The Resident Health Advocate Curriculum



A Toolkit for Implementingthe Resident Health Advocate Curriculum2011?2012Developed by the Training and Education Core of thePartners in Health and Housing Prevention Research CenterBoston University School of Public HealthBoston Housing AuthorityBoston Public Health CommissionCommunity Committee for Health PromotionTable of ContentsPageBackground Materials for the Trainer4Program Materials: Before Training Begins9Baseline Survey20Program 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 Building30Post-Training Survey Program Materials: Once the Training is CompleteInternship Materials758588Appendix: List of PowerPoint Presentations93AcknowledgmentsDevelopment 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. Background Materials for the TrainerAbout the Partners in Health and Housing Prevention Research Center and the Resident Health Advocate ProgramA Snapshot of the RHA ProgramSome Useful TermsAbout the Partners in Health and Housing Prevention Research Center and the Resident Health Advocate ProgramThe 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 02118617-638-5036 A Snapshot of the Resident Health Advocate ProgramEach 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). Some Useful TermsRHA: 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 munity 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.1Health 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.2Risk 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.3Cultural 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.4Patient 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.5Chronic 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.6Public 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.7ReferencesFawcett 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. ; Date Accessed: 11/14/11CDC. Community Health and Program Services (CHAPS): Health Disparities Among Racial/Ethnic Populations. Atlanta: U.S. Department of Health and Human Services; 2008. ; Date Accessed: 11/14/11National Heart, Lung and Blood Institute (NHLBI); “Lower Heart Disease Risk”; ; Date Accessed: 11/14/11Cross, 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.Freeman HP. A model patient navigation program. Oncol Issues. September/October 2004:44-46. World Health Organization; Health Topics: Chronic Disease; ; Date Accessed: 11/14/11CDC Foundation: “What is Public Health?” ; Date Accessed: 11/14/11Program Materials: Before Training BeginsRHA Recruitment Flyer (English)RHA Recruitment Flyer (Spanish & Chinese)RHA Training AnnouncementApplication for RHA TrainingAre 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 applicationin 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 HealthBoston Housing AuthorityBoston Public Health CommissionCommunity Committee for Health Promotion176974524765002857502476500Está 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 CenterSerán 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 AuthorityBoston Public Health CommissionCommunity Committee for Health Promotion65151033782000Announcement: Resident Health Advocate Program The Partners in Health and Housing Prevention Research CenterBoston University School of Public HealthBoston Housing AuthorityBoston Public Health CommissionCommunity Committee for Health PromotionThe 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 RHAsBilingual/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 HealthSuccessful 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.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.Resident Health Advocate ApplicationThe Partners in Health and Housing Prevention Research CenterPLEASE 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:Work or Volunteer Experience Dates Worked/Volunteered: from /_ to /_ (month / year)Organization or Company:Address:City: State: Zip Code:Job Title:Brief Description of Duties and Responsibilities:__________________________________________________________________________________________________________________Supervisor’s Name & Phone Number: ________Reason for Leaving:Work or Volunteer Experience Dates Worked/Volunteered: from /_ to /_ (month / year)Organization or Company:Address:City: State: Zip Code:Job Title:Brief Description of Duties and Responsibilities:__________________________________________________________________________________________________________________Supervisor’s Name & Phone Number: ________ Reason for Leaving:Work or Volunteer Experience Dates Worked/Volunteered: from /_ to /_ (month / year)Organization or Company:Address:City: State: Zip Code:Job Title:Brief Description of Duties and Responsibilities:__________________________________________________________________________________________________________________Supervisor’s Name & Phone Number: ________ Reason for Leaving:ESSAY: Using the space below, please tell us why you want to become a