Public Health Education and Health Promotion
Section Newsletter
Winter 2008

PHEHP 2008 Winter Newsletter


Alminda D’Agostino, MPH, CHES


Carlos E. Rodriguez-Diaz, PhDc, MPHE, CHES, CCHP

Chair Corner


Greetings from Atlanta!


    I am genuinely humbled to serve as chair for the largest section of APHA and eager to build on Roberta Hollander’s work, the hallmark of which was inclusivity. As immediate past chair, Roberta leads the Nominating Committee. She and her committee are ensuring the sustained vigor of the Section by identifying seasoned PHEHP members as candidates. If you are asked to run, please seriously consider accepting.


    In my experience, PHEHP members are talented and can apply their skills to many topic areas. So by the time you read this, I hope you have submitted your abstracts, if not to this Section, to another Section, Caucus or SPIG of APHA. We historically contribute to the Annual Meeting far beyond the conventional PHEHP sessions. As program co-chairs, Jennifer Cremeens and Jeff Hallam are ready to shoot abstracts to reviewers and organize a stimulating scientific program. Julie Tu and James Bratton support these programming efforts by defining the Health Communication Work Group’s program contribution within the PHEHP offerings.


    Congratulations to the Health Communication Work Group, chaired by Renata Schiavo, for marking their 10th anniversary this year in San Diego. Make sure to join us at the PHEHP Social to help recognize the accomplishments of this Work Group. Jennifer Boyle and Keiko Sakagami, membership and social co-chairs, are planning for another great PHEHP Social. Watch this space for more details.


    We have a fabulous leadership team assembled this year, but we can always use your help. I hope this year to increase involvement from the Affiliates in PHEHP’s work. Please look at the committees and activities of the Section. Our strength lies in our creative, committed and caring members acting beyond self for the health of the public. Show your interest by contacting the committee chair or me about becoming involved.


Hope we hear from you soon.

Kathi Wilson

Chair, PHEHP

18th Annual APHA Public Health Materials Contest; PHEHP Awards


    The APHA Public Health Education Health Promotion Section is soliciting your best health education, promotion and communication materials for the 18th annual competition. The contest provides a forum to showcase public health materials during the APHA Annual Meeting and recognizes professionals for their hard work.


    All winners will be selected by panels of expert judges prior to the 136th APHA Annual Meeting in San Diego.  A session will be held at the Annual Meeting to recognize winners, during which one representative from the top materials selected in each category will give a presentation about their material.


    Entries will be accepted in three categories; printed materials, electronic materials and other materials.  Entries for the contest are due by March 21, 2008.  Please contact Kira McGroarty at  for additional contest entry information. 


Nominations now being accepted


DEADLINE:  May 15, 2008

Are you a member of APHA?  Do you know someone who has contributed to the field of health education, health promotion or health communication?  If yes, then nominate your peers for a PHEHP Award! 


Being honored by your professional peers has very special meaning to people. Acknowledge some of the professionals who have been important to your career or who, in your mind, have made important contributions to the field by nominating them for one of these prestigious awards.


The Public Health Education and Health Promotion Section recognizes individuals in six award categories. The awards are:


Current Section Members Eligible

1.        Distinguished Career Award - for outstanding contribution to the practice and profession of health education, health promotion and/or health communications.  The awardee must have earned a terminal degree 10 years or more prior to receiving the award.

2.        Early Career Award - for outstanding contribution to the practice and profession of health education, health promotion and/or health communications. The awardee must have earned a terminal degree less than 10 years prior to receiving the award.


Current Section and/or APHA member eligible

1.        Mayhew Derryberry Award - for outstanding contribution of behavioral scientists to the field of health education, health promotion and/or health communications research or theory.

2.        Mohan Sing Award - for the use of humor to promote better health education, health promotion and/or health communications practice.

3.        Sarah Mazelis Award - for an outstanding practitioner in health education.  The awardee will have spent at least five years as a health education, health promotion and/or health communications practitioner.

4.   Rogers Award – for outstanding contribution to advancing the study and/or practice of public health communication.

    Sponsors may obtain a nomination form and more information about each award by contacting Awards Committee Co-Chairs Michelle Chuk at or Laura Rasar King at

11th Annual Health Education Advocacy Summit

Calling all students, faculty, and health professionals!


Join your advocacy minded health colleagues as they make the case for health education and health promotion on Capitol Hill!


11th Annual Health Education Advocacy Summit

March 15-17, 2008 at the Embassy Suites Hotel in Washington, D.C.


The annual Health Education Advocacy Summit is comprised of a two-and-a-half day meeting where participants obtain assistance in polishing their advocacy skills. This annual conference is sponsored by the Coalition of National Health Education Organizations (CNHEO), which serves as a communication and advisory resource for those who serve in both the public and private sectors on health education issues.  Returning for a second year as sponsors are also the Council of Accredited MPH Programs and the National Coalition on the Elimination of Racial and Ethnic Disparities in Health (REACH Coalition).


    Along with basic, intermediate and advanced-level advocacy training, the summit also features seminars on issue-specific legislative priorities by skilled professionals from the government relations staffs of key public health organizations, as well as congressional visits with legislators or key staff — either individually or in state/district delegations.


    Every year, the summit planning committee selects specific legislative issues to address at this conference. This year’s summit will focus on:


  • Function 550 – which provides funding for all health and education programs.
  • Appropriations for CDC’s National Center for Chronic Disease Prevention & Health Promotion .
  • Appropriations for CDC’s REACH US program.
  • Passage of Kennedy/Jackson Health Disparities Bill.

     Health professionals, faculty, and students are strongly encouraged to attend. CHES credits will also be available. Registration is now open. The cost for attendance is $190 for professionals and $90 for students. Pre-registration ends on Feb. 29, 2008; onsite registration subject to space.


     For additional information on the Summit, visit



Hear what these past Advocacy Summit attendees and students are saying!


“Most have yet to understand the full implications of advocacy, but the Health Education Advocacy Summit is an experience that no student should be denied.” –Kate McAghon


“Now I have a better understanding of the advocacy process and feel better equipped to engage policymakers….  I look forward to using what I have learned, not only as a health educator, but as a leader.  Forums such as this must continue to grow and expand in order to reach as many people as possible.  Hopefully in doing so, the impact will be realized for generations to come.” –Darigg C. Brown, MPH


“The weekend provided me with resources, information and, most importantly, personal change. I now know that I can, and am passionate enough, to make a difference.”—Sarah M. Humphrey



Advocacy Actions to Promote Health among Teens


Advocacy actions to promote health among teens in Rhode Island



 “Girls have a responsibility to wear modest clothing that doesn’t invite lustful thoughts.” Men are “strong” while a “real woman” is “caring.” Or so said Heritage of Rhode Island, an abstinence-only-until-marriage program that was angling to get into public schools.  That is until local public health advocates decided to step in.


Public health advocates called upon principals and superintendents throughout the state to keep Heritage out of their classrooms. They wrote letters and op-eds to get the word out.  A letter signed by 13 organizations, including leading AIDS organizations, the state chapters of the Academy of Family Physicians, the American Academy of Pediatrics, the Medical Society, the American Civil Liberties Union and Planned Parenthood, cautioned that the program promotes “dangerous medical inaccuracies about pregnancy prevention and sexually transmitted diseases” and “sends an inappropriate message to students from non-traditional households.” 


          The public health community’s efforts paid off. Heritage of Rhode Island was consequently unable to gain access to a single public school classroom.  Late last year, the program quietly closed up shop and left town.  Andrew Snyder, MD, president of the Rhode Island Chapter of the American Academy of Pediatrics, called this “a victory for Rhode Island teens.”  Steve Brown, executive director of the RI ACLU, added, “This shows the power of the public health community’s voice in advocating for unbiased, accurate sex education.”


As Rhode Island public health groups demonstrated, when it comes to teens getting the information they need to make healthy and responsible decisions, a little advocacy can go a long way.


Dahlia Ward

Health Education Career Workshop



“Exciting,” “fun” and “informative” -- words used to describe the health education career workshop held in September 2007 at University of Maryland.  The workshop was co-sponsored by the National Capital Area SOPHE Chapter and the Metropolitan Washington Public Health Association coordinated by Audrey Shively and Karyn Pomerantz.  PHEHP Section members helped plan the event and served as panelists. The workshop began with introductions by the moderator, James Dotson, then profiles of the panelists, Andrea Gielen (Johns Hopkins University), Alis Marachelian (Mary’s Center for Mothers and Children),  Mary McCall (Independent health consultant),  Tarsha McCrae (National Cancer Institute),  Henry Montes (HRSA, retired) and Aisha Moore (Altarum Institute).


          Among the many insights from the panelists, the following were important concepts considered:


  •    Seek diverse opportunities so knowledge, skills and abilities can grow in various ways.
  • The seven areas of responsibilities operate in parallel, each being done in different ways at the same time.
  •  Network with colleagues and persons working in fields where you would like to work.  Knowing the right persons is critical for advancing in that career.
  • Be open for opportunities that may present themselves by exposing yourself to a variety of volunteer and working circumstances.


It was a delightful evening sharing ideas among attendees and panelists.  Issues distinctive to academic careers, independent consulting, government employment, federal contracting and non-profit services were explored.  At its conclusion, everyone spent time networking and catching up with old friends.


J.Henry Montes, MPH


Audrey Shively

Young Lungs at Play

“Young Lungs at Play: Preventing Children’s Exposure to Secondhand Smoke in Public Parks and Playgrounds”



Beginning in the Spring of 2006, Steps to a HealthierNY and its partners invited all municipalities in Rockland County, N.Y. to join the Young Lungs at Play campaign, a county-wide effort to ban tobacco in outdoor spaces where children play. Of the five towns and 19 villages in Rockland County, 12 municipalities have adopted a resolution in support of Young Lungs at Play to date. In addition, 14 day care centers, 11 apartment and condominium complexes, a day camp and a church have joined the campaign.  More than 30 public and private schools also posted the signs at all of their buildings, increasing the visibility of anti-smoking messages in the county. There are now 453 colorful, 12”X18” metal signs posted to designate tobacco-free zones in over 100 outdoor spaces including parks and playgrounds, community fields, ball fields, picnic areas, memorial parks, municipal pools and even parking lots.

For a relatively low investment of time and money, the Young Lungs at Play campaign has a large impact on keeping outdoor air clean and modeling good health habits for children. Three other counties in New York and several others across the country are now successfully implementing the Young Lungs at Play campaign in their communities. If you would like to bring Young Lungs at Play to your area, contact Melissa Jacobson at (845) 364-3610.

Hailey M. Reid, MPH

Student-Led HIV/AIDS Training at Brigham Young University

Brigham Young University Health Science Association provides a 36 hour HIV/AIDS training for students


Through a little hard work and a great deal of dedication, the Brigham Young University Health Science Association (HSA) secured funding to better prepare its students to address one of today’s global epidemics: HIV/AIDS.


Stephanie Murdock, a public health education major at BYU, helped secure funding for a 36-hour American Red Cross HIV/AIDS instructor training program by applying for a grant from her college’s endowment fund.  She then recruited HSA members to participate and had them complete an application stating their interest in working in HIV prevention.  She and her faculty sponsor hand-selected 10 students to participate in the training and then took on the most difficult task of all: getting 10 students’ schedules to align.


“It took a lot of planning to get busy students to commit to 36 hours of training," Murdock said. "But it just goes to show how serious we are about making a dent in the HIV epidemic.”


The program teaches basic facts about HIV and AIDS and shows students how to stimulate discussion related to HIV-preventative behaviors in a sensitive and non-judgmental manner.  Participants also learn how to teach HIV-prevention skills, such as correctly cleaning needles and using a condom. Students involved in the program plan to use their training certification in both international and domestic settings.


“This training has given me a variety of tools that enable me to teach about HIV and AIDS,” said Michele Elia, one of the participants in the program.  “Many people will be benefiting because we were willing to devote a day and a half of our lives to learning about HIV.”


Stephanie Murdock  

State and Local Public Information Oficers Seek Training to Address Health Disparities


Results of a recent needs assessment conducted by the Workforce Development Core of the Southern Center for Communication, Health and Poverty at the University of Georgia suggest that state and local public information officers and risk communicators across the United States seek training on how to establish linkages with minority communities.


The nationwide survey was conducted in order to identify the job responsibilities, challenges and training needs of state and local public information officers and risk communicators. An Internet survey consisting of 25 attitude scales plus five open-ended items was made available to members of the National Public Health Information Coalition. Respondents were asked to identify their own training needs specifically regarding communication to reduce health disparities as well as the needs of any staff who they supervise. Fifty-three  respondents (29 percent of sampling frame) completed the survey. Multicultural understanding, culturally appropriate message development and ways to better collaborate with diverse populations were identified most frequently as communication competencies in which more training was needed. Overall, findings suggest that public health communicators seek professional development in establishing credibility and access to minority communities. 


For access to a copy of the full report go to

Lenette Golding, MPH

Nutrition Education


Nutrition Education – Networking Based Internet or Field Case Studies




It has often been noticed that in the present days the state of awareness of nutrition in adults, particularly college students, working women and also the vulnerable sections who fend for themselves, is abysmally low. In fact, such awareness on average is also short on levels of satisfaction.


 The idea now is to study levels of nutrition, find out the right mapping for interventions and develop some modules for healthy eating practices. The groups who are having risk behavior in terms of low nutrition have to be found out by a survey through a blog-based or Internet-triggered module or by a controlled group study on a random scale for different gender groups in different campuses or localities where the incidence of diseases is high and infection rates on the rise. Nutrition education is the goal and has to be tailored for them. Even disorderly eating behaviors, binge eating disorder, anorexia, etc. are to be included in the scope of the study. The low baseline knowledge of the role of nutrients, including micro-nutrients, about the food guide pyramid, food labels, fat and calorie rich substances and fortification of foods such as oils with vitamin A and D and flours with iron and calcium can form a part of the study. The knowledge of energy metabolism and expenditure as a matter of rigorous practice based on real knowledge can be judged and found out in the process of such field studies so that the menace of weight can be suitably managed and the obesity phenomena bulging from the nutrition gateway can get due attention and gain prominence.


Fear of weight gain, freshman 15 concerns when women feel gaining pounds every day after entry to colleges is to be understood or interventions planned, to tackle them for their well being. Several problematic diet challenges can be addressed by diet advice and protocols for the groups handled. It is seen that the men have less healthy lifestyles and eating behaviors than women. Risk factors for them include smoking, drinking and lower intake of fiber and vegetables than women. Males often do less exercise than females and are more prone to use anabolic steroids for developing muscle mass. In short, nutrition education involving a study of adults in colleges or staying in localities can be gender specific, race or income and status based and can lead to evolution of strategies with programs aimed at increasing health-related knowledge, attitudes and behavior.


In doing this, use of the Internet to assess their experiences, habits and behaviors may prove worthwhile since most of students on and off campus are in possession of a PC. Multiple behavioral determinants can be deciphered, and the recent emphasis on fresh foods, green vegetables and high-fiber foods can be evaluated from their life and diet patterns. Content development for the groups can be focused with a predetermined questionnaire, and concept mapping based on their feedbacks can be evolved. Based on all survey results, nutrition mapping and counseling can be determined for the focused groups and one can plot the changes thereafter and work out the success of the modules, too.

Sunaina Nanda  

Celebrate National Public Health Week 2008: "Climate Change - Our Health in the Balance"



          The health effects of climate change will take center stage during National Public Health Week, April 7-13, 2008. As part of the weeklong observance, themed "Climate Change: Our Health in the Balance,"  APHA will lead the charge in helping people, communities and families recognize that adapting to climate change and mitigating its impact is critical not just for the health of our planet, but for the health of the people in our nation and around the world.


          Changes in our climate are causing more severe weather events. Extreme weather conditions such as heat waves, high winds, snowstorms, floods and hurricanes have the potential to dramatically affect the health and safety of both individuals and our communities. Changing ecosystems allow for emerging or re-emerging infectious diseases such as dengue or malaria, which are changing the spectrum of disease risks affecting populations. In poorer parts of the world, drought and floods often force people to move away from lands no longer producing enough food, often resulting in hunger and malnutrition. Moreover, contaminated drinking water can result in outbreaks of diarrheal diseases, leading to dehydration or death.


          Few Americans will ever see the melting Greenland ice cap up close or interact with an arctic polar bear facing extinction as its habitat melts.  But local public health professionals around the country increasingly will be dealing with the impacts of climate change on the ground, every day. Join APHA as we work to create a healthier planet. Visit the official National Public Health Week Web site at to check out the climate change blog and brochure, sign up to be a National Public health Week partner, or add your week's event to the national calendar.  For more information about National Public Health Week, contact


Fran Atkinson   

Emergency Public Health Education Network

    Society for Public Health Education Partners with CDC’s Community Health Outreach and Education Team to Support Health Educators in Preparing for Public Health Emergencies


    From infectious disease outbreaks to natural disasters, public health professionals are often called to the front lines when an emergency occurs.  The Society for Public Health Education (SOPHE) is partnering with CDC’s Community Health Outreach and Education Team (CHET), under the Emergency Communication System, to provide support to health educators and other health promotion specialists prepare for and respond to a variety of public health emergency events. 


    SOPHE is working with CHET to establish the Emergency Public Health Education (EPHE) Network.  The purpose of the EPHE network is to connect health educators and health promotion specialists from across the nation, with specialized skills in emergency preparedness and response.  Network members will receive public health emergency alerts that are issued from CDC’s Emergency Communication System, as well as access to quarterly conference calls designed to provide general information and resources, as well as case studies focusing on a various public health emergency situations.  In addition, network members will receive SOPHE’s bi-weekly e-newsletter focused on emergency preparedness and response.  SOPHE also hopes to sponsor additional training events such as the Crisis and Emergency Risk Communication for Pandemic Influenza workshop that was held in Chicago last fall.  Network members will also receive first notice of and preferred access to any SOPHE sponsored trainings.


    The next EPHE Network quarterly call will take place on Wednesday, March 12 from 2-3:30 p.m. Eastern Time.  To join the Network, contact Tanya Maslak at 


Tanya Maslak, MPH


New APHA Forum on Health and Trade

The last APHA Annual Meeting included the first face-to-face business meeting of the new Forum on Trade and Health.   Over 25 people from a variety of sections gathered to discuss how global trade affects public health and what we can do about it.  The Forum sponsored three oral sessions and one poster session and co-sponsored several other events. The APHA Executive Board approved the Forum, formerly a “Working Group,” last spring.  The forum is a new category within APHA and is defined a “membership unit composed of APHA members who are working together on a specific issue that is important to public health, crosses disciplinary and section or SPIG boundaries, requires expertise that may reside in more than one section or SPIG, and supports APHA's mission.”  Sections that have supported the Forum include Occupational Safety and Health, Medical Care, International Health, Public Health Nursing, Environmental Health, and Alcohol Tobacco and Other Drugs, as well as several affiliates.


The interests and concerns presented by Forum members show that trade does impact and intersect with health in a variety of ways.  Topics raised at the meeting included the impact of free trade agreements on access to medicines and intellectual property rules, tobacco control policies, the migration of health care professionals, corporate social responsibility, occupational health and safety, and the role of states, localities and public health advocates in trade policy making.  This year, the  Forum is working to plan sessions and other activities for APHA Annual Meetings. The 2008 theme “Public Health without Borders” is especially relevant to the Forum’s work.  In addition, the group will work on policy and advocacy to help protect public health worldwide. The Forum holds a monthly teleconference and welcomes new participants from any section.  Forum officers for 2008 are: Susanna Bohme, chair; Bill Wiist, program planner; Garrett Brown and Ellen Shaffer, co-call coordinators.  We welcome recruits to serve as secretary! E-mail  for more information or to be added to the Forum’s mailing list.   




Bill Wiist, DHSc, MPH



Bachelor of Science in Health Studies at Monmouth University



The beginning of the fall ‘07 semester at Monmouth University was the official beginning of the new major within the School of Nursing and Health Studies.  The first graduates with the degree Bachelor of Science in Health Studies will walk in the May 2008 Commencement ceremony.


The program in health studies is designed for students interested in working with individuals, groups and families in any number of settings, in public or private health care organizations, university-based health services, wellness centers or as an employee in public health at a local, state or federal level.  In addition, the program is appropriate for students interested in graduate study in a variety of health-related fields.  The Health Studies major has purposely been designed to allow students to add a second major or a minor in a field that can be combined with preparation for a career in health.  For example, a student could combine a major in health studies with a major in communications/journalism or English and pursue a career as a writer of health and health-related topics.  Many community health agencies, both private and public, seek college graduates with knowledge about health as employees in a variety of areas of their work.  The health studies major may be used as a pre-medical or pre-dental major, provided the student identifies an interest in applying to medical school early and connects with the Monmouth University pre-med advisor for guidance.  Students may also choose to pursue graduate study in a variety of areas such as public health, community health education, hospital or health care administration or holistic health.


The Program is unique, the only one of a kind offered in New Jersey.  At the moment, there are three full-time professors exclusively teaching health studies courses, in addition to five full-time nursing faculty and several adjuncts, who teach variety of courses in this dynamic health studies curriculum.  The number of students is growing daily, greatly exceeding the required 25 students needed for an academic major.  For more information, visit


Bojana Beric, MD, PhD

Preparing School Nurses for Their Own and School Health



As schools are integrated into community plans for disasters, school nurses increasingly need to function as first responders in identification, mitigation, treatment and recovery of health crises. Therefore, they have specific needs for their personal and professional health education.


The University of Pittsburgh, Graduate School of Public Health, Center for Public Health Preparedness (UPCPHP), one of 27 such federally funded centers, has undertaken an education campaign specific to school nurses.  In two years, the Center reached 33 percent of Pennsylvania's school nurse population (or 693 individuals) with a standardized curriculum in disaster preparedness for school nurses. 


Data from a retrospective pre-post assessment show a consistent increase in ability from before to after the training.  Qualitative data indicate training is desirable and effective for its profession-specific content and for the opportunity to collaborate with peers.  To meet training demand, a unique partnership with the National Association of School Nurses trained seven practicing school nurses as NASN-certified school nurse trainers for “Disaster Preparedness for School Nurses.” 


    The school nurses’ training needs are assessed continuously as part of the program evaluation and have directed new programmatic areas: training school administrators, assistance in becoming National Incident Management System compliant, joint training with local emergency management agencies, a CE-accredited online course on personal preparedness and the development of a Web page devoted to school preparedness.  An original action chart for school nurses based on Department of Homeland Security color codes has been adopted for national use (see

Molly M. Eggleston, MPH, CHES


Accreditation of Health Education Professional Preparation Programs: An Update



          As members of the National Implementation Task Force for Accreditation in Health Education, we would like to take this opportunity to update you on our work and the process of establishing an articulated accreditation system for health education professional preparation programs that reflect the areas of responsibility for health education professionals.  To begin, let us provide a historical perspective.  We are now the third task force to work on the issue of academic program accreditation.  The initial National Task Force on Accreditation in Health Education, chaired by Collins Airhihenbuwa and John Allegrante, met from 2001-2004.  After an exhaustive process, the Task Force drew a variety of conclusions and provided a series of recommendations to the profession.  These conclusions and recommendations have been published in the professional literature (Allegrante, 2004).


    The second task force was titled the National Transition Task Force on Accreditation in Health Education.  It was chaired by Kathleen Roe and David Birch. Their mission was to transition from the initial study phase to the implementation phase.   This group continued to collect data and interacted with various groups with vested interests in accreditation.  They met from 2004-2006, and their work culminated in the Third National Congress for Institutions Preparing Health Educators, in Dallas, February 2006.


    Late in 2006, the third task force titled the National Implementation Task Force for Accreditation in Health Education was formed.  In September 2007, the entire Task Force met in Reston, Va., for a two-day meeting to plan future directions.  During the meeting reports were provided by several important groups to the accreditation process including the National Council for Accreditation in Teacher Education (NCATE), the National Commission for Health Education Credentialing (NCHEC), the SOPHE AAHE Baccalaureate Program Approval Committee (SABPAC) and the Council on Education for Public Health (CEPH).  These reports helped to frame the future work of the National Implementation Task Force for Accreditation in Health Education and a summary of each report follows. 


    NCATE, which accredits teacher education programs in health education, is expected to continue working with AAHE as the lead health education agency for school health education program accreditation.  Sheila Patterson, serving as the AAHE/AAHPERD representative to NCATE, reported that AAHE is currently updating the teacher preparation standards for health education and will soon have a draft of the new standards available for review.  AAHE will set up a Web site to provide opportunity for feedback.  Health education professionals are encouraged to review and comment on the new standards before they are accepted and implemented.  Since they already have policies and procedures in place to accredit undergraduate teacher preparation programs, they offered assistance to the committee as we move toward accreditation of undergraduate community/public health education programs.


    NCHEC recently released the 5th edition of The Health Education Specialist: A Study Guide for Professional Competence, which reflects changes presented in the Competency-Based Framework for Health Educators – 2006.  The first exam structured around the revised competencies occurred in October 2007.  In response to recommendations from the initial National Task Force on Accreditation in Health Education, the NCHEC Board of Commissioners voted, in April 2007, to proceed with an advanced credential.  NCHEC is in the process of determining how best to move forward with an advanced level of certification for health education professionals.  In response to the initial Task Force’s recommendation to require graduation from an accredited program to be eligible to sit for the CHES exam, the NCHEC Board of Commissioners agreed in principle.  However, there would need to be a critical mass of accredited / approved preparation programs actively preparing health educators before this recommendation could be enacted.  Even then such a requirement would likely be phased in over time thus allowing all programs a reasonable opportunity to obtain accreditation.  Linda Lysoby, executive director of NCHEC, reiterated their support for the work of the Accreditation Task Force. 


