1. Introductions Round-the-Room Connections Your name & where you work
Your interest in the program
2 Personal strengths
Allow everyone in the room to introduce themselves and tell a bit about why they are interested in the program and give 2 personal strengths. Personal strengths are defined as something that makes you unique. You take personal strengths with you wherever you go. For instance, you cannot leave behind your sense of humor or curiosity. What will make you unique as a CHW? What should others know about you?
This is an important exercise as it creates connections to each other. You are modeling how introductions might happen in a community meeting. Reinforce that, over the course of this class, students will be learning a great deal about community resources and, because they have experienced this together, they should always be resources for each other. Others strengths will become even more apparent over time and participation, but knowing someone is a good writer or connector or

2. Interaction Expectations
Listen – side conversations wait until break.
Share – others are learning with and from you!
Actively Listen – it is a CHW core competency
Ask – seek to understand class content. You all come here with different levels of readiness.
Creatively listen– seek connections with ideas and other participants!
No technology distractions - You will be learning with and from one another. Respect what is happening in this room at this moment!
Review your expectations for the course: behavior, homework, attitude, etc.
Remind students that this is a profession that requires excellent listening and speaking skills. Students should expect to practice listening and presenting! You expect that they will listen as others talk, not have side conversations during class.
Understand that mistakes will be made. This is a SAFE place to practice new skills and hear opposing opinions. It is a mirror of the community experience. You are here to practice with each other. Complete, professional attention is required.
Respect others by listening as they speak.

3. Discover your own biases
Adult Learning Cycle
Listen
Observe
Research
Question:
Discover your own biases
Reflect…
Seek to understand
Focus on solutions
Implement
It is important to realize Community Health Workers will be working with adults of all ages with many types of learning styles. The Adult Learning Cycle is detailed on this slide. Ask students how they believe they learn best. Are they … Visual? Auditory? Kinesthetic?
Emphasize personal reflection will be emphasized during this course. Students will practice reflection every time they complete homework or service learning tasks. Time for reflection is often skipped due to time constraints, but reflection is critical to learning. Encourage students to remain comfortable with allowing quiet reflection. Silence is not always a bad thing. Silence allows information to enter the conversation. They will ultimately use this skill with their clients. They will practice this in class to become comfortable with it.
Clients may need time to reflect and consider what they are learning from a CHW. It is respectful for a CHW to understand his/her own learning style and recognize, just as classmates, your client may learn differently than you.

4. The Role of Community Health Workers (CHWs)
Foundations For
Community Health Workers
(2nd Edition)
Tim Berthold, Editor. (2016)
San Francisco, C.A.: Jossey-Bass
Chapter 1
Copyright ©  by John Wiley & Sons, Inc., or related companies. All rights reserved.
This is the textbook you will be using during the course. It was developed in San Francisco, CA and includes the input from CHW’s who are already doing the work.
Please NOTE: Instructor Guide/Companion and Student Companion along with video guide is available at and can be downloaded free of charge. Additional materials such as videos, podcasts, and readings can be found at
The Role of Community
Health Workers (CHWs)

5. What you will learn Describe CHWs and what they do
Identify where CHWs work, the populations they work with, and the health issues they address
Explain the core roles that CHWs play in the health and social services fields
Discuss the core competencies that CHWs use to assist individuals and communities
Describe personal qualities and attributes that are common among successful CHWs
Discuss emerging models of care and opportunities for CHWs

6. Words to know Advocate(noun and verb) Capitation Competencies
Credentialing
Health Inequalities
Social Justice
Definitions of key words are included in the text by chapter.

7. Social Justice
An ideal condition in which all members of a society have the same basic rights, protection, opportunities, obligations, and social benefits. Implicit in this concept is the notion that historical inequalities should be acknowledged and remedied through specific measures. Social justice entails advocacy to confront discrimination, oppression, and institutional inequities.

8. Who are CHWs and what do they do?
A Community Health Worker (CHW) is a frontline public health worker who is a trusted member of an/or has an unusually close understanding of the community served. This trusting relationship enable the CHW to serve as a liaison/link/intermediary between health/social services and the community to facilitate access to services and improve the quality and cultural competence of service delivery. A CHW also builds individual and community capacity by increasing health knowledge and self-sufficiency through a range of activities such as outreach, education, informal counseling, social support and advocacy.
- American Public Health Association, 2009

9. Who are CHWs and what do they do?
CHWs work with diverse communities at risk for illness, disability, and death.
CHWs reduce health inequalities in the rates of illness, disability, and death among different communities.

