The Resident Health Advocate Curriculum · Web viewChronic diseases, such as heart disease, stroke,...

A Toolkit for Implementingthe Resident Health Advocate Curriculum

2011‒2012

Developed by the Training and Education Core

of the

Partners in Health and Housing Prevention Research CenterBoston University School of Public Health

Boston Housing AuthorityBoston Public Health Commission

Community Committee for Health Promotion

Table of Contents

Page

Background Materials for the Trainer 4

Program Materials: Before Training Begins 9

Baseline Survey 20

Program Materials: Training ModulesModule 1: What is the Prevention Research Center? What is a

Resident Health Advocate?Module 2: Community Building and AdvocacyModule 3: Are You at Risk of Developing a Chronic Disease?Module 4: Integrated Pest Management and Asthma ControlModule 5: Enjoy Living Smoke-FreeModule 6: NutritionModule 7: Physical ActivityModule 8: Domestic ViolenceModule 9: Neighborhood ViolenceModule 10: Sexual HealthModule 11: Cancer and ScreeningsModule 12: Oral HealthModule 13: Substance Abuse Treatment and PreventionModule 14: Skills and Resume Building

30

Post-Training Survey

Program Materials: Once the Training is Complete

Internship Materials

75

85

88

Appendix: List of PowerPoint Presentations 93

2

Acknowledgments

Development of this toolkit was supported by Cooperative Agreement Number U48 DP001922 from the Centers for Disease Control and Prevention.

We thank the following contributors who shared their expertise in various substantive areas in the development of this toolkit: Lonnie McAdoo, a private consultant, community outreach; the Community Health Education Center of the Boston Public Health Commission, community outreach; John Kane of the Boston Housing Authority, integrated pest management; U.S. Department of Agriculture Cooperative State Research, Education, and Extension Service and partner agencies, integrated pest management; Mary Jane Williams of the Boston Public Health Commission, physical activity; Dolores Aguirre of the Boston Public Health Commission, Domestic Violence Program, Family Justice Center; Dr. Michelle Henshaw and Dee Devlin of Boston University Dental School, oral health.

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Background Materials for the Trainer

About the Partners in Health and Housing Prevention Research Center and the Resident Health Advocate Program

A Snapshot of the RHA Program

Some Useful Terms

4

About the Partners in Health and Housing Prevention Research Center and the Resident Health Advocate Program

The Partners in Health and Housing Prevention Research Center (PHH-PRC), funded since 2001 by the US Centers for Disease Control and Prevention (CDC), is an equitable four-way partnership among researchers, community members, and public agencies. The four partners that make up the PHH-PRC are the Boston University School of Public Health, administrative and academic home for the Center; the Community Committee for Health Promotion, representing the residents of the Boston Housing Authority’s family housing developments; the Boston Housing Authority, which houses about 10 percent of the city’s residents; and the Boston Public Health Commission, the city’s health department.

The Center’s mission is to improve the health and well-being of the residents of Boston’s public housing, and reduce health disparities, by engaging residents in community-centered research efforts and prevention activities. Thus our programs and our research are closely intertwined. As one of 37 prevention research centers nationwide, the PHH-PRC is part of CDC’s nationwide network of academic researchers, public health agencies, and community members conducting applied research in disease prevention and control.

The Resident Health Advocate Training Program is an ongoing project of the PHH-PRC’s Training and Education Core, which identifies and educates current and future community leaders among residents of public housing, in order to improve the health of residents, and also creates practice opportunities in Boston’s public housing for public health students. The RHA Training Program is a signature activity of the Partners in Health and Housing Prevention Research Center.

To find out more about the Partners in Health and Housing Prevention Research Center, contact us at:

Partners in Health and Housing Prevention Research CenterBoston University School of Public Health801 Massachusetts Avenue, Suite 431Boston, MA 02118

617-638-5036

http://www.bu.edu/phhprc/

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http://www.bu.edu/phhprc/

A Snapshot of the Resident Health Advocate Program

Each year in July, the PHH-PRC recruits new RHAs. Flyers announcing the program are included in the monthly BHA rent statements mailed to every household in the family developments. The flyer describes what RHAs learn in the training and states that all those completing the training will be eligible to apply for an intensive internship with the BHA. All residents are invited to apply for the program. Application forms are available in the management office of each development.

The application form helps PHH-PRC staff identify applicants who are already engaged in their communities and have some experience—through school, work, or volunteering—that would be helpful to them as RHAs. PHH-PRC staff interview some of the applicants and select the RHA trainees from this group.

The training program runs from September through December each year, with weekly three-hour sessions. The trainees learn about health issues that are important to public housing residents (for example, certain chronic diseases and environmental hazards, substance abuse, domestic violence, and family planning). They also learn important skills—for example, in leadership, advocacy, community organizing, and health education. Finally, they learn about key health-related organizations in Boston and the resources they offer. Those who complete the training program receive a certificate from the Boston University School of Public Health, signed by the Dean of the school.

After finishing the training, RHAs are eligible to apply for two 6- to 8-month paid internships as BHA community health workers, working 20 hours per week. The two RHAs selected as interns work throughout the family developments to provide information to individuals, give workshops for small groups, and help the Community Committee for Health Promotion with its annual health survey of residents. They also help the Boston Housing Authority with the annual community fairs, called Unity Days, which take place at most family housing developments—these events feature information about primary health care services, such as community health centers and the Boston Public Health Commission’s health van.

The RHA Program has been evaluated each year—through feedback from RHAs on both training and internship, documentation of the RHAs’ impact during their internships, and information about RHAs’ employment post-internship.

Now the PHH-PRC has developed this toolkit to help housing authorities or other agencies develop and implement a Resident Health Advocate program in housing developments in other cities. For those who are interested in starting a Resident Health Advocate program, the toolkit provides a set of curriculum materials that have been used in the PHH-PRC’s RHA program. This toolkit does not provide a complete curriculum, but rather consists of sample materials, to be modified or simply used as models in developing materials for other programs. It includes materials used in recruiting, training, and evaluating RHAs (including a recruiting flyer, the application form, baseline survey, training objectives, sample teaching plans and homework assignments, and an individual training evaluation form) and also materials used in the internship (including a job description, and the RHA’s weekly log form).

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http://www.bu.edu/phhprc/files/2011/03/PHH-PRC-Toolkit-for-Resident-Health-Advocate-Program.doc

Some Useful Terms

RHA: Resident Health Advocate – A resident of public housing trained to serve as a health education resource and address health concerns for other residents of public housing.

