T-527 CURRICULUM DESIGN BEHAVIORAL HEALTH WORKSHOP FOR PARENTS Sybill Hyppolite & Sara Yamaka

The Project  Developing community resources for better behavioral health among children of immigrant parents in Cambridge and Somerville, MA.  Learners: “Parent Navigators” – self-selected community leader with prior training in behavioral health issues.  Instructor: Sybill!  Location: behavioral health non-profits in the community.

Generative Topic & Target of Difficulty  Identifying, Using, and Sharing Behavioral Health Resources in Cambridge and Somerville, MA IMPORTANT: Supporting Children’s Health TECHNOLOGY: Mapping, Wikis, Digital Photography DIFFICULT: De - stigmatized Definition of Behavioral Health

Throughlines  Behavioral health conditions are not dichtomous ("crazy"/"not crazy").  Behavioral health resources include, but also go beyond traditional medical resources and programs.  Parent navigators are resources for learning and teaching about behavioral health.

Goals 1. Understanding and applying behavioral health concepts without stigma to support children. 2. Understanding how to locate and access key behavioral health resources. 3. Understanding tools to share behavioral health definitions and resources with the community. 4. Understanding communications strategies to become a better community resource.

Technology Technology Plays a Key Role in…  Supporting Learners Understanding  Donating Knowledge to the Community  Professional Development Technologies to be Used  Wiki  Digital Cameras  Google Maps 

Course Plan 1. Laying the Foundations 2. Behavioral Health Messages* 3. Understanding and Assessing Resources 4. Workshop - Setting Up 5. Workshop - Google Maps 6. Workshop - Digital Photography 7. Designing an Integrated Final Product (culminating) 8. Workshop - Designing the Projects 9. In the Field - Sharing the Information(culminating)

Assessments  Instructor Assessment (sometimes based on rubric)  Self-assessment based on community-developed rubric  Peer assessment based on community-developed rubric  Expert Audience Feedback  Audience Feedback

Session 2: Behavioral Health Messages GOALS FOR THIS SESSION  Learners will begin to understand how to give an oral presentation, which is a skill needed for becoming a community resource  Learners will understand how to assess what information is needed to create a definition of behavioral  Learners will begin to create a self-assessment rubric based on understanding of their communities and of behavioral health.  Learners will understand how to develop content for a behavioral health message

Session 2: cont’d LEARNING ACTIVITIES/ PERFORMANCES OF UNDERSTANDING/ ASSESSMENT POINTS  Instructor will review accomplishments from last session and goals for the current session. (5 min)

Session 2: cont’d PERFORMANCES OF UNDERSTANDING  In class, each volunteer learner/instructor presents for 3 minutes on his or her topic. (35 min) ASSESSMENT: INFORMAL INSTRUCTOR ASSESSMENT & FEEDBACK PEER ASSESSMENT & FEEDBACK  Instructor and group offer helpful feedback on the presenter's public speaking style and skills.  Group discusses missing information and remaining questions.  Group discusses how to fill identified gaps in information. (20 min)

ASSESSMENT POINT: PEER ASSESSMENT AND FEEDBACK  Group discusses the evolving definition of behavioral health  Instructor introduces the concept of a rubric and how it can be used to evaluate our work in the class (30 min)

Session 2: cont’d HOMEWORK Interview a friend, family member, or community member about whether they do/would use Google Maps and bring info back to the group.

Sara’s Puzzles  Definitions  Generative topics  Targets of difficulty  Adult learners  Assessment  Multiple intelligences

Sybill’s Puzzles  Collaboration and consensus that includes all voices  Technology  Public Speaking  Language  Learning for Everyone

Thank you! Stone & Shane Laura Leslie Toyin Julia