Charles Bruner, PhD presents the child health practitioner's role in health equity.
Description:
There is increasing recognition of the critical importance of the earliest years in life in setting a child’s health trajectory through strengthening families and thereby reducing disparities in inequities by race, place, and poverty. This workshop will explore the major role the primary child health practitioner can play in these critical early learning years to strengthen and support families.
This Information Brief was developed by WHO's Department of Child and Adolescent Health and Development to support staff of the Organization and other UN agencies working at global, regional and national levels in promoting the uptake of effective interventions to improve the sexual and reproductive health of adolescents through schools in low-income countries. The premise of the Brief is that school-based sexual and reproductive health education is one of the most important and widespread ways to help adolescents to recognize and avert risks and improve their reproductive health. This evidence-based information brief establishes ways in which the health sector can help the education sector provide appropriate information to adolescents about when and why they need to use health services and where these may be available.
presentation about the PAUSE 4 TEEN efforts to train more teens as advocates with the goal of them starting their own after school club at their school. Teens talk to teens. they can also help refer them to resources once trained and have also petitioned to allow condoms on high school campuses in Alachua county florida and were successful!!!
Poverty, Sexual Practices and Vulnerability of Female Sex Workers to HIV/AIDS...John Bako
The prevalence of HIV among Female who sell sex in Nigeria has witnessed a sharp decline between 2007 to 2014.
The decline was recorded both amidst BBFSWs (30.2% in 2007 to 19.4% in 2014) and NBFSWs (37.4% in 2007 to 8.6 in 2014)
This decline can be attributed to National programmatic response towards achieving universal access to HIV/AIDS preventions in Nigeria.
Christine Washington Davis of the Christian HIV and AIDS Network of Liberia and Seventh Day Adventist Church discusses the prevalence of teenage pregnancy and HIV infection among Liberian adolescents and how her organization is addressing the challenge.
This Information Brief was developed by WHO's Department of Child and Adolescent Health and Development to support staff of the Organization and other UN agencies working at global, regional and national levels in promoting the uptake of effective interventions to improve the sexual and reproductive health of adolescents through schools in low-income countries. The premise of the Brief is that school-based sexual and reproductive health education is one of the most important and widespread ways to help adolescents to recognize and avert risks and improve their reproductive health. This evidence-based information brief establishes ways in which the health sector can help the education sector provide appropriate information to adolescents about when and why they need to use health services and where these may be available.
presentation about the PAUSE 4 TEEN efforts to train more teens as advocates with the goal of them starting their own after school club at their school. Teens talk to teens. they can also help refer them to resources once trained and have also petitioned to allow condoms on high school campuses in Alachua county florida and were successful!!!
Poverty, Sexual Practices and Vulnerability of Female Sex Workers to HIV/AIDS...John Bako
The prevalence of HIV among Female who sell sex in Nigeria has witnessed a sharp decline between 2007 to 2014.
The decline was recorded both amidst BBFSWs (30.2% in 2007 to 19.4% in 2014) and NBFSWs (37.4% in 2007 to 8.6 in 2014)
This decline can be attributed to National programmatic response towards achieving universal access to HIV/AIDS preventions in Nigeria.
Christine Washington Davis of the Christian HIV and AIDS Network of Liberia and Seventh Day Adventist Church discusses the prevalence of teenage pregnancy and HIV infection among Liberian adolescents and how her organization is addressing the challenge.
Addressing child health disparities: We made the case, we need a movement!renataschiavo
This presentations reviews recent studies and experiences on child health disparities, and provides insights and recommendations to advance child health equity. It was presented at the 2015 Health Equity Capacity Institute of the CDC Division of Community Health, Office of Health Equity.
Bernadette Madrid, University of the Philippines, Director of the Child Protection Unit, Philippines - Parenting support in the context of violence prevention, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Ruti Levtov, Program Officer Promundo-US and Co-Coordinator of the MenCare Campaign, Men and Caregiving, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Lorraine Sherr, Professor, University College London– Parenting support in the context of HIV, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Global Medical Cures™ | HIV among YOUTH
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
The General Household Survey outlines key findings on development in South Africa over the past fifteen years since the first GHS was conducted in 2002.
The GHS aims to assess the levels of development in the country as well as the extent of service delivery and the quality of services in a number of key service sectors, including health, disability, social security, housing, energy, access to and use of water and sanitation, environment, refuse removal, telecommunications, transport, household income, access to food, and agriculture.
Presentation by Emebet Mulugeta (Ph.D.), Associate Professor at Addis Ababa University, Ethiopia, and Director at Nia Center for Children and Family Development, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Alessandra Guedes' presentation from her UNICEF Innocenti seminar held at our offices on 26th November 2019.