RHR: Resident Health Resource – A resident of public housing who has gone through a brief, disease-specific training in order to work on a specific project with the Prevention Research Center (this individual has not necessarily gone through the RHA training program).

RHN: Resident Health Navigator – A resident of public housing who has been trained as an RHA and then additionally as a Patient Navigator (see below). RHNs identify residents in need of navigation (e.g., those with a suspicious clinical finding). They identify and address individual barriers that residents face when receiving care and ensure follow up with primary care appointments.

Community Engagement: Loosely defined, community engagement is the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations to address issues affecting the well-being of those people. It is a powerful vehicle for bringing about environmental and behavioral changes that will improve the health of the community and its members. It often involves partnerships and coalitions that help mobilize resources and influence systems, change relationships among partners, and serve as catalysts for changing policies, programs, and practices.1

Health Disparities: Health disparities are preventable differences in the burden of disease, injury, violence, or opportunities to achieve optimal health that are experienced by socially disadvantaged populations. Health disparities are inequitable and are directly related to the historical and current unequal distribution of social, political, economic, and environmental resources.2

Risk Factors: Risk factors are conditions or habits that make a person more likely to develop a disease. They can also increase the chances that an existing disease will get worse.3

Cultural Competence: Cultural and linguistic competence is a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enables effective work in cross-cultural situations. 'Culture' refers to integrated patterns of human behavior that include the language, thoughts, communications, actions, customs, beliefs, values, and institutions of racial, ethnic, religious, or social groups. 'Competence' implies having the capacity to function effectively as an individual and an organization within the context of the cultural beliefs, behaviors, and needs presented by consumers and their communities.4

Patient Navigation: Patient navigation is a process by which an individual—a patient navigator—guides patients with a suspicious finding (e.g., test shows they may have cancer) through and around barriers in the complex cancer care system to help ensure timely diagnosis and treatment.5

Chronic Disease: Chronic diseases are diseases of long duration and generally slow progression. Chronic diseases, such as heart disease, stroke, cancer, chronic respiratory diseases and diabetes, are the leading cause of mortality in the world.6

Public Health: Public health is the science of protecting and improving the health of families and communities through promotion of healthy lifestyles, research for disease and injury prevention and detection and control of infectious diseases.7

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References

1. Fawcett SB, Paine-Andrews A, Francisco VT, Schultz JA, Richter KP, Lewis RK, Williams EL, Harris KJ, Berkley JY, Fisher JL, Lopez CM. Using empowerment theory in collaborative partnership for community health and development. American Journal of Community Psychology 1995;23(5):677-697. http://www.cdc.gov/phppo/pce/part1.htm; Date Accessed: 11/14/11

2. CDC. Community Health and Program Services (CHAPS): Health Disparities Among Racial/Ethnic Populations. Atlanta: U.S. Department of Health and Human Services; 2008. http://www.cdc.gov/healthyyouth/disparities/index.htm; Date Accessed: 11/14/11

3. National Heart, Lung and Blood Institute (NHLBI); “Lower Heart Disease Risk”; http://www.nhlbi.nih.gov/educational/hearttruth/lower-risk/risk-factors.htm; Date Accessed: 11/14/11

4. Cross, T., Bazron, B., Dennis, K., & Isaacs, M., (1989). Towards A Culturally Competent System of Care, Volume I. Washington, DC: Georgetown University Child Development Center, CASSP Technical Assistance Center.

5. Freeman HP. A model patient navigation program. Oncol Issues. September/October 2004:44-46.

6. World Health Organization; Health Topics: Chronic Disease; http://www.who.int/topics/chronic_diseases/en/; Date Accessed: 11/14/11

7. CDC Foundation: “What is Public Health?” http://www.cdcfoundation.org/content/what-public-health; Date Accessed: 11/14/11

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http://www.cdcfoundation.org/content/what-public-health

http://www.cdcfoundation.org/content/what-public-health

http://www.who.int/topics/chronic_diseases/en/

http://www.nhlbi.nih.gov/educational/hearttruth/lower-risk/risk-factors.htm

http://www.cdc.gov/healthyyouth/disparities/index.htm

http://www.cdc.gov/phppo/pce/part1.htm

Program Materials: Before Training Begins

RHA Recruitment Flyer (English)

RHA Recruitment Flyer (Spanish & Chinese)

RHA Training Announcement

Application for RHA Training

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Are you interested in health education?Do you want to be a health resource for your community?

Do you want to learn skills that will be helpful in the job market?

We are looking for BHA residents to become Resident Health Advocates (RHAs). RHAs will serve as resources of health education information in BHA housing developments.

Those selected to become RHAs will: Receive a Weekly Stipend for participation in a fourteen-

week classroom training program. Receive an RHA Training Certificate from Boston

University School of Public Health. Have the opportunity to apply for a Paid Internship with

the PRC. Become part of the first-tier of candidates contacted to

Apply for Work on research projects within Boston University.

For more information, call (617) 414-1409 or if you’re interested in becoming an RHA, please pick up an application

in your development manager’s office.Deadline to apply is Friday July 15, 2011.

Contact info: (617) 414-1409Thank you!

The Partners in Health and Housing Prevention Research Center:Boston University School of Public Health

Boston Housing AuthorityBoston Public Health Commission


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Está usted interesado(a) en la educación de la salud?Desearía ser una fuente de recursos para asuntos de la salud en su comunidad?

Desearía aprender cosas que le serían utiles en el mercado de trabajo?

Estamos buscando inquilinos de BHA para ser Representantes de Asuntos de Salud (RHAs). Los RHAs servirán como fuente de recursos de información de la salud dentro de su communidad.

Los Seleccionados para ser RHAs: Recibirán un Estipendio Semanal por su participación en el programa de

clases de entrenamiento de 14 semanas Recibirán un Certificado de Entrenamiento de la Escuela de Salud Pública de

la Universidad de Bostón Podrán solicitar por un internado pagado con el Prevention Research Center Serán parte del primer segmento de candidatos contactados para solicitar

empleo en proyectos de investigación dentro de la Universidad de Bostón

Para mas información hable al (617) 414-1409 o si usted está interesado(a) en ser un RHA, por favor obtenga una solicitud en la oficina del manager de su unidad habitacional. La última fecha para solicitar es el viernes 15 de Julio de 2011. Gracias!

