School Health Education and Services
Sharon Brown Receives Section Award
Sharon P. Brown, MSN, PhD, received the Section’s award for student paper presentation at the 2003 APHA Annual Meeting. Currently residing in Tucson, Arizona, Sharon’s paper, “One Size Fits All (?): Ethnic & Gender Customization of School-based Prevention Policy" reflects a piece of her program of research on risks and resiliency with late school-aged, early adolescent children. Sharon has explored several areas of risk, most currently the lure and fascination of tobacco in North Carolina. She has identified sources of prevention information such as the family, existing social programs, the local and school community, and advertisements. Sharon is attempting to infer their impact on risk prevention.
A doctoral student in public health at the University of California, Irvine, Sharon is completing her dissertation: “Perception of Risk & Measures of Resiliency of Elementary and Middle-School Students.” She is supported by an NIH-NCL two-year tobacco fellowship and other independent small grants. We congratulate Sharon on her presentation and doctoral work.
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Reviewers Needed for the Consumer Guide to Health Education Curricula
Health Education Teachers...
How would you like to:
* gain an in-depth familiarity with health education curricula and the elements that contribute to their effectiveness;
* make a positive, lasting addition to the field of health education; and
* make some extra money?
CDC's Division of Adolescent and School Health is seeking health education teachers who are interested in serving as curriculum experts in analyzing health education curricula.
The Centers for Disease Control and Prevention's (CDC) Division of Adolescent and School Health (DASH) is developing a new and exciting school health education service, the Consumer Guide to Health Education Curricula. This online tool will provide guidance to state and local education agencies on selecting high quality, research-based health education curricula.
The Guide will include content analyses of existing, packaged curricula that are completed by an expert panel using criteria from CDC's forthcoming Health Education Curriculum Analysis Tool (which is based on characteristics of effective programs, CDC's school health guidelines, and the National Health Education Standards). The content analysis of each curriculum will be completed by a panel of three people, including at least one teacher. Panel members will review the curriculum on their own using an online review process. A facilitated conference call will bring reviewers to a consensus on the scoring.
Reviewers will receive a daily consulting fee of $300, and the anticipated workload involves one to three reviews per month (the number of hours required for each review will vary). We are currently developing the review system and compiling the list of potential reviewers. We expect to begin conducting the reviews in the fall.
The criteria for being a reviewer for the Consumer Guide to Health Education Curricula are:
* A minimum of five years of experience as a health education teacher.
* A commitment to complete curriculum reviews in a timely fashion.
* Experience in curriculum development and/or selection.
If you are interested in becoming a reviewer for this important new initiative, please contact Kari Gloppen at CDC/DASH at <KGloppen@cdc.gov
> or (770) 488-6290.
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Conference: "The Public's Health and the Law in the 21st Century"
Sheraton Colony Square Hotel
June 14-16, 2004
Co-sponsored by the Centers for Disease Control and Prevention’s Public Health Law Program and the American Society for Law, Medicine & Ethics, this third annual conference is for:
• Public health practitioners;
• Physicians and nurses;
• Attorneys and judges;
• Elected officials;
• Emergency response and law enforcement professionals; and
• Educators, researchers, and students in public health law.
No other conference of this stature focuses on law – a traditional element in public health practice and policy -- as a tool for better health through prevention.
The unique program features plenary sessions, 25 concurrent sessions, three short courses, and three workshops devoted to legal issues and innovative legal tools relevant to public health emergencies and to a wide spectrum of current and emerging public health challenges.
Confirmed keynote speakers include:
• William H. Foege, MD, MPH, Fellow, Bill and Melinda Gates Foundation;
• William S. Duffey, Jr., U.S. Attorney, Northern District of Georgia; and
• Georges C. Benjamin, MD, Executive Director, APHA.
Conference participants will be eligible for CME, CLE and other continuing education credits.
Registration is online at <http://www.aslme.org/conferences
>, where a detailed agenda and information on 20 “conference collaborating organizations” and other conference details also are available.
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Attention Middle Schools and Middle-School Teachers!
Here's something for your "TWEEN" students (ages 9-13): Keep them PHYSICALLY ACTIVE BEFORE AND AFTER SCHOOL with Free Materials from CDC's VERB Campaign.