Resident Health Advocate (100 – 150 words)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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.REFERENCES: -13335054483100Please 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 ManagerFull Name:Address:City: State: Zip Code:Home Phone Number:Work Phone Number:-13335037465000Reference 2 Full Name:Address:City: State: Zip Code:Home Phone Number:Work Phone Number:Relationship to you:-13335034353400Reference 3Full Name:Address:City: State: Zip Code:Home Phone Number:Work Phone Number:Relationship to you: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 standingCompleting 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).SignatureDate0261620For PRC use only:Received byDate00For PRC use only:Received byDateThank 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 Center Boston University School of Public Health801 Massachusetts Ave.Boston, MA 02118Phone: 617-414-1409sgees@bu.eduGreg Davis Family Services Program Manager Boston Housing Authority125 Amory StreetRoxbury, MA 02119Phone: 617-988-5101Greg.Davis@Please fax all completed applications to: 617-988-4335 Attn. Mary Whouley Baseline Survey(given in the first 20 minutes of the first training session)RHA Baseline SurveyOur 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_________________________________________________center13335000Part 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 2345Very confident A. Knowing a lot of good information about health B. Being a good person for othersC. Help residents get health activities they needD. Bring new health activities to the developmentE. Understanding all different kinds of peopleF. Being honest and open G. Keeping all people’s information confidentialH. Trying to not let it show when someone makes you madI. Being supportive of people who are trying to improve their health J. Provide advice to residents about health topicsK. Helping residents to get to their doctorsL. Helping residents talk with their doctorsM. Encouraging residents to live healthy livesN. Engage residents in healthy activitiesO. Taking the residents’ side when talking with doctorsP. Struggling with the same issues as other residents Q. Increase the knowledge of health in the housing development leadership2. Please answer the following questions, write T for “True” and F for “False”People in the USA live longer than people in any other country in the world (e.g. England, France). Genes are the only thing that determines your health. If every person gets health insurance, there will be no more health disparities. 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 AgreeAgreeUndecidedDisagreeStrongly DisagreeA. 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.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 AgreeAgreeUndecidedDisagreeStrongly DisagreeA. 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.249555012763500Part 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.) FORMCHECKBOX 1Never FORMCHECKBOX 2Once FORMCHECKBOX 3A few times FORMCHECKBOX 42-4 times FORMCHECKBOX 55-9 times FORMCHECKBOX 6About once a month FORMCHECKBOX 7Twice a month FORMCHECKBOX 8About once a week FORMCHECKBOX 9More than once a week FORMCHECKBOX 10Don’t know239077576200002. Are you now helping at least one sick, limited, or frail friend or family member on a regular basis? (Mark one answer.) 40766926289000 FORMCHECKBOX 1 Yes FORMCHECKBOX 2 No2a. If yes, in the past 4 weeks, how often have you helped this friend or family member? (Give your best guess. Mark one answer.) FORMCHECKBOX 1Never FORMCHECKBOX 2Once FORMCHECKBOX 3A few times FORMCHECKBOX 42-4 times FORMCHECKBOX 55-9 times FORMCHECKBOX 6About once a month FORMCHECKBOX 7Twice a month FORMCHECKBOX 8About once a week FORMCHECKBOX 9More than once a week FORMCHECKBOX 10Don’t knowcenter825500The next questions are about your living and social activities. 3. Who lives with you? (Mark all that apply.) FORMCHECKBOX 1I live alone FORMCHECKBOX 2I live with my husband or partner FORMCHECKBOX 3I live with my children FORMCHECKBOX 4I live with my brother and/or sister FORMCHECKBOX 5I live with other relatives FORMCHECKBOX 6I live with friends FORMCHECKBOX 7Other (please describe): ___________________________________4. What is your current marital status? (Mark one answer that best describes you.) FORMCHECKBOX 1Never married FORMCHECKBOX 2Divorced or separated FORMCHECKBOX 3Widowed FORMCHECKBOX 4Presently married FORMCHECKBOX 5Living in a marriage-like relationship241935093980005. 