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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 10/21/2025 at 2:00 PM (EDT)
Live webinar on October 21 at 2:00 pm EST. Schools of Public Health have a vital role in cultivating self-directed learning skills in their students. At UTHealth Houston School of Public Health, all students in an MPH core course on health promotion and behavioral sciences (HPBS) were asked to complete the 60-item Andragogy in Practice Inventory (API) during the last week of course enrollment.
The HPBS MPH core course successfully trains students to become self-directed learners about HPBS topics. Faculty teaching the course can be assured that regardless of students’ demographic characteristics, discipline, or academic preparation, students will complete the course with similar self-efficacy to meet learning competencies. As part of their course evaluation, HPBS faculty in schools of public health might want to add an assessment of self-directed learning.
In addition to training MPH students to meet core CEPH competencies, schools of public health should be training their students to become self-directed learners who are motivated to increase their knowledge and skills after graduation. This analysis evaluated how much students enrolled in UTHealth Houston’s MPH core Health Promotion and Behavioral Sciences (HPBS) course rated themselves on measures of self-directed learning.
A total of 228 students provided post-course data. Students agreed that how the HPBS course was taught encouraged self-directed learning. Similar increases were found regardless of age, gender, race/ethnicity, discipline, campus location (UTHealth Houston has campuses in six Texas cities), semester enrolled, or the number of previously taken social science or health promotion courses.
At the end of this webinar, participants will be able to:
Competencies that will be covered include:
7.2 Prepare others to provide health education and promotion.
7.2.6 Evaluate training as appropriate throughout the process.
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
J. Michael M. Wilkerson
PhD, MCHES
UTHealth School of Public Health
I am an Associate Professor in the Department of Health Promotion and Behavioral Sciences at The University of Texas Health Science Center at Houston, School of Public Health. As part of my academic appointment at the School of Public Health, I serve as a faculty co-coordinator for the health disparities certificate program. My academic training includes a doctoral degree in adult, professional, and community education, a master’s degree in health education, and a master’s degree in epidemiology. My research focuses on the identification of individual and structural determinants that contribute to health disparities among marginalized populations and the development and evaluation of health promotion programs. I am particularly concerned about disparities in substance use recovery and HIV/STI prevention. I have been working as a practitioner and researcher in community health education for over twenty years. Currently, I am funded to evaluate recovery residences and a re-entry program for persons participating in medication-assisted recovery, a certification program for peer recovery support specialists, and curricula for persons enrolled in an intensive outpatient program. I teach graduate courses in health promotion theory and methods, health disparities, and adult and community education.
Elizabeth Leass
MPH
UTHealth School of Public Health
Elizabeth Leass is a public health researcher and educator whose work focuses on health promotion, behavioral science, and improving outcomes for underserved populations. A native of Texas, she began her academic journey at The University of Texas at Austin, earning degrees in both Physics and Astronomy, with a minor in Mathematics. Her early interest in science evolved into a passion for public health, leading her to pursue a Master of Public Health in Community Health with a Leadership Concentration at UTHealth Houston School of Public Health. She is currently completing her Ph.D. in Behavioral Science at UTHealth, with minors in Epidemiology and Biostatistics.
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 10/20/2025 at 10:45 AM (EDT)
Live Webinar on October 20, 2:00 pm: In this presentation, participants will have the opportunity to learn about AI bias and discover ethical complexities associated with utilizing AI in public health data and information sharing.
Public health practitioners are inundated with information and misinformation regularly. Locating evidence-based public health information, analyzing data and translating it into useful digestible dissemination to various audiences is a critical part of the public health role. However, with the dawn of AI, many ethical concerns have arisen related to data privacy and sharing, AI-driven bias, and how to ethically navigate complexities related to AI tools. This presentation will provide a general overview of how bias can get amplified by AI, how to spot it, and how to both prevent and/or interrupt harmful impacts of AI on the interpretation, inference and dissemination of health information. Practitioners from all technological (or non-tech) backgrounds will learn the essentials of ethical AI and the foundational concepts that help guide ethically responsible AI use. AI usage is proliferating in the healthcare space and is affecting the way the public receives, understands and searches for public health information. As public health practitioners, it is imperative to understand the potential benefits and also harms of AI. Recognizing when AI may be perpetuating bias or over-generalizing results that are not applicable to diverse audiences is key to ensuring that AI will not expand existing health disparities. AI, when used correctly, holds great promise to promoting health and making it more accessible if providers are able to utilize it well and recognize its limitations. Attendees will leave this presentation with enhanced tools to understand the way in which AI operates in these spaces and how to insightfully monitor it’s use in the field.
At the end of this webinar, participants will be able to:
- Identify ethical concerns in AI usage as a public health practitioner
- Describe ethically responsible ways to utilize AI in a variety of public health and educational settings
Competencies that will be covered include:
8.1.2 Demonstrate ethical leadership, management, and behavior.
4.4.5 Identify implications for practice.
8.1 Practice in accordance with established ethical principles
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Jennifer Schindler-Ruwisch
DrPH
Jennifer Schindler-Ruwisch, DrPH is currently an Associate Professor of Public Health at Fairfield University. She completed her DrPH in Health Behavior at The George Washington University and her MPH at Columbia University. Dr. Schindler-Ruwisch is passionate about maternal-child health and social justice. Her current research focuses on reducing maternal health disparities in contexts like breastfeeding, and mobile health (mhealth)/AI as a means of health promotion, particularly in pregnant and postpartum populations. She enjoys serving on the Board of the Connecticut Public Health Association to enhance membership outreach and on the Board of the Connecticut Breastfeeding Coalition to advocate for policies and supports for breastfeeding families.
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- Member - Free!
- Student Member - Free!
- Student Non-Member - $10
- Regular Price after 10/20/2025 2:00 PM
- Non-member - $20
- Member - $10
- Student Member - $5
- Student Non-Member - $10
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 10/08/2025 at 2:00 PM (EDT)
Live webinar on October 8th, 2:00 pm: Develop future black women leaders in the Health Education profession by providing the mentee with guidance in understanding their leadership style with a holistic approach in providing a safe space to discuss beauty and self-care tips. This approach can also be practical using the Transtheoretical Model of Change, which is geared towards trust building with community programming and addresses every area of the Social Ecological Model.
Mentorship is an effective tool for professional growth, as a mentorship relationship between black women could be transformative if holistic. As mentioned in the article by Braswell et al. (2024), black women have a unique set of personal and professional challenges that would make a mentoring relationship one of a kind and highly beneficial, specifically in professions housed under the Health Education umbrella. The purpose of the presentation is to encourage the creation of safe spaces between the mentor and mentee, establish rapport in a space in which the mentee can thrive as the mentor shares lived experiences with the mentee, to not only benefit the mentee but also push Health Education professions forward in addressing the health-related issues that plague black women by using a holistic approach in discussing beauty secrets, self-care tips, and understanding one's leadership styles through assessment from the Eagle Center of Leadership. In the use of such tools towards a holistic approach comes the understanding that they may aid in the empowerment of black women in the health education profession. Sharing such tools can allow the mentee to "mirror" the mentor in success, "look fly while doing so," and become a game-changing leader in the health education profession. Such an approach will not only help to improve the health education practice in various communities, being morphed into programming opportunities, but could also create skill-building opportunities for the mentee, providing growth opportunities for professionals, and fostering the next generation of black women leaders.
At the end of this webinar, participants will be able to:
- Describe the unique personal and professional challenges faced by Black women in the health education profession and the impact of culturally relevant, holistic mentorship.
- Explain how the Transtheoretical Model of Change and the Social Ecological Model can be practically applied to build trust and create safe mentoring spaces for Black Women in health education.
- Discuss ways to translate holistic mentorship experiences into community programming and skill-building opportunities to advance equity and representation in the health education workforce.
Competencies that will be covered include:
1.2.2 Establish collaborative relationships and agreements that facilitate access to data
1.3.3 Identify the social, cultural, economic, political, and environmental factors that impact the health and/or learning processes of the priority population
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Patrese Nesbitt
DrPH, CPT
Kentucky State University
Dr. Nesbitt holds a DrPH from Walden University and currently works as an Assistant Professor of Exercise Science at Kentucky State University. She also has a Master’s degree in Exercise Science and Health Promotion from Penn West (formerly California University of Pennsylvania) and a Bachelor’s degree in Exercise Science from Winston-Salem State University. She is also a Certified Personal Training and Nutrition Coach, operating a business known as Health Ideas Now, LLC with the focus to educate and motivate the community on the importance of fuel and fitness, all of which come from an phenomenological perspective of growing up with a mother and grandmother who guided her to the significance of holistic mentorship experiences, and navigating her own experiences as a Personal Trainer and Educator in space where she serves as a minority.
