Most majors in Health and Human Development require students to complete up to 24 credits for the major through courses taken at University Park. BB H 048 Values and Health Behavior (1) (GHA) This is a 1credit course designed for non-BB H majors who want a greater understanding of concepts related to health and health promotion and who want to learn practical skills related to optimizing health and improving lifestyle behaviors. (University College) Biobehavioral Health, B.S. Program Description This major provides interdisciplinary training designed to integrate biological, behavioral, and social science approaches to the study of human health and illness. at University Park Campus and World Campus The course series listed below provides only one of the many possible ways to move through this curriculum. Interdisciplinary Integration in Biobehavioral Health explores the complex ways in which influences at different levels and across different domains come together to impact human health. Enforced Prerequisite at Enrollment: BBH305 and (BBH440 or HPA440) and admission to the Global Health minor. Designed to train new HealthWorks peer educators, this course addresses behavior theories, promotion strategies, and college health issues. This guide provides information resources for the interdisciplinary biobehavioral health program exploring biological, behavioral, social/cultural and environmental influences on individual and group health across the life span. This course explores the relationship of people to their environment; notably how the natural environment influences their physical, mental, and social well-being. Enforced Prerequisite at Enrollment: approval of honors thesis advisor. Is addiction one disorder or an amalgam of disorders? The third part of the class focuses on the application of these concepts and methods to the investigation of the genetics of health-related conditions. Emphasis will be on development of health promotion strategies that locate program implementation and evaluation within their cultural contexts. BIOBEHAVIORAL HEALTH, B.S. The course includes a substantial amount of small group work. BB H 324 is designed to train students who have been accepted into University Health Services' HealthWorks program every fall semester. To provide an understanding of the concepts relevant to pharmacology, including: principles of drug action (pharmacokinetics, pharmacodynamics), drug safety, and drug effectiveness.2. This class is meant to give students both background knowledge of and practice in the process of ethical decision making. Students with an interest in civic engagement and in issues of individual and collective freedom and agency will find the course particularly relevant. This course will apply a biobehavioral approach to examine addiction from historical, societal, behavioral, neurobiological, and genetic contexts to identify causes, challenges, and comorbidities that associated with addiction that affect individuals and populations. BB H 390B Global Health Field Experience (6) The purpose of this course is to provide a supervised field experience in a global health setting for the students who have been admitted to the Global Health Minor (GLBHL). A biobehavioral health major may lead you to work for organizations that promote health awareness and positive wellness practices. Students will explore the effects of stress in different forms on physical, psychological, social, and cognitive outcomes. 8 The risk of major depressive episodes 6, 7, 9-11 and anxiety-related symptoms and disorders is elevated among bereaved persons. Enforced Prerequisite at Enrollment: (BBH210 or BIOL222) and (STAT200 or STAT250) Students are required to have a C or better in all prerequisite courses. Neurobiological function in motivated behaviors, motor and sensory function, learning and memory, development, sexual differentiation, and pathology. The main purpose of this course is to prepare students for critically interpreting representations of health in the media. Phoenix once again hit 110 degrees Monday for a record-tying 18th consecutive day at that temperature or higher as the Southwest sizzles under a deadly, unrelenting heat wave. Students will be exposed to theories, terminology, and various speakers who will approach topics such as LGBTA history and multicultural issues. Learning Objectives and Expected Outcomes: Food Studies, Nutrition, and Health, an interdisciplinary liberal arts major, exposes students to a complex and comprehensive model of the intersections and relationships among food, policy, labor, social justice, economics, the environment, culture, and health to prepare them to address . Intro to nutrition teaches what to truly eat to tone up rather than just eating a kale salad every day. The course projects are designed to enhance both written and oral skills, and provide students an opportunity to work together. BBH426 is a one-credit course for students who have been trained to be peer educators in the HealthWorks program in Health Promotion and Wellness. The course will highlight the complex determinants of health by exploring diverse areas from a cellular to global level. Current data about each topic will be included. The course aims to help students prepare to explore their academic interests in Biobehavioral Health as they begin their education With classes in chemistry, biology, statistics . Reproduction has always been thought of as 'womens work,' yet decisions about reproduction are rarely made by women. The course aims to help students prepare to explore their academic interests in Biobehavioral Health as they begin their education at Penn State. By preparing the next generation to continue