Maternal & Child Health

  • SPH MC 705: Safer Sex in the City: from Science to Policy
    Our knowledge of sex and sexuality is derived in large part from the sociocultural and religious context of our society and the specific community and families in which we have been raised. In this class we will use a variety of teaching methods to allow you to discover how much you really know about basic sexual health information, including current public health sexual health issues. Then you will acquire an understanding of the issues based on current thinking from the biologic and social sciences. After covering the basics of each topic, we will explore some of the contextual factors, such as history, culture, or economics that affect framing of the issues and discuss the direct public health ramifications. The course will also help you develop your skills in communication, debate, teaching, and podcasting about sexual health from a public health perspective.
  • SPH MC 725: Women, Children and Adolescents: A Public Health Approach
    This course introduces students to the principles and practices of public health and maternal and child health. Using the life course perspective, the course examines how infants, children, women and families develop in the context of biologic and social determinants of health, as they play out over a lifetime and across generations. Selected current topics--such as asthma, adolescent pregnancy, infant mortality, and childhood obesity--are studied in depth and used to illustrate how problems are understood, their distribution in diverse populations, and the content and quality of programs required to address them. Throughout the course, special attention is given to the impact of poverty, poor access to health care, and racial inequalities on the health of families, as well as to the strengths that individuals and communities bring to the creation of solutions. By the end of the course students will be able to formulate an MCH-related public health question, conduct and write a literature review, and write a policy memo. MC725 is the first required course in the MCH sequence.
  • SPH MC 730: Leading to Face Challenges and Achieve Results in Public Health
    This course equips students with the theoretical knowledge and applied practices to be activists in public health who can lead others to face challenges. In addition to understanding leadership theory and analyzing public health cases, the course includes an experiential learning process, ideal for public health professionals who aspire to be effective leaders for change. Students will work in teams to understand theory and apply practical tools to mobilize groups to achieve results.
  • SPH MC 759: Research Methods for Perinatal and Early Childhood Epidemiology
    Graduate Prerequisites: Epidemiology core course required; the biostatistics core course and MC725 recommended.
    Issues related to the perinatal period from the framework of epidemiologic methods will be examined in this course through critical review of epidemiologic studies and exploration of measurement, design and data for this population. The course will examine the effect of social conditions, perinatal exposures and programmatic strategies for maternal and infant health. Participants will review various sources of perinatal epidemiologic data, and will address classification issues and challenges in assessing pregnancy exposures and outcomes related to these data sources. The final course project entails a formal, written literature review as well as an NIH-style study proposal on a perinatal issue.
  • SPH MC 763: Maternal and Child Health Policy Making
    This course explores the process by which U.S. national and state policymakers allocate resources to mothers and children. Beginning with an analysis of the evolution of U.S. maternal and child health (MCH) policy, it utilizes general policy models and case studies to examine the special features of legislative, executive, administrative, and judicial policy making in MCH. The course examines how policy making in MCH has traditionally been characterized by a greater reliance on regulatory and judicial bodies, as well as the frequent use of mothers and children as political symbols. This course is taught in seminar format with weekly readings and student-led discussion.
  • SPH MC 770: Children with Special Health Care Needs
    The course presents an overview of issues related to the design and delivery of services for children with special health care needs and their families in the United States. It addresses the nature and extent of chronic illness and disability among children, the demographics of childhood disability, the legislative framework for health and social services for this population, and the organization and implementation of services at local, state and federal levels. Throughout the course, the central role of family in the child's life and the importance of family-centered service systems are emphasized. The challenge of balancing complex care needs with needs related to childhood social and cognitive development is highlighted. Students are given opportunities to interact with families affected by special needs, and gain skills in the development of family-centered policy and program development.
  • SPH MC 775: Social Justice and the Health of Populations: Racism and other systems of oppression in America
    This course is focused on strengthening public health students' knowledge, skills and ability to construct a critical appraisal of the determinants, distribution, causes, mechanisms, systems and consequences of health inequities. The course is premised on the knowledge that social patterns of health and well-being do not happen by accident, but occur as a result of social systems which unfairly advantage some and disadvantage other groups of people. As such, inequity more explicitly defines what we know to be a "fairness" issue in public health. The course will be organized around investigating the current state of health inequities in the United States, critically examining the current research around causes and consequences of inequities, and critiquing social and public health programs for their capacity to eliminate them. The course is designed to help students translate current knowledge and research into specific public health strategies. This class also carries concentration credit for the Social & Behavioral Sciences concentration.
  • SPH MC 782: Women and Substance Use
    This course offers a window on the experiential context in which women -- including adolescent girls --develop substance abuse problems, and the health and social consequences for them and for their families. We will examine the complex, dynamic interaction of risk and resilience as it affects individuals, families, and communities, and learn about the interplay between substance abuse and co-existing mental health problems. The course will cover effective practices for screening and clinical assessment, gender-specific and family-centered treatment, prevention of relapse, and the importance of addressing co-morbidities as part of public health strategies. Throughout the course, we will consider special MCH populations, such as pregnant women. By the end of the course, students will demonstrate a deeper understanding of the complexity and inter-relatedness of personal and social environments in which substance abuse and mental health issues occur within families and strategies and policies for prevention, detection, and treatment. A research paper will be required.
