Methods in Health Education FINAL

Preparing Visual Materials Using Modern Design

¡Concept 6: Use Subtle and Classic Loud and Soft Principles to Highlight Text §What stands out on this slide?

Preparing Visual Materials Using Modern Design

¡Concept 7: Use Smart Animations to Show Relationships or to Highlight Key Points

Distance Learning and Health Education

¡Distance education today is primarily Internet use, which uses a combination of tools to deliver an entire course or workshop. ¡ ¡The addition of the computer and the internet have opened up new and exciting avenues for meeting communication needs in health education §Can be used with distance learning, continuing education and professional development

Marketing Interventions

¡Effective interventions don't happen by chance; they require hours of advanced planning and preparation. ¡ ¡Health marketing is the creating, communicating, and delivering of health information and interventions using customer-centered and science-based strategies to protect and promote the health of diverse populations.

Internet Media

¡Flash Animation §Individuals have the ability to create animated films or Flash cartoons. ¡Videoconferencing §Permits groups to engage in a distance environment where they can see and talk with others. ¡Virtual Reality §Virtual reality (VR) is composed of multiple media sources to create a hypothetical three-dimensional world on the computer ¡Communication Forums §Permits communication with others having similar interests (tweets, snap chat, Facebook, etc.)

SMOG Readability Test

¡For materials containing < 30 sentences 1. Count the number of sentences 2. Count the number of words with 3 or more syllables in the sample 3. Divide the number of sentences in the sample into 30 (i.e., 30/25) and multiply this number by the number of words from step 2. 4. Use the answer to step 3 to look up the reading grade level in the chart. ¡For materials containing > 30 sentences 1. Count off 10 consecutive sentences at the beginning, middle and end of the text. 2. Count the number of words with 3 or more syllables in the 30-sentence sample. 3. Use the answer to step 2 to look up the reading grade level in the chart.

Background

*Personal computers and the Internet represent the most explosive technological advances of the 20th century -Provide almost limitless access to information through the use of personal computers and the Internet. -There are over an estimated one billion personal computers in use around the world. -Nearly 53.5% of those individuals accessing the Web are seeking information related to health issues.

An Important Caveat

-Many websites provide information that is vague as to its source or authorship. -Some sites are blatantly biased -What makes the Internet unique with regard to legitimacy of information is that there is no screening device between the site developer and the user. The internet is a multibillion dollar marketing tool, so be aware!

The Federal Trade Commission (FTC)

-The FTC is the government watchdog organization responsible for monitoring false claims developed by manufacturers and distributors of health and medical products §https://www.ftc.gov/ -The FTC created bogus websites selling fake products to warn consumers of how easy this can occur -Used the internet to educate consumers! -The FTC visited about 800 sites over a 2 year period that contained questionable medical and health claims -They were sent an email warning them they were potentially violating federal law; although 62% remained unchanged

Ten C's for Evaluating Internet Resources

1.Content 2.Credibility 3.Critical thinking 4.Copyright 5.Citation 6.Continuity 7.Censorship 8.Connectivity 9.Comparability 10. Context

Key Issues

The terms below are now considered "commonplace" and are a sign of the technological advances of the 20th century -Distance learning -Evaluating websites -Citing Internet sources -Netiquette -Blogs, tweets, and forums -Virtual reality -Social media -Mobile health monitoring

Factors Associated with Distance Education

¡According to McNeill and Eddy (2005), multiple factors contribute to the increased interest in distance education including: §Convenience §Cost §Flexible learning §Expanded opportunities

Using a Text-Based Evaluation Approach

¡Accuracy §Is this page part of an edited or peer-reviewed publication? §Can factual information be verified through footnotes or reference lists? §Does the information seem credible based on what you know? §Is it clear who is responsible for the accuracy of the information? ¡Currency §When was the document created? §When was the site last updated, revised or edited? §If there are links to other pages, are they current? Do they work? §Is the information gleaned from primary sources?