Dr. Nesbitt lives in Lexington, KY, with her two dogs, Taco and Roscoe. She enjoys Solidcore, her church family, family time, traveling, shopping, and reliving her glory days as a college bowler, which includes going bowling.
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- Member - Free!
- Student Member - Free!
- Student Non-Member - $10
- Regular Price after 10/08/2025 2:00 PM
- Non-member - $20
- Member - $10
- Student Member - $5
- Student Non-Member - $10
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 09/10/2025 at 2:00 PM (EDT)
Live webinar on September 10, 2:00 pm: This webinar offers an essential overview of what to expect on the ground at the 2025 SOPHE Advocacy Summit: Finding Common Ground – Pathways to a Healthier Nation. Designed to equip both new and returning attendees, this session will walk through the day-to-day flow of the Summit.
We’ll break down how advocacy meetings are, what the 2025 public health policy “asks” will focus on, and how SOPHE prepares you to share your message with confidence. You'll also learn what materials and coaching will be provided, what networking opportunities are built into the event, and how to show up ready to make an impact.
Participants will leave with a full understanding of their role during the Summit, the structure of Hill visits, and how to navigate the educational and advocacy components of the event with clarity and confidence
At the end of this webinar, participants will be able to:
- Describe the day-to-day structure and logistics of the 2025 SOPHE Advocacy Summit
- Identify the 2025 policy priorities and “asks” to be delivered during Hill visits
- Explain the purpose and format of Hill visits, coaching opportunities, and networking sessions
Competencies that will be covered include:
5.2.2: Develop plans and strategies for effective advocacy
5.2.3: Implement advocacy strategies, consistent with organizational and professional values
6.2.1: Use appropriate communication modalities and technologies for the audience and setting
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Brittney Chang
Student
University of Florida
Brittney Chang is a third-year undergraduate student at the University of Florida, majoring in psychology with a concentration in cognitive behavioral neuroscience and minoring in societal health disparities. Passionate about addressing inequities in public health, her research focuses on the intersection of health disparities and neuroscience, particularly within the Asian American population. Brittney is involved in two key research projects: with Dr. Carolyn Tucker on the Community-Partnered Cancer Disparities Research Collaborative and with Dr. Brian Hoh’s cerebrovascular lab, where she investigates aneurysm healing processes. Her work aims to inform public health policy through data-driven research and community-based advocacy.
Keely Rees
Professor
University of Kentucky
Keely Rees, PhD, MCHES, has joined the College of Public Health (CPH) at the University of Kentucky as the new Associate Dean for Faculty and Staff Advancement. With a strong passion for professional development and mentorship, she is dedicated to creating an environment where faculty and staff feel supported. In this role, Dr. Rees will focus on strengthening professional growth opportunities through mentorship, leadership training, and strategic initiatives that enhance career advancement. By working closely with the Dean’s team, she aims to align policies and resources that foster a collaborative workplace while ensuring faculty and staff have the tools needed to excel.
Before joining CPH, Dr. Rees spent over two decades at the University of Wisconsin-La Crosse, where she led programs in public health education and healthcare administration. She also taught at Southern Illinois University Edwardsville and the University of New Mexico. She earned her Ph.D. in Community Health Education from the University of New Mexico, an M.S. in Exercise Physiology and Health Behavior from South Dakota State University, and a B.A. in Health Education from the University of Minnesota Morris.
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 08/26/2025 at 2:00 PM (EDT)
Live webinar on August 26, 2:00 pm EST. Discover Brave Talk, a free, expert-developed curriculum from The Jed Foundation (JED), used in over 230 U.S. colleges and 30 countries to help young people engage in supportive mental health conversations. This webinar introduces Brave Talk’s content, access instructions, and facilitation tips. Participants will leave with Brave Talk materials and practical, scalable tools to foster connection, reduce stigma, and guide young people toward help.
