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Displaying records 1 through 10 of 14 found.

Moving Forward: Using the National CLAS Standards to Address Social Justice and Health Equity. Year Developed: 2020. Source: Substance Abuse and Mental Health Services Administration. Presenter(s): Catalina Booth. Type: Webinar. Level: Intermediate. Length: 90 minutes.

Annotation: The National Standards for Culturally and Linguistically Appropriate Services (CLAS Standards) were developed as a tool to enforce Title VI of the Civil Rights Act of 1964. This history positions the National CLAS Standards as an effective tool for advancing health equity and improving social justice. This webinar focuses on understanding the history of the CLAS Standards and learning how they can be used to advance health equity and social justice by improving access and effectiveness. yyy

Learning Objectives: • Review the history of the National CLAS Standards and their relationship to the Civil Rights Act; • Understand the relevance of civil rights law to behavioral health care practice; • Learn how the CLAS Standards can be used to advance health equity and social justice; • Discuss practical examples of how the CLAS Standards address disparities and improve health equity and social justice.

Embracing Anti-Racist Approaches and Centering Race and Racism in the Life Course Research Agenda. Year Developed: 2020. Source: Lifecourse Intervention Research Network, University of California, San Francisco. Presenter(s): Dr. Iheoma Iruka, Introduced by Dr. Neal Halfon. Type: Webinar Archive. Level: Advanced. Length: 1 hour 21 minutes. Presentation slides

Annotation: This archived webinar focuses on how research can be re-centered to focus on race and racism and lean into critical race theory methodological approaches to create and sustain an anti-racist research agenda. This session addresses two common issues when talking about race and racism: (1) the focus on disparities and gaps between and among people with little consideration for root causes and (2) the assumption that "science" is objective and rooted in truthfulness.

Learning Objectives: • Identify the purpose of research related to race and racism. • Understand the research questions and the theories used to generate research. • Connect the dots to how questions and theories drive research methodology. • Explore how to move towards an anti-racist research agenda.

Measuring Health Disparities. Year Developed: 2017. Source: Michigan Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Intermediate. Length: Self-paced.

Annotation: This interactive course focuses on some basic issues for public health practice -- how to understand, define and measure health disparity. This course examines the language of health disparity to come to some common understanding of what that term means, explains key measures of health disparity and shows how to calculate them. This course was originally released in 2005. Given its success as a foundational course, updates were made in 2017 for this new, web-based version.

Learning Objectives: By the end of the first content section (which includes Part I What are Health Disparities? and Part II Issues in Measuring Health Disparities), you will be able to: • Identify the dimensions of health disparity as described in Healthy People 2020 • List three definitions of health disparity. • Interpret health disparity in graphical representations of data. • Explain relative and absolute disparity. • Describe how reference groups can affect disparity measurement. By the end of the second content section (which includes Part III Measures of Health Disparities and Part IV Analytic Steps in Measuring Health Disparity), you will be able to: • Describe at least three complex measures of health disparities. • List strengths and weaknesses of at least three health disparity measures. •Summarize the analytic steps in measuring health disparity.

Special Instructions: To access this course, you first need to create an account

Continuing Education: 3 CHES; 3.3 CNE Contact Hours

CLC Peer Learning Exchange: Implementing the CLAS Standards- Culturally and Linguistically Competent Leadership Development. Year Developed: 2017. Source: Substance Abuse and Mental Health Services Administration. Presenter(s): Linda Callejas & Selena Webster-Bass. Type: Webinar. Level: n.a.. Length: 60 minutes.

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.

Introduction to Cultural Competency and Humility. Year Developed: 2015. Source: Wisconsin Center for Public Health Education and Training. Presenter(s): Jameela Ali, MPH. Type: Narrated Slide Presentation. Level: Introductory. Length: n.a..

Annotation: The ever-increasing diversity of our communities in Wisconsin and across the nation warrants increased cultural awareness on the part of public health professionals. By understanding the importance of cultural awareness, cultural competence and cultural humility, public health professionals will be better equipped to eliminate the long-standing disparities in the health and mental health status of diverse racial, ethnic, and cultural groups. This module provides a basic foundation in the philosophy, values, and conceptual frameworks of cultural competence and cultural humility. 

Learning Objectives: • Increase awareness and appreciation for the cultural diversity of Wisconsin • Define and understand concepts of culture, cultural awareness, cultural humility, and cultural competence • Identify how to incorporate cultural humility into public health through practical application • Highlight capacities and skills necessary to work effectively across diverse cultures

Special Instructions: Requires Adobe Flash.

Influencing Change in Public and Organizational Policy in Support of Cultural Diversity and Cultural and Linguistic Competence. Year Developed: 2015. Source: National Center for Cultural Competence. Presenter(s): Diana Autin, Tawara D. Goode, Andy Imparato, Thomas Uno. Type: Webinar Archive. Level: Intermediate Advanced. Length: 90 minutes.