Smart Phones and Health Monitoring

¡An estimated 64% American adults now own a smart phone §Up from 35% in 2011 ¡ ¡Apps or dedicated devices commonly referred to as mobile health monitoring devices have great potential to impact health education. ¡ ¡Uses: Self-monitoring, quizzes, send and receive information, investigative communities prior to planning interventions

Using a Text-Based Evaluation Approach

¡Another way to approach a critical evaluation of Internet sites is to examine how scholars evaluate print media and apply the same criteria to electronic information. ¡Uses 6 basic categories of criteria: 1.Author and source 2.Accuracy 3.Currency 4.Objectivity 5.Coverage 6.Purpose

Using a Text-Based Evaluation Approach

¡Author and source §Is there an author of the work? §Are the authors credentials for writing on this topic stated? §Is the author affiliated with a credible organization? §Does the site/page represent a group, organization, institution? §Is there a link back to the organizations page or a way to contact the organization or author? §Is it clear who is responsible for the creation and/or maintenance of the site or page? §You arrived at the source from a trusted source §There is biographical information about the author is available §Consider the scholarly nature of the work

The FTC warns to Beware of marketing that includes . . .

¡Claims the product will quickly cure a variety of ailments ¡Words such as "scientific breakthrough," "secret ingredient," or "ancient remedy" ¡Impressive-sounding "medicalese" such as "thermogenesis" or "hunger stimulation" ¡Claims the government, scientists, or the medical profession have conspired to suppress the product ¡Undocumented case histories or testimonials citing miraculous results ¡Advertising the product as available from only one source or in limited supply ¡Promise of no-risk or money-back guarantees

Preparing Visual Materials Using Modern Design

¡Concept 2: One Concept per Slide §This is likely the single most important concept in modern PowerPoint design. §Keep bulleted lists to a minimum, or be sure to discuss each bulleted point on its own slide §Limit use of logos, icons or images if not needed

Preparing Visual Materials Using Modern Design

¡Concept 3: Use neutral templates and add interest with font type size and color §Be sure that the background template does not compete or interfere with the message §Recommended to use minimal background features

Preparing Visual Materials Using Modern Design

¡Concept 4: Avoid Irrelevant Graphics, Images, and Silly Clip Art

Preparing Visual Materials Using Modern Design

¡Concept 5: Use Candid (Unstaged) Photographs §It shows the images in its natural, unexposed element §Looks real, how it is supposed to look, not staged

Internet Media

¡Forums §Sites where you can post questions and later come back to read the replies, or where you post a note and ask people to respond to you directly. ¡Blogs §Website used to provide commentaries, descriptions of events, or opinions about a given subject. ¡Social Networking §Venues (e.g., Facebook, LinkedIn, etc) allow users to build personal "spaces" on a webpage, creating a user-submitted network of friends, personal profiles, blogs, groups, photos, music, and videos.

Four "P"s of Marketing

¡Four fundamental elements that should be present in a marketing plan: §Product §Price §Place Promotion

Technology in Health Education

¡Given that such revolutionary access to global information now exists, all health educators should have at least a rudimentary knowledge of computer usage. ¡ ¡Tasks that health educators might be expected to perform include: §Using handheld devices §Using personal computers §Using the internet §Communicating via the internet

Finding Colleagues

¡Health educators can also use the Health Education Directory (HEDIR) §A directory of health educators §A directory of health educators by state and country §A listserv (HEDIR) for practicing health educators §Job openings §Archived messages from the listserv §An electronic journal for health educators §A chat room for health educators

Media Literacy

¡If mass media plays some type of role in distributing material that somehow contributes to the negative health status of the public, then preventive measures must take place ¡ ¡Educating the public on how to be more critically aware of received messages ¡ ¡Also, the producers of media should take a more open and honest approach to programming; although this is unrealistic in that it would reduce their profit

Health Literacy

¡In addition to media literacy, health literacy is an important element to consider when creating health promotion materials ¡ ¡ ¡Low health literacy is the inability to read, understand and act on health information §One of the most important issues in health communication §No matter how wonderful, creative or appealing the information is, it is USELESS if it cannot be understood by the target audience

Preparing Promotional Materials

¡In an ideal world, health educators would hire an advertising professional to develop promotional materials §However, budget restrictions often required health educators to develop these materials § ¡ ¡A fundamental concept is to market where your target population is likely to be found §Proper car seat use should be marketed in baby stores and toy stores, not the senior center

Price

¡Includes monetary and non-monetary costs of the item §Non-monetary costs often make or break a program. §Carefully consider factors such as time, energy, effort, space, transportation, and discomfort. Find ways to reduce or eliminate non-monetary costs.