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. FORMCHECKBOX 1No Schooling completed FORMCHECKBOX 9high school graduate – high school diploma or the equivalent (for example ged) FORMCHECKBOX 2Nursery school or 4th grade FORMCHECKBOX 10Some college credit, but less than 1 year FORMCHECKBOX 35th grade or 6th grade FORMCHECKBOX 111 or more years of college, no degree FORMCHECKBOX 47th grade or 8th grade FORMCHECKBOX 12Associates degree (for example: AA, AS) FORMCHECKBOX 59th grade FORMCHECKBOX 13Bachelor’s degree (for example: BA, AB, BS) FORMCHECKBOX 610th grade FORMCHECKBOX 14Master’s degree (for example: MA, MS, meng, med, MSW, MBA FORMCHECKBOX 711th grade FORMCHECKBOX 15Professional degree (for example: MD, DDS, DVM, LLB, JD) FORMCHECKBOX 812th grade, no diploma FORMCHECKBOX 16Doctoral 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.) FORMCHECKBOX 1Not working FORMCHECKBOX 2Retired FORMCHECKBOX 3Homemaker, raising children, care of others FORMCHECKBOX 4Employed (full-time or part-time) FORMCHECKBOX 5Disabled, unable to work FORMCHECKBOX 6other (specify) _____________________________240030030289500Thank You!The information you have provided will help us to strengthen this training program.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 BuildingModule #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 rulesWhat 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 & AnswersLunch!center-63817500GROUND 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.Please be on time for class each week.Listen actively.Use respectful verbal expressions and body language.Avoid interrupting others while speaking.Please refrain from using your cell phone during class. If possible turn your phone off during class and use breaks for messaging or calls.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. Be respectful of others’ desires to share and learn. Avoid dominating the conversation and leave time for other participants to share their thoughts. Please keep side conversations to a minimum as it can be distracting for classmates and instructors.Keep questions and discussion to the topic of the day. Write down unrelated questions to bring up at another time. Respectfully challenge each other by asking questions, focusing on ideas and refrain from personal attacks.Take time to think about different points of view.Agree to disagree. Respect that people are entitled to their own opinions, whether or not you agree with them.What we say and share in class is confidential. Share resources. Feel free to bring relevant outside materials to class to distribute to the other participants.Keep our space cleanLaugh 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**Module #1: What is the Prevention Research Center? What is a Resident Health Advocate?Class Goals & ObjectivesAfter participation in this session, RHAs will be able to:Describe the work of the PRC List the goals of the RHA training programDescribe the job of an RHA State 2 things that they might do in the RHA role at their respective housing developments457200567690Homework Week 1: What is an RHA?Due: 00Homework Week 1: What is an RHA?Due: 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._________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Module #2: Community Building & AdvocacyClass Outline Introductions of class & instructorWhat 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 developmentsConnections are key The role of politicsQuestions & AnswersLunch!Module #2: Community Building and AdvocacyClass Goals & ObjectivesAfter participation in this session, RHAs will be able to:Articulate a personal vision of a healthy and vibrant communityIdentify skills, behaviors, and characteristics of effective leadersIdentify personal leadership principles, strengths, and areas for developmentDescribe the role empowerment plays in community change and development Describe the role that individual/community empowerment plays in health educationBe able to identify local resources that can be off assistance in advocacy work453390573405Homework Week 2: Community Building and AdvocacyDue: 00Homework Week 2: Community Building and AdvocacyDue: 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. 1047757302400104775730240010477573024001047757302400104775730240010477573024001047757302400104775730240010477573024001047757302400104775730240010477573024001047757302400104775730240010477573024001047757302400104775399414001047757302400Module #3: Are You at Risk of Developing a Chronic Disease?Class Outline Introductions of class & instructorWhat 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 sugarWhy should we care?What can you do about it?What is heart disease?What causes it?Why should we care?What can you do about it?Questions & AnswersLunch!Module #3: Are You at Risk of Developing a Chronic Disease?Class Goals & ObjectivesAfter participation in this session, RHAs will be able to:Have a basic understanding of high cholesterol, hypertension, diabetes and heart diseaseDiscuss risk factors for each diseaseDiscuss how to lower ones risk for developing these conditionsDescribe diabetes management and the importance of medication adherenceDescribe ways to reduce disease escalationState referral information sources and primary care resourcesArticulate how they could incorporate prevention messages into their work as RHAs. 457200567690Week 3: Health Equity & Effective Health EducationDue 10/6/1000Week 3: Health Equity & Effective Health EducationDue 10/6/10Please name two of the common chronic diseases we discussed today and what negative health effects they can cause.