波士頓房屋局居民請注意如果您有興趣成為波士頓房屋局屋村的「居民健康倡導人」，請聯絡 617-414-1409，或到管理處提取申請表格。申請限期是 2011年 7月 15日，星期五。入選者將會接受 14個星期的培訓課程和每週可獲得助學金，獲得一份來自波士頓大學公共健康學院的「居民健康倡導人」培訓證書。入选者有机会在預防研究中心實習，並可獲得實習金。如果入選者申請參加波士頓大學研究項目的工作，其將被視為第一候選人。

以下是這個培訓計劃的合夥團體:Centro de Investigación Socios en Prevención de Salud y Vivienda:

Boston University School of Public HealthBoston Housing Authority

Boston Public Health CommissionCommunity Committee for Health Promotion

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http://www.mdbg.net/chindict/chindict.php?cdqchi=%E9%81%B8%E5%85%A5

Announcement: Resident Health Advocate Program

The Partners in Health and Housing Prevention Research Center

Boston University School of Public Health

Boston Housing Authority

Boston Public Health Commission


The Boston University School of Public Health (BUSPH), the Boston Housing Authority (BHA), the Boston Public Health Commission (BPHC), and the Community Committee for Health Promotion (CCHP) have formed a partnership to work to improve the health and well-being of Boston Public Housing residents. This partnership, known as the Partners in Health and Housing Prevention Research Center (PHH-PRC), will train BHA residents to become Resident Health Advocates (RHAs). RHAs will learn to serve as a resource of health information for other BHA residents.

We are looking for BHA residents who are interested in becoming RHAs

Bilingual/multilingual residents are encouraged to apply; trainings will be conducted in English.

Those selected to become RHAs will:

Complete 42 hours of classroom training. The training will improve residents’ knowledge of health concerns that they themselves identify as important.

The trainings will be held once a week for three hours each session, for fourteen weeks. RHAs will receive a weekly stipend for attending the trainings. Receive a Resident Health Advocate Training Certificate from Boston University School of Public

Healtho Successful trainees must receive a positive evaluation at the end of the in-class

training in order to apply for the paid internship position.

After completing the in-class training, RHAs will:

Have the opportunity to apply for a 20 hour per week paid internship with the PHH-PRC. Become part of the first-tier of candidates contacted to apply for work on research projects

within Boston University. Be a resource to other residents in their community on health issues. Assist other residents with health care concerns. Learn skills that will be helpful in the job market.

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THE APPLICATION PROCESS:

If you’re interested in becoming an RHA, please complete the attached application form and submit it to the Boston Housing Authority Community Services Department, 125 Amory Street, Roxbury, MA 02119. By fax: 617-988-4335. Completed applications may also be returned to your development’s Management Office.

Application Deadline is: _________________________

Selected applicants will interview with the RHA program staff.

NOTE: You must be a resident in good standing in order to apply for this program. You must be available to participate in all the training classes listed on the attached training schedule beginning September and ending December, 2011.

Thank you!

For more information, you may call (617) 988-5101 or (617) 988-5183.

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Resident Health Advocate ApplicationThe Partners in Health and Housing Prevention Research Center

PLEASE ATTACH A RESUME (if you have one).

CONTACT INFORMATION:

Full Name:

Address:

City: State: Zip Code:

Home Phone Number: Work Phone Number:

On the lines below, please indicate schools or educational programs you have attended:

A. High School:_____ ______

City and State of High School: ______

Graduation date:

B. Other Educational Programs (including certificate programs, college): ___________________________________ __________________ ____________ ____________________

__________________ ______

C. Languages Spoken: __________________________________________________________________ _____________________

WORK HISTORY:

Please describe up to three (3) past work or volunteer experiences, starting with the most recent:

(I) Work or Volunteer Experience

Dates Worked/Volunteered: from /_ to /_ (month / year)

Organization or Company:

Address:


Job Title:

Brief Description of Duties and Responsibilities:

__________________________________________________________________________________________________________________

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Supervisor’s Name & Phone Number: ________

Reason for Leaving:

(II) Work or Volunteer Experience



Address:


Job Title:


__________________________________________________________________________________________________________________


Reason for Leaving:

(III) Work or Volunteer Experience



Address:


Job Title:


__________________________________________________________________________________________________________________


Reason for Leaving:

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ESSAY:

Using the space below, please tell us why you want to become a Resident Health Advocate (100 – 150 words)

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Have you ever been convicted of a felony?

□ yes □ no □ no record*

(If yes, please specify in the space provided the court, date, offense for which you were convicted, and name if different from the name listed on this application.)

Within the past five years, have you been convicted of a misdemeanor or been incarcerated for a misdemeanor other than a first conviction for drunkenness, simple assault, speeding, minor traffic violations, affray, or disturbance of the peace?

□ yes □ no □ no record*

(If yes, please specify in the space provided the court, date, offense for which you were convicted, and name if different from the name listed on this application.)

*An applicant for employment with a sealed record on file with the commissioner of probation may answer “no record” with respect to an inquiry herein relative to prior arrests, criminal court appearances or convictions. In addition, any applicant for employment may answer “no record” with respect to any inquiry relative to prior arrests, court appearances and adjudications in all cases of delinquency or as a child in need of services which did not result in a complaint transferred to the superior court for criminal prosecution.

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REFERENCES:

Please list 3 references including the following: BHA Manager, BHA Tenant Task Force Member,

Community- Based Organization, and/or Health Center Staff Person.

Reference 1 - BHA Manager

Full Name:

Address:



Reference 2

Full Name:

Address:



Relationship to you:

Reference 3

Full Name:

Address:



Relationship to you:

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SIGNATURE AND AGREEMENT:

By signing below, you agree that:

All information provided by you in this application is factual to the best of your knowledge and that you are a resident in good standing

Completing this application does not guarantee that you will be selected to become a Resident Health Advocate. We may want to meet you to learn more about you, or we may decide that you’re not the best match for the position.

If selected to become a Resident Health Advocate trainee, you will attend most or all of the Resident Health Advocate training programs (must attend at least 12 sessions to receive certificate from Boston University).

Signature Date

Thank you for taking the time to complete this application! If you have questions or concerns please contact:

Sarah Gees BhosrekarProject ManagerPartners in Health and Housing -Prevention Research CenterBoston University School of Public Health801 Massachusetts Ave.Boston, MA 02118Phone: [email protected]

Greg DavisFamily Services Program ManagerBoston Housing Authority125 Amory StreetRoxbury, MA 02119Phone: [email protected]

Please fax all completed applications to: 617-988-4335 Attn. Mary Whouley

For PRC use only:

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Baseline Survey

(given in the first 20 minutes of the first training session)

21

RHA Baseline Survey

Our goal is to find out whether the training sessions provide useful knowledge and skills that residents can use in their developments to improve their leadership techniques and ultimately the health of fellow residents.

