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  • Disseminating Your Work: Demystifying Publishing in SOPHE Peer Reviewed Journals

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 06/15/2021 at 2:00 PM (EDT)

    This interactive session will focus on advice for publishing in the SOPHE journals

    Disseminating Your Work: Demystifying Publishing in SOPHE Peer Reviewed Journals

    Speakers: 

    Cheryl Merzel DrPH, MPH

    Jesus Ramirez-Valles, PhD, MPH

    Jeanine Robitaille, MS, CHES

    Kathleen Roe DrPh, MPH

    Practitioners and researchers in public health and the health professions often find it challenging to find the right publication venue for their work. In this session, the editorial leadership teams from the three SOPHE journals, Health Education & Behavior, Health Promotion Practice, and Pedagogy in Health Promotion, share expertise, and insights to help you find the best journal “home” for disseminating the important work that you do. The interactive panel will enable participants to engage with editorial team members, who have experience in and passion for supporting researchers, practitioners, and educators in developing and publishing their work. The editorial teams will highlight the importance of understanding a journal’s mission and scope, article format options, and submission and peer review processes. The editors will share advice on best practices for a successful submission.

    Cheryl Merzel DrPH, MPH

    Clinical Associate Professor

    NYU School of Global Public Health

    Dr. Cheryl Merzel has over 25 years of experience in public health research, evaluation, program development, advocacy, and education. Her work focuses on design and evaluation of community-based health promotion interventions and development of community capacity to engage in public health efforts. Her work also involves developing approaches to support communities in translating research to relevant, evidence-based public health practice. She has decades of involvement with Health Start, a federally-funded community-based program for improving the health of pregnant and parenting women and their infants. 

    Dr. Merzel co-directs the School of Global Public Health’s Community Health Initiative with Dr. Andy Goodman. As the Director of Educational Advancement and Assessment for the College, Dr. Merzel is committed to improving public health pedagogy through scholarship and innovative teaching practice. She has served on the public health faculty at a number of institutions including Columbia University Mailman School of Public Health, the City University of New York, and Albert Einstein College of Medicine. She is a past president of the Public Health Association of New York City.

    Jesus Ramirez-Valles, PhD, MPH

    Professor & Director

    Health Equity Institute, San Francisco State University

    Jesus Ramirez-Valles is a public health leader, scholar, and filmmaker. He started his career as a community organizer on the US-Mexico border and over the last two decades has devoted his research to health equity here and abroad. His work is rooted on the social and behavioral sciences and in comumnity-engaged research, and is concerned with understanding and changing the negative health consequences of social exclusion such as stigmatization and racism. He has led academic programs in public health and worked on recruitment and retention of scholars of color. Professor Ramirez-Valles is the Editor-in-Chief of Health Education & Behavior.

    Jeanine Robitaille, MS, CHES

    Editorial & Project Manager

    Society for Public Health Education

    Jeanine is the managing editor of Health Promotion Practice, SOPHE’s practice based journal, as well as the founding editorial manager for SOPHE’s youngest journal, Pedagogy in Health Promotion. Since 2014, Jeanine has had the opportunity to collaborate with four EIC’s, as well as guest editors and editorial boards to deliver best practices and innovative approaches in over 70 issues for these health education publications that continue to grow in submissions, visibility, and contributions to the field. Jeanine enjoys gaining a broad perspective of public health initiatives by supporting editorial leadership, authors, and reviewers that help enhance her competencies as a Certified Health Education Specialist. In addition to her work with the journals, Jeanine has worked as a technical assistance coordinator for Partnering 4 Health and supports grant writing teams. 

    Prior to earning her Masters in Health Promotion Management from the American University in 2013, Jeanine taught middle school English for students with language based learning differences and worked as a writing tutor at the US Coast Guard Academy. Jeanine shares her dedication to healthy living with her four children and maintains sanity with running, reading, and lots of coffee!

    Kathleen Roe DrPh, MPH

    Professor

    San José State University

    Dr. Roe has been a professor of public health and community health education at San Jose State University for over 29 years, where she served as chair for the Health Science and Recreation Department from 2001-2013. She brings more than two decades of scholarship and editorial experience, including as founding associate editor for HPP’s “Circle of Research and Practice” Department; co-editor of HPP’s first supplement devoted to health disparities in 2002; and editorial board member of SOPHE’s Pedagogy in Health Promotion Journal.