10. Becoming a CHW

11. CHWs’ gender/ethnicity/ education background
82% are female between the ages of 30 and 50
35% are Hispanic; 39% are Caucasian; 15% are African American
35% have high school diplomas
20% have some type of college
31% have a four year degree

12. CHWs Five Models of Care
Member of a healthcare delivery team
Patient Centered Medical Home
Navigator
Screening and health education
Outreach/enrolling/informing agent
Organizer

13. Patient Centered Medical Home
Video (4:21)

14. Health issues that CHWs address
The #1 health issue that CHWs address is HIV/AIDS 2nd – Diabetes 3rd – High Blood Pressure 4th – Cancer 5th – Cardiovascular Disease 6th – Heart Disease CHWs address health issues by health education and by patient-centered services such as interpreting, counseling, and transportation.

15. CHW Core Roles
Cultural mediation between communities and the health and social services systems
Informal counseling and social support
Providing direct services and referrals
Providing culturally appropriate health education
Advocating for individual and community needs
Assuring people get the services they need
Building individual and community capacity

16. CHW Core Competencies Communication Skills Interpersonal Skills
Knowledge Base
Service Coordination Skills
Capacity-Building Skills
Advocacy Skills
Teaching Skills
Organizational Skills
A Summary of the National Community Health Advisor Study (University of Arizona, 1998)

17. Missouri DHSS Community Health Worker (CHW) Core Competencies
Effective Communications Strategies
Cultural Responsiveness
Documentation and Reporting
Use of Public Health/Community Health Concepts and Approaches
Individual Assessment
Community Assessment
Professionalism and Conduct
Self-Awareness
Service Coordination and System Navigation
Education to Promote Healthy Behavior Change
Advocacy
Individual and Community Capacity Building
Note the similarities and differences between the MO DHSS Core Competencies and those listed in the textbook.

18. CHW Personal Qualities and Attributes
Interpersonal warmth
Trustworthiness
Open-mindedness
Objectivity
Sensitivity
Competence
Commitment to social justice
Good psychological health
Self-awareness and understanding

19. The Emerging Roles of CHWs

20. Additional Resources
CHW Core Consensus (3C) Project
Community Health Worker National Workforce Study,
APHA Community Health Worker section communities/member-sections/community-health-workers
Occupational Employment Statistics: SOC Community Health Workers
CDC’s CHW Toolkit

21. Practice
Do a Google search on “Community Health Worker” and see what you discover! Bring your discoveries to class next week!
Complete Chapter 1 Homework and Discussion Board in Blackboard
Read Chapters 1 & 2
(Hopefully you’ve done this already!!)

22. Resources: Image on slide 1
Meeting is available in the public domain under CC0 Public Domain
Image on slide 2:
Stop, Look, Listen! by Neil Owen is licensed under CC BY-SA 2.0
Image on slide 3
Alarm Clock icon Jelly Beam is available in the public domain under CC0 Public Domain
Image on slide 5
Bring Light Bulb is available in the public domain under CC0 Public Domain
Image on slide 7
Defend equality poster by Aaron T. Harvey and modified by Chzz is licensed under CC BY-SA 3.0
Image on slides 8 and 9
Prezi Graphic | Community Health Worker by Simon Berry is licensed under CC BY-SA 2.0
Image on slide 10
Hands is available in the public domain under CC0 Public Domain
Video on slide 11
Medical Home (English) by EmmiSolutions2011 is licensed under a Standard YouTube License

23. Resources: Image on slide 13
Red Ribbon by Gary van der Merwe is licensed under CC BY-SA 3.0
Image on slides 14-16:
Apple is available in the public domain under CC0 Public Domain
Video on slide 17
Becoming a CHW: CHW Interview, Foundations by Foundations for Community Health Workers is licensed under a Standard YouTube License
Video on slide 18
The Emerging Roles of CHWs: Interview, Foundations by Foundations for Community Health Workers is licensed under a Standard YouTube License
Image on slide 20
Locked behind the red door by Grant MacDonald is licensed under CC BY-NC 2.0

24. Acknowledgements: MoSTEMWINs
Adapted from the Foundations for Community Health Workers, 2nd Edition (Berthold) with permission from Wiley Publishing by the Institute of Workforce Innovation of the Metropolitan Community College Kansas City and the Workforce Solutions Group of St. Louis Community College.
Unless otherwise noted this material by St. Louis Community College is licensed under a Creative Commons Attribution 4.0 International License.
This product is partially funded by the MoSTEMWINs $19.7 million grant from the U.S. Department of Labor Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership
MoSTEMWINs