Fostering Community Health Career Ladders for Low Income Students: A Formative Analysis for a New He

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Fostering Community Health Career Ladders for Low
Income Students A Formative Analysis for a New
Health Science Major
Presented By Tim Berthold Janey
Skinner Health Science Department City College of
San Francisco
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Formative Research

• Faculty and Student Input on Major, plus
  Cross-Campus Comparisons

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Faculty Interviews

• Nine full-time faculty members
• 90-minute interviews
• Questions include
• Purpose and description of the major
• Description of students likely to choose major
• Name of the major
• Core competencies Knowledge, Skills and Values
  or Attitudes

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Faculty Survey

• Approximately 40 part-timers full-timers
• Questions include
• Purpose and name of the major
• Checklist of core competencies (knowledge and
  skill areas)
• Classes that provide those competencies in the
  department and across campus
• Need for new classes

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Student Survey

• Likelihood of choosing the major
• Reasons for choosing the major
• Top choices for skills/knowledge they want to
  gain through the major
• Other comments

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Student Focus Group

• In April (after mid-terms)
• Invite students from the vocational programs as
  well as daytime students
• Gather information
• Motivations to choose the major
• Hopes and plans for after AA/AS degree
• Obstacles and facilitators to their success
• Specific requests or ideas for the major

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Initial Findings from Faculty Interviews

• Convergences
• Many of the core competencies to be attained
• Prepare students for transfer to 4-year college
• Health educator skills and knowledge
• Benefits of offering a major for the dept. and
  students
• Divergences
• Primary target audience for the major
• Required core classes
• Degree of flexibility in the major
• Emphasis on community vs. personal health

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Cross Campus Comparisons

• Few AA or AS degrees offered at California
  community colleges with a public health or
  community health focus
• Most programs, if available at all, are oriented
  toward Allied Health Professions
• Most offer a set sequence of courses with few
  electives within the major.

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Transfer Requirements

• Reviewed the BA and BS degrees in Health and
  Social Work at nearby 4-year schools.
• Emphasis on gaining core competencies in lower
  division courses
• Writing skills
• Research skills
• Quantitative skills (up to statistics)
• Biology (usually Human Biology and Micro Biology)
  and sometimes Anatomy/Physiology
• Psychology, Sociology and/or Anthropology

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Articulation with BA/BS Programs

• Possibility of our courses counting toward
  electives for a BA/BS major?
• Possibility of our courses counting toward any
  required courses in a BA/BS major? (even one
  course could serve as a bridge)
• Possibility of dual enrollment courses taught at
  CCSF with SFSU, especially as upper division (300
  level) courses?

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Social Articulation

• Mentoring relationships between students who have
  transferred to a 4-year institution and those
  still at community college
• Forming relationships with faculty at 4-year
  institution by inviting them to teach a class at
  community college (exchange)
• Forming bridging relationships through
  internships, site visits, etc. with 4-year
  schools and with local health department

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• CHWs Get Credit A 10-Year History of the First
  College-Credit Certificate for Community Health
  Workers in the United States

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• Our original focus groups had stressed that they
  wanted something that would not be another
  dead-end vocational program, but would open up
  educational pathways to develop the leadership
  skills of grassroots community health leaders.
  To address this problem, we developed an
  articulated pathway an articulated pathway from
  City College to San Francisco State.

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• The transfer agreement recognizes 12 units of
  CHW program credits in the health education major
  at San Francisco State. The CHW program
  introduces students to a number of competencies
  further developed within the health education
  bachelors and masters degrees.

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• The second area of current program growth lies
  in our specialty certificates and trainings,
  which we see as complements to the CHW generalist
  certificate.

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• In 1997, the Centers for Disease Control and
  Prevention asked us to develop a curriculum for
  community health workers in asthma, as part of
  their ZAP Asthma program. We are currently
  involved in a countywide upgrade of asthma care
  for low-income children, through our
  participation in the YES WE CAN Urban Asthma
  partnership funded by the California Endowment,
  and are developing the YES WE CAN Toolkit of
  training and implementation materials for
  distribution statewide.

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• The third significant arena of evolution of our
  program lies in dissemination. An important part
  of our commitment to credit-bearing CHW
  educational programs is to share with and spread
  our curriculum to other interested community
  colleges. A FIPSE grant supported the
  dissemination of our curriculum to several
  colleges from around the country.

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• Youth Development Worker Certificate Formative
  Analysis 2004

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• Survey Summary Findings
• Youth Workers and Stakeholders
• October 2004
• During the month of October, 31 surveys were
  conducted with selected youth workers and youth
  worker stakeholders or those people working with
  youth serving agencies. The survey represents
  responses from frontline staff member and
  managers at large and small youth agencies
  working in San Francisco.

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• The purpose of the survey was to get a glimpse of
  what youth workers do what youth workers need
  and what youth workers want, in addition to a
  stakeholders perspective into the best way to
  support and prepare future youth workers. The
  survey also attempts to get a sense of what
  people in the youth worker field understand and
  perceive youth development to be.

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• The following summarizes key findings of first
  the youth worker survey and then the stake holder
  survey. Responses represent a small sample of
  those working in the youth worker field in San
  Francisco. Refer to the survey results for the
  detailed breakdown of participant responses.