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________457200567690Homework Week 3: Chronic DiseaseDue: 00Homework Week 3: Chronic DiseaseDue: 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?”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________As an RHA what can you do to educate other residents about chronic disease? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Module #4: Integrated Pest Management & Asthma ControlClass Outline Introductions of class & instructorWhat is asthma?Risk factorsCausesDisease ProgressionLinks to pest controlWhat is Integrated Pest Management?How to conduct IPM effectivelyDiscussion of how to use this in your homeHow to promote IPM with other residentsResourcesQuestions & AnswersLunchModule #4: Integrated Pest Management & Asthma ControlClass Goals and ObjectivesAfter participation in this session, RHAs will be able to:Identify methods to do a home assessment for allergens/ contaminantsDetail the basics of Integrated Pest ManagementIdentify safer ways to effectively clean their homesDescribe how to eliminate mold from the homeIdentify the health hazards of airborne pollutants/ particulates457200567690Week 3: Health Equity & Effective Health EducationDue 10/6/1000Week 3: Health Equity & Effective Health EducationDue 10/6/10How are asthma and household pests related? Write down a few sentences that you can use in discussing this with other residents.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________457200567690Homework Week 4: Integrated Pest Management & Asthma ControlDue: 00Homework Week 4: Integrated Pest Management & Asthma ControlDue: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Module #5: Enjoy Living Smoke-FreeClass Outline Introductions of class & instructorCOPD, Lung Cancer, & Heart DiseaseHow are they related to smoking?How can they impact your life?Tools to use for quittingChantixThe PatchCold TurkeyThe pros and cons of eachResourcesSmokers Quit line Other State resourcesQuestions & AnswersLunchModule #5: Enjoy Living Smoke-FreeClass Goals and ObjectivesAfter participation in this session, RHAs will be able to:Understand the nature of nicotine addiction and its impact on the bodyUnderstand the health effects of smoking COPDLung CancerHeart DiseaseOtherDefine cessation techniquesIdentify local resources for individuals interested in making quit attemptsOption 1) 461010574675Homework Week 5: Enjoy Living Smoke-FreeDue: 00Homework Week 5: Enjoy Living Smoke-FreeDue: 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? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Module #6: Nutrition Class Outline Introductions of class & instructorTour of local community Gardens and or Grocery stores to learn about affordable access to fresh & nutritious foodsStop & ShopBoston’s community Garden ProgramAt each market we will discuss the following:What is a balanced diet?How to go grocery shoppingHow to read a label“Eating for Life”Questions & AnswersLunchModule #6: Nutrition Class Goals and ObjectivesAfter participation in this session, RHAs will be able to:Read labels for nutrition informationIdentify healthier meal/ snack alternativesIdentify high fat/ sugar/ salt foods and beveragesIdentify grocery stores and local markets which offer affordable and fresh healthy foods459740574040Homework Week 6: Nutrition Due: 00Homework Week 6: Nutrition Due: 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?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Module #7: Physical ActivityClass Outline Introductions of class & instructorThe importance of physical activityWhat are some different types of exercise we can do?Where can I go to exercise?How to get others involvedResourcesQuestions & AnswersLunchModule #7: Physical ActivityClass Goals and ObjectivesAfter participation in this session, RHAs will be able to:Identify the health benefits of walking/ exerciseMap out an effective walking route in their own communitiesDevelop a targeted outreach plan to get residents involved in a walking program.Be a resource for residents who wish to start their own group.461010574675Homework Week 7: Physical ActivityDue: 00Homework Week 7: Physical ActivityDue: 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. RESIDENT HEALTH ADVOCATE: COMMUNTIY OUTREACH ACTIVITYYou 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 informationEstablish a time to meet with your group outside of classDate & Time: ________________________________Meet outside of class to strategize:Things to discuss:Date of walking groupDate & Time: _____________________________________Time of walking groupMap of walking route (must turn