Your responses are confidential.

Name (optional) _______________________________________

Date_________________________________________________

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Part I:

First, tell us about how you feel about some of the jobs that an RHA might do.

1. Please mark an “X” in the column depending on how confident you feel about doing the following things:

1Not

confident

2 3 4 5Very

confident

A. Knowing a lot of good information about health

B. Being a good person for others

C. Help residents get health activities they need

D. Bring new health activities to the development

E. Understanding all different kinds of people

F. Being honest and open

G. Keeping all people’s information confidential

H. Trying to not let it show when someone makes you mad

I. Being supportive of people who are trying to improve their health

J. Provide advice to residents about health topics

K. Helping residents to get to their doctors

L. Helping residents talk with their doctors

M. Encouraging residents to live healthy lives

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N. Engage residents in healthy activities

O. Taking the residents’ side when talking with doctors

P. Struggling with the same issues as other residents

Q. Increase the knowledge of health in the housing development leadership

2. Please answer the following questions, write T for “True” and F for “False”

A. People in the USA live longer than people in any other country in the world (e.g. England, France).

B. Genes are the only thing that determines your health.

C. If every person gets health insurance, there will be no more health disparities.

D. Stress that is felt all the time can damage your health.

Part II:

This section will help us understand what you already think about health issues before going through the RHA training program.

1. Please mark an “X” in the column depending on how much you agree with each of the statements.

Strongly Agree

Agree Undecided Disagree Strongly Disagree

A. Where we live determines how healthy we are.

B. Knowing people you can count on if you need help is important for your health.

C. Feeling stressed can damage your health.

D. Racism can negatively affect a person’s health.

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E. Community members cannot do anything to improve the health of their communities.

F. If people made better choices about their own health; their health would be nearly perfect.

2. The following questions will help us understand how you think about health in your community and what you do to be healthy.

Strongly Agree

Agree Undecided DisagreeStrongly Disagree

A. My health is important to me.

B. My education contributes to my health.

C. Having a job that I enjoy is important for my health.

D. I have positive ways to relieve stress.

E. Living in public housing has a negative effect on my health.

F. I can make positive changes in my community.

G. I am in control of my health.

H. Having good friends and being close to my family is important for my health.

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Part III:

These questions concern your family and resources.

1. How many times in the past 12 months have you volunteered (in your community, neighborhood, etc.)? (Give your best guess. Mark one answer.)

1 Never

2 Once

3 A few times

4 2-4 times

5 5-9 times

6 About once a month

7 Twice a month

8 About once a week

9 More than once a week

10 Don’t know

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2. Are you now helping at least one sick, limited, or frail friend or family member on a regular basis? (Mark one answer.)

1 Yes 2 No

2a. If yes, in the past 4 weeks, how often have you helped this friend or family member? (Give your best guess. Mark one answer.)

1 Never

2 Once

3 A few times

4 2-4 times

5 5-9 times


7 Twice a month

8 About once a week


10 Don’t know

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The next questions are about your living and social activities.

3. Who lives with you? (Mark all that apply.)

1 I live alone

2 I live with my husband or partner

3 I live with my children

4 I live with my brother and/or sister

5 I live with other relatives

6 I live with friends

7 Other (please describe): ___________________________________

4. What is your current marital status? (Mark one answer that best describes you.)

1 Never married

2 Divorced or separated

3 Widowed

4 Presently married

5 Living in a marriage-like relationship

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5. What is the highest degree or level of school you have completed? Mark one box. If currently enrolled, mark the previous grade of highest degree received.

1 NO SCHOOLING COMPLETED 9 HIGH SCHOOL GRADUATE – HIGH SCHOOL DIPLOMA OR THE EQUIVALENT (FOR EXAMPLE GED)

2 NURSERY SCHOOL OR 4TH GRADE 10SOME COLLEGE CREDIT,

BUT LESS THAN 1 YEAR

3 5TH GRADE OR 6TH GRADE 111 OR MORE YEARS OF COLLEGE,

NO DEGREE

4 7TH GRADE OR 8TH GRADE 12ASSOCIATES DEGREE

(FOR EXAMPLE: AA, AS)

5 9TH GRADE 13BACHELOR’S DEGREE

(FOR EXAMPLE: BA, AB, BS)

6 10TH GRADE 14 MASTER’S DEGREE (FOR EXAMPLE: MA, MS, MENG, MED, MSW, MBA

7 11TH GRADE 15 PROFESSIONAL DEGREE (FOR EXAMPLE: MD, DDS, DVM, LLB, JD)

8 12TH GRADE, NO DIPLOMA 16 DOCTORAL DEGREE (FOR EXAMPLE: PHD, EDD)

6. What is your current job status? (Mark the one that best describes you. If more than one describes you, mark both.)

1 NOT WORKING

2 RETIRED

3 HOMEMAKER, RAISING CHILDREN, CARE OF OTHERS

4 EMPLOYED (FULL-TIME OR PART-TIME)

5 DISABLED, UNABLE TO WORK

6 OTHER (SPECIFY) _____________________________

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Thank You!

The information you have provided will help us to strengthen this training program.

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Program Materials: Training Modules

Module 1: What is the Prevention Research Center? What is a Resident Health Advocate?

Module 2: Community Building and Advocacy

Module 3: Are You at Risk of Developing a Chronic Disease?

Module 4: Integrated Pest Management and Asthma Control

Module 5: Enjoy Living Smoke-Free

Module 6: Nutrition

Module 7: Physical Activity

Module 8: Domestic Violence

Module 9: Neighborhood Violence

Module 10: Sexual Health

Module 11: Cancer and Screenings

Module 12: Oral Health

Module 13: Substance Abuse Treatment and Prevention

Module 14: Skills and Resume Building

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Module #1: What is the Prevention Research Center?

What is a Resident Health Advocate?

Class Outline

Introductions

“Getting to know each other”

Please state your name, development and why you decided to apply for this

program.

If you had 1 superpower what would it be?

Review of the class ground rules

What is the PRC?

What does the PRC do?

Why should we care about research?

What does it mean to be an RHA?

Expectations of an RHA

Questions & Answers

Lunch!

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GROUND RULESOur goal is to ensure a safe environment for open dialogue and the broadest range of

viewpoints while learning from each other and treating each other with respect.

1. Please be on time for class each week.2. Listen actively.3. Use respectful verbal expressions and body language.4. Avoid interrupting others while speaking.5. Please refrain from using your cell phone during class. If possible turn your phone off

during class and use breaks for messaging or calls.6. Share and speak from your own experience expressing your thoughts, comments, and ideas.

