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  • UPLIFTS Hybrid Course

    Product not yet rated Contains 39 Component(s) Includes Multiple Live Events. The next is on 11/09/2021 at 12:00 PM (EST)

    This 5-module leadership course is designed to better prepare mid-career professionals to lead health education into the next era through effective leadership and emphasizes the need to focus on strategic skills including change management, diversity, and inclusion, systems thinking, and persuasive communication.

    Module 1: Leader Within

    Description
    In this introductory module, leadership characteristics will be discussed.  Learners will gain an understanding of how personal growth and development can exemplify good character and how professional development and mentorship can help to hone skills in leading others.  A key focus will be on how learners can develop their own character and position themselves to showcase their own leadership skills. Topics of the following 5 modules will be introduced

    At the end of Module 1,
    1. Explore at least five personal leadership strengths.
    2. Identify up to three areas of leadership growth.
    3. Identify six pillars of leadership that support ethical decision-making in health education.
    4. Develop a leadership philosophy.

    Module 2: Transition to Team Leadership

    Description: 
    In this second module, leadership within a team is discussed.  Learners will gain insight into the skills required for being effective team members and facilitating teams.  The six pillars of the character covered in module 1 will be expanded upon to include how each characteristic applies to ethical decision-making and how to distribute equitable responsibility and power among team members. A reading assignment will provide depth to the topic and provide learners with practical application. Transitional challenges, team member equity, and problem-solving using ethical leadership will be shared and illustrated in a case study. An assessment of team leadership skills will help learners identify the next step in their personal leadership plan. 

    At the end of module 2, learners will;
    1. Identify at least five characteristics of effective teams.
    2. Describe how at least five cross-cutting skills can be applied to team leadership.
    3. Demonstrate at least three team leadership skills using a case study. 

    Module 3:  Leader-Oriented Approaches to Conflict

    Description
    The third module in the UPLIFT series will introduce a strategy for conflict management.  Leadership-oriented approaches to conflict management will be presented.  A case study will demonstrate how leaders bring disagreements into the open and address them. Using their own examples, learners will participate in the asynchronous discussions of how conflict can be transformative for the development of effective teams.  Tools for managing conflict in teams and organizations will be shared.  Additional competencies will be added to the learner’s personal leadership plan.

    At the end of module 3, learners will;
    1. Describe why conflict management is a leadership skill. 
    2. Identify tips to create greater emotional intelligence to react to conflict during times of change.
    3. Define at least four approaches to manage conflict among team members. 
    4. Demonstrate at least two conflict management strategies.

    Module 4: Change Leadership

    Description: 
    The fourth module focuses on change management. Learners identify key decision-makers and the people who influence them. Learners will practice persuasive communication, and implementing a healthy process for organizational change.  Managing risks and challenges associated with change, overcoming resistance, and building a positive change culture will be introduced in a case study. 

    At the end of module 4, learners will;
    1. Identify a change process in your organization.
    2. Identify a champion for the change.
    3. Develop a strategic change management plan for your organization.
    4. Demonstrate how persuasive communication can lessen resistance to change.

    Module 5: Systems-Level Change Agents

    Description: 
    In the final module, learners use logical systematic approaches to break down and solve problems. By leveraging expertise and contacts, the advanced leader incorporates innovative solutions into strategic decision-making that develops new partners and businesses. Learners will explore and have the opportunity to apply strategies to create trans-organizational systems based on common values and facilitate the integration of cultural sensitivity and competence.  Finally, learners discuss ways to empower others through the use of effective leadership traits; integrity, credibility, enthusiasm, commitment, honesty, and caring.

    At the end of module 5, learners will;
    1. Describe why systems thinking is a leadership skill.
    2. Use systems thinking to advocate for health equity. 
    3. Practice strategies for maintaining an environment that fosters a continuous commitment to improved leadership. 

    Kirsten Rodgers

    EdD, MSPH, MCHES®

    An Educational Consultant and Adjunct Faculty in Public Health for over 15 years who has conducted research and developed trainings in collaboration with National Networks of Public Health Institutes, de Beaumont Foundation, and Regional Public Health Training Centers to develop and improve leadership capacity in professional workforce in public health.  Currently contracts with the CDC to provide continuing education to employees in Leadership and other topics in Public Health.