in to Sarah for credit)Design a flyerFlyer should include:Date & time of walkContact informationPositive messageDistribute flyers at your walk-group siteWalk around and talk to people about your walk-groupMake calls prior to the walking event to get people out to attendAll team members must attend BOTH the out of class meeting as well as the walk session Module #8: Domestic Violence Class Outline Introductions of class & instructorPresentationResourcesQuestions & AnswersLunchModule #8: Domestic ViolenceClass Goals and ObjectivesAfter participation in this session, RHAs will be able to:Identify different methods they can use to help protect their families and themselves from DVHow to identify the signs of Domestic ViolenceUnderstand the reporting mechanisms 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 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________459740574675Homework Week 8: Domestic Violence Due: 00Homework Week 8: Domestic Violence Due: Module #9: Neighborhood ViolenceClass OutlineIntroduction of Class & InstructorDefine the ProblemRecommendationsQuestions and AnswersModule #9: Neighborhood ViolenceClass Goals and ObjectivesAfter Participation in this session, RHAs will be able to:1. Describe the current Statistics2. Describe the Theory behind violence and violence prevention3. Describe what the Boston Public Health Commissions (BPHC) efforts at programmatic responses4. Identify ways that the community can get involved in violence preventionModule #10: Sexual HealthClass Outline Introductions of class & instructorOverview of common STIsChlamydiaGonorrheaSyphilisHIV/AIDSOthersRisk BehaviorsCondom use Family PlanningMethodsUtilizationHow to effectively talk about sexual health to a groupResourcesQuestions & AnswersLunchModule #10: Sexual HealthClass Goals and ObjectivesAfter participation in this session, RHAs will be able to:Identify two primary risk factors associated with STI’s.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. Be able to describe different types/ methods of family planning and their relative effectiveness.Be able to discuss sexual health in a group settingProvide 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. 461010574675Week 10: Sexual HealthDue00Week 10: Sexual HealthDue457200567690Week 3: Health Equity & Effective Health EducationDue 10/6/1000Week 3: Health Equity & Effective Health EducationDue 10/6/10Please describe any new concepts or definitions you learned in today’s class:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________457200567690Homework Week 10: Sexual HealthDue: 00Homework Week 10: Sexual HealthDue: 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?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________RESIDENT HEALTH ADVOCATE: OUTREACH/ SKILLS BUILDING ACTIVITYYou 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 informationEstablish a time to meet with your group outside of classDate & Time: ________________________________Meet outside of class to planPresentation should include:Description of the diseaseHow it is transmittedHow it lives in/ what it does to the body What happens if it goes untreatedTreatment optionsPrevention optionsThe disease in BostonHow many people have itWho has it/ who is most at riskTIP: Think age, race, sex, neighborhoodDevise 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.Module #11: Cancer and ScreeningsClass Outline Introductions of class & instructorOverview of common cancersBreast CancerLung CancerProstate CancerRisk FactorsScreenings & PreventionWhen and how to conduct each of the following:Self-breast examPap SmearMammographyProstate ExamResourcesQuestions & AnswersLunchModule #11: Cancer and ScreeningsClass Goals and ObjectivesAfter participation in this session, RHAs will be able to:Identify at least two risk factors and prevention measures for cancer of the lung, breast and prostate.Provide referrals for screening of breast, lung and prostate cancer. 461010574675Week 10: Sexual HealthDue 00Week 10: Sexual HealthDue 457200567690Week 3: Health Equity & Effective Health EducationDue 10/6/1000Week 3: Health Equity & Effective Health EducationDue 10/6/10Please describe any new concepts or definitions you learned in today’s class:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________457200567690Homework Week 11: Cancer and ScreeningsDue: 00Homework Week 11: Cancer and ScreeningsDue: 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?