This yoga class moves at a slower pace and offers longer holds as you flow through your yoga practice. The pace is meditative, emphasizing peace and calm in body and mind. We hold poses longer, taking several rounds of breath in each pose instead of moving to each breath. Great for all levels. DISCLAIMER: It is essential that you retain full responsibility for your own physical and general well-being in applying instructions in this guided program to your own circumstances. The golden rule is 'if it doesn't feel right then don't do it'.

Betsey Clark

Take a break from the conference to enjoy this floor-based stretching class designed to be very accessible to any yoga level. This practice is an active stretching class focusing on muscle groups surrounding the hips, hamstrings and upper back.
DISCLAIMER: It is essential that you retain full responsibility for your own physical and general well-being in applying instructions in this guided program to your own circumstances. The golden rule is 'if it doesn't feel right then don't do it'. 

Kat McDonald

All SOPHE members are invited to participate on March 14, 2022, 6:30 pm – 7:30 pm.  You are not required to attend the annual conference to join the business meeting. Learn about our recent accomplishments, future initiatives and meet your newly elected members of SOPHE’s Board of Trustees.  The meeting will be recorded and available On Demand on eLearn at CORE.  

 I.              Call to Order & Welcome

– Dr. Deborah A. Fortune, FAAHE, SOPHE 2021-22 President

II.             SOPHE 2021-2022 Highlights

– Susan Robertson, CAE, Interim CEO

III.            SOPHE Financial Report

– Dr. Cherylee Sherry, 2021-23 Finance Committee Member

IV.            Fireside Chat with New SOPHE CEO

– Dr. Deborah Fortune, FAAHE, SOPHE 2021-22 President

V.            Presentation of Presidential Awards

- Dr. Deborah A. Fortune, FAAHE, SOPHE 2021-22 President

 VI.            Transition of SOPHE Officers

- Dr. Deborah A. Fortune, FAAHE, SOPHE 2021-22 President

VII.           2022-2023 Outlook

 – Dr. Amy Thompson, CHES, SOPHE 2021-22 President- Elect

IX.            Wrap Up/Adjourn

SAVE THE DATES

SOPHE 2022 Advocacy Summit

October 21-24, 2022

Hilton, Washington DC

Fall 2022

SOPHE 2023 Annual Conference

March 21-24, 2023

Atlanta, GA

Dr. Deborah Fortune, Ph.D., CHES, FAAHE

Susan Robertson, CAE

Amy Thompson, PhD, CHES®

Tammy Dillard-Steels, MPH, MBA, CAE

Dr. Cherylee Sherry, MPH, MCHES®

SOPHE's Smoking Cessation and Reduction in Pregnancy Treatment (SCRIPT®) Program offers live virtual counselor training!

This half-day workshop trains health professionals to promote and integrate, and SCRIPT® in a healthcare system or client intake environment. Participants gain insight and skills on how the program can become part of your routine prenatal care screening process.

Learning Objectives:

1. Demonstrate the latest motivational interviewing techniques with pregnant women.

2. Describe at least two strategies for baseline and follow-up smoking assessment in pregnant smokers.

3. Integrate the SCRIPT program principles in your prenatal setting.

NOTE:  We recommend that all registrants participate on an individual computer to best help facilitate breakout room interaction and role-play exercises.

Angela Brumley-Shelton, M.A. MPH, CTTS

Pamela Graef Luckett

Attendees will receive a separate invitation to join

Overview

Supported by the Foundation for the Advancement of Health Education and SOPHE

The SOPHE Student Health Edu-Thon is a closed event, and the winners will be announced during the Annual Awards Ceremony Thursday, March 24, 5:30-7:00 pm.

2.5 Entry

This session is a separate registration.

Why is it that in 2021 less than one percent of Alabamians can access public transportation to get to work? In 1952, an Alabama statewide constitutional amendment was approved denying funding to public transportation supporting the 1901 state constitution codifying social inequity of African Americans and working-class Caucasian Americans, and it is still the law.
In 2020, illiteracy in Alabama was estimated to be 15% or higher. Disadvantaged, minority populations, young and older adults could benefit from a health impact assessment of transportation that incorporates a health literacy component. Advocacy for a statewide health impact assessment of transportation can serve as a catalyst for the empowerment of all populations.

Learning Objectives

1. Describe how health literacy and advocacy could empower disadvantaged and minority populations, young and older adults to organize and advocate for a change in policy, systems, and environment.

E. Fowziyyah Ali, DEd, CHES

Lisa M. Jones

Doreleena Sammons Hackett, SM, CPM

2.5 Entry

This session is a separate registration.

The primary goal during this workshop is to engage the HIV workforce as champions to reduce stigma through offering culturally responsive/competent care and services. During this 90-minute interactive workshop, participants will have the opportunity to reflect on how people with HIV (PWH), those affected by HIV, and those at risk of HIV experience stigma, review strategies to reduce stigma, and discuss applying culturally responsive language and care in their work settings. During this workshop, we will list US populations with and at risk for HIV and other Health Disparities; LGBTQ+, Racial ethnic minorities, along with other marginalized populations. Moreover, participants will leave with action steps to reduce HIV-related stigma in their organizations and communities.

Learning Objectives

1. Describe at least two culturally responsive practices across clinical and/or community settings that destigmatize services for people with HIV (PWH) and those at risk for HIV.

Kathleen Cullinen, PhD, RDN

Katie K Langland, MA

Beverly Wasserman, BSN, RN

Macsu Hill, PhD, MPH, CHES

2.5 Entry

This session is a separate registration.

Mindfulness is the non-judgmental observation of our physical surroundings, bodily sensations, thoughts, and emotions. Research evidence indicates mindfulness is an effective stress management strategy. Age-specific mindfulness activities can lessen student anxiety, heighten self-awareness, and foster social connectedness in K-12 and college classrooms impacted by COVID and related stressors. In this session, attendees learn about and practice multiple mindfulness techniques, including a head-to-toe “body scan” aimed at the identification and release of muscular tension, and a “five-senses exercise” that encourages the attentive, present-moment experience of each of the five senses in the perception of self and the surrounding physical and social environment.

Learning Objectives

1. Demonstrate two mindfulness methods for stress reduction.

Sharon Rice, MEd

John E. Stewart, PhD, MS, MPH

Zebley Diaz

Pre-Register

Credit

1.5 Advanced

Overview

PRE-REGISTRATION IS REQUIRED, and a PRE-ASSESSMENT MUST BE COMPLETED PRIOR TO THE START TIME. 

If you have questions, please email programs@efa.org. 

This LIVE Seizure Recognition and First Aid Certification Training is hosted by the Epilepsy Foundation. Pre-registration is required. Register Now.

The Seizure Recognition and First Aid certification training provides information to increase the knowledge, skills and confidence in recognizing seizures and safely administering seizure first aid. The first aid procedures in the course reflect the standard of knowledge and current best practices. This program is designated for Certified Health Education Specialists (CHES™) and/or Master Certified Health Education Specialists (MCHES™) to receive 1 total Category I contact education contact hours. Please note that the CECH is provided by the Epilepsy Foundation, not SOPHE. 

Learning Objectives: 

• Define seizures and epilepsy 
  Identify correct and incorrect steps for helping a person having a seizure
• Identify when you should call emergency help (911) in the event of a seizure
• Increase confidence to help a person during a seizure 

Featured speaker: 
Ayesha Akhtar, PhD, Director of Education, Epilepsy Foundation of Greater Chicago  

ACCESS INSTRUCTIONS

BEFORE attending the LIVE webinar:

1. Each person must create an account Epilepsy Learning Portal and enroll in the at https://learn.epilepsy.com/courses/seizure-first-aid-certification
2. Complete the pre-course assessments.
3. Use this Zoom registration form to pre-register for the LIVE instructor-led webinar and obtain your Zoom participant link to join the session.
4. Attend the LIVE instructor-led webinar. Please allow 60 minutes to attend the live session and arrive on time.

AFTER attending the LIVE instructor-led webinar:

1. Stay to the end of the LIVE session to receive instructions and a link to access the post-course assessments on the Epilepsy Learning Portal
2. After attending the LIVE webinar, use the link provided during the webinar to complete the post-course assessment and evaluation on the Epilepsy Learning Portal
3. Retrieve your certificate of completion on the “My Certificates” page of the Epilepsy Learning Portal upon passing the post-course assessment and completing the course evaluation.
4. Your certificate of completion is available at any time when you access your account on the Epilepsy Learning Portal.

Note: By having an account on the Epilepsy Learning Portal, your certificates are stored in your account. Certificates are accessible anytime on the “My Certificates” page.

See the Epilepsy Learning Portal Seizure First Aid Certification course page for more information about this course.

Are Continuing Education Units Available?

If you are a certified health education specialist (CHES™/MCHES™), you will be eligible for continuing education credits after completing the course and passing the post-assessment and completing the course evaluation.

This program is designated for Certified Health Education Specialists (CHES™) and/or Master Certified Health Education Specialists (MCHES™) to receive up to 1.5 total Category I contact education contact hours. Maximum advanced-level continuing education contact hours available are 0. Provider ID#: 121739

Attendees will receive a separate invitation to join.

Overview

Supported by the Foundation for the Advancement of Health Education and SOPHE

The SOPHE Student Health Edu-Thon is a closed event, and the winners will be announced during the Annual Awards Ceremony.

