Syll So Su Sem 2019 For Posting 011519
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Initial, January 14, 2019 Social and Peer Support in Health: An Ecological and Global Perspective Edwin Fisher, Ph.D. Health Behavior 756-001; Spring, 2019 University of North Carolina – Chapel Hill Mondays, 2:30 – 5:30 PM; McGavran-Greenberg Room 2305 Edwin B. Fisher, Ph.D. Global Director, Peers for Progress (
peersforprogress.org
) Professor, Department of Health Behavior Gillings School of Global Public Health University of North Carolina-Chapel Hill edfisher@unc.edu
; 919 966 6693 Office Hours: Flexible, By Appointment Overview
This course has four broad purposes. 1.
Review key features of social support, a very powerful but not well understood aspect of human behavior and experience. 2.
Review applications of social support to health promotion. 3.
Consider these issues from a global and cross-cultural perspective. 4.
Through the group project and term paper, provide the student the opportunity to contribute to an application of peer support and examine how (a) fundamental features of and research on social support inform that application, as well as how (b) the process of application heightens understanding of fundamental features of and research on social support. The course is divided into two sections. From January 14 through March 4, we will review foundational and research literature on social support. From March 18 to the end of the semester, we will review applications of social support, largely through peer support programs. The underlying theme
of the course is that the two sections are related, that understanding social support can enhance our ability to develop effective peer support interventions and that implementing and evaluating peer support interventions can expand our fundamental understanding of this very important but poorly understood influence, social support.
Social and Peer Support in Health Spring, 2019 -2- Term Project and Term Paper During our first class on January 14, we will discuss students’ interests in problems or challenges to which peer support might be applied. Either in several teams and/or as individuals, students will identify on January 28 a topic for which they would like to develop a model peer support intervention. This will serve then as the focus of written assignments and several class discussions (e.g., Workshop on March 25) through the semester and in the term paper. Term Project This will be a detailed outline of a peer support intervention or enhancement of an existing peer support intervention addressing a problem or challenge of the student’s choosing. The outline should be sufficiently detailed that it might guide the efforts of an organization wishing to implement the project. The report of the term project should address the topics detailed for class discussion of how to develop a peer support program, scheduled for March 25. Students wishing to do so may propose other topics for the project, e.g., a report on some key issue, such as the integration of digital health in peer support. The report of the Term Project will be presented by Powerpoint, Instagram or other appropriate format in the last class on Monday, April 29, 2:30-5 pm – subject to change.
Term Paper
Reflecting on the Term Project developed during the semester, describe how (a) fundamental features of and research on social support informed your project, as well as how (b) the process of application heightened your understanding of fundamental features of and research on social support. Due by electronic copy to edfisher@unc.edu by Monday, May 6, 5 pm,
12-point, Times New Roman, 0.75 in. top and bottom margins, 1.0 in. side margins, maximum = 8 pp not including cover and references.
