Data-Based Decision-Making Using Data to Intervene for Maternal and Child Health – Part Two in a Series

Course Description:

The purpose of this training is to inform public health professionals how to use data to shape needs assessments, develop public health programs, and provide a framework for program evaluation. In Part Two of this series, learners will take advantage of readily available data sources to explore interventions and programs to address public health issues in maternal and child health using Columbia County, NY as a case study.

Course Objectives:

  1.     Identify sources of evidence-based interventions/promising practices.
  2.     Define and develop SMART objectives, for outcome evaluation.
  3.     Use progress and outcome measures in program monitoring and evaluation.

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

  • Competency Domains: Analytical/Assessment, Program Planning, Communication, Basic Public Health Sciences
  • Specific competencies:

1A1, 1A2, 1A4, 1A7, 1A9, 1A10, 1A12, 1A13, 1A14, 1B1, 1B2, 1B4, 1B7, 1B9, 1B10, 1B12, 1B14, 1C1, 1C2, 1C4, 1C7, 1C9, 1C10, 1C12, 1C14, 2A5, 2A6, 2A12, 2B5, 2B12, 3A5, 3B5, 3C5, 6A3, 6A4, 6A6, 6B3, 6B5, 6B7, 6C3, 6C5, 6C7

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

Data-Based Decision-Making Using Data to Intervene for Maternal and Child Health – Part One in a Series

Course Description:

The purpose of this training is to inform public health professionals how to use data to shape needs assessments, develop public health programs, and provide a framework for program evaluation. In Part One of this series, learners will take advantage of readily available data sources to begin planning and implementing a successful health program related to issues in maternal and child health using Columbia County, NY as a case study.

Course Objectives:

  1. Identify and locate sources of Maternal and Child Health data in New York State, at state, county, and sub-county levels.
  2. Use descriptive epidemiology (person, place, and time) in needs assessment and program targeting.
  3. Use data to identify high-risk populations in population for program targeting.

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

  • Competency Domains: Analytical/Assessment, Program Planning, Communication, Basic Public Health Sciences
  • Specific competencies:

1A1, 1A2, 1A4, 1A7, 1A9, 1A10, 1A12, 1A13, 1A14, 1B1, 1B2, 1B4, 1B7, 1B9, 1B10, 1B12, 1B14, 1C1, 1C2, 1C4, 1C7, 1C9, 1C10, 1C12, 1C14, 2A5, 2A6, 2A12, 2B5, 2B12, 3A5, 3B5, 3C5, 6A3, 6A4, 6A6, 6B3, 6B5, 6B7, 6C3, 6C5, 6C7

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

 

#NYCHealthEquity – Advancing Racial and Social Justice

Presenter:KAM_StandardPhoto
Aletha Maybank, MD, MPH
Deputy Commissioner
NYC Department of Health and Mental Hygiene
Center for Health Equity

Description:

For one to have a true commitment to health equity, it is critical to engage with the political, social, and historical context of structural racism within our society. The history of slavery and segregation is deeply embedded within public policies which has fostered neighborhood underdevelopment, increased incarceration rates, and health disparities among minority and ethnic populations. Dr. Aletha Maybank, Deputy Commissioner and Founding Director of the Center for Health Equity at the New York City Department of Health and Mental Hygiene (DOHMH) discusses the work of the Center for Health Equity to decrease health disparities and create an equitable and thriving city for all. The DOHMH and Center for Health Equity use a racial justice lense to build organizational capacity to advance racial equity through data visualization, community engagement, neighborhood investment, and public policy. Dr. Maybank discusses a neighborhood place-based approach which leverages past public health practices by implementing evidence-based interventions to provide coordinated health promotion services, clinical services, and community resources to increase community access to goods and services and close coverage gaps. Dr. Maybank discusses the importance of working with sister agencies to advance the health equity agenda and emphasizes the importance of multi-sectoral partnerships to promote community change.

Course Objectives:

  1. Describe the roles institutions have played in fostering, exacerbating and perpetuating racism and other forms of oppression
  2. List the ways institutions can work with neighborhoods and communities to amplify their inherent power to heal together
  3. Describe the role public health practitioners have in leveraging their power and privilege to embolden larger movements and coalitions seeking to name injustice and liberate oppressed groups

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

2A5, 2A6, 2A7, 2B5, 2B6, 2B7, 2C5, 2C6, 2B7, 2C10, 3A8, 3B8, 38C, 4A2, 4A5, 4A6, 4B2, 4B5, 4B6, 4C2, 4C5, 4C6, 8A4, 8B4, 8B10, 8C4, 8C10

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

Strategies to Advance Health Equity: How Health Departments Can Grow a Healthy Public Food Sector

Content Experts:
Nicholas Freudenberg, DrPH, MPH
Distinguished Professor
Faculty Director, CUNY Urban Food Policy Institute

Emily Franzosa, DrPH, MA
Senior Researcher, CUNY Graduate School of Public Health & Health Policy

Description:

This self-paced, interactive module prepares public health professionals working in state and local health departments to develop or support food policy changes in their communities to encourage healthy food systems. The session begins with a discussion of why the public sector should be involved in developing policies around food and how local health agencies can lead the charge. Next, learners will learn about food system goals that can promote health and how to achieve those goals. Finally, learners will explore case studies that demonstrate how public health agencies have planned and implemented changes to their food systems.

