What do you think it takes to be a qualitatively effective Disaster Mental Health responder?

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Question description

What do you think it takes to be a qualitatively effective Disaster Mental Health responder?

1. What kinds of temperaments, character traits, and skills seem necessary?

2. What kinds of temperaments, character traits, and even skill sets might present barriers to being effective?

3. What if you were in that role? What traits or skills do you think you possess that would be helpful in that role? If not, what skills do you see yourself better suited for? Do you feel that there would be certain aspects of that role that might be especially challenging for you personally?

Important notes:

– Use APA style for citation and references.

– Take a look at the files I uploaded below, other new and updated resources related are welcome.

1. What kinds of temperaments, character traits, and skills seem necessary?

2. What kinds of temperaments, character traits, and even skill sets might present barriers to being effective?

3. What if you were in that role? What traits or skills do you think you possess that would be helpful in that role? If not, what skills do you see yourself better suited for? Do you feel that there would be certain aspects of that role that might be especially challenging for you personally?

Important notes:

– Use APA style for citation and references.

– Take a look at the files I uploaded below, other new and updated resources related are welcome.

MENTAL HEALTH/TEENS

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Question description

THE ASSURANCE RESEARCH PART IS WHAT I AM DOING… THE TOPIC IS MENTAL HEALTH/TEENS, AND THE REGION IS SAN ANTONIO TEXAS

Final Presentation: Applying the 10 Essential Services of Public Health

Make sure your group’s Final Presentation includes the following core public health services: assessment, policy implications, and assurances.

Final Team Presentation Steps:

Step 1:   Your instructor will assign you to a team, no later than Day 5 (Saturday) of Week Two.

Step 2:   Meet your teammates in the designated Team Project Workspace (below Week 5).

Step 3:   Check in with your teammates in the designated Team Project Workspace, no later than Day 1 (Tuesday) of Week Three.

Step 4:   You can determine whether to work within the Team Project Workspace discussion area or via email and/or phone (or Google hangouts).  Your instructor may require you to connect in the discussion area for participation points.  Check with your instructor before deciding this.  No matter how you connect, it is critical that you all participate equally in this team project.

Step 5:   Decide on a public health topic (see selections below).

Step 6:   Pick a specified demographic for your topic (e.g. obesity as the topic and children ages six through twelve in central Florida as the demographic, or emergency preparedness as the topic and the event of a hurricane for people living on the east coast for the demographic).

Step 7:   Determine who will be responsible for each portion of your project.  The instructor will NOT assign the parts. This is what you are required to complete as a team:

  • One person to research the assessment portion.
  • One person to put the PowerPoint presentation slides together.
  • One person to write the speaker notes and create the screencast.
  • One person to research the policy section.
  • One person to research the assurance section.
  • One person to upload the assignment (this may be a different team member for each submission).

Step 8:   Designate someone to upload the team assignments to the dropbox (only one person needs to submit the work for the whole team.  It can be someone different for each of the three submissions).

Step 9:   Complete the survey from Week Five, which gives you the opportunity to rate your team-members’ contributions to the overall project.

Step 10:   Make sure your team reviews the instructor’s notes after each assignment and makes revisions as requested.


Overall, Your Team Presentation Will:

  • Focus on a real-life issue or problem related to health care within a community, city, or county.
  • Each team will create two presentations (via screencast, Jing, or other audio/video program). Each presentation should have at least six slides. Presentations must analyze the health issue/problem chosen by the group, describe its impact, provide policy recommendations, and apply public health assurances that the public health system will be effective in addressing this issue.
  • Teams will consist of three to four students as determined by the instructor no later than Day 3 of Week One.
  • Teams will present their findings in a well-organized, concise, and expert analysis proposal.
  • The first part of the team assignment, Topic and Assessment Data, will be due in Week Three.
  • The second part of the team assignment, Assessment and Policy Development Screencast, will be due in Week Four.
  • For the third part of the team assignment, the Final Presentation, you will follow the outline of the 10 Essential Public Health Services to address a public health issue/concern.  Select a topic and walk through the services that fall under the three core functions of public health as outlined below (Centers for Disease Control and Prevention, 2013):

Topics That Could Be Selected for Your Final Presentation:

  • Poverty and/or health disparities
  • A specific infectious disease
  • A specific chronic disease
  • Maternal/child health
  • Mental health
  • Affordable Care Act/health insurance issues (accessibility)
  • Terrorism and emergency response
  • Bioterrorism and emergency response
  • Natural disaster and emergency response
  • Manmade disaster and emergency Response
  • A specific health issue affecting a target group (young Adults, adolescents, children, elderly, men, women, etc.
  • Other topic – must be approved by the instructor

Specific Core Functions of Public Health

Assessment

  • Monitor health status to identify and solve community health problems.
  • Diagnose and investigate health problems and health hazards in the community.

