assess needs, resources and capacity for health education promotionassess needs, resources and capacity for health education promotion

The process of mapping community assets is included. These include credits for individuals who areCertified Health Education Specialist (CHES)andCertified in Public Health (CPH). Understand IVP Core Competency #2: Ability to access, interpret, use and present injury and/or violence data. Audio and Powerpoint slides are still available and meet the requirements for receiving CHES and CPH credits. During this webcast, speakers address the national burden of firearm-related injuries among youth, describe programs currently being implemented to prevent gang-related violence and enhance youth empowerment, and provide insights on how to address the challenges of delivering effective violence prevention programs that utilize a public health approach. Participants will learn about Shared Risk & Protective Factors and how different communities applied and supported work in addressing them. Youll get a close-up look at how the CLSP Toolkit and CLSP Strategic Planning Worksheet supported efforts of the Franklin County Suicide Prevention Coalition in Ohio, which is hosted by Mental Health America of Ohio and funded by the Alcohol, Drug and Mental Health Board of Franklin County. 2.2Define desired outcomes.2.2.1Identify desired outcomes using the needs and capacity assessment.2.2.2Elicit input from priority populations, partners, and stakeholders regarding desiredoutcomes.2.2.3Develop vision, mission, and goal statements for the intervention(s).2.2.4Develop specific, measurable, achievable, realistic, and time-bound (SMART) objectives. At the end of this webinar, participants will: 1. The Florida data indicates a direct tie to COVID-19 stay-at-home orders and parental distraction. This is Webinar #1 in a two-part series showcasing examples from states on leveraging and evaluating shared risk and protective factors to address ACEs, suicide, and opioid misue. The Certified Health Education Specialist (CHES) examination consists of 165 multiple-choice questions regarding the Seven Areas of Responsibility, as well as corresponding competencies and sub-competencies for health education specialists. Student Resources Extension & Outreach Food Access and Food Safety Food, Nutrition and Health Nutrition Education Program Research Nebraska Center for the Prevention of Obesity Diseases Biomedical and Obesity Research Core Bednarski Lab Natarajan Lab Systems Thinking is a well-known approach to tackling complex problems. The State of the States: 2011 Report highlights results from the Safe States Alliance 2011 State of the States survey, the only national assessment of capacity among state public health injury and violence prevention programs in the United States. 1. 1.4.2 Prioritize health education and promotion needs. 1.4Synthesize assessment findings to inform the planning process.1.4.1Compare findings to norms, existing data, and other information.1.4.2Prioritize health education and promotion needs.1.43Summarize the capacity of priority population(s) to meet the needs of the prioritypopulation(s).1.4.4Develop recommendations based on findings.1.4.5Report assessment findings. Assess needs, resources and capacity for health education/promotion What is the area responsibility 1? The webinar provides the viewer with both an overview of the basic structure of the ICD-10-CM with a specific emphasis on the injury chapters and an introduction to the recommended injury coding matrices. During this webinar, presenters will revisit the systems thinking tools introduced in webinar #1, and graduates of the Collaborative Learning Institute will share their experience and how their teams were able to leverage these tools to move forward or reimagine their ACEs and/or suicide prevention initiatives. This self-study training is designated for: (1) Certified Health Education Specialists (CHES) and/or Master Certified Health Education Specialists (MCHES) to receive up to 1.0 total Category I continuing education contact hour, and (2) for professionals with a Certificate of Public Health (CPH) to receive 1.0 CPH Recertification Credit. During this webinar, participants learn about Smart Growth policies and the proactive steps that public health practitioners can take to influence transportation and land-use decisions. The webcast offers valuable information about ASTHOs 2009-2010 Presidential Challenge, which is designed to inspire state health officials to study the data, assess their state, and consider adopting at least one policy strategy that could lessen the burden of preventable injury and death in their home state. Participants also learned about past and present policy successes, as well as strategies for furthering these efforts in a variety of injury and violence prevention areas. Racism is ubiquitous and exists within all structures that touch the daily lives of youth, including the criminal justice system, educational systems, housing, and the economy. When determining how to address some of the most pressing population health outcomes such as suicide and ACEs, there is an abundance of evidence that points to utilizing a Shared Risk and Protective Factors (SRPF) approach. Publish Date 2012 Publisher Jones & Bartlett Learning Language English Pages 353 Subjects Whether you are new to the field or a seasoned veteran, this is a great opportunity to find inspiration and motivation for your work. ASSESS NEEDS, RESOURCES AND CAPACITY FOR HEALTH EDUCATION/PROMOTION. Decreasing pedestrian injuries and fatalities requires strong partnerships between a variety of state and local agencies. Demonstrate how practitioners, researchers, and lay people can use the Support for Suicidal Individuals on Social and Digital Media toolkit, 1. Proactive, broad, and diverse community engagement to improve results. This important presentation will help ground your work in a broader context, and help you understand the wider field of injury prevention. It focuses on realistic needs and capacity assessment strategies with considerations for preparation, implementation, and incorporation of findings into the planning process. This presentation focused on the Indian Health Service (IHS) Injury Prevention Program, outlining the injury rates and disparities that are seen in the American Indian and Alaska Native communities. Panelists will participate in open dialogue and engage with attendees to discuss opportunities to work toward change. Given the recent increase in media attention to bullying incidents and tragedies nationwide, the need for policies that appropriately and effectively address bullying in schools has become increasingly apparent. Through the lens of the injury and violence prevention goals outlined by Healthy People 2020, Dr. Jones discussed how racism adversely impacts health outcomes and unfairly advantages or disadvantages specific individuals and communities. 