    Michele Bildner

    MPH, MCHES®

    Michele is a second-year Doctor of Public Health Leadership student at the University of Illinois Chicago School of Public Health and has a dozen years’ experience in health education, with 9 years as an M/CHES. She has worked across industries in the health sector, and her organizational leadership experience ranges from the governmental sector, private industry (health insurance, healthcare), higher education, community, research and evaluation consulting, and non-profit philanthropy as an individual contributor, team member, and administrator. Michele has worked with the older adult population, youth, college students, and peer-to-peer as a mentor within organizations, often responsible for developing and implementing training for adult learners, leveraging the three academic years she has committed to as adjunct faculty in an undergraduate health education and promotion program. She has focused largely on non-infectious/chronic disease and obesity prevention at the policy, system, and environmental levels as well as issues of environmental justice (demolitions, lead poisoning, eviction prevention, food insecurity) with strategies that address racism across sectors in a health in all policies or whole government framework.

    Davondra Brown, MEd, MCHES®

    Master Certified Health Education Specialist

    Davondra I. Brown Services, LLC

    Davondra Brown is a Master Certified Health Education Specialist (MCHES®) who specializes in sexual wellness. She serves on the Board of Commissioners and the Division Board of Professional Development for the National Commission for Health Education Credentialing, in addition to many other volunteer efforts. Mrs. Brown has earned a Bachelor’s in Philosophy, a Master’s in Education, and an advanced certificate of Innovative Technologies in Health Science Education.

    Victoria Williams, PhD, MPH, MEd, MCHES®

    Behavioral Research Scientist and Instructional Designer

    State Farm & Walden University

    Victoria A. Williams, PhD, MPH, MEd, MCHES is a behavioral research scientist and instructional designer. She is a public health expert specializing in developing, implementing, and evaluating technology-based programs for diverse audiences. 

  • 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 09/16/2021 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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  • Motivational Interviewing in Practice: A Case Study of Vaccine Hesitancy in Health Education

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

    In this micro-learning session, we will focus on how MI principles and strategies can be leveraged to address vaccine hesitancy. The session will review how health educators can use Motivational Interviewing in conversations about vaccines and will include demonstration of core skills in practice.

    Motivational Interviewing in Practice: A Case Study of Vaccine Hesitancy in Health Education

    Speakers: Amanda Gabarda, EdD, MPH, NBC-HWC & Renee Greenwald, MS, NBC-HWC

    There is strong evidence and support for the use of Motivational Interviewing across a wide range of challenging behaviors, including vaccine hesitancy. In this session, we will focus on how MI principles and strategies can be leveraged to address vaccine hesitancy. The session will review how health educators can use Motivational Interviewing in conversations about vaccines and will include a demonstration of core skills in practice.

    Learning Objectives

    By the end of this micro-learning session, participants will be able to:

    1. Describe vaccine hesitancy and the role health educators play in public health settings (6.2.1)
    2. Identify core Motivational Interviewing Concepts that can be applied to vaccine hesitancy (6.3.1)
    3. Summarize how Motivational Interviewing can support health educators in conversations about vaccines (6.2.3)

  • Motivational Interviewing and Attending to the Language of Change in Health Education

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

    In this microlearning session, participants will learn the importance of importance of attending to the language of change, three types of client talk, and how health educators can respond and evoke strategically to motivate and empower change in health education settings.

    Motivational Interviewing and Attending to the Language of Change in Health Education

    Speakers: Amanda Gabarda, EdD, MPH, NBC-HWC & Renee Greenwald, MS, NBC-HWC

    Motivational Interviewing is a guiding style of communication that facilitates the natural process of change. It’s designed to empower individuals through their own motivation and capacity for change. This session will overview the importance of attending to the language of change, three types of client talk (discord, sustain talk, and change talk), and how health educators can respond and evoke strategically to motivate and empower change in health education settings.

