Feature films can effectively educate the public about important health topics. As you will see, the film you’re viewing this week is a careful, yet fictionalized, rendering of true historical events that affected rural African Americans in the South. It is both an ethical exposé and an artistic expression. You will have the opportunity to assimilate what you have learned in your readings this week by analyzing with your classmates the content, structure, imagery, style, tone and other features of the film that convey meaning and influence audience reaction and understanding of the topic. Together, you will accomplish two objectives. You must address the specific topic of the Tuskegee Syphilis Study and the film portrayal. But, you will also be asked to consider the events in the broader context of the allostatic load of vulnerability presented in your readings. The overt goal for you as a class is to perform a film analysis. The less overt goal is to use the story told to add depth to our understanding of allostatic load – specifically racism and historical mistreatment – among the vulnerable.
You have had the opportunity in the past few weeks to see statistical evidence regarding the health disparities among vulnerable populations, and you have contextualized vulnerable populations in a historical and sociopolitical context. In our last module we explored how ethics are applied and imbue policy decisions regarding vulnerable populations. This week we strive to personalize the condition of vulnerable populations.
In your opinion:
• Stress is defined as “a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances.” Everyone experiences some level of stress in their lives. Would you characterize vulnerable populations as more or less affected by stress? How so?