Module 5 Educate Residents Healthy Homes: Assessment and Interventions 1/1/2019 Module 5 Educate Residents T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Healthy Homes: Assessment and Interventions 1/1/2019 Educate Residents Prioritize information to be shared based on housing and health concerns. This is an animated slide; it originally displays with only the title and the icons. Click to reveal each objective. Briefly discuss each. Select audience-appropriate materials. Practice communication strategies. Brainstorm ways to grow your program. T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Self Assessment Module 5 - Educate Residents Name the most important factors in inspiring trust and credibility. Name the final step in the assessment process, before closing out a client. INTRODUCE ACTIVITY Re-direct students to the self-assessment form in their binders. Remind them that this is not a test, and it is for their own benefit only. Ask them to answer the four self-assessment questions for this module. Remind them, you will check the answers at the end of the module.

Healthy Homes: Assessment and Interventions 1/1/2019 The Home Assessment Process Interview resident (Environmental History)   Determine need for/scope of assessment Interventions/ Education Assess the home Create an action plan Professional Follow-up T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Healthy Homes: Assessment and Interventions 1/1/2019 Audience Appropriate This is an animated slide; it initially displays with only the title and the green circle . EXPLAIN: “As a professional, you are going to know a lot more about the hazards identified in the home, including how they can affect health and the best way to address them. But if you share EVERYTHING you know, there’s a good chance you’re going to overwhelm the resident, and chances are they won’t hear anything at all. DISCUSS: Ask student what to identify challenges to identifying audience appropriate information. Write their answers on a flip chart, and give them time to discuss and share their ideas and experiences. Nudge them towards the following if they don’t mention these on their own. Residents might speak a different language or a different dialect. Their level of formal education might not be the same as yours. They may feel judged or uncomfortable. There may be cultural differences. They may feel overwhelmed. They may think you’ve making a big deal out of nothing or over-reacting. They may have other things on their mind (e.g., financial or un-related health problems) Discuss strategies for dealing with these challenges. Don’t raise your voice, unless you know they are hard of hearing. See if it helps to write things down, using short, direct questions and sentences. Communicate both what was good, and what was bad. Communicate about hazards identified. Use photos from the home to reinforce issues. Address their concerns. Connect assessment with interventions. Provide specific actions families can take. “Your job is to determine… (CLICK TO SHOW RED DOT AND LABEL) ...what they really need to know! And then find the best way to get that information across to them. This may sound like a no-brainer, but it’s actually a lot more difficult than you might think. Too often, the more you say, the less they will take in. So you have to: Start by prioritizing the information you want the residents to have. Then select the best communication method, given the resident’s situation. Avoid information overload! Make sure the information is in a language and format the resident can easily understand. Be empathetic. T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Factors that Inspire Trust and Credibility Healthy Homes: Assessment and Interventions 1/1/2019 Factors that Inspire Trust and Credibility Honesty & Trustworthiness 15-20% This is an animated slide; it initially displays with only the title and the blank pie chart. EXPLAIN: “Residents must trust you before they can really hear anything you have to say.”   DISCUSS: Ask students what they think are the key factors that inspire trust and credibility. Start with the smaller sections: Can they identify three factors that have significant, but not the MOST significant, impact? Click to display the labels for the three smaller slices. Discuss briefly. Ask students if, based on this new information, they can identify the most important factor. Give them time to respond. Click to display the final label: Caring & Empathy. 50% Caring & Empathy 15-20% Competency & Expertise 15-20% Dedication & Accountability T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Healthy Homes: Assessment and Interventions 1/1/2019 What is Empathy? ACTIVITY: Ask for a brief definition of empathy. Explain you are going to show a short video. Click link to launch video. https://www.youtube.com/watch?v=cDDWvj_q-o8 After watching video, ask, “This was a video about people in a hospital. What does it have to do with home assessments?” (Students should be able to answer that we never know what people might be dealing with, and for that reason we should not jump to conclusions, but should always treat them with respect and assume they are doing their very best.) Launch Empathy video https://www.youtube.com/watch?v=cDDWvj_q-o8 T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Healthy Homes: Assessment and Interventions 1/1/2019 Education Begins at the beginning and ends at the end! This