Please use “I” statements as opposed to “they”, “we”, or “you” in order to avoid generalizing.

7. Be respectful of others’ desires to share and learn. Avoid dominating the conversation and leave time for other participants to share their thoughts.

8. Please keep side conversations to a minimum as it can be distracting for classmates and instructors.

9. Keep questions and discussion to the topic of the day. Write down unrelated questions to bring up at another time.

10. Respectfully challenge each other by asking questions, focusing on ideas and refrain from personal attacks.

11. Take time to think about different points of view.12. Agree to disagree. Respect that people are entitled to their own opinions, whether or not

you agree with them.13. What we say and share in class is confidential. 14. Share resources. Feel free to bring relevant outside materials to class to distribute to the

other participants.15. Keep our space clean16. Laugh for better learning. Take challenges with a grain of salt and a sense of humor.

** These ground rules have been adapted the Central Massachusetts Area Health Education Center Outreach Worker Training Institute**

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Module #1: What is the Prevention Research Center? What is a Resident Health Advocate?

Class Goals & Objectives

After participation in this session, RHAs will be able to:

1. Describe the work of the PRC

2. List the goals of the RHA training program

3. Describe the job of an RHA

4. State 2 things that they might do in the RHA role at their respective housing developments

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By next week, you should accomplish these four tasks:

Please list 2 things you could do as an RHA in your development:

___________________________________________________________________________

___________________________________________________________________________

Identify local health centers, community centers, local agencies, etc. that have programs/ activities for residents in your developments.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Meet at least one person from one of these agencies.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Find out about one resource or program which the health center or other agency has available and which your neighbors could use.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Homework Week 1: What is an RHA?Due:

35

Module #2: Community Building & Advocacy

Class Outline

Introductions of class & instructor

What does it mean to be a “healthy community”?

How does Boston compare to the rest of the state?

Ok so what can we do?

What can I do as an RHA? Empowering & inspiring others Fostering a community environment in our developments Connections are key The role of politics

Questions & Answers

Lunch!

36

Module #2: Community Building and Advocacy



1. Articulate a personal vision of a healthy and vibrant community

2. Identify skills, behaviors, and characteristics of effective leaders

3. Identify personal leadership principles, strengths, and areas for development

4. Describe the role empowerment plays in community change and development

5. Describe the role that individual/community empowerment plays in health education

6. Be able to identify local resources that can be off assistance in advocacy work

37

As we all know it can be challenging to talk to other people about health and changing their current

behaviors. How could you, as an RHA, create a community environment in your development that

would promote healthy living? Use the ideas of empowerment and advocacy we talked about in today’s

class to shape your thoughts. Please write a short paragraph describing a few ideas you have on this

subject.

Homework Week 2: Community Building and AdvocacyDue:

38

Module #3: Are You at Risk of Developing a Chronic Disease?

Class Outline


What does it mean to be “at risk”?

What is “prevention”?

What does it mean to have high cholesterol?

How does your cholesterol get high?

Why should we care?

What can you do about it?

What is diabetes?

What causes diabetes?

Good and bad sugar

Why should we care?


What is heart disease?

What causes it?

Why should we care?


Questions & Answers

Lunch!

39

Module #3: Are You at Risk of Developing a Chronic Disease?



1. Have a basic understanding of high cholesterol, hypertension, diabetes and heart disease

2. Discuss risk factors for each disease

3. Discuss how to lower ones risk for developing these conditions

4. Describe diabetes management and the importance of medication adherence

5. Describe ways to reduce disease escalation

6. State referral information sources and primary care resources

7. Articulate how they could incorporate prevention messages into their work as RHAs.

40

1) Please name two of the common chronic diseases we discussed today and what negative health effects they can cause.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2) As an RHA what would you say to someone who tells you “I have been told I have diabetes but I never take my medicine, I just don’t need that stuff?”

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3) As an RHA what can you do to educate other residents about chronic disease?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Week 3: Health Equity & Effective Health Education

Due 10/6/10

Homework Week 3: Chronic Disease

Due:

41

Module #4: Integrated Pest Management & Asthma Control

Class Outline


What is asthma?

Risk factors

Causes

Disease Progression

Links to pest control

What is Integrated Pest Management?

How to conduct IPM effectively

Discussion of how to use this in your home

How to promote IPM with other residents

Resources

Questions & Answers

Lunch

42

Module #4: Integrated Pest Management & Asthma Control

Class Goals and Objectives


1. Identify methods to do a home assessment for allergens/ contaminants

2. Detail the basics of Integrated Pest Management

3. Identify safer ways to effectively clean their homes

4. Describe how to eliminate mold from the home

5. Identify the health hazards of airborne pollutants/ particulates

43

1) How are asthma and household pests related? Write down a few sentences that you can use in discussing this with other residents.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2) Describe how you could use integrated pest management in your own home. Is this something you would try? Are there any aspects of this you already do?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


Due 10/6/10

Homework Week 4: Integrated Pest Management & Asthma Control

Due:

44

Module #5: Enjoy Living Smoke-Free

Class Outline


COPD, Lung Cancer, & Heart Disease

How are they related to smoking?

How can they impact your life?

Tools to use for quitting Chantix The Patch Cold Turkey The pros and cons of each

Resources Smokers Quit line Other State resources

Questions & Answers Lunch

45

Module #5: Enjoy Living Smoke-Free



1. Understand the nature of nicotine addiction and its impact on the body

2. Understand the health effects of smoking

COPD

Lung Cancer

Heart Disease

Other

3. Define cessation techniques

4. Identify local resources for individuals interested in making quit attempts

46

Option 1) For those of you who want to quit smoking and are ready to commit to an attempt design a quit plan for yourself.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Option 2) For those of you who are non-smokers or who are not ready to quit smoking describe how you would counsel other residents who came to you asking for cessation information. What information could you give them? What would you say?

____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Homework Week 5: Enjoy Living Smoke-Free

Due:

47

Module #6: Nutrition

Class Outline


Tour of local community Gardens and or Grocery stores to learn about affordable access to

fresh & nutritious foods

Stop & Shop

Boston’s community Garden Program

At each market we will discuss the following:

What is a balanced diet?