Mid-Term Assignment
– As preparation for the Term Paper, choose a fundamental concept or research finding (or small, closely related set of concepts or research findings) about social support. Then: a)
describe the key features of the concept or finding and why you think it is important or interesting; b)
describe how the concept or finding informs or sheds light on the work you are doing or anticipate doing for your Term Project (or for some other social support intervention in which you are interested) c)
describe how the process of applying the concept or finding to your Term Project or some other intervention heightens your understanding of the concept or finding. If you like, extend this last part to our understanding of broader features of social support. Due by electronic copy to edfisher@unc.edu by 5 pm Friday, March 8. 12-point, Times New Roman, 0.75 in. top and bottom margins, 1.0 in. side margins, Maximum = 5 pp not including cover and references. Fundamental Knowledge Application (b) (a)
Social and Peer Support in Health Spring, 2019 -3- Grading Scheme Assignment of final grades will be guided by the following:
Term Paper 35% Mid-Term Assignment 25% Class Participation 20% Term Project (Document or Product for the field) 20% Class Discussion While avoiding a rigid format, discussion of readings, especially in the beginning of the course, will generally follow the following format: Initial: What is interesting about these readings? (about 30 min) Then: 1) What are some fundamental concepts developed through the readings? 2) How might they be applied? 3) How does that application shed light on key features of the fundamentals? We may also use the following in class discussion: •
Spend last 5-10 minutes on what we have learned today, what’s the take-away. •
Utilize small groups or workgroups to brainstorm application of theories to a possible health problem or to the focus of workgroup projects. Recognizing, Valuing and Encouraging Inclusion and Diversity As a course offered through the Gillings School, its conduct should contribute to the School being a diverse, inclusive, civil and welcoming community. Diversity and inclusion are central to the School’s mission — to improve public health, promote individual well-being and eliminate health inequities across North Carolina and around the world. Diversity and inclusion are assets that contribute to its strength, excellence and individual and institutional success. We welcome, value and learn from individual differences and perspectives. These include but are not limited to: cultural and racial/ethnic background; country of origin; gender; age; socioeconomic status; physical and learning abilities; physical appearance; religion; political perspective; sexual identity and veteran status. Prizing diversity needs to include students, alumni, faculty and staff perceiving the School’s environment as welcoming, valuing all individuals and supporting their development.” In this class, these commitments will take the following forms: 1.
Develop classroom participation approaches that acknowledge the diversity of ways of contributing in the classroom and foster participation and engagement of all students. 2.
Structure assessment approaches that acknowledge different methods for acquiring knowledge and demonstrating proficiency. 3.
Encourage and solicit feedback from students to continually improve inclusive practices. 4.
As a student in the class, you are also expected to understand and uphold the following UNC policies: •
Diversity and Inclusion at the Gillings School of Global Public Health
: http://sph.unc.edu/resource-pages/diversity/ •
UNC Non-Discrimination Policies
: http://policy.sites.unc.edu/files/2013/04/nondiscrim.pdf •
Prohibited Discrimination, Harassment, and Related Misconduct at UNC
: https://deanofstudents.unc.edu/incident-reporting/prohibited-harassmentsexual-misconduct
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Social and Peer Support in Health Spring, 2019 -4- Section 1 – Foundations and Research on Social Support (January 14 – March 4)
In this first section of the course, we will review classic and current literature on social support, what it is, how it enters into health, and how it works. 1/14 First Class – Overview Optional: Several papers of general interest related to social support: Newman, J. (2017). To Siri with Love Author’s Note, and Chapter 10, “To Siri with Love” (pp. 131-142). New York: Harper Collins. Williams, H. (December 19, 2013). Six Facts about Elephant Families. The Independent. King, B.J. (2013, July). When Animals Mourn. Scientific American
. 63-67. Rubin, R. (2017). Loneliness Might Be a Killer, but What’s the Best Way to Protect Against It? JAMA
