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Annotation: Children and youth with special health care needs (CYSHCN) are defined as children who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally. For this population of children, there are often barriers to accessing treatment from a shortage of providers to lack of coverage. This webinar explores barriers to accessing care and discusses strategies that states can implement to improve systems of care for Children and Youth with Special Health Care Needs (CYSHCN) and those with Autism Spectrum Disorder (ASD).

Annotation: See the highlights of a joint New England Public Health Training Center Advisory Committee, and School Health Advisory Committee meeting in which presenters met with community partners to learn and consider “How Do We Train for Health Equity?” Leading the training was Jacques Colon, Health Equity Coordinator of the Tacoma-Pierce Health Department in Washington. Jacques provides an overview of health equity and gives examples from TPHD’s work in training and implementing health equity in programs and functions.

Learning Objectives: • Explain the difference between Health Disparity and Health Inequity • Identify a resource that can help a health department define its health equity needs • Describe Tacoma Pierce Health Department’s consultative approach to supporting health equity in programs

Special Instructions: Requires Adobe Flash

Annotation: This webinar inspires participants to stategize to act on three dimensions of health intervention, three levels of racism, and three principles for achieving health equity. Dr. Camara Jones presents a Cliff Analogy for understanding three dimensions of health intervention: providing health services, addressing the social determinants of health (including poverty and neighborhood conditions), and addressing the social determinants of equity (including racism and other systems of structured inequity). She then turns her focus to a discussion of racism as a social determinant of equity and a root cause of “racial”/ethnic differences in health outcomes. She defines racism as "a system of structuring opportunity and assigning value based on the social interpretation of how one looks (which is what we call ‘race’), that unfairly disadvantages some individuals and communities, unfairly advantages other individuals and communities, and saps the strength of the whole society through the waste of human resources". She identifies three levels of racism (institutionalized, personally-mediated, and internalized) and illustrates these three levels with her Gardener’s Tale allegory. She then generalizes her discussion of racism to encompass other systems of structured inequity. Dr. Jones defines health equity as “assurance of the conditions for optimal health for all people,” identifies three principles for achieving health equity, and gives examples of how those principles can be operationalized. She closes with two additional allegories to equip attendees to name racism and other systems of structured inequity, ask “How is racism operating here?”, and organize and strategize to act.

Learning Objectives: • Illustrate the relationship between health services, addressing the social determinants of health, and addressing the social determinants of equity using a Cliff Analogy • Define racism as a system and identify three impacts of that system • Describe three levels of racism and illustrate those levels using the Gardener’s Tale allegory • Define health equity and identify three principles for achieving health equity

Special Instructions: After registering on the site, the site will send you an email with a link to access the training.

Annotation: This webinar focuses on providing participants with practical strategies for implementing Standards Nos. 2 and 4 of the National Standards for Culturally and Linguistically Appropriate in Health and Health Care (U.S. Department of Health and Human Services, 2013). The standards are: 2) Advance and sustain organizational governance and leadership that promotes CLAS and health equity through policy, practices and allocated resources. 4) Educate and train governance, leadership and workforce in culturally and linguistically appropriate policies and practices on an ongoing basis.

Annotation: This training brief includes links to learning opportunities gathered by the MCH Navigator and access to an online toolkit developed by NCEMCH to assist the Title V workforce in approaching coordination between state Title V (MCH) and Title XIX (Medicaid) programs.

Annotation: Are there better ways to organize, finance and deliver local public health services? Join us for a presentation of “real world” studies of local health departments in states of Connecticut and Massachusetts, two states with highly decentralized public health systems, that explore just that question. Learn about how practice-based research networks (PBRNs) are bringing together researchers and practitioners across the nation to identify strategies that work to maximize population health impact, cost effectiveness and health equity of public health systems.

Learning Objectives: • Describe the primary objectives of Public Health Systems and Services Research. • List at least three reasons why local health departments should be interested in the work of PBRNs. • Recognize how findings from CT and MA PBRN studies could be used to impact. • Recall how local health departments can learn more about PBRN research or participate in PBRN studies.

Continuing Education: NEPHTC Certificate

Annotation: This forum explores contributing factors to disparities and disproportionality and what three organizations are doing at the policy and practice levels to mitigate them. It begins with a discussion on how, when compared to non-Hispanic Whites, members of other racial and ethnic groups continue to be adversely impacted by health and health care disparities. It continues by exploring the overrepresentation of students primarily African American and most recently Latino in special education and children and youth with disabilities (across racial and ethnic groups) who are disproportionately placed in this nation’s juvenile justice system.

Learning Objectives: • Define and differentiate between health and health care disparities. • Define disproportionality and overrepresentation. • Cite the impact of disparities and disproportionality on individuals with disabilities and their families. • List three approaches to combat or mitigate health/health care disparities and disproportionality in education and juvenile justice. • Reflect on the role of leadership in bringing about change.

Annotation: Collection of Race/Ethnicity and Language (REL) data data is important to tracking progress of health disparities across populations. Health disparities impact individual and family well-being throughout the United States by compounding and intersecting with traumatic life conditions such as the chronic strain of poverty and marginalization. The presentation included a brief history of health disparities and race/ethnicity categories; a description of why REL data are collected; and how to ask the questions.

Annotation: This short introductory video presents views of how public health can interact with the community to promote health equity. Several professionals and academics present their views on how to start and maintain partnerships with community groups.

Annotation: The purpose of this public health literacy web-based training program is to educate public health professionals about public health literacy and their role in providing health information and services and promoting public health literacy. This web-based course uses a 508-compliant template, knowledge checks, evaluation, CE and other credits, include glossary and resources tabs, scenario-based interactions and video clips.

Learning Objectives: • Define and describe public health literacy. • List factors that influence public health literacy. • Identify who is affected by public health literacy. • Recognize the consequences of limited public health literacy. • Determine who are the stakeholders in public health literacy. • Recognize the role of public health literacy in meeting core public health services. • Apply lessons learned to improve public health literacy.

Special Instructions: Registration is required. To access this content, you first need to create an account or if you already have an account at Train.org, use the login.

Continuing Education: CME, CNE, CEU, CECH, and ACPE offered