school of public health welcome to the university of minnesota school of public health division of...

School of Public Health

WELCOME TO THE

UNIVERSITY OF MINNESOTA

SCHOOL OF PUBLIC HEALTH

Division of Epidemiology & Community Health

Traci Toomey, PhD & Sonya Brady, PhD


Traci Toomey, PhD

• Courses:

–Community Health Theory & Practice II

–Legislative Advocacy for Public Health

–Skills for Policy Development

–Policy as a Prevention Strategy

• Research:

– Assess and prevent alcohol and tobacco-related problems

–Alcohol & tobacco policy


Sonya Brady, PhD

• Courses:

– Community Health Theory & Practice I

– Adolescent Health

– Human Behavior II

• Research:

– Health risk & protective behaviors during adolescence and young adulthood

– Disparities in consequences of risk taking

– Mechanisms linking stressful life circumstances to risk behavior and factors promoting resilience


Defining Public Health

PUBLIC HEALTH IS:

• The science and art of protecting and improving the health of communities through education, promotion of healthy lifestyles, and research for the prevention of disease and injury in local communities and around the globe.

• Prevention of illness and injury to populations.


Public Health VS. Medicine

Public Health• Prevention of illness

• Population-oriented

• Public Health model

• a blend of physical and social science.

Medicine• Treatment of illness

• Individual-oriented

• Medical model

• physical science basis


What Public Health does…


The 20th Century’s Ten Great Public Health Achievements


University of Minnesota School of Public Health


WHY MN?

Highly ranked: We are a top-ranked school at a top-ranked university, where diverse populations build knowledge and public health professionals make a difference.

World-class research: We consistently attract more National Institutes of Health research funding than most other schools of public health housed at a public university.

Leadership development: Educating the next generation of public health leaders is a priority here. Our student-centered philosophy means that academic needs are listened to and acted upon.

Mentor opportunities: The SPH is home to the largest Mentor Program of any school of public health in the nation. Co-sponsor: MPHA since 1993.

For these reasons and many more, the School of Public Health at Minnesota is an attractive choice for students from all walks of life and all corners of the globe.


The School of Public Health at a glance…

• About 1,200 students

• 130+ faculty

• 50% mid-career professionals; 50% recent graduates

• SPH has moved up in the U.S. News and World Report school rankings! Up from 10th to 8th place among all schools of public health

Up from 6th to 4th place among all publics.

http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-public-health-schools/public-health-rankings


SPH Degree Options

• Master of Public Health (M.P.H.)

• Master of Healthcare Administration (M.H. A.)

• Master of Science (M.S.)

• Doctorate (Ph.D.)

sph.umn.edu

http://sph.umn.edu/


Dual and Joint Degree ProgramsBusiness• Healthcare Administration - MBA/MHA

Dentistry• Public Health Practice - DDS/MPH

Law• Community Health Promotion - JD/MPH• Environmental Health - JD/MPH, JD/MS, JD/PhD• Epidemiology - JD/MPH• Healthcare Administration - JD/MHA• Health Services Research, Policy & Administration

- JD/MS, JD/PhD• Maternal and Child Health - JD/MPH• Public Health Administration and Policy - JD/MPH• Public Health Practice - JD/MPH

Medicine• Epidemiology - MD/PhD• Health Services Research, Policy & Administration

- MD/PhD• Public Health Practice - MD/MPH

Pharmacy• Public Health Practice - PharmD/MPH

Public Policy• Public Health Practice - MPP/MPH

Social Work• Community Health Promotion - MSW/MPH• Maternal and Child Health - MSW/MPH

Urban and Regional Planning• Public Health Practice - MURP/MPH

Veterinary Medicine• Public Health Practice - DVM/MPH


DivisionsSchool of Public Health

Public Health Practice

BiostatisticsEnvironmental

Health Sciences

Epidemiology and

Community Health

Health Policy and

Management


Epidemiology & Community HealthFocus on disease and health in various populations. Faculty and students examine the distribution,

cause and prevention of diseases, and how human behavior affects overall health.

4 MPH Programs

Community Health Promotion gain the skills needed to translate research into practice by designing community based program and policy interventions that improve the health of diverse communities

Epidemiology identify trends in health and disease for populations

Maternal & Child Health improve the health of women, children, youth and families, including socially vulnerable populations and the environments and policies that affect their wellbeing

Public Health Nutrition study the link between diet and health; designed for students who want training in health promotion, disease prevention, program development, and nutrition interventions


Epidemiology & Community HealthFocus on disease and health in various populations. Faculty and students

examine the distribution, cause and prevention of diseases, and how human behavior affects overall health.