Peer mental health support plays a critical role in early intervention, but too often, young people don’t know what to say or how to connect a friend to the right resources. According to the 2023–2024 Healthy Minds Study, nearly 60% of college students say they’ve received advice or support for their mental health from a roommate or friend in the past year alone.
That’s why The Jed Foundation (JED) and Maybelline New York created Brave Talk—a free, expert-designed 90-minute training that equips young people with the skills to recognize signs of distress, start meaningful conversations, and connect peers to care. Brave Talk is an interactive, accessible, and adaptable resource for various youth-serving environments.
To date, Brave Talk has been used at over 230 colleges and universities and in more than 30 countries worldwide, helping young people foster connection, reduce stigma, and support one another in moments of need. It was also featured in the BBC StoryWorks and World Health Organization (WHO) Foundation mini-documentary series, Healthier Together: A Path to a Better World, for its global impact in democratizing access to mental health tools.
The Jed Foundation is a national nonprofit and recognized leader in youth emotional health and suicide prevention. This session will be led by Kiana Davis, MPH, CHES, JED’s Director of Community Initiatives, who oversees the Brave Talk program and has trained public health and education leaders in over 30 countries on implementing the curriculum in colleges, schools, and community settings.
Whether you work in public health, higher education, community-based organizations, or youth development, you’ll leave this session with practical, expert-backed tools to support your community, plus the confidence to help young people take brave steps toward both help-seeking and help-giving.
In this session, attendees will:
- Explore the Brave Talk curriculum and the B.R.A.V.E. Framework
- Access free facilitation materials and implementation guidance
- Practice strategies that foster impactful peer-led conversations
- Learn from real-world examples of Brave Talk in action
At the end of this webinar, participants will be able to:
- Identify and access the Brave Talk facilitation materials and resources provided during the session to prepare for independent implementation in their communities.
- Demonstrate use of varied instructional methods by actively engaging in or facilitating a peer-led discussion exercise based on Brave Talk strategies by the end of the session.
Competencies that will be covered include:
3.1.1 Secure implementation resources.
3.2.5 Employ an appropriate variety of instructional methodologies. Employ an appropriate variety of instructional methodologies.
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Kiana Davis
MPH, CHES
Kiana serves as the Director of Community Initiatives at The Jed Foundation (JED), where she helps youth-serving nonprofits, cities, and municipalities strengthen their mental health, substance misuse, and suicide prevention efforts. She partners with community leaders to implement sustainable strategies rooted in JED’s Comprehensive Approach to mental health promotion. Previously, Kiana oversaw JED's workshop and training offerings and managed the Brave Talk program in collaboration with Maybelline New York. She is a Certified Health Education Specialist with a Master of Public Health from Emory University and a BA in Psychology from Barnard College.
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- Regular Price after 08/26/2025 2:00 PM
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 08/14/2025 at 2:00 PM (EDT)
Live webinar on August 14, 2:00 pm: Discover how AI can support or challenge equity in health! Many health systems and tools, often developed without input from marginalized communities, create barriers that limit fair access to care and essential services. As AI technology spreads, there’s a risk of unintentionally reinforcing these inequities—especially for those already underserved. Join this session to uncover how AI affects health education and learn practical steps to ensure these tools promote fairness and inclusivity. You'll leave with three key strategies to assess AI tools critically, ensuring they help break down barriers and advance health equity across all communities. Let’s shape a future where AI drives positive change, not division!
Healthcare systems, often built without meaningful input from marginalized communities, create significant barriers to equitable care. As AI integrates further into healthcare and health education, we must actively recognize and address biases in many AI tools that can worsen these disparities. Intentional practices to evaluate and vet these technologies are essential.
In this session, participants will explore how healthcare systems perpetuate inequities and learn how unchecked AI can amplify these issues. Attendees will identify specific ways AI can exacerbate health inequities and gain three practical methods to mitigate these biases, ensuring AI promotes inclusivity and reduces disparities.
At the end of this webinar, participants will be able to:
- Describe how healthcare systems built without marginalized communities' input contribute to care barriers and inequities.
- Identify at least one way AI tools can worsen health inequities by recognizing biases in AI development.