Policy Development

  • Inform, educate, and empower people about health issues.
  • Mobilize community partnerships and action to identify and solve health problems.
  • Develop policies and plans that support individual and community health efforts.

Assurance

  • Enforce laws and regulations that protect health and ensure safety.
  • Link people to needed personal health services and assure the provision of health care when otherwise unavailable.
  • Assure competent public and personal health care workforce.
  • Evaluate effectiveness, accessibility, and quality of personal and population-based health services.
  • Research for new insights and innovative solutions to health problems.

Components of the Final Presentation 

  1. Presentation must be done via screencast, Jing or other audio/video program.
  2. Must be a minimum of six slides (excluding the title and reference slides) and formatted according to APA style.
  3. Must have a cover slide that includes:
    1. Title of paper
    2. Each team member’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  4. Must include a succinct thesis statement/problem statement.
  5. Must address the topic with critical thought.
  6. Must use at least 2 scholarly sources to support your assessment
  7. Use APA style as illustrated in the Ashford Writing Center to document all sources.
  8. Must include a reference slide formatted according to APA style.
  9. Must use at least four scholarly sources, two of which must be from the Ashford University Library, others should be obtained from appropriate epidemiological information.

Screencast I:

The Assessment must include epidemiological methods including, but not limited to the following items:

  • Descriptive information on the target population (e.g., age, gender, culture, ethnicity) and location (e.g., city, town, state).
  • Identification through assessment means of the health issue/problem and how it has affected the target population (information on impact could come from mortality and morbidity reports, academic research, etc. Avoid using online sources such as WebMD. Government sources are fine, but the Ashford Library’s journal collection is the best means to discover data on health impact.)
  • Risk factors as outlined by epidemiological means (risk factors include social and behavioral determinants within the community or among the population that contributes to or ameliorates this problem).
  • Other demographic information outlined by epidemiological assessment measures.
  • Explain how the two essential services that revolve around assessment are applied to this health problem: 1) Monitor Health and 2) Diagnose and Investigate. These two services ensure that a community’s health assessment is accurate.

Policy Development Actions

  • Describe what has been done in general to address the issue (e.g. resources, facilities, organizations).  Locate scholarly sources from the Ashford University Library to help you address what has already been done to address the issue.
  • Describe what has been done specifically in the community/city/town/state your team is researching to address this issue (e.g., programs and interventions or the creation of organizations to address the issue).
  • Existing Policies.  Analyze the policies that currently exist to resolve the problem.  For example: seatbelts were required by car manufacturers to reduce injuries and deaths from car accidents.
  • Policy Development.  Discuss new policies that should or could be developed to better address the issue.  For example: some communities do not fluoridate their water systems and developing such a policy could help reduce dental caries.
  • Identify Stakeholders and potential facilitators.  Are there leaders and/or organizations within this community that can be identified and assist with the policy development? Who are they and why would you specifically select them?
  • Explain how the three essential services that fall into the Policy Development category are applied to your health problem: 3) Inform, Educate and Empower; 4) Mobilize Community Partnerships; and 5) Develop Policies.

Doing More With Less

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Assignment: Doing More With Less

As explored in Week 4, public health organizations at the local, state or regional, and governmental levels provide services to and/or engage with many community members. This week, you explore how leaders and managers work within public health departments seek to fund all of the many programs and initiatives they provide, from immunizations to surveillance for communicable and infectious diseases to screenings and food safety and inspections. Leading and managing such responsibilities is no small feat, especially in an environment of fiscal scarcity. Public health services, like most public services, are almost always provided within a financially constrained environment, one that is vulnerable to economic shifts. With limited funds come many choices: Focus on prevention or promotion? If cuts are needed, what should go first? Facilities improvements? Salaries? Personnel? Supplies? Programs themselves?

 

In the course text, Shi and Johnson (2014) define public health finance as “A field of study that examines the acquisition, utilization, and management of resources for the delivery of public health functions and the impact of these resources on population health and the public health system” (p. 181). Thus, the skillset involved in obtaining funds (acquisition) is absolutely critical to public health leadership. Obtaining funds without the context around what funds are needed, why, and how funding will address specific community health problems is a hollow task, however. Public health leaders need to be well versed in budgeting, applying strategies for funding, and analyzing variations in public health funding. Fortunately, tools exist that aid in the process of determining funding and devising strategies for funding.

