healthy people 2020 - Society for Public Health Education

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friday | november 5 & saturday | november 6 ✯ Conference Abstracts ✯ In 2008, the leadership was appointed of the Healthy Secretary’s Advisory Committee on National Health Promotion and Disease Prevention Objectives for 2020. For more than 24 months, the committee has worked through meetings, comment periods, and public forums around the country to gather input on the vision, mission, goals, focus areas, and criteria for selecting and prioritizing objectives. The Healthy People 2020 objectives are due to be released by the end of the year, leveraging scientific insights and lessons learned from the past decade, along with new knowledge of current data, trends, and innovations. Healthy People 2020 will reflect assessments of major risks to health and wellness, changing public health priorities, and emerging issues related to our nation’s health preparedness and prevention. This panel presentation will provide an update on the process used in developing the HP 2020 framework as well as relevant areas where health education and health promotion can have the greatest impact at the national, state, and local levels. saturday, november 6 early risers 1 sat / nov 6 / 7: 00 am - 8:15 am / Room: Matchless holistic approach to health: the mind body connection Before, I Didn’t Dream: A Promotor Based Mental Health Intervention. Pamela Gudino, MPH, Program Director, Somos Mayfair Improved maternal mental health can result in improvements in school success and emotional well-wellbeing for children, with lifelong benefits for our community. In east San Jose, California there are extremely few mental health resources for undocumented immigrant Latina women and few bilingual and bicultural therapists. In the absence of funding and political will to provide health resources for this population, promotores (community health workers) working with a non-profit organization, Somos Mayfair, piloted a model for immigrant mothers to provide group support. theoretical model: Somos Mayfair promotores incorporate Freirian principles of popular education into our leadership development and our education spaces: In our leadership development, we believe that lasting change requires understanding power and systems of oppression, including our own biases, we emphasize the importance of learning by doing and believe that leadership is rooted in “praxis” or cycles of action and reflection. In our educational work, “teachers” are facilitators or guides, rather than authorities; learning is participatory and dialogue-based, we honor and build on the existing knowledge and experience of the people we work with. objectives: We designed an intervention to increase mother’s selfesteem and self-efficacy and sense of belonging. We also addressed mother’s positive attachment behavior. A major objective of the support groups was to empower participants to lead support groups, or talking circles, on their own once the 12 week sessions ended. interventions: Somos Mayfair promotores piloted two 12 week support groups with 20 low income immigrant Latina women to provide educational and psychosocial support to mothers reporting feelings of isolation, depression or difficulty communicating with or parenting their children. Two of the original participants were recruited to conduct an ongoing open-ended support group for the community. Evaluation measures/results We collected both quantitative and qualitative data to assess the groups’ impact. Qualitative data included letters written by support group participants and interviews with participants recruited to facilitate the open-ended support group. Quantitative data were collected using pre and post surveys to measure changes in self-esteem, efficacy, knowledge, sense of belonging, and positive attachment behaviors. 100% of the women who completed the surveys reported improvements in all areas. Analysis of the qualitative data indicates the outcomes are a result of being valued, forming relationships, and the women learning to see themselves as agents of change. The results of this pilot program suggest a model for how communities confronting ever diminishing outside funding can continue to combat health disparities. The Health-Related Quality of Life Curriculum Development Project. Cecily Luncheon, MD, DrPH, MPH, ORISE Fellow, Division of Adult and Community Health/NCCDPHP/CDC; Stephen James, MPH, CPH, Scimetrika, LLC; Rosemarie Kobau, MPH, Division of Adult and Community Health/NCCDPHP/CDC; Melanie Livet, PhD, Scimetrika, LLC; Matthew Zack, MD, MPH, Division of Adult and Community Health; Debra Lubar, MSW, Division of Adult and Community Health/NCCDPHP/CDC background: New objectives for Healthy People 2020 (HP2020) are in process to help guide public health practice for the next decade. To improve monitoring of health-related quality of life (HRQOL) for this practice, the Centers for Disease Control and Prevention’s (CDC) Health-Related Quality of Life (HRQOL) Program and faculty from schools of public health (SPH) recently developed curricular materials on HRQOL for master-level programs (MPH). The purpose of this project was to increase the use of HRQOL program resources (e.g. datasets, HRQOL measures and publications) in SPH to foster use of HRQOL in public health practice. theoretical basis: Formative social marketing research based on Diffusion of Innovation Theory (DOI) had identified SPH as slow adopters for use of HRQOL data. DOI guided the development of HRQOL curriculum materials as a compatible innovation through which the CDC HRQOL program could introduce its resources to SPH. objectives: To introduce CDC HRQOL resources in SPH by developing curricular material that will assist faculty and students to address health issues directed by HP2020. intervention Lesson plans, case studies, and data practice queries were developed for each of the five core areas of public health (Biostatistics, Environmental Health, Epidemiology, Health Policy and Management, and Social and Behavioral Health). evaluation The HRQOL Program sought input at various SPH from faculty who functioned as content experts and stakeholder reviewers, guiding the development and the evaluation of curricular materials based on DOI attributes. results Stakeholder evaluation indicated that the curriculum materials are appropriate for dissemination to SPH faculty. Dissemination will occur through 2010. Social Support Experiences of HIV Positive HIV/AIDS Coalition Participants: A Grounded Theory Approach Melissa Haithcox-Dennis, PhD, MA, CHES, Department of Health Education and Promotion, East Carolina University; Kathleen Welshimer, PhD, MPH, Department of Health Education, Southern Illinois University Carbondale For more than twenty-five years HIV/AIDS has overwhelmed and devastated all corners of the world including the United States. In the US, grassroots organizations and governmental agencies have counteracted the negative social and economic effects of HIV by implementing 32 sophe conference ✯ november 4-6, 2010