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Module #12: Oral HealthClass Outline Introductions of class & instructorOverview of common oral health diseasesDental Caries (Cavities)Periodontal (Gum) Disease Risk FactorsImpact of poor oral healthScreenings & PreventionResourcesQuestions & AnswersLunchModule #12: Oral HealthClass Goals and ObjectivesAfter participation in this session, RHAs will be able to:Identify the proper way to brush and flossDiscuss common oral health conditions and their progressionDiscuss the risks of having poor oral healthIdentify oral health disparitiesIdentify resources for oral health information in their developments 461010574675Week 10: Sexual HealthDue 00Week 10: Sexual HealthDue 457200567690Week 3: Health Equity & Effective Health EducationDue 10/6/1000Week 3: Health Equity & Effective Health EducationDue 10/6/10Please describe any new concepts or definitions you learned in today’s class:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________457200567690Homework Week 12: Oral HealthDue: 00Homework Week 12: Oral HealthDue: 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?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Module #13: Substance Abuse Treatment and PreventionClass Outline Introductions of class & instructorOverview of substance abuseDrugAlcoholWarning SignsMethods of TreatmentPreventionResourcesQuestions & AnswersLunchModule #13: Substance Abuse Treatment and PreventionClass Goals and ObjectivesAfter participation in the program, RHAs will be able to:Identify when an individual has a substance abuse problemDescribe types of substance abuse Describe the negative physical and mental effects of substance Describe the effects of substance abuse on the familyProvide referrals [safely] for individuals struggling with substance abuse (either personally or in their family)461010574675Week 10: Sexual HealthDue 00Week 10: Sexual HealthDue 457200567690Homework Week 13: Substance Abuse Treatment and PreventionDue: 00Homework Week 13: Substance Abuse Treatment and PreventionDue: Find a resource (program, counseling center, etc…) for family support of drug and/or alcohol users.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Brainstorm ideas about how you can make this resource available in your development._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Module #14: Skills and Resume-BuildingClass Outline Introductions of class & instructorIdentification of adult education programs in the Boston areaLearning the basics of writing a resumeDraft your own resumesResourcesQuestions & AnswersLunchModule #14: Skills and Resume-BuildingClass Goals and ObjectivesAfter participation in the program, RHAs will be able to:Identify adult education programs in the Boston areaWrite and update their own resumesBe able to provide these skills and information to other residents461010574675Week 10: Sexual HealthDue 00Week 10: Sexual HealthDue 457200567690Homework Week 14: Skills and Resume-Building00Homework Week 14: Skills and Resume-BuildingGo home and put the finishing touches on your resume.Make an appointment for final edits.Congratulations!Post-Training Survey(given in the last 20 minutes of the final training session)RHA Post-Training SurveyOur 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_________________________________________________center13335000Part 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 2345Very confident A. Knowing a lot of good information about health B. Being a good person for othersC. Help residents get health activities they needD. Bring new health activities to the developmentE. Understanding all different kinds of peopleF. Being honest and open G. Keeping all people’s information confidentialH. Trying to not let it show when someone makes you madI. Being supportive of people who are trying to improve their health J. Provide advice to residents about health topicsK. Helping residents to get to their doctorsL. Helping residents talk with their doctorsM. Encouraging residents to live healthy livesN. Engage residents in healthy activitiesO. Taking the residents’ side when talking with doctorsP. Struggling with the same issues as other residents Q. Increase the knowledge of health in the housing development leadership2. Please answer the following questions, write T for “True” and F for “False”People in the USA live longer than people in any other country in the world (e.g. England, France). Genes are the only thing that determines your health. If every person gets health insurance, there will be no more health disparities. 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 AgreeAgreeUndecidedDisagreeStrongly DisagreeA. 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.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 AgreeAgreeUndecidedDisagreeStrongly DisagreeA. 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.249555012763500Part 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.) FORMCHECKBOX 1Never FORMCHECKBOX 2Once FORMCHECKBOX 3A few times FORMCHECKBOX 42-4 times FORMCHECKBOX 55-9 times FORMCHECKBOX 6About once a month FORMCHECKBOX 7Twice a month FORMCHECKBOX 8About once a week FORMCHECKBOX 9More than once a week FORMCHECKBOX 10Don’t know239077576200002. Are you now helping at least one sick, limited, or frail friend or family member on a regular basis? (Mark one answer.) 