    Laura Rasar King, executive director of CEPH, provided information on the history and organization of CEPH, and future directions of this accrediting body.  CEPH has already received approval from the U.S. Department of Education to expand its scope of review and accreditation to cover undergraduate programs which are affiliated with graduate public health programs, and has already granted accreditation to the University of Wisconsin, Lacrosse, which offers both a MPH degree and an undergraduate degree.  While the CEPH Board indicated interest in moving forward to support the accreditation of non-MPH affiliated undergraduate community health education programs, new criteria would first need to be developed and reviewed with its constituents and approved by the CEPH Board.  Appropriate infrastructure, policies and procedures would also need to be developed and adopted to support this decision before it could be implemented.  No specific timeline could be provided for when this might happen, but it will probably not be until sometime after 2010.


    In the absence of accreditation for undergraduate community health education programs, the Accreditation Implementation Task Force is fully supporting the SABPAC approval process for all non-accredited health education programs.  Ellen Capwell and Jim McKenzie co-chair the SOPHE-AAHE Baccalaureate Program Approval Committee (SABPAC). They are working to streamline and improve the approval process, and to encourage preparation programs to seek SABPAC approval as a form of quality assurance.  There are now revised guidelines for program approval that are more closely in line with what may be needed for future accreditation than were the previous SABPAC guidelines (SABPAC Manual:  Criteria, Process, & Procedures for Quality Assurance in Community Health Education 2007).   Obtaining SABPAC approval will help programs collect, analyze and store the type of information that will most likely be needed when accreditation is available.  It is expected that SABPAC approved programs will be in the best position to obtain CEPH accreditation when CEPH’s guidelines include eligibility for stand-alone undergraduate health education programs, because they will be experienced in completing program analysis and in developing student outcome assessment systems.


    The Accreditation Implementation Task Force has accepted the following charge for its continued work:


“Based on the recommendations of the initial Accreditation and Transition Task Forces and informed by the Third National Profession Wide Congress in Dallas, 2006, the charge of the National Implementation Task Force for Accreditation in Health Education is to help shape the processes and to continue to prepare the field for accreditation as a quality assurance mechanism for the profession.”


    Based on this charge the Task Force is currently busy developing manuscripts, presentations, web-pages, webinars, and promotional materials that can be used to help the profession understand, accept and prepare for the future accreditation process.  It is the intent of the task force to provide education, support, and training to help health education programs prepare for accreditation and to support as much consistency as possible across all health education accreditation activities.  We also plan to work closely with CEPH to help develop the criteria, policies and procedures that will be used in the accreditation process.  We welcome your comments and input, which can be sent at any time to Randy Cottrell at or Kathleen Roe at


Randall R. Cottrell,

Co-Chair National Implementation Task Force for Accreditation in Health Education


Ellen Capwell,

Member, National Implementation Task Force for Accreditation in Health Education

And Co-Chair, SABPAC


What to Do Now in Preparation for Accreditation

1         Attend or send a representative to the Department Head and/or Faculty Caucus Meetings at Annual and Midyear meetings, where accreditation is always discussed.

2         Attend conference sessions on accreditation and related issues at professional conferences.

3         Seek SABPAC approval for your local undergraduate program.

4         Attend an Information Session on SABPAC at SOPHE and/or AAHE conferences.

5         Volunteer to be a SABPAC site visitor (important roles for both practitioners and academics) and attend a SABPAC Site Visitor Training at AAHE or SOPHE.

6         Monitor the Web site ( for updates and reference material.

7         Invite a Task Force member to a local or regional meeting to discuss the move towards an articulated accreditation system in health education.

8         Talk to professional colleagues about the importance of accreditation to the health education profession.

9         Initiate student discussion about accreditation and what it will mean to health education professional preparation programs and the profession as a whole.



Allegrante, J.P., Airhihenbuwa, C.O., Auld, M.E., Birch, D.A., Roe, K.M., & Smith, B.J.  (2004).  Toward a unified system of accreditation for professional preparation in health education:  Final report of the National Task Force on Accreditation in Health Education.  American Journal of Health Education.  35, (6), 347-358.

SOPHE to Celebrate 2008 Mid-Year Conference



Tanya Maslak, MPH


SOPHE to Celebrate 2008 Mid-Year Meeting in Chicago


    SOPHE takes on the windy city of Chicago as this year’s host to its Mid-Year Scientific Meeting, Harnessing the Winds of Change: Learning from our Past to Build Our Future.  The conference will be held at the Renaissance Chicago Hotel from May 21-24, 2008.


