#1324
Date: Fri, 13 Dec 2002 13:21:31 -0600
From: Emily Dexter Page <emilyp@RICE.EDU>
Subject: Peer Educator training
**
** Leading into the Future-AAHE
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I am looking for current information/materials for training colleges
students as peer educators. Specifically I am wanting these students
to feel confident doing wellness programming for their campus peers,
as well as within the community. What would be an appropriate agenda
for a workshop training? How long, how many and what material should
you focus on? There is so much "stuff" to expose them to, but how do
you keep from overwhelming them? Any guidance or experiences would
be appreciated.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Emily Dexter Page, MS
Assistant Director, Health Education and Wellness
Health Education MS 527
Rice University
PO Box 1892
Houston, Texas 77251-1892
emilyp@rice.edu
office 713.348.2773
fax 713.348.5931
mobile 281.217.3335
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------------------------------
#1325
Date: Fri, 13 Dec 2002 14:05:57 -0600
From: Heather Silbaugh <hsilbaugh@WPHCA.ORG>
Subject: Re: Peer Educator training
**
** Leading into the Future-AAHE
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** Official Sponsor of the HEDIR
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There is a peer education training program at the University of Wisconsin -
La Crosse that has been successful for several years and has covered several
topics in the past such as HIV/AIDS, Violence, Safe Sex, STD's,
Alcohol/Drugs, and Body Image just to name a few .
The program is called Reach and Share and has offered several training
sessions/workshops on several health topics and also offered curriculum on
group facilitation skills. I would suggest you contact the Director of
that
program, Mary Torstveit. The homepage for the program with contact
information is
http://www.uwlax.edu/ReachShare/ It is my understanding that
the program has been well received on campus.
Heather Silbaugh, CHES
Clinical Programs Specialist
Wisconsin Primary Health Care Association
49 Kessel Court, Suite 210
Madison, WI 53711
Phone: (608) 277-7477
Fax: (608) 277-7474
hsilbaugh@wphca.org
www.wphca.org
-----Original Message-----
From: The HEDIR is operated by Mark J. Kittleson, SIUC
[mailto:HEDIR-L@SIU.EDU]On Behalf Of Emily Dexter Page
Sent: Friday, December 13, 2002 1:22 PM
To: HEDIR-L@SIU.EDU
Subject: Peer Educator training
**
** Leading into the Future-AAHE
** <http://www.aahperd.org/aahe/template.cfm>
** Official Sponsor of the HEDIR
**
I am looking for current information/materials for training colleges
students as peer educators. Specifically I am wanting these students
to feel confident doing wellness programming for their campus peers,
as well as within the community. What would be an appropriate agenda
for a workshop training? How long, how many and what material should
you focus on? There is so much "stuff" to expose them to, but how do
you keep from overwhelming them? Any guidance or experiences would
be appreciated.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Emily Dexter Page, MS
Assistant Director, Health Education and Wellness
Health Education MS 527
Rice University
PO Box 1892
Houston, Texas 77251-1892
emilyp@rice.edu
office 713.348.2773
fax 713.348.5931
mobile 281.217.3335
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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------------------------------
#1326
Date: Fri, 13 Dec 2002 12:13:47 -0800
From: Mark Fulop <fulopm@NWREL.ORG>
Subject: Need advice State ATOD program assessment
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Hi folks,
I was wondering if anyone could help me out. We are starting to think
about
creating a framework for a statewide program assessment for mentoring
programs that have a substance use prevention component. At this time, I am
not necessarily looking for tools or data collection instruments nor have I
done a lit search. I wanted to start by asking for basic advice about
trying to think through a Statewide assessment of a variety of mentoring
programs, with a variety funding sources and program goals and a variety
of.... You get the point. Has anyone been involved in a Regional or
State
project that compares, in essence, programs that are apples and oranges and
bananas in a way that draws some useful comparisons? Where to I root and
start my thinking. All stories, advice and pictures are invited.
Email me
personally and I will summarize responses and post them back to the list.
Thanks for your help
m
------
Mark P. Fulop, MA, MPH
Director, National Mentoring Center
Email: fulopm@nwrel.org
Website:
http://www.nwrel.org/mentoring
Northwest Regional Educational Laboratory
101 S.W. Main Street, Suite 500
Portland, OR 97204
(503) 275-0121 (p)
(503) 275-0444 (f)
------------------------------
#1327
Date: Fri, 13 Dec 2002 12:15:57 -0800
From: Mark Fulop <fulopm@NWREL.ORG>
Subject: Re: Peer Educator training
**
** Leading into the Future-AAHE
** <http://www.aahperd.org/aahe/template.cfm>
** Official Sponsor of the HEDIR
**
We have a handful of useful links on peer mentoring our website and tho that
is different than peer education, you might get some good pointers...