Course Objectives:

  1. Explain and define the scope of the public, the private (market) and the non-profit (civil society) sectors in making healthy food more available and affordable.
  2. Identify the various functions that the public sector plays in making healthy food available and affordable including: procurement, institutional food, taxation, enforcing  food safety standards, regulating retail food outlets and restaurants , and providing food benefits(e.g., SNAP,WIC and school food).
  3. Distinguish roles of local, state and federal governments in public sector food and identify food-related responsibilities of various government sectors including health, education, agriculture, environmental protection, economic development, zoning and land use, and consumer protection.
  4. Describe innovative practices, policies and programs of state and local health departments in supporting public sector initiatives to increase access to healthy affordable food and reduce racial/ethnic, socioeconomic and other inequalities in diet-related diseases.
  5. Describe governance mechanisms for engaging citizens, social movements, advocacy groups and others in using the public sector to shape healthier food environments.
  6. Assess the scope and strengths and weaknesses of their own health department’s food portfolio and identify ways their department could use existing resources and mandates to strengthen the public sector’s role in making healthy food more affordable and accessible.

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

1A1, 1A11, 1B1, 1C1, 2A2, 2A5, 2A6, 2A7, 2B2, 2B6, 2B7, 2B8, 2C2, 2C6, 3A8, 3B8, 3C8, 4A3, 4A4, 4A6, 4B3, 4C3, 5A1, 5A2, 5A3, 5B1, 5B2, 5B3, 5C1, 5C2, 5C3

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

Strategies to Advance Health Equity: How Health Departments Can Use Countermarketing to Address Tobacco, Alcohol and Unhealthy Food

Content Experts:
Nicholas Freudenberg, DrPH, MPH
Distinguished Professor
Faculty Director, CUNY Urban Food Policy Institute

Emily Franzosa, DrPH, MA
Senior Researcher, CUNY Graduate School of Public Health & Health Policy

Description:

This self-paced, interactive module prepares public health professionals working in state and local health departments to develop or support the use of countermarketing strategies to reduce demand for tobacco, alcohol and processed foods high in sugar, salt and unhealthy fats. The session begins with a discussion of countermarketing as a public health strategy for reducing the use of tobacco, alcohol, and unhealthy food. Next, learners will explore the elements of countermarketing campaigns, and look at two health departments that have used them successfully. Finally, learners will apply these strategies to think through a hypothetical countermarketing campaign, and plan how you might use them in your own work.

Course Objectives:

  1. Summarize evidence on the impact of tobacco countermarketing on the initiation of smoking among young adults.
  2. Explain why lessons from evidence-based tobacco counter marketing could be effective for countermarketing alcohol and unhealthy food.
  3. Identify and describe at least five elements of effective tobacco countermarketing campaigns and explain their relevance to countermarketing unhealthy food and alcohol.
  4. Describe at least three roles that state and local health departments can play in countermarketing tobacco, alcohol and unhealthy food (e.g., creating and/or funding public countermarketing campaigns, funding community and youth groups to develop and launch campaigns, training on countermarketing strategies, convening organizations involved in countermarketing).
  5. Describe two specific local or state initiatives designed to support countermarketing of tobacco, alcohol or unhealthy food that have been used in other jurisdictions that could be applied in participant’s own setting.
  6. Explain how LHDs can leverage “upstream” strategies, including partnering with social movements and community organizations and expanding democratic participation, to support the design and implementation of these initiatives.

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

1A1, 1A7, 1A9, 1B1, 1C1, 2A2, 2A6, 2B2, 2B6, 2B8, 2C2, 3A3, 3A4, 3A5, 3A6, 3B3, 3B4, 3B5, 3B6, 3C5, 4A3, 4A5, 4B3, 5A2

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

Strategies to Advance Health Equity: How Health Departments Can Protect the Health of Immigrants

Content Experts:
Nicholas Freudenberg, DrPH, MPH
Distinguished Professor
Faculty Director, CUNY Urban Food Policy Institute

Emily Franzosa, DrPH, MA
Senior Researcher, CUNY Graduate School of Public Health & Health Policy

Description:

This self-paced, interactive module prepares public health professionals working in state and local health departments to develop or support health care, social services, and public health programs to protect the health of immigrants. This session begins with an introduction to immigration policy and its relationship to health as well as local strategies to protect immigrant health. Next, learns will explore three case studies that highlight real policy changes governments have implemented to create more immigrant inclusive communities. During these case studies, learners will have time to reflect on ways their organization can partner with government agencies to support immigration health.

