A Toolkit for Implementing
the Resident Health Advocate Curriculum
2011‒2012
Developed by the Training and Education Core
of the
Partners in Health and Housing Prevention Research Center
Boston University School of Public Health
Boston Housing Authority
Boston Public Health Commission
Community Committee for Health Promotion
Table of Contents
Page
Background Materials for the Trainer
4
Program Materials: Before Training Begins
9
Baseline Survey
20
Program Materials: Training Modules
30
Module 1: What is the Prevention Research Center? What is a
Resident Health Advocate?
Module 2: Community Building and Advocacy
Module 3: Are You at Risk of Developing a Chronic Disease?
Module 4: Integrated Pest Management and Asthma Control
Module 5: Enjoy Living Smoke-Free
Module 6: Nutrition
Module 7: Physical Activity
Module 8: Domestic Violence
Module 9: Neighborhood Violence
Module 10: Sexual Health
Module 11: Cancer and Screenings
Module 12: Oral Health
Module 13: Substance Abuse Treatment and Prevention
Module 14: Skills and Resume Building
Post-Training Survey
75
Program Materials: Once the Training is Complete
85
Internship Materials
88
Appendix: List of PowerPoint Presentations
93
2
Acknowledgments
Development of this toolkit was supported by Cooperative Agreement Number U48 DP001922
from the Centers for Disease Control and Prevention.
We thank the following contributors who shared their expertise in various substantive areas in
the development of this toolkit: Lonnie McAdoo, a private consultant, community outreach;
the Community Health Education Center of the Boston Public Health Commission, community
outreach; John Kane of the Boston Housing Authority, integrated pest management; U.S.
Department of Agriculture Cooperative State Research, Education, and Extension Service and
partner agencies, integrated pest management; Mary Jane Williams of the Boston Public Health
Commission, physical activity; Dolores Aguirre of the Boston Public Health Commission,
Domestic Violence Program, Family Justice Center; Dr. Michelle Henshaw and Dee Devlin of
Boston University Dental School, oral health.
3
Background Materials for the Trainer
About the Partners in Health and Housing Prevention Research Center
and the Resident Health Advocate Program
A Snapshot of the RHA Program
Some Useful Terms
4
About the Partners in Health and Housing Prevention Research Center and the
Resident Health Advocate Program
The Partners in Health and Housing Prevention Research Center (PHH-PRC), funded since 2001 by
the US Centers for Disease Control and Prevention (CDC), is an equitable four-way partnership
among researchers, community members, and public agencies. The four partners that make up the
PHH-PRC are the Boston University School of Public Health, administrative and academic home for
the Center; the Community Committee for Health Promotion, representing the residents of the
Boston Housing Authority’s family housing developments; the Boston Housing Authority, which
houses about 10 percent of the city’s residents; and the Boston Public Health Commission, the city’s
health department.
The Center’s mission is to improve the health and well-being of the residents of Boston’s public
housing, and reduce health disparities, by engaging residents in community-centered research
efforts and prevention activities. Thus our programs and our research are closely intertwined. As
one of 37 prevention research centers nationwide, the PHH-PRC is part of CDC’s nationwide
network of academic researchers, public health agencies, and community members conducting
applied research in disease prevention and control.
The Resident Health Advocate Training Program is an ongoing project of the PHH-PRC’s Training
and Education Core, which identifies and educates current and future community leaders among
residents of public housing, in order to improve the health of residents, and also creates practice
opportunities in Boston’s public housing for public health students. The RHA Training Program is a
signature activity of the Partners in Health and Housing Prevention Research Center.
To find out more about the Partners in Health and Housing Prevention Research Center, contact us
at:
Partners in Health and Housing Prevention Research Center
Boston University School of Public Health
801 Massachusetts Avenue, Suite 431
Boston, MA 02118
617-638-5036
http://www.bu.edu/phhprc/
5
A Snapshot of the Resident Health Advocate Program
Each year in July, the PHH-PRC recruits new RHAs. Flyers announcing the program are included in
the monthly BHA rent statements mailed to every household in the family developments. The flyer
describes what RHAs learn in the training and states that all those completing the training will be
eligible to apply for an intensive internship with the BHA. All residents are invited to apply for the
program. Application forms are available in the management office of each development.
The application form helps PHH-PRC staff identify applicants who are already engaged in their
communities and have some experience—through school, work, or volunteering—that would be
helpful to them as RHAs. PHH-PRC staff interview some of the applicants and select the RHA
trainees from this group.
The training program runs from September through December each year, with weekly three-hour
sessions. The trainees learn about health issues that are important to public housing residents (for
example, certain chronic diseases and environmental hazards, substance abuse, domestic violence,
and family planning). They also learn important skills—for example, in leadership, advocacy,
community organizing, and health education. Finally, they learn about key health-related
organizations in Boston and the resources they offer. Those who complete the training program
receive a certificate from the Boston University School of Public Health, signed by the Dean of the
school.