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  • Aligning the CHES® and MCHES® credentialing examinations with HESPA II 2020​​

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 06/08/2021 at 2:00 PM (EDT)

    The Health Education Specialist Practice Analysis (HESPA) II 2020 reflects contemporary practice of health education specialists and serves as the framework for preparation, credentialing, and continuing education in the profession. As such, the Certified Health Education Specialist (CHES®) and Master Certified Education Specialist (MCHES®) credentialing examinations are being revised to reflect the updated competencies and sub-competencies validated by the HESPA II 2020. Notable updates in health education specialist practice reflected in the examinations include an expansion of advocacy and communication competencies, as well as a more prominent emphasis on ethics and professionalism. The revision process includes many stages: setting specifications for examination construction based upon the practice analysis; item bank review; item gap analysis; item writing; exam construction with multiple forms; and standard-setting of the examinations. The revision process is conducted separately for the CHES® and MCHES® examinations. This presentation will review each of the steps undertaken to ensure the validity of the examinations that will be introduced in 2022 and used until 2026. Presenters will also differentiate the CHES® and MCHES® examinations.​

    Aligning the CHES® and MCHES® credentialing examinations with HESPA II 2020

    Speakers: 

    Dianne Kerr, PhD, M.S, MCHES®

    Kathleen Allison, PhD, MPH, MCHES®

    The Health Education Specialist Practice Analysis (HESPA) II 2020 reflects contemporary practice of health education specialists and serves as the framework for preparation, credentialing, and continuing education in the profession.  As such, the Certified Health Education Specialist (CHES®) and Master Certified Education Specialist (MCHES®) credentialing examinations are being revised to reflect the updated competencies and sub-competencies validated by the HESPA II 2020.  Notable updates in health education specialist practice reflected in the examinations include an expansion of advocacy and communication competencies, as well as a more prominent emphasis on ethics and professionalism. The revision process includes many stages: setting specifications for examination construction based upon the practice analysis; item bank review; item gap analysis; item writing; exam construction with multiple forms; and standard-setting of the examinations.  The revision process is conducted separately for the CHES® and MCHES® examinations. This presentation will review each of the steps undertaken to ensure the validity of the examinations that will be introduced in 2022 and used until 2026.  Presenters will also differentiate the CHES® and MCHES® examinations.

    Dianne Kerr, PhD, MS, MCHES®

    Dr. Dianne Kerr is a recently retired Professor Emeritus of Health Education and Promotion at Kent State University. Her research expertise is HIV/AIDS, lesbian, gay, bisexual, transgender and queer (LGBTQ) health, and health education and advocacy issues. Dr. Kerr serves as the Vice Chair of the Division Board of Certified Health Education Specialists (DBCHES) and on the Board of Commissioners for NCHEC. She was awarded the Society for Public Health Education’s Dorothy B. Nyswander Open Society Award in 2016. As an educator and activist for over 40 years, Dr. Kerr continues to support equity and social justice causes in her community, state, region and country.

    Kathleen Allison, PhD, MPH, MCHES®

    Dr. Kathleen Allison is Professor of Community & Public Health Education in the Department of Health Science at Lock Haven University. She serves as the Coordinator of the Division Board of Certified Health Education Specialists (DBCHES) and on the NCHEC’s Board of Commissioners. She served on the Technical Advisory Group for the Health Education Specialist Practice Analysis (HESPA) 2020. Dr. Allison is very interested in professional preparation and development, health literacy, and social justice. 

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  • LinkedIn to Promote an Academic Journal and Advance Public Health Practice

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 05/18/2021 at 2:00 PM (EDT)

    This presentation will describe the planning, implementation, and results of implementing a social marketing strategy for a public health journal on LinkedIn. A five-month analysis of activity from LinkedIn and evaluation of the overall project will be discussed. The authors will describe the needs assessment planning and preparation for launching a company page, the posting strategy, and an analysis of interaction with the page and individual posts. Finally, there will be an analysis of the successes and significant lessons learned based on both the overall social media promotion goals of Health Promotion Practice Journal and the goals for establishing a presence on LinkedIn, including encouraging engagement from new, mid-career and seasoned public health professionals.