 

For this week’s Assignment, review the budget worksheet provided in the Weekly Resources. In addition, in the media titled “Public Health Finance”, reflect on the insights a finance director from the Howard County Health Department provides regarding challenges and strategies related to funding programs.

 

With the budget worksheet in mind, review the Learning Resources. Research other resources providing information on funding public health initiatives. Access the national websites to search for funding for public health and other initiatives: Explore your state, local, and regional health-related funding organizations’ websites. Research these organizations’ targeted grant opportunities.

 

The Assignment (2–3 pages including a budget worksheet):

 

Part I: Explain the funding issues related to your selected public health project or service related to your Final Project. Include an explanation of whether these issues are long- or short-term, how urgent, and which stakeholders might be most affected (1–1.5 pages).

Part II: Based on the Learning Resources and your research, as well as the information included in the budget worksheet, recommend some potential funding sources and explain why you recommend them. In your explanation, include variations in funding and how these variations influenced your decision making (1–1.5 pages).

Part III: Complete the budget worksheet provided indicating the funding opportunities and costs related to the chosen project.

 

*Please copy and paste the budget worksheet as an appendix to create one single document for Parts I-III.

By Day 7

Complete and submit your Assignment (including the budget worksheet in the appendix).

Empirical Evaluation Plan for a Public Health Leadership Theory

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Question description

****attached documents: an example template provided by professor**** dba doctoral study

***The Scholar-Practitioner Projects build on each other. The work you do in Part 1 (attached document application 5) which feeds the development of Part 2 ( attached document application 7). Parts 1 and 2 are used for Part 3.

For your final written assignment, you refine and develop your Public Health Leadership Theory based on leadership theories and a systems approach learned in this course. For this Assignment, your theory should reflect Instructor feedback, researched studies, introspection, innovation, and literature analysis.

The Assignment (15–20 pages):

Section 1 — Abstract and Introduction (1–2 pages)

Section 2 — Revised Literature Review and Problem Statement (5–7 pages):

  • Literature Review to include:
    • A synthesis of the literature of 15–20 peer reviewed, scholarly resources
    • A description of theoretical gaps in the research
  • Problem Statement to include:
    • An explanation of the specific problem that addresses identified gaps within the literature
    • An explanation of how your problem statement incorporates implications for positive social change.

Section 3 — Personal Public Health Leadership Theory (2–3 pages):

  • An articulation of your personal Public Health Leadership Theory

Section 4 — Revised Visual Representation of Your Public Health Leadership Theory (3–4 pages):

Your visual representation should include:

  • Your personal Public Health Leadership Theory to address the gaps identified in the literature
  • A visual representation of the theory (e.g. table, graph, matrix)
  • A explanation on how the theory addresses the literature gap identified in Week 5
  • A description of how your theory incorporates aspects of systems thinking

Section 5 — Empirical Evaluation Plan for a Public Health Leadership Theory (3–4 pages):

You will assess if the newly developed leadership theory addresses the problem you have been working on. What methodological steps will you use? How will you collect data? Suggestion – start with how theories in our text are evaluated. It does not have to be detailed, but it must include the methods, measures and analytic techniques.

If the assignments are done correctly, there should be an alignment from the topic of choice to the evaluation:

  • The topic is researched in the literature
  • The literature review points out a theoretical gap that needs to be addressed by leadership
  • The gap is turned into a problem statement
  • A leadership theory to address the problem proposed
  • The theory is depicted in a visual; and finally
  • An evaluation plan describes how the newly developed theory resolves the problem identified in the literature

To further help, examples (Two final projects – permission given to post) are located in the Doc Sharing area for this week

Section 6 — Conclusion (1–2 pages)

Section 7 — References

  • An APA-formatted reference list of 15–20 peer-reviewed, scholarly journals

RESOURCES

Nahavandi, A. (2014). The art and science of leadership (7th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 1, “Definition and Significance of Leadership”
  • Chapter 6, “Current Era in Leadership”
  • Chapter 7, “Other Leadership Perspectives”
  • Chapter 9, “Leading Change”
  • Chapter 10, “Developing Leaders”

Koh, H. (2009). Fostering public health leadership. Journal of Public Health, 31(2), 199–201.