- Explain three methods for understanding AI software's biases and practical approaches to mitigate these biases to support health equity.
Competencies that will be covered include:
6.1.4 Identify environmental and other factors that affect communication (e.g., resources and the availability of Internet access.
6.4.1 Differentiate the strengths and weaknesses of various communication channels and technologies (e.g., mass media, community mobilization, counsel)
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Diana Gonzalez
MPH, MCHES
Institute for Healthcare Advancement
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 07/23/2025 at 1:00 PM (EDT)
Live webinar on July 23, 2:00 pm: Participants will learn how to use a professional development planning template to implement standards-based health education aligned with the National Health Education Standards (NHES), 3rd edition. This train-the-trainer session equips participants with the knowledge and resources needed to support the dissemination of the NHES and promote effective, standards-based instruction.
Attending this webinar provides a valuable opportunity for educators and professionals involved in health education to deepen their understanding and enhance their practice. The session focuses on the use of a professional development planning template specifically designed to support the implementation of standards-based health education aligned with the National Health Education Standards (NHES), 3rd edition.
Participants will be introduced to practical strategies for integrating the NHES into their professional development efforts. The webinar is structured as a train-the-trainer session, which means attendees will not only learn how to apply the standards in their own instructional settings but also gain the skills and resources needed to train others. This approach empowers participants to become leaders in their schools, districts, or organizations, helping to expand the reach and consistency of standards-based health education.
Throughout the session, participants will explore the structure and content of the NHES, gaining a clear understanding of how these standards support effective health instruction. They will also receive access to curated tools and resources that can be immediately used to plan and deliver professional development aligned with the NHES. These materials are designed to save time, ensure consistency, and support high-quality instruction.
By the end of the webinar, attendees will be equipped to promote and implement standards-based teaching practices that align with national expectations. This not only enhances the quality of health education but also contributes to improved student outcomes. Additionally, the skills gained through this session can support participants’ professional growth, positioning them as knowledgeable advocates and trainers within their educational communities.
At the end of this webinar, participants will be able to:
- Analyze how the use of standards-based teaching facilitates the development of effective health education focused on building knowledge and skills for implementing healthy behaviors.
- Practice designing standards-based instruction using the NHES to achieve the desired outcomes of the priority populations they serve.
Competencies that will be covered include:
2.3.4 Adopt, adapt, and/or develop tailored intervention(s) for priority population(s) to achieve desired outcomes.
2.4.2 Develop materials needed for implementation.
2.4.3 Address factors that influence implementation
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Marlene K. Tappe, PhD, MS
Professor and Chair, Department of Health Science
Minnesota State University, Mankato
Marlene Tappe is Professor and Former Chair, Department of Health Science at Minnesota State University, Mankato, where she has served since 2005. She has some 40 years of experience in school health education and has served as an expert and advisor to many CDC and HHS initiatives and publications. Dr. Tappe received her master’s and doctoral degrees from the University of Illinois-Champaign, and her undergraduate degree from Minnesota State University in school health education and physical education.
Elisa Beth McNeill, PhD, CHES
Instructional Professor of Public Health
Texas A&M University
Dr. Elisa Beth McNeill is an Instructional Professor of Public Health at Texas A&M University [TAMU]. Beth is a 40-year teaching veteran having experience at all academic levels. Beth teaches courses in human sexuality, health pedagogy, technology for educators, and community & school health methodology. She is a co-author of the textbook, Health Education: Creating Strategies for School and Community Health. Beth has served on committees to update the Health Education Code of Ethics, The HESPA II project with NCHEC, the Health Education Terminology project and most recently co-chaired the committee to update the National Health Education Standards (3rd edition).
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Contains 3 Component(s), Includes Credits Includes a Live Web Event on 07/17/2025 at 2:00 PM (EDT)
Live Webinar on July 17, 2:00 pm: Opioids are a medication class used to manage pain; however, their efficacy is matched by a significant level of risk to the patient (e.g., Dowell et al., 2022). The opioid "crisis" (e.g., Keefe et al., 2022) has been used to refer to the significant increase in the use of both prescribed and illicit opioids and the negative consequences resulting from this increased use. This study will situate opioid prescribing within the risk communication context by assessing the strategies physicians use to manage the risks presented to their patients by opioid medications. Constructs from the extended parallel process model (Witte, 1992) will be used to guide interviews with up to 40 physicians about which opioid-related risks they choose to communicate to patients and the extent to which they view themselves as risk communicators as related to prescribing opioids.