This presentation:
• reviews evidence for the intersections between violence against women and violence against children,
• explores existing tensions between these fields of work, and
• discusses collaborative ways forward.
Addressing child health disparities: We made the case, we need a movement!renataschiavo
This presentations reviews recent studies and experiences on child health disparities, and provides insights and recommendations to advance child health equity. It was presented at the 2015 Health Equity Capacity Institute of the CDC Division of Community Health, Office of Health Equity.
Bernadette Madrid, University of the Philippines, Director of the Child Protection Unit, Philippines - Parenting support in the context of violence prevention, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Ruti Levtov, Program Officer Promundo-US and Co-Coordinator of the MenCare Campaign, Men and Caregiving, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Lorraine Sherr, Professor, University College London– Parenting support in the context of HIV, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Global Medical Cures™ | HIV among YOUTH
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
The General Household Survey outlines key findings on development in South Africa over the past fifteen years since the first GHS was conducted in 2002.
The GHS aims to assess the levels of development in the country as well as the extent of service delivery and the quality of services in a number of key service sectors, including health, disability, social security, housing, energy, access to and use of water and sanitation, environment, refuse removal, telecommunications, transport, household income, access to food, and agriculture.
Presentation by Emebet Mulugeta (Ph.D.), Associate Professor at Addis Ababa University, Ethiopia, and Director at Nia Center for Children and Family Development, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Alessandra Guedes' presentation from her UNICEF Innocenti seminar held at our offices on 26th November 2019.
This presentation:
• reviews evidence for the intersections between violence against women and violence against children,
• explores existing tensions between these fields of work, and
• discusses collaborative ways forward.
Chris Soderquist presentation at the 2016 Science of HOPE
Description:
This session will introduce participants to a powerful approach to orchestrating useful learning across difficult boundaries using system dynamics. Through real world examples and interactive exercises, participants will learn how system dynamics can help them gain far more useful leverage when addressing complex, adaptive challenges. Participants will also see how this approach was used in a project funded by the Foundation for Healthy Generations to guide strategic decisions in Washington (and other states) for building community capacity and resilience.
Stephany Cuevas, EdM Presentation at 2016 Science of HOPE
In this session, participants will be introduced to family and community engagement research in order to begin to interrogate why we need to partner with families and communities in service work.
Participants will be exposed to different narratives and perspectives about families and communities and will be engaged in conversations about how to push beyond deficit thinking and stereotypes, which often deter partnership opportunities. Additionally, participants will be introduced to frameworks, including research-based best practices, which allow us to understand how to do partnership work in a mutually benefiting and respectful matter.
Stephany Cuevas, EdM Presentation at Science of HOPE
This workshop is intended to help participants understand the circumstances and needs of undocumented immigrant populations. Existing scholarship shows that an undocumented status constrains immigrants’ access to social services and exposes them to unsafe and undesirable work conditions, how the consequences of this status are passed down from parents to children in the form of delayed early childhood development outcomes, and how it erects numerous barriers for undocumented immigrant students as they make adult and post-secondary transitions, such as limited job and college opportunities. This workshop will introduce participants to this population and the different barriers they face as a consequence of their immigration status. Furthermore, it will also expose participants to the concept of “UndocuAlly,” posing the question “how do we make ourselves visible allies to undocumented populations?” in order to begin to consider how we can better support this population in our work.
Strategic Overview of the early childhood development/learning landscape in Alberta and Edmonton, prepared for the Head Start Action Learning Project (Edmonton) Pre-Retreat, May 24 2011, Edmonton.
Child-health practitioners in Iowa must find better ways to address family, neighborhood and economic factors that shape children' health and well being, according to CFPC executive director Charles Bruner and Debra Waldron, director and chief medical officer of the Child Health Specialty Clinics at the University of Iowa. They presented at the Iowa Governor's Conference on Public Health in Ames on April 5.
Children tend to think of the last decades of life—when they think of such things at all—as a time of physical limitations rather than a time of active, vibrant and full participation in life. Yet as average longevity increases worldwide and medical progress enables longer healthy lives, a shift in that view is in order.
With this as background, The Economist Intelligence Unit, sponsored by Merck, undertook a study of five nations—representing both wealthy and middle-income countries—to determine the degree to which good health practices are being taught in schools and fostered in the home and in the community.
Where relevant, the research also considers whether health education is being provided in the context of the long-term benefits—that is, with the aim of achieving longer healthy life years. The five countries surveyed are Germany, South Africa, India, Brazil and Saudi Arabia.
Novel Communication Tools: Using Text4Baby & Just In Time Parenting to Meet the Needs of Parents WEBINAR
Location: https://learn.extension.org/events/1459
Presenters of this 2 hour webinar will highlight how parents today are less likely to attend traditional parenting programs, provide research showing that parents are increasingly seeking information online, through social media and mobile devices and promote the use of two FREE, effective and innovative resources that can meet the needs of parents with young children.