    LinkedIn to Promote an Academic Journal and Advance Public Health Practice

    Speakers: Katie M. Houk, MLIS, MPH and Melissa Wilkins

    Health Promotion Practice (HPP) Journal began experimenting with social media for promotion and dissemination of journal and parent organization content a few years ago. The success of Twitter in driving traffic to journal content soon led Editorial Board leaders to explore other social marketing platforms for promotion. Fortunately, a strong association with San Jose State University’s department of  public health and recreation provides the opportunity to recruit student interns to assist in managing the growing social media presence.

    In the spring and summer of 2020, HPP recruited a large number of interested interns, and the timing felt right to further explore LinkedIn and the development of a social marketing strategy for the platform. The authors thus undertook a phased project to officially launch HPP on LinkedIn; including background research, creating a company page, intern and editorial board buy-in, and an approach and schedule to posting. After the implementation of the company page, the intern was in charge of posting to LinkedIn until her internship hours were completed in late September of 2020.

    This presentation further discusses the planning and implementation phases of the LinkedIn social marketing project, as well as the activity of both the LinkedIn page and individual posts. Five months of activity data collected from the LinkedIn page will be analyzed and results will be discussed in relation to the goals of the project, including both successes and challenges of setting up and maintaining a promotional presence for an academic journal on LinkedIn.

    Katie M. Houk, MLIS, MPH

    Kathryn Houk is Health Literacy & Community Engagement Librarian and assistant professor at the University of Nevada, Las Vegas’s Health Sciences Library. She received her MLIS from Kent State University in 2009 and recently completed her MPH from San Jose State University in community health education. Katie has a keen interest in health communication, particularly in improving science and health literacy in the public and improving expert’s communication skills. She is also interested in community and university collaborations in the Las Vegas valley, including securing and running a recent grant that provides continuing education on consumer health information for the local community health workforce.

    Melissa Wilkins

    Melissa Wilkins is a Project Manager for the County of Santa Barbara, Department of Behavioral Wellness. With over 15 years of experience in the field, Melissa has managed a number of programs to address health disparities including substance use prevention and treatment programs. She is currently pursuing her MPH from San Jose State University and is passionate about addressing population level health through advocacy, collaboration, and relationship building. She currently facilitates county-wide trainings to promote the implementation of evidence-based practices and successfully managed the transition from in-person trainings to web-based platforms in response to COVID-19. 

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  • Value of Lifestyle Management Programs for Improving the Health and Well-being of Older Americans during Covid-19 and Beyond

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 03/25/2021 at 3:00 PM (EDT)

    This webinar will describe the basis for evidence-based programs approved by the HHS Administration for Community Living and provide examples of a community agency and state health department that are engaged in collaboratives to provide AAEBIs, and the challenges to pivoting to telehealth delivery during a pandemic.

    Value of Lifestyle Management Programs for Improving the Health and Well-being of Older Americans during Covid-19 and Beyond

    Speakers: Teresa Ambroz, MPH, RDN, LN, Paul Hepfer, MS, and Dr. Kate Lorig, DrPH

    Arthritis-appropriate, evidence-based interventions (AAEBIs) such as chronic disease self-management programs and physical activity programs, have been shown to decrease arthritis and disability and improve quality of life. More efforts are needed, however, to expand their availability in states and local communities. This webinar will describe the basis for evidence-based programs approved by the HHS Administration for Community Living and provide examples of a community agency and state health department that are engaged in collaboratives to provide AAEBIs, and the challenges to pivoting to telehealth delivery during a pandemic.

    Kate Lorig

    DrPH

    Self Management Resource Center, Professor Emerita at Stanford School of Medicine

    Kate served as the Director of the Stanford Patient Education Research Center and Professor of Medicine in the Stanford School of Medicine. She earned her bachelor’s degree in nursing at Boston University, and her masters and doctorate of public health in health education at the University of California, Berkeley. She came to Stanford in 1979 while a graduate student at Cal to develop and research an educational program that emphasized self-help skills for people with arthritis. This program became the Arthritis Self-Help Course and was the prototype for the Chronic Disease Self-Management Program, The Diabetes Self-Management Program, the Positive Self-Management Program for HIV, the Cancer: Thriving and Surviving Program, the Building Better Caregiver's Program, the Chronic Pain Self-Management Program, and others. She has authored several books and many articles about arthritis, chronic disease in general, health education and behavioral science. She travels extensively at the invitation of organizations concerned with patient care and academic research. She lives in Mountain View, CA, with her 2 cats and a collection of Native American art.

