Catalog Advanced Search

Search by Categories
Search in Packages
Search by Format
Search by Type
Search by Date Range
Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
Start
End
Search by Keyword
Sort By
  • 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. 

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 09/16/2021 2:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • Health Education Teacher Preparation: National Recognition Application Preparation Workshop

    Product not yet rated Contains 2 Component(s) Includes Multiple Live Events. The next is on 06/17/2021 at 2:00 PM (EDT)

    National recognition of teacher preparation programs in school health education is the “gold standard” demonstrating that a preservice is preparing teacher candidates to deliver quality health education in K-12 schools. In this 2-part workshop, program faculty teams preparing to submit a portfolio in school health education will receive guidance and technical assistance on their submission for potential national recognition by CAEP.

    Workshop faculty will comprise experts from the SOPHE SPA Advisory Committee:

    1) Susan Goekler, PhD, RMCHES®, SOPHE SPA Director

    2) Deitra Wengert, PhD, Towson University

    3) Jacqueline Jackson, PhD, Jackson State University

    4) Donna Bernert, PhD, Kent State University

    In 2020, SOPHE was recognized by the Council on Accreditation in Educator Preparation (CAEP) as the Specialized Professional Association (SPA) for Teacher Preparation in School Health Education in Teacher Preparation. This recognition included SOPHE’s standards for the professional preparation of school teachers in health education. Under CAEP recognition as a SPA, SOPHE has authority to review professional preparation programs seeking their initial health education teaching credential, whether at the bachelor’s or master’s level, and thus serve as an important quality assurance mechanism for the field. Professional preparation programs in health education, offered by providers seeking CAEP accreditation, can apply for SOPHE SPA review and national recognition starting fall 2021. This workshop will provide guidance on developing a portfolio for submission, including SOPHE’s six teacher education Standards to guide needed transformation and redevelopment of curricula, to provide states with resources for establishing their own health education teacher standards, and to provide input into practices regarding health education teacher performance and assessment.

    Professional preparation programs will need guidance on these new Standards, which are based on the Health Education Specialist Practice Analysis II, 2020, the latest in our field. The dawn of the 21st century reveals a new and challenging landscape for teachers -- a landscape requiring new knowledge and skills for effective practice. SOPHE Standards require beginning health education teachers to possess a deep content knowledge, an understanding of pedagogical skills including digital learning, the ability to use data to guide planning, instruction, and feedback, and emphasize evidence-based practice and expect practice-based teacher education.

    Learning Objectives:

    By the end of the two-session workshop, participant teams will be able to:

    1) Align their course of study with SOPHE’s Health Education Teacher Preparation Standards.

    2) Create appropriate rubrics for selected assignments that demonstrate candidates’ mastery of SOPHE’s standards

    3) Access and complete the CAEP application form.

  • 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, MPH, DrPH

    Editor-in-Chief

    Health Promotion Practice Journal

    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.

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 06/15/2021 3:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • 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 Includes a Live Web Event on 06/10/2021 at 3:00 PM (EDT)

    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 only leading cause of death that cannot be prevented, cured, or even slowed.  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 – Greater PA Chapter 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.

    John Shean

    Associate Director of Public Health

    Alzheimer's Association

    John Shean, MPH, serves as an expert on public health needs assessments and data related to Alzheimer?s, caregiving, and cognitive issues (including Behavioral Risk Factor Surveillance System). He works extensively to advance the Healthy Brain Initiative, especially to engage local public health departments on HBI Road Map implementation. He has worked with local health departments across the country - including rural and frontier communities - on Alzheimer?s and cognition, and suicide prevention and behavioral health issues.

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 06/10/2021 4:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • 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. 

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 06/08/2021 3:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • UPLIFTS Hybrid Course

    Product not yet rated Contains 39 Component(s) Includes Multiple Live Events. The next is on 06/08/2021 at 1:00 PM (EDT)

    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 business. 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. Use personal influence to advocate for health equity
    2. Develop political savvy to network for effective partnerships
    3. Develop strategies for maintaining an environment that fosters a commitment to continuous improvement in 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. 

  • Taking it Online: Strategies for Effective Teaching and Learning Online Part 2

    Product not yet rated Contains 3 Component(s), Includes Credits Includes a Live Web Event on 05/26/2021 at 3:00 PM (EDT)

    In this webinar, participants will learn best practices in teaching online courses. Additionally, several computer applications and techniques that to increase instructors' ability to teach effectively and efficiently will be demonstrated.

    Taking it Online: Strategies for Effective Teaching and Learning Online Part 2

    Speaker: Robert LaChausse, PhD

    In this webinar, participants will learn best practices in teaching online courses. Additionally, several computer applications and techniques that to increase instructors' ability to teach effectively and efficiently will be demonstrated.

    Learning Objectives
    At the end of this presentation, participants will be able to:
    1) Identify at least three online teaching and learning applications.
    2) Identify three ways to increase student engagement in online learning.