Internet Media

¡Internet Lectures §Lectures are instructional oral presentations that can be taped prior to or as they are being delivered and then made available for future viewing. ¡ ¡Podcasts §A podcast is entertainment or instructional content that is downloaded or streamed content from digital media to be listened to at the user's convenience. §Podcasts can be syndicated, subscribed to, and downloaded automatically to mobile devices

General Guidelines for Citing Web Sources

¡It is unethical and usually a violation of copyright law to use the work of another without proper citation. ¡ ¡Be sure to use the most recent version of APA's Publication Manual. ¡ ¡https://owl.english.purdue.edu/owl/resource/560/10/

Teaching Media Literacy

¡Media literacy (continued): 2.Analytic stage: learn to deconstruct messages into specific components §Such as key points, purpose, implied messages, production techniques, goals

Teaching Media Literacy

¡Media literacy (continued): 3.Experiential stage: participants are asked to write their own news stories, design ads, perform skits, and participate in other creative works to help them learn the different ways messages are created and portrayed ¡Media literacy programs show promise for youth to be able to recognize unrealistic advertisements and have overall better decision making regarding health

Teaching Media Literacy

¡Media literacy involves three stages: 1.Informative stage: learn to identify different types of messages (persuasive, informative, entertaining, etc) and different types of media (TV, radio, social media, etc) §They also learn the strengths and limitations of each type of media

Media Literacy

¡Media literacy is a four-step process of informed inquiry that includes: 1.Awareness: Exploring a variety of media sources by accessing information from multiple sources 2.Analysis: Exploring how messages are assembled while identifying, comparing, and contrasting the content from various sources 3.Reflection: Evaluating the implicit and explicit messages from one's own philosophy 4.Reaction: Using media devices to participate in the exchange of ideas by expressing or creating messages using media devices

Media Literacy

¡Media literate individuals are aware that advertisers are apt to highlight or exaggerate their products and downplay the disadvantages §They evaluate advertisers intent and try to figure out what is not being said and why §Are skillful at identifying portrayals that are unrealistic or enhanced

Netiquette

¡Netiquette is the social standards for internet use, and includes the following principles: §Communicate clearly and politely §Be brief §Keep to the topic §Don't scream §Avoid flame wars §Think before you type §Provide the subject Lurk before you post

Major Types of Media Equipment

¡No matter who your audience is, or the setting you are working within, health educators will typically use some form of audiovisual equipment or media: §DVD's §The dominant format for data storage and the distribution of prerecorded content §Document cameras (e.g. overhead projectors) §Permits the overhead projection of almost any item §Interactive whiteboards §Essentially a touch screen computer with digital ink feature

Using a Text-Based Evaluation Approach

¡Objectivity §Is the page free of advertising? §Does the page display a particular bias or perspective? §Is the view of the subject clear and straightforward? §Does it use inflammatory or provocative language? ¡ ¡Coverage §Is there any indication that the page is complete, or is it still under construction?

Teaching Media Literacy

¡Parental Mediation is when media literacy is taught at home with parents helping children understand the aspects of media messages they encounter §Asking questions like "is the violence in this [ad, TV show, game] realistic? And then talk about why it is or isn't § ¡Children get maximum benefits from media (while minimizing unfavorable influences) when their parents: §Limit media exposure §Choose programs with care §Watch, listen and read alongside them Discuss program content with them

Using a Text-Based Evaluation Approach

¡Purpose §What is the primary purpose of the page? To sell a product? To make a political point? To parody a person, organization, or idea? §Is the page a comprehensive resource? §What is the emphasis of the presentation: technical, scholarly, clinical, popular, elementary?