Course Objectives:

  1. Describe evidence documenting major health challenges facing immigrants in the United States
  2. Explain the pathways by which immigration policy can influence the health of immigrant populations
  3. Identify specific strategies that state and local health agencies can adopt to improve health for immigrant populations
  4. Describe at least three specific local or state initiatives designed to improve the health of immigrant populations that could be adapted to the participant’s community
  5. Explain how LHDs can leverage “upstream” strategies, including partnering with other agencies, social movements and community organizations, to design implement these initiative

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

1A1, 1A11, 1A12, 1B1, 1B11, 1B12, 1C1, 1C11, 1C12, 2A2, 2A5, 2A6, 2A7, 2B2, 2B5, 2B6, 2B7, 2C2 , 2C5, 2C6, 3A3, 3A7, 3A8, 3B3, 3B7, 3B8, 3C3, 3C7, 3C8, 4A3, 4A4, 4A5, 4A6, 4B3, 4B4 , 4B5, 4B6, 4C3, 4C4, 4C5, 5A1, 5A2, 5A3, 5A4, 5B1, 5B3, 5B9, 5C1, 5C3, 8A2, 8A3, 8A4, 8B2, 8B3, 8B10, 8C2, 8C10

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

Caring for Vulnerable Populations in School Health

Presenter:
Natalie Mathurin, MD, MPH
Medical Director at Student Health Services, School District of Philadelphia
&
Cheryl Lawrence, MD
Medical Director at the Office of School Health-Family & Child Health, NYC Department of Health and Mental Hygiene

Description:

Dr. Mathurin and Dr. Lawrence describe the purpose and goals of programs developed to aid children that belong to vulnerable populations using the New York City Department of Health as a case study. The beginning of the presentation considers data about vulnerable populations in New York City and why it is important to address health of children in these populations. The presenters then present the mission, objectives, frameworks, and activities of programs to care for students in vulnerable populations.

Course Objectives:

  • Describe how vulnerable populations are identified in the school setting.
  • Give examples of the issues (medical, mental, social) commonly faced by students in vulnerable populations.
  • List methods to increase community and school involvement in the care of students in vulnerable populations.

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

1A1, 1A2, 1A3, 1A4, 1A5, 1A9, 1A10, 1A11, 1B1, 1B3, 1B4, 1B10, 1B11, 1B12, 1B14, 1C1, 1C4, 1C10, 1C14, 2A2, 2A7, 2A8, 2B2, 2B6, 2B8, 2B9, 3A2, 3A4, 3A5, 3A6, 3A7, 3A8, 3B2, 3B4, 3B5, 3B6, 3B7, 3B8, 3C2, 3C5, 3C7, 3C8, 4A4, 4A6, 5A1, 5A2, 5A3, 5A4, 5A5, 5A6, 5A7, 5A8, 5B2, 5B3, 5B4, 5B5, 5B6, 5B7, 5B8, 5B9, 5B10, 5C2, 5C3, 5C4, 5C5, 6A4, 6A6, 6A8, 6B4, 6B5, 6B7, 6B9, 6C5, 6C9, 7A2, 7A4, 7A13, 8A1, 8A2, 8A3, 8A4, 8A6, 8B1, 8B2, 8B6, 8C1, 8C2

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

Moving Beyond ‘Socioeconomic Status’ to Social Class Processes in Public Health

Presenter:Prins Headshot
Seth Prins, PhD, MPH
Postdoctoral Research Fellow
Department of Sociomedical Sciences and
Department of Social Work, Columbia University

Description:

It is well known that there is a “social gradient of health,” or an inverse relationship between socioeconomic status and physical and mental health. However, most public health professionals conceptualize socioeconomic status using a stratificationist theoretical approach, but this neglects critical factors. In this webinar, Dr. Seth Prins discusses two other relational theoretical approaches to conceptualizing socioeconomic status: Weberian and Marxian. He discusses how these approaches impact our understanding of socioeconomic status and class on mental health, including depression and anxiety, and some of their mechanisms and causal pathways. Dr. Prins also describes epidemiological research into mental health and and how these social determinants of health manifest in the modern workforce.

Course Objectives:

  • To distinguish between socioeconomic status and class
  • To describe stratificationist, Weberian, and Marxian theoretical approaches to social inequality
  • To describe what it means to apply a class perspective to psychiatric epidemiology research
  • To explain the impact of social inequality on mental health from multiple theoretical perspectives

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

  • Primary Competency Domain: Analysis and Assessment/Program Planning and Policy Development
  • Specific competencies:

1A1, 1A2, 1A3, 1A4, 1A5, 1A6, 1A7, 1A9, 1A10, 1A11, 1A13, 1B1, 1B2, 1B3, 1B4, 1B5, 1B6, 1B7, 1B9, 1B10, 1B12, 1C1, 1C2, 1C4, 1C5, 1C6, 1C7, 1C9,  2A5, 2A6, 3A2, 3A5, 3B2, 3B5, 3C2, 3C5, 5A2, 5A3, 5A7, 5B3, 5B10, 5C3, 6A1, 6A3, 6A4, 6A5, 6A8, 6B1, 6B3, 6B5, 6B9, 6C1, 6C5, 6C6, 6C9, 7A1, 8A1, 8A2, 8A3, 8A5, 8A8, 8B1, 8B2, 8B5, 8C1

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

Understanding Depression Differences through a Dynamic Framework of Gender

P

Presenter:jon platt image
Jonathan Platt, MPH, MPhil
Psychiatric Epidemiology Fellow
Department of Epidemiology, Columbia University
Mailman School of Public Health

Description:

Currently, the literature indicates that women are much more likely than men to be diagnosed with depression. While there have been some who try to attribute this difference to various research flaws, there is good evidence to refute these rebuttals and there do in fact appear to be gender differences in mental health. In this webinar, Jonathan Platt, MPH, MPhil, discusses the epidemiology of depression and the various hypotheses that have been proposed to explain the “gender gap.” These include issues of genes and hormones, social stress, epigenetics, and others. He describes the dynamic perspectives of gender and the importance of intersectionality in research design and program planning.

Course Objectives:

  • To define the “gender gap” in depression
  • To identify the hypothesized biological reasons for the “gender gap” in depression
  • To identify the hypothesized social and environmental reasons for the “gender gap” in depression
  • To explain the differences in how depression manifests in males vs. females
  • To describe the research that refutes common objections to the “gender gap” in depression
  • To describe the dynamic perspectives of gender

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

1A1, 1A3, 1A4, 1A5, 1A6, 1A7, 1A9, 1A10, 1A11, 1A14, 1B1, 1B3, 1B4, 1B5, 1B6, 1B9, 1B10, 1C1, 1C4, 1C5, 1C6, 1C9, 2A5, 2A7, 2A10, 3A2, 3A5, 3A8, 3B2, 3B5, 3C2, 3C5, 4A1, 4A2, 4A6, 4B1, 4B2, 4C1, 4C2, 5A1, 5A2, 5A3, 5A7, 5B3, 5B9, 5C3, 6A4, 6A5, 6A6, 6A7, 6A8, 6B5, 6B8, 6B9, 6C5, 6C6, 6C8, 6C9, 8A1, 8A2, 8A3, 8A5, 8B1, 8B2, 8B5, 8B10, 8C1, 8C10

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).

 

A Health Policy Agenda Beyond the ACA

Presenter:
Dr. Drew Altman
CEO and President
Henry J. Kaiser Family Foundation

Description:

Many Americans feel that commercial, political and ideological interests control the information that they consume. The Kaiser Family Foundation serves as an independent and non-partisan source of research, analysis and journalism for policymakers, the media and the general public. Kaiser aims to provide the highest quality coverage of health policy issues and developments at the federal and state levels and in the marketplace.

Dr. Drew Altman, CEO and President of the Henry J. Kaiser Family Foundation, is an innovator in the world of foundations and a leading expert on national health policy who publishes and speaks widely on health issues. Join him to discuss the future of health policy in the US.

Continuing Education: 1.0 CPH, 1.0 CHES

Council on Linkages Core Competencies for Public Health Professionals (2014 Version)

1A1, 1A2, 1B1 1B2 1B15, 1C1 1C2 1C15, 2A5, 2B5, 2C5, 2B5, 2C5, 3A8, 3B8, 3C8, 5A1, 5B1, 5C1, 7A1, 7A2, 7B1, 7B2, 7C1, 7C2, 8A2, 8A3, 8A4, 8A5, 8B2, 8B3, 8B4, 8B5, 8B10, 8C2 8C3,  8C4, 8C5, 8C10

Click on the appropriate button to begin.

I do not work for a State or Local Health Department in NYS.


I do work for a State or a Local Health Department in NYS.

If you are employed by NYS or a local health department in NYS, we recommend that you register for this course through the NYS Department of Health Learning Management System (DOH LMS).