Policy Uses of Well-being and Sustainable Development Indicators in Latin Ame...StatsCommunications
Métricas que Marcan la Diferencia: Uso de los Indicadores de Bienestar y del Desarrollo Sostenible en América Latina y el Caribe/Metrics that Make a Difference: Policy Uses of Well-being and Sustainable Development Indicators in Latin America and the Caribbean, 23-24 October 2019, Bogotá, Colombia. More information at: www.oecd.org/statistics/lac-well-being-metrics.htm
CHAPTER 1Overview of Early Care and Education and Program Admini.docxwalterl4
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxketurahhazelhurst
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
CHAPTER 30- SCHOOL HEALTH (PAGES 613-627)According to the Cent.docxwalterl4
CHAPTER 30- SCHOOL HEALTH (PAGES 613-627)
According to the Centers for Disease Control and Prevention (CDC) (2016), the healthy development of children and adolescents is influenced by many societal institutions, and after the family, the school is the primary institution responsible for the development of young people in the United States. The school environment is also a key setting in which students’ behaviors and ideas are shaped. Just as schools are critical to preparing students academically and socially, they are also vital partners in helping young people take responsibility for their health and adopting health-enhancing attitudes and behaviors that can last a lifetime (CDC, 2017).
BOX 30.1 Youth at Risk
· • Every day nearly 3200 young people start smoking (CDC, 2015).
· • Daily participation in high school physical education classes dropped from 42% in 1991 to 27.1% in 2013 (CDC, 2017).
· • Seventy-five percent of young people do not eat the recommended number of servings of fruits and vegetables.
· • Marijuana use among young people increased from 15% in 1991 to 46% in 2015.
From National Institute on Drug Abuse: National survey of drug use and health, 2015. https://www.drugabuse.gov/national-survey-drug-use-health
Academic success and healthy children and youth are closely intertwined. It is impossible to achieve success in school without maximizing the health of the students. School-age children and adolescents face increasingly difficult challenges related to health. Many of today’s health challenges are different from those of the past and include behaviors and risks linked to the leading causes of death such as heart disease, injuries, and cancer. Examples of behaviors that often begin during youth and increase the risk for serious health problems are the use of tobacco, alcohol, and drugs; poor nutritional habits; inadequate physical activity; irresponsible sexual behavior; violence; suicide; and reckless driving (Box 30.1).
In the United States, approximately 55.6 million children attend school every day (National Center for Educational Statistics, 2016). Their presence creates a unique opportunity for school nurses to have a positive impact on the nation’s youth. The primary providers of health services in schools are school nurses, and there are approximately 73,000 registered nurses working in schools in the United States (U.S. Department of Health and Human Services [USDHHS], Health Services and Resources Administration, 2010).
School nursing is a specialized practice of professional nursing that advances the well-being, academic success, and lifelong achievement and health of students. To that end, school nurses facilitate positive student responses to normal development; promote health and safety, including a healthy environment; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-.
Presentation by Sophia Beltran, Molly Morris, Aisha Dahir, Siobhan Ring, & Angeles Solis at 2016 Science of HOPE
“We are moving closer to justice and will have our impact when our communities can speak for themselves without fear.” – Michelle DiMiscio, CHW
What are the important elements in authentic advocacy? As problem solvers, community organizers and allies, we invite you to identify advocacy in your own story. Together with the Children’s Alliance, Community Health Workers from across the state welcome you to a powerful dialogue where you can walk away with the knowledge of how to elevate authentic voices in advocacy.
Presented by Michelle Di Miscio, MSW, Andrea Lopez–Diaz, Vicky Navarro, Angeles Solis at the 2016 Science of HOPE.
Description:
Social Connections are all about the bonds we make and keep in our communities.
The more connected we are the healthier we are. Research shows positive social connection has a direct impact on our health. Positive social bonds are associated with lower blood pressure, stronger immunity, decreased risk of chronic disease and increased resilience. This is especially important for advancing equity in our communities.
This workshop invites you to recognize and rely on social connection as a strength.
In the spirit of popular education, we believe you bring the wisdom, and we learn in community.
You will walk away having had the opportunity to share stories, lessons learned, and make valuable connections.
This workshop was designed in partnership with members of the King County Promotores Network: a 250+ member network composed of community members, service providers and systems representatives serving communities of color, immigrant, migrant and refugee populations in King County.