40766926289000 FORMCHECKBOX 1 Yes FORMCHECKBOX 2 No2a. If yes, in the past 4 weeks, how often have you helped this friend or family member? (Give your best guess. Mark one answer.) FORMCHECKBOX 1Never FORMCHECKBOX 2Once FORMCHECKBOX 3A few times FORMCHECKBOX 42-4 times FORMCHECKBOX 55-9 times FORMCHECKBOX 6About once a month FORMCHECKBOX 7Twice a month FORMCHECKBOX 8About once a week FORMCHECKBOX 9More than once a week FORMCHECKBOX 10Don’t knowcenter825500The next questions are about your living and social activities. 3. Who lives with you? (Mark all that apply.) FORMCHECKBOX 1I live alone FORMCHECKBOX 2I live with my husband or partner FORMCHECKBOX 3I live with my children FORMCHECKBOX 4I live with my brother and/or sister FORMCHECKBOX 5I live with other relatives FORMCHECKBOX 6I live with friends FORMCHECKBOX 7Other (please describe): ___________________________________4. What is your current marital status? (Mark one answer that best describes you.) FORMCHECKBOX 1Never married FORMCHECKBOX 2Divorced or separated FORMCHECKBOX 3Widowed FORMCHECKBOX 4Presently married FORMCHECKBOX 5Living in a marriage-like relationship241935093980005. 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. FORMCHECKBOX 1No Schooling completed FORMCHECKBOX 9high school graduate – high school diploma or the equivalent (for example ged) FORMCHECKBOX 2Nursery school or 4th grade FORMCHECKBOX 10Some college credit, but less than 1 year FORMCHECKBOX 35th grade or 6th grade FORMCHECKBOX 111 or more years of college, no degree FORMCHECKBOX 47th grade or 8th grade FORMCHECKBOX 12Associates degree (for example: AA, AS) FORMCHECKBOX 59th grade FORMCHECKBOX 13Bachelor’s degree (for example: BA, AB, BS) FORMCHECKBOX 610th grade FORMCHECKBOX 14Master’s degree (for example: MA, MS, meng, med, MSW, MBA FORMCHECKBOX 711th grade FORMCHECKBOX 15Professional degree (for example: MD, DDS, DVM, LLB, JD) FORMCHECKBOX 812th grade, no diploma FORMCHECKBOX 16Doctoral 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.) FORMCHECKBOX 1Not working FORMCHECKBOX 2Retired FORMCHECKBOX 3Homemaker, raising children, care of others FORMCHECKBOX 4Employed (full-time or part-time) FORMCHECKBOX 5Disabled, unable to work FORMCHECKBOX 6other (specify) _____________________________240030030289500Thank You!The information you have provided will help us to strengthen this training program.Program Materials: Once the Training is CompleteIndividual RHA EvaluationRHA Internship Description & PostingBoston University School of Public HealthPartners in Health and Housing Prevention Research CenterResident Health Advocate Training Program Participant EvaluationDate: 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. 1Minimally able to meet expectations2Minimally able to meet but needs further training3Able to meet expectations4Able to meet expectations with minimal new training5Maximally able to meet expectations and has capacity to be independent in role.Create an environment that helps other residents make choices that lead to good health and wellness. ____ Take a lead on site-specific health promotion activities. ____ Provide health education, information and current resource materials to individuals/families. ____ Assist individuals/families in obtaining appropriate health resources. ___ Serve as a link between the health system, in particular the neighborhood health center, and individuals at the development. ___ Promote community participation in health promotion/disease prevention activities. ___ Participate in conducting surveys and the collection of health related data. ___ 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:BOSTON HOUSING AUTHORITY JOB DESCRIPTIONJob Title: Resident Health Advocate (internship) Last Revised: _______Union: N/AGrade: N/ADepartment: Community ServicesFLSA 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.Internship MaterialsRHA Weekly LogRHA 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.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-2-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?____________________________________________________ 2.) Type of information:____________________________________________________________ Number of copies distributed?____________________________________________________3.) 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.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-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: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-4-Appendix: List of PowerPoint PresentationsThe 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: . Research:? What is it and why do we do it?Community Outreach and the Community Health WorkerChronic Diseases Integrated Pest Management in Multifamily HousingNeighborWalkTraining: Walking for HealthIntimate Partner Violence / Domestic Violence: A Public Health IssueCommunity Health Workers and Cancer ................
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