    Paul Hepfer

    MS

    Chief Executive Officer at Project Open Hand

    In his role as CEO, Paul has been instrumental in continuing to leverage and expand Project Open Hand's relationships with government partners, health plans and providers, private funders, donors and volunteers. As an advocate for medically tailored nutrition interventions, he furthers the mission of educating healthcare payers and providers on the role of medical nutrition in health outcomes.  

    His twenty-five-year professional career has been exclusively grounded in community health and wellness for diverse populations. He previously served as senior vice president of programs for The Health Trust in San Jose and Santa Clara County for 14 years. In that role, he provided vision and leadership for The Health Trust's entire portfolio of services, including HIV/AIDS programming, Meals on Wheels, the Jerry Larson Food Basket, community-based chronic disease prevention and management services, and a wide range of supportive housing programs. Prior to joining The Health Trust, he served as executive director of wellness and education for the Pueblo of Sandia Native American Reservation in New Mexico for eight years. Paul holds a B.S. in Physical Education from Indiana State University and an M.S. in Park and Recreation Administration with a specialization in Outdoor Therapeutic Recreation from Indiana University. 

    His past experience with coalitions and collaboratives includes six years on the Santa Clara County HIV/AIDS Planning Council, the City of Mountain View Parks and Recreation and Urban Forestry Commission, and the Santa Clara County Diabetes Prevention Task Force. Paul currently service as Board Chair for the Evidence Based Leadership Collaborative (EBLC), Leadership Committee member of the National Food is Medicine Coalition, and Leadership team of the California Food is Medicine Coalition. 

    Teresa Ambroz

    MPH, RDN, LN

    Teresa is the Manager of the Diabetes and Health Behavior Unit in the Health Promotion and Chronic Disease Prevention Division of the Minnesota Department of Health. In this role, she guides efforts to prevent and manage chronic conditions to improve the lives of all Minnesotans and reduce health disparities. Ms. Ambroz has over three decades of experience assessing community needs, researching, developing, implementing, and evaluating evidence-informed and sustainable health improvement and prevention initiatives with community stakeholders in multiple settings. She has worked in multiple sectors including managed care, care delivery, local public health, nonprofit and state government. As a passionate optimist with a vision, Teresa believes that together, we can build a culture of health, improve the quality of people’s lives’, and reduce the economic burden of escalating health care costs.  Her strength lies in bringing people, ideas, and evidence-based approaches together to create innovative solutions that endure the test of time. Teresa has a master’s degree in Public Health Nutrition from the University of Minnesota.

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  • The Art of Conversation and Active Listening Schools

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 03/16/2021 at 2:00 PM (EDT)

    In this webinar, participants will hear about the importance of active listening in healthcare. At the end of the webinar, participants will be able to increase and/or enhance the ability to communicate effectively with patients for improved healthcare outcomes.

    In this webinar, participants will hear about the importance of active listening in healthcare. 


    Learning Objectives:

    1) Describe at least three methods of communication that will increase the ability to communicate effectively with individuals for improved healthcare outcomes.


    Speakers: Chavone Crespo, MS, LMHC, LPC

     

    Chavone Crespo

    MS, LMHC, LPC

    Chavone L. Crespo, MS, LMHC, LPC - chavonecrespo@gmail.com, Master of Science, Mental Health Counseling - Touro University Graduate School of Psychology Chavone Lorraine Crespo, MS, LMHC, LPC

    Chavone Crespo holds a Master’s degree in mental health counseling and has advanced training in psychoanalysis. While psychoanalysis is the theoretical base that guides her through the process of understanding clients and their problems and developing solutions; Chavone is eclectic in her approach and also uses cognitive and behavioral methods as well as person-centered and solution-focused approaches. She has worked for many years and continues to support mental health, healing, and recovery to survivors of sexual assault and intimate partner violence through advocacy and psychotherapy.
    Ms. Crespo works with people who are having difficulties working through issues of intergenerational trauma, racial identification and assimilation. She works with the with members of the LGBTQIA+ community, individuals suffering with addictions, mood, and personality disorders among other challenges.
    Chavone Crespo is licensed in New York State (mental health counselor) and Colorado (professional counselor)