    Learning Objectives

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

    1. Describe the best case and worst-case scenario in health education (6.3.1)

    2. Recall types of client talk in health behavior change conversations (6.3.3)
    3. Identify change talk and how it is supportive in health education (demonstration) (8.1.5)

  • An Introduction to Motivational Interviewing in Public Health Education

    Product not yet rated Contains 3 Product(s) 2 new product(s) added recently

    These three-part, 30-minute sessions will overview the importance of attending to the language of change, three types of client talk discord, sustain talk, and change talk), and how health educators can respond and evoke strategically to motivate and empower change in health education settings.

    An Introduction to Motivational Interviewing in Public Health Education

    Speakers: Amanda Gabarda, EdD, MPH, NBC-HWC and Renee Greenwald, MS, NBC-HWC

    Motivational Interviewing is a guiding style of communication that facilitates the natural process of change. It’s designed to empower individuals through their own motivation and capacity for change. These three-part, 30-minute sessions will overview the importance of attending to the language of change, three types of client talk discord, sustain talk, and change talk), and how health educators can respond and evoke strategically to motivate and empower change in health education settings.

    A Taste of Motivational Interviewing in Health Education

    Health behavior change can be difficult, and as public health professionals, we are often called upon to support individuals across a variety of settings in improving their health and wellbeing. Motivational interviewing is a collaborative conversation style that promotes and strengthens an individual’s own commitment to change. It is used across a variety of settings to support engagement, activation, and positive health behavior change. This session will overview the basics of Motivational Interviewing in health education and the benefits of using it.

    Learning Objectives:

    1. Recall the importance of health behavior change in public health (5.1.1)
    2. Describe Motivational Interviewing and its use in health education (6.3.1)
    3. Identify core concepts and principles of Motivational Interviewing as applied to health education settings (6.5.4)

    Motivational Interviewing and Attending to the Language of Change in Health Education

    Motivational Interviewing is a guiding style of communication that facilitates the natural process of change. It’s designed to empower individuals through their own motivation and capacity for change. This session will overview the importance of attending to the language of change, three types of client talk (discord, sustain talk, and change talk), and how health educators can respond and evoke strategically to motivate and empower change in health education settings.

    Learning Objectives:

    1. Describe the best case and worst-case scenario in health education (6.3.1)
    2. Recall types of client talk in health behavior change conversations (6.3.3)
    3. Identify change talk and how it is supportive in health education (demonstration) (8.1.5)

    Motivational Interviewing in Practice: A Case Study of Vaccine Hesitancy in Health Education

    There is strong evidence and support for the use of Motivational Interviewing across a wide range of challenging behaviors, including vaccine hesitancy. In this session, we will focus on how MI principles and strategies can be leveraged to address vaccine hesitancy. The session will review how health educators can use Motivational Interviewing in conversations about vaccines and will include a demonstration of core skills in practice.

    Learning Objectives:

    1. Describe vaccine hesitancy and the role health educators play in public health settings (6.2.1)
    2. Identify core Motivational Interviewing Concepts that can be applied to vaccine hesitancy (6.3.1)
    3. Summarize how Motivational Interviewing can support health educators in conversations about vaccines (6.2.3)
  • A Taste of Motivational Interviewing for Health Education

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

    In this micro-learning session, participants will learn about the uses of motivational interviewing--a collaborative conversation style that promotes and strengthens an individual’s own commitment to change. This session will overview the basics of Motivational Interviewing in health education and the benefits of using it.

    A Taste of Motivational Interviewing for Health Education

    Speakers: Amanda Gabarda, EdD, MPH, NBC-HWC & Renee Greenwald, MS, NBC-HWC

    Health behavior change can be difficult, and as public health professionals we are often called upon to support individuals across a variety of settings in improving their health and wellbeing. Motivational interviewing is a collaborative conversation style that promotes and strengthens an individual’s own commitment to change. It is used across a variety of settings to support engagement, activation, and positive health behavior change. This session will overview the basics of Motivational Interviewing in health education and the benefits of using it.