http://www.nwrel.org/mentoring/peer.html
------
Mark P. Fulop, MA, MPH
Director, National Mentoring Center
Email: fulopm@nwrel.org
Website:
http://www.nwrel.org/mentoring
Northwest Regional Educational Laboratory
101 S.W. Main Street, Suite 500
Portland, OR 97204
(503) 275-0121 (p)
(503) 275-0444 (f)
------------------------------
#1328
Date: Fri, 13 Dec 2002 15:08:41 -0600
From: "Cissell, William" <WCissell@MAIL.TWU.EDU>
Subject: Statewide Assessment
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Mark and Other HEDIRs Interested in Statewide Assessment:
Rob Rager and I were awarded a grant by the Texas Department of Health in 1997
to have TWU
serve as the contractor for developing a statewide needs assessment plan.
We convened a
steering committee of people representing the service providers and the clients.
With
guidance from the steering committee, we surveyed service providers across the
state to
determine the tools and processes that were being used to conduct needs
assessments. We
summarized the results of the survey and presented it to the steering committee.
The
steering committee set some basic principles for drafting the plan. Rob
and I drafted a
plan consistent with the principles set forth by the steering committee.
The steering
committee tore the draft apart and gave us guidance for producing the final
plan.
The plan called for development of a model needs assessment instrument.
Over the next
year and one-half, Mary Shaw-Perry and I (Rob had decided to advance his
reputation as a
wroksite expert.) drafted and re-drafted the model instrument and field tested
it. This
process involve approximately seven meetings of the steering committee in which
members of
the steering committee shredded the drafts they were presented.
After we had a steering committee approved model instrument, we began to provide
technical services to the service providers. Among the technical services
was development of a data analysis
package and guidance for interpreting the results. I left the project last
year when I took a leave of absence from TWU. Dr. Mary Shaw-Perry is the
current director of the Texas SCSN
Project. You can access the web site of the Texas SCSN Project at
http://www.txscsn.org/Home/. Hope this helps.
Bill
------------------------------
#1329
Date: Fri, 13 Dec 2002 15:18:58 -0600
From: Doria Oliver <oliverdoria@HOTMAIL.COM>
Subject: New E-Mail Address
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<html><div style='background-color:'><DIV>My new email address is: <A
href="mailto:DOLIVER@BCHEALTHDEPARTMENT.ORG">DOLIVER@BCHEALTHDEPARTMENT.ORG</A></DIV>
<DIV>Please make the change effective immediately as I will no longer be
using the hotmail
address. Thank you. Doria Oliver</DIV>
<DIV> </DIV></div><br clear=all><hr>Add photos to your messages with
<a href="http://g.msn.com/8HMGEN/2021">MSN
8. </a> Get 2 months FREE*.</html>
------------------------------
#1330
Date: Fri, 13 Dec 2002 17:22:44 -0500
From: Michaela Conley <michaela@HPCAREER.NET>
Subject: Paid Ad: Asst/Assoc Professor, Health Ed, Ball State U., IN
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>ASSISTANT/ASSOCIATE PROFESSOR HEALTH EDUCATION
>DEPARTMENT OF PHYSIOLOGY AND HEALTH SCIENCE
>
>The Department of Physiology and Health Science is seeking applicants for a
>tenure-track position as an Assistant/Associate Professor in health
>education, available August 22, 2003. Primary responsibilities include
>teaching, scholarly activity, and service. Teaching responsibilities will
>include undergraduate and graduate courses in one of the following areas:
>school health education with emphasis on teaching methods and materials,
>controversial school health issues, and the elementary school health
>program; or community health education with emphasis on internship
>supervision, worksite health education, and using technology in community
>health education.
>
>Minimum qualifications: all requirements for a doctoral degree in health
>education/promotion completed by August 1, 2003; at least one year of
>successful full-time teaching experience; CHES or CHES eligible.
>
>Preferred qualifications: earned master's of public health; experience
>coordinating a school health program or community health internship
>program; expertise in using multimedia and computer applications; teaching
>an honors seminar; additional years of successful teaching experience.
>Salary for the position will be commensurate with rank and experience.
>Tenure is not automatic but depends on performance criteria.
>Send letter of application that includes teaching and scholarly interests;
>curriculum vitae; graduate and undergraduate transcripts; and the names,
>addresses, and telephone numbers of three references to:
>
>James F. McKenzie
>Chairperson of the Search Committee
>Department of Physiology and Health Science
>Ball State University
>Muncie, IN 47306
>
>Review of the applications will begin January 10, 2003, and will continue
>until the position is filled. Ball State University is an equal
>opportunity, affirmative action employer and is strongly and actively
>committed to diversity within its community.