. 318 (19): 1853-1855. Butler, S.M. (2017). Building Blocks for Addressing Social Determinants of Health. JAMA 318 (19): 1855-1856. 1/21 No Class – Martin Luther King Day 1/28 Fundamentals Does Social Support Matter? Holt-Lunstad, J., Smith, T. B., & Layton, J. B. (2010). Social relationships and mortality risk: a meta-analytic review. PLoS Med, 7(7), e1000316. What are the Basics of Social Support? How does it “get under the skin”? Uchino, B. N. (2006). Social Support and Health: A Review of Physiological Processes Potentially Underlying Links to Disease Outcomes. Journal of Behavioral Medicine, 29 (4): 377-387. Harlow, H.F., & Harlow, M. (1966) Learning to love. American Scientist 54 (3), 244-
272. Read 1
st
par, p. 244, The Infant-Mother Affectional System
pp. 248-253, and pp. 268 (from: “We have a number of studies …”) through 272. (NB: PDF includes additional pages that are not required) Cohen S, Doyle WJ, Skoner DP, Rabin BS, Gwaltney JM Jr. (1997). Social ties and susceptibility to the common cold. JAMA 277(24):1940-1944. Note
: Don’t worry about the biology, but get the “gist” and note the analyses of aspects of social connections that are most predictive of susceptibility. Francis, D.D., Champagne, F.A., Liu, D. & Meaney, M.J. (1999). Maternal care, gene expression, and the development of individual differences in stress reactivity. Annals of the New York Academy of Sciences. 896: 66-84. Conceptual Background: Interaction, Context, and Behaviorism (
Not assigned but helpful as general background) Fisher, E.B., Zhong, X., Kowitt, S., & Nan, H. (2015). The Importance of Contexts and the Roles of Community and Peer Support Programs in Bridging Gaps among Contexts, Self-Management Interventions, and Clinical Care. In J. Rodriguez-
Saldana (Ed.), Quality of Health Care: Challenges, Evidence and Implementation. Rachlin, H., Green, L., Vanderveldt, A., & Fisher, E. (2018). Behavioral Medicine’s Roots in Behaviorism: Concepts and Applications. In E. B. Fisher, L. D. Cameron, A. J. Christensen, U. Ehlert, Y. Guo, B. Oldenburg & F. J. Snoek (Eds.), Principles and Concepts of Behavioral Medicine: A Global Handbook. New York: Springer. Read: Reinforcement (241-242), Alternative Reinforcers to Why Basic Behavioral Principles Matter for Health Promotion (243-248), Alternatives and Patters of Choice (249- 2nd par on 250), Discounting and Self Control Coda: Clasical
Social and Peer Support in Health Spring, 2019 -5- Conditioning (255-258), Obesity, Patterns of Behavior, and Teleological Behaviorism – Conclusions (262-271)
Carry-Over: King, B.J. (2013, July). When Animals Mourn. Scientific American
. 63-67. •
What might be the selective advantage of mourning? •
What is “real” mourning? For Reference – Not Assigned: House, J. S., Landis, K. R., & Umberson, D. (1988). Social relationships and health. Science, 241, 540-544. Sallis, J. F., Owens, N., & Fisher, E. B. (2008). Ecological Models of Health Behavior. In K. Glanz, B. K. Rimer, & V. Viswanath (Eds.) Health Behavior and Health Education: Theory, Research and Practice (4
th
Edition). San Francisco, CA: Jossey Bass. OR Sallis, J. F., & Owen, N. (2015). Ecological Models of Health Behavior. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health Behavior: Theory, Research and Practice (5th ed.) (pp. 43-64). San Francisco: Jossey-Bass. 2/4 Social Networks & Environmental Determinants of Social Support: Christakis, N.A., & Fowler, J.H. Connected
. 2009. New York: Little Brown. Chapter 1.
Goffman E. Asylums
. New York: Doubleday; 1961. Preface, ix-xi; On the Characteristics of Total Institutions, pp. 3-19, III – pp. 35-38, The Staff World, II, pp. 83-87. Granovetter, M. (1983). The Strength of Weak Ties: A Network Theory Revisited. Sociological Theory, 1, 201-233. Putnam, R.C. 1995. Bowling Alone: America’s declining social capital. 1995. Journal of Democracy
, 6: 65-78 Question: How do these concepts perhaps apply to the much talked about “division” in the United States? Leyden, K. M. (2003). Social capital and the built environment: the importance of walkable neighborhoods. American journal of public health, 93(9), 1546-1551. Jackson SE, Steptoe A, Wardle J. The Influence of Partner's Behavior on Health Behavior Change: The English Longitudinal Study of Ageing. JAMA internal medicine. 2015. Perissinotto CM, Stijacic Cenzer I, Covinsky KE. Loneliness in older persons: a predictor of functional decline and death. Arch Intern Med. 2012;172(14):1078-
1083. Consider
how these concepts would guide group programs, e.g., the trade-off between homogeneity for group cohesion and diversity for exposure to varied perspectives. An ideal group might include members who share characteristics that are important to them, but who also bring diverse “friends’ friends’ friends” (Christakis) and perspectives to the group 2/11 Attachment Assignment: Bring a Valentines Day card or copy of one! Bowlby, J. (1988). A Secure Base. Basic Books. Lecture 1: Caring for Children, pp. 6-19. Lecture 7: The Role of Attachment in Personality Development, pp. 119-136.