The Flesch Reading Ease Readability Formula

¡Readability Ease = 206.835 - (1.015 X ASL) - (84.6 x ASW) ¡ASL = average sentence length (number of words divided by the number of sentences) ¡ASW = average number of syllables per word (the number of syllables divided by the total number of words) ¡ ¡Score will range from 0 to 100 (the higher the number, the easier it is to read) §90-100 easily understandable by the average 5th grader §60-70 easily understood by 8th and 9th graders 0-30 considered easily understood by college graduates

FORCAST Readability Formula

¡Select a sample text of 150 words ¡Count 'N' (the number of single syllable words) ¡Grade level = 20 - (N/10) Reading age = 25 - (N/10) years

Assessing Health Information Readability : FOG Index

¡Step 1: Take a sample passage of at least 100-words and count the number of exact words and sentences. ¡Step 2: Divide the total number of words in the sample by the number of sentences to arrive at the Average Sentence Length (ASL). ¡Step 3: Count the number of words of three or more syllables that are NOT (i) proper nouns, (ii) combinations of easy words or hyphenated words, or (iii) two-syllable verbs made into three with -es and -ed endings. ¡Step 4: Divide this number (from step 3) by the total number of words in the sample passage (and multiply by 100 to make it a percentage). For example, 25 long words divided by 100 words gives you 25 Percent Hard Words (PHW). ¡Step 5: Add the ASL from Step 2 and the PHW from Step 4. ¡Step 6: Multiply the result by 0.4. ¡Calculate: Grade Level = 0.4 (ASL + PHW) ¡SCORE: The ideal score for readability with the Fog index is 7 or 8. Anything above 12 is too hard for most people to read.

Video Rating Scale

¡The Audiovisual Group of the Addiction Research Foundation provided a rating of films based on the following criteria: 1.The scientific accuracy of information presented 2.Its merits as a teaching aid 3.Whether or not it was contemporary 4.The clarity of the message 5.Whether or not it could influence attitudes 6.Its believability 7.Its technical merits 8.Whether or not it maintained interest Whether or not it was applicable to individuals from different social strata

Distance Education Quality Indicators

¡The U.S. Department of Education, Office of Post Secondary Education (2006) identified common indicators of quality in distance education programs: §A clear mission that includes a strong rationale for the distance education §Centralized development of curriculum and instruction by a content expert §Guidelines of course development and review of instructional materials established §Inclusion of active learning techniques §Inclusion of program evaluation and assessment §Faculty support services §Attempts to plan for sustainability §Incorporated techniques for evaluation and assessment

Media Development

¡The development of media is exciting, but not easy. ¡ ¡The following are important points to consider when contemplating media development §Objectives §Present resources §Format §Expertise §Cost §Financing §Marketing §Production quality §Evaluation

Internet Media and Forums

¡The following are the various forms of media used in health education: §Internet Lectures §Podcasts §Flash Animation §Videoconferencing §Virtual Reality §Communication Forums §Forums §Blogs §Social Networking §Connecting with Colleagues

Product

¡The item being promoted and the benefits of the item to the targeted consumer. ¡Products may be intangible §e.g., better sleep or lower risk ¡Frame the product in terms of the consumer

Low Health Literacy

¡The majority of adults (53 percent) had Intermediate health literacy §12% had proficient literacy, 22% had Basic and 14% had Below Basic health literacy

Promotion

¡The mechanisms used to publicize and advertise the product ¡Advertisement should follow your intended audience. ¡Ads must be seen several times before audiences remember them

Three Key Ideas

¡The promotion of a product can be very costly, so three key ideas to remember with your promotion campaign are: §Kiss it!: Keep it simple, sweetie. §Proof it!: Proofread everything. Budget it!: Get the most bang for your buck.