    Learning Objectives

    By the end of this microlearning session, participants will be able to:

    1. Recall the importance of health behavior change in public health (5.1.1)
    2. Describe Motivational Interviewing and it’s use in health education (6.3.1)
    3. Identify core concepts and principles of Motivational Interviewing as applied to health education settings (6.5.4)

  • CHES Exam Prep Course

    Product not yet rated Contains 1 Product(s)

    The eight-module series is an interactive, distance-based course designed for students and health education professionals who wish to expand their knowledge, skills, and abilities to become certified in the health education field.

    CHES Exam Prep Course

    The eight-module series is an interactive, distance-based course designed for students and health education professionals who wish to expand their knowledge, skills, and abilities to become certified in the health education field. Activities are designed to provide a comprehensive understanding and equip future health education specialists with the knowledge that can be applied to real-life situations or within health education planning within the entry-level, HESPA II 2020 competencies. Current content in the topics of Needs Assessment, Planning, Implementation, Evaluation and Research, Advocacy, Communication, Leadership & Management, and Ethics and Professionalism. This course is designed to offer 8 CECH (8-entry) or 1.0 per module. All modules contain knowledge checks for the requirement of NCHEC continuing competencies. For learners completing all 8 modules, a pre and post-test will be completed to assess the effectiveness and applicability of the course.

  • Area of Responsibility VII: Leadership and Management

    Product not yet rated Contains 9 Component(s)

    Area of Responsibility VII: Leadership and Management Module

    Area of Responsibility VII: Leadership and Management Module

    In the seventh module, learners will be able to gain knowledge and skills to effectively engage stakeholders in health education projects as well as prepare others to provide health education and promotion. At the end of this module, participants will be able to: 1) Coordinate at least two relationships with partners and stakeholders in the field of health education and promotion. 2) Describe at least three facilitation methods for others in health education.

    Speaker: Gigi Holder, LCSW, MPH, CHES®

    Gigi Holder, LCSW, MPH, CHES®

    Program Director, Child Access to Mental Health and Psychiatry

    University of Mississippi Medical Center

    Gigi Holder currently serves as the program director for the Child Access to Mental Health and Psychiatry (CHAMP) program operated out of the Department of Psychiatry and Human Behavior at the University of Mississippi Medical Center (UMMC) in Jackson. In this role, Gigi operates the day-to-day activities which vastly involve providing resources and referrals, and education to primary care providers across the state when they call the consultation phone line to speak to a mental health specialist regarding the care of their pediatric patients. The mission of CHAMP is to address the lack of mental health resources across Mississippi by allowing for same-day, peer to peer consultation between a medical provider and a social worker, child psychologist, or child psychiatrist so that behavioral and emotional concerns can be addressed without the need for unnecessary referral delay for services.

    Prior to this position, Gigi completed a 2-year postgraduate fellowship with the Mississippi Thrive! Child Health and Development Project was comprised of a multidisciplinary team conducting developmental assessments for children up to age 6 at the Center for Advancement of Youth (CAY) at UMMC. As a clinician, she continues to provide therapy services to families with children aged 2 to 7 regarding behavioral concerns as well as exposure to trauma events for young children and adolescents. 


    Gigi earned her bachelor’s degree in Health Education from the University of Arkansas in her hometown of Fayetteville, AR, and later received a Master of Public Health and a Master of Social Work from the Dual Degree Program at New Mexico State University in Las Cruces. Through all of this, her involvement with SOPHE has remained steadfast from maintaining her CHES credentialing to serving in leadership roles in both the House of Delegates and on the Board of Trustees for National SOPHE. 

  • Alzheimer’s and Other Dementias as a Growing Public Health Challenge: Ways to Educate, Empower, and Engage Communities 

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

    The Alzheimer's Association will provide the latest findings from the 2021 Alzheimer's Association Facts & Figures Report including current prevalence and impact on American families, risk factors, impact on caregivers, and national cost of care. We will review why Alzheimer's and other dementias is a growing public health challenge and ways we can take action through the Health Brain Initiative Road Map. Participants will learn how to access tools and resources to support families impacted by Alzheimer’s and other dementias and discuss local collaboration opportunities with our 75 chapters nationwide.

