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Strengthening the evidence for maternal and child health programs

Find State ESMs


Displaying records 1 through 5 (5 total).

ESM 9.1 The percent of Bureau of Family Health and Nursing Services receiving lesbian, gay, bisexual, transgender and questioning (LGBTQ) cultural competency training. (Guam)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=training&NPM=9&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/9-bullying.php).

Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the percentage of Bureau of Family Health and Nursing Services personnel receiving training to improve rates of injury intervention when treating/educating/referring lesbian, gay, bisexual, transgender and questioning (LGBTQ) clients

Numerator: Number of Bureau of Family Health and Nursing Services personnel receiving LGBTQ cultural competency training.

Denominator: Number of Bureau of Family Health and Nursing Services personnel

Significance: Bullying affects youth negatively in many ways. Youth who are bullied are more likely to experience depression and anxiety, changes in sleep and eating patterns and decreased academic achievement and school participation. Academic success has a direct impact on their employment prospects and future earnings potential, which impact health and access to health care in adulthood. LGBTQ youth and those perceived as LGBTQ are at an increased risk of being bullied. Bullied LGBTQ youth, or youth perceived as LGBTQ are more likely to skip school, smoke, use alcohol and drugs, or engage in other risky behaviors. Lesbian, gay or bisexual youth are more than twice as likely as their peers to be depressed and think about or attempt suicide. Bias based on gender; social/socio-economic class and privilege; gender orientation, sexual preference, and gender identity; mental, physical and emotional ability/disability; physical appearance (most notably obesity); and religion are frequently at the center of bullying and discrimination in schools. Improving knowledge and competency in these areas can help programs more effectively prevent bullying and more appropriately react to bullying when it happens.

Data Sources and Data Issues: Bureau of Family Health and Nursing Services

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.1 The number of trainings provided to school and community staff on bullying prevention (Oklahoma)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Trauma Training" (https://www.mchevidence.org/tools/strategies/9-4.php). Find other NPM 9 professional-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Enabling services level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the knowledge and preparedness of school staff with respect to bullying prevention

Numerator: The number of trainings provided by MCH staff annually on bullying prevention

Denominator: NA

Significance: Trainings using the evidence-based curriculum will increase the knowledge of school staff on the recognition of bullying and appropriate intervention measures, assist schools in meeting state regulations, and decrease the number of students feeling unsafe at school as measured by the Youth Risk Behavior Survey. (http://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/index.html, http://www.cdc.gov/healthyyouth/data/yrbs/index.htm)

Data Sources and Data Issues: MCH bullying prevention training log

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 9.1 Percent of school personnel participating in Youth Mental Health First Aid (MHFA) training with increased knowledge of best practices to respond to youth (Arkansas)

Measure Status: Active

Evidence Level: No similar strategy found in the established evidence for this NPM. See similar ESMs (https://www.mchlibrary.org/evidence/state-esms-results.php?q=training&NPM=9&State=&RBA_Category=&MCH_Pyramid=&Recipient=&Status=Active) for this NPM or search for other strategies or promising practices (https://www.mchevidence.org/tools/npm/9-bullying.php).

Measurement Quadrant: Quadrant 4: Measuring quality of effect (% of "is anyone better off")

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase the number of adults trained in the identification of behavioral health issues with MHFA

Numerator: Number school personnel receiving MHFA training whose posttest demonstrated an increase in knowledge

Denominator: Number of school personnel who participated in MHFA training

Significance: To enable school staff and other adults in the community to respond rapidly to youth who may be exhibiting signs of need for clinical intervention.

Data Sources and Data Issues: ADH School Health Services

Year: 2020

Unit Type: Percentage, Unit Number: 100

ESM 9.1 Number of adult advisors who received evidence-based suicide prevention training (Idaho)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Trauma Training" (https://www.mchevidence.org/tools/strategies/9-4.php). Find other NPM 9 universal-level strategies in MCHbest.

Measurement Quadrant: Quadrant 1: Measuring quantity of effort (counts and "yes/no" activities)

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: By September 2025, collaborate with the Idaho Suicide Prevention Program to enhance suicide prevention activities for adolescents.

Numerator: Number of adult advisors that received training

Denominator: N/A

Significance: Suicide is a major public health issue that causes tremendous pain in individuals, families, and communities; it is an issue that warrants urgent intervention as national suicide rates have steadily increased by 1-2% every year since 1999 (CDC, 2020). In 2018, suicide was the nation’s 10th leading cause of death for all ages, and second for those aged 10-34 (CDC, 2020). In 2018, Idaho’s suicide rate of 21.8/100,000 was 1.5% higher than the national average and placed Idaho 5th in the nation in suicide rates (IDHW, 2020). Additionally, there was an increase of 7.4% between 2009-2019 in the number of adolescents in Idaho who seriously considered a suicide attempt (YRBS, 2019). Suicide is a particular concern in rural states such as Idaho, where suicide rates are historically much higher than in metropolitan areas (CDC, 2020; ISU & IDHW, 2019). Sources of Strength is an evidence-based suicide prevention program implemented in 36 states, with an additional seven states currently working to establish the program (Sources of Strength, n.d.). In the past five years, 81 schools in Idaho have enacted Sources of Strength (IDE, 2019). The implementation of this program in schools allows student leaders to become agents of change who enact suicide prevention strategies in their school (ISU & IDHW, 2019; IDHW, 2020). Trained adult advisors meet regularly with student leaders to share and strengthen healthy coping mechanisms that the students can spread among their school peers. The students prepare a variety of communications including one-on-one conversations, peer presentations, and prevention messages aimed at fostering hope, help and spreading knowledge of protective “sources of strength” (ISU & IDHW, 2019; IDHW, 2020). This program enables students to identify and strengthen their coping tools and support network.

Data Sources and Data Issues: CDC, YRBS, IDHW, Sources of Strength

Year: 2020

Unit Type: Simple Count, Unit Number: 100

ESM 9.1 Number of administrators, educators, support staff taking a new SEL foundations training who have increased knowledge (70% increase in knowledge) (Maine)

Measure Status: Active

Evidence Level: Emerging. Aligns with MCHbest strategy "Trauma Training" (https://www.mchevidence.org/tools/strategies/9-4.php). Find other NPM 9 school-level strategies in MCHbest.

Measurement Quadrant: Quadrant 3: Measuring quantity of effect (# of "is anyone better off")

Service Type: Public health services and systems level of pyramid

Essential Public Health Services: 8. Build and support a workforce

Service Recipient: Activities directed to professionals

Goal: Increase knowledge of and competency in SEL foundations

Numerator: Number with increased knowledge

Denominator: N/A

Significance: Provide Statewide SEL training to administrators, educators, support staff to ensure knowledge and understanding of social emotional competencies as relative to reducing bullying incidence through shift in school climate and culture to a trauma informed/compassionate/ equitable environment.This strategy increases educators' confidence and ability implement these practices which ultimately will decrease the rates of bullying among youth in the state of Maine.

Data Sources and Data Issues: Pre-post training survey

Year: 2020

Unit Type: Simple Count, Unit Number: 10,000

   

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.