Health Education Working Group #1

January 11, 2016

Location: Robert Crown Center for Health Promotion

The first of three working group sessions this school year, the training on January 11 brought together nearly 20 community partners. We discussed the Elements of Effective Health Education Programming, a document CIS of Chicago created that outlines recognized best practices for health education in school-based programs. Participants at the working group got a quick introduction to the elements and their Appendix and then broke out into groups to discuss four of the elements in depth: Assessment and Evaluation, Culturally Relevant Content, Normalizing Pro-Social Behavior, and Relationship Building.

 

Networking

Here are some major takeaways from the breakout groups:

D2. Assessment and Evaluation: Organizations solicit feedback from school staff, students and others involved in the program to identify areas of strength and opportunities for growth.

Community Partners addressed:

  • collecting useful data, identify what is most important to both your organization and stakeholders (individuals providing funding), and how to address them both.
  • evaluation examples used by health partners, pre-post test (3 months, 6 months), surveys (Survey Monkey, Google forms), KWL, Knowledge Gate, photo, voice, video recordings, qualitative fill in the black statements, and thank you letters.
  • effective methods of receiving feedback, consistent relationship building can increase evaluation response rates.

*Survey Monkey is less likely to be received in spam folder.

For complete notes, click here: WG1 Element Brainstorm-Assessment and Evaluation

 

Collaborative Learning 3

E2. Normalizing pro-health behavior: Programs normalize healthy behaviors through modeling, language choice, text, and skill building.

Community partners are normalizing pro-health behaviors by:

  • sharing their own personal experiences and challenges (when appropriate).
  • providing hands-on or realistic experiences with students.
  • connecting with faculty and staff from schools to encourage pro-health behaviors specific to their organization’s goals.
  • addressing where and how youth can receive information post workshop or program (ex. where can you find health care in your community, where can you get free condoms?).

For complete notes, click here:   WG1 Element Brainstorm-Normalizing pro-social behavior

 

Collaborative Learning 2

 

E3. Culturally relevant content: Programs are culturally relevant (whenever possible) with materials, activities and images that positively reflect student demographics and culture.

Examples of culturally relevant content:

  • Images: be inclusive of race, class, gender, body types and abilities; challenge the social norm; and have relatable photos.
  • Text: be aware of language; interact with students through social media; be aware of gender specific language and use examples youth can relate with.
  • Language: simple, straightforward, accurate language with clear, practical explanations, and establish language with youth.

For complete notes, click here: WG1 Element Brainstorm-Culturally Relevant Content

 

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E4. Relationship-building: Programs help students understand the connection of health to their own social interactions. Relationship and skill-building activities teach students to navigate inter-personal relationships and risk-taking behaviors.

To increase relationship building, partners emphasized:

  • modeling behaviors for students.
  • having student’s role play.
  • facilitating conversation between students.

For complete notes, click here: WG1 Element Brainstorm-Relationship Building

Stay tuned for our next working group in March! Contact Katrina Pavlik kpavlik@chicagocis.org if you’d like to be included.

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