  • SPH MC 785: Reproductive Health Advocacy: From Rights to Justice
    Graduate Prerequisites: None
    This course prepares students to critically re-evaluate, strengthen, and argue their positions on matters related to the control of sex and reproduction. It allows student to focus on an array of issues related to women's fertility and its regulation and to use multiple frameworks--public health science, law, social history, religion and politics--to identify their values and frame and argue their positions for purposes of advocacy. The course begins with an overview of the social and political history of fertility control and current reproductive health services and policies. We then examine debates at the state and national levels in preparation for advocacy skill-building and practice, including a visit to the State House, interaction with a panel of advocacy organizations, participation in mock legislative hearings, and the writing of a fact sheet and op-ed article for a local or national newspaper. Students gain skills in critical analysis, argument, writing and presentation to government and lay audiences.
  • SPH MC 786: Immigrant Family Health: Public Health Across Borders
    This course focuses on low-income immigrants in the U.S. and applies a family and community health perspective to the study of their health and well-being. It begins with an overview of how political, economic, cultural factors at the global and local levels shape the migration patters and health of immigrants and refugees. We then examine specific immigrant groups and health issues, with attention to interventions that engage community members in taking action. Students will gain critical skills in contextual analysis, community based participatory research, and project design. This class counts for MC, SB, and IH concentration credit.
  • SPH MC 795: The Health of Adolescents and Emerging Adults
    Graduate Prerequisites: MPH core course in Epidemiology and Biostatistics. Also acceptable: SAR HS300 for epidemiology and CAS MA115 & 116 or MA 213 & 214 or MA 684 for biostatistics
    This course equips advanced undergraduates and Master's students from all departments and disciplines to examine the public health challenges presented by adolescents. The course begins with an introduction to adolescent development (i.e., in terms of biology, behavior, social roles, and psychology), and also reviews basic themes of public health (i.e., a public health approach, the social ecological framework). The course continues with in-depth review of the prevalence and causes of several key risk behaviors and health problems among adolescents, including: unintentional injury, sexual risk behaviors, suicide and mental health, obesity, multiple types of violence, and substance use. The course also reviews: health policy, school health, the role of the media on adolescent health, and issues in adolescent health research. Class sessions involve a variety of formats including small group work, lecture and discussion, activities, and debates.
  • SPH MC 800: Preventing Mental Health Disorders Among Women, Children, and Adolescents: A Life Course Perspective
    Graduate Prerequisites: The MPH epidemiology core course requirement AND SB721 OR MC725
    The course will use a prevention framework to examine mental health interventions targeted to women, children, and youth. We will explore how events that occur during critical developmental periods - early childhood, adolescence, and pregnancy - can alter the life course of the individual and the family. Readings will focus on preventive interventions that target specific disorders, as well as those focused on addressing risk and protective factors common to many mental health problems. We will pay particular attention to how preventive interventions can be implemented and disseminated at a community level and integrated into primary care health care settings and major public health programs. The course will involve substantial group work; the majority will be done during formal class sessions. The class is approved for MCH and SB concentration credit.
  • SPH MC 802: Implementing Community Health Initiatives: A Field-based Course in Leadership and Consultation
    Graduate Prerequisites: For MPH students who have completed at least 9 credits
    This course is designed for public health students from diverse backgrounds who aspire to be effective leaders for change in community health settings. Students work in teams to define and address a specific challenge with partners in a community health center or organization. Course sessions engage students in learning and teaching key concepts, theories, and practices in management, leadership, and community partnership. Students apply tools to define a challenge, scan the environment, investigate evidence, define interests of key stakeholders, map organizational processes, align and mobilize constituents, synthesize findings, and communicate findings and recommendations to the client organization in a polished presentation and consultant report. Throughout the course, students learn to build strong teams, create breakthroughs when breakdowns occur, and assess themselves and others as team players. The course prepares students to act as collaborative consultants in real-world professional settings.
  • SPH MC 805: Perinatal and Child Health Services: From Evidence to Innovation and Implementation
    Societies that create conditions for healthy families and communities and invest in effective health systems and services extending from the perinatal period through infancy and childhood reap the benefits of healthier women, children, and families. In this course, programs, services, and policies to the wider aim of improving birth outcomes and sustaining the health and well-being of mothers, fathers, and children (ages 0-11) in the U.S.Of course, the path to effective services and policies is not always clear, either because political priorities do not support the aim, the evidence about what works is incomplete, inadequate, or poorly communicated to policy-makers, or because the challenges of implementation are daunting. Throughout the course, we will integrate each of these perspectives (political, scientific, and practical) as we critically examine a wide array of perinatal and child health services and the policies (MCH and cross-sectoral) that under gird them. The life course perspective, with its integration of human development and the cumulative effects of the social determinants of health, will serve as a guiding theoretical framework for the course; and, in turn, the promotion of equity and elimination of racial/ethnic disparities in outcomes and services will be a key thread in all of our discussions and activities.
