MPH: Social & Behavioral Sciences Concentration
The Social & Behavioral Sciences concentration focuses on the effects of social factors and individual behaviors on health. By understanding these social and behavioral factors, public health professionals can help people to change their unhealthy behaviors and act as advocates in changing the social conditions that have an adverse impact on health. Faculty have testified on behalf of plaintiffs seeking to curb destructive marketing practices by tobacco companies, and they have advocated for stricter gun control and drunk driving laws. Together with social service organizations, faculty provide outreach and advocacy services to substance abusers and victims of domestic violence, and they have helped public health officials and the private sector coordinate a nationwide program designed to help smokers overcome their habit.
After completing the core course SB 721, MPH students who are concentrators in social & behavioral sciences must complete at least 16 additional credits of courses that carry social & behavioral sciences concentration credit. Among these 16 credits must be a 4-credit Assessment course, a 4-credit Intervention course, an Evaluation course (SB 822), and a minimum of one additional 4-credit course. The course may be from the Assessment or Intervention group, or another course that carries concentration credit. Students must also meet the MPH practicum requirement and the concentration’s Culminating Experience.
Assessment Courses (minimum 4 cr)
- SB 805 Race, Ethnicity, and Health
- SB 818 Qualitative Research Methods
- SB 820 Assessment and Planning for Health Promotion
Intervention Courses (minimum 4 cr)
- SB 806 Communication Strategies for Public Health Organizations
- SB 821 Intervention Strategies for Health Promotion
- SB 829 Intervention Design and Implementation to Reduce Health Disparities
- SB 860 Strategies for Public Health Advocacy
Evaluation Course (minimum 4 cr)
- SB 822 Quantitative Methods for Program Evaluation
The remaining four (4) credits may be taken in any SB course numbered 700 or above.
Courses in other departments that have been approved for SB concentration credit include:
- EP 721 Survey Methods for Public Health
- EP 751 Cardiovascular Epidemiology
- EP 753 Cancer Prevention as a Public Health Problem
- EP 775 Social Epidemiology
- LW 725 Ethical Issues in Medicine and Public Health
- MC 705 Safer Sex in the City: From Science to Policy
- MC 725 Women, Children, and Adolescents: Public Health Approaches
- MC 775 Health Disparities Among Vulnerable Populations
- MC 782 Women and Substance Use
- MC 786 Immigrant Family Health: Public Health Across Borders
- MC 795 Adolescent Health: Understanding Public Health Risk and Opportunity
- MC 800 Preventing Mental Health Disorders Among Women, Children, and Adolescents: A Life Course Perspective
- MC 802 Implementing Community Health Initiatives: A Field-based Course in Leadership and Consultation
- MC 840 Women and Health Policy: Gender, Evidence, and Politics
- PH 728 Religion and Public Health
- PM 721 Organizational Behavior and Health Management
- PM 810 Introduction to American Government and Health Policy
- PM 850 Organizing for Health System Change
Areas of Emphasis
Social & behavioral sciences concentrators may choose to do a general course of study in social and behavioral sciences or one of three optional areas of emphasis. These areas of emphasis are:
- Health Disparities
- Health Communication
- Intervention Planning
Each emphasis is interdisciplinary and combines offerings in SB with other courses at BUSPH. Details are available in the Concentrators’ Guide.
All Social & Behavioral Sciences concentrators must complete an integrative professional electronic portfolio as their Culminating Experience. The electronic portfolio will frame individual students’ expertise, focus, experience, and skills in public health and help them to market themselves for employment as public health practitioners. Within the electronic portfolio, students will reflect upon their studies and synthesize materials from a range of courses. In integrating their knowledge, students will develop a plan of lifelong learning that reflects areas in which to bridge a knowledge gap or focus in greater depth.