Annotation: This "Web-based Learning and Reflection" forum is designed to share examples from organizations that have recognized their own limitations in promoting cultural diversity and advancing and sustaining cultural and linguistic competence within human services, or those within the systems in which they are involved, related to the lack of cultural diversity and marginal attention that is given to fostering cultural and linguistic competence.

Learning Objectives: • Define a model of cultural competence including the role of policy in its implementation. • Define linguistic competence (Goode & Jones framework). • Cite legal mandates and requirements (policy directives) for language access for individuals with limited English proficiency. • Describe three approaches to influence change in organizational and public policy that promote cultural diversity and advance and sustain cultural and linguistic competence. • Reflect on the role of leadership in bringing about such change.

Communicating Effectively with Limited English Proficient Individuals. Year Developed: 2015. Source: Interagency Working Group on Limited English Proficiency. Presenter(s): Aba Obrebski, Kristie Boutte, Chad Bennett, Charmaine Gibson. Type: n.a.. Level: Introductory. Length: 50 minutes.

Annotation: This video training series, in production since 2013, is part of a training toolkit designed to educate federal personnel on interacting with limited English proficient individuals. It was developed in response to the Attorney General’s February 2011 memorandum to all federal agencies, calling upon them to ensure that limited English proficient individuals can access federal government programs and services under Executive Order 13166. The training series is intended to help establish consistent and legally sound practices across the government when engaging in communications with limited English proficient individuals.

Bridging Gaps: The Vital Role of Cultural Competence in Healthcare. Year Developed: 2014. Source: University at Albany School of Public Health. Presenter(s): Wilma Alvarado-Little, M.A., M.S.W. and James O’Barr, M.S.W.. Type: Video. Level: Advanced Intermediate. Length: 60 minutes.

Annotation: Health disparities have been identified among racial and ethnic minorities within the United States. These disparities have been linked to health beliefs and behaviors, access to care, and quality of health care services. Cultural competency is one area in healthcare training that addresses health disparities by creating awareness of sociocultural and racial bias among medical and public health professionals. Jeannette South-Paul and Robert Like have stated in, Cultural Competence for the Health Workforce, "Evidence of cultural (racial, ethnic, and religious, among other determinants) discordance between health care providers and the populations they serve suggests that every member of the health workforce must understand and implement culturally competent care as the foundation for improving the quality of services delivered". Bridging Gaps: The Vital Role of Cultural Competence in Healthcare presents fundamental concepts on cultural and linguistic competence for medical and public health professionals. This webcast demonstrates why cultural and linguistic competence is important and how it can facilitate dialogue, awareness, and learning to address diverse healthcare needs. This webcast is part of the training series “Advancing Cultural Competence in the Public Health and Health Care Workforce”. More information can be found at www.advancingcc.org.

Learning Objectives: • Recognize the benefits of culturally and linguistically appropriate health services. • Describe methods for providing culturally and linguistically appropriate health services. • Explain why providing culturally competent care is essential to improving overall individual and population-based health outcomes.

Engaging Communities in Public Health Research, Practice and Policy. Year Developed: 2013. Source: University of Minnesota School of Public Health. Presenter(s): Byllye Avery, MEd; Amy Jo Schulz, PhD. Type: Narrated Slide Presentation. Level: Intermediate. Length: Self-paced. List of all courses

Annotation: This training focuses on effective methods for engaging minority and other communities in health research, practice, and policy. Topics discussed include community and policy level strategies to reduce health disparities as well as how to implement effective research, policies, and practices that reduce health disparities.

Learning Objectives: • Identify how to effectively engage communities in public health work, such as needs assessments, policy implementation, and advocacy. • Identify ways researchers, health professionals, advocates, and citizens can work together to reduce health disparities.

Special Instructions: To access this course, you first need to create an account.

Continuing Education: 0.25 CEU/CE; 3 CPH Recertification Credits

Diversity and Succession Planning. Year Developed: 2013. Source: University of Minnesota School of Public Health. Presenter(s): Sue Plaster, MEd. Type: Webcast. Level: Introductory. Length: Self-paced. List of all courses

Annotation: This workshop is designed to prepare participants as leaders in their respective public health organizations to both prepare for and take part in structured leadership presentations and conversations about their succession plans. The format of the training and exercises show the participants how to integrate workforce and leadership diversity into each step of their activities. The workshop components include an overview of succession planning with mini-exercises to try out the concepts, explanation of a seven-step succession and diversity presentation method, a review of how staff development activities tie to succession planning work, introduction of templates for succession planning, and a deep dive into the methods for integrating diversity and cultural competence work into succession analysis.

Learning Objectives: • Learn the purpose, terminology and basic methods of succession planning. • Understand methods, approaches and templates for a succession planning and talent review process that integrates diversity into the conversation. • Learn practices that improve diversity sourcing, recruitment and retention. • Discuss how to best integrate workforce diversity status and health equity assessment into succession planning work. • Understand the benefits of linking planning and diversity and have concrete ideas how to do so for their respective organizations.

Special Instructions: To access this course, you first need to create an account.

Continuing Education: 0.4 CEU/CE

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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.