Rationale for Media Literacy

¡The public's reliance on the media, coupled with their inability to effectively scrutinize its content, can be problematic without the ability or desire to filter its content—which is the point of teaching media literacy. ¡ ¡Media literacy is the ability to access, analyze, evaluate, and communicate information in both print and electronic venues ¡Media literacy is also the awareness, skill and ability that allow a person to evaluate media content in terms of what is realistic and useful

Selecting and evaluating Media

¡The selection of visual media is crucially important, and all too often audiovisual materials are used for the wrong reasons §Because the item (DVD, etc.) has always been used for a certain topic §To fill a blank space on the schedule §Because the particular item is the only one available §Because an item is the only on that can be afforded §Because the topic is applicable, even if the material is inappropriate

Public Domain in Health Education

¡There is a great deal of information available to health educators through public domains §Such as governmental websites (CDC, WHO, etc) ¡ ¡Public domain information may be freely distributed and copied, but that the source of the information should always be given appropriate acknowledgement. ¡ ¡Examples of public domains: §CDC, NIH, WHO, National Center for Health Statistics, Healthy People 2020, National Prevention Strategy. Etc

Preparing Promotional Materials

¡Tips for preparing promotional materials: §Consider a variety of venues to deliver your message §Be consistent in your marketing message (repeat, repeat, repeat) §Develop an icon, logo, or slogan; remember "simple is elegant" §Use a catchy title or buzzwords/phrases, but keep them based in reality. §Promote the benefits of participation; "what's in it for them?" §Make access easy! Provide all of the information needed to obtain the product. §Have an outsider proofread your materials prior to printing

Evaluation Checklist

¡To aid the health educator in choosing the most appropriate media materials, a helpful evaluation checklist has been designed

Presentation Software

¡Unfortunately, the overuse of PowerPoint, coupled with poor slide design, has resulted in presentations that are rarely engaging or inspiring. ¡ ¡Presentation software is an effective tool to organize and present information as long as learners are required to engage with the presenter and are not distracted or dominated by the information on the slide.

Technology in Health Education

¡Using Handheld Devices (PDAs/ Smartphones) §Texting §Exchanging information between devices § ¡Using personal computers §Basic word processing functions §Data collection and recording (e.g., Excel or SPSS) §Presentation preparation (e.g., Prezi, PowerPoint) §Utilizing health-related software (e.g., CD-ROM or DVD)

Technology in Health Education

¡Using the Internet §Search and compilation of information §Researching methods by topic §Research (e.g., library databases) §Reading or contributing to electronic professional journals ¡ ¡Communicating via the internet §Email §Posting on blogs, forums, or social networking sites §Distance learning §Videoconferencing §Podcasting

Place

¡Where or how the product can be obtained §Keep it simple and familiar, if possible. §Schedule according to participants' work, home, and social obligations. §Consider transportation issues such as public transportation access and parking. §Consider accessibility issues such as wheelchair ramps, seating, and adaptive technology.

Major Types of Media Equipment (cont)

§Presentation software (PowerPoint or Prezi) §Audience response systems §Clickers permit audience members to "vote" §Personal computers §Tablet computers (iPads)

Cultural Competency

×Another concept aimed at improving health outcomes for traditionally underserved populations is that of cultural competency ×This concept was developed because not all individuals within the healthcare system are treated equally, particularly those with cultural mores outside the "mainstream." ×Cultural competency is intended to optimize the likelihood that individuals from all cultures, ethnicities, and races will receive appropriate and sensitive care.

Changing Demographics in the United States

×By 2044, the US population is expected to reach 400 million ×The vast majority of the increase since 2000 came from individuals who reported their race as something other than white and who reported their ethnicity as Hispanic or Latino ×By 2050, the current minority populations will be the majority (54%) and the Caucasian race will be the minority Page 315 for comparison

Ethnicity and the Health Educator

×Does the health educators ethnicity matter? ×Despite such concerns, minority communities seem to be comfortable with a presenter or teacher of a similar culture even if he or she is of a different minority group. ×Trust is still an issue for many populations ×For example, research indicates that 21% of AA women did not trust the federal governments report on AIDS and 54% were uncertain of the results ×In the same study, roughly 48% of AA women reported that they felt AIDS was an act of genocide against the AA race