PhD and MS programs

Epidemiology PhDoffers formal tracks in social/behavioral epidemiology and clinical/biological epidemiology for students interested in research and teaching careers in the health sciences

MS in Clinical Research trains the next generation of clinical and translational researchers who will advance our understanding of diseases and their outcomes and develop and evaluate new therapies for patients (for physician-scientists and biomedical researchers)


Field and Culminating Experiences


Public Health EmployersGovernment Non-Profit Private Hospital/ClinicWorld Health Org. Am. Red Cross Medtronic Mayo ClinicHennepin County United Way GE Healthcare Children’s Hospital & ClinicsMN Dept. of Health Planned Parenthood Accenture Kaiser PermanenteCDC Family Tree Clinic Deloitte Allina Hospitals & ClinicsEPA Mill City Farmers Market ChemRisk Stanford University HospitalCity of Mpls. Am. Heart Assoc. General Mills Salem HospitalUSAID Am. Cancer Society Proctor & Gamble Mercy Health SystemUS Navy HeadStart Kellogg Intermountain HealthcareUNICEF Wilder Foundation St. Jude Medical HealthEast Care SystemFDA March of Dimes Health Fitness U of MN PhysiciansUSDA MN Aids Project Abbott Sutter HealthRamsey Co. Blue Cross Blue Shield Genetech, Inc. Cleveland ClinicWI Dept. of Health Am. Refugee Committee 3M SentaraNIH Children’s Defense Fund Merck & Co. St. Cloud HospitalDept. of Education Way to Grow United Health Group Fairview

Plus many more…all over the globe


Application Process - SOPHAS

Centralized application for CEPH accredited schools and programs of public health

Statement of Purpose and Objectives Résumé or C.V. Official U.S. and/or Canadian Transcripts 3 Letters of Recommendation Official GRE scores World Education Services (WES) ICAP course-by-course evaluation

of non-U.S/Canadian academic credentials Proof of English proficiency


Application Deadlines

Priority Deadline: December 1 For first-round SPH scholarship consideration

Final Deadline: PhD programs – February 15 Master’s programs – April 15

Check out the videos on our admissions page for tips on completing your application.


Carleton students

•Since 2010, 18 Carleton students have been admitted to one of the 4 Epidemiology and Community Health MPH Programs:

– 3 to Epidemiology

– 8 to Community Health Promotion

– 6 to Maternal and Child Health

– 1 to Public Health Nutrition


Visit Us!

Come to an information session, a fall preview day, or one of the many graduate fairs the SPH will be at locally and nationally!

sph.umn.edu/students/prospective/calendar/

http://sph.umn.edu/students/prospective/calendar/


Questions?


Introduction to Our Research


Social Ecological Model

Individual

Interpersonal

Institutional

Community

Society / Public Policy


Alcohol Epidemiology Program (AEP)

•Traci Toomey, PhD•Darin Erickson, PhD•Toben Nelson, ScD•Rhonda Jones-Webb, DrPH

•Plus 12 wonderful staff members!


Goal = Reduce Problems

•Traffic crashes•Suicides•Violent crime•Nuisance crime•Unplanned pregnancies

•STI’s


Excessive Alcohol Use Economic Costs

•U.S. total: $223.5 billion

•MN total: $3,547,400,000

Includes: lost productivity, healthcare, criminal justice, property damage, etc.

Sacks et al., 2013, http://www.cdc.gov/alcohol/data-stats.htm


Integrated Theory of Drinking Behavior

Legal Availability

Economic Availability

Social Integration

Physical Availability

Models of Drinking

Formal Social Controls

Conditioned Response

Biological/ Pharmacological

Social Roles

Alcohol Cognitions/ Perceptions

Drinking Behavior

GeneralBeliefs/ Perceptions/

Personality

Macro/Societal Level

Micro/Individual Level

Public Policy

Institutional Structures

Market Mechanisms

Social Interaction


Policy/Program

Alcohol-related

ProblemsAvailability

Rates and

Patterns of

Consumption


AEP Mission & Research

- Identify need for policies/programs

- Identify effective policies/programs

- Improve implementation of policies/programs


Examples of AEP Assessment Studies


Density of Alcohol Establishments

•Number of establishments per:–Population–Roadway mile–Geographic area (including around campuses)

•Density important at smaller geographic units than community or state


AEP Density Study: Minneapolis

Total Density On- & Off-premise Density


AEP Density Project

•Density in Minneapolis neighborhoods

•Associated with:–Violent crime–Non-violent crime

•Stronger for on-premise vs. off-premise

•No variation by type of neighborhood

Toomey et al., 2012a,b; Erickson et al., 2015


Alcohol Service at Licensed Venues

•Sales to underage•Over-service of alcohol•Promotion of heavy drinking

–Drink specials–Promotion of drinking games


AEP Assessment of Alcohol Sales Projects

Pseudo-underage Pseudo-intoxicated


What is the sales rate to underage youth prior to intervention?

On-premise Establishments Off-premise Establishments

52%

47%

50%

Forster et al., 1995


What is the sales rate to obviously intoxicated patrons prior to

intervention?

On-premise Establishments Off-premise Establishments

83%

47%

75%

Toomey, et al., 2004


Sales at Festivals and Stadiums

Underage: 50%Intoxicated: 89%

Toomey et al., 2005

Underage: 18%Intoxicated: 74%

Toomey et al., 2005


How do we create change?

•Institutional•Local•State•Federal


Intervention Approaches

•Training programs•Lobbying•Coalition building•Grassroots community organizing


AEP Training Projects


AEP Community Organizing Projects


http://www.aep.umn.edu/University of Minnesota


Social Ecological Model

Individual

Interpersonal

Institutional

Community

Society / Public Policy


http://www.surgeongeneral.gov/priorities/prevention/strategy/

report.pdf

National Prevention and Health Promotion Strategy


Risk and Resilience Model

Affective Symptoms:

DepressionAnxietyAnger

Cognitions Conflicting with Future Success:

Low Academic Investment

Exposure to Stressors:

HomeSchoolCommunity

Externalizing Behaviors:

Aggression

General Rule Breaking

Inattention to Parents and Teachers

Behavior-FocusedReferral, Diagnosis, and Treatment:

Oppositional Defiant DisorderConduct DisorderAttention-Deficit / Hyperactivity Disorder

Behavior-Focused Disciplinary Action:

SchoolJuvenile Justice

Assets and Resources for Resilience:Coping Skills of Youth

Social Support from Family, Teachers, Other Caring Adults, Friends

Incomplete/Inadequate

Responses by Professionals


Formative Research:Acknowledgements

•Minnesota Association of Black Psychologists

–William D. Allen, PhD–Willie B. Garrett, EdD–Susan Govern, MA–Monique Lowe, PhD–Gregory Maxie, MS–Beverly Propes, MPH–Willie Winston, PhD

•Project Co-Coordinators–Sonja Ausen-Anifrani, MPH *–Lauren Mammini, MPH *

•Student Volunteers–Ashley A. Chesmore, MSEd, MPH *–Calae Dorsett, MBBS, MPH–Nasra H. Giama, DNP–Sonia E. Gockley, MPH *–Tat’Yana Kenigsberg, MPH *–Sarah Osman-Learmont, BA–Allison J. Woerpel, MPH *


Formative Research:Methodology

• Focus Groups

– Purpose was to discuss “the most important issues affecting the well-being and future success of young people in the African American community”

• 2 groups of children aged 8-12 years (n=14, 3 male)

• 2 groups of caregivers (n=16, 3 male)

• Structured Interviews

– One-on-one interviews of 46 African American children aged 8-12 and their caregivers

• 43 caregivers were female (93%)

• 21 children were female (46%)


How Caregivers Address Discrimination:Acknowledge Discrimination and Prepare

Children

• Most parents agreed that it was necessary to acknowledge and prepare their children for potential acts of discrimination

• At the same time, many parents encouraged their children…

–Not to assume that they were being discriminated against

–Not to make it more likely that they would be discriminated against


How Caregivers Address Discrimination:Be Leaders, Not Followers…

• G1, Woman 1: I don’t know how this is going to sound, but this is how it is going to fly out of my mouth. I think that if the parent, the person at home, whoever that is, is helping to get that child into the world… if they try to get their kid to not talk slang and try to get the child to not sag their pants…

• G1, Woman 2: Be leaders and not followers.

• G1, Woman 1: Be leaders and not followers… because if you are ok with your child going out and talking slang, if you are ok with your child sagging pants, big old clothes, making people scared of you or not understand you, not speaking the same language as you, then therefore, that can impact it [the likelihood of being discriminated against].

• G1, Woman 6: That is also a stereotype.

• G1, Woman 1: Unfortunately that is what it is though.

• G1, Woman 6: Because there are white boys that walk around with sagging pants and they try to talk cool and all this and ain’t nobody scared of them.

• G1, Woman 1: We are talking about African Americans, that is why I said, I know this isn’t going to come off right.


Taking Our Children and Our Community Back

• G1, Woman 2: You know what I think we have to do as parents… continue parenting our kids exposing them [to educational opportunities] and talking to them, but taking our children back, taking our community back and just having positive leaders and stuff and people around. We have to do this when they are young. We can’t wait until they are old because they have gotten used to that and habit forming. Once you have a habit, it is hard to break it and we can’t expect our children are just going to stop like that if we don’t start from when they are young and be consistent with them.