1.5 Advanced

Welcome: Opening Remarks
Moderator: Kirsten C. Rodgers, EdD, MSPH, MCHES®, Trustee, 2022 Digital Annual Conference 
Introduction of SOPHE’s New CEO, Tammy Dillard-Steels, MPH, MBA, CAE
2021-2022 Presidential Address
Deborah Fortune, PhD, FAAHE, 2021-22, SOPHE President, North Carolina Central University 

Preparing for the Unexpected:  Implications for Leadership in Health Education
One of the roles and responsibilities of health education specialists is planning.  Since 2020, one might argue that planning may be useless due to the lack of control of events such as the COVID-19 pandemic.  However, COVID-19 taught us to expect the unexpected; thus, skills in assessing, planning, acting, and reflecting are very important for leaders to survive and handle unexpected events.  Additionally, to prepare for the unexpected, it is important for health education leaders to have long-term vision and “short-term agility.” This presentation will describe the leadership journey of the 2021-2022 SOPHE President, addressing major events that occurred during that period.  Also discussed will be lessons learned and implications for leadership in areas such as partnerships; management of human, fiscal and material resources; strategic plans; and retention of staff and volunteers.

Learning Objectives:
1. Synthesize lessons for health education leaders in dealing with unexpected events as they relate to partnerships, management of human, fiscal and material resources, strategic plans, and retention of staff and volunteers.
2. Apply strategies for health education leaders to prepare and deal with unexpected events that can impact research, programs, or pedagogy.  

2022 Honorary Fellow Award Presentation
Deborah Fortune, PhD, FAAHE

2022 Honorary Fellow Remarks
Making a Difference through Health Education and Health Promotion: The Future is Yours
Martha Katz, MPA, Chair, James F. and Sarah T. Fries Foundation, Atlanta, GA

The COVID-19 pandemic has underscored the critical role of health educators in listening to and responding to the needs of the community.  As Dorothy Nyswander challenged us to “start where the people are,” now more than ever before, we must address the needs of the community in the fight for health equity and social justice. Emerging from COVID-19, health educators will have new opportunities to infuse government and community agencies with their health education knowledge and skills.  This presentation will challenge attendees to consider their future career options in the public and private sectors to make significant and lasting contributions to the public’s health.   

Learning Objective:
Analyze at least 1 personal opportunity for health education specialists at the federal, state, and local levels in advancing the public’s health and the health education profession.

Dr. Deborah Fortune, Ph.D., CHES, FAAHE

Dr. Kirsten C. Rodgers, EdD, MSPH, MCHES®

Tammy Dillard-Steels, MPH, MBA, CAE

Martha Katz

1.0 Advanced

This session presents the LGTQ+ communities’ wellness needs across the lifecycle: youth, young adults, adults in service, and the elderly with emphasis on access to needs for health services.

Learning objective(s):
•Compare at least two demographic covariates impacting high school students’ sexual violence, forced sexual intercourse, and sexual dating violence. 
•Explain at least two southern LGBT older adults’ perceptions and experiences of long-term care (LTC) services and facilities. 
•Analyze at least two differences in drug use by sexual orientation and military connection. Identify one area of wellness to prioritize in LGBTQ+ wellness programming.

Featured presentations:
•Sexual Violence Victimization Among LGBQ High School Students - Ronald D. Williams, Jr., PhD, CHES®; Texas State University
•Perceptions of Southern LGBT Older Adults on Long-term Care Services - Derek Cegelka, PhD, MPH, CHES and Victoria Wagner-Greene, PhD, MPH, CHES®
•Fostering Wellness among LGBTQ+ First-Year College Students - Nancy Daley-Moore, PhD, MPH, CHES®, CPH

Dr. Ronald D Williams, Jr., PhD, CHES®

Victoria Wagner-Greene, PhD, CHES®

Derek Cegelka, PhD, MPH, CHES

Dr. Nancy Daley-Moore, PhD, MPH, CHES®, CPH

Linh Nguyen

Zebley Diaz

1.0 Entry

This session will present a range of media opportunities to inform multiple cohorts of fast emerging data and health information, and capable of delivering virtual alternatives.

Learning objective(s):

• Implement at least two strategies for encouraging student engagement in an introductory health sciences course. 
• Describe how barriers and challenges to virtual training can be overcome using technologies that were not initially created for training purposes. 
• Identify at least two factors that make podcasts an effective modality for rapidly disseminating healthcare guidance.

Featured presentations:

• Strategies for Student Engagement in an Online Health Sciences Course - Kristen Welker, PhD, CHES®
• Adapting a Learning Model for the Virtual Responder Workforce - Phyllis Stoll, MPH, MCHES, Silvia Trigoso, MPH, and Catherine Piper, MPH, CHES®
• Using Podcasts to Respond to Rapidly Changing Healthcare Guidance - Katherine Atcheson, MPH, CHES®

Kristen Welker, PhD, CHES®

Phyllis Stoll, MPH, MCHES

Silvia Trigoso, MPH

Catherine Piper, MPH, CHES®

Katherine Atcheson, MPH, CHES®

Erica Payton Foh

1.0 Entry

The session will provide an overview of tools, resources, and information related to sex education and human trafficking prevention and awareness.

Learning objective(s):

•Identify three areas of sexuality education in which Reddit users expressed a need for more knowledge.
•Identify at least two barriers that exist in the accessibility and availability of condoms and emergency contraception.
•Describe how to assess the need for human trafficking protocol to employ methods for implementation of the protocol.
•Describe at least three effective ways to coordinate partnerships that build the capacity of a multi-disciplinary network of individuals, organizations, and stakeholders.

Featured presentations:

•Examining Reddit Posts As A Tool To Inform Sexuality Education - Rebecca Rich, PhD, MA, CHES® and Sally Ayers Klimek, MPH, CHES®
•How Easy Is It to Get? Investigating Accessibility of Contraceptives - Meghan E. Burroughs, PhD, MA, CHES®, Jennifer L. Evans, PhD, MEd, MCHES® and Sally Ayers Klimek, MPH, CHES®
•Networking for Disability-inclusive Sexual Health in Virginia - Kayla McKean, Med and Adrienne Griggs 

Sally Ayers Klimek, MPH, CHES®

Rebecca Rich, PhD, CHES®

Meghan E. Burroughs, PhD, MA, CHES®

Dr. Jennifer L. Evans, PhD, MEd, MCHES®

Kayla McKean, M.Ed

Adrienne Griggs

Amar Kanekar, PhD, MPH, MB, MCHES ®, CPH

1.0 Advanced

This session will provide critical information on responses to COVID-19 to promote the welfare of clients. Specifically, ideas for promotion of mental health, addressing social determinants of health and encouraging uptake of safety guidelines and behaviors will be addressed in these timely and informative presentations.

Learning objective(s):

•Describe at least three elements for effective training when introducing a novel medical response into a behavioral health organization. 
•Identify at least two differences between two cities with mask mandates and those without mask mandates. 
•Identify at least two mental health disparities that exist on HBCU’s campuses, compared to PWUs campuses. 
•Describe vaccine hesitancy rates to articulate the reasons behind hesitancy when present.

Featured presentations:

•Working Model for Response to COVID-19 in a Behavioral Health Agency - Vasundhara Mehta, MPH and Tristan Mayo, RN, BSN, PHN
•Do COVID-19 Mask Mandates Work?: A Tale of Two Cities - Caile E. Spear, PhD, MCHES®
•COVID-19 Mental Health Stressors Among HBCUs Students - Lashanda Denise Brumfield, PhD, MPH, CHES®
•COVID-19 Vaccine Uptake among Midwest College Students - Amy Joanna Wotring, PhD, MPH, CHES® and Maureen Johnson, PhD

Vasundhara Mehta, MPH, MBBS

Tristan Mayo, RN, BSN, PHN

Caile E. Spear, PhD, RMCHES

Lashanda Brumfield, Ph.D., MPH, BS, CHES, CTRS

Maureen Johnson, PhD

Dr. Amy Joanna Wotring, PhD, MPH, CHES®

Mauricia T. Lewis, Med

1.5 Advanced

This session will articulate the critical role of community and public health information and the challenge of discerning truth from hype.

Learning objective(s):

•Analyze at least five social media posts, likes, and forwards using the Social Cognitive Theory to combat misinformation and disinformation.

Sarah E. Toth, PhD, MEd, MCHES®

Jody L. Vogelzang, PhD, RDN, CHES®, FAND

1.5 Advanced

Interact for Health is a local foundation whose organizational mission is to improve health outcomes in SW Ohio, Northern Kentucky, and SE Indiana by promoting health equity through community engagement, grants, research, education, and policy. This workshop will teach participants about the process of local policy action, how to identify potential challenges, and the need for collaborative partnerships from interdisciplinary health organizations to effectively enact policy, address social norms, and strengthen community relationships.

Learning objective(s):

•Describe at least one way that effective multi-stakeholder coalitions can increase support and capacity for local tobacco advocacy and policy change.

Wendy Hyde, MEd, CHES®

Lauren A Bartoszek, PhD, MCHES

Megan Folkerth

Chelsey Hughes, MS, CHES®

1.5 Entry

Do you struggle with viewing health through various lenses? This presentation will focus on health across diverse populations.