Health Equity

×Efforts to eliminate disparities and promote health equity have focused on diseases, illnesses, and healthcare services ×However the absence of disease does not equate to good health ×Biology, genetics, individual behaviors, health and health services, SES, physical environment, discrimination, racism, literacy levels and legislative policies all contribute to individual health

Ethnicity and the Health Educator

×Health educators need to be aware of the history of abuse perpetrated on minorities as a legitimate cause of suspicion and mistrust. ×Learn as much as you possibly can about your audience, and learn how to gain their trust

Health Literacy

×Health literacy is "the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions." ×Estimates indicate that approximately 9 out of 10 adults lack proficient health literacy skills. ×Surprisingly, health literacy does not correlate to intelligence About 50% of college students struggle with health literacy

Health Disparities

×Healthy People 2020 defines a health disparity as "a particular type of health difference that is closely linked with social, economic, and/or environmental disadvantage." ×Health disparities adversely affect groups of people who have systematically experienced greater obstacles to health based on: ×Race/ethnic group ×Religion ×SES ×Gender ×Age ×Mental Health ×Cognitive, sensory or physical disability ×Sexual orientation or gender identity ×Geographic location Other characteristics historically linked to discrimination or exclusion

Health Equity

×Healthy People 2020 defines health equity as the equity level of health for all people. × ×Achieving health equity requires valuing everyone equally ×with focus on ongoing societal efforts to address avoidable inequalities, historical and contemporary injustices, and the elimination of health and healthcare disparities ×

Suggested Health Promotion Strategies for Diverse Cultures

×Important points to consider before teaching and/or presenting to diverse populations follow (CONT): ×Identify and consult individuals, perhaps school and community leaders, who are from, or at least familiar with, the specific race or culture ×Adopt teaching or presentations strategies that are culturally sensitive to specific groups ×Higher acceptance rate for the material presented if the audience can relate to your style and the content ×Be aware of strong cultural influences within specific cultures, such as family or the church and gain their support or cooperation

Suggested Health Promotion Strategies for Diverse Cultures

×Important points to consider before teaching and/or presenting to diverse populations follow: ×What is the precise ethnic mix of the class or audience? ×Find out more about the demographics of the group- where do they live? Educational level? SES? ×Consider language proficiency of classes or groups. Is there a high proportion of individuals who speak little English? Is a translator necessary? ×Are there any health problems unique to this group of which you should be aware? Research the health status of the group.

Changing Demographics in the United States

×Important questions to consider: ×Are all ethnic groups affected in the same way by specific health problems? ×Do we even have data to enable us to generalize about health problems of certain ethnics groups? ×Will an educational intervention that seems to be successful with one group work with another? ×Can only health educators who are themselves from an ethnic group work successfully with that particular group? ×Do ethnic groups trust outside sources of information? ×Is ethnicity the real "key" to planning health behavior interventions, or is SES a more powerful factor?

Cultural Competence Standards

×In an effort to promote cultural and linguistic competency, a set of standards has been developed and organized around three key themes. ×Theme 1: Developing culturally competent care ×Theme 2: Increasing language access services ×Theme 3: Utilizing organizational supports × ×The intent of these standards, as you will see, is evident: we should take the extra steps to ensure all individuals are treated equally.

Theme 3: Utilizing Organizational Supports

×In order to provide culturally and linguistically appropriate services organizations need to: ×Establish written policies ×Conduct training and incorporate evaluation techniques to maintain or improve competency ×Integrate and update demographic data into organizations' management information systems to be used in planning and implementation of services ×Develop partnerships to facilitate community involvement ×Establish policies related to grievance resolution Communicate public information, strategies, and progress related to building cultural and linguistic competency

Health Literacy

×Individuals proficient in health literacy have the ability to perform the following tasks: ×Reading and identifying credible health information ×Understanding numbers in the context of their health (numeracy) ×Making appointments ×Filling out forms ×Gathering health records and asking appropriate questions ×Advocating for appropriate care ×Navigating complex insurance programs, Medicare/Medicaid and other financial assistance programs ×Using technology to access information and services ×Properly filling and using medications ×