Social and Peer Support in Health Spring, 2019 -6- Sroufe, L. A. (2005). Attachment and development: a prospective, longitudinal study from birth to adulthood. Attach Hum Dev, 7(4), 349-367. Mikulincer, M., & Shaver, P. R. (2012). An attachment perspective on psychopathology. World Psychiatry, 11(1), 11-15. Please Skim the Following: Hazan, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52
, 511-524. Read at Least One of the Following: Green , B.L., Furrer, C.J., & McAllister, C.L. (2011): Does attachment style influence social support or the other way around? A longitudinal study of Early Head Start mothers. Attachment & Human Development
, 13:1, 27-47 Letourneau, N., Tryphonopoulos, P., Giesbrecht, G., Dennis, C. L., Bhogal, S., & Watson, B. (2015). Narrative and Meta-Analytic Review of Interventions Aiming to Improve Maternal-Child Attachment Security. Infant Ment Health J, 36
(4), 366-
387. Waldinger, R. J., Cohen, S., Schulz, M. S., & Crowell, J. A. (2015). Security of attachment to spouses in late life: Concurrent and prospective links with cognitive and emotional wellbeing. Clinical psychological science, 3(4), 516-529. doi:10.1177/2167702614541261 Wayment, H.A., & Vierthaler, J. (2002) Attachment style and bereavement reactions. Journal of Loss and Trauma
, 7: 129-149. Possible substitute for one of above: Rosenthal, N. L., & Kobak, R. (2010). Assessing Adolescents’ Attachment Hierarchies: Differences Across Developmental Periods and Associations With Individual Adaptation. Journal of Research on Adolescence : The Official Journal of the Society for Research on Adolescence, 20(3), 678–706. http://doi.org/10.1111/j.1532-7795.2010.00655.x 2/18 Guest -- TBN 2/25 Culture and Social and Peer Support. What is universal? What is specific? Mak, M. C. K., Bond, M. H., Simpson, J. A., & Rholes, W. S. (2010). Adult attachment, perceived support, and depressive symptoms in Chinese and American cultures. Journal of Social and Clinical Psychology, Vol. 29, No. 2, 2010, pp. 144-
165, 29
(2), 144-165. Kim, H.S., Sherman, D.K., & Taylor, S.E. (2008). Culture and social support. American Psychologist. 63(6): 518-526. Kowitt, S. D., Urlaub, D., Guzman-Corrales, L., Mayer, M., Ballesteros, J., Graffy, J., . . . Fisher, E. B. (2015). Emotional support for diabetes management: an international cross-cultural study. Diabetes Educ, 41(3), 291-300. doi:10.1177/0145721715574729 Kowitt, S.D., Emmerling, D., Fisher, E.B., Tanasugarn, C.. (2015). Community Health Workers as Agents of Health Promotion: Analyzing Thailand’s Village Health Volunteer Program. J Comm Health, 40, 780-788. Yu, S., Kowitt, S. D., Fisher, E. B., & Li, G. (2017). Mental Health in China: Stigma, Family Obligations, and the Potential of Peer Support. Community Mental Health Journal. doi:10.1007/s10597-017-0182-z 3/4 Psychosocial studies of social support and social influence Fisher, E. B., Bhushan, N., Coufal, M. M., Kowitt, S., Parada, H., Sokol, R. L., et al. (2018). Peer Support in Prevention, Chronic Disease Management, and Well Being. In E. B. Fisher, L. D. Cameron, A. J. Christensen, U. Ehlert, Y. Guo, B. Oldenburg & F. J. Snoek (Eds.), Principles and Concepts of Behavioral Medicine: A Global
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Social and Peer Support in Health Spring, 2019 -7- Handbook
. New York: Springer. Read sections on Nondirective and Directive Support, Implicit Support, Emotional Support and Categories or Types of Support, and Diversity of Social Networks and Total Institutions, pp. 11-16. Dutton, Y. E. (2012). Butting in vs. being a friend: cultural differences and similarities in the evaluation of imposed social support. The Journal of social psychology, 152
(4), 493-509. Hooley, J. M., & Gotlib, I. H. (2000). A diathesis-stress conceptualization of expressed emotion and clinical outcome. Applied & Preventive Psychology, 9
(3), 135-151. Mazzoni, D., & Cicognani, E. (2014). Problematic social support from patients' perspective: the case of systemic lupus erythematosus. Soc Work Health Care, 53(5), 435-445.