to promote and protect the health of others, you leave the largest mark on the future of public health. A career in public health means researching the occurrence and prevention of an epidemic (okay so maybe not a zombie outbreak, but Ebola, Zika or the flu). Through these programs, you can affect lives but also influence the policies these centers are run by. Biobehavioral Health Origins. BB H 451 Pharmacological Influences on Health (3) The primary theme of this course is to review and integrate information relevant to the actions, uses, and biobehavioral influences of psychoactive drugs. The final component of the course emphasizes population health by addressing relevant health conditions such as diabetes, substance abuse and addiction, cardiovascular disease, cancer, HIV/AIDS, Parkinson's disease, and Alzheimer's disease. The goals of this course are: (1) to provide students with a basic understanding in research methods; (2) to familiarize students with research strategies for studying Biobehavioral Health; (3) to develop critical thinkers and informed consumers of scientific research and health information; (4) to provide a basic understanding of the available approaches to research and interventions in order to address the complex set of determinants associated with public health problems that affect populations generally and those factors associated more specifically with racial and ethnic disparities in health. To think critically about your spiritual, social, economic, political and cultural existences and their relationship to your understanding of sexual and gender orientation issues.2. Enforced Prerequisite at Enrollment: PSYCH100 or SOC1. One of the first programs of its kind, Biobehavioral Health at Penn State boasts a highly successful undergraduate program, the university-wideGlobal Health Minor, and a novel interdisciplinary doctoral training program. Upon successful completion of the course, the student should be able to: a) describe the physical signs, symptoms, causes, effects on the patient and his/her family & care givers, prognoses, treatments, and support systems available to these patients, of the neurological disorders covered in this course; b) describe the neuroanatomical, cellular, and molecular bases for these conditions; c) describe the current research on these disorders and the new prevention/treatment approaches being developed. For students majoring in BBH, this course provides a foundation and preparation for BBH469 & 470, the two semester Neurobiology/Integrative Neuroscience course sequence, which assumes that the student has a basic, but detailed knowledge of the nervous system. Depending on the instructor, the original research may involve laboratory work, collection of survey data, analyses of publically available data, or existing data sets based on faculty's research program. Tiedemann was nearly untouchable on Saturday, striking out six across three no-hit innings in his first rehab start above the complex level, setting the tone for Single-A Dunedin's 13-1 win over Tampa. The importance of nutrition, exercise, sleep, stress, and environmental risk factors are studied. It is intended to be an overview of fundamental perspectives about the historical, current, and future public health challenges facing developing and industrialized countries. BB H 468 Neuroanatomical Bases for Disorders of Behavior and Health (3) This course will examine in detail and in depth the neuroanatomical and cellular/molecular/genetic bases for selected disorders of the human central nervous system (e.g. The course includes information and assignments to allow the student to appropriately assess one's own health, estimate health trajectories, access and use the health care systems on campus and in their home communities, and develop a long-term health promotion plan. This chapter overviews the theoretical frameworks for, and empirical evidence on, the economics of risky health behaviors. Emphasis is placed on the study of physical health. BB H 490 Introduction to Internship Experience (3) This course is a prerequisite for BB H 495, Internship Experience in Biobehavioral Health. Or maybe thecool health teacher whoanswers all the awkward health questions? The first section of the course is a study of the foundational . Or take your passion for biobehavioral health to the max by becoming a BBH professor. The educational objectives will be to enable students to: 1) define the concepts of sex, gender, gender roles, and gender identity and how they contribute to differentials in morbidity and mortality at various life stages, based on epidemiological data and other research, in the United States and other countries; 2) describe biological (e.g., genetic and hormonal) factors that contribute to gender differences and similarities in health at different life stages; 3) describe behavioral factors, such as acquired risks, self-protective behavior, and stress, that contribute to gender differences and similarities in health at various life stages; 4) describe sociocultural factors, such as gender roles, class, race/ethnicity, and educational level that contribute to gender differences and similarities in health at various life stages; 5) describe and design gender-sensitive strategies for health research and health promotion; 6) examine gender differences in a specific illness, disease, or health issue experienced by women and/or men in this country and others, and the contributing factors (e.g., sociocultural) to the differences that may exist; and 7) critique gender research on particular health issues. The evaluation of students' performances in the course will be typically based on multiple choice examinations and a library