Attendees will gain a better understanding of how physicians make decisions about what risks to communicate with patients. Over a decade into the opioid crisis, these new findings will reflect what physicians have learned about their roles in communicating medication risk to patients, as well as the ways they may have implemented opioid safeguarding techniques such as the use of prescription data monitoring systems. This rich data uses the extended parallel process model to gain a theoretical understanding of how physicians attribute risk to opioids (and susceptibility to that risk to their patients) and how well physicians perceive that their communication can mitigate those risks. Attendees will also learn how risk communication is essential in health communication contexts. Attendees may also learn what risk information doctors do not often communicate to their patients about opioids or other medications and may therefore gain new insight into what questions are important to ask their own healthcare providers when they are prescribed a new medication.
At the end of this webinar, participants will be able to:
- Describe the ways family physicians and internal medicine practitioners communicate the risks of opioids to their patients.
- Explore the extent to which physicians perceive their role as risk communicators.
- Articulate the role of patient-provider communication in risk management during opioid prescribing interactions.
Competencies that will be covered include:
4.2.3 Use a logic model and/or theory for research.
4.5.1 Communicate findings by preparing reports, and presentations, and by other means.
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Eleanor Hudd
Ph.D. Candidate
University of Kentucky
Eleanor C. Hudd is a doctoral candidate in communication at University of Kentucky with a focus in risk and health communication. Her doctoral dissertation focuses on how healthcare providers communicate the risks associated with opioids to their patients. Her work has won top paper awards from the National Communication Association and the Broadcast Education Association, and she was recently awarded the 2024-25 student patient education fellowship from the Society for Public Health Education. She earned an M.A. in communication from University of Kentucky in 2020 and a certificate in risk sciences in 2022. She currently teaches persuasive speaking at UK, wherein she strives to increase students’ self-efficacy as both confident persuasive speakers and empowered consumers of information.
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- Member - Free!
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- Regular Price after 07/17/2025 2:00 PM
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- Member - $10
- Student Member - $5
- Student Non-Member - $10
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Contains 15 Component(s)
We welcome you to participate in the new SCRIPT® Counselor Training for Prenatal Tobacco Cessation. In this on-demand training, you can learn interviewing techniques to guide behavior change and apply real-world tools for use in clinical, public health, and home visit settings.
SCRIPT® (Smoking Cessation and Reduction in Pregnancy Treatment) is a nationally recognized training that has long helped healthcare and public health professionals deliver motivational interviewing-based counseling to support pregnant individuals in quitting tobacco.
The new self-paced, three-module training includes these updates:
- CDC-aligned guidance on e-cigarettes
- Medicaid billing insights for sustainable delivery
- New home visiting protocols
- Enhanced tools for documentation and prenatal care integration
SCRIPT® aligns with AHRQ guidelines and Medicaid-covered services—making it ideal for clinical, WIC, home visiting, and community health settings.
At the end of this module, you will be able to:
- Apply motivational interviewing techniques to guide behavior change.
- Integrate SCRIPT® into routine prenatal screening, counseling, and follow-up.
- Apply real-world tools for use in clinical, public health, and home visit settings.
- Evaluate and support pregnant clients with structured documentation and counseling workflows.
HESPA II Sub-competencies:
3.1.4 Establish training protocol.
3.2 Deliver health education and promotion interventions.
4.1.1 Align the evaluation plan with the intervention goals and objectives.
SCRIPT® aligns with U.S. Preventive Services Task Force recommendations, making counseling potentially reimbursable under Medicaid’s prenatal benefit in many states.
Pamela Graef Luckett
MCC, LPC, CTTS
PGL Consulting LLC
After over 20 years working in tobacco control and cessation, I understand the special needs of pregnant smokers and have been instrumental in developing protocols for cessation services specific to this population. I have worked with the SCRIPT® program and behavioral health organizations, in the state of Mississippi, to help reduce tobacco use among pregnant smokers for 8 years and was in the first Train the Trainer workshop offered through SOPHE in 2012. I have worked to help pregnant smokers quit and realize how hard it can be to get past an addiction and deal with pregnancy at the same time.