is an animated slide; it initially displays with only the title. ASK: “What do we mean by educating the resident?” Click to display the first bullet point, and EXPLAIN: “Education can begin as soon as you first talk or meet with the resident, and continues as long as you are working with the resident, including during follow-up.” Click to display the second bullet point, and EXPLAIN: “It can be verbal, written, or in sign-language. (Remind students about how they communicated when they were trying to line up in order of birth month.)It can happen over the phone, via e-mail or snail mail, as well as in the home.” Click to display the third bullet point, and EXPLAIN: “Communicating assessment results and educating the resident go hand-in-hand. When you are communicating the results of the home visit to residents, you are also educating them about the link between health and hazards.” Click to display the fourth bullet point, and EXPLAIN: “Finally, decide as an agency how you will communicate the results to the residents. Some agencies e-mail reports, mail them, or sit down with the resident and go through the results in person (during a clinic visit or in the home). If you are able to visit the home again for the report delivery, you can point out specific issues in your report that may be going on or see what they have been able to do since you visited the home. Some things in the report may no longer be an issue.” DISCUSS: Demonstrate various items in the Healthy Housing kit. For example, where to place sticky traps, mouse traps, etc. Discuss related issues, such as: Should they demo kits with homeowners if they don't have funding to give them out for free? Even if they can give out the kids, should they charge a small fee to create a sense of ownership? Can they provide information on where the items can easily be purchased? Could these kits be subsidized? Are there any scholarship funds? (NOTE: This may involve a lot of forms.) Remind them that N-95 masks are important for hanta virus as well as dust in general. Encourage them to create a flier to leave with the homeowner to explain the items to them in case they forget. Explain that experience shows that most families do use their kits. Takes many forms: verbal, written, sign-language, pantomime Goes hand-in-hand with communicating assessment results Should be aligned with agency policy on how assessment results are delivered T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Healthy Homes: Assessment and Interventions 1/1/2019 In-Home Education Find teachable moments: Visual walk-through of home One-on-one education Keep information relevant and accessible Explain relationships between hazards and health Answer questions Schedule follow-up to deliver assessment results This is an animated slide; it initially displays with only the title. Click to reveal each of the five bullet points, discussing each briefly. After showing all bullet points, EXPLAIN: “You can provide residents with an informal report before you leave the home: just a simple list of issues and appropriate action steps. If you do this, make sure you retain a copy for your own records. “Often, you’ll create a more detailed report back in your office. You can mail the report to the family, or you can deliver it in person, as part of a follow-up visit if you think that would work best. “This type of decision may be out of your hands; it may depend on the agency’s policies and capacity. “Either way, you will need to provide the resident with some sort of documented action plan.” T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Healthy Housing Kit What’s in your bag? Healthy Homes: Assessment and Interventions 1/1/2019 Healthy Housing Kit What’s in your bag? Demonstrate various items in the Healthy Housing Kit. For example, where to place sticky traps, mouse traps, etc. Discuss related issues, such as: Should they demo kits with homeowners if they don't have funding to give them out for free? Even if they can give out the kits, should they charge a small fee to create a sense of ownership? Can they provide information on where the items can easily be purchased? Could these kits be subsidized? Are there any scholarship funds? (NOTE: This may involve a lot of forms.) Remind them that N-95 masks are important for hanta virus as well as dust in general. Encourage them to create a flier to leave with the homeowner to explain the items to them in case they forget. Explain that experience shows that most families do use their kits. Demonstration Kit Items to leave with the Resident T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Healthy Homes: Assessment and Interventions 1/1/2019 The Home Assessment Process Interview resident (Environmental History)   Determine need for/scope of assessment Interventions/ Education Assess the home Create an action plan Professional Follow-up T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Follow Up & Project Closeout Healthy Homes: Assessment and Interventions 1/1/2019 Follow Up & Project Closeout Determine what follow-up is needed Check your logic model Funding/reporting What format the follow-up should take Is it possible? How many follow-ups Frequency With whom? This is an animated slide; it initially displays with only the title. EXPLAIN: “As we’ve said, educating the residents starts at the beginning and ends at the end. And the end does not necessarily mean the implementation of the action