research paper. c)Describe the role of each nucleus, tract, and circuit in controlling functions and behavior. Take inspiration from Michelle Obamas campaign Lets Move! and teach students to eat well, exercise and pay attention to their mental health. The course content is organized to encourage promotion of a healthy lifestyle, prevention of disease and understanding the causes and management of acute and chronic illness. Students will be taught about each of the health topics over the course of two class sessions. The goals of this course are: (1) to provide students with a basic understanding in research methods; (2) to familiarize students with research strategies for studying Biobehavioral health; (3) to promote critical thinking of scientific research and health information; experimental and experimental (4) to develop a basic understanding of the available approaches to research and interventions that are needed in order to address the complex set of determinants associated with public health problems that affect populations; (5) to familiarize students with how research forms a critical component of BBH honors requirements. Planning, implementation, and evaluation of health promotion, prevention, and intervention programs; emphasizing evaluation. On 28 July, WHO, including WHO/Europe, observes World Hepatitis Day, stressing the need to bring care closer to communities and reverse the predictions that liver cancer rates are set to rise globally by 55% in the next 2 decades. The ultimate goal of this examination is to assist students in developing an appreciation of diversity and the impact diversity has on assessments and study of health, health status, and health promotion in America. Enforced Prerequisite at Enrollment: BBH490. These issues will be discussed in the context of health promotion principles and applicable health promotion theories. An individual's DNA is a key biological process involved in behavior, health, and disease. To broaden their understanding of the realities of engaging in the field of global health, students will have opportunities to meet with individuals who have health work experience in a variety of low and middle-income settings. Examines the relationship diverse personal and sociocultural factors (e.g., socioeconomic class, race-ethnicity, gender, age, and sexual orientation) have with health. Facilitated small group work will allow students to practice critical thinking, communication, and decision making skills through structured interactive activities. Of or relating to the relationships among behavioral, psychosocial, and biological processes, as in the progression or treatment of a disease. As the Legislature nears the end of the 2023 Legislative Session, Maine youth and children have much to celebrate. This course will focus on how various political institutions (e.g., religious, economic, governmental, legal, medical, etc.) General Education: Social and Behavioral Scien (GS), General Education - Integrative: Interdomain, GenEd Learning Objective: Integrative Thinking. What You'll Be Doing Ever wanted to know why you get a hangover after drinking? Recent decades have seen increasing attention to the contribution of psychosocial factors, particularly behavior, to enhancing or compromising health. This year, UC Davis is one of 91 hospitals nationwide, one of 12 hospitals in California and the only hospital north of San Francisco to receive recognition on Becker's list. That means instead of getting tested for mono, youre the one doing the actual testing this time. Enforced Prerequisite at Enrollment: C or better in BBH101 and (STAT200 or STAT250). I want to provide help to people on a much larger scale through employment at global and public health organizations. With a vast amount of health options to explore, a student studying BBHs canfocus onhelping cure childrens cancer to creating customized nutrition plans for people who want to lose weight. Want to learn about how to truly lose weight rather than whats found in the click-bait articles written by Cosmopolitan? Governor Mills has signed into law dozens of bills and nearly $400 million to strengthen Maine's education, health care, and other systems. . The B.S. Enforced Prerequisite at Enrollment: (BIOL161 or KINES203) and (STAT250 or STAT200) Recommended Preparation: Fifth semester standing or higher. The final component of the emphasizes population health by addressing relevant health conditions such as diabetes, substance abuse and addition, cardiovascular disease, cancer, HIV/AIDS, Parkinson's disease, and Alzheimer's disease. <p>College of Health and Human Dev is seperate from Eberly. Internship Supervision and support will be provided by site and university personnel. Biobehavioral health major is all about exploring these aspects of human life. Students will gain experience developing and implementing a range of college health promotion activities, including creating health communication materials, conducting outreach events, delivering educational workshops and delivering one-on-one wellness services. The LEARNING OBJECTIVES of this course are to establish a working knowledge and understanding of: (I) the cellular structures, organelles and passive and active membrane properties important for neural function, (II) the neurotransmitters, receptors, ion channels and 2nd messenger systems underlying synaptic transmission and other forms of neural signaling, (III) the development of the nervous system including neurogenesis, neural maturation, apoptosis, synaptogenesis in both the developing and adult CNS, and (IV) the molecular mechanisms underlying synaptic plasticity and learning and memory.
is biobehavioral health a good major