How to go grocery shopping

How to read a label

“Eating for Life”

Questions & Answers

Lunch

48

Module #6: Nutrition



1. Read labels for nutrition information

2. Identify healthier meal/ snack alternatives

3. Identify high fat/ sugar/ salt foods and beverages

4. Identify grocery stores and local markets which offer affordable and fresh healthy foods

49

Over the next week please think about your development and decide the feasibility of designing and implementing a community garden or farmers market. Where you would start? How would you get fellow residents involved?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________

Homework Week 6: Nutrition Due:

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Module #7: Physical Activity

Class Outline


The importance of physical activity

What are some different types of exercise we can do?

Where can I go to exercise?

How to get others involved

Resources

Questions & Answers

Lunch

51

Module #7: Physical Activity



1. Identify the health benefits of walking/ exercise

2. Map out an effective walking route in their own communities

3. Develop a targeted outreach plan to get residents involved in a walking program.

4. Be a resource for residents who wish to start their own group.

52

As an RHA you will be challenged with the task of creating fun and safe activities to get people in your community interested in their health. In order to create these activities you will need to think about your community and what areas are safe for them.

Please complete the following assignment to turn in next week…

Create a two mile walking route in your community that is safe for a walking group.

Make sure to include the following criteria in your plan:

Be sure the walking path is at least two miles long.

Be sure there are appropriate places to walk, e.g. a sidewalk or path.

Try to minimize the amount of traffic lights that you must walk through. If you must cross an intersection make sure there is a cross-walk.

Draw a sketch of what the route looks like and mark streets as well as any landmarks you feel are necessary.

Finally, come up with a strategy of how to get people in your community involved.

Note: Your sketch does not have to be perfect. Just give me an idea of what the route would look like.

Homework Week 7: Physical Activity

Due:

54

RESIDENT HEALTH ADVOCATE: COMMUNTIY OUTREACH ACTIVITY

You will work together in 2 teams at 2 separate developments to organize at least one walk group session per site. You should go through the entire process of trying to recruit people for the program and then actually walk with your participants. You will have a period of 3 weeks to accomplish this task. Below is a step-by-step guide that will help you accomplish this assignment.

Checklist:

Meet with your team and exchange contact information

Establish a time to meet with your group outside of class

Date & Time: ________________________________

Meet outside of class to strategize:

Things to discuss:

Date of walking group

Date & Time: _____________________________________

Time of walking group

Map of walking route (must turn in to Sarah for credit)

Design a flyer

Flyer should include:

Date & time of walk

Contact information

Positive message

Distribute flyers at your walk-group site

Walk around and talk to people about your walk-group

Make calls prior to the walking event to get people out to attend

All team members must attend BOTH the out of class meeting as well as the walk session

55

Module #8: Domestic Violence

Class Outline


Presentation

Resources

Questions & Answers

Lunch

56

Module #8: Domestic Violence



1. Identify different methods they can use to help protect their families and themselves from DV

2. How to identify the signs of Domestic Violence

3. Understand the reporting mechanisms

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Identify a recent incidence of domestic violence

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What happened to the victim and the perpetrator?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Describe two resources/services in your community for victims of domestic violence

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Homework Week 8: Domestic Violence

Due:

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Module #9: Neighborhood Violence

Class Outline

Introduction of Class & Instructor

Define the Problem

Recommendations

Questions and Answers

59

Module #9: Neighborhood Violence


After Participation in this session, RHAs will be able to:

1. Describe the current Statistics

2. Describe the Theory behind violence and violence prevention

3. Describe what the Boston Public Health Commissions (BPHC) efforts at programmatic responses

4. Identify ways that the community can get involved in violence prevention

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Module #10: Sexual Health

Class Outline


Overview of common STIs

Chlamydia

Gonorrhea

Syphilis

HIV/AIDS

Others

Risk Behaviors

Condom use

Family Planning

Methods

Utilization

How to effectively talk about sexual health to a group

Resources Questions & Answers Lunch

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Module #10: Sexual Health



1. Identify two primary risk factors associated with STI’s.

2. Identify one at-risk factor behavior associated with STI’s which he/she is able to change and articulate a goal of changing that behavior.

3. Be able to describe different types/ methods of family planning and their relative effectiveness.

4. Be able to discuss sexual health in a group setting

5. Provide referrals for (1) family planning clinics, (2) screening/ treatment for sexually transmitted infections, including HIV/AIDS, and (3) for screening of breast, cervical and prostate cancer.

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Please describe any new concepts or definitions you learned in today’s class:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Sexual health can be a very sensitive topic to discuss. How might you go about discussing sexual health with other residents? What tools have you learned so far in class that may come in useful?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Week 10: Sexual Health

Due


Due 10/6/10

Homework Week 10: Sexual Health

Due:

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RESIDENT HEALTH ADVOCATE: OUTREACH/ SKILLS BUILDING ACTIVITY

You will split into 3 teams and each team will create a presentation for the class about a different sexually transmitted disease that is common in the city of Boston: Chlamydia, Gonorrhea, and syphilis. Each group presentation will contain the elements described below. This assignment will be due on December 7th at which time you will give your presentation to the rest of the class. Below is a step-by-step guide that will help you accomplish this assignment.

Checklist:

Meet with your team and exchange contact information

Establish a time to meet with your group outside of class

Date & Time: ________________________________

Meet outside of class to plan

Presentation should include:

o Description of the disease

How it is transmitted

How it lives in/ what it does to the body

What happens if it goes untreated

Treatment options

Prevention options

o The disease in Boston

How many people have it

Who has it/ who is most at risk

TIP: Think age, race, sex, neighborhood

Devise at least one program you think would be useful that you as RHAs could

implement in order to decrease the spread of this disease.

Please use citations in your presentation (say where you found your information)

** Team members must participate actively in presentation planning in order to receive credit on this assignment. In addition each team member should give a portion of the final presentation.

** HELPFUL HINT: Google “The Health of Boston 2010” and “Centers for Disease Control”. You can use the information gathered here as the basis of your presentation but I strongly urge you to also use other sites to conduct your research.