After finishing the training, RHAs are eligible to apply for two 6- to 8-month paid internships as BHA
community health workers, working 20 hours per week. The two RHAs selected as interns work
throughout the family developments to provide information to individuals, give workshops for small
groups, and help the Community Committee for Health Promotion with its annual health survey of
residents. They also help the Boston Housing Authority with the annual community fairs, called
Unity Days, which take place at most family housing developments—these events feature
information about primary health care services, such as community health centers and the Boston
Public Health Commission’s health van.
The RHA Program has been evaluated each year—through feedback from RHAs on both training
and internship, documentation of the RHAs’ impact during their internships, and information about
RHAs’ employment post-internship.
Now the PHH-PRC has developed this toolkit to help housing authorities or other agencies develop
and implement a Resident Health Advocate program in housing developments in other cities. For
those who are interested in starting a Resident Health Advocate program, the toolkit provides a set
of curriculum materials that have been used in the PHH-PRC’s RHA program. This toolkit does not
provide a complete curriculum, but rather consists of sample materials, to be modified or simply
used as models in developing materials for other programs. It includes materials used in recruiting,
training, and evaluating RHAs (including a recruiting flyer, the application form, baseline survey,
training objectives, sample teaching plans and homework assignments, and an individual training
evaluation form) and also materials used in the internship (including a job description, and the
RHA’s weekly log form).
6
Some Useful Terms
RHA: Resident Health Advocate – A resident of public housing trained to serve as a health
education resource and address health concerns for other residents of public housing.
RHR: Resident Health Resource – A resident of public housing who has gone through a brief,
disease-specific training in order to work on a specific project with the Prevention Research Center
(this individual has not necessarily gone through the RHA training program).
RHN: Resident Health Navigator – A resident of public housing who has been trained as an RHA and
then additionally as a Patient Navigator (see below). RHNs identify residents in need of navigation
(e.g., those with a suspicious clinical finding). They identify and address individual barriers that
residents face when receiving care and ensure follow up with primary care appointments.
Community Engagement: Loosely defined, community engagement is the process of working
collaboratively with and through groups of people affiliated by geographic proximity, special
interest, or similar situations to address issues affecting the well-being of those people. It is a
powerful vehicle for bringing about environmental and behavioral changes that will improve the
health of the community and its members. It often involves partnerships and coalitions that help
mobilize resources and influence systems, change relationships among partners, and serve as
catalysts for changing policies, programs, and practices.1
Health Disparities: Health disparities are preventable differences in the burden of disease, injury,
violence, or opportunities to achieve optimal health that are experienced by socially disadvantaged
populations. Health disparities are inequitable and are directly related to the historical and current
unequal distribution of social, political, economic, and environmental resources.2
Risk Factors: Risk factors are conditions or habits that make a person more likely to develop a
disease. They can also increase the chances that an existing disease will get worse.3
Cultural Competence: Cultural and linguistic competence is a set of congruent behaviors, attitudes,
and policies that come together in a system, agency, or among professionals that enables effective
work in cross-cultural situations. 'Culture' refers to integrated patterns of human behavior that
include the language, thoughts, communications, actions, customs, beliefs, values, and institutions
of racial, ethnic, religious, or social groups. 'Competence' implies having the capacity to function
effectively as an individual and an organization within the context of the cultural beliefs, behaviors,
and needs presented by consumers and their communities.4
Patient Navigation: Patient navigation is a process by which an individual—a patient navigator—
guides patients with a suspicious finding (e.g., test shows they may have cancer) through and
around barriers in the complex cancer care system to help ensure timely diagnosis and treatment.5
Chronic Disease: Chronic diseases are diseases of long duration and generally slow progression.
Chronic diseases, such as heart disease, stroke, cancer, chronic respiratory diseases and diabetes,
are the leading cause of mortality in the world.6
Public Health: Public health is the science of protecting and improving the health of families and
communities through promotion of healthy lifestyles, research for disease and injury prevention
and detection and control of infectious diseases.7
7
References
1. Fawcett SB, Paine-Andrews A, Francisco VT, Schultz JA, Richter KP, Lewis RK, Williams EL, Harris
KJ, Berkley JY, Fisher JL, Lopez CM. Using empowerment theory in collaborative partnership for
community health and development. American Journal of Community Psychology
1995;23(5):677-697. http://www.cdc.gov/phppo/pce/part1.htm; Date Accessed: 11/14/11
2. CDC. Community Health and Program Services (CHAPS): Health Disparities Among Racial/Ethnic
Populations. Atlanta: U.S. Department of Health and Human Services; 2008.
http://www.cdc.gov/healthyyