Belize Mayterm 2015 Proposal

Gender, Health, and Human Development

Purpose. In July 2013, The World Bank voted to move Belize from the
category of low-middle income country to upper middle-income
country. This indicator based on gross national income should
demonstrate significant progress on all levels within the country.
However, on the human development index (HDI), which ranks not only
income, but also social development such as life expectancy and
educational attainment, Belize remains in the bottom 1/3 of the world.
Where is the disconnection between these two paradigms and how
does the shaping of personhood affect overall health and development
in the country?
The focus of the program is to examine the intersection between
culture, family, and community development in Belize. Successes
gained through economic advancement will be balanced with
explorations of how traditional gender roles, stereotypes, and
socialization have hindered advancement. Particular attention will be
given to programs and organizations aimed at human development,
such as the UNDPs initiative through the Ministry of Human
Development and Social Transformation, which began in 2008 to
support single mothers.
The program will contribute towards meeting the College mission of
developing thoughtful scholars and grateful servants for global
engagement with the academy, church, and world. Students will gain
an understanding of the intersection of Belizes social, political, and
cultural forces and how those forces shape community development.
The program will address disparity in gender and family and examine
ways of reducing poverty, building stronger economies and promoting
posterity at the community level.
Academic Content. The academic program focuses around a 4-unit
academic class and a 1-unit internship placement. Students may opt to
stay longer for up to 4 internship credits.
PSY 150/SOC 150/KNS 150: Gender, Health, and Human
Development
Internship Experience
Students will earn a total of 5 academic units for Mayterm. (Up to 8
units for an 8 weeks placement).
By visiting with families and communities and talking with NGOs and
civil society organizations, students will hear first hand narratives.

Students will engage via travel with the Mayan, Creole, and Mestizo
cultures that exist in various areas of Belize.
Course listing and approval will be sought through the Senate Review
Committee as well as departmental approval for courses meeting
major and minor requirements, as well as G.E. Committees approval
for general education credit.
Identify Student Pool. The program is designed for psychology majors
and minors, sociology majors, and kinesiology majors and minors. It
would also be applicable to minors in Gender Studies. The course is
envisioned to satisfy the Thinking Globally component of the GE
curriculum. Internships will satisfy the GE requirements of Serving
Society.
Risk Management. Please see attached document.
Personnel. Andrea Gurney and Cynthia Toms will co-teach the course
and internship placement. Services for homestay placements and
internship placements will be subcontracted to CCSP staff. Bio
included.
Itinerary. Please see attached for detailed 4-week itinerary.
Faculty Compensation. The 2015 Mayterm salary will apply to Andrea
Gurney at the Associate Professor level. Cynthia Toms will not be
accepting additional salary. Administrative stipend $4000 (11-20
students) will go to Cynthia Toms.
Budget. See Attached.

PSY 150: Gender, Education, and Family Systems

Belize Mayterm, 2015
Professor: Andrea Gurney
COURSE DESCRIPTION
Psychological and behavioral tendencies are rooted and embodied in
culture. We are all, to some extent, a product of our environment. In
this course, we will examine key aspects of personhood and
environment that shape us. Specifically, we will look at the impact and
interrelation of gender, education, and family systems utilizing a
cultural framework.
As a part of this course, students will engage with individuals and
families who have been shaped by traditional gender roles, limited
access to education, and the multiple cultures that Belize embraces.
Through class lectures and discussions, homestays, and internships,
we will take a closer look at gender as a socialized construct, the
underrepresentation of women in education, and the family hierarchy
system; we will examine how gender, education, and family structure
impact social problems. Finally, we will examine how social action and
change occurs in cities and villages through specific initiatives.
GENERAL EDUCATION CREDIT
This course meets the requirements for GE credit in Thinking Globally.
COURSE LEARNING OBJECTIVES
The objective of this course is to understand the impact of culture on
gender, education, and family systems.
In addition to advancing knowledge that is specific to cultural and family psychology,
gender studies, and education, this course also addresses itself to the broader Student
Learning Standards that the College has established.

Knowledge Base: Demonstrate the ability to identify, recognize, or otherwise

articulate key elements of cultures impact on the science of human development
and community development. (Departmental Goal: Knowledge Base)
Christian Understanding/Practices/Affections: As students better understand
the nuances of culture, they will be better able to construct a worldview that
encompasses Christian theology and tradition. (Departmental Goal: Values and
Character)
Diversity and Global Awareness: Engage as active global citizens with an
awareness of cultural diversity, ones own culture/s, and the responsibility of self
towards others. (Departmental Goal: Values and Character)

Critical/interdisciplinary thinking: Students will critically

examine the foundational concepts for contemporary areas of
education, gender studies, and cultural and family psychology,
and they will more deeply appreciate the multi-disciplinary forces
at work in these areas. (Departmental Goal: Scientific Research
Methods and Skills)
Written and oral communication: Students will be responsible
for active engagement in class discussions and written
reflections in a daily journal. (Departmental Goal: Written and
Oral Communication)
Research and Information Literacy: Students will be
responsible for field notes, lecture notes, and reflection papers.
[Students will have access to Creation Care Study Programs
_library?] (Departmental Goal: Scientific Research Methods and
Skills)
Active societal and intellectual engagement: Students will
engage as active agents in their homestays and internships, ,
bringing their intellectual and academic abilities and interests to
bear on improving the lives of those around them. (Departmental
Goal: Applications)

REQUIRED SOURCES
McGoldrick, M. & Hardy, K.V. (2008), Re-Visioning Family Therapy:
Race, Culture, and Gender in Clinical Practice, New York: Guilford Press.
ADDITIONAL BOOKS
ASSIGNMENTS & GRADING CRITERION
Each student will be required to maintain a daily journal of their
experience in the Belize culture, detailing observations in gender roles,
family dynamics, societal values, beliefs, and norms.
Two essay exams. One will be a reflective paper on the life and
struggles of the village people and some suggested strategies that
could bring hope and help to families in the village.
Your grade in this course will be based on your performance on the following criteria:

Journal (.40)
Two Essay Exams (.30 each =.60)
INTERNSHIP??

Each assignment is scored on a scale of 0 to 100, and the final grade can be calculated by multiplying each
score by its respective weighting factor from above and summing all of the weighted scores. Course grades
will be assigned on the basis of this total score, using cut-point scores of 90, 80, 70 and 60 for grades of A,
B, C and D, respectively (+ and grades will be assigned at the professors discretion).

COURSE SCHEDULE
Class will consist of daily readings, lectures, and discussions. The
following are some of the topics to be covered:
Gender as a Socialized Construct
Cultural Psychology
Bronfenbrenners Ecological Model
Educational Opportunities in Belize
Role of Education in Culture
Family Systems Theory
The role of Women in Family Systems
Gender, Power, and Change
Social action
Interacting with Belize culture
Social Issues and Village Life

PSY 150/SOC150/KNS 150: Gender, Health, and Human

Development in Latin America
Belize Mayterm, 2015
Professors: Andrea Gurney and Cynthia Toms
COURSE DESCRIPTION
Psychological and behavioral tendencies are rooted and embodied in
culture; through culture, people and groups define themselves,
conform to society's shared values, and form institutions. This course
will introduce students to key aspects of personhood and environment
that shape social structures in Belize. Utilizing a cultural framework,
particular attention will be given to examining the impact and
interrelation of gender, health and human development.
As a part of this course, students will engage with individuals and
families who have been shaped by traditional gender roles, particularly
in their relationship to health care and human development.
Choices in healthcare are often influenced by the attitudes present
within individuals and society for example, treatment of disease may
involve the pursuit of preventative medicine, common Western medical
practice, traditional or holistic treatments, or through the use of
spiritual intercession. Through class lectures and discussions, we will
take a closer look at gender and health as a socialized construct,
probing how social equity impacts psychological well being, maternal
health, and disease prevention (such as HIV/AIDS) in human and
community development.
Finally, we will examine how social action and change occurs in cities
and villages through specific initiatives including the UNDPs special
community based-programs aimed at addressing HIV/AIDS,
Environment and Gender Equality. Students will be placed in local
homestays and internships in order to encounter the lived reality of
Belize families as well as observe the daily operations of community
health delivery in a developing context.
GENERAL EDUCATION CREDIT
This course meets the requirements for GE credit in Thinking Globally.
The internship component meets the requirement of Serving
Society/Enacting Justice under the Competent and Compassionate
Action GE requirement.
COURSE LEARNING OBJECTIVES

To understand the impact of culture on gender and family structures

To introduce key concepts and frameworks used to examine health and human
development
To encounter varied paradigms of health and well-being from a community
perspective
To understand the distribution of health and disability around the world and to
understand the individual, social, and institutional factors that affect the burden of
disease
To explore issues and controversies in international health and development issues
in an interdisciplinary manner
To gain perspectives from indigenous knowledge constructs and traditional
medicine pathways

In addition to advancing knowledge that is specific to cultural and family psychology,

gender studies, and education, this course also addresses itself to the broader Student
Learning Standards that the College has established.

Knowledge Base: Demonstrate the ability to identify, recognize, or otherwise

articulate key elements of cultures impact on the science of human development
and community development.
Christian Understanding/Practices/Affections: As students better understand
the nuances of culture, they will be better able to construct a worldview that
encompasses Christian theology and tradition.
Diversity and Global Awareness: Engage as active global citizens with an
awareness of cultural diversity, ones own culture/s, and the responsibility of self
towards others.
Critical/interdisciplinary thinking: Students will critically
examine the foundational concepts for contemporary areas of
gender studies, and cultural and they will more deeply
appreciate the multi-disciplinary forces at work in these areas.
Written and oral communication: Students will be responsible
for active engagement in class discussions and written
reflections in a daily journal.
Research and Information Literacy: Students will be
responsible for field notes, lecture notes, and reflection papers.
[Students will have access to Creation Care Study Programs
resources such as internet and library sources]
Active societal and intellectual engagement: Students will
engage as active agents in their homestays and internships,
bringing their intellectual and academic abilities and interests to
bear on improving the lives of those around them.

REQUIRED SOURCES
Course Materials
Required course text:

Women and Human Development: The Capabilities Approach (2001)

Martha Nussbaum.
Global Health in the 21st Centurty: The Globalization of Disease and
Wellness. Paradigm Publishers, Golden, Co. DeLaet, D. L. & DeLaet,
D E. (2012).
Additional Readings:
Just Health: Meeting Health Needs Fairly. (2007). Daniels, N. Cambridge
University Press. New
York, NY.
Building Communities from the Inside Out: A Path Toward Finding
and Mobilizing a
Community's Assets (1993) Kretzmann and
McKnight.
The Blue Sweater: Bridging the Gap between Rich and Poor in an
Interconnected World. Novogratz, Jacqueline. Rodale Books,
2010. ISBN 978-1-60529-476-6
More Than Good Intentions: Improving the Ways the World's Poor
Borrow, Save, Farm, Learn, and Stay Healthy. Karlan, Dean and
Jacob Appel. Dutton Press, 2011. ISBN 978-0525-951-896
Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, A
Man Who Would Cure the World. Kidder, Tracy. Random House
Trade Paperbacks, 2009. ISBN 0-8129-7301-1
ASSIGNMENTS & GRADING CRITERION
Each student will be required to maintain a daily journal of their
experience in the Belize culture, detailing observations in gender roles,
family dynamics, societal values, beliefs, and norms.
Two essay exams. One will be a reflective paper on the daily life, both
triumphs and challenges of the individuals living in Belize, along with
suggested strategies to increase human development and health
delivery at the community level. The goal of the instructors is to
encourage students toward an asset-based perspective in communities
namely to discover the grassroots assets and empowering programs
that individuals are conducting in their village to encourage
development and foster a sense of human agency and dignity.
Students will be asked to connect individual choices and behaviors with
human development and community well being.
Your grade in this course will be based on your performance on the following criteria:

Journal (.40)
Two Essay Exams (.30 each =.60)
Internship Engagement Hours and Reflective Essay (P/F)

Each assignment is scored on a scale of 0 to 100, and the final grade can be calculated by
multiplying each score by its respective weighting factor from above and summing all of
the weighted scores. Course grades will be assigned on the basis of this total score, using
cut-point scores of 90, 80, 70 and 60 for grades of A, B, C and D, respectively (+ and
grades will be assigned at the professors discretion).
COURSE SCHEDULE
Class will consist of daily readings, lectures, and discussions. The
following are some of the topics to be covered:
Gender as a Socialized Construct
Cultural Psychology
Bronfenbrenners Ecological Model
The role of Women and Men in Latin American Culture
Gender, Power, and Social Change
Social action
Interacting with Belize culture
Culture, Behavior, and Health
Social Structures and Health Delivery
Health, Well Being, and Community Development
Traditional versus Western Medicine Paradigms
Women and Human Development
Agency and Human Capability Approaches in Health and Development

WESTMONTCOLLEGE
PsychologyDepartment

DATE: February12,2013
TO: AcademicReviewCommittee
FROM: AndreaGurney&BrendaSmith,CoChairs,PsychologyDepartment
RE: NewCourseProposal,LifespanDevelopment(PSY117)

Inthispacketpleasefindthenecessarymaterialsforanewcourseproposal,Lifespan
Development.Thedepartmenthasdiscussedtheadditionofthiscourseatnumerousdepartment
meetings,andeveryoneisinfavorofofferingLifespanDevelopmentonaregularbasis.Offering
thiscoursewillextendthecoverageofdevelopmentalpsychologyinthedepartment.
Additionally,andequallyasimportant,alifespandevelopmentcourseisaprerequisiteformany
graduateprogramsinpsychologyandkinesiology.Therefore,byofferingthiscourse,weare
respondingtotheneedsofourstudents,withinandbeyondourdepartment.
Thankyouforyourconsideration!

PSY 117 Course Description

Course Description for Catalogue:
PSY 117 Lifespan Development (4) Prerequisite: PSY 001. Human
development from conception through death. Considers social,
psychological, cognitive, and biological processes.
Extended Description and Brief Rationale:
This course is intended to provide students with an introduction to the
science of human development. Developmental ages and stages will
be examined, as well as various domains of development: biosocial,
cognitive, and psychosocial. Emphasis will be on the interplay of ages
and domains of development throughout the lifespan. Multicultural
awareness, genetics, heredity, brain plasticity, and the importance of
ecological perspective will be themes interwoven throughout the
course. Students will be expected to know theoretical underpinnings of
development as well as classic and current empirical studies in the
field of developmental psychology. The format of the course will be
primarily lecture, but both discussion and small groups are
components as well.
This course will not only expose interested students to the field of
developmental psychology, but it will extend the coverage of
developmental psychology courses that we have currently offered to a
life span perspective. [The only course in developmental psychology
that has been offered has been Child Development.] Equally
important, a lifespan developmental psychology course is required for
many graduate programs in psychology and kinesiology.

Proposed Itinerary: Belize Mayterm

May 11-June 7, 2015
May 11-15
Monday-Friday
Campus)

Class work at Westmont College

8:30-10:030 PSY 150/SOC 150/POL 150 (Westmont
10:30-11:00 Internship Orientation

Monday, May 18

Depart LAX for Belize City (approx. $600)

Monday, May 18 Arrive Belize in the late afternoon

Evening: Hotel Check-In and Orientation to
Belize City
May 19-21
Tues-Friday

Orientation and Cultural Visits, Belize City

8:30-10:30 PSY 150 (Location: Belize City)
Afternoon Cultural Visits

Saturday, May 23
**Opportunity to volunteer at the The Get
Movin Belize race
will be in Belize City on May
23 (Ken Valdez, race director,
marathonbelize@gmail.com).
Visit: Belize Olympic and Commonwealth Games
Association, Belize City
Sunday, May 24 Morning: Travel to St. Ignatio and Santa Elena (1
hour, 35
minutes by bus)
Afternoon: Homestay & Internship Orientation
Homestay placement (English or Spanish), meet
with families
Monday, May 25 Morning: Visit to Cool M Farms, & River trip
Tour: Creation Care Study Program
Start Internships (afternoon)*
Healthcare (Maternal Health or Public Health
Clinic)
Education (Afterschool Tutoring)
Mental Health Clinic
Wellness Clinic
Tuesday May 26 8:30-10:30 Class 150 (Location: CCSP)
Friday May 29
Lunch with Families or Site visit
1:00-5:00 pm Internship
Evening with families

Wednesday, May 27

Homestay family gathering

Saturday, May 30Cultural Exploration in Dangriga,

Monday, June 1 Accommodation: D Backpacker Hostel
Transportation: Van rental & driver from CCSP
Tuesday June 2 - 8:30-10:30 Class 150 (Location: CCSP)
Friday June 5
Lunch with Families or Organization Site visit
1:00-5:00 pm Internship
Evening with families
Depart Saturday, June 6 for Belize City
Depart Sunday, June 7 for LAX
*Students interested in extended internship may stay longer.
Belize Mayterm Faculty and Staff:
Andrea G. Gurney, Ph.D.
Associate Professor of Psychology
Westmont College
955 La Paz Road
Santa Barbara, CA 93108
License No. PSY-20875
Cynthia Toms
Director of Global Education
Westmont College
955 La Paz Road
Santa Barbara, CA 93108
License No. PSY-20875

Local Coordinator:
Micalagh Beckwith Moritz, MSW
Program Director, CCSP
Micalagh Beckwith Moritz has most recently been living in Harrisburg,
Pennsylvania with her farmer husband, Josh. She graduated from
Messiah College with a degree in Human Development & Family
Science. After working at human service organizations in PA and
DC, she attended Temple University, earning her Masters of
Social Work with a Specialization in Global Community Practice.
She traveled to Belize for the first time while completing an
independent study while in graduate schooland fell in love with
the people, the landscape, and the fry jacks. She has had varied
job and volunteer experience with youth and community efforts
in urban areas, and has most recently worked as a clinical
therapist for youth, families, and adults in Harrisburg. She has
lived in several forms of intentional community, including a
volunteer year with Church of the Saviour in DC and in
Harrisburg, and is excited to participate in community living at
CCSP. She is passionate about investing in community wherever
she goes, listening to and sharing stories, doing yoga, drinking
good coffee, and enjoying the outdoors.

Risk Management Plan

Belize 2013 Crime and Safety Report
Belize is a high-crime country in Central America, located south of
Mexico and east of Guatemala on the Carribbean sea. Tourism is a
staple of the Belizean economy, and each year hundreds of thousands
of tourists visit Belize.
Gang Crime and Hazardous Road conditions remain the greatest threat
to student safety. Due to the extremely high murder rate per capita,
Belize is the sixth most violent country in the world, according to the
United Nations Office on Drugs and Crime, with an average of over 40
homicides per 100,000 residents. The majority of the homicides in
2012 occurred in Belize City, where gang violence is rampant,
especially on the south side of the city. A gang truce that had been in
place since September 2011 ended in the spring of 2012, following a
peaceful re-election of the ruling United Democratic Party (UDP) in May
2012.
Tourist attractions, remain some of the safest destinations. Tourists
have been robbed while visiting archeological sites, and occasional
violent crimes have occurred at resort areas on both mainland Belize
and the cayes.
Hurricane season in the western Caribbean begins June 2 and ends
November 30. However, September to October is the period when
tropical storms have generally affected Belize.
Addressing Risk:
Since much of the violent crime in Belize occurs on the south side of
Belize City, which home to several street gangs, students will not be
allowed to travel to the South side of Belize City. Furthermore, since
most gang activity is localized and traditionally occurs after dark,
students will be given a mandatory daylight curfew during their time in
Belize City.
Road conditions are generally poor and extremely inconsistent, ranging
from short stretches of newly paved roads in Belize City to decades-old
pavement on many of the highways to dirt roads throughout the
country in most areas. The primary highways Philip SW Goldson
Highway (northern), George Price Highway (western), Hummingbird,
and Southern highways which we will be traveling are in generally
better condition (paved) than most roads, although the quality and
grade of the roads are inconsistent. These highways are two-lane at
best but can be narrower depending on the paving and the frequent

break-off of the pavement that occurs along the edges of the major
roads. The highways are rarely lit and do not contain shoulders. Driving
can be very hazardous, especially after dusk and during the frequent
rains. Consequently, we will travel by daylight and limit our exposure
to high velocity, public transportation.
Evacuation Plan:
Belize has a rudimentary evacuation plan, but practical
implementation would likely be difficult. Consequently, students will
register with the US Embassy before departure. Additionally travel
insurance will be purchased on behalf of each student and faculty
member.
Contacts:
Police (San Ignacio):
Police (Belize City):

+501-804-2022
+501-207-2222

Contact Information for Recommended Local Hospitals and Clinics

Belize Medical Associates
5791 St. Thomas Street, Kings Park, Belize City
Tel # +501-223-0303
Karl Heusner Memorial Hospital
Princess Margaret Drive, Belize City
Tel # +501-223-1548
Regional Hospitals
Western Regional Hospital
Florina Avenue, Belmopan
#+501-822-2264
San Ignacio Hospital
Bullet Tree Rd, Cayo
#+501-824-2066
San Pedro Clinic
San Pedro, Belize
Tel#+501-226-2918
Punta Gorda Hospital
Punta Gorda, Belize
Tel#+501-722-2026
Orange Walk Hospital

Orange Walk, Belize

Tel#+501-322-1468
Recommended Air Ambulance Services
Belize Emergency Response Team (BERT)
P.O. Box 1370
1675 Sunrise Avenue
Coral Grove Area
Belize City, Belize
Tel: +501-223-3292
Cell: +501-610-3890
Fax: +501-223-0549
Email: info@bertbelize.org
Air Ambulance Professionals
Ft. Lauderdale Executive Airport
Hanger 36B, 1535 S. Perimeter Road
Ft. Lauderdale, FL 33309
Tel: 800-752-4195; 954-491-0555
Fax: 954-491-6114
www.airambulanceprof.com
Homestay Vetting in San Ignacio:
Students will be placed through the local coordinator and homestay
network of CCSP. Students will be place in pairs with trusted families
within reasonable walking distance to the CCSP building and their San
Ignatio internship placement.
Homestay families will be provided a working phone and adequate
calling minutes to contact program faculty or volunteer coordinator in
the case of emergency or student illness.
CDC Country-specific Vaccination and Health Guidance
For additional health guidance, please visit the CDC at:
http://wwwnc.cdc.gov/travel/destinations/belize.htm.
Yellow Fever
Requirements: Required if traveling from a country with risk of YFV transmission and
1 year of age.1
Recommendations: None
Malaria
Areas with malaria: All areas, especially the districts of Cayo, Stann Creek, and Toledo.
None in Belize City and islands frequented by tourists.

Estimated relative risk of malaria for US travelers: Low.

Drug resistance4: None.
Malaria species: P. vivax 95%, P. falciparum 5%.
Recommended chemoprophylaxis:
Districts of Cayo, Stann Creek, and Toledo: Atovaquone-proguanil,
chloroquine, doxycycline, mefloquine, or primaquine.5 All other areas with
malaria: Mosquito avoidance only.
Other Vaccines to Consider
Routine, hepatitis A & B, typhoid, and rabies.6

20 students
Category
Faculty Salaries

Coordinator Salary

Item
Andrea Gurney
Cynthia Toms
Micalagh Beckwith Moritz

No.

Cost

Total Cost

1
1
1

$8,000
$8,000
$3,000

$8,000
$8,000
$3,000

Transportation from Westmont to LAX

Airfare to Belize
Transportation in Belize City
Transportation to San Ignatio
Local travel in San Ignatio
Travel to Dangri (van Rental)
Local Travel in Dangri
Misc Travel

22
22
22
22
22
3
22
22

$100
$600
$100
$50
$100
$400
$15
$20

$2,200
$13,200
$2,200
$1,100
$2,200
$1,200
$330
$440

Belize City (3 nights, shared accomodation)

Lodging at CCSP (2 nights)
Homestay lodging (per week)
Lodging Dangri (3 nights, shared accomodation)

66
44
44
66

$40
$60
$150
$40

$2,640
$2,640
$6,600
$2,640

Belize City *(pp/per day x 3 = 66)

Dangri *(pp/per day x 3 = 66)

66
66

$25
$25

$1,650
$1,650

Misc

22

$100

$2,200

Homestay family dinner

River Tour Dangri
Water Activity Dangri
Cultural Tour Dangri

1
23
23
23

$400
$50
$50
$25

$400
$1,150
$700
$575

Misc. (classrooms, etc)

Local lecture (2)
(for program leaders)

2
2
1
22

$100
$100
$4,000
$50

$200
$200
$4,000
$1,100

2
1

$500
$150

$1,000
$150

Travel

Lodging

Food

Events

Academic

Administration
Visa
Pre-departure
events
Faculty health shots

and post-retun events

Westmont admin.
Contingency

(for college and not program use)

(for program use as needed)

Total cost
Cost per student

1
1

20
22 students , 2 professors, one program assistant

$6,400
$4,000

$6,400
$4,000
$81,765
$4,088.25