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  • DNA to Z: Direct-to-Consumer Genetic Testing and Genetic Literacy

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 03/11/2021 at 1:00 PM (EST)

    This webinar will provide an overview of the history and current state of direct-to-consumer (DTC) genetic testing, which has become extremely popular in recent years. The differences between ancestry and health testing will be explored. The veracity of claims commonly made by testing companies will be assessed, and concerns and challenges surrounding these tests will be examined. Attendees will learn where to go to find essential background information about genetics needed to understand DTC tests and how to locate more advanced professional assistance. The webinar will also cover the broader topic of genetic literacy, connecting it with health literacy and explaining its importance for health decision-making in a variety of contexts.

    DNA to Z: Direct-to-Consumer Genetic Testing and Genetic Literacy

    Speakers: Kelsey Cowles, MLIS

    This webinar will provide an overview of the history and current state of direct-to-consumer (DTC) genetic testing, which has become extremely popular in recent years. The differences between ancestry and health testing will be explored. The veracity of claims commonly made by testing companies will be assessed, and concerns and challenges surrounding these tests will be examined. Attendees will learn where to go to find essential background information about genetics needed to understand DTC tests and how to locate more advanced professional assistance. The webinar will also cover the broader topic of genetic literacy, connecting it with health literacy and explaining its importance for health decision-making in a variety of contexts.

    Kelsey Cowles, MLIS

    MLIS

    Kelsey Cowles, MLIS is the Academic Coordinator for the Middle Atlantic Region of the Network of the National Library of Medicine, based at the University of Pittsburgh’s Health Sciences Library System. The NNLM serves as an outreach and engagement arm for the National Library of Medicine, which is known for providing high quality health information to health practitioners, researchers, students, instructors, and the general public.

    Heather Flattery (Moderator)

    MPH, CHES®

    Heather holds a Master’s Degree in Public Health with a concentration in health management and policy from Eastern Virginia Medical School. She also holds a Bachelor of Science in Public Health from Rutgers University where she served as a sexual health educator before joining AmeriCorps as an advocate for survivors of sexual assault.  As a Certified Health Education Specialist (CHES®), she is accredited and supported to uphold standards of learning and competencies of health educators.  She is very passionate about empowering and educating women and girls with the Days for Girls International organization and through a recent humanitarian trip to Guatemala to build stoves for families in rural communities. 

    For over two and a half years, Heather’s role, as Manager of Membership and Marketing with the Society for Public Health Education, has been to oversee membership products and programs

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  • Why are K-12 and College Athletic Injuries a Public Health Issue?

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 03/09/2021 at 2:00 PM (EST)

    Why are K-12 and College Athletic Injuries a Public Health Issue?
All organized sports put children, high school students, and college students at risk for being injured. Surprisingly, 62% of all injuries occur in practice and not in competition. What are the most common sports-related injuries? How are athletic injuries evaluated, treated, and rehabilitated? What is all this concern I hear about regarding concussions? What is “return to learn”? How does “RTL” affect the athlete? How does RTL affect the educators and how they teach in their classrooms? What is the role of the certified athletic trainer in public health? What do athletic injuries have to do with public health? Do high schools and college athletic departments collect data on athletic injuries? This presentation will answer all of these questions and provide epidemiological data that demonstrates the need for collaboration between K-12 school and university athletic departments and public health professionals.

    Why are K-12 and College Athletic Injuries a Public Health Issue?

    Speakers: Lori Dewald, PhD, MCHES®

    All organized sports put children, high school students, and college students at risk for being injured. Surprisingly, 62% of all injuries occur in practice and not in competition. What are the most common sports-related injuries? How are athletic injuries evaluated, treated, and rehabilitated? What is all this concern I hear about regarding concussions? What is “return to learn”? How does “RTL” affect the athlete? How does RTL affect the educators and how they teach in their classrooms? While all colleges employ certified athletic trainers, how many high schools employ certified athletic trainers? What is the role of the certified athletic trainer in public health?  What do athletic injuries have to do with public health? Do high schools and college athletic departments collect data on athletic injuries? This presentation will answer all of these questions and provide epidemiological data that demonstrates the need for collaboration between K-12 school and university athletic departments and public health professionals.