The Tuskegee Syphilis Study

×One of the biggest issues health educators face is attempting to plan and implement a program when viewed as an "outsider" who is potentially not trustworthy ×This lack of trust may be linked back to the Tuskegee Syphilis Study ×In the late 1920's the Public Health Service (PHS) was completing a study of the prevalence of syphilis in the black population in Mississippi. ×The PHS was awarded a grant to study the testing and treatment in 5 rural counties in Georgia ×The study began in 1932, following the economic collapse, which resulted in the loss of funding and thus turned into a study on untreated syphilis ×The researchers chose not to treat the infected individuals, as well as not provide any education about syphilis, nor allowed participants to seek treatment

Institutional Review Boards

×One of the only positive consequences of the Tuskegee Study was the development of regulatory agencies, known as the institutional review board (IRB) ×The IRB is in place to ensure research protocols are ethically appropriate. ×IRB's are responsible for protecting the rights and welfare of human research subjects.

Suggested Health Promotion Strategies for Diverse Cultures

×Promoting health in diverse populations is best accomplished when these three key areas are combined: ×Strengthening the Individual: involve families, churches, employers, community organizations, etc. as a support system for the individual ×Strengthening the Community: Involve local leaders and private organizations (churches, clubs, schools, etc) to promote acceptance and reinforcement of the central themes of health promotion messages ×Reducing Barriers: Including language barriers, cultural differences, lack of adequate information on access to care, etc. Also ensuring culturally sensitive information is used, while assessing suitability of existing materials

Theme 1: Developing Culturally Competent Care

×Providing care that is respectful of and compatible with the client's cultural health beliefs, practices, and preferred language ×Implementing strategies to recruit and retain a diverse staff that is representative of the demographic characteristics of its clientele ×Providing training in culturally and linguistically sensitive service delivery

Theme 2: Increasing Language Access Services

×Providing timely language assistance services (verbal offers and written notices) in the client's preferred language about his or her right to receive language assistance services ×Ensuring the competencies of individuals providing language assistance ×Ensuring patient-related signage and materials are easily understood by the clientele according to demographic characteristics

Addressing Social Determinates of Health

×Satcher (2010) recommends the following strategies for addressing social determinants of health: ×Educate communities, local governments, and organizations about social determinants of health ×Provide clear and concise language and examples on how people can affect change ×Incorporate health polices in all proposals, regardless of the subject (most social determinants are not directly tied to health) ×All funding opportunities and announcements should incorporate accountability measures to address social determinants ×Create nontraditional partnerships (such as private sector, industry, transportation, education, justice sector, etc) ×Conduct analyses to determine the equity effectiveness compared to cost-effectiveness ×Expand resources for building collaborations in the private sector or with foundations

Changing Demographics in the United States

×The United States has often been described as a "melting pot," in reference to the diversity of cultures that comprise our nation. ×Traditional racial and ethnic groups are giving way to new racial and ethnic majorities. ×While for many our heterogeneity is a strength, along with the richness and vitality that such diversity brings comes an intriguing complexity.

Developing Health Literacy Skills

×The development of health literacy has been identified as a cornerstone for the reduction of health disparities. ×Health literacy requires strong reading, listening, and analytical skills, as well as the ability to apply them to a health situation ×Developing decision-making skills enables the consumer to compare and contrast options to facilitate better choices. ×All of this must be completed while dealing with the emotions of a health-related diagnosis or concern

Social Determinants of Health

×The fact that some Americans are healthy, and others are not can simply be explained by the conditions in which they live, work and play ×Social and physical determinants of health are conditions in the environments in which people are born, live, learn, work, play, worship, and age affecting a wide range of health, functioning, risks, and quality-of-life outcomes ×Healthy People 2020's overarching goal is to create social and physical environments that promote good health for all.

Health Disparities

×There are multiple preventable factors that function to create health discrepancies such as: ×Poverty ×Environmental threats ×Inadequate access to health care ×Individual behaviors ×Educational inequalities × ×Health disparities are assessed by tracking the rates of illness, death, chronic conditions and behaviors

Why Study Health Disparities?