  • SPH MC 815: Sexual and Reproductive Health Advocacy: Practice in Global and Local Context
    Graduate Prerequisites: The health law core, the social and behavioral sciences core course, or consent of instructor.
    MC815 is the 4-credit practice-based version of MC785, with expanded content in the area of global SRH and LGBTQ-related fertility and family formation. This course prepares students to design, lead, or collaborate in advocacy efforts around matters of sex, reproduction, sexual identity, and gender expression as they relate to family creation in public life. MC815 uses case-based teaching and practice-based learning. During the course, students engage with an advocacy organization and participate in an ongoing campaign or produce a product relevant to a new initiative. Throughout the course, student assess their own values related to SRH, and draw on multiple disciplines --social history, law, medicine, politics, religion, and public health science--to critically examine SRH movements and debates as they have played out in the U.S. and globally over time. Students develop skills in critical analysis, argument, advocacy strategies, and writing and presentation to diverse audiences, including public officials, readers of social media and the popular press.
  • SPH MC 820: Managing Public Health Programs and Projects
    Graduate Prerequisites: SPH MC725
    This course helps students develop skills in program implementation and management. The class moves through the implementation process step-by-step, culminating in the development of a complete programmatic management plan as the course final. Class meetings build from the initial steps of problem definition through the development of a logic model, monitoring and evaluation planning, incorporation of appropriate strategies for engaging relevant stakeholders, design of program outreach materials, and development of a program budget. Assignments are progressive: as new components are added to student plans, previous components are revised and refined. The class emphasizes team work as well as development of individual skills. Students learn to critique one another's work in workshop sessions scheduled at key junctures in the course. Students are expected to have completed MC725 before taking MC820. Exceptions are possible, however, for students from concentrations other than MCH and occasionally for students who can draw on substantial experience around a particular MCH topic.
  • SPH MC 840: Women and Health Policy: Gender, Evidence, and Politics
    Graduate Prerequisites: MC725 or consent of instructor.
    This course provides an opportunity to link theory, experience, and policy-making in the field of women?s health. Topics explored during the first half of the course include: what women in the U.S. need, want and receive with respect to health care services and preventive education; the role of women as health activists, consumers and providers; the meaning of gender, race, class, and culture in the provider-patient relationship; the assumptions and agendas that have shaped the field of women?s health; and the implications of that history for policy-making today. During the second half of the course, case studies are used to consider whether or not the questions currently being asked in women?s health are the right questions and whether or not resources are being directed appropriately. Topics examined in depth include mammography, lesbian health, hormone replacement therapy, physical disability, depression and aging. Students complete the course with sharpened skills for making arguments and promoting their ideas orally and in writing to audiences as diverse as legislators, the media, private foundations, public health policy-makers, and the general public. this class carries SB concentration credit.
  • SPH MC 845: Perinatal Health Services
    Graduate Prerequisites: MC725
    This seminar will focus on the contribution of perinatal health services and policies to improving birth outcomes and maternal well-being and reducing racial/ethnic disparities. This seminar will not address the identification of underlying causes or risks for poor birth outcomes, but rather the amelioration of known risks through organized public health programs and policies. A sample of current prenatal health initiatives will be examined, including the CDC's preconception and health care initiatives; comprehensive prenatal care (including home visiting) and centering pregnancy initiatives; community-based Healthy Start initiatives and collective impact models; the March of Dimes prematurity prevention campaign; intrapartum care interventions and models of maternity care; women's health and MCH life-course initiatives. The special emphasis of this course will be on the practical implementation and delivery of efficacious perinatal health services
  • SPH MC 940: Maternal and Child Health Culminating Experience
    All Maternal and Child Health concentrators must complete an integrative paper. Students must meet with their advisors to plan the experience, submit a signed Culminating Experience Approval form, and complete the drafts and final product according to the established deadlines. In addition, MCH Leadership Program students must complete an electronic portfolio by the established deadlines for the MCH Culminating Experience. To document their work on the culminating experience, concentrators must register for SPH MC940, a zero-credit, pass/fail course. For more details on the requirements for the culminating experience, please see the Concentrator Guide.
  • SPH MC 941: Maternal and Child Health Culminating Experience II
    All Maternal and Child Health concentrators must complete an integrative paper. Students must meet with their advisors to plan the experience, submit a signed Culminating Experience Approval form, and complete the drafts and final product according to the established deadlines. Should the deadline not be met, MCH concentrators must register for SPH MC941, a zero-credit, pass/fail course, in the next semester, summer included. For more details on the requirements for the culminating experience, please see the Concentrator Guide.