    Robert LaChausse, PhD

    Professor

    California Baptist University

    Dr. Robert LaChausse is a Professor in the Department of Public Health Sciences at California Baptist University (CBU). After 14 years on the faculty of California State University, San Bernardino (CSUSB), he served a 4-year term as Department Chairman at CBU. Now on “parole” from department chair duties, he returned to teaching, research, and service full-time where he teaches undergraduate and graduate courses in health education and promotion, health behavior, research methods, statistics, and program evaluation. His research interest is in alcohol, tobacco, and drug prevention, STD/teen pregnancy prevention, obesity prevention, adolescent delinquency, and parent-child relationships. His research has been funded by the United States Department of Health and Human Services, National Institutes of Health, and the Centers for Disease Control and Prevention. His research has been published in such journals as the Journal of Adolescent Health, American Journal of Health Education, Health Promotion Practice, and the Journal of Immigrant Health. He is the Chair of the Health Evaluation Section for the American Evaluation Association, is a member of SOPHE's Professional Preparation Committee, and a Governing Councilor for the American Public Health Association. He completed the American Council on Education’s Leadership Academy for Department Chairs. He earned his PhD from Claremont Graduate University.

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 05/26/2021 4:30 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • Turtle, Owl, Shark, Fox, Teddy Bear: Who are YOU in Challenging Situations

    Product not yet rated Contains 3 Component(s), Includes Credits Includes a Live Web Event on 05/25/2021 at 1:00 PM (EDT)

    In this one-hour seminar, participants will learn the basics of conflict management and practical tools for handling conflict scenarios. It will provide an overview of conflict modes and prepare participants to become conscious of which conflict management modes apply to resolve future challenging situations.

    Turtle, Owl, Shark, Fox, Teddy Bear: Who are YOU in Challenging Situations

    Speaker: Gabraelle Lane, MS

    In this 50-minute webinar, participants will learn the basics of conflict management and practical tools for handling conflict scenarios. It will provide an overview of conflict modes and prepare participants to become conscious of which conflict management modes apply to resolve future challenging situations.

    Learning Objectives

    1. Define and identify the Thomas-Kilmann five styles of conflict management. (7.3.8)
    2. Explore selecting appropriate conflict modes to use in various scenarios.
    3. Explore the application of each conflict mode in resolving simple and complex conflicts. (7.3.8)

    Gabraelle Lane

    MS

    Georgia State University and Boston University

    Gabraelle Lane is a public affairs strategist with experience in creating opportunities for influencing public policy. Her work combines government relations, coalition building, media relations, and issue management to move ideas from concept to completion. Tactically, she employs community outreach, strategic communications, crisis and emergency risk management, audience-tested communications, fundraising, targeted meetings and events, grassroots and grasstop campaigns to produce mission-focused solutions.

    She currently works with non-profits, state and federal public health agencies in creating, implementing, and evaluating evidence-based public health programming. And she is also a part-time lecturer at Georgia State University and Boston University.

    Gabraelle is a proud graduate of Howard University and received her Master of Health Communication from Boston University. When she is not juggling her many roles, Gabraelle loves a great podcast, a great hike, and a great trip with excellent food.

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 05/25/2021 3:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • Sex Differences in Hypertension Control Practices Among Young Adults

    Product not yet rated Contains 3 Component(s), Includes Credits Includes a Live Web Event on 05/20/2021 at 1:00 PM (EDT)

    The purpose of this webinar is to share the investigation of sex differences in blood pressure (BP) monitoring among young adults aged 20-39 diagnosed with hypertension.

    Sex Differences in Hypertension Control Practices Among Young Adults

    Speaker: Dr. Nicolette Powe

    Approximately 7.3 percent of young adults in the United States are diagnosed with hypertension increasing the need for adherence to self-management practices. The purpose of this webinar is to share the investigation of sex differences in blood pressure (BP) monitoring among young adults aged 20-39 diagnosed with hypertension. From the study shared in this webinar, data from 2009-2014 National Health and Examination Survey (NHANES) were used to assess BP monitoring among young adults diagnosed with hypertension. Sex was primary the independent variable and multivariable logistic regression models included covariates self-rated health and health insurance status as the dependent variable of whether respondents monitored their BP at home at least once per week. Descriptive analysis indicates that the mean age of respondents was 33.13 (SE= 0.42) years of age and approximately 36.6% of the sample checked their BP weekly. The proportion of females checking their BP weekly (45.4%) was higher than their male counterparts (26.5%); however, significant sex differences (OR=1.71; 95% CI 0.44-6.58) were not reported in the fully adjusted logistic regression model. When adjusting for covariates, young adult females and males were equally likely to check their BP weekly. In this sample of young adults with hypertension, no sex differences were observed for the frequency of checking BP monitoring. The overall prevalence of BP monitoring was low suggesting that interventions are needed to increase BP monitoring among young adults with hypertension. These findings are aligned with the NHLBI mission to investigate disease differences by sex across the lifespan as well as to improve disease management practices.