Learning objective(s):

•Describe the need for a more humanizing and healing approach to social and emotional learning. 
•Identify the correlation between religion and health in Blacks affiliated with the church.
•Identify at least two health disparities related to dementia. 
•Analyze the Health Stigma and Discrimination Framework to intentionally address stigma and discrimination when selecting, planning, and implementing health interventions. 

Featured presentations:

•Educator Perspectives: Liberating Social and Emotional Learning - Dena Simmons, EdD, CHES® and Sukhminder Kaur, MD
•Health Promotion: Through the Lens of Black Churchgoers - Taquina C. Davis, PhD, MA
•An Alzheimer’s Curriculum to Advance Health Equity - Kayleigh Jones, MPH, CHES® 
•The Health Stigma & Discrimination Framework: From Theory to Practice - Holly Raffle, PhD, MCHES® and Katrina Wyche, PhD

Dena Simmons, EdD, CHES

Sukhminder Kaur, PhD

Taquina C. Davis, PhD, MA

Kayleigh Jones, MPH, CHES

Holly Raffle, PhD, MCHES

Katrina Wyche, PhD

Rebecca Rich, PhD, CHES®

1.5 Advanced

This session discusses the implementation of chronic disease prevention programs among young adults and adults. These programs include health behavior programs, health promotion and practice and public health evaluation programs. 

Learning objective(s):

•Analyze the implementation of health programing to provide a healthy eating and exercise program to young adults with Autism Spectrum Disorders and intellectual disabilities during the COVID-19 pandemic. 
•Describe the impact of the Diabetes Hypertension Self-Management Program (DHSMP) on reducing diabetes distress. 
•Describe at least one way to engage stakeholders during the implementation of mental health wellness programs at the worksite.

Featured presentations:

•Implementation: Healthy Program for Adults with Autism during COVID-19 - Laura Nabors, PhD, CPH
•Diabetes & Hypertension Self-Management Program and Diabetes Distress - Raihan K. Khan, MD
•Engaging University Partners to Implement Mental Health Interventions - Tara Hulsey, PhD, RN, CNE, FAAN and Amy M. Sidwell, PhD, MCHES®

Dr. Laura Nabors, PhD, CPH

Raihan K Khan

Tara Hulsey, PhD, RN, CNE, FAAN

Amy Sidwell, PhD, MCHES

Dr. Erin Carlson, DrPH, MPH

1.0 Advanced

This session will present how data can be used to assess health issues, drive decision making, and demonstrate the impact of advocacy approaches in communities.

Learning objective(s):

•Analyze at least two barriers to utilizing mental health services in a rural county. 
•Describe at least three specific strategies and partnerships to improve BIPOC and LGBTQ+ student mental health in their academic environment. 
•Analyze at least two factors that impact youth access in healthcare.

Moderator: Linda R Barley 

Featured presentations:

•Assessing Underutilization of Mental Health Services in Rural Virginia - Jeffery Dallas and Jeannie Everhart, PhD, MPH, MS, CHES®
•Your Voice is Your Power: Supporting BIPOC & LGBTQ+ Mental Health - Lauren Cikara and Amy Gatto, MPH
•The Complexities of Youth Access to Healthcare in Mississippi - Kobi V. Ajayi, MPH, MBA

Jeffery B. Dallas, Jr., DHSc, MBA

F. Jeannine Everhart, PhD, MPH, MBA

Lauren Cikara

Amy Gatto

Kobi V. Ajayi, MPH, MBA

1.0 Advanced

This session will discuss the development and implementation of evidenced-based public health programs utilizing emerging technology and empowering various communities. These programs include the impact of COVID-19 and the development of a user-friendly tool to help people reduce their risk for COVID-19, identifying strategies used to enhance the sustainment of youth-friendly HIV services that promotes youth-led HIV self-testing service delivery among Nigerian youth, the development of a youth substance misuse prevention program founded in the health belief model, and implementation of strategies to increase the adoption, implementation, and maintenance of culturally responsive evidence-based sexual health reduction programs in Native communities.

Learning objective(s):

•Discuss current findings on National data on obesity and sleep for the purpose of intervention planning in US high school students. 
•Describe at least two potential implications of lifestyle behavior change apps based on users’ expectations and experiences. 
•Identify at least two benefits of incorporating the motivational interviewing approach into training for digital coaching to evoke change talk and strengthen the commitment to behavior change. 
•Identify at least two practical uses for data collection from an environmental scan.
•Apply the ADAPT-ITT Framework to a stigma reduction intervention

Featured presentations:

•User Expectations and Experiences with Lifestyle Behavior Change Apps - Amanda R. Gabarda, EdD, MPH, MS, CHES®
•Can Digital Health Coaching Evoke Change Talk from Clients? - Susan Butterworth, PhD
•Environmental Scan Case Study: Is Our Tobacco-Free Policy Working? - Mary M. Kramer, PhD, MPH, MCHES®, NCTTP
•Applying the ADAPT-ITT Framework to A Stigma Reduction Intervention - Kemesha S. Gabbidon, PhD, MPH, CPH

Susan Butterworth, PhD

Dr. Amanda R. Gabarda, EdD, MPH, MS, CHES®

Mary Kramer, PhD, MPH, MCHES, NCTTP

Kemesha S. Gabbidon, PhD, MPH, CPH

Visit Posters

Overview

Watch the recorded presentations on-demand and then join the Discussion Thread during this designated time-block to ask the presenter your questions

Featured posters:

• Using the Theory of Planned Behavior to Predict Intended Use of Development - James M. Bishop, PhD, CHES®
• Mental Health the Virtual Learning Environment During COVID-20 - Ashley Victoria Parks, DrPH, MPH, MTech, MCHES®, CPH and Matthew Lazari, MHA, CSSBB, FACHE
• Public Health Student Satisfaction with Interprofessional Team Process - Emily Forsyth, PhD, MPH, BSN, RN, CHES® and Tessa Gisi
• Using Teach-back to Assess and Decrease Barriers to Obesity Prevention - Jasmine Berry, DNP, APRN, FNP-C
• When “capped shuns” Fail: The Importance of Accurate Captions on Video - Jennifer Fonseca, MPH, CHES®
• Sexuality Educators and Identity Salience: A Conceptual Framework - Caitlin Holden, MS, CHES® and Meagan Shipley PhD, CHES®
• Holding Ourselves Accountable: How SOPHE is Addressing Ableism - Tara Lutz, PhD, MPH, MCHES®
• Taking a Bite out of Produce Rx Program Gaps: The HEALED Program - Holly Ann Batt, BS
• GA SBHCs’ Implementation of the WSCC Model: A Descriptive Case Study - Monica Adderley, DHEd, MS, CHES®
• Engaging African American Families in Addressing Vaccine Hesitancy - Adaobi Anakwe, PhD and Wilson Majee, PhD, MPH, MBA
• Rural Communities Opioid Response Program Implementation Consortium - Perla Alarcon and Roberta Thimbriel
• The Periodic Table of Change: A Smarter Way to Deliver Health Programs - John J. Brusk, MPH and Jason Rivas, MPA
• Development and Psychometric Analysis of the Empowered Veteran Index - Fatoumata Saidou Hangadoumbo
• From Concept to Outcome: Partnership to Assess Community Health Needs - Laura Nabors, PhD, CPH and Regan M. Johnson, MEd, MCHES®
• Poverty Simulation As Interdisciplinary Health Workforce Development - Liam Romond, MPH, BA
• Health & Community: Filipinos Organized to Address Chronic Diseases - Alyssa Rae Daulat, BS and Ruby N. Turalba, MPH
• How to Assess Quality Training for the Public Health Workforce - Laura Prechter, MS and Caitlin Moore, MSW
• Golden Connections: Linking Students to Older Adults in the Community - Lauri DeRuiter-Willems and Nikki Hillier, PhD, MS
• Using Photovoice to Explore Food Insecurity: A Literature Review - Mary Odum, PhD
• Defining the Governmental Health Education Workforce with 2017 PH WINS - Samantha Cinnick, MPH, CHES®, CPH
• The 3R (Reframe, Reprioritize and Reform) Model and HPV Vaccine Uptake - Matt Asare, PhD, MPH, MBA, CHES® and Braden K. Popelsky
• Repopulating College Campuses: Awareness, Perceptions, and Mental Heal - Talegria Brown, PhD

Link will be provided to invited attendees

Overview

NCHEC is hosting a virtual Mix & Mingle during SOPHE’s 2022 virtual conference. The event provides an opportunity for CHES® and MCHES® to get updates from NCHEC leadership on certification topics and allows certificant holders to network during small group breakout sessions. Moderators for the event include members of NCHEC’s Board of Commissioners, Marketing Committee, and NCHEC staff. *Pre-registration is required, and you must be a current CHES®/MCHES® to participate. 

1.25 Advanced

The COVID-19 pandemic has made visible to the public the challenges we face in public health, i.e., less than adequate support, disturbing disparities in health, and misinformation in epidemic proportions. The pandemic necessitated that attention to our usual work in the prevention of chronic and infectious diseases be diverted to surveillance and the development of interventions to reduce its spread. To address public health 3.0, which focuses on social determinants of health, will require a reimagined public health system that is dynamic and responsive to changing public health needs. We propose a newly envisioned strategy - “public health reimagined” - that would focus on effectively managing crises, assure existing and new health challenges have necessary resources, and sustaining and enhancing progress. Health educators communicate, promote and advocate for health for all people and thus are vital to addressing this new public health vision. This session will outline the new strategy for reinventing public health and engage panelists in how health education professional preparation, research, practice, and pedagogy must adapt to improve public health and eliminate disparities.