Suzette Fromm-Reed, PhD & Wytress Richardson, EdD Presentation at 2016 Science of HOPE
Description:
The purpose of this presentation is to explore the implications of research that examined community buffers to Adverse Childhood Experiences (ACEs) and consider how to build and sustain organizational and community resilience. Specifically, findings will be explored indicating community buffers were at least as important as individual level resilience and are needed to sustain the impact of individual level resilience. The study examined: 1. Adult surveys from Behavioral Risk Factor Surveillance System (BRFSS), (N=30,000), 2. Youth surveys examining risk and protective factors (N= 200,000) and 3. Public agency data (from merged social, health and education agency databases) for different communities (N=120) in Washington State (all merged data for 2009-2012 by the Foundation for Healthy Generations in Seattle, funded by the Gates Foundation and presented by external consultants). The intent of this presentation is to engage in a dialogue about the implications of the findings.
Amy Hill, MA Presentation at 2016 Science of HOPE
Description:
While the term “digital storytelling” is used widely in the health sector to refer to a variety of media production methodologies, it is the pioneering work of StoryCenter that best illustrates how narrative approaches and participatory media can surface community voices to address a broad range of health issues. The organization’s unique, hands-on methods support the creation of media (text, photographs, audio segments, and videos) that can be used for training, community mobilization, strategic communication, and policy advocacy.
In this introductory session, long-term StoryCenter staff member Amy Hill will talk about why personal stories are so compelling and how community-based public health and healthcare organizations can engage their clients and funders in bringing powerful, first-person stories into public viewing arenas. Participants will come away with:
A basic understanding of the theory, ethics, and practice of digital storytelling for health;
Insight about the multiplicity of ways that stories can be shared to effect change; and
An ability to describe key steps in designing effective digital storytelling programs, from hands-on production workshops through to story distribution strategies.
Moshe Szyf, PhD Presentation at 2016 Science of HOPE
The workshop will discuss basic epigenetic mechanisms and their role in setting up gene expression programs as well as review evidence from animal and human studies illustrating how epigenetic processes might be mediating the impact of the social and physical environment on the mental and physical health of children as well as adults. The implications of epigenetics for developing social policies, new interventions, diagnostics and therapeutics will be presented.
Mona Johnson, MA, CDP & Christopher Knaus, PhD Presentation at 2016 Science of HOPE
Description:
This interactive workshop is designed for a range of education and health practitioners concerned with the impacts of trauma on children. As professionals committed to improving well-being, our ability to navigate stress, secondary trauma, and systems of oppression that negatively impact vulnerable populations requires continual reflective practice. In a variety of settings, we have the opportunity – and indeed, responsibility – to teach and model healthy navigation through daily and cumulative trauma. Such navigation requires personal commitments to reflective practice in our own lives, and a capacity to model – for children and adults – multiple methods of healthy survival. In this workshop, participants engage in narrative building strategies to courageously give voice to the trauma that has shaped us as professionals, and engage in practical strategies to foster critical voices in the youth, families and other adults we serve.
Josué Guadarrama MA Presentation at 2016 Science of HOPE
Motivational Interviewing (MI) is a directive, client-centered counseling and/or communication style for eliciting behavior change by helping individuals to explore and resolve ambivalence, while minimizing resistance and maximizing intrinsic motivation. Compared with nondirective counseling, MI is more focused and goal-directed. Based on the physics of behavior change, participants will learn assessment and communication skills that foster sustained behavior change by tapping into intrinsic motivation. Aside from a didactic approach, there will be video examples and skill practice. Audience participation is highly encouraged.
Josue Guadarrama, MA Presentation at 2016 Science of HOPE
Description
Developed within a coherent theoretical and philosophical framework, Acceptance and Commitment Therapy (ACT) is a unique, empirically based psychological intervention that uses acceptance and mindfulness strategies, together with value driven commitment and behavior change strategies, to increase psychological flexibility. ACT uses three broad categories of techniques: mindfulness, including being present in the moment and defusion techniques; acceptance; and commitment to values-based living. Participants in this seminar will learn mindfulness as a way of observing ones experience, in the present moment, without judgment and “defuse,” or distancing oneself from unhelpful thoughts, reactions and sensations. Aside from a didactic approach, there will be video examples, and skill practice. Audience participation is highly encouraged.
James Caringi, PhD Presentation at 2016 Science of HOPE
Description:
Secondary Traumatic Stress (STS) is defined as, “the natural and consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other, the stress resulting from helping or wanting to help a traumatized or suffering person” (Figley, 1995). Professionals and caregivers frequently work with individuals, families, groups, and communities who have experienced multiple adverse childhood experience (ACE) traumas and as a result, are at high risk for experiencing STS. Secondary Traumatic Stress can lead to personal health issues, loss of productivity, and turnover and therefore should be a concern for practitioners and administrators.
This presentation will address the causes of STS and offer ideas for both prevention and recovery. In addition, findings from empirical research projects examining STS, burnout, and peer support will be reviewed. Methods to create a trauma informed organization that can both prevent and mitigate the impact of STS will be reviewed and critiqued. Finally, the presenter will facilitate an action research process designed to enable participants to begin the development of self-care plans that they can use in their organizations.