Anytime Doubletime materials are ready to use and are designed for middle school teachers to increase the number of hours tweens are physically active before and after school. Anytime Doubletime provides teachers and students with new game ideas, like "hula-hoop hoops." With Anytime Doubletime, two VERBs make one new game – any time!
Kids around the nation already know that VERB is fun! The Anytime Doubletime program offers them new twists on old games--and more physical activity than the old games required.
HERE'S SOMETHING FOR YOUR SCHOOL, TOO! Teachers: Participate in Anytime Doubletime this spring, and you might be eligible to apply for a $1,000 grant to support your school's physical education program. Grant applications can be viewed online and must be submitted by June 21, 2004.
Review and order free Anytime Doubletime materials while supplies last at <www.cdc.gov/youthcampaign/materials/AnytimeDoubletime
For more information, please contact:
Susie McCarthy, CDC VERB Campaign
Phone (404) 498-3305
Centers for Disease Control and Prevention
1600 Clifton Rd. N.E.
Atlanta, GA 30333
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Belated Update: SHES Section Plan for Contributing to the Progress Report of CNHEO's
In 2002, APHA's SHES Section pledged to support the progress report of the Coalition of National Health Education Organizations (CNHEO's) "Improving the Nation's Health through Health Education: A Vision for the 21st Century" in the following ways:
I. Explore ways to provide an infrastructure - APHA-SHES will explore the possibility of hosing an APHA Annual Meeting session to inform members of coalition/project activities. Note: We have hosted a session for the CNHEO each Annual Meeting for the past several years.
II. Refine the work of the of the conference (2002 in Atlanta) and monitor progress - APHA-SHES did not pledge anything, but CNHEO pledged to request annual updates. We could pledge to provide annual updates. APHA-PHEHP pledged to increase active involvement and support for CNHEO.
III. Infuse advocacy skills into professional preparation and professional development - APHA-SHES did not pledge to do anything in this area. APHA-PHEHP pledged to organize and encourage formal input into review of CEPH accreditation criteria. ASHA pledged to have advocacy training workshops during its annual conference.
IV. Develop leadership in advocacy - APHA-SHES pledged to add advocacy tips/updates column to newsletter and invite members to submit relevant school health advocacy articles and explore giving a school health advocacy award.
V. Build relationships with advocacy partners - We did not pledge anything in this area, but we could pledge to continue participating in the Health Advocacy Summit and providing financial support for it.
VI. Hold elected officials and policy makers accountable - We did not pledge to do anything in this area. APHA-PHEHP reported that it communicated actively with APHA to ensure its attention to policy makers' performance in keeping with the health education advocacy agenda. We could pledge to coordinate with PHEHP in keeping APHA policy advocacy leaders informed of the health education and promotion advocacy issues, particularly those affecting adolescents and children.
VII. Ensure seat at the table - APHA-SHES did not pledge any action here. APHA-PHEHP reported that, through its presence on APHA's Education and Action Boards, the section provided information about credentialing within the profession and advocated for health education in Board discussions of public health credentialing. APHA-SHES now has one of its members as the chair of the Governing Council, where we can encourage attention to key issues about public health credentialing.
VIII. Make advocacy a function of infrastructure entity - none of the organizations had pledged or reported action in this area.
IX. Develop and commit to a unified health education research agenda that will contribute to evidence-based policy & practice - APHA-SHES pledged to offer suggestion to CNHEO about needed content of relevant research agenda (e.g. school health). APHA-PHEHP reported that it developed Annual Meeting programs to include presentations (both paper and poster) that embrace evidence-based policy and practice; generation of publication explicit to the arena remains possible, but this is contingent on factors beyond section control (e.g. external funding).
X. Disseminate translated research findings broadly to practitioners, funders, policy makers, curriculum developers, faculty of professional preparation programs, and other health professionals via appropriate channels - APHA-SHES pledged to disseminate research through the newsletter and the APHA Annual Meeting program. APHA-PHEHP reported doing essentially what SHES pledged, plus assisting APHA in its continuing education initiatives to include journal-based education.
XI. Increase funding and resources for research that supports evidence-based practice and policy, research translation, discussion, and diffusion - APHA-SHES made no pledge in this area. APHA-PHEHP reported that, with other participants of the Annual Health Education Advocacy Summit, it advocated for increased funding for CDC.
XII. Develop mechanisms for diffusing translated research and best practices broadly to practitioners by providing intensive support and technical assistance through appropriate channels in diverse settings - APHA-SHES indicated a willingness to help, but did not pledge any specific action. APHA-PHEHP reported that it disseminated relevant health education research in both the PHEHP newsletter and the APHA Annual Meeting program; and mentioned again its contribution to APHA offering continuing education opportunities through journal-based education.
XIII. Identify and promote the use of multiple mechanisms to translate research for practitioners and to facilitate integration of lessons learned into best practices - SOPHE was the only organization to make a pledge, which was to take the lead.
XIV. Use standardized systems to evaluate research - APHA-SHES made no pledge in this area. APHA-PHEHP reported that it maintained strong relations with member organizations -reflected in linkages to create Annual Meeting solicited sessions. Interdisciplinary collaboration also manifest in PHEHP's continued participation in the shared student publication (Connections).
XV. Identify and develop interdisciplinary linkages with other professional groups to enhance the conduct, translation, and dissemination of relevant research to a wide audience - Neither APHA-SHES nor APHA-PHEHP pleaded to do anything inthis area, nor did PHEHP report doing anything here.
XVI. Ensure that all entry-level health educators graduate from an accredited program - APHA-SHES did not pledge anything in this area. APHA-PHEHP reported that it increased member awareness by publication (Newsletter) of updates in the area of preparation and quality assurance; involvement of PHEHP in national coalition also contributed to pursuit of this objective.
XVII. Recruit and nurture health educators to proportionally represent the diversity in the United States - APHA-SHES did not pledge to do anything in this area. APHA-PHEHP reported that it continues its participation in the Open and Just Society initiative. PHEHP also engaged APHA support of national activity consistent with support of diversity.
XIX. Ensure that all health education accredited/approved programs have access to the same resources as other accredited/approved programs within the same institution - AAHE and SOPHE are the only organizations that pledged to move this along.
XX. Promote the role and benefits of health education to policy makers, employers, professional, the general public, and students -APHA-SHES pledged to distribute the section newsletter to professional listservs, EDC network news, & senators in Congress.
XXI. Promote health education as an allied health & teacher education career option to allied health professionals, diverse cultural and ethnic groups and students at all levels k-16 - neither APHA-SHES nor APHA-PHEHP pledged to do anything in this area.
XXII. Promote requiring health education credentials for employment in all work settings - Neither APHA-SHES nor APHA-PHEHP pledged to do anything in this area.
XXIII Create a communication system to disseminate common messages and provide a point of access to targeted populations -APHA-SHES did not pledge to do anything in this area. APHA-PHEHP reported that it contributed to development of The Nation's Health
article descriptive of CNHEO and the advocacy Web site. Also contributed to joint PHEHP/SOPHE newsletter on the annual meetings. PHEHP participated in conference call with APHA Grassroots director on ways to reach affiliates/sections.
XXIV. Promote Demand for health education jobs - Neither APHA-SHES nor APHA-PHEHP pledged to do anything in this area.
XXV. Promote career ladders for health educators - Neither APHA-SHES nor APHA PHEHP pledged to do anything in this area.
XXVI. Establish partnerships with leaders ad power brokers at key sites: government, universities and businesses - Neither APHA-SHES nor APHA-PHEHP pledged to do anything in this area.
For more information, please contact:
Bill Cissell, MSPH, PhD, CHES
Director, TX/OK AIDS Education and Training Center
Parkland Health and Hospital System
4811 Harry Hines Blvd.
Dallas, Texas 75235
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Update on the National Health Educator Competencies Update Project
The National Health Educator Competencies Update Project (CUP) research is heading into its final phase. Guided by four research questions which address what health educators do in practice, a draft model for the profession is being developed for review and comment by the National Competencies Update Project Advisory Committee. It will then be refined, and eventually forwarded with a technical report to the three CUP copyright parties: the American Association for Health Education, the National Commission for Health Education Credentialing, and the Society for Public Health Education. Importantly, this landmark research will contribute to the professional preparation and practice of health educators.