    This year’s conference will focus on a variety of sub-themes, such as: transformative practices in health education; skill building for the future’ innovations in health education research; and ethics, values and philosophies in health education. SOPHE’s other priority areas such as technology, environmental health and emergency preparedness will also be highlighted.


    Plenary speakers over the 2 ½ day conference will include  Dr. Noreen Clark from the University of Michigan School of Public Health; Ron Davis, president of the American Medical Association; and motivational speaker Steven Siemens.   Special debate and dialogue sessions are also planned for hot topics such as social determinants of health and the dynamic interplay between health education and health communication.


    For more, visit


SOPHE 59th Annual Meeting


Deadline March 10, 2008


You are invited to submit a proposal for an oral presentation, workshop and/or poster for the SOPHE 59th annual meeting, Oct. 23-25 at the Doubletree Mission Valley Hotel in San Diego.


          This year’s meeting, Catching the Wave: Changing the Tides of Health Education and Health Promotion, will focus on the transformations in health education that are being brought upon by changes in demographics, language barriers, culture and technological shifts. The conference will also address several sub-themes including health without borders, health across the life span, changes in the health promotion landscape and creating the change you want to see in the world.


          Abstracts are encouraged to address the latest capabilities and competencies that are necessary to health education and health promotion specialists in the field. Abstracts will be judged in the following areas: relationship to theme, conceptual framework, methodology, usefulness, innovation, clarity of content, format and

overall reaction.   Visit for more information.  Submission deadline is March 10, 2008.


          Participants at this year’s Mid-Year Meeting in Chicago from May 21-24 will be able to engage in five skill-building workshops and chose from more than 30 concurrent sessions and early risers featuring an extensive range of health education issues. Pre-conference workshops will be available to those interested in obtaining additional CHES credit hours.  SOPHE also invites attendees to take advantage of the optional tours around the city of Chicago during the holiday weekend immediately following the meeting. Conference registration and exhibit information will soon be available on the SOPHE Web site at

Cases in Public Health


A New Resource: Cases in Public Health Communication and Marketing



2008 marks the publication of the second edition of the online, student-authored, peer-reviewed journal Cases in Public Health Communication and Marketing. This case study collection, edited by graduate students at The George Washington University School of Public Health and Health Services, is a great tool for educators and practitioners in the field. The journal provides examples of the successful use of health communication and social marketing in public health programs. Graduate students write case studies with the help of a faculty mentor and the original case practitioner, allowing for multiple perspectives and a collaborative experience. The best case study, as decided by the editors and Cases’ expert advisory board, is given a $1,000 cash prize.


    While the case submission deadline for Volume 2 has passed, we encourage potential authors to consider submitting to Volume 3. Watch for the call for submissions next fall and check out Volume 1, which is now available online at Volume 2 will be available in June 2008. For more information and to join the e-mail list, please contact the editors at Help grow the health communications field by sharing your experience!


Lauren Sogor, MPHc

Student Essay Contest

Student Essay Contest: Presidential Health Policy Priorities, a free online resource of the Kaiser Family Foundation, invites undergraduate and graduate-level students in all disciplines to submit an original health policy essay for the chance to win $1,000.  For this year’s essay competition, students must draft a memo to the director of the next presidential administration's health care transition team that lays out the priorities for health policy.  Students must focus on a single candidate’s position and must select and elaborate on one of the following critical health issue areas: controlling health care costs, eliminating racial and ethnic health disparities, expanding health promotion and disease prevention efforts, improving women’s health, or improving the quality of health care.  The priorities and strategies should be consistent with the proposals forwarded by the candidates in the campaign.  Essays should also address the challenges in implementing recommendations, such as budgetary and political considerations, delivery system issues and how different stakeholders and constituencies would perceive the proposals.  The goal of this contest is to have students think about connections between health, health policy and contemporary social change and encourage them to think creatively about improving health in our nation.  Entries will be judged by a panel of professionals with experience in health policy and politics from inside and outside the Kaiser Family Foundation.  The essays of the prize winners will also be posted on  Winners will be notified by May 1, 2008.


The Kaiser Family Foundation provides a wide array of research and policy resources designed to complement health policy education. Through, the Foundation provides students, faculty and others interested in learning about health policy easy access to the latest data, research, analysis and developments in health policy. This site includes narrated slide tutorials, background reference libraries and issue modules on current topics and policy debates.


For full details on the essay contest topic, rules and requirements, eligibility, and deadline information, visit


Emily Harris