    June is Alzheimer’s & Brain Awareness Month — an opportunity to hold a conversation about the brain and share the fact that Alzheimer’s disease and other dementias are major public health issues. Everyone who has a brain is at risk to develop Alzheimer’s.  The number of Americans living with Alzheimer’s is growing — and growing fast. The number of people living with Alzheimer’s is expected to reach nearly 14 million by mid-century. Presenters from Alzheimer’s Association will provide a review of why Alzheimer's and other dementias are a growing public health challenge and ways we can take action through the Healthy Brain Initiative Road Map. 

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

    1. Identify the prevalence of Alzheimer's & dementia and its impact on American families including risk factors, caregiver impact, and cost of care.

    2. Explain why Alzheimer's and other dementias are a growing public health challenge and outline action steps via the Healthy Brain Initiative Road Map.

    3. Provide nationwide supportive resources for caregivers and families.

    4. Discuss national and local opportunities to leverage the power of a community partnership.

  • A Checklist Isn’t Enough: The Impact of Implicit Bias on Health Outcomes

    Product not yet rated Contains 3 Component(s)

    This webinar will define implicit bias, explore the importance of diversity training and provide tools to build comprehensive diversity training.

    It is easy to tick off “completed task” on a list, it gives a feeling of accomplishment.  However, not everything is a checklist especially when it comes to health.  So why is it that some organizations treat their cultural competency & diversity training as a checklist?   As the country’s population becomes more culturally and ethnically diverse, there is a growing need for cultural competency and implicit bias training in the workplace to address health disparities and improve health outcomes.  The challenge is to incorporate diversity training in an effort to transform the workplace and improve the working relationships between healthcare professionals and their patients. This webinar will define implicit bias, explore the importance of diversity training and provide tools to build comprehensive diversity training.

     

    Learning Objectives:

    1. Improve diversity training in the healthcare workforce instead of simply completing a checklist.
    2. Provide tools to include cultural humility, cultural competence, implicit bias
    3. Understand the relationship between implicit bias and health outcomes in diverse communities

    Kendra Wilson, DrPH, MS (Moderator)

    Association of Schools and Programs of Public Health Fellow

    Centers for Disease Control and Prevention

    Kendra Wilson is an Association of Schools and Programs of Public Health Fellow in the Epidemiology Workforce Branch (EWB) in the Center for Surveillance, Epidemiology, and Laboratory Services at the Centers for Disease Control and Prevention (CDC).  In this role, she supports evaluation and selection projects of EWB’s fellowship programs including diversity, equity, and inclusion initiatives related to public health workforce development.  Before coming to CDC, she served as program coordinator for several training and research grants in the Department of Public Health Sciences at Texas A&M College of Dentistry.  Here, she also served as an advisor to the Dental Public Health Residency Program.  While working in the Cancer Epidemiology and Surveillance Branch of the Texas Department of State Health Services, Kendra served in the role of public health and prevention specialist.  Prior to her public health career, she taught general college biology, nutrition and diet therapy, and middle school science.  She received her doctorate degree in public health practice from the University of North Texas Health Science Center and holds a Master of Science degree from Tulane University and a Bachelor of Science degree from the Xavier University of Louisiana.

    Stephanie L. Burke MS, MHA, CHES®

    Associate Professor/Program Director of the Health Navigator

    Prince George’s Community College

    Stephanie L. Burke, MS, MHA, CHES is currently an Associate Professor/Program Director of the Health Navigator program at Prince George’s Community College.   As a dedicated Public Health Professional, she has been influential in promoting better health outcomes in communities through prevention and educational outreach.  

    Through her leadership, she has fostered a positive and collaborative organizational culture to aid in behavioral change that impacts communities on a global level.  Ms. Burke is a highly motivated and passionate Public Health professional and offers expertise in population health management, health literacy, health equity, program development, implementation, and evaluation. Also, she has years of expertise in community engagement, implicit bias & cultural competency facilitation, program implementation, program development, creating effective health campaigns and programs that impact targeted communities.    

    Ms. Burke received a B.S. in Community Health, her Masters in Health Administration both are from Hofstra University, Masters in Health Communication from Boston University.  She is currently a doctoral candidate in Public Health at Morgan State University.

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