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Module #11: Cancer and Screenings

Class Outline


Overview of common cancers

Breast Cancer

Lung Cancer

Prostate Cancer

Risk Factors

Screenings & Prevention

When and how to conduct each of the following:

Self-breast exam

Pap Smear

Mammography

Prostate Exam

Resources

Questions & Answers

Lunch

65

Module #11: Cancer and Screenings



1. Identify at least two risk factors and prevention measures for cancer of the lung, breast and prostate.

2. Provide referrals for screening of breast, lung and prostate cancer.

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___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

What methods do you think would be most effective in getting residents to see their doctors for routine cancer screenings? What can we do as RHAs and researchers to make this happen?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


Due


Due 10/6/10

Homework Week 11: Cancer and Screenings

Due:

67

Module #12: Oral Health

Class Outline


Overview of common oral health diseases

Dental Caries (Cavities)

Periodontal (Gum) Disease

Risk Factors

Impact of poor oral health

Screenings & Prevention

Resources

Questions & Answers

Lunch

68

Module #12: Oral Health



1. Identify the proper way to brush and floss

2. Discuss common oral health conditions and their progression

3. Discuss the risks of having poor oral health

4. Identify oral health disparities

5. Identify resources for oral health information in their developments

69


___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

What methods do you think would be most effective in getting residents to see their dentists for routine screenings? What can we do as RHAs and researchers to make this happen?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


Due


Due 10/6/10

Homework Week 12: Oral Health

Due:

70

Module #13: Substance Abuse Treatment and Prevention

Class Outline


Overview of substance abuse

Drug

Alcohol

Warning Signs

Methods of Treatment

Prevention

Resources

Questions & Answers

Lunch

71

Module #13: Substance Abuse Treatment and Prevention


After participation in the program, RHAs will be able to:

1. Identify when an individual has a substance abuse problem

2. Describe types of substance abuse

3. Describe the negative physical and mental effects of substance

4. Describe the effects of substance abuse on the family

5. Provide referrals [safely] for individuals struggling with substance abuse (either personally or in their family)

72

1) Find a resource (program, counseling center, etc…) for family support of drug and/or alcohol users.__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2) Brainstorm ideas about how you can make this resource available in your development.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_________________________________________________________________________________


Due

Homework Week 13: Substance Abuse Treatment

and Prevention

Due:

73

Module #14: Skills and Resume-Building

Class Outline


Identification of adult education programs in the Boston area

Learning the basics of writing a resume

Draft your own resumes

Resources

Questions & Answers

Lunch

74

Module #14: Skills and Resume-Building


After participation in the program, RHAs will be able to:

1. Identify adult education programs in the Boston area

2. Write and update their own resumes

3. Be able to provide these skills and information to other residents

75

Go home and put the finishing touches on your resume.

Make an appointment for final edits.

Congratulations!


Due

Homework Week 14: Skills and Resume-Building

76

Post-Training Survey

(given in the last 20 minutes of the final training session)

77

RHA Post-Training Survey

Our goal is to find out whether the training sessions provide useful knowledge and skills that residents can use in their developments to improve their leadership techniques and ultimately the health of fellow residents.

Your responses are confidential.

Name (optional) _______________________________________

Date_________________________________________________

78

Part I:

First, tell us about how you feel about some of the jobs that an RHA might do.

1. Please mark an “X” in the column depending on how confident you feel about doing the following things:

1Not

confident

2 3 4 5Very

confident

A. Knowing a lot of good information about health

B. Being a good person for others

C. Help residents get health activities they need

D. Bring new health activities to the development

E. Understanding all different kinds of people

F. Being honest and open

G. Keeping all people’s information confidential

H. Trying to not let it show when someone makes you mad

I. Being supportive of people who are trying to improve their health

J. Provide advice to residents about health topics

K. Helping residents to get to their doctors

L. Helping residents talk with their doctors

M. Encouraging residents to live healthy lives

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N. Engage residents in healthy activities

O. Taking the residents’ side when talking with doctors

P. Struggling with the same issues as other residents

Q. Increase the knowledge of health in the housing development leadership

2. Please answer the following questions, write T for “True” and F for “False”

E. People in the USA live longer than people in any other country in the world (e.g. England, France).

F. Genes are the only thing that determines your health.

G. If every person gets health insurance, there will be no more health disparities.

H. Stress that is felt all the time can damage your health.

Part II:

This section will help us understand what you already think about health issues before going through the RHA training program.

1. Please mark an “X” in the column depending on how much you agree with each of the statements.

Strongly Agree

Agree Undecided Disagree Strongly Disagree

A. Where we live determines how healthy we are.

B. Knowing people you can count on if you need help is important for your health.

C. Feeling stressed can damage your health.

D. Racism can negatively affect a person’s health.

81

E. Community members cannot do anything to improve the health of their communities.

F. If people made better choices about their own health; their health would be nearly perfect.

2. The following questions will help us understand how you think about health in your community and what you do to be healthy.

Strongly Agree

Agree Undecided DisagreeStrongly Disagree

A. My health is important to me.

B. My education contributes to my health.

C. Having a job that I enjoy is important for my health.

D. I have positive ways to relieve stress.

E. Living in public housing has a negative effect on my health.

F. I can make positive changes in my community.

G. I am in control of my health.

H. Having good friends and being close to my family is important for my health.

82

Part III:

These questions concern your family and resources.

1. How many times in the past 12 months have you volunteered (in your community, neighborhood, etc.)? (Give your best guess. Mark one answer.)

1 Never

2 Once

3 A few times

4 2-4 times

5 5-9 times


7 Twice a month

8 About once a week


10 Don’t know

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2. Are you now helping at least one sick, limited, or frail friend or family member on a regular basis? (Mark one answer.)

1 Yes 2 No

2a. If yes, in the past 4 weeks, how often have you helped this friend or family member? (Give your best guess. Mark one answer.)

1 Never

2 Once

3 A few times

4 2-4 times

5 5-9 times


7 Twice a month

8 About once a week


10 Don’t know

84

The next questions are about your living and social activities.

3. Who lives with you? (Mark all that apply.)

1 I live alone

2 I live with my husband or partner

3 I live with my children

4 I live with my brother and/or sister

5 I live with other relatives

6 I live with friends

7 Other (please describe): ___________________________________

4. What is your current marital status? (Mark one answer that best describes you.)

1 Never married

2 Divorced or separated

3 Widowed

4 Presently married

5 Living in a marriage-like relationship

85

5. What is the highest degree or level of school you have completed? Mark one box. If currently enrolled, mark the previous grade of highest degree received.