3/11 Spring Break Section 2 – Social and Peer Support Interventions (March 18 – April 22)
In this section of the course, we turn toward practical applications of social support in prevention, health, and health care. 3/18 Successful Peer Support Interventions Perry, H. B., Zulliger, R., & Rogers, M. M. (2014). Community health workers in low-, middle-, and high-income countries: an overview of their history, recent evolution, and current effectiveness. Annual review of public health, 35
, in press. Fisher EB, Ayala GX, Ibarra L, Cherrington AL, Elder JP, Tang TS, et al. Contributions of Peer Support to Health, Health Care, and Prevention: Papers from Peers for Progress. Ann Fam Med. 2015;13 Suppl 1:S2-8. Read and come to class prepared to describe what you think is most interesting about your choice
of a peer support intervention and its evaluation. Here is syntax for PubMed that you may find helpful: (peer-support[tiab] OR promotora*[tiab] OR doula[tiab] OR coach*[tiab] OR community-health-worker*[tiab] OR lay-health-worker* OR lay-health-adviser*[tiab] OR natural-helper*[tiab] OR peer-educator*[tiab] OR community-health-aide*[tiab] OR health-worker*[tiab] OR health-advocate*[tiab] OR community-health-
promoter*[tiab] OR community-health-representative*[tiab] OR outreach-
worker*[tiab] OR dumas*[tiab] OR embajadores*[tiab] OR consejeras*[tiab] OR peer-provider*[tiab] OR mutual-support*[tiab]) AND (**) ** Fill in here terms to capture the topic of your choosing.
Please send me (
edfisher@unc.edu
) the title, citation, and abstract of the paper you choose by noon, Sunday, March 18 so that I may consolidate these and send them around to all in the seminar before class on Monday, March 19. Then please come to class prepared to describe in 2-3 minutes why you thought the paper was interesting, important – or seriously flawed. 3/25 Practical Challenges in Developing and Managing Peer Support Interventions Assigned Zhong X, Wang Z, Fisher EB, Tanasugarn C. Peer Support for Diabetes Management in Primary Care and Community Settings in Anhui Province, China. Ann Fam Med. 2015; 13 Suppl 1:S50-8.
Social and Peer Support in Health Spring, 2019 -8- National Council of La Raza and Peers for Progress (2014). Peer Support in Health – Evidence to Action: An Expert Report of the National Peer Support Collaborative Learning Network. General Resource Peers for Progress. (2014). Peer Support in Health and Health Care: A Guide to Program Development and Management. (
http://peersforprogress.org/wp-
content/uploads/2012/07/20120706_pfp_guide_for_pdmgmt_june_2012.pdf
) Guest Presenters – To Be Confirmed (2:45-4:00): Kemi Amola-Hill, Ph.D., L.P.C.S., N.C.C. and colleagues VOICE Therapeutic Solutions. Presentation on training peer supporters. Workshop: For the project on which you are focusing, come to class prepared to present what you think would be a fine peer support intervention. Be prepared to address: 1.