The five-year research effort has been guided by the CUP Steering Committee, incorporating the expertise and experiences of the members of a data analysis group and the CUP Advisory Committee. Three research phases were employed: preliminary/preparatory, pilot, and major research. The national survey process sought responses from all 50 states and the District of Columbia, resulting in more than 4,000 responses (over 70 percent response rate). In all, over 1.6 million data points were collected, and then analyzed using extensive qualitative and quantitative methods. One of the members of the CUP data analysis group, Dr. David Connell, who serves as research consultant to the project, has stated that the dataset is one of the “cleanest and most powerful” he has worked with to date. Additionally, in the opinion of a senior statistician who also has been involved with the CUP data analyses, Dr. Daniel Coster at Utah State University: “The CUP data are remarkable in their near completeness. From more than 4,000 respondents and more than 400 items, less than 1 percent of the data are missing. That adds up to more effective analysis, more powerful inference, and enhances the likelihood of good policy decisions that are driven by objectivity.”
Support is still needed: Because of the extensive nature of the research, and the emphasis on good science and accuracy that have become the hallmarks of this historic research, expenses continue to mount. The CUP research relies on the individual and organizational contributions, rather than any single source of support. Please consider making a contribution of any size to this important work. To do so, you can contact: The Competencies Update Project, P.O. Box 90158, Allentown, PA 18109-0158.
All contributions will be acknowledged. You also can contact one of the following CUP Steering Committee Members: Gary D. Gilmore, MPH, PhD, CHES, Chair: <firstname.lastname@example.org
>; (608) 785-8163; Larry K. Olsen, DrPH, CHES: <email@example.com
>; Alyson Taub, EdD, CHES: <firstname.lastname@example.org
Contributor: Up to $250
Sponsor: $10,000 and above
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Funding Opportunities for School Health
For information on school health funding opportunities please see: <http://www.healthinschools.org/grants/alerts
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Blood Pressure Increased for Children, Adoloscents
Blood pressure has increased over the last decade in children and adolescents, with the increase at least partially due to the increased prevalence of overweight, according to researchers reporting in the Journal of the American Medical Association
. Researchers at Tulane University and the National Heart, Lung, and Blood Institute examined trends in both systolic and diastolic blood pressure among children ages 8 to 17 years over the two-year period 1998-2000. Although cardiovascular disease that is a frequent result of high blood pressure does not usually appear until mid-life or later, there is evidence that precursors of heart disease, including hypertension, originate in childhood, the researchers pointed out. They also noted that increased blood pressure levels during childhood "strongly predict hypertension in young adults." The corresponding author for the research report, "Trends in Blood Pressure Among Children and Adolescents," which appeared in the May 5, 2004, issue of the Journal of the American Medical Association
can be reached at <email@example.com
--Article from The Center for Health and Health Care in Schools, <http://www.healthinschools.org
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From the Editor
Greetings and welcome to the SHES newsletter. We have finally got the technology sorted out and we are up and running. I would hope that the articles and announcements you find posted in the newsletter are helpful to your professional practice. I have been picking up information on listservs and Web sites to include but know there is a great deal more that would be relevant to SHES. This is where I invite your help. Please feel free to provide me with news and information and I will ensure it is included. Contact me at <firstname.lastname@example.org
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Expanded Access to Annual Meeting Sessions
APHA is expanding the educational experience of both presenters and attendees at the APHA Annual Meeting by investing in LCD projectors, computers and new Web-based technology for all scientific sessions. This new technology will enable voice and PowerPoint presentations to be recorded and uploaded to the APHA Web site following the meeting, thus extending the life of the meeting and providing access to hundreds of actual scientific session presentations that Annual Meeting registrants may have missed while attending other sessions.
Annual Meeting attendees can receive full access to these expanded sessions by registering for E-ssentialLearning on the Annual Meeting registration form. Special introductory discounted fees are $25 for Annual Meeting session presenters, $50 for APHA members (who are not session presenters), and $100 for non-members and are in effect for anyone registering for the full APHA Annual Meeting by the Oct. 1 pre-registration deadline. These fees will increase substantially for anyone registering on-site at the Annual Meeting in Washington.
Log-in information and password access to these E-ssentialLearning sessions will be provided to registrants immediately following the Annual Meeting.NEW! Presenters Able to Upload PowerPoint Presentations in Advance
LCD projectors and computers are now included as part of the standard audiovisual package in each session room. This new technology will enable presenters to upload their PowerPoint presentations in advance of the meeting and have them pre-loaded on the APHA session computers. Individual presentations then begin with a click of the mouse. The cost and inconvenience of bringing a computer to the Annual Meeting has been eliminated for presenters, allowing them to take advantage of new technologies and be a part of the E-ssentialLearning experience.
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School Health Education and Services Newsletter Archives