Learning objective(s):
•Analyze the professional preparation and development needs of health education specialists in teaching, research, and practice to address public health 3.0 and health education reimagined following the pandemic.
•Articulate the role of and competencies needed by health education specialists in countering misinformation, fake news and the rapidly changing social media environment

Moderator:
Laverne D. Partlow, MEd

Featured speakers:
Marcus Plescia, MD, MPH; Association of State and Territorial Health Officials
Cynthia Karlsson, MPH, MS, CHES®; Washington State Department of Health
Mary Cheryl B. Gloner, MPH, MBA; Project Safety Net, Inc.
Carlos Rodriguez-Diaz, PhD, MPHE, MCHES®; George Washington University

Marcus Plescia, M.D., M.P.H.

Cynthia Karlsson, MPH, MS, CHES

Mary Gloner, MBA, MPH

Carlos Rodriguez-Diaz, PhD, MPHE, MCHES®

LaVerne Partlow

Visit Posters

Overview

Watch the recorded presentations on-demand and then join the Discussion Thread during this designated time-block to ask the presenter your questions.

Featured posters:

• Health Education Specialists' Roles during the COVID-19 Pandemic
• Using Photovoice in Classrooms: A Collaborative, Innovative Way - Joan Labay-Marquez, JD and Ashley S. Love, DrPH, DHSc, MPH, MS, CPH
• Social Media Trust, Usefulness, and COVID-19 Beliefs and Outcomes - Nadia Arouni and Grace Thayer
• COVID-19: Parenting, Online Learning, and Social Health Determinants - Kim Kato, Ed.D. MCHES®, PAPHS
• Examining Associations Between Sex, Ethnic Minority Status, & Drug Use - Georgina Orozco
• Health Education Internships During a Pandemic: Lessons Learned - Holly T. Moses, PhD, MS, MCHES®
• Amplifying School Capacity to Put the ""Secure"" in Food Security - Rachael Dombrowski, PhD, MPH
• Understanding Vaccine Hesitancy Among College Students - Adrienne Brecheen Davis, MPH and Camerin Kimble
• Strategies for Developing Mentoring Skills in Pre-Service Educators - Elisa Beth McNeill, PhD, CHES® and Meagan Shipley, PhD, CHES®
• Public Health Workforce Readiness: The Research, Advocacy, and Profession - Wura Jacobs, PhD, MS, CHES®
• HPV Self-testing among Medically Underserved Women - Matt Asare, PhD, MPH, MBA, CHES® and Braden Popelsky, BSEd
• DELIVERING COVID19 VACCINE THROUGH AN UNLIKELY PARTNERSHIP - Nancy Clifton-Hawkins, MPH, MCHES® and Meagan Echevarria, BS
• College Students' Compliance with COVID-19 Policy Recommendations - Jamie Methvin, MS, CHES® and Antonio J. Gardner, PhD, MS, CHES®
• The Moderating Role of Social Support on Mental Health and Life Satisfaction - Muath Ahmed Alghamdi, DrPH, MPH
• The Impact of a F2F vs. Virtual Poverty Simulation on College Students - Patricia Barrington, EdD, MCHES®
• Community-Based Interprofessional Education Pilot Evaluation - Stacie Metz, PhD, MPH, MSW, MA
• State PE Laws in Relation to PE Class Attendance & Physical Activity - Ruopeng An, PhD, MPP, FACE
• Prescription for Wellness: Improving Patient Engagement and Outcomes - Jamie Delu, RRT
• How May Climate Change Affect the PA Guidelines in the Future? - Dr. Nicholas Beresic, CHES®, CSCS, CPT and Nathaniel Ross
• Reimagining Service Learning for Peer Health Educators in the Midst of a Pandemic. - Rhonda Rahn, PhD, MS, CHES®

Visit Posters

Overview

Watch the recorded presentations on-demand and then join the Discussion Thread during this designated time-block to ask the presenter your questions.

Featured Posters:

• Partnerships: An Effective Health Education Method for Diverse Students - Tapati Dutta, PhD, MPS, MA, MCHES®
• Reported Self-Efficacy of Public Health Professionals During COVID-19 - Brandye D. Nobiling, PhD, CHES®, CSE and Ashley Petrolino, MPH, CHES®, RRT, AE-C
• Social Comparison by Motivation Type in Fitspo Viewing Students - Kaitlyn Held and Kristen Welker, PhD, CHES®
• Incorporating Artificial Intelligence in Public Health Education - Ruopeng An, PhD, MPP, FACE
• Examining Student Knowledge and Confidence Applying the NCHEC AoR - Susan Milstein, PhD, MCHES® and Jennifer L. Evans, PhD, MCHES®
• A Statewide Needs Assessment Capturing Disparities for Intersex Pennsylvanians - Christina Graham Brasavage, MPH and Katie Suppes, MEd
• Perceived Stress and Social Media use During the COVID-19 Pandemic - Cedric Harville, II, PhD, MPH
• Implementation of a Pilot Spanish Opioid Use Disorder Program for CHWs - Eduardo Gandara, DrPH, MPH and Joe Zapata, Jr., MSS
• Applying Systems Thinking to Nonprofit Strategic Planning - Samantha Ortega, MEd, CHES®
• The Tactics Men Use: Assessing Condom Resistance and Consent - Meghan E Burroughs, PhD, MCHES® and Jennifer L. Evans, PhD, MCHES®
• Inclusive Collaboration: Motivational Interviewing for Change - Cherry Collier, PhD, MCC
• Mask or No Mask: An Analysis to Determine why Women wear Masks or Not. - Rebecca M. Toland, DHEd, PhD, CHES®
• Identifying Food Insecurity Levels Among College Students - Maya Davis, BS and Dawn Truong, EdD, MPH, CHES®
• Nutrition and Food Behaviors During the COVID-19 Pandemic Era - Ashley Victoria Parks, DrPH, MPH, MTech, MCHES®, CPH and Matthew Lazari, MHA, CSSBB, FACHE
• Acculturation and Preconception Health Among Women Served by WIC - Audra L Gollenberg, PhD
• Understanding Pedagogical Training for Future Health Education Faculty - Alyssa Lederer, PhD, MPH, MCHES®
• The Global Health & International Development (GHID) Program in review - Marlene Joannie Bewa, MD, MPH, PhDc
• The Role of Music Therapists and Music Interventions on Sleep Outcomes - Lenis Chen-Edinboro, PhD, EdM
• Experiences of MPH and MSW Professionals During Public Crisis - Stacie Metz, PhD, MPH, MSW, MA and Sinja Sharma, MBBS
• Reproductive and Academic Goals of Community College Students - Carla Valdez, EdD, MPH, MCHES®
• Innovative Holistic Factors Associated with Perceived Stress - Gwendolyn Francavillo, PhD, MPH, CHES®, RYT

In this virtual networking event, students will be encouraged to meet other young professionals. This is a great opportunity to present yourself in a professional manner and to funnel your passion for health education and promotion into real results. 

1.0 Advanced

This session will feature updates to SOPHE’s textbook and examples of how various chapters can be used in graduate and undergraduate curricula, as well as the textbook ancillaries.

Learning Objective(s):

•Identify at least two new features of SOPHE’s updated Health Promotion Programs (3rd ed) textbook that address the HESPA II 2020 health education competencies that help students to address diversity, equity and inclusion issues.

Carl Fertman, PhD., MBA, MCHES

Melissa Grim, PhD, MCHES

Elaine Auld, MPH, MCHES

1.5 Advanced

Amidst high-profile news stories, less attention is given to the many innovative and successful public health initiatives that have been implemented by health educators to build racial equity, improve access of underserved populations to critical healthcare and social services, and advance health policy. This panel presentation will introduce key innovative health programs around the United States, provide firsthand insight into the opportunities and challenges intrinsic to health education program development and leadership, and explore ways in which similar health and social initiatives can be successfully implemented in other communities. Panelists will describe use of text messaging and social media in the Hispanic population, community health worker empowerment, and grass root responses to infant mortality. Lessons learned and strategies will be provided for health educators.

Learning objective(s):

•Characterize at least one facilitator and one barrier intrinsic to the planning of community-wide health and social programs designed to meet the needs of at-risk and underserved populations in a community.
•Synthesize elements of community health initiatives that can be translated to meet the needs of at-risk populations in other community settings.

Lora Gulley, MSW

Rauta Aver Yakubu, MHA, MPH

Ciearra Walker, MPH

Amelie G. Ramirez, DrPH, MPH

Darcy Scharff, PhD

1.5 Entry

HBCUs are a cultural growing space for minority students and should be leveraged. This session will advance your knowledge of how to capitalize on your years on the yard to advance in health education and promotion.

Learning objective(s):

•Review at least two networking essentials for transitioning from undergraduate/graduate students to career upward mobility in the professional workforce.

Featured presentation:

•Interactive HBCU Student Forum on Networking for Success in Health Education - April McCoy, MSW, MS, CHES® and Darlene R. Saunders, PhD, MPH, MCHES®

April McCoy, MSW, MS, CHES

Darlene R. Saunders, PHD, MPH, MCHES

1.5 Entry

This session will examine the pitfalls and opportunities of revising the CHES® Exam to assess training and workforce expectations.

