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Displaying records 11 through 18 of 18 found.

Using the National Longitudinal Survey of Youth (NLSY) to Conduct Life Course Analyses (Using Existing Data to Examine Life Course Health Development). Year Developed: 2014. Source: UCLA Center for Healthier Children, Families & Communities, Maternal and Child Health Life Course Research Network (LCRN). Presenter(s): Elizabeth Cooksey, PhD. Type: Webinar Archive. Level: Intermediate. Length: 60 minutes.

Annotation: This webinar, part of the LCRN’s series based on the Handbook of Life Course Health Development and features Elizabeth Cooksey as the presenter. In this training, participants will learn how to use the NLS surveys to conduct research analysis. A brief history of the survey, examples from the field and research illustrations are presented.

Learning Objectives:

Special Instructions: Click on "Slides available here" and/or "Audio available here."

Using the Fragile Families and Child Wellbeing Study (FFCWS) to Conduct Life Course Analyses (Using Existing Data to Examine Life Course Health Development). Year Developed: 2014. Source: UCLA Center for Healthier Children, Families & Communities, Maternal and Child Health Life Course Research Network (LCRN). Presenter(s): Amanda Geller, PhD. Type: Webinar Archive. Level: Intermediate. Length: 60 minutes.

Annotation: This webinar – the fourth in the LCRN’s series on Using Existing Data to Examine Life Course Health Development – features Amanda Geller, PhD, presenting on the Fragile Families and Child Wellbeing Study (FFCWS) of nearly 5,000 children born in large US cities between 1998 and 2000, roughly three-quarters of whom were born to unmarried parents. The FFCWS consists of parent interviews at birth and ages 1, 3 and 5, plus in-home assessments of children and home environments at ages 3 and 5. Amanda Geller is a Clinical Associate Professor of Sociology at New York University. Her research examines the interactions between criminal justice policy and socioeconomic disadvantage, and their joint effects on urban neighborhoods, families and individuals. She has worked with the FFCWS for nearly 10 years, and served as the Executive Director of the Fragile Families Summer Data Workshop from 2012-2014. Her work with the study focuses specifically on the role of parental incarceration in families; she also studies the administration of justice related to police-public interactions. Her work has been published in outlets including Demography, the Journal of Marriage and Family, and (as of October 2014) the American Journal of Public Health. In the summer of 2013, she presented at a White House Workshop on Parental Incarceration convened by the American Bar Foundation. She has a Ph.D. in Social Policy Analysis from the Columbia University School of Social Work, and Masters of Engineering and Bachelor of Science degrees in Operations Research and Industrial Engineering from Cornell University. - See more at: http://www.lcrn.net/using-the-ffcws-to-conduct-life-course-analyses/#sthash.QTbftpy2.dpuf

Special Instructions: Click on "Webinar recording available here" to view a 15-minute preview on Dropbox. To view the entire webinar, download or add it to your Dropbox.

Measuring a Life Course Approach to MCH: The AMCHP Life Course Metrics Project and Final Set of Indicators. Year Developed: 2013. Source: Association of Maternal and Child Health Programs. Presenter(s): Caroline Stampfel, MPH (moderator); William Sappenfield, MD, MPH; Ghasi Phillips, ScD, MS; Brenda Fink, Brenda Fink, ACSW. Type: Webinar Archive. Level: Intermediate. Length: n.a.. Final set of life course indicators and supporting resources.

Annotation: This webinar provides an overview of the Life Course Metrics Project and its process, sharing decision points and methods for engaging the MCH community. The webinar explains how the final set of life course indicators were developed through a collaborative process with seven state teams (Florida, Iowa, Louisiana, Massachusetts, Michigan, Nebraska, and North Carolina) to identify and promote measurable progress using the life course approach to improve MCH. Representatives from state MCH programs, including MCH epidemiology, share their perspectives on participating in the project, the challenges and lessons they learned, and how the life course indicators will influence their work and future efforts. The webinar concludes with a discussion with National Expert Panel members on the implications of the life course indicators for the field of MCH.

From Theory to Data to Practice: Practical Applications of the Life Course Approach. Year Developed: 2013. Source: U.S. Maternal and Child Health Bureau. Presenter(s): Cheri Pies, MSW, DrPH; Whitney P Witt, MPH; William Sappenfield, PhD; Caroline Stampfel, MPH. Type: Webinar Archive. Level: Intermediate. Length: 60 minutes.

Annotation: Three ways in which MCH researchers and practitioners are using data and the life course approach were discussed. The full multimedia program (audio and video, Flash format) is available.

Special Instructions: DataSpeak uses a number of different technologies. To get the most out of the information, please review the technical requirements at http://hrsa.gov/archive/mchb/dataspeak/techreq/index.html

Changing Paradigms in Maternal and Child Health: Innovative Lessons from the Life Course. Year Developed: 2012. Source: Alabama Department of Public Health and the Alabama Public Health Training Center. Presenter(s): Cheri Pies, MSW, DrPH; Bina Shrimali, MPH. Type: Video Course. Level: Intermediate. Length: 82 minutes.