How are children’s coping strategies associated with academic outcomes?

Boys School Progress Report Standardized Test

Coping StrategiesReading

Perf.Reading

EffortMath Perf.

Math Effort

Reading Percentile

Math Percentile

Problem-Focused .55 * .68 ** .37 + .49 * .50 * .55 *

Emotion-Focused.11 .25 .22 .28 .33 .01

Girls School Progress Report Standardized Test

Coping StrategiesReading

Perf.Reading

EffortMath Perf.

Math Effort

Reading Percentile

Math Percentile

Problem-Focused .06 .01 -.13 -.28 .06 -.01

Emotion-Focused.35 .05 -.05 -.02 .19 .16


• Funding from the National Institute on Minority Health and Health Disparities (NIMHD)

• Community-Based Participatory Research (CBPR)

• Communities that Care (CTC) approach to building coalitions

Current Community Work and Research


Communities Invested in Healthy Life Trajectories of African American Boys

• Aim: Build community coalitions that will select, refine, implement, and evaluate a school-linked intervention for African American, socioeconomically disadvantaged boys aged 8-14 years and their caregivers

– St. Paul, MN• Ms. Capetra Jolly (Coalition Leader)• Dr. Sonya Brady (University Partner)

– Birmingham, AL• Mr. Charles Branch (Coalition Leader)• Dr. Tina Simpson (University Partner)


Communities Invested in Healthy Life Trajectories of African American Boys

• Goals1. Promote family, school, and community

connectedness; academic investment; and social and emotional well-being

2. Prevent or reduce externalizing symptoms, risk behavior, receipt of school-based disciplinary action, and juvenile justice involvement


Communities that Care (CTC)

• Communities that Care (CTC) is a step-by-step coalition-based approach to preventing youth risk behaviors

–CTC provides…• A structure for engaging community stakeholders• A process for establishing a shared community

vision

(Hawkins et al., 2008; Hawkins, Catalano, & Kuklinski, 2011)


5 Phases of Communities That Care


Coalition Organization Structure

Community

Key Leaders

Community Board

6 Workgroups

Facilitator/Coordinator

• Risk & Protective Factor Assessment

• Community Outreach & Public Relations

• Youth Involvement • Resource Assessment

& Evaluation • Funding • Community Board

Maintenance

Executive Board


Andrea Kish

Epi PhD and Clinical Research

612-626-9989

[email protected]

Kathryn Schwartz

Community Health and MCH

612-626-2247

[email protected]

Shelley Cooksey

Epi MPH and Pub Health Nutrition

612-626-8803

[email protected]

The Division of Epidemiology & Community Health

Program Coordinators


SPH Contact Information

Maggie AftahiDirector of Admissions and Student Leadership

[email protected]

612-624-0601

Sherlonda ClarkeDirector for Diversity and Inclusion

[email protected]

612-624-7790

mailto:[email protected]



Tips for Applying

• Getting Strong Recommendations: https://www.youtube.com/watch?v=CzGILnnDWWk

• Application Tips: Strong Personal Statements: https://www.youtube.com/watch?v=9nt0ZST7Z4c

• Application Tips: SOPHAS: https://www.youtube.com/watch?v=Z4pSSKL8Nng

https://www.youtube.com/watch?v=CzGILnnDWWk

https://www.youtube.com/watch?v=9nt0ZST7Z4c


Financing Your Education• Tuition and fees • Scholarships• Loans• Graduate/Research/Teaching Assistantships• Living in the Twin Cities

U of MN SPH Financial Information sph.umn.edu/students/prospective/finances/

ASPPH Financial Information aspph.org/study/financing-your-degree/

http://sph.umn.edu/students/prospective/finances/

http://www.aspph.org/study/financing-your-degree/


Career Services

Vic - Director Darren - Assistant Director

The Office of Career Services provides comprehensive career guidance and resources to SPH students, postdocs and alumni. We’re here to help facilitate the career development process and job search, and to maximize your career potential. We work to:

● Partner with each student to maximize their career potential● Recommend effective approaches to the job search● Encourage and facilitate ongoing professional and leadership development● Stay current on the public health field● Help employers connect with SPH students

Contact us by phone (612-626-3500) or email [email protected], or stop in with questions about resumes, networking, job searching, field experience, interviewing or any other career related topic.

For a complete Career Spotlight list: http://sph.umn.edu/careers/students/

sph.umn.edu/careers


http://sph.umn.edu/careers/students/

http://sph.umn.edu/careers/students/

http://sph.umn.edu/careers

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