Dave Ellis Presentation at the 2016 Science of HOPE
Description:
This interactive workshop will explore how stereotypes and mental models drive race relations and reduce community capacity. Take the opportunity to unpack prevalent narratives about race, and consider how we might expand community capacity by doing so.
Charlie Alfero, MA presents on financing for community health work.
Description
This workshop will report on the development of “CHISPAS” a Medicaid Community Health Worker service and payment model that is being piloted in New Mexico. CHISPAS provides PMPM (per member per month) for Basic Patient Support, Intensive Care Coordination and support policy, systems and environmental changes to improve health and reduce costs. It is a national model for providing an on-going financing / payment source for CHW services.
Chan Hellman, PhD presents the science of Hope as a meaningful resource in our ability to cope with traumatic experiences and flourish toward future goals. This seminar presents “hands-on” tools to assess hope and develop strategies to attain established desirable goals. Finally, this seminar presents research studies conducted by the University of Oklahoma’s Center of Applied Research for Nonprofit Organizations that demonstrate the power of hope among children and adults receiving services from nonprofit organizations.
Dr. Chan Hellman's Keynote Address from the 2016 Science of HOPE conference.
Description:
Positive psychology is an emerging field focused on the scientific study of human strengths and the capacity for individuals, groups, and communities to thrive. Within this field, Hope has emerged as one of the top strengths contributing to well-being. This seminar will present the science of Hope as a meaningful resource in our ability to cope with traumatic experiences and flourish toward future goals, and will also present “hands-on” tools to assess hope and develop strategies to attain established desirable goals. Finally, this seminar will present scientific studies conducted by the University of Oklahoma’s Center of Applied Research for Nonprofit Organizations that demonstrate the power of hope among children and adults who have experienced trauma.
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...ILC- UK
The Healthy Ageing and Prevention Index is an online tool created by ILC that ranks countries on six metrics including, life span, health span, work span, income, environmental performance, and happiness. The Index helps us understand how well countries have adapted to longevity and inform decision makers on what must be done to maximise the economic benefits that comes with living well for longer.
Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
Dr Shyam Bishen, Head, Centre for Health and Healthcare and Member of the Executive Committee, World Economic Forum
Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
How many patients does case series should have In comparison to case reports.pdfpubrica101
Pubrica’s team of researchers and writers create scientific and medical research articles, which may be important resources for authors and practitioners. Pubrica medical writers assist you in creating and revising the introduction by alerting the reader to gaps in the chosen study subject. Our professionals understand the order in which the hypothesis topic is followed by the broad subject, the issue, and the backdrop.
https://pubrica.com/academy/case-study-or-series/how-many-patients-does-case-series-should-have-in-comparison-to-case-reports/
Empowering ACOs: Leveraging Quality Management Tools for MIPS and BeyondHealth Catalyst
Join us as we delve into the crucial realm of quality reporting for MSSP (Medicare Shared Savings Program) Accountable Care Organizations (ACOs).
In this session, we will explore how a robust quality management solution can empower your organization to meet regulatory requirements and improve processes for MIPS reporting and internal quality programs. Learn how our MeasureAble application enables compliance and fosters continuous improvement.
Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
Telehealth Psychology Building Trust with Clients.pptxThe Harvest Clinic
Telehealth psychology is a digital approach that offers psychological services and mental health care to clients remotely, using technologies like video conferencing, phone calls, text messaging, and mobile apps for communication.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
Deep Leg Vein Thrombosis (DVT): Meaning, Causes, Symptoms, Treatment, and Mor...The Lifesciences Magazine
Deep Leg Vein Thrombosis occurs when a blood clot forms in one or more of the deep veins in the legs. These clots can impede blood flow, leading to severe complications.
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
2. Introductions
• BUILD & the Child and Family Policy Center
launched the Learning Collaborative on
Health Equity and Young Children
• Funding from the Robert Wood Johnson
Foundation
April, 2016
3. Learning Collaborative Perspective
on Poverty
When families are pushed into poverty, the results
can be devastating for young children.
• Meeting immediate basic needs – adequate health care, food
and nutrition, safe housing, transportation and clothing – is
compromised
• Families cannot make investments in activities for their kids
that more affluent families care
• Families are under additional stress, which can carry over to
their relationships with their children
• Children themselves can be stigmatized and have additional
barriers to participating, at least on a par, in activities and
opportunities for more affluent children
April, 2016
4. Learning Collaborative Perspective
on Race
Cultural, racial, ethnic, and linguistic diversity
should be a source of strength in society, but:
• Children of color and their families are more likely than
white children and their families to experience social and
structural discrimination, exclusion, marginalization and
poverty.