plan. Often, you are going to want to do a follow-up to see how well the interventions that were put in place are standing the test of time. Click to reveal first question. EXPLAIN: “The decision to perform a follow-up assessment depends on a number of things: the extent of interventions. Major interventions are more likely to require follow-up. the risk of the hazard involved. Again, you are more likely to want to follow-up when the hazards presented risks to health. the level of resident education and buy-in. By education, we don’t mean level of schooling but rather “how well did the resident understand the changes that were being put in place?” Also, to what extent did the resident seem to support the intervention? Was there resistance to the recommended changes or acceptance. available resources. Unfortunately, the decision on whether or not to do a follow-up may end up being a financial one within your department. Was a healthy home kit distributed? Repairs Click to reveal the second question. EXPLAIN: “A follow-up does not have to be a home visit. Depending on the situation and the resident, you may just want to call soon after the interventions are complete to see if there are any remaining concerns or questions. But yes, in some situations it may make more sense to do a follow-up home visit.” Click to reveal the third question. EXPLAIN: ”Once again, the answer to both of these questions is, “It depends on the situation.” Once your interventions are complete, you may want to schedule one or more follow-ups. You may only do a single follow-up call or visit 30 days after the interventions are put in place, or you and your organization may determine that multiple follow-ups are needed, at say, 30 days, 60 days, 90 days, and or 6 months. “Your agency will have to determine the timeframe that works for them based on the data they are collecting. But there should always be some form of follow-up with the family before closing them out once they are finished with the program. “The follow-up could include assessing health status, reviewing the environmental hazards outlined in the client’s report, or checking on any action steps client was asked to complete. In some cases, it may involve a repeat of the original assessment to see if anything has changed. You might be looking for observable changes, or you may actual want to repeat tests. “Whatever the follow-up plan is, however, make sure it is communicated to the resident! This is just basic courtesy, but it may also provide additional incentive. T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Exercise 12: Grow Your Program revisit exercise 1 (intro module) Healthy Homes: Assessment and Interventions 1/1/2019 Exercise 12: Grow Your Program revisit exercise 1 (intro module) Considering all you’ve learned, how might you expand your current healthy homes program? New services New residents New partners New contractors and/or volunteers DISCUSS Ask participants to spend a few minutes reviewing what they wrote at the beginning of the class, and add notes about how they might want to see their programs grow. Encourage sharing . T6_HHAI_MOD3_INTERVENTIONS_Mar2017

Healthy Homes: Assessment and Interventions 1/1/2019 Exercise 1 Part 2 We Have a Dream INTRODUCE THE EXERCISE. EXPLAIN: “You will work by yourself or with others from your organizations to prepare an introduction. Using the Introductions worksheet in the back of the Introduction section of your binder, you will answer basic questions about your agency and then share that information with the class. CONDUCT THE EXERCISE: Have students refer back to Exercise 1 in their binders. Explain that for now they are answering only the questions in Part 1. Ask them to be as specific as possible when answering the questions, especially in terms of who their target population is and how they are funded. Tell students how long they will have to work, then have them break into groups. As they are working, prepare a flip chart for recording responses, then circulate the room to see how they are doing and to answer any questions. When students are ready, select a group to go first. Have them start by introducing the members of the group. Then have them introduce their organization, following the worksheet guidelines. Record responses on a flip chart. You will likely need one flipchart per organization. After all the groups have introduced themselves, CLICK to reveal the second statement: “We have a dream” Have students make notes now, but save part 2 for the end of class wrap-up EXPLAIN: Look at Part 2 of your worksheet. Take a moment to reflect on what you’re just heard then, jot down any thoughts you have re. what changes you’d like to see in your program if money and resources were not an issue. We’ll come back to this at the end of the class. Give students time to jot down notes. Exercise 1 Part 1 What’s Your Program? T1_HHAI_INTRO_Mar2017

Self Assessment Review Healthy Homes: Assessment and Interventions 1/1/2019 Self Assessment Review Name the most important factors in inspiring trust and credibility? Caring Empathy T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

Self Assessment Review Healthy Homes: Assessment and Interventions 1/1/2019 Self Assessment Review Name the final step in the assessment process, before closing out a client Conduct follow-up (the minimum, at least a phone call) T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017