    Learning Objectives

    1. Describe at least three ways how to utilize secondary data to assess health disparities among priority populations.

    Dr. Nicolette Powe

    DrPH, MS, MCHES®

    Youngstown State University

    Dr. Nicolette Warren Powe, DrPH, MS, MCHES is Assistant Professor of Public Health in the Department of Health Professions at Youngstown State University. She received a DrPH in Health Education from the Loma Linda University, an MS in Health Promotion/Human Sciences from North Carolina Central University, and a BS in Community Health Education/Healthcare Ethics from Kent State University. Dr. Powe is a public health scientist whose primary interest is behavioral risk factors for chronic disease prevention. Dr. Powe’s research investigates racial/ethnic and sex differences in adherence to cardiometabolic self-management practices, specifically in young adults. Dr. Powe also studies applied health education theories to implementation of health promotion programs and dissemination of chronic disease program outcomes. Dr. Powe’s work has resulted in the publication of the Racial and Ethnic Approaches to Community Health (REACH) Minority National Organizations (MNO) Success Stories showcasing the health equity projects that worked towards closing the health disparity gap in at least one of the racial and ethnic minority groups. Dr. Powe serves on the Youngstown American Heart Association Board and the Planned Parenthood of Greater Ohio Board. She was elected to the Society for Public Health Education (SOPHE) Board of Trustees for Professional Development.

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 05/20/2021 2:00 PM
      • Non-member - $19
      • Member - $8
    • More Information
  • Arts in Public Health: Evidence and Opportunities 

    Product not yet rated Contains 3 Component(s), Includes Credits Includes a Live Web Event on 05/19/2021 at 2:00 PM (EDT)

    During May's recognition of Mental Health Month, join the authors of Health Promotion Practices’ latest supplement, Arts in Public Health, to hear the latest evidence-based practices and frameworks to improve social and mental health outcomes. Authors share their research on the potential of arts in pain management, prevention and treatment of substance use disorders, and suicide prevention. This event will be archived and CE will be made available within 48 hours - an email will be sent to you, once the recording and evaluation are available.

    During May's recognition of Mental Health Month, join the authors of Health Promotion Practices’ latest supplement, Arts in Public Health, to hear the latest evidence-based practices and frameworks to improve social and mental health outcomes.  Authors share their research on the potential of arts in pain management, prevention and treatment of substance use disorders, and suicide prevention. 

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

    1. Identify two art forms that can contribute to positive mental health outcomes.
    2. Identify at least one area needing further research of the role of arts in improving behavioral and mental health.

    ​Julie Leis, PhD

    Senior Research Associate

    Julie Leis, Ph.D., is a social scientist with over 16 years of experience in applied research and program evaluation. Her research focuses on mental health, child development, and home visiting. Dr. Leis has technical expertise in evaluation, research design and measurement, data collection and analysis, and continuous quality improvement. At JBA, she leads and contributes to evaluations and technical assistance centers. She recently led the Literature Review and Program Scan on the Arts and Pain Management and Substance Use Disorder project. Dr. Leis earned a Ph.D. in public health with a concentration in mental health from the Johns Hopkins Bloomberg School of Public Health.

    Andres Pumariega, MD

    Child and Adolescent Psychiatrist

    Dr. Pumariega is a board-certified child and adolescent psychiatrist. He received his undergraduate and medical degrees from the University of Miami. Dr. Pumariega did his psychiatry residency at Duke University in Durham, North Carolina. His child and adolescent fellowship was a combined program of Duke University Medical Center and Children’s Psychiatric Institute at John Umstead Hospital in Butner, North Carolina.

    Jill Sonke, MA

    Director and Associate Professor

    University of Florida

    Jill Sonke, MA is director of the Center for the Arts in Medicine at the University of Florida (UF) and Assistant Director of UF Health Shands Arts in Medicine. She serves on the faculty of the UF Center for Arts in Medicine, and is an affiliated faculty member in the School of Theatre & Dance, the Center for African Studies, the STEM Translational Communication Center, the One Health Center, and the Norman Fixel Institute for Neurological Diseases.  Jill serves on the editorial board for Arts & Health journal and is director of the national initiative, Creating Health Communities: Arts + Public Health in America, in partnership with ArtPlace America. 

    Colleen Morrison, PhD

    Research Associate

    Colleen Morrison, Research Associate, James Bell Associates (JBA), has more than 11 years of experience in program evaluation and applied developmental research. Her areas of expertise include early childhood education and maternal and child health. At JBA, Dr. Morrison supports evaluations and provides technical assistance across several projects, with an emphasis on child and family development. Recently, Dr. Morrison led a literature review to examine the evidence about the arts’ use in pain management and in the treatment of substance abuse disorders, including opioid use disorder. Prior to joining JBA, Dr. Morrison was a research associate at the Center for Early Childhood Education and Intervention at the University of Maryland, College Park. She received a Ph.D. in human development and quantitative methodology from the University of Maryland.

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 05/19/2021 3:00 PM
      • Non-member - $18
      • Member - $9
    • More Information