• Race influences the social networks available to children
and their families, and networks have a major impact on
economic and social opportunities.
• Children are learning who they are and how they are
treated in the larger world, and exclusion or
discrimination and biases they or their families
experience are damaging to their well-being (and
children who learn prejudice are damaged, as well)
April, 2016
5. Learning Collaborative Perspective
on Race and Poverty
In the United States, race and poverty
are highly intertwined, but they are not
the same.
We need approaches which respond to
socio-economic disparities and poverty
(relative and absolute), but these are not
a substitute for addressing issues of
discrimination and exclusion, nor of
recognizing and valuing diversity.
April, 2016
6. Goals
The Learning Collaborative has three primary goals:
1. Raise understanding and awareness
2. Advance knowledge
3. Develop and support leaders
The Learning Collaborative facilitates learning to:
– Integrate the assets of the health and early learning
systems
– Promote equitable outcomes for young children
– Produce policy and practice change
April, 2016
7. Strategies
The Learning Collaborative strategies for
achieving these goals include:
• Information exchange with peers
– cross-state webinars
– learning tables
– online discussions
– in-person meetings
– Participation in forums and meetings (like here)
• Targeted state/community support
• Operation of a Collaborative Innovation Network (CoIN)
promoting primary health practice transformation to
respond to social determinants of health and improving
health equity
April, 2016
8. Focus of this Workshop
Young Child Health Practitioner Role
Contributing to Health Equity
April, 2016
9. Health and Health Equity
Defined
Child health is a state of physical, mental, intellectual,
social and emotional well-being and not merely the
absence of disease or infirmity. Healthy children live
in families, environments, and communities that
provide them with the opportunity to reach their
fullest developmental potential.
– World Health Organization
Health equity is achieving the highest level of health for
all people. Health equity entails focused societal
efforts to address avoidable inequalities by equalizing
the conditions for health for all groups, especially for
those who have experienced socioeconomic
disadvantage or historical injustices.
– Healthy People 2020
April, 2016
10. The Imperative:
Equity in Diversity
Of all the forms of inequality, injustice in
health care is the most shocking and
inhumane.
Martin Luther King
We cannot allow a child’s zip code or
color of skin determine the child’s
health.
Maxine Hayes
April, 2016
11. The Faces We Face:
The Opportunity and the Challenge
A mother brings her three month-old in for a
check-up. It’s clear the mom is stressed,
discouraged, and not picking up on the child’s
cues for attention. While there isn’t a child
medical condition which requires attention
today, the practitioner fears that, in two years, if
the family is not supported, there will be
significant indicators of development delay and
likely social and emotional problems.
What can the child health practitioner do to
address what are clearly more than and
different from medical needs?
April, 2016
12. Health, Equity, and Young Children
1. Why It’s Important: Young Children,
Diversity, and Equity
2. What We Know: The Research Base
3. Starting at the Start: The Health
Practitioner’s Role
4. Building Upon Success: The Evidence
Base
April, 2016
13. 1. Why It’s Important:
Young Children, Equity, and Health
• Youngest children (0-5) most diverse age
segment of society
• Youngest children age group most likely to live
in poverty
• Youngest children of color most likely to live in
poverty
• Poor neighborhoods rich in young children
• Children of color concentrated in poor
neighborhoods
• Large health and other disparities exist by race
and ethnicity – by income, by multiple
measures of child well-being, and by place
April, 2016
14. Young Children Most Diverse
Age Group in Society
April, 2016
17.1%
7.5%
16.7%
23.5%
25.8%
20.3%
13.7%
20.6%
23.2%
24.2%
62.6%
78.8%
62.7%
53.3%
50.0%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Total
Age 65+
Age 18-64
Age 5-17
Age 0-4
Distribution of the U.S. population by
race/ethnicity and age
2013
Hispanic Non-White, Non-Hispanic White, Non-Hispanic
Source: United States Census Bureau, Population Division 2013
15. Young Children Age Group
Most Likely to Live in Poverty
April, 2016
9.4%
14.8%
21.0%
25.2%
22.0%
17.2%
22.0%
23.1%
19.1%
16.1%
17.0%
16.3%
14.3%
13.5%
12.8%
11.6%
35.1%
38.4%
27.2%
23.9%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
65+ Years
18-64 Years
6-17 Years
0-5 Years
Distribution of the U.S. population by household income
and age
2013
<100% 100-199% 200-299% 300-399% 400+%
Source: U.S. Census Bureau, Public Use Microdata Sample, 2011-2013
16. Most Diverse Youngest, by far the
Most Economically Disadvantaged
April, 2016
25.4%
43.1%
36.1%
16.3%
23.1%
25.5%
30.2%
19.7%
16.1%
13.4%
15.5%
17.4%
11.6%
7.2%
7.7%
14.6%
23.8%
10.8%
10.5%
32.1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All
African American
Hispanic
White, NH
<100% of Poverty 100-199% of Poverty 200-299% of Poverty
300-399% of Poverty 400+% 0f Poverty
Source: United States Census, Public Use Microdata Sample 2012
17. Place Matters: Poorest Neighborhoods Face Multiple
Challenges to Achieving Health Equity
Poorest tracts compared to least poor tracts
• Single parent families (60.1% to 24.6%)
• Adults without high school degree (28.8% to
7.3%)
• Adults with college degree (12.7% to 41.1%)
• Households with wage income (66.4% to 78.3%)
• Owner-occupied housing (41.1% to 75.2%)
(Poorest tracts – 50%+ child poverty; least poor
tracts – less than 10%)
April, 2016
18. Poorest Neighborhoods:
Wealthy in Young Children
April, 2016
Source: United States Census Bureau, Population Division 2013
Very Young Children (0-4) as Percentage of Population
By Census Tract Child Poverty level
5.9%
6.4% 6.7%
7.2%
7.8%
8.6%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
0 to 10 10 to 20 20 to 30 30 to 40 41 to 50 over 50
Poverty Rate (%)
Implication: Poorest neighborhoods need half again as many child and
family-friendly gathering points, activities, and supports.