    Lori Dewald, PhD, MCHES®

    Dr. Lori Dewald has her doctorate from the University of Tennessee in health education, her masters in school and public health is also from the University of Tennessee, and she has two bachelors degrees (Mankato State University in teacher education, and Athletic Training from South Dakota State University). Lori was the first person in the country to achieve both the credentials of Certified Athletic Trainer (ATC) and Certified Health Education Specialist (CHES) in combination with a doctorate, an accomplishment that was rarely matched by others. In 2011, when the new advanced health education credential became available, she became a master certified health education specialist (MCHES) and was the first person in the country with both the ATC and MCHES credentials. 

    Lori has given over 170 invited national conference presentations and has had over 45 peer reviewed research publications. Lori is on the peer review boards for 10 different professional journals and is the editor-in-chief of the Journal of Health Education Teaching (Journal of Health Education Teaching Established 2010 - Home) and the Journal for Interprofessional Postgraduate Research (My Business - JIPR HomeThe Aim and Scope)

    Lori is involved in many national committees in the American College Health Association (ACHA), the National Athletic Trainers’ Association (NATA), and the Society for Public Health Education (SOPHE).

    Lori was inducted as a fellow in the American Association for Health Education in 2009. In 2011 she received the Most Distinguished Athletic Trainer award from the NATA. And the American College Health Association honored her and 4 other women with the 2019 Best Practices in Administration award for the first of its kind national survey they developed to assess faculty and staff health and wellness behaviors.

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  • Aligning Your Curriculum to Meet the SOPHE School Health Teacher Education Standards and HESPA II 2020 Competencies

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 03/05/2021 at 1:00 PM (EST)

    Many health education/health sciences programs in higher education institutions prepare students for careers in both public/community health and school health. Although all health educators are eligible to apply to become CHES, there are slightly different professional standards for those preparing to work in schools. Quality preparation programs usually want to be professionally accredited and to prepare their graduates as professionals. The newly approved Health Educator Teacher Preparation Standards developed by SOPHE and recognized by the Council for Accreditation of Educator Preparation (CAEP) align with the HESPA II 2020 Areas of Responsibility and Competencies, but must meet criteria set by CAEP. This webinar will present both sets of standards and show how they align – and suggest ways to accommodate both types of students in a health education course of study. It will include time for Q and A.

    Aligning Your Curriculum to Meet the SOPHE School Health Teacher Education Standards  and HESPA II 2020 Competencies

    Speaker:

    Kathleen Allison PhD, MPH, MCHES

    Susan Goekler, RMCHES

    Many health education/health sciences programs in higher education institutions prepare students for careers in both public/community health and school health. Although all health educators are eligible to apply to become CHES, there are slightly different professional standards for those preparing to work in schools. Quality preparation programs usually want to be professionally accredited and to prepare their graduates as professionals. The newly approved Health Educator Teacher Preparation Standards developed by SOPHE and recognized by the Council for Accreditation of Educator Preparation (CAEP) align with the HESPA II 2020 Areas of Responsibility and Competencies, but must meet criteria set by CAEP. This webinar will present both sets of standards and show how they align – and suggest ways to accommodate both types of students in a health education course of study. It will include time for Q and A.

    Kathleen Allison

    PhD, MPH, MCHES

    Kathleen is a professor of Community & Public Health Education at Lock Haven University. During her tenure, she has been responsible for teaching courses in the school health and public health education tracks in the university’s Department of Health Science. She has also authored the credentialing documents for the school health and public health education programs. She has served on NCHEC’s Division Board for Certified Health Education Specialists since 2015 and served as the Chair for NCHEC’s Board of Commissioners in 2019. Kathleen was a member of the Technical Advisory Group for the HESPSA II 2020 and has conducted multiple presentations on the impact of HESPA II 2020 on credentialing and its interpretation across settings.   She recently authored the Planning, Implementing and Evaluating Culturally Appropriate Programs chapter, in the 3rd edition of Cultural Competence in Health Education and Health Promotion text edited by Miguel Perez and Raffy Luquis. Kathleen has been a health education specialist since 1991 and  worked in community, clinic and government settings in that role. Prior to earning her MPH from the University of South Carolina in Health Promotion Education and Behavior and PhD from Texas Woman’s University in Health Studies, Kathleen earned her bachelor’s degree in biology education from Indiana University of PA and taught at the high school level. 