×While race is not a scientifically valid biological concept, health discrepancies do exist by race. ×Although some believe that the continual study of disparities by race increases racism and leads to misinterpretation of data ×However, others argue that we need more research minority health ×One of the main criticisms for using race as a variable in health terms is that it is poorly defined ×Groups are often lumped together because they speak the same language or they come from the same continent

Consequences of Labeling

•All too often the label emphasizes the negative instead of stressing the positive. •The accuracy of the label may be questionable. •Labeling does not accurately account for differences within individual classifications. •Conditions of individuals rarely remain static, and classifications do a poor job of including this temporal concept.

Visual Impairment

•An impairment in vision that, even with correction, adversely affects a child's educational performance • • •Because all visually impaired people are not the same, instruction should be individualized as much as possible to capitalize on the strengths of the learner.

Exceptional Populations

•An underserved and/or under-considered population with regard to health education is often labeled as exceptional. • • •Exceptional learners are atypical in that their performance deviates from what is expected— either by a higher or lower performance •The needs of exceptional learners vary widely, requiring varying types, intensity and frequency of services

Assisting the Partially Sighted

•Black print on white paper is usually best. •Ensure that adequate levels of lighting are available; reduce glare. •Allow extra time for completion of work. •Avoid using word games, puzzles, and graphs that may be inappropriate for low vision learners. •Ensure that a quiet atmosphere exists to enhance hearing.

Working With Visually Impaired Learners

•Explain and allow individuals to explore their physical environment •Maximize the remaining vision of the visually impaired. •Provide learning opportunities that will actively include people who are blind. •Don't be afraid to ask for advice

Learning Aids for the Visually Impaired

•Learning aids can basically be divided into two categories: optical and non-optical. •Optical Aid •Glasses and magnifiers •Non-optical Aid Braille, for example

Learning Aids and Material for the Visually Impaired

•Limit relationships between things in the environment that are not discernible to the blind. •Strive to use concrete examples to show similarities and differences •Vary sources of stimulation—auditory, tactical, oral, olfactory, and visual— to attract and maintain attention. •Children devoid of stimuli might tend to be somewhat passive and need to be taught how to become more involved. •Incorporate multiple methods for delivery of educational experiences.

Working With Visually Impaired Learners

•Orally repeat anything that is written on the blackboard. •Verbally clarify any predominantly visual materials that you may be using. •Expand your explanations and descriptions to tell more about the item. •If an individual is utilizing Braille, allow additional extra time. •Encourage individuals to utilize any alternative techniques and/or technology that might facilitate learning.

Types of Exceptional Learners

•The United Nations Educational, Scientific and Cultural Organization offers three fairly straightforward clarifications of often used labels: •Impairment: refers to an abnormally functioning organ or system (e.g. nearsighted, a heart condition, hearing disorders, etc) •Disability: refers to the impact of impairment on functional ability (e.g. may include total or partial behavioral, mental, physical or sensorial loss of functioning) •Handicapped: refers to the social or environmental restrictions placed on a persons life as a result of their disability (e.g. wheel chair ramps)

Categories of Exceptional Children

•The passage of public Law 94-142 in 1975 codified the rights of all exceptional children and youth to a free, appropriate education. • •In 2004, Public Law 108-446 updated the guidelines outlined in PL 94-142. •The law now states that exceptional children who are eligible by law for services through special educational placements (as listed on the next slide)

Assisting the Partially Sighted

•Use specially adapted books with larger print. •Use preferential seating to ensure the learner is placed where he or she sees well. •Ensure that print and graphics are clearly defined against the background. •Clear contrast between the print and background is essential.

Exceptional Clients You Are Likely to Meet

•Visually Impaired •Learning Disabled •ADD/ADHD •Deaf/Hard of Hearing

Categories of Exceptional Children

•autism •orthopedic impairment •deafness •multiple disabilities •deaf-blindness •other health impairment •developmental delay •specific learning disabilities •emotionally disabled •speech/language impairment •hearing impairment •traumatic brain injury •mental retardation •visual impairment including blindness