Learning objective(s):

•Discuss at least two ways that curricula can be aligned with the updated CHES® and MCHES® certification exams.
•Identify three steps that HBCUs and other universities can take to complete a curricular mapping using HESPA so that students at these universities can sit for the CHES exam.

Featured presentations:

•Certified Health Education Specialist Exams: The Revision Process - Cherylee Sherry, MPH, MCHES® and Linda H. Lysoby, MCHES®, MS, CAE
•HBCUs and Curricular Mapping for CHES - Erin Sweeney, PhD, MEd, MCHES® and Jordan Miller, MPH, MCHES®

Dr. Cherylee Sherry, MPH, MCHES®

Linda Lysoby, MCHES, MS

Erin Sweeney, PhD, MEd, MCHES

Jordan Miller, MPH, MCHES

Zebley Diaz

1.5 Entry

This innovative and interactive gameshow-style panel discussion will feature public health professionals at all career stages, providing their knowledge and expertise on health equity. Designed to actively engage participants, you will be able to share your input and ask the panelists questions. Created for students to senior level professionals, this event has something in store for all participants.

Learning objective(s):
•Describe three strategies to incorporate health equity into your practice.
•Apply at least three factors outside of a person's control that affects their quality of life.

Moderator: Jacquita Johnson

Featured speakers:
Charniece Baptiste
Ronny Bell, PhD, MS
Kristie Hicks, MPH, CHES®
Alexander Le, MPH

Charniece Baptiste

Ronny Bell, PhD, MS

Alexander Le, MPH

Kristie Hicks, MPH, CHES

Jacquita Johnson

1.5 Entry

This session demonstrates ideas for delivery of health care services and promotion of health for all during the pandemic, with a focus on reaching the elderly and ensuring health equity for the elderly who were at increased risk of infection during COVID-19.

Learning objective(s):

•Discuss at least two opportunities and challenges for conducting real-world evaluations during a pandemic to guide future public health policy and practice for promoting older adult health equity.

Featured presentation:

•Evaluation for Equity: Delivering Remote Health Promotion During COVID - Stephanie Fallcreek, DSW, Kate R. Lorig, DrPH and Lesley Steinman, MSW, MPH

Stephanie Fallcreek

Kate R. Lorig, DrPH

Lesley Steinman, PhDc, MSW, MPH

Jeni Starr

Listen to a the conference highlights from the past couple of days with Kirsten C. Rodgers, EdD, MSPH, MCHES®, Trustee, 2022 Digital Annual Conference

Dr. Kirsten C. Rodgers, EdD, MSPH, MCHES®

1.0 Advanced

Presentation of the 2022 Elizabeth Fries Health Education Award

Viktor Bovbjerg, PhD, James F. and Sarah T. Fries Foundation/CDC Foundation
Martha Katz, MPA, James F. and Sarah T. Fries Foundation/CDC Foundation

2022 Elizabeth Fries Foundation Health Education Award Presentation:
Community-Based Participatory Research: Its Social Justice Roots and Contributions to Anti-Racist Research and Practice
The twin pandemics of COVID-19 and increasing racial injustices have greatly reinforced the need to better understand and address the underlying social and structural factors that place a disproportionate burden on communities of color. An accompanying, growing recognition is that a focus on equity is essential not only in terms of health outcomes, but also in relation to the process of engaging in research and action. Community-based participatory research (CBPR) is an approach that shares these dual commitments to equity. This talk will examine the historical social justice roots of CBPR, describe core principles, and provide case examples of CBPR partnerships and capacity building efforts. Considerations of CBPR as an anti-racist approach to research – past, present, and future - will be explored.

Featured Speaker:
Barbara A. Israel, DrPH, MPH; The University of Michigan School of Public Health

Learning objective(s):

•Explain how community-based participatory research (CBPR) in terms of its historical, philosophical and ethical bases addresses principles of equity and social justice.
•Integrate CBPR principles in health education into health education interventions.

Viktor Bovbjerg

Martha Katz

Barbara A. Israel, DrPH, MPH

Antonio Gardner, PhD

1.5 Entry

This session will equip health educators with the knowledge and skills needed to frame anti-racism narratives so people will listen. The presenters will cover a number of topics related to anti-racism in the classroom, patient’s room, and the community.

Learning objective(s):

•Describe at least four essential components for anti-racist pedagogy in health sciences pedagogy/curricula.
•Describe two specific activities that allowed medical students to develop skills to address racism, bias, and micro-aggressions across settings.
•Identify at least three implications for practice related to community-centered research within black transgender communities.
•Describe at least three learning activities that support an anti-racist undergraduate health education curriculum.

Featured presentations:

•Walking Away from Deficit Narratives: Anti-racist Pedagogy - Sara Shuman, PhD, MPH and Alexandra Elvira Samarron Longorio, BS
•Anti-racism Education: An Elective for Future Professionals - Tara Lutz, PhD, MPH, MCHES®
•The Influence of Racial and Gender Identity and Disclosure on Health - LaNita S. Wright, PhD, MPH, MCHES® and Minhao Dai, PhD
•Incorporating Anti-Racism into a Community Health Curriculum - Tracy M. Zeeger, PhD, MPH and James Butler III, DrPH, MEd

Sara Shuman, PhD, MPH

Alexandra Elvira Samarron Longorio, BS, RDN

Tara Lutz, PhD, MPH, MCHES®

LaNita Wright, PhD, MPH, MCHES

James Butler III, DrPH, Med

Tracy M. Zeeger, MPH, PhD

Bishar Jenkins, Jr., MPP

1.5 Entry

This session will discuss comprehensive school health education needs for teachers, instructions, and families.

Learning objective(s):

•Demonstrate at least one new culturally responsive teaching strategy from the WSCC model that can improve the quality of school health education in a post-COVID pandemic area.
•Describe the importance of WSCC to improving health and wellness in schools as a result of COVID-19 impacts on students and teachers.
•Articulate at least two recommendations for quality improvement of Whole School, Whole Community, Whole Child Virtual Research Collaboratory (WSCCRC).

Featured presentation:

•Focusing on the In-service Needs of K-12 School Health Teachers - Jordan B. Fuhrmeister, MPH, CHES® and Chelsey Hughes, MS, CHES®
•Assessing COVID-19 Impacts on School Health with the WSCC Model - Alicia Wodika, PhD, MS, CHES®
•Quality Improvement Project to Enhance the WSCC Research Collaboratory - Hannah Priest Catalano PhD, MCHES®

Jordan Fuhrmeister, MPH, CHES

Chelsey Hughes, MS, CHES®

Dr. Jacqueline Lanier, DrPH, MS, MCHES®

Dr. Alicia Wodika, PhD, MS, CHES®

Clarissa Montes

1.5 Entry

Sponsored by Mississippi State University. In this micro-mentoring session, participants will be assigned to and mentored by experienced health professionals. Topics for discussion may include adapting to changes in both research and practice, self-care and responding to trauma, rebuilding trust in health education and prevention efforts, and advocating for additional health resources and services. Attendees are encouraged to have honest conversations, ask important questions, share experiences and resources, and express concerns as our field responds to and recovers from an unprecedented crisis. Professionals will be assigned to review and critique student resumes and/or cover letters.

Learning objective(s):

•Describe at least one practical piece of advice from a Health Education professional, as evaluated by the session evaluation form.

Brenna O. Kirk, BS, MPH, PhD(c)

1.5 Advanced

This session will identify how to identify, build, and sustain partnerships within a community that result in policy, system, and environmental changes across a range of health issues and utilize a variety of approaches.

Learning objective(s):

•Explain how to create, support, and maintain health literacy coalitions to reach optimum population health.
•Describe at least one benefit and one challenge associated with including public libraries in community-based and regional plans to increase access to food and nutrition.
•Explain the importance of including stakeholders and community champions in health/nutrition education planning and implementation.
•Describe the role of the Black Church in advocacy and promoting health information.
•State at least one key strategy for partnering with community residents to build initiatives that address policy, systems, and environmental change.

Featured presentations:
•Innovate and Collaborate: Coalitions Addressing Public Health Literacy - Teresa Wagner, DrPH, MS, CPH, RD/LD, CPPS, CHWI, CHWC and Melanie Stone, MPH, Med
•Food Access and Education at the Library: A Nourishing Partner - Nicole Peritore, PhD, CHES® and Noah Lenstra, PhD
•Food Pantry Champions: Empowering Communities Through a Healthy Pantry - Jennifer Ryan, CHES® and Sara Clement, RD LDN
•The Ultimate Springboard for Change: Housing and Health - Jodi Cunningham, PhD and Jennifer Foster

Teresa Wagner, DrPH, MS, CPH, RD/LD, CPPS, CHWI, DipACLM, CHWC

Melanie Stone, MPH, Med

Noah Lenstra, PhD

Dr. Nicole Peritore, PhD, CHES®

Sara Clement, RD, LDN

Jennifer Ryan, CHES

Jodi Cunningham, PhD

Dr. Amy Estlund, PhD

1.5 Advanced

Indigenous populations including American Indian, Alaska Native, Native Hawaiian, and Canadian First Nations populations in the U.S. and worldwide have experienced demographic, cultural, and psychosocial changes that profoundly impact their health. Irrespective of their geographical location or sociopolitical affiliation, indigenous people experience poorer health outcomes compared to their non-indigenous counterparts. Indigenous populations disproportionately suffer from low life expectancy, high infant mortality, high maternal morbidity, malnutrition, elevated infectious disease burden, high prevalence of cardiovascular and other chronic illnesses, substance use, and depression. The detrimental impacts of colonization, the loss of ancestral land, and language and cultural barriers to accessing health care and education are among the critical determinants for the poor health outcomes of this population. To address health equity in indigenous people, health education researchers and practitioners must not only understand how they are marginalized by society but also their needs, priorities, and emerging challenges. This panel discussion will explore the impact of climate change, telehealth, digital technology, big data, social media, COVID-19 and other issues on health education research and practice of First-Born nations.