    Susan Goekler

    PhD, RMCHES

    As CEO of two professional associations, the Directors of Health Promotion and Education (DHPE) and the American School Health Association (ASHA), Susan Goekler (aka Susan Wooley) oversaw operations and represented the association, its members and the field. She has co-authored/co-edited several school health-relevant publications that include book chapters, encyclopedia articles, peer reviewed journal articles, and books, including Health Is Academic: A Guide to Coordinated School Health Programs.  She has worked in academia, schools, hospitals, non-profit agencies, associations, and government.  She is currently living in Rehoboth Beach, Delaware and enjoying retirement from full time work while taking on projects of interest. One such project was co-chairing the Health Education Teacher Preparation Standards Writing Group for SOPHE and now serving as a part time consultant. She has served as a folio reviewer for NCATE and then CAEP since 1989, has chaired the AAHE NCATE Committee, trained other reviewers, and co-authored the 2008 iteration of the Health Education Teacher Preparation Standards.  She received her bachelor’s degree with honors in biology from Case Western Reserve University, a master’s degree in health education from the University of North Carolina at Greensboro, and a Ph.D. in health education from Temple University.  She is a Retired Master Certified Health Education Specialist (RMCHES).

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  • Heading into 2021: The Future of Legislative Initiatives Related to Climate Change and Social Justice

    Product not yet rated Contains 3 Component(s), Includes Credits

    This webinar will provide election highlights and engage panelists in a discussion about how appropriations and new legislative initiatives related to climate change and social justice. Hear how you can have an impact on shaping the first 100 days of the 117th Congress on climate and health issues.

    Speakers: Heidi Hancher-Rauch, PhD, CHES®, Georges C. Benjamin, MD, MACP, FNAPA, FACEP (E), Hon FRSPH, Hon FFPH, Dan Xie, BS, Bob Percowitz, MBA

    In the 2020 national election, constituents across the country will be casting their ballot to vote for who they want to fill the positions of President of the United States, 35 Senate seats, and 435 House of Representative seats. Speakers will provide information on the outcomes of the 2020 national elections and what it means for overall public health priorities. This webinar will provide election highlights and engage panelists in a discussion about how appropriations and new legislative initiatives related to climate change and social justice. Hear how you can have an impact on shaping the first 100 days of the 117th Congress on climate and health issues.

    Learning Objectives

    At the end of this webinar, participants will be able to:

    • Identify at least three determinants of health-related to climate change. (5.1.1 Examine the determinants of health and their underlying causes)
    • Determine at least two legislative initiatives addressing the issues of climate change and social justice related to identified health issues. (5.1.1 Examine the determinants of health and their underlying causes)
    • Determine at least three factors that influenced decision-makers from the 2020 election on their policy and legislative priorities related to climate change and social justice. (5.2.2 Identify factors that influence decision-makers)

    Keywords: HEPSA II, Area 5.1.1, Area 5.2.2 , Advocacy, Environmental Health, Planning, Policy

  • Facilitating Positive Body Image During a Positive Body Image Symposium

    Product not yet rated Contains 3 Component(s) Recorded On: 02/09/2021

    This presentation will discuss the creation of a PBIS and the four years of evaluations.

    Facilitating Positive Body Image During a Positive Body Image Symposium

    Speakers: Janette Olsen, PhD

    Co-Author: Cindy Seiger, PT, Ph.D., GCS, CEEAA

    Having a positive body image is more than just not having disordered eating. It is important to teach how positive body image is experienced through a myriad of situations. For the past four years, a Positive Body Image Symposium (PBIS) was held on a university campus in the western US. The primary target populations were college students, health professions students, and health professionals. Each year, 8-10 different topics were addressed and included didactic and experiential components. This presentation will discuss the creation of a PBIS and the four years of evaluations. Quantitative and qualitative results indicate that the symposium participants expressed improved knowledge and understanding of positive body image. Facilitating discussions and learning opportunities about positive body image constructs are beneficial for those who want to improve their personal understanding of body image and possible biases when building health-related programs

    At the end of this webinar, participants will be able to:

    1) Describe at least three components of positive body image

    2) Illustrate at least two learning opportunities that build a positive body image for health professionals, health professions students, and community members