The major topics or objectives of the intervention 2.
Whom you will seek to recruit as peers and how you will recruit them 3.
How you will train the peers 4.
How or through what channels peer support will take place 5.
How the peers will be assigned to and/or initially engage those they help 6.
How long will the intervention last, how may it evolve over time 7.
How you will provide back-up, supervision, and role enrichment to the peers 8.
Whom will want to convince of the program’s value and how you will evaluate it 9.
What questions you will need to answer through formative evaluation or other planning 4/1 Lessons Learned, Failure Factors, Success Factors, and Key Contributions of Peer Support to Improved Health Care Rogers, E. A., Hessler, D. M., Bodenheimer, T. S., Ghorob, A., Vittinghoff, E., & Thom, D. H. (2014). Diabetes peer coaching: do "better patients" make better coaches? Diabetes Educ, 40(1), 107-115. Fisher, E. B., Jr. (1997). Two approaches to social support in smoking cessation: Commodity Model and Nondirective Support. Addictive Behaviors, 22, 819-833. Fisher, E. B., Boothroyd, R. I., Elstad, E. A., Hays, L., Henes, A., Maslow, G. R., & Velicer, C. (2017). Peer support of complex health behaviors in prevention and disease management with special reference to diabetes: systematic reviews. Clin Diabetes Endocrinol, 3, 4. doi:10.1186/s40842-017-0042-3 Responsible only for section on “Analysis of interventions with nonsignificant effects,” pp. 13-18, Table 9. Fisher EB, Ballesteros J, Bhushan N, Coufal MM, Kowitt SD, McDonough AM, et al. Key Features Of Peer Support In Chronic Disease Prevention And Management. Health Aff (Millwood). 2015; 34(9):1523-30. Responsible only
for sections on “Standardization And Adaptability In Disseminating Peer Support” (pp. 1524-1526), and “Strategic Considerations” (pp. 1527-28). 4/8 Network Approaches Guest Presenter: Valarie Clark Worthy, Sisters’ Network (2:30-3:45 pm) Visit the Sisters Network website (
http://www.sistersnetworkinc.org
) and website of Sisters Network Triangle (
http://www.sisterstriangle.org/
)
Social and Peer Support in Health Spring, 2019 -9- Readings: Emrick, C.D. (1987). Alcoholics Anonymous: Affiliation Processes and Effectiveness as Treatment. Alcoholism: Clinical and Experimental Research
. 11: 416-423. Kelly JF, White WL. (2012). Broadening the Base of Addiction Mutual-Help Organizations. Journal of Groups in Addiction & Recovery. 7: 82-101. Nápoles-Springer AM, Ortíz C, O'Brien H, Díaz-Méndez M. (2009). Developing a Culturally Competent Peer Support Intervention for Spanish-speaking Latinas with Breast Cancer, Journal of Immigrant and Minority Health
,11:268–280. 4/15 Channels of peer support: eHealth, Social Networking, Online Resources Readings: Seltzer, L. J., Prososki, A. R., Ziegler, T. E., & Pollak, S. D. (2012). Instant messages vs. speech: hormones and why we still need to hear each other. Evolution and Human Behavior. 33(1), 42-45. Weiss JB, Berner ES, Johnson KB, Giuse DA, Murphy BA, Lorenzi NM. Recommendations for the design, implementation and evaluation of social support in online communities, networks, and groups. J Biomed Inform
. 2013;46(6):970-6. Note: Read Table 1 and then skim case examples that follow. Pan, P. Y., & Yeh, C. B. (2018). Internet Addiction among Adolescents May Predict Self-Harm/Suicidal Behavior: A Prospective Study. J Pediatr
. doi:10.1016/j.jpeds.2018.01.046 Naslund JA, Aschbrenner KA, Marsch LA, Bartels SJ. The future of mental health care: peer-to-peer support and social media. Epidemiology and psychiatric sciences