Annotation: Beginning with a brief presentation of the life course perspective and its associated key terms and concepts. Dr. Cheri Pies explains topics such as early programming, the cumulative impact of stress in the environment, and the role of life course initiatives in reducing risk and increasing protective factors to change health trajectories over a lifetime. Bina Shrimali then describes, using practical examples, how the health department in Alameda County, California uses life course concepts to address persistent health disparities and enable families to live healthy, productive lives. She presents the Building Blocks for Health Equity Program and the priority-setting process they underwent, and together with Dr. Pies, shares lessons learned that can be applied to life course projects in diverse settings. The module ends with a question and answer period, where the presenters provide further guidance on topics such as accessing data, managing and sustaining projects, engaging partners, families, and students, and inspiring innovation. Viewers learn how to operationalize life course concepts to create practical, day-to-day programs and incorporate the perspective into practice.

Learning Objectives: • Discuss the history and process of the application of the Life Course approach to the Maternal and Child Health field. • lllustrate how factors over a lifetime can impact health, particularly in relation to birth outcomes. • Describe activities in Alameda County, California related to the Life Course Initiative. • Identify potential collaborative relationships or partnerships to address health inequities in MCH.

Special Instructions: To access the video, scroll down on the landing page to the “View Program” gray box and choose a player to open the presentation. [Note: Need Real Player or Windows Media Player to watch].

Continuing Education: Continuing Nursing Education credits are available. Individuals must watch the program in its entirety, complete the evaluation, and upload forms to the appropriate organization within two years of the date of the presentation.

Life Course Perspectives on Health. Year Developed: 2011. Source: Johns Hopkins Bloomberg School of Public Health, Department of Population, Family and Reproductive Health. Presenter(s): Robert Blum, MD, MPH, PhD; M.E. Hughes, PhD, MA. Type: Online Course. Level: Advanced. Length: Self-paced.

Annotation: This online course on the life course framework is divided into two parts: 1.) An introduction to the life course perspective, human development theory, and other causation and conceptual frameworks that aim to explain health outcomes (including using obesity as an example); and, 2.) The health and development over the life course (prenatal period through senescence). Using best practices, the course provides a conceptual framework with which to understand the interrelationships among biological, psychological, and social factors and their influence on development and health. Application of theories relating to population health occurs throughout segments. To further learning, suggested readings and voluntary assignments accompany lectures.

Learning Objectives: • Describe the components of a life course perspective on health, the advantages of using this approach in public health, and the challenges involved in doing so. • Demonstrate a basic understanding of the life course and human development and its relationship to individual health. In particular, students should be able to identify the meaning and measurement of "health" at particular life stages and articulate interrelationships among the biological, psychological, behavioral and social processes that shape health across the life course. • Develop a conceptual framework illustrating a life course approach to a specific outcome of concern to public health.

Special Instructions: To access course, use links (Syllabus, Schedule, Lecture Materials, Readings, and Assignments) in the “Course Home” menu on the left of the landing page.

Life Course Nutrition: Maternal and Child Health Strategies in Public Health. Year Developed: 2011. Source: Northwest Center for Public Health Practice. Presenter(s): Donna B. Johnson, PhD, RD, Elizabeth Adams, PhD, RD, Marion Taylor Baer, PhD, RD, Leslie Cunningham-Sabo, PhD, RD, Dena Herman, PhD, MPH, RD. Type: Online Course. Level: Introductory. Length: 75 minutes.

Annotation: This online module, based on a life course framework, is designed to help public health leaders describe the role of maternal and child nutrition in population health and identify actions they can take to create equitable access to healthy foods and food environments. There are three parts to the module: 1) Why Nutrition Matters, 2) The Life Course Framework, and 3) Applying the Life Course Framework. Each of these parts contains several expansive subtopics, a summary, and a “knowledge check” exercise. An additional, cumulative quiz is provided at the end of the module. A glossary and list of resources is also provided.

Learning Objectives: • Describe the role of maternal and child health (MCH) nutrition in the lifelong health of the population. • Access resources for assessment, assurance, and policy development for MCH nutrition. • Identify ways to integrate MCH nutrition within state and local public health agencies. • Apply the principles of the life course framework for population-based public health actions and initiatives.

Special Instructions: Registration to PH LearnLink is required. Click on the “Trainings” link and then the “Courses” link. Scroll down to “Life Course Nutrition: Maternal and Child Health Strategies in Public Health” and click on the title to begin.

Continuing Education: 1.2 hours

In Brief: The Foundations of Lifelong Health. Year Developed: 2011. Source: Center on the Developing Child (Harvard University). Presenter(s): Jack P. Shonkoff, MD; Tom Boyce; Bruce S. McEwen, PhD; Bernard Guyer, MD, MPH; David R. Williams. Type: Video. Level: Introductory. Length: 7 minutes.

Annotation: This video and pdf fact sheet of the "InBrief" series explains why a vital and productive society with a prosperous and sustainable future is built on a foundation of healthy child development. This video summarizes findings from The Foundations of Lifelong Health Are Built in Early Childhood, a report co-authored by the National Scientific Council on the Developing Child and the National Forum on Early Childhood Policy and Programs.

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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.