>
>For more information about the Department of Physiology and Health Science
>at Ball State University visit
http://www.bsu.edu/physiology-health.
------------------------------
#1331
Date: Fri, 13 Dec 2002 17:48:34 -0500
From: nfb <nfb@GWU.EDU>
Subject: CHHCS News Alert: SAMHSA Reports on Mental Health 'Co-Occurring
Disorders'
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CHHCS News Alert 12/13/02
SAMHSA Reports on Mental Health 'Co-Occurring Disorders':
In a December 2 report to Congress, the Substance Abuse and Mental
Health Services Administration (SAMHSA) notes that many or most patients
with mental health disorders have co-occurring conditions such as
substance abuse, and the report urges primary treatment of both
illnesses.
http://www.healthinschools.org/2002/dec12_alert.asp
Web Manager
The Center for Health and Health Care in Schools (CHHCS)
http://www.healthinschools.org
------------------------------
#1332
Date: Fri, 13 Dec 2002 21:54:00 -0600
From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
Subject: more info
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More infor shared with me individually about professional preparation
======================
>Mark, I completed a masters degree in Health Promotion and, although the
>program covered health education, the most useful courses covered the
>politics of public health (historically) and funding (federal, state, local
>and other grants)/budgets. Very little of a practicing health
>educator's/health promotion specialist's job is actual health ed.
>Hope this helps. I would be happy to rustle up a syllabus or two. E
=======================
Now's my chance to publicly give my kudos to the fine faculty at Illinois
State Univ. :)
I have a BS in Community Health Education and through the various positions
that I've held, I have discovered that I was extremely well prepared. The
most valuable pieces of instruction include:
-Critical thinking skills
-General office management skills (putting together a proper fax sheet,
media release, designing brochures and flyers, etc)
-Program Planning and Grant Writing
-Internship: hands on experience was so valuable
-Putting together a portfolio that will knock 'em dead-I have used this
skill in a number of things
-Needs assessment skills- extremely valuable
-Encouraging involvement/providing opportunities for involvement in
professional and community organizations
-Things that can't be bought or sold in a curriculum format: encouraging me
to be confident of the knowledge and skills that I possess, and encouraging
me to understand the human side of health education- to understand what we
are asking people to do and to develop skills to motivate people to
sometimes step outside of their comfort zones to take care of their health.
Areas where I've discovered I could have used a bit more instruction (but
have eventually learned on the job)- or if there were a class/workshop I
could have/would have attended:
-Marketing skills: specifically with regards to developing different
messages for different populations based on what is important to that group
of individuals
-General business information
-Coalition building/empowering coalition members to be more involved and
dedicated to projects
Thank you for the opportunity to share. I have enjoyed reading this thread.
Marci Ronald
==================
Dr. Kittleson,
I am happy to say that my preparation as a health educator was thorough.
I would say the following areas were weaknesses:
Professional presentations to a school committee or board on the context of
controversial topics.
Use of electronic mediums and web site development.
Planning professional development post degree to increase marketability.
Have a happy and healthy day,
Richard Kramer
MS School Health - SIUC 92
BS Health Education Secondary Schools - SIUC 91
============================
Hello:
I am responding to you directly because I know my old professors are
subscribed to HEDIR and you may know some of them. I studied at the
undergraduate level and am currently employed at a local Health
District. I am a Community Health Educator. When I began working in
the field I realized I new nothing about Evaluation, Epidemiology, and
Social Marketing. I learned on the job. I also realized that the
University was detached from the real needs of the community. They were
still under the impression that handing someone a pamphlet and showing
them a video along with a verbal presentation would solve many of the
health issues of the world. In addition, diversity issues were never
addressed in any of my courses. I am proud of my field, but I know
that many folks operate under what I have termed "old school health
education." In my view "old school" refers to those who believe that
setting up tables at health fairs is the proper intervention for all
sorts of issues from tobacco control to drug use. I graduated in 1999
so it is my hope that Health Ed instructors are becoming more
progressive. Thanks for listening and Happy Holidays.
>**************************************************************
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Graduate Director, Health Education & Recreation
Home Page: www.kittle.siu.edu
The HEDIR Home Page: www.hedir.org
The IEJHE: www.iejhe.org
------------------------------
#1333
Date: Fri, 13 Dec 2002 21:55:17 -0600
From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
Subject: Kudos
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Folks,
I've got to hand it to you that this recent discussion has been incredibly
interesting and useful. If somebody interested in doing a content analysis
of these discussion let me know...all of these messages are archived on the
HEDIR home page.
Nice job.
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Graduate Director, Health Education & Recreation
Home Page: www.kittle.siu.edu
The HEDIR Home Page: www.hedir.org
The IEJHE: www.iejhe.org
------------------------------