Learning objective(s):

•Explore at least three challenges and opportunities of contemporary issues as it relates to the research, practice, and policy concerning the health behaviors and outcomes among indigenous populations in the U.S. and worldwide.
•Provide at least three research, program, and policy recommendations that build on protective factors of indigenous peoples.

Stephanie Russo Carroll, DrPH, MPH

Bonnie Duran

David Gahn, MD, MPH

Spero Manson

1.0 Entry

This session will examine how public health educators and professionals have adapted and altered their response protocols due to COVID-19.

Learning objective(s):

•Identify at least two multilevel factors that are contributing to the negative psychological response.
•Analyze two appropriate ways community health issues can be used to develop the next generation of the public health workforce.
•Propose the best options for assessment of training related to impact survey for training improvement, continuity, and sustainability of public health programs.

Featured presentations:

•Evolution of Anxiety and Depression During the COVID-19 Pandemic - Elsa Landaverde, RN, MSc and Mélissa Généreux, MD, MSc, FRCPC
•Partnering with Colleges for Contact Tracing: Win-Win - Nikki Hillier, PhD, MS and Sheila Simons, PhD

Mélissa Généreux, MD, MSc, FRCPC

Elsa Landaverde, RN, MSc

Sheila Simons, PhD

Dr. Nikki Hillier, PhD, MS

1.0 Entry

This session will address food insecurity and overall health and wellness among college students and school-age youth.

Learning objective(s):

•Explain what resources and intervention should be developed to address the impacts of COVID-19 on the well-being of college students.
•Develop two strategies to address food insecurity among college students.
•List three ways school-based food pantries adapted to the increased need for emergency food assistance and school closures during the COVID-19 pandemic.
•Describe the relationship between the National School Lunch Program, participating students’ body mass index (BMI), and the role of two potential moderating variables on this relationship.

Featured presentations:

•Impact of COVID-19 Pandemic on Well-Being of College Students - Jacqueline Lanier, DrPh, MCHES®, Laher Oberoi, and Allie Malizia
•Recommendations to Address Food Insecurity among College Students - Jacqueline Lanier, DrPH, MCHES® and Haley Lemp
•Exploring the Crucial Role of School-Based Pantries during COVID-19 - Christina Lynn Jones, PhD
•Are School Lunches Contributing to the Obesity Epidemic Among Children? - Luis Chavez, MPH

Dr. Jacqueline Lanier, DrPH, MS, MCHES®

Laher Oberoi

Allie Malizia

Haley Lemp

Christina Lynn Jones

Luis Chavez, MPH

Regan M. Johnson, MEd, MCHES®

1.0 Advanced

This roundtable session will feature presentations that describe a culturally relevant breastfeeding support program, a program that addresses food insecurity among pregnant women, and a holistic program intended to treat substance abuse disorders for pregnant and postpartum women.

Learning objective(s):

•Describe the mixed methods, multi-level systems interdisciplinary approach designed for the breastfeeding support pilot project.
•Describe the development of nutrition education and promotion resources for pregnant women who screened positive for food insecurity in the primary care setting.
•Describe the role of the health education/promotion professional in the context of working on an interdisciplinary team.
•Identify the strategies used to deliver culturally and regionally relevant evidence-based practices for a holistic substance abuse disorders residential treatment for minority pregnant ad postpartum women (PPW).

Featured presentations:

•Interdisciplinary Team Approach to Understanding Breastfeeding Support - Lisa Pawloski, PhD
•Satisfaction of Tailored Food Bags for Food Insecure Pregnant Patients - Vedika V. Modi
•Interprofessional Collaboration to Improve Rural Alabama MCH Outcomes - Jen Nickelson, PhD, RD, MCHES®
•A Model to Address Substance Use Disorder in Pregnant/Postpartum Women - Thenral Mangadu, MD, MOH, PhD and Roberta Thimbriel, M.S., M.Ed., MLS

Lisa Pawloski, PhD

Vedika V Modi

Jen Nickelson, PhD, RD, MCHES

Roberta Thimbriel, MS, MEd, MLS (ASCP) cm

Thenral Mangadu, PhD, MPH, MD

Cynthia Burwell, Ed.D, MCHES, RKT

1.0 Entry

This session provides an overview of implementation of programs and results of evaluations of programs to promote the health and well-being of vulnerable groups who may face health disparities. Presentations address health and wellness promotion through faith-based organizations, nutrition, recruitment of vulnerable groups, and mental health for groups that may face health disparities.

Learning objective(s):

•Describe the role of physical activity and nutrition in preventing chronic diseases among African Americans.
•Analyze the recruitment strategies used to improve the participation of African American men in mental health research.
•Describe the importance of integrating a cultural framework in nutrition and lifestyle interventions when addressing food and African Americans in the Deep South.
•Describe how to use the iterative participatory approach to develop educational materials for CHWs for the improvement of depression and DSBs.

Featured presentations:

•Evaluation of a Faith-Based Wellness Program - Kelechi Basil Onyeaka, MPH and Wilson Majee, PhD, MPH, MBA
•Recruiting Low-income African American Men in Mental Health Research - Tatiana Tchouankam, MPH
•Plant-Based Soul Food Nutrition and Lifestyle Intervention Evaluation - Samara Sterling, PhD and Shelly-Ann Bowen, PhD
•Diabetes & Mental Health Education for a CHW-led Intervention - Akilah Collins-Anderson, MPH, CHES®, CPH

Wilson Majee, Ph.D., MPH, MBA

Tatiana Tchouankam

Samara Sterling, PhD

Shelly-Ann Bowen, PhD

Akilah Collins-Anderson, MPH, CHES, CPH

Kelechi Basil Onyeaka

Matthew Weinburke, DrPH, MPH, MCHES®, REHS

Join SOPHE President-Elect Amy Thompson, PhD, CHES ®, as we share how grateful we are for your support of health educators and health equity. We’ll share updates, introduce SOPHE’s new CEO, and give you time to catch up with friends and colleagues.

*This event is by invitation only.

Amy Thompson, PhD, CHES®

This awards ceremony will recognize significant achievements in the health education and health promotion profession and outstanding contributions of veterans and rising stars to improve the health of all. A livestream option will be available on our YouTube channel for those unable to attend the SOPHE 2022 Annual Digital Conference.

1 Advanced

This session will focus on the various theories in anti-racist pedagogy practice across various public health topics, including health policy, and cultural competency.

Learning objective(s):
•Develop a curriculum that incorporates Universal Design in Learning and Critical Disability Theory for undergraduate students.
•Describe at least two qualitative themes identified in focus groups conducted with bilingual parents and children on the topics of risky health behaviors during pre-adolescence.
•Analyze the effectiveness of an online cultural competency course for undergraduate students.
•Explain at least two ways to engage with community organizations in real-world, place-based health policy work across the policy cycle.

Moderator: Cam Escoffery

Featured presentations:
•Engaging Universal Design in Learning and Critical Disability Theory in Health Education and Promotion Pedagogy - Rhonda Rahn, PhD, MS, CHES® and Darcy Jones McMaughan
•Hispanic Parent-Child Communication about Risky Health Behaviors - Yui Matsuda, PhD, PHNA-BC, MPH and Gerardo Lazaro, PhD
•The Impact of an Undergraduate Cultural Competency Course - Jennifer J. Rogers, PhD, LAT, ATC and Gayle Walter, PhD, MPH, MCHES®
•Engaging in Antiracist Place-Based Health Policy in an MPH Course - Tamarie Macon, PhD and Rob Thomas

Dr. Rhonda Rahn, PhD, MS, CHES®

Darcy Jones McMaughan

Gerardo Lazaro, PhD

Gayle Walter, PhD, CHES®

Tamarie Macon, PhD

Cam Escoffery, PhD, MPH, CHES®

1 Entry

This session will present insights useful for the policy development process through mixed methods analysis, communication approaches, and leveraging the evidence-base.

Learning objective(s):
•List at least two differences in diet quality of children participating in WIC and SNAP compared to non-participants.
•Use the National Institute of Diabetes and Digestive and Kidney Diseases (NDDK’s) 2016 guidelines to identify at least two key barriers preventing quality care and healthy growth of students with diabetes in K-12 US public schools.
•Describe at least two key policy arguments used by advocacy collations to support and oppose a sugar-sweetened beverage tax in California.
•Analyze message ratings and perceived effectiveness of two types of theory-informed e-cigarette prevention policy messages to a control condition using data collected in spring 2021.