. 2016;25(2):113-22. Morris RR, Schueller SM, Picard RW. Efficacy of a Web-based, crowd-sourced peer-
to-peer cognitive reappraisal platform for depression: randomized controlled trial. J Med Internet Res. 2015;17(3):e72. Piette JD, Marinec N, Janda K, Morgan E, Schantz K, Yujra AC, et al. Structured Caregiver Feedback Enhances Engagement and Impact of Mobile Health Support: A Randomized Trial in a Lower-Middle-Income Country. Telemed J E Health
. 2016;22(4):261-8. Optional: Zilcha-Mano, S., Mikulincer, M., & Shaver, P. R. (2011). Pet in the therapy room: an attachment perspective on Animal-Assisted Therapy. Attach Hum Dev, 13(6), 541-
561. 4/22 Primary Care, the Patient-Centered Medical Home, and Peer Support Guest Presenter: Timothy Daaleman, D.O., M.P.H., Professor of Family Medicine at UNC School of Medicine (3:45-5 PM) Readings: Daaleman TP, Fisher EB. Enriching Patient-Centered Medical Homes Through Peer Support. Ann Fam Med
. 2015;13 Suppl 1:S73-8. Rogers, E. A., Manser, S. T., Cleary, J., Joseph, A. M., Harwood, E. M., & Call, K. T. (2018). Integrating Community Health Workers Into Medical Homes. Ann Fam Med, 16(1), 14-20. doi:10.1370/afm.217 Bielaszka-DuVernay, C. (2011). Vermont's Blueprint for medical homes, community health teams, and better health at lower cost. Health affairs, 30
(3), 383-386.
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Social and Peer Support in Health Spring, 2019 -10- Collinsworth, A., Vulimiri, M., Snead, C., & Walton, J. (2014). Community health workers in primary care practice: redesigning health care delivery systems to extend and improve diabetes care in underserved populations. Health Promot Pract, 15
(2 Suppl), 51S-61S. Findley, S., Matos, S., Hicks, A., Chang, J., & Reich, D. (2014). Community health worker integration into the health care team accomplishes the triple aim in a patient-centered medical home: a Bronx tale. The Journal of ambulatory care management
, 37(1), 82-91. 4/29 2:30-
5:00 pm Workgroup Presentations
Workgroups should send current draft of Term Projects to edfisher@unc.edu by end of day, 4/28. I will post these on Sakai so that students may have access to them prior to and during class on 4/29. This of course does not preclude further work over the following several days. TBN Mental Health and Peer Support Fisher, E.B., Bhushan, N., Coufal, M.M., Kowitt, S, Parada, H., Sokol, R.L., Tang, P.Y., Urlaub, D. & Graham, J.T. Peer support in prevention, chronic disease management and well being. In Fisher, E. B., Cameron, L. D., Christensen, A. J., Ehlert, U., Guo, Y., Oldenburg, B., et al. (Eds.). (2018). Principles and Concepts of Behavioral Medicine: A Global Handbook. New York: Springer. Read Integration of Behavioral health and Peer Support, pp. 20-22.
Davidson, L., et al. (2012). "Peer support among persons with severe mental illnesses: a review of evidence and experience." World Psychiatry 11
(2): 123-128. Chowdhary N, Anand A, Dimidjian S, et al. The Healthy Activity Program lay counsellor delivered treatment for severe depression in India: systematic development and randomised evaluation. Br J Psychiatry
. 2016;208(4):381-388. Rahman, A. (2007). Challenges and opportunities in developing a psychological intervention for perinatal depression in rural Pakistan--a multi-method study. Arch Womens Ment Health
, 10(5), 211-219. doi:10.1007/s00737-007-0193-9 Castellano, C. (2012). Reciprocal peer support (RPS): a decade of not so random acts of kindness. Int J Emerg Ment Health
, 14(2), 105-110.