✯ Conference Abstracts ✯ saturday | november 6 various strategies including local and statewide community coalitions. Although HIV/AIDS coalitions resemble other health promotion coalitions they differ in that People Living With HIV/AIDS (PLWHAs) are federally mandated or required by the funder to participate. As a result, PLWHA membership is thought to be largely due to these requirements. Other factors affecting participation, including social support, often have been overlooked. There is a dearth of research on the role that social support plays in coalition participation and its relationship to coalition success. The purpose of this study was to document PLWHAs’ perception of social support experiences and coalition success with regard to their participation in HIV/AIDS coalitions. This study used a qualitative research design guided by the grounded theory approach. 13 HIV positive, HIV/AIDS coalition participants were interviewed in New York City, NY during December 2009. Verification was achieved though continuous clarification of the researcher’s biases, the development of rich and thick description, triangulation, negative case analysis, a peer review, and an external audit. Results revealed that PLWHAs perceive that social support exists in said coalitions. Six main themes related to social support emerged from the data: (a) the acquisition of knowledge and information, (b) the desire to give back and help others, (c) the desire to participate in a “successful” effort, (d) the desire to stay connected through coalition activities, (e) the desire to give and receive social support, (f) PLWHAs strongly desired to give back to others and strived to acquire information and skills to do so. In addition, PLWHAs perceived that the most important factor related to coalition success is social support and that the provision of social support influence why they joined, continue and participate as active members and leaders. Recommendations for health education include: exploring social support as means of coalition recruitment and retention of underserved and culturally distinct groups, examining current coalition activities for ways to incorporate social support for its most vulnerable members, and including social support as a factor in the evaluation of coalition success. early risers 2 sat / nov 6 / 7:00 am - 8:15 am / Room: Molly Brown Critical Thinking: A Necessary Skill for Leadership. This workshop provides attendees with a good working knowledge of Critical Thinking Tools and Techniques; practice sessions with these tools on real business issues, and planning on how to use them in the future. The templates, called Thinksheets, in this workshop are used primarily as a teaching aid to guide future, out of class use. current sessions d sat / nov 6 / 8:30 am – 9:45 am current sessions d1 Room: Colorado E-F student fellowship presentations Adolescent Dating Violence: A National Assessment of School Counselor’s Practices. Jagdish Khubchandani, PhD (c), MD, MPH, CHES, Ball State University background: Adolescent dating violence (ADV) is a significant public health problem which affects 9%-34% adolescents in the United States according to various estimates. Schools can play an important role in preventing ADV, educating teens about healthy dating relationships and responding to incidents of ADV. Little is known about school personnel’s’ practices and perceptions regarding ADV. theoretical framework: A combination of constructs from the Health Belief Model, and Stages of Change Theory were used to create a valid and reliable instrument for assessing school counselor’s knowledge and beliefs about ADV. This study assessed school counselor’s knowledge and beliefs about ADV, the barriers to assisting victims of ADV, current practices of schools in relation to ADV. hypothesis: The study determined whether public schools have a protocol for responding to an incident of ADV. Additionally, the study assessed the school counselor’s perceptions of the role played by various school personnel in relation to assisting victims of ADV. methods: A comprehensive literature review was conducted to develop a questionnaire with adequate face validity. A panel of experts (n=12) assessed the instrument for content validity. The required sample (n=257) was determined by a priori power analyses at 90% confidence interval and 5% confidence level considering the total population of high school counselors (n=4500) in the US who were members of the American School Counselors Association. Finally, factoring in a potential non-response rate of 50%, a three wave mailing process was employed to survey a national random sample of high school counselors (n=550). Mailings included self addressed postage paid return envelope, a cover letter, questionnaire and a $1 bill as an incentive for the participants (these techniques were used to maximize the response rate). results: As of now data is being collected and we are in the last phase of data collection. However, early results indicate that the majority of school counselors reported that they do not have a protocol in their schools to respond to an incident of adolescent dating violence. Additionally, the majority of counselors reported that in the past 2 years training to assist victims of teen dating abuse has not been provided to personnel in their schools, their school does not conduct periodic student surveys that include questions on teen dating abuse behaviors, and their school does not have a committee that meets periodically to address health and safety issues which include teen dating abuse. coclusion: It would appear from the preliminary results that schools do not find adolescent dating violence a high priority. In addition, counselors found a number of barriers (other important issues, lack of space etc) to assisting students involved in ADV. implications for practice: Schools need to establish a means for assessing the status of ADV in their student population. In addition, schools need to provide in-service education for school personnel regarding prevention, assessment and interdiction of ADV. Alcohol-Related Problems and Suicidal Behavior Among College Students: Belongingness and Burdensomeness as Potential Mediators. Dorian Lamis, PhD (c), MA, University of South Carolina; Patrick Malone Suicidal behaviors and alcohol use are both prevalent on U.S. college campuses (CDC, 2007). Prior research has clearly demonstrated an association between these behaviors in individuals attending college (Lamis et al., in press). This study is intended to establish the relations among alcohol-related problems, suicidal behaviors, and two components of Joiner’s (2005) interpersonal-psychological theory of suicide in a sample of 996 college students. The interpersonal-psychological theory of suicide posits that an individual will not engage in serious suicidal behavior unless he/she has both the desire and capability to do so. The current study will focus on the suicidal desire components of the theory (i.e., thwarted belongingness and perceived burdensomeness), which Joiner proposes are distinct, but related, constructs that must be present sophe conference ✯ november 4-6, 2010 33
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