Moderator: Michele Bildner

Featured presentations:
•Diet Quality and Food Intake of Children in WIC and SNAP: A Review - Rehab Aldahash, MS, PhD, Megan S. Kelley, PhD CHES®, and Masoomeh Hajizadeh Oghaz, MS, CPH
•Barriers and Diabetes Care Quality in U.S. Public Schools - Ruopeng An, PhD
•Exploring California's Sugar-Sweetened Beverage Tax Debate - Kesia Garibay, BA
•Assessing E-cigarette Policy Messages: Implications for Message Design - Lorraine Jackson, PhD and Ruta Viela, BS

Rehab Aldahash, MS, Ph.D

Megan S. Kelley, Phd, CHES

Masoomeh Hajizadeh Oghaz, MS, CPH

Ruopeng An

Kesia Garibay, BA

Lorraine Jackson, PhD

Ruta Viela, BS

Michele Bildner, MPH, MCHES®

1 Entry

This session will focus on college health and nutrition concerns by describing a campus kitchen program that addresses nutrition inequity and a budget friendly campus food preparation that teaches students how to make easy and nutritious meals. The session will also describe new professional training pathways for upcoming registered dietitians.

Learning objective(s):
•Identify the two requirements to become a Registered Dietitian (RD) and the new pathways that will make it easier for health education training programs to offer RD opportunities.
•Describe two implications, challenges, and sustainability of student-led program implementation, The Campus Kitchen at the University of Kentucky, addressing nutrition inequity and food waste issues on campus.
•Describe at least two strategies and policies to improve the national quality of food distributed by food banks and food pantries during the pandemic.

Moderator: Laura Nabors

Featured presentations:
•Interprofessional Roles for Health Educators in Nutrition - Brian Reagan, PTR, PhD, RD, LD and Heidi Hancher-Rauch, PhD, CHES®
•Campus Kitchen: Sustainable Student-Led Nutrition Equity Efforts - Kendra OoNorasak, MS, RD, LD
•Nutrition Assessment of Emergency Food Sites in Rural California - Kimberly Sanchez, MPH and Denise D. Payán, PhD, MPP

Brian Reagan, PTR, PhD, RD, LD

Heidi Hancher-Rauch, PhD, CHES®

Kendra OoNorasak, MS, RD, LD

Kimberly Sanchez, MPH

Dr. Laura Nabors, PhD, CPH

1 Advanced

This session will discuss the development and implementation of evidenced based public health programs utilizing emerging technology and empowering various communities. These programs include the impact of COVID-19 and the development of a user-friendly tool to help people reduce their risk for COVID-19; identifying strategies to enhance the sustainment of youth-friendly HIV services that promotes youth-led HIV self-testing service delivery among Nigerian youth; the development of a youth substance misuse prevention program founded in the health belief model, and implementation of strategies to increase the adoption, implementation, and maintenance of culturally responsive evidence-based sexual health reduction programs in Native communities.

Learning objective(s):
•Explain how the SAFER COVID-19 decision-making tool helps individuals assess an activity’s risk level and make a tailored plan to stay safe.
•Identify at least two strategies used to enhance the sustainment of youth-friendly HIV services in a low-resource setting.
•Describe the development of an alternate approach for a youth substance misuse prevention program founded in the health belief model.
•Describe at least three strategies to increase the adoption, implementation, and maintenance of culturally responsive evidence-based sexual health education programs in Native communities.

Moderator: Carol Agomo

Featured presentations:
•SAFER COVID-19: A Decision-Making Tool for Tailored Risk Reduction - Tiffany Neal, MPH, MCHES®
•Making the 4 Youth by Youth Project Last: Planning for the Sustainability – Chisom S. Obiezu-umeh, MPH
•Development of a Youth Substance Use Prevention Program - Emily A Bixler, MPH, CPH, ATC and Dru O'Rourke, BA
•Healthy Native Youth (HNY) Implementation Toolbox: Supporting Sex Ed in Tribal Communities - Christine M. Markham, PhD

Tiffany Neal, MPH, MCHES®

Stacey Mason, MPH

Emily A Bixler, MPH, CPH, ATC

Dru O'Rourke, BA

Christine M. Markham, PhD

Carol Agomo

1.0 Advanced

Disability and chronic disease are not synonymous conditions but exist independently from one another. Disabilities are not unfortunate, negative, or synonymous with ill health, incapacity, or dependence, and a person with a disability is neither inferior, undesirable, less capable, nor less worthy than an able-bodied person. Disability humility refers to learning about experiences, cultures, histories, and politics of disability, recognizing that one's knowledge and understanding of disability will always be partial, and acting and judging considering that fact. In addition, the pervasiveness and systemic nature of ableism causes harm, and those who are able-bodied often enjoy unrecognized privilege.

This plenary supports the SOPHE 2021 resolution that calls for integrating the role of disability and ableism in health education and health promotion practice. The presentation will encourage educators, faculty, students, and practitioners to question their own preconceived notions and implicit biases, explore disability-related biases and microaggressions, challenge the dominant narrative on disability, and promote models and tools to increase access and equity and ultimately reframe concepts of differences.

Learning objective(s):

•Incorporate appropriate needs assessment, planning and implementation guidelines for health education programs designed for persons with disabilities.
•Identify advocacy and other efforts to overcome at least two barriers to health equity for individuals with disabilities that result from discrimination and implicit biases.

Moderator: Tara Lutz, PhD, MPH, MCHES®
Featured speakers:
Adriane K. Griffen, DrPH, MPH, MCHES; American Academy of Orthotists and Prosthetists  
Sara Lyons, MPH; The National Association of County and City Health Officials
D’Arcee Neal, MA; The Ohio State University

FAHE Awards
Donna Videto, PhD, MCHES®

Closing Conference Remarks
Amy Thompson, PhD, CHES®; 2022-23 SOPHE President; University of Toledo

Adriane K. Griffen, DrPH, MPH, MCHES

Sara Lyons, MPH

D'Arcee Neal

Donna M. Videto, PhD, MCHES®

Amy Thompson, PhD, CHES®

Tara Lutz, PhD, MPH, MCHES®

1 Advanced

This session examines the assessment, planning, implementation of public health programming designed to diminish the presence of tobacco, vaping, and drinkables of tobacco and cannabis.

Learning objective(s):
•Analyze at least two community engagement strategies designed to improve LGBTQ community disparities to tobacco prevention and cessation.
•Interpret data on the relationship between e-cigarette, energy drinks, and cigarette use, with the dietary, exercise, and sleep patterns of adolescents.
•Explain at least three dietary risks associated with single and/or dual-use electronic vapor products and cannabis.
•Describe the implementation of tailored tobacco-free messaging to young adults across multiple platforms in support of the T21 law.

Moderator: Kay Deaner

Featured presentations:
•Tobacco Prevention and Cessation as an LGBTQ Issue in SE Pennsylvania - Katie Suppes, MEd
•E-cigarette, Energy Drink, and Behavior Patterns Among Adolescents - Jeff Housman, PhD, MCHES® and Ron Williams, Jr., PhD, CHES®
•Association of Vaping and Cannabis Use with Dietary Habits Among Youth - Georgina Orozco
•Tobacco 21 Awareness Campaign – "Keeping Future Generations Healthy”- Chelsey Hildebrand, MPH, CTTS and Molly Pisciottano, MHA

Katie Suppes, M.Ed.

Jeff Housman, PhD, MCHES®

Ron Williams, Jr., PhD, CHES

Georgina Orozco

Chelsey Hildebrand, MPH, C.T.T.S.

Kay Deaner, RN, MEd, CHES

1 Entry

This session will examine the emerging role of the doula in supporting healthy pregnancies and delivery among women of color, and in particular rise in the number of male doulas (dude-la).

Learning objective(s):
•List recommendations for the health education profession for promoting increased male inclusivity during the pregnancy and postpartum periods.

Tiffiny R. Jones, MPH, MPA

Amanda Harrod, PhD, MPH

1 Entry

This session will address why language matters about ability vs. disability.

Learning objective(s):
•Describe at least two strategies and examples of how to integrate disability content into public health and health care education programs.

Moderator: Janae Alexander
Featured presenter: Tara Lutz, PhD, MPH, MCHES®

Tara Lutz, PhD, MPH, MCHES®

Janae Alexander, MPH

1 Entry

This session will explore a range of approaches illuminating the CHES® area of responsibility: Communicate, Promote and Advocate for Health and the Profession of Health Education/Promotion.

Learning objective(s):
•Identify at least three reasons every health education professional should engage in advocacy.
•Describe three ways health education specialists changed their advocacy strategies to meet the demands imposed by a global pandemic.
•Describe at least three challenges faced by healthcare professionals engaging in COVID-19 era communication advocacy for behavioral, procedural and systems changes.
•Describe three considerations in developing advocacy curricula in undergraduate medical education.

Moderator: Rhonda Rahn
Featured presentations:
•Advocacy 101: Finding Your Voice and Role in Advocacy - Alexis (Lexi) A. Blavos, PhD, MCHES® and Jodi Brookins-Fisher, PhD, MCHES®
•Changing Advocacy Strategies with the ARCH of the Era - Heidi Hancher-Rauch, PhD, CHES® and Samantha Elly Mundt
•Healthcare Professionals’ Advocacy for Protections During COVID-19 - Valerie Smith, PhD, MPH, CHES®
•Developing Physician Advocates through a Pathways Approach - Vanessa Maier, MD, MPH, Christina Wang, and Kristie Sun, MD

Heidi Hancher-Rauch, PhD, CHES®

Alexis Blavos, PhD, MCHES®

Jodi Brookins-Fisher, PhD, FESG, MCHES®

Samantha Elly Mundt, BS, CHES

Valerie Smith, PhD, MPH, CHES®

Vanessa Maier, MD, MPH

Kristie Sun, MD Student

Christina Wang

Dr. Rhonda Rahn, PhD, MS, CHES®

1 Advanced

Women’s history is full of trailblazers who broke the glass ceiling and fought for equality and social justice. The health education profession also includes many female pioneers who advanced the scholarship of health behavior and health education and rose to leadership positions that advanced social change.  Unfortunately, many of these profiles are not well-documented or studied in pre-service or in-service offerings. Through video snippets, vignettes, interviews, and lively anecdotes, this session will highlight four female SOPHE health education pioneers who significantly influenced the profession and advanced health equity:  Lucy Morgan, Sigrid Deeds, Noreen Clark, and Karen Denard Goldman. Participants will be guided to reflect on lessons learned and identify areas for leadership skill-building to advance their own professionalism.

