The Stanford Medical Youth Science Program, under the direction of Dr. Winkleby, developed this 10-lesson, experiential Public Health Advocacy Curriculum. The Curriculum emphasizes the underlying social, economic, and political factors (i.e., upstream or root causes) that influence health and disease outcomes; recognizes how these factors affect populations differently; and stresses the importance of engaging in public health advocacy in one’s community. It was developed in response to teachers who requested health curricula that extend beyond teaching about individual risk factors for disease, and is one of the only published set of lessons available on this topic. The Curriculum is comprised of ten modular lessons that combine classroom- and community-based experiential activities. Through inquiry-based activities and real-world projects, students practice academic skills (e.g., critical thinking, problem solving) and apply their learning to their personal circumstances. Initial lessons blend articles, media analysis, debates, documentary screenings, and other activities to help students establish a foundational understanding of the upstream causes of health. Subsequent lessons allow students to explore their communities using PhotoVoice, mapping, and inventory research techniques to identify assets and barriers to health. To culminate their learning and observations, small groups of students develop and implement advocacy projects to address meaningful health issues facing their communities. Students then write a proposal to their local school board, city council, or other organization to suggest population-level and/or policy actions that could be taken to further expand and sustain their advocacy projects.
To learn more about the Public Health Advocacy Curriculum see link: http://smysp.stanford.edu/education/phac/index.html