19. Poorest Neighborhoods:
Highly Segregated
April, 2016
66.5
58.8
50.1
38.3
28.4
18.7
6.2
9.6
12.9
17.6
22
34.5
12.9
10.4
9
8.8
8.3
7.6
14.4
21.2
28
35.3
41.3
39.2
0% 20% 40% 60% 80% 100%
0 to 10
10 to 20
20 to 30
30 to 40
40 to 50
Over 50
PovertyRate(%) White non-Hispanic African-American Other Hispanic
Note: While 8.4 percent of White, non-Hispanic children live in census tracts
where the poverty rate is above 40 percent, 38.2 percent of African Americans,
31.9 percent of Native Americans, and 28.9 percent of Hispanics do.
Implication:
Strategies need to
address issues of
inclusion and
combat
discrimination and
marginalization, as
well as being
culturally and
linguistically
responsive.
20. Child Health and Other Disparities
Profound by Race
April, 2016
704
404
345
0
100
200
300
400
500
600
700
800
White, non-
Hispanic
Hispanic African
American
Composite scores of child well-being
across twelve different indicators:
Kids Count Race to the Top 2014 50
state data book.
22. 2. Science Shows the First
Years of Life Most Critical…
• Protective Factors (Strengthening Families)
• Adverse Childhood Experiences (Center for Disease
Control and Prevention)
• Resiliency (American Academy of Pediatrics)
• Epigenetics (Genetics)
• Neurobiology (Brain Research)
• Toxic Stress (Center on the
• Developing Child)
• Social Determinants of Health
(World Health Organization)
Harry T. Chugani, MD, PET Center Director, Chief of Pediatric Neurology and Developmental
Pediatrics, Children’s Hospital of Michigan
April, 2016
8
PositivePositive
StimulationStimulation
NegativeNegative
StimulationStimulation
23. …and Science Spells out
Where to Focus
Protective Factors
Adverse Childhood Experiences
Resiliency
Epigenetics
Neurobiology
Toxic Stress
Social Determinants of Health
April, 2016
24. P.S. Different Scientific Disciplines
Point to the Same Set of Needs
The Social Gradient. Life expectancy is shorter and most diseases
are more common further down the social ladder. [Concrete
services and supports in times of need]
Early Life. A good start in life means supporting mothers and
young children; the health impact of early development and
education lasts a lifetime. [Knowledge of healthy child
development]
Stress. Stressful circumstances, making people feel worried,
anxious and unable to cope, are damaging to health.
[Resiliency]
Social Exclusion. By causing hardship and resentment, poverty,
social exclusion and discrimination cost lives. [Positive and
supportive activities with children]
Social Support. Friendship, good social relations and strong
supportive networks improve health at home, at work and in
the community. [Social ties]
Social Determinants – WHO Protective Factors – CSSP
April, 2016
25. Conclusions from P.A.R.E.N.T.S. Science
and other Research on the Role of Families
• Parents are their child’s first teacher, nurse, safety
officer, and guide to the world.
• The safety, consistency, and nurturing in the home
health and learning environment is critical and
foundational to ensuring positive health trajectories
(CDC).
• Inclusion and cultural responsiveness in the earliest
years are key to combating bias, discrimination, and
devaluation that produce stress and diminish resiliency
for children of color (and promote adverse impacts on
those who learn to be prejudiced).
Outcome One for young child health is a safe, stable,
and nurturing home (and community) environment.