1 NO SCHOOLING COMPLETED 9 HIGH SCHOOL GRADUATE – HIGH SCHOOL DIPLOMA OR THE EQUIVALENT (FOR EXAMPLE GED)

2 NURSERY SCHOOL OR 4TH GRADE 10SOME COLLEGE CREDIT,

BUT LESS THAN 1 YEAR

3 5TH GRADE OR 6TH GRADE 111 OR MORE YEARS OF COLLEGE,

NO DEGREE

4 7TH GRADE OR 8TH GRADE 12ASSOCIATES DEGREE

(FOR EXAMPLE: AA, AS)

5 9TH GRADE 13BACHELOR’S DEGREE

(FOR EXAMPLE: BA, AB, BS)

6 10TH GRADE 14 MASTER’S DEGREE (FOR EXAMPLE: MA, MS, MENG, MED, MSW, MBA

7 11TH GRADE 15 PROFESSIONAL DEGREE (FOR EXAMPLE: MD, DDS, DVM, LLB, JD)

8 12TH GRADE, NO DIPLOMA 16 DOCTORAL DEGREE (FOR EXAMPLE: PHD, EDD)

6. What is your current job status? (Mark the one that best describes you. If more than one describes you, mark both.)

1 NOT WORKING

2 RETIRED

3 HOMEMAKER, RAISING CHILDREN, CARE OF OTHERS

4 EMPLOYED (FULL-TIME OR PART-TIME)

5 DISABLED, UNABLE TO WORK

6 OTHER (SPECIFY) _____________________________

86

Thank You!

The information you have provided will help us to strengthen this training program.

87

Program Materials: Once the Training is Complete

Individual RHA Evaluation

RHA Internship Description & Posting

88

Boston University School of Public HealthPartners in Health and Housing Prevention Research Center

Resident Health Advocate Training Program Participant Evaluation

Date:

Name of Participant:

BHA Development:

Attendance: (number of hours of training completed/total number of hours)

The following information is based upon the program directors' evaluation of the training program participant's potential to meet the expected duties and responsibilities as defined in the BHA job description of a Resident Health Advocate. See attached.

On a scale of 1-5 indicate the participant's potential to meet the expectations of the RHA role.

1 Minimally able to meet expectations2 Minimally able to meet but needs further training3 Able to meet expectations4 Able to meet expectations with minimal new training5 Maximally able to meet expectations and has capacity to be independent in role.

1. Create an environment that helps other residents make choices that lead to good health and wellness. ____

2. Take a lead on site-specific health promotion activities. ____ 3. Provide health education, information and current resource materials to individuals/families. ____ 4. Assist individuals/families in obtaining appropriate health resources. ___ 5. Serve as a link between the health system, in particular the neighborhood health center, and

individuals at the development. ___ 6. Promote community participation in health promotion/disease prevention activities. ___ 7. Participate in conducting surveys and the collection of health related data. ___ 8. Contribute information on community needs to the designated person. ___

Would you recommend the participant for the RHA job? _________________

If yes why?

If no, why not?

Additional Comments:

89

BOSTON HOUSING AUTHORITY JOB DESCRIPTION

Job Title: Resident Health Advocate (internship) Last Revised: _______

Union: N/A

Grade: N/A

Department: Community Services

FLSA Status:

GENERAL DESCRIPTION:

Under the supervision of the Community Services Department’s Family Services Manager, the two Resident Health Advocates, who are residents living in public housing developments, will serve a dual-function/role at the family developments and work as part of a core team. They will work to create an environment in the family developments that helps other residents make choices that lead to good health and wellness. Resident Health Advocates shall also take the lead on site-specific health promotion activities. This is an eight month internship position at $11 (20 hours/week).

DUTIES AND RESPONSIBILITIES:

Provide health education, information and current resource materials to individuals/families targeting a minimum of 100 contacts during this contract.

Assist individuals/families in obtaining appropriate health resources. Serve as a link between the neighborhood health centers and individuals/families at designated

developments. Plan and organize events on-site (BHA) to promote community participation in health

promotion/disease prevention activities. Participate in the conduct of surveys and collect community and health-related data as required by

the department. Contribute information on community needs to designated person. Participate in weekly staff meetings and submit written contact logs regarding RHA referrals,

encounters and issues. Participate in other project-related training events.

MINIMUM QUALIFICATIONS AND EXPERIENCE:

Candidates must have successfully completed the in-class training course and should possess good verbal and written skills. Computer literacy is desirable but not mandatory. A high school diploma or GED equivalent is also desirable, but not required. Concern for the health of the community, reliability, an enjoyment of working with people is highly desirable.

91

Internship Materials

RHA Weekly Log

92

RHA Weekly Log:

Name: ___________________________________

Development: _____________________________

Week: ____________________________________

Total Hours:_______________________________

Office Hours: _______________________________(What were your office hours for this week?)

Tasks:__________________________________________________________________________________________________________________________________________________________________________(What tasks did you perform while holding office hours?)

Resident Referrals/Contacts:(Give a brief description of any resident contact you made this week, what the resident’s reason was for contacting you and the service you provided. If you need more space, please attach a separate piece of paper with your name on it.)

1.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.) ______________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5.) ______________________________________________________________________________

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outreach:

Were you visible in your development this week? Yes No (circle one)

If yes, how? If no, why not? _________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Did you organize any community meetings or activities this week? Yes No (circle one)

If yes, what did you do? ____________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If yes, who was the audience? _______________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How many people attended? __________________________

Did you make any flyers this week? Yes No (circle one)

If yes, please explain: ______________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Did you post any flyers in your development this week? Yes No (circle one)

If yes please explain _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

94

__________________________________________________________________________________________________________________________________________________________________

-2-

95

Did you distribute any pamphlets, brochures, or other health information of any kind this week? Yes No (circle one)

If you answered yes, please answer the following:

1.) Type of information:____________________________________________________________

Number of copies distributed?____________________________________________________





Contacts/Meetings:

Did you attend any community meetings this week? Yes No (circle one)

If yes, what type of meeting?________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Did you share any information about who you are and what you do at the meeting/s? Yes No (circle one)

What kind of information did you share/distribute? ____________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Did you make any new professional contacts this week? Yes No (circle one)

If yes, fill in: (please include any contacts, in or outside the community, their organization and title.)

1.) ______________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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-3-2.) ______________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Training/Continued Education:

Did you attend any trainings or educational sessions this week? Yes No (circle one)

If yes, please explain: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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-4-

Appendix: List of PowerPoint Presentations

The PowerPoint presentations listed here form a part of this toolkit and are provided, along with this Word file, on the Resources page of the PHH-PRC website: http://www.bu.edu/phhprc/resources/ .

1. Research: What is it and why do we do it?

2. Community Outreach and the Community Health Worker

3. Chronic Diseases

4. Integrated Pest Management in Multifamily Housing

5. NeighborWalkTraining: Walking for Health

6. Intimate Partner Violence / Domestic Violence: A Public Health Issue

7. Community Health Workers and Cancer

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http://www.bu.edu/phhprc/resources/

The Resident Health Advocate Curriculum · Web viewChronic diseases, such as heart disease, stroke,...

Documents

Transcript of The Resident Health Advocate Curriculum · Web viewChronic diseases, such as heart disease, stroke,...