Learning objective(s):
•Summarize the contributions of at least two former health education leaders who had a significant impact on advancing the health education profession, health equity and health outcomes.

Moderator: Laura Bloom

Featured speakers:
Deborah Fortune, PhD, FAAHE
Angela Mickalide, PhD, MCHES®
M. Elaine Auld, MPH, MCHES®
Julia Alber, PhD, MPH

Flora Bloom, EdD, MS, MA CHES

Angela Mickalide, PhD, MCHES®

Dr. Julia Mary Alber, PhD, MPH

Dr. Deborah Fortune, Ph.D., CHES, FAAHE

Elaine Auld, MPH, MCHES

1.5 Entry

This session explores the range of personal identifies and assumptions that can lead to negative health outcomes and the challenges of seeking and receiving quality health services in a binary oriented system.

Learning objective(s):
•Describe at least five “plus” identities for analyzing how differences in personal identity and assumption of one’s identity can lead to negative health outcomes.

Featured speaker: Jennifer Fonseca, MPH, CHES

Jennifer Fonseca, MPH, CHES®

Sabrina T. Cherry, DrPH, MSPH, MTS,

1.5 Entry

College campuses have long been concerned about the health and wellness of the students on their campuses. The American College Health Association’s National College Health Assessment (ACHA-NCHA) is a comprehensive survey that has been available for 20 years for colleges to use to learn about the lives of their students. This session will explain the National Faculty and Staff Health Assessment (NFASHA).

Learning objective(s):
•Explain findings from the ACHA-Faculty and Staff Health Assessment survey.

Moderator: Ashley Parks
Featured speaker: Lori Dewald, EdD, ATC, MCHES®, F-AAHE

Dr. Lori Dewald, EdD, ATC, MCHES®, F-AAHE

Dr. Ashley V Parks, DrPH, MPH, MBA, MTech, MCHES®, CPH, CPHQ, HACP, CLSSBB, CPHRM, CHTS-IM, PMP, CS-MC, CPPS

1.5 Advanced

Meet with editorial team members from SOPHE’s three journals: Health Education & Behavior, Health Promotion Practice, and Pedagogy in Health Promotion: The Scholarship of Teaching and Learning.

Learning objective(s):

•Identify the SOPHE journal most appropriate for disseminating work to various audiences.
•Identify at least two journal article formats that best fit various types of work and reporting approaches.

Featured speakers:
Zebley Diaz, MSC
Holly Mata, PhD, MCHES®, CPH
Cheryl Merzel, DrPH, MPH
Chloe Johnson

Holly Mata, PhD, MCHES, CPH

Cheryl Merzel DrPH, MPH

Zebley Diaz

Chloe Johnson

Jeanine Robitaille, MS, CHES

1.5 Advanced

The COVID-19 pandemic has highlighted the need for significant changes in K-12 health teacher preparation programs so that teacher candidates are successful in addressing social and emotional learning, health equity, hybrid and online teaching, healthy school environments, and other issues exacerbated by the pandemic. With funding from the CDC Healthy Schools Branch, SOPHE hosted an innovative five-day Digital Institute for Higher Education Academy in 2021 to enhance faculty awareness and use of relevant tools to prepare health and physical education teacher candidates for current K-12 school challenges. In this workshop session, we will review characteristics of High-Quality Health Teacher Education Preparation and the recently published Model curriculum Guidance and Model Toolkit for K-12 School Health Educators. Time will be devoted for faculty to assess their curriculum and develop action plans for modifications to meet the contemporary demands of K-12 schools.

Learning objective(s):
•Assess to what extent health education teacher preparation programs can incorporate the latest tools/resources from the WSCC Model.

Moderator: Clarissa Montes

Featured speakers:
James Philip A Mallare, PhDc, CHES®
Rachael Dombrowski, PhD, MPH

James Philip A. Mallare, PhD, MS, CHES®

Dr. Rachael Dombrowski, PhD, MPH

Jacqueline Dipzinski, EdM

Erin Centeio, PhD

Clarissa Montes

Visit Posters

Overview

Posters Include:

• A Social-Ecological Analysis of Suicidality Among High-Risk Adolescents: Implications for Health Education and Prevention - Lauren M. Berny, MEd, PhD(c), SOPHE/CDC 2021-22 Injury Prevention Fellow
• Disaster Management and Indigenous Populations - Lena Thompson, SOPHE/CDC 2021-22 Injury Prevention Fellow
• Adverse Childhood Experiences: Association with Alcohol and Drug Use, and Suicidal Behaviors - Lindsay Keeling, BA, PhD(c), SOPHE/CDC 2021-22 Injury Prevention Fellow
• Improving Patient Self-Advocacy and Communication with Providers through Diabetes Self-Management Education: Analyses from a Randomized Controlled Trial - Brenna O. Kirk, BS, MPH, PhD(c), SOPHE 2021-22 Patient Engagement Fellow
• Come together: Building Capacity for Collaborative Communication - Tiffany Peterson, MPH, MCHES® and Erica Thomas, DHEd, CHES®
• Community Engagement Using a CAB to Influence COVID-19 Vaccines - Cynthia B. Burwell, PhD, MCHES®
• Knowledge and Attitudes of NYC Park-goers about Harmful Algae Blooms - Yuliya Shneyderman, PhD and Tsehay Gebreyes
• Trauma-Informed Intervention to Build Resilience in Adjudicated Youth - Emily R. Rembusch   and Darson Rhodes, PhD, MCHES®
• Combatting COVID-19 Misinformation and Disinformation Online - William M. London, EdD, EdM, MPH
• Developing a Health Honors Program to Aid in Professional Development - Jennifer L. Evans, PhD, MEd, MCHES® and Rhonda Rahn, PhD, MS, CHES®
• Critical Race Theory, Segregated Housing and Sleep Health - Jody L. Vogelzang, PhD, MS, MA, RDN, CHES®, FAND and Gayle Walter, PhD, MPH, MCHES®
• Is It Worth it? Black College Students’ Views on the COVID-19 Vaccine - Talegria Brown, PhD
• Purity Culture: A Social Ecological Model Approach - Erin Benton, PhD, MPH
• Project ECHO in a Regional Sickle Cell Network-Five Years of Success! - Lisa M. Shook, PhD, MA, MCHES®
• Lessons Learned from Missouri Institutions of Higher Education Response - Amy Estlund, PhD, MPH and Mara Woody, EdD
• Arkansas Trauma System and Unintentional Injuries Among Children - Hope Mullins, MPH and Dawn Porter, MS, CHES®
• Acculturation Implications on Obesity Among Ethnically Diverse Teens - Tien Vo
• Creating Teacher Candidate Experiences in a Remote Environment - Christine Paske, MEd
• An ESG-Sponsored Event: Advocating for Health Equity and Climate Change - Tyra Montour, MPH
• Screen to Screen: Virtual Mentorship for Public Health Students - Ashley Victoria Parks, DrPH, MPH, MTech, MCHES®, CPH and Matthew Lazari, MHA, CSSBB, FACHE
• Tobacco Dependence Treatment integration into a Substance Abuse Facility - Chelsey Hildebrand, MPH, CTTS
• Numerical Hygiene: Promoting Health Numeracy in Professional Preparation of Health Educators - William M. London, EdD, EdM, MPH
• Utilizing Social Media to Bridge the Gap in Community Outreach during - Erin Wells, MS, CHES® and Olivia Wilson, MS, CHES®
• Health Condition Trends among Spouses of Active Duty Military Members - Ashley Moss, MPH
• Pandemic Pivot: A Training Center’s Shift in Response to COVID-19 - Melissa Alperin, EdD, MPH, MCHES® and Laura M. Lloyd, MPH, MCHES®
• Work from Home Parents: A COVID-19 Created Priority Population - Ashley Victoria Parks, DrPH, MPH, MTech, MCHES®, CPH and Matthew Lazari, MHA, CSSBB, FACHE
• Social-Emotional Health in the Afterschool Setting - Kyndall Penyweit and Parker Heman
• The Creation of a Diabetes & Mental Health Guide for St. Louis CHWs - William Hutston
• Transforming Mentorship Frameworks to Support Aspiring Graduate Students in Public Health: A Pilot Program - Bryce Takenaka, BS and Janja Kovacic, BS
• Program Evaluation of an HIV Educational Intervention in Rural Ecuador - Chelsea Iles, OMS-IV, BS
• Quality Improvement Project to Enhance the WSCC Research Collaboratory - Hannah Priest Catalano, PhD, MCHES® and. Hannah Horowitz