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Displaying records 1 through 10 of 21 found.

Operationalizing SOC Communication: Telling Stories That Work. Year Developed: 2019. Source: Substance Abuse and Mental Health Services Administration. Presenter(s): Jennifer Nichols, PhD. Type: Webinar. Level: Intermediate. Length: 82 minutes.

Annotation: This webinar launches a Four-Part System of Care (SOC) Communication Series, Reframing Child and Adolescent Wellbeing, provided by the FrameWorks Institute on evidence-based communication strategies proven to make messages—about child and adolescent mental and behavioral health, adolescent substance use, juvenile justice, child welfare, and related issues—more effective. This session highlights how social science research can tell us which messaging choices lead to which responses. Participants learn about strategic framing: what it is, how it works, and why it matters; and will gain new tools that can be used right away. This webinar is part of the SOC Expansion Leadership LC.

MCH Policy and Advocacy: A Focused Look. Year Developed: 2018. Source: University of Illinois at Chicago. Presenter(s): Arden Handler, DrPH. Type: Video. Level: Intermediate. Length: 75 minutes total, broken up into 10 short videos.

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.

Sharing Your Story for a Public Policy Purpose. Year Developed: 2017. Source: Family Voices and National Center for Family/Professional Partnerships. Presenter(s): Reid Kaplan. Type: Webinar Archive. Level: Introductory. Length: 49 minutes.

Annotation: Reid Caplan from the Autistic Self Advocacy Network explains how to use personal stories for advocacy in different situations. What is a public comment period? How can you make sure that the people in government hear your concerns? As advocates, we have a lot of important experience and perspective to share. Learn more about new ways to be heard! A video and slides are available.

The Tool for Sharing Best Practices. Year Developed: 2016. Source: National Collaborating Centre for Methods and Tools. Presenter(s): Lisa Mwaikambo, MPH. Type: Webinar Archive. Level: Introductory. Length: 58 minutes. presentation slides

Annotation: The Tool for Sharing Best Practices helps public health professionals by outlining five practical steps to share best practices throughout their organizations. Sharing best practices can help your organization learn from successes, replicate successful programs, and improve outcomes.

Essentials of Plain Language: Tips for Improving Your Content. Year Developed: 2016. Source: GovLoop. Presenter(s): n.a.. Type: Video. Level: Introductory. Length: 45 minutes.

Annotation: Government gobbledygook! That’s what most citizens say when they see government policies and legislation. Speaking of legislation, the Plain Language Act actually mandates that government agencies write more clearly. So how do you do that well? The course comprises an overview and 8 lessons.

Learning Objectives: • Provide an update on plain language principles and the law that is compelling agencies to write more clearly. • Offer some specific techniques you can apply to improve your language. • Share a few resources and action items you can take to write better right away.

Data-Driven Leadership: Lead with Data-Driven Decisions and Predictive Analytics. Year Developed: 2016. Source: GovLoop. Presenter(s): Alan S. Berson. Type: Video. Level: Advanced. Length: 20 minutes.

Annotation: Leading with the cold hard facts can be a reassuring method to know you’re making the best decisions for your organization. But this can be challenging at times when you have to discern between “good” data and “bad” data. Harnessing methods for data analysis is easier said than done, but it can make all the difference in leading your organization. This course is led by Dr. Henry Thibodeaux, Assessment and Evaluations Leader in the Office of Personnel Management, and Allen Schweyer, Executive Director of Talent Management and Leadership University. The course comprises an overview and introduction, 5 lessons, and a post-course survey.

Learning Objectives: • Discern the difference between correlation and causation. • Understand the importance of framing data analysis with precise questions and objectives. • Learn to distinguish “good” data from “bad” data. • Gain familiarity with several common data analysis techniques and where they should be used.

Continuing Education: GovLoop is registered with the National Association of State Boards of Accountancy (NASBA) as a sponsor of continuing professional education on the National Registry of CPE Sponsors.

Public Speaking: Ten Tips from GovLoop's Founder. Year Developed: 2015. Source: GovLoop. Presenter(s): Steve Ressler. Type: Video. Level: Introductory. Length: 30 minutes.

Annotation: Public speaking is an art and it does take practice. While you can’t wake up and assume you’re going to be an excellent public speaker, you can hone the skills to get closer to mastery. After all, being an effective presenter is a critical competency for everyone in an organization, not just leaders! The course comprises an overview, 6 lessons, 2 interactive segments, and a post-course survey.

Learning Objectives: • Train yourself to speak slowly and keep your remarks succinct. • Incorporate interaction and stories into your speaking opportunities. • Pay attention to the design of your slides and know your content cold.

Leadership Conversations: Communicate to Become a More Effective Leader. Year Developed: 2015. Source: GovLoop. Presenter(s): Alan S. Berson. Type: Video. Level: Introductory. Length: 30 minutes.

Annotation: Great leaders understand the importance of regular and meaningful conversations between themselves and their teams. However, those conversations are not all the same. Your leadership style, the personalities of your team, and the needs of your organization will dictate how to make the most of these necessary conversations. This course is led by Alan S. Berson, an executive coach, leadership consultant and professor with years of experience leading Fortune 500 companies. He’s also the co-author of “Leadership Conversations”, on which this course is based. The course comprises an overview, one lesson, and a post-course survey.

Learning Objectives: • How conversations can help you connect with your team and become a more effective leader. • How to embed continuous learning to build a culture of success. • How to inspire people in difficult times with proven step-by-step processes.

5-Minute MCH. Year Developed: 2015. Source: MCH Navigator. Presenter(s): Varies.. Type: Interactive Learning Tool. Level: Introductory Intermediate. Length: Self-paced.

Annotation: 5-Minute MCH is a microlearning program designed to cover each of the 12 MCH Leadership Competencies. The program is structured using an easy-to-follow modular format designed to increase knowledge and skills through 5-minute intensive learning sessions. In module 1 of each competency, participants will learn about a new competency through a 5-minute video podcast. This includes learning what knowledge and skill sets each competency contains and how they are important in the daily work of MCH professionals. In module 2 of each competency, participants will receive 5 highly focused learning opportunities for that competency. Learners may take one or all of the trainings to sharpen knowledge and skills. In module 3 of each competency, participants will receive 5 implementation strategies to put knowledge to practice. Learners may share their experiences implementing the strategies on the 5-Minute Portal. In module 4 of each competency, participants will hear a 5-minute presentation from an expert in the field.

Using Good Communication Skills in Public Health Education and Promotion to Overcome Community Language Barriers. Year Developed: 2013. Source: n.a.. Presenter(s): Giovanna Lipow, Marie Cobalt, Yajing Zhang, and Zachary Mckellar. Type: Narrated Slide Presentation. Level: Introductory. Length: 7 minutes.

Annotation: This presentation outlines the importance of good communication skills as a tool for public health educators and barriers related to communication and accessible language. Communication tips are presented to present information in a culturally sensitive manner. Overall recommendations from the presentation include honing oral and written communication skills, developing materials in more than one language, updating your technical communication skills, and incorporating communication as a professional development goal.

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UE8MC25742; MCH Navigator for $180,000/year. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.