3-Apply public health concepts to traffic safety initiatives to reduce motor vehicle-related injuries and fatalities, 4 -Use the new recommendations to apply a shared risk and protective factors approach to driver safety initiatives, with an emphasis on implementing behavior change interventions or strategies in local communities, Participate in the training by accessing the recorded webinar: Plan health education/promotion What is the area responsibility 2? 1. 8.4Promote the health education profession to stakeholders, the public, and others.8.4.1Explain the major responsibilities, contributions, and value of the health educationspecialist.8.4.2 Explain the role of professional organizations and the benefits of participating in them.8.4.3Advocate for professional development for health education specialists.8.4.4Educate others about the history of the profession, its current status, and its implicationsfor professional practice.8.4.5Explain the role and benefits of credentialing (e.g., individual and program).8.4.6Develop presentations and publications that contribute to the profession.8.4.7Engage in service to advance the profession. Area I Assess Needs, Resources and Capacity for Health Education/Promotion Evaluating the effects of exposure to public awareness campaigns helps understand how these programs can supplement evidence-based programs, or serve as a standalone strategy for engaging target audiences. These responsibilities were verified by the 2020 Health Education Specialist Practice Analysis II (HESPA II 2020) project and serve as the basis of the CHES and MCHES exam beginning 2021. 6.2Determine communication objective(s) for audience(s).6.2.1Describe the intended outcome of the communication (e.g., raise awareness, advocacy,behavioral change, and risk communication).6.2.2Write specific, measurable, achievable, realistic, and time-bound (SMART) communicationobjective(s).6.2.3Identify factors that facilitate and/or hinder the intended outcome of the communication. Assess Needs, Resources, and Capacity for Health Education/Promotion When working to improve the health of a community, the first step is to assess the health needs of that community. Health. Presenters: Describe the National Suicide Prevention Lifelines efforts to address suicidal individuals, 3. Katherine Schaff, MPH discussed why the Alameda County Public Health Department (Oakland, CA) is focused on social inequities and health equity, how it promotes health equity through a comprehensive community-centered local policy agenda, and what it took to get there. During this webinar, CDC and Safe States Alliance present new and free resources that will help you: *Know the signs, symptoms and affects of a concussion on students K-12. Developed by EDC with funding from the Centers for Disease Control and Prevention (CDC) in partnership with the Safe States Alliance, the CLSP Toolkit is inspired by The National Action Alliance for Suicide Preventions Transforming Communities report and CDCs Suicide Prevention Resource for Action. -Tools & resources for advancing your SRPF efforts and a glossary of related terms. -A conceptual model that visualizes how and where SRPF approaches operate. If you experience issues, please direct questions to info@safestates.org. 7.4Manage fiduciary and material resources.7.4.1Evaluate internal and external financial needs and funding sources.7.4.2Develop financial budgets and plans.7.4.3Monitor budget performance.7.4.4Justify value of health education and promotion using economic (e.g., cost-benefit,return-on-investment, and value-on-investment) and/or other analyses.7.4.5Write grants and funding proposals.7.4.6Conduct reviews of funding and grant proposals.7.4.7Monitor performance and/or compliance of funding recipients.7.4.8Maintain up-to-date technology infrastructure.7.4.9Manage current and future facilities and resources (e.g., space and equipment). Planning data analysis 5. Explore the definition and examples of a needs assessment, and discover the four . At the conclusion of the needs assessment process, review your original objectives with the final results and recommendations. 5.3Engage in advocacy.5.3.1Use media to conduct advocacy (e.g., social media, press releases, public serviceannouncements, and op-eds).5.3.2Use traditional, social, and emerging technologies and methods to mobilize support forpolicy, system, or environmental change.5.3.3Sustain coalitions and stakeholder relationships to achieve and maintain policy, system, orenvironmental change. The plan and program take a public health approach to suicide preventionfocusing on using data-driven decision-making and implementation and evaluation using the best available evidence to achieve the greatest impact. Obtain insights regarding methods, approaches, and data sources that can be used to enhance pedestrian injury surveillance. Prevention Institute staff Lisa Fujie Parks, MPH, opened the webinar with a brief introduction to health equity and social justice and their importance to public health practice, including injury and violence prevention. They will talk about how this novel component works within their suicide prevention programming and how it complements more traditional approaches and resources. Given the scarcity of resources and competing issues in the public health injury prevention and traffic safety communities, practitioners can have the biggest impact by collaboratively applying evidence-based strategies to traffic safety challenges that also address shared risk or protective factors. 