President is required.
  • Capstone Experience – 3 credits
  • 3
    Designed so that students may pursue, in depth, a personal interest in the field of allied health. Students, working with a faculty advisor, carry out research from design to completion. The final product must be approved by the faculty advisor and/or faculty committee. Offered according to demand.
  • 3
    Field experience in an agency or institution involved in the planning and evaluation of health education. Work experience guided by qualified supervisors in conjunction with Plymouth faculty. Periodic written reports, field-based projects and comprehensive portfolio review. Offered according to demand.
  • Minimum Total for MEd in Health Education, Health Promotion Concentration – 40 credits

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