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Annotation: The purpose of this presentation is to provide relevant information related to children's needs during emergency or disaster events from both a clinical care and a public health planning perspective. The speakers will provide a brief overview of the needs of the pediatric population and the delivery system that specifically serves children; discuss experiences from recent disasters where resources for children were limited; and discuss efforts and potential solutions on the state, regional, and national levels. The expectation during emergencies is that the care provided for adults is also appropriate for children. However, children have unique healthcare needs. In 2004, more than 25 percent (approximately 73 million) of the total U.S. population was under age 18. Of those 73 million, 20 million were under the age of 5. Although a significant proportion of children under age 18 may have a physiologic composition similar to that of adults, younger children have special requirements related to physical needs. Moreover, all children have unique mental health and psychosocial needs that should be considered during an emergency response effort. Given the large proportion of our population that requires pediatric-specific care, it is imperative that preparedness planning and disaster response specifically consider the special needs of children and the capacity needed to serve them. xxx

Learning Objectives: • To identify unique needs associated with children before, during and after an emergency or disaster • To describe the unique needs/resources of the pediatric care delivery system • To discuss the experience of pediatric care providers during Hurricane Katrina • To discuss areas for improvement related to the care of and planning for children's needs before, during and after an emergency or disaster

Continuing Education: 2.00 Participation/CE

Annotation: This video reviews best practices and ideas related to evidence-based policymaking. Not only will this video equip you with the tools to be good consumers of information when looking for research and data to inform decisions. Topics discussed are why evidence-informed policymaking matters, the principles of evidence-informed policymaking, and what this looks like in practice.

Learning Objectives: • Define evidence-informed policymaking. • Identify methods and tools that can help states use evidence-informed policymaking. • List the seven principles of evidence-informed policymaking.

Annotation: The United States healthcare system does poorly compared to other developed countries on measures such as access to care, quality of care, and health outcomes. Program evaluation is one way to improve these standards. In this video, Professor Kevin Look from the University of Wisconsin shares his research on national and state healthcare policies to display how program evaluation can improve health policies and health outcomes.

Learning Objectives: • List the goals of health program evaluations • Describe why a multidisciplinary approach to program evaluations is crucial • Explain the problems with the US healthcare system • Reflect on how program evaluation can affect health outcomes

Annotation: Emerging public health challenges require timely, multidimensional and evidence-based resources from Maternal and Child Health (MCH) programs, policy, and practice. Without sufficient data, it is difficult to address key and emerging MCH issues. The HRSA/MCHG R40 MCH Secondary Data Analysis Research Program (MCH SDAR) funds studies using existing publicly available, national datasets to examine new research questions and test new hypotheses with the potention for intervention.

Learning Objectives: • Identify data sources for MCH and health services research. • Explore the strengths and weaknesses of utilizing secondary datasets in MCH research. • Learn how to access and utilize HRSA's Uniform Data System (UDS) and other surveillance data for MCH research.

Annotation: Self-Assessment data gathered by MCH Navigator staff have shown that knowledge and self-efficacy surrounding the policy-making process is the least understood of the 12 MCH Leadership Competencies. To address this need, we have pulled together these 10 learning opportunities represent some of the most relevant and/or recent online trainings in the field and have been chosen based on their ease of access, focus, brevity, and their integration with principles necessary to advance the transformation of the MCH Block Grant. Trainings have been identified by MCH Navigator staff and further vetted by a group of MCH experts in the states and in academic settings.

Annotation: This training toolkit focuses on learning opportunities and practical tools for use by the Title V workforce in understanding and implementing needs assessment, including community partnerships, data, program monitoring and evaluation, policy analysis, and principles of public health. It was developed by a collaboration of the National MCH Workforce Development Center, AMCHP, and the MCH Navigator.

Annotation: In this interactive webinar, Dr. Joanne Klevens, an epidemiologist at CDC, explored what ACEs are, their prevalence, their inequitable burden on low-income adults and people of color, and their impact on health and life opportunities. She introduced the World Health Organization’s (WHO) framework for addressing social determinants of health inequities and examined how CDC has used this framework to move its efforts upstream. Dr. Klevens presented the evidence around policies that hold the potential to prevent ACEs and the importance of narrative to reduce inequities. Vicky Roper, M.Ed., Director of the Kansas Children’s Service League, described how the Kansas Essentials for Childhood project is utilizing the CDC’s “Preventing Child Abuse and Neglect: A Technical Package for Policy, Norm, and Programmatic Activities” as a framework to move work addressing ACEs upstream. She also shared examples of Kansas’ advocacy, media, messaging, education and awareness, and evaluation efforts. Ms. Roper discussed Kansas’ work to foster family-friendly work environments, which can help to reduce ACEs. The webinar was moderated by Jim Vetter, Ed.M., of Education Development Center, Inc. (EDC).

Learning Objectives: • Understand what ACEs are, their prevalence, their inequitable burden on low-income adults and people of color, and their impact on health and life opportunities. • Be introduced to the World Health Organization’s (WHO) framework for addressing social determinants of health inequities • Gain experience in interpreting the evidence around policies that hold the potential to prevent ACEs and the importance of “narrative” to reduce inequities.

Annotation: In this presentation, a recording of a course at the University of Illinois at Chicago, Dr. Handler outlines the terminology used in public policy and the types of public policy as they are practiced; the process and paradigms of making public policy, including the legislative process; and the role of economics in the policy-making process. She rounds off this lecture with an analysis of the most common public policy instruments.

Annotation: Adverse childhood experiences (ACEs) are potentially traumatic events, such as abuse or neglect, that can have negative, lasting effects on health and well-being. This webinar explores the connection between ACEs and the opioid epidemic. Speakers discuss how ACEs can affect later substance misuse, including the intergenerational impacts on families. Experts and legislators will highlight potential policy options and innovative state strategies.

Learning Objectives: • Understand the connection between ACEs and the opioid epidemic. • Learn examples of how ACEs can affect later substance misuse, including the intergenerational impacts on families. • Gain knowledge on how to employ potential policy options and innovative state strategies.

Annotation: This learning opportunity was recorded from the 2018 policy and advocacy lecture that Dr. Handler presented to her class at the University of Illinois at Chicago. It is divided in 10 short videos for ease of engagement. In the presentation, she outlines key advocacy components, the difference between case and class advocacy, and a review of policy and advocacy through the history of MCH. She explains current trends and the need for ongoing education and advocacy at national, state, and local levels. It concludes with current advocacy laws and a summary of the topic grounded in the current public health environment.

Learning Objectives: • Understand the strategic differences between advocacy and community organizing/community empowerment strategies. class issues, compromise, internal vs. external agents of change, and the difference between advocacy from the left and from the right. • Be able to to connect women and children's topics when advocating for services and discusses using children as a population group to address broader issues of social justice. • Synthesize the differences of case and class advocacy. • Become familiar with the history of advocacy related to MCH. • Understand how the advocacy process works. • Be able to use strategies in three main categories to advance MCH topic areas. • Be able to develop a plan to follow current lobbying laws appropriately.