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DEMOGRAPHICS Finally, some general and
demographic information of the youth worker
respondents we surveyed that can help to
generically profile the frontline youth
worker. Sample Agencies Surveyed Included CNYD,
Mission Housing Development Corporation,
Huckleberry Youth Programs, Youth Leadership
Institute, San Francisco Beacon Center, Literacy
for Environmental Justice, PODER, Larkin Street
Youth Services, Edgewood , Boys and Girls Clubs,
Chinese Progressive Association, Planned
Parenthood, RAP, Girls After school Academy,
YoSF, and Booker T. Washington,
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• Sample of Job Titles Included
• Youth Outreach Worker, after school site
  coordinator, health educator, program
  coordinator, youth worker, recreation supervisor,
  case manager (most mentioned), education
  specialist, head coach, community worker,
  director of afterschool programming.
• Educational attainment
• Most youth workers had a bachelors or some
  college with a number of year of youth worker
  experience

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WHAT YOUTH WORKERS DO (RESPONSIBILITIES AND
DUTIES) While youth workers have many
responsibilities beyond their job description and
title, the top duties included 1. Case
management and counseling this category
included creating service plans for youth,
maintaining documentation of case files,
counseling and referrals, assessments, supporting
family, navigating of systems (juvenile to
community resources), linking youth and families
to services, advocating for youth and families
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• 2. Training and Education this category
  includes giving presentations on varies health
  topics, facilitating meetings and workshops,
  developing health ed materials, curriculum
  development
• 3. Community Development and Organizing this
  category includes outreach activities, building
  community alliances, create network of services,
  building community resources
• 4. Program Development this category includes,
  program design, work plan development, program
  assessment and evaluation.

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• 5. Supervision and management supervise youth,
  administrative tasks, report writing, record
  maintenance, maintain and manage budgets,
  implement programs, ensure safety of youth
• 6. Communication Skills facilitation skills,
  conflict mediation and resolution, group
  dynamics, verbal and written communications,
  presentation skills both in public speaking and
  visual presentation

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WHAT YOUTH WORKERS NEED Youth workers mentioned
needing the same skills that they were currently
using but more advanced skills in the following
areas 1. Communication Skills More advance
training and need to update all skills, including
communication between staff, management and youth
participants, group dynamics, verbal and written
communications. Negotiation skills and working
with parents and volunteers.
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• 2. Training and education the need for ongoing
  computer education and reliable technology
  support. Knowledge of computer programs for both
  presentation development and health education
  materials development. A better understanding and
  foundation on youth development and how to
  integrate.
• 3. Management and Supervisions Many youth
  workers are assigned youth supervision tasks as
  well as volunteer supervision. Learning time
  management and other organizational skills to
  streamline administrative tasks that can reduce
  interaction with youth and core duties, work plan
  development and fundraising.

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• 4. Program Development Understanding how a
  program functions from beginning to end including
  design and evaluation. Designing positive youth
  development strategies to involve youth in all
  aspects of the programming.
• 5. Case Management A better understanding of
  adolescent behavior and growth, assistance with
  building community resources, a better
  understanding of how systems function in order to
  assist with linking of programs to youth and
  families.

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• 6. Advocacy and Community Organizing Improve
  outreach techniques to reach those most
  disenfranchised in a culturally and
  linguistically appropriate language.
  Multi-cultural and diversity training
• 7. Support and Networking Opportunities youth
  workers also said more opportunities to network
  with colleagues would enhance their professional
  development.

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DACUM Competency Profile for HIV/STD HARM
REDUCTION EDUCATOR March 2 3, 2004 Produced
by Regional Health Occupational Resource
Center Butte-Glenn Community College 3536 Butte
Campus Drive Oroville, CA 95965 Phone (530)
879-4353 Fax [phone] zornlin_at_butte.edu Thi
s report is made pursuant to contract/agreement
number 03-300-001. This project was supported by
the Carl D. Perkins Vocational and Technical
Education Act Funds administered by the
Chancellors Office, California Community
Colleges. This activity which is the subject of
this report was supported in whole or in part by
the U.S. Department of Education. However, the
opinions expressed herein do not necessarily
reflect the position or policy of the U.S.
Department of Education, and no official
endorsement by the U.S. Department of Education
should be inferred.
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DACUM Competency Profile for HIV/STD Harm
Reduction Educator/ helping people) to
reflect upon and identify factors that influence
health and well-being to
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Educator is one who inspires, educates, and
supports people at risk (by counseling, and
improving health, choices, and quality of life.
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TASKS
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DACUM Competency Profile for Health Care
Interpreter January 31 February 1,
2005 Produced by Regional Health
Occupational Resource Center Butte-Glenn
Community College 3536 Butte Campus
Drive Oroville, CA 95965 Phone [phone] Fax
[phone] zornlin_at_butte.edu
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DACUM Competency Profile for Health Care
Interpreter

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TASKS
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• Small Group Discussion Questions
• 1. What promotes coherence and unity in a
  large academic department with so many
  sub-specialties and distinct vocational programs?

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• 2. The Health Science Department has
  transformed over the course of the past ten years
  from a primary focus on providing general health
  education courses that meet graduation
  requirements and teach students to enhance their
  own health status, to a focus on training
  front-line public health workers. How can we
  best manage the evolving mission of our
  Department in response to changes in the field of
  public health?

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• 3. What are considerations to keep in mind to
  create a department major that is responsive to
  the needs of diverse students including day-time
  students who tend to be younger (early 20s)
  high-school graduates who are university bound,
  and to the needs of evening students who tend to
  be older (30s and 40s), with less academic
  background and skills, and focused on short-term
  employment outcomes?

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Thank You!