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Register
- Non-member - $595
- Member - $495
- Student Member - $295
- Student Non-Member - $395
- More Information
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Contains 3 Component(s), Includes Credits Recorded On: 05/22/2025
Join us for an exciting sneak peek into the 2025 SOPHE Advocacy Summit: Finding Common Ground – Pathways to a Healthier Nation. This preview is your chance to learn what the Summit is all about, why you should attend, and how it empowers students and professionals alike to sharpen their advocacy skills for health equity and policy change.
Join us for an exciting sneak peek into the 2025 SOPHE Advocacy Summit: Finding Common Ground – Pathways to a Healthier Nation. This preview is your chance to learn what the Summit is all about, why you should attend, and how it empowers students and professionals to sharpen their advocacy skills for health equity and policy change.
We will come together to find common ground and create a shared public health agenda. Whether you're new to advocacy or a seasoned changemaker, the Summit provides a dynamic learning environment with customized experiences for all levels of engagement.
Educational Tracks at the Summit:
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Health in All Policies: Learn how upstream policies can reduce disparities and support long-term health improvements.
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The Public Health Crisis: Tackle today’s toughest public health challenges and train the next generation of advocates.
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Community-Driven Advocacy: Discover the power of grassroots efforts and local leadership in shaping systems change.
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Health Communication Challenges: Strengthen your messaging skills and build trust to combat misinformation and advance public health literacy.
Join us at the Advocacy Summit, so you can:
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Build confidence in your advocacy skills and learn from policy leaders and public health experts
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Engage with students and professionals from across the country
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Leave with tools and resources to continue advocacy in your own community
At the end of this webinar, participants will be able to:
- Identify one resource gap they must address.
- List two stakeholders at the national, state, or local level that they can engage with on a public health issue.
- Create a stakeholder map that highlights at least one potential partner for future collaboration.
Competencies that will be covered include:
5.2.5 Identify available resources and gaps (e.g., financial, personnel, information, and data).
5.1.5 Identify existing coalition(s) or stakeholders that can be engaged in advocacy efforts.
Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours.
SOPHE is a provider of Certified in Public Health (CPH) Renewal Credits. A total of 1.0 CPH Renewal credits are provided on behalf of the National Board of Public Health Examiners.
Keely Rees
Professor
University of Kentucky
Keely Rees, PhD, MCHES, has joined the College of Public Health (CPH) at the University of Kentucky as the new Associate Dean for Faculty and Staff Advancement. With a strong passion for professional development and mentorship, she is dedicated to creating an environment where faculty and staff feel supported. In this role, Dr. Rees will focus on strengthening professional growth opportunities through mentorship, leadership training, and strategic initiatives that enhance career advancement. By working closely with the Dean’s team, she aims to align policies and resources that foster a collaborative workplace while ensuring faculty and staff have the tools needed to excel.
Before joining CPH, Dr. Rees spent over two decades at the University of Wisconsin-La Crosse, where she led programs in public health education and healthcare administration. She also taught at Southern Illinois University Edwardsville and the University of New Mexico. She earned her Ph.D. in Community Health Education from the University of New Mexico, an M.S. in Exercise Physiology and Health Behavior from South Dakota State University, and a B.A. in Health Education from the University of Minnesota Morris.
Brittney Chang
Student
University of Florida
Brittney Chang is a third-year undergraduate student at the University of Florida, majoring in psychology with a concentration in cognitive behavioral neuroscience and minoring in societal health disparities. Passionate about addressing inequities in public health, her research focuses on the intersection of health disparities and neuroscience, particularly within the Asian American population. Brittney is involved in two key research projects: with Dr. Carolyn Tucker on the Community-Partnered Cancer Disparities Research Collaborative and with Dr. Brian Hoh’s cerebrovascular lab, where she investigates aneurysm healing processes. Her work aims to inform public health policy through data-driven research and community-based advocacy.
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Register
- Non-member - $20
- Member - $10
- Student Member - $5
- Student Non-Member - $10
- More Information
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