April, 2016
26. 3. Starting at the Start: Health Practitioners
and Youngest Children (0-3)
91.0% have a well-child visit
55.2% receive health coverage under Medicaid/CHIP (avg.
2.2 well-child visits per year)
15% in some form of regulated child care
4.5% in families that receive public assistance (TANF)
4.2% receive a subsidy for child care (CCDBG)
2.7% receive early intervention services (Part C)
1.5% receive Early Head Start/MIECHV (home visiting)
0.7% in foster placement
Child health practitioners are the point of first contact
with young children and their families and can play a
critical, “first responder role.”
April, 2016
27. Young Children and their Families:
Current Needs and Actions
April, 2016
28. 4. Building on Success:
The Evidence Base in Practice
April, 2016
29. Three Essential Components of
Evidence-Based Practice
April, 2016
The Child Health Practitioner
as Part of a Health Neighborhood and Community
30. Roles at Each Component Level
April, 2016
Child Health Practitioner/First Responder
Culturally and linguistically responsive practice
Developmental and environmental surveillance and screening
Anticipatory guidance
Referral for “medically necessary” services
Referral to care coordination
Care Coordinator/Networker
Motivational interviewing and whole child/family approach to
identify further needs/opportunities
Identification of available services and supports which meet
those needs in the context of family race, culture, and
language
Connection of children and families to services
(referral/scheduling/follow-up/practitioner notification)
Community Service Maven (Community utility)
Community networker and builder across “medically
necessary” and other community services
Community building and work with and support of diverse
community leadership in facilitative role
31. Spreading and Financing
Practices: Policy Roles
Build a critical mass of innovators and early adopters and expanding the
field
Identify and support health practitioners seeking to innovate within
their practices and recognize their work
Encourage action to support at federal level, particularly within
CMMI (SIMs, FOA for Young Children)
Expand from “developmental screening” to “environmental
screening” (including within HRSA)
Cover approaches under Medicaid and Other Insurance
Define “medical necessity” to include environmental (not just child-
specific) diagnoses
Use service and administrative claiming to cover three elements
Establish a welcome to Medicaid child visit with requirements for
comprehensive screening and follow-up
Include family stability and nurturing as core measure and outcome
Define the triple aim for young children and make accountable care
accountable to healthy child development
Build requirements for exemplary primary-preventive practice and
follow-ups to occur
Direct portion of “shared savings” to actions with longer-term
impacts
April, 2016
32. Extending Beyond Clinical
Care: Building Villages
Community connections as well as formal
public services essential – time, place,
and opportunity to connect with others
and provide a supportive community –
e.g. “village building”
It takes a multi-disciplinary team village to raise a
child.
Place, inclusion, and cultural and linguistic
reciprocity matter.
April, 2016
33. A Hopeful and Necessary
Conclusion (Home Run)
April, 2016
That three month visit started a chain of connections
and supports. When her now 36-month daughter
came in for a checkup, she was looking forward to
the visit, knowing she will receive a new book and
excited to tell the nurse she will be going to Head
Start next month. The mother has with her an ASQ
form, completed at her family day-care home, and a
set of questions for the practitioner about her
daughter, who’s already starting to read. The mother
is in a mutual assistance group with other parents
and wants help from the practitioner in getting more
dentists who will serve children in their community.
34. Measuring Success and
Recognizing Home Runs are Rare
Effective practices should have a few encounters
where they contribute to someone hitting a
home run (which are substantively significant
even if they aren’t statistically significant).
As important is contributing to more singles and
walks and even going up to the plate and taking
a swing (which are important but often are
discounted as not producing a score in
themselves).
Evaluation and measurement is needed to assess
impact, but must be based upon what is realistic
and not expected everyone (or even a large
portion) to hit home runs.
April, 2016
35. Summarizing: Takeaway Thoughts
for Discussion
Primary child health practitioners have a
role, but not the only role, to play in
improving child health.
They should be held accountable to that
role, but not others’ roles.
There are particular opportunities for
primary health practitioners to play this
role in poor neighborhoods.
April, 2016
36. Additional Resources
• Top 10 Things We Know about Young Children and Health
Equity… and Three Things We Need to Do with What We Know
• Fifty State Chart Book: Dimensions of Diversity and the Young
Child Population
• Where Place Matters Most (and Village Building and School
Readiness: Closing Opportunity Gaps in a Diverse Society)
• Healthy Child Storybook of Exemplary Programs and Practices
April, 2016
37. Sharing What We Learned
CFPC and BUILD want to partner with others
and bring a learning community approach to
further development and diffusion. CFPC and
BUILD have teamed to create a Learning
Collaborative on Health Equity and Young
Children.
For more information:
www.buildinitiative.org
www.cfpciowa.org
April, 2016