4.4Interpret data.4.4.1Explain how findings address the questions and/or hypotheses.4.4.2Compare findings to other evaluations or studies.4.4.3Identify limitations and delimitations of findings.4.4.4Draw conclusions based on findings.4.4.5Identify implications for practice.4.4.6Synthesize findings.4.4.7Develop recommendations based on findings.4.4.8Evaluate feasibility of implementing recommendations. 1 Assess needs, resources, and capacity for health education/promotion. Enhance your competency in explaining the importance/significance of injury and violence, including: * Identify creative ways to explain the burden of injury and violence, and the importance of IVP to the publics health, * Give the big picture story of injury preventionwhat it is, why its important, Learn about key resources for explaining the burden and importance of IVP, Carolyn Fowler,Director of Leadership Development and Healthy Work Environment Special Projects, The Johns Hopkins Hospital, Alan Dellapenna,Director, North Carolina Injury and Violence Prevention Program, Larry Cohen,Executive Director, Prevention Institute. And this means: It can be a person -- Residents can be empowered to realize and use their abilities to build and transform the community. It is the "process that improves the ability of a person, group, organization, or system to meet its objectives or to perform better." The three webinars are Webinar 1: Integrating Injury & Violence Prevention with Maternal and Child Health Programs: Strategies, Resources, & Opportunities; Webinar 2: Integrating Injury & Violence Prevention with Healthy Aging Initiatives: Experiences & Opportunities; Webinar 3: Integrating Injury & Chronic Disease Prevention: Successes, Challenges, & Lessons Learned. by Gary D. Gilmore 0 Ratings 0 Want to read 0 Currently reading 0 Have read This edition doesn't have a description yet. Whats Working in Community-Led Suicide Prevention? Presenters: Abuse in dating relationships among adolescents is a serious public health problem of growing concern. Meeting this goal will require implementation of comprehensive suicide prevention strategies which relies on a public health approach that goes beyond a focus on mental health conditions alone. With support from the National Highway Traffic Safety Administration (NHTSA), the ISW8 has developed a consensus report titled Consensus Recommendations for Pedestrian Injury Surveillance that includes 10 recommendations for improving pedestrian injury surveillance, including more comprehensive conceptual and operational definitions and strategies for enhancing pedestrian injury data collection and analysis. Indian Health Service. Data shows that in 2017, the Coast Guard counted 4,291 accidents that involved 658 deaths, 2,629 injuries and approximately $46 million dollars of damage to property as a result of recreational boating accidents. Using her celebrated article Levels of Racism: A Theoretic Framework and a Gardeners Tale as a foundation, she offered perspectives on the relationships between race, ethnicity, social class, and health. The three webinars in this series are: Webinar 1: Using Policy to Prevent Teen Dating Violence; Webinar 2: Exploring the Intersection: Enhancing Active Living through Violence Prevention; Webinar 3: Programs and Partnerships to Prevent Gang-Related Youth Violence. , Centers for Disease Control and Prevention. 1.43 Summarize the capacity of priority population(s) to meet the needs of the priority population(s). Individuals anywhere along the spectrum of professional development those new to public health and/or IVP, and those who have been working for several years and want to further develop their competencies. I have assessed the needs in areas of California State University Long Beach as I peruse through the campus to determine if they are able to meet the needs of the student body. Hear from two suicide prevention experts who are utilizing the Community-Led Suicide Prevention (CLSP) Toolkit. This webinar will begin with a detailed discussion on the influence of media (print, digital, and social media) on suicide ideation. Betsy Cagle, Alabama Department of Public Health, Stephanie Downey, Minnesota Department of Public Health, Kim Myers, Utah Division of Substance Abuse and Mental Health, Powerpoint slides: Safe States-Kognito presentation, Mental Health & Suicide Prevention for School Staff Stephanie Downey, Minnesota, Postvention for School Staff Kim Myers, Utah, Student Mental Health and Suicide Prevention Betsy Cagle, Alabama. Needs and Capacity Assessment Strategies for Health Education and Health Promotion, Fourth Edition provides practitioners with a handbook that can be used in the classroom and in the field. This self-study training is designated for: (1) Certified Health Education Specialists (CHES) and/or Master Certified Health Education Specialists (MCHES) to receive up to 1.0 total Category I continuing education contact hour, and (2) for professionals with a Certificate of Public Health (CPH) to receive 1.0 CPH Recertification Credit. NASBLA partnered with the Safe States Alliance to present the four-part webinar series on the Public Health Approach to Injury Prevention, with a focus on recreational boating injuries. To learn more, download the Prevention Institutes fact sheet, Links Between Violence and Health Equity. Health education and promotion breaks down into two main components: (1) developing health education programs that discuss topics such as proper diet and nutrition, sex education, and transmissible disease prevention and (2) promoting those programs to do the most good. Home > Career Hub > What is a Health Education Specialist? Since 2001, the Safe States Alliance a national professional association of injury and violence prevention professionals has convened multidisciplinary groups of experts to recommend improvements to important injury surveillance practices. Part 2 of this two-part webinar series on Injury, Violence, Health Equity & Social Justice. The Core Competencies can provide a roadmap for gaining or strengthening the essential knowledge, skills and behaviors needed to grow professionally; develop, implement and evaluate IVP programs and policies; and strengthen the field and practice of IVP.