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Displaying records 1 through 8 of 8 found.

Social Determinants of Health: Challenges and Opportunities in Rural America. Year Developed: 2020. Source: Rural Health Research Gateway. Presenter(s): Jan Probst, PhD. Type: Webinar. Level: Introductory. Length: 60 minutes. direct you tube link

Annotation: Social determinants of health are defined by the World Health Organization as "the conditions in which people are born, grow, live, work, and age." For rural populations, many of these elements are less favorable than within urban areas. Building on work conducted by the Rural and Minority Health Research Center, this presentation reviews some of the key elements associated with health across rural White and minority populations, such as education, income, and health facility availability.

Learning Objectives: • Learn to define key terms around SDOH and rural ameria • Describe rural disparities • Understand how to plan a way forward

Child Health Care Transformation and Early Childhood Policy: Opportunities for Impact and Equity. Year Developed: 2020. Source: InCK Marks. Presenter(s): Martha Davis, Elisabeth Burak, Mayra Alvarez, Melissa Bailey, Karen Howard, Joan Lombardi. Type: Webinar. Level: Introductory. Length: 77 minutes.

Annotation: This webinar includes a discussion around child health care transformation opportunities in Medicaid and CHIP. Opportunities for federal leadership in transforming child health is also addressed.

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

The Occupational (Im)Possibilities in a Segregated Neighborhood: A Matter of Justice in LCHD. Year Developed: 2016. Source: UCLA Center for Healthier Children, Families & Communities, Maternal and Child Health Life Course Research Network (LCRN). Presenter(s): Jyothi Gupta, PhD, ORT/L, FAOTA. Type: Webinar Archive. Level: Intermediate. Length: 60 minutes.

Annotation: This webinar – the sixth in the LCRN’s series on Occupational Therapy and MCH: An Emerging Partnership to Improve Early Family Experiences and Life Course Health Development – features Jyothi Gupta, PhD, OTR/L, FAOTA. Dr. Gupta is a Doctor of Physical Therapy and Professor of Occupational Science and Occupational Therapy at St. Catherine University. Her research interests are identifying contextual barriers to full participation of marginalized groups and identifying strategies to maximize participation. This webinar focuses on her experience in applying the Life Course Health Development (LCHD) model to one of her community partner sites in rural Mississippi.

Learning Objectives: • Explore the conceptual synergy of life course health development (LCHD) model and the occupational perspective of health and well-being. • Describe the conceptual alignment of the occupational perspective to health development. • Discuss the occupational lives of children living in a racially segregated rural community and potential negative impact on health and well-being.

Understanding Immigration and Refugee Trauma: What Do We Know and How Do We Intervene? (Lessons from the Field: Traumatic Stress Series). Year Developed: 2013. Source: University of Minnesota Extension, Children, Youth & Family Consortium. Presenter(s): Carolyn Garcia, PhD; Amirthini Keefe; Andrea Northwood, PhD, LP. Type: Webinar Archive. Level: Introductory. Length: Series; various lengths.

Annotation: This training describes how child and adolescent professionals address health and education inequities and health disparities in ways that promote mental health, personal safety, and educational success for immigrant children and youth. Presenters discussed traumatic stresses associated with immigration and different approaches and interventions, such as a photo-voice project with Hispanic youth to promote mental health. The training consists of a video (165 minutes), presentation notes, and other materials. This Lesson from the Field aims to facilitate professionals’ use of a broad and inclusive lens in their work with children, youth, and families impacted by homelessness by restoring and promoting emotional and psychological safety and promoting healing and wellness.

Learning Objectives: • Identify a framework for understanding the complex context in which families immigrate to Minnesota; to the U.S. • Describe how experiences and resources differ between immigrants living in urban versus rural communities. • Identify reasons that immigrant youth and families experience educational and health inequities and disparities.

Historical Trauma and Generational Trauma: Significance and Response (Lessons from the Field: Traumatic Stress Series). Year Developed: 2012. Source: University of Minnesota Extension, Children, Youth & Family Consortium. Presenter(s): Atum Azzahir; BraVada Garrett-Akinsanya, PhD; Jessica Gourneau; Melissa Walls, PhD . Type: Webinar Archive. Level: Introductory. Length: Series; various lengths.

Annotation: This training discusses the historical and generational trauma from the perspective of American Indians and African Americans and builds on Dr. Karina Walter’s presentation (see Historical Trauma, Microaggressions, and Identity: A Framework for Culturally-Based Practice). A panel of community and university professionals discuss cultural ways of knowing, how healing and wellness take place within families and communities, and where the science of historical and intergenerational trauma currently exists. The training consists of a video (74 minutes) and presentation notes by each author. This Lesson from the Field aims to facilitate professionals’ use of a broad and inclusive lens in their work with children, youth, and families impacted by historical and generational trauma to restore and promote cultural identity and promote healing and wellness.

Learning Objectives: • Understand approaches to historical and generational trauma from community, science, and historical perspectives. • Define a theory of “sickness” and the impact of loss of culture and community on individual health and healing. • Identify the impact of historical and intergenerational trauma on communities, families, and individuals. • Incorporate cultural ways of knowing and healing for individuals, families, and communities.

Strengthening Your MCH Workforce through Cultural Competency (Capacity Building Webinar #4). Year Developed: 2011. Source: National Association of County and City Health Officials, CityMatCH. Presenter(s): Darcel Scharff, PhD. Type: Webinar Archive. Level: Intermediate Advanced. Length: 83 minutes.

Annotation: In this webinar, part of the Emerging Issues in Maternal and Child Health Series, the presenter discusses strategies to engage and celebrate the communities that local public health professionals serve. Specific examples focus on the home visitation program.

Learning Objectives: • Define cultural competency • Describe the role of cultural competency in workforce development for local public health professionals. • List barriers to becoming culturally competent. • Explain ways in which local public health professionals can become culturally competent. • Identify 1-2 examples of how to apply cultural competence to a workforce development opportunity for a home visitation program.

Continuing Education:

Cultural Competence and Global Leadership. Year Developed: 2011. Source: Maternal & Child Health Public Health Leadership Institute. Presenter(s): David Steffen, PhD, Virginia Suarez, PhD. Type: Narrated Slide Presentation. Level: Introductory Intermediate Advanced. Length: 60 minutes.

Annotation: The topic of global leadership and cultural competence becomes more important as work increasingly becomes global. This 60-minute slide presentation discusses the definition, key concepts and continuum of cultural competence, as well as the rationale for it and research on cultural differences and global leadership behaviors. Dr. Steffen discusses the difference between cultural competency and diversity, defining the “four layers” of diversity. Demographic trends within the U.S. and their significance are briefly touched on, as well as recent critical findings on health disparities. Leadership across cultures, Hofstede’s benchmark research, which identified five major dimensions on which cultures differ (Individualism vs Collectivism, Masculinity vs Femininity, Uncertainty Avoidance, Longterm Orientation, and Power Distance), is discussed in detail. Research findings from the GLOBE study are reviewed, in the context of global leadership attributes. The session addresses communication styles from different cultures as well as intercultural conflict styles and strategies to effectively resolve conflict.

Learning Objectives: • Define cultural competency and global leadership. • Understand research on cultural differences and global leadership behaviors. • Describe several intercultural conflict styles and strategies.

Special Instructions: To access this learning opportunity, scroll down on the landing page to “Cultural Competence and Global Leadership” leadership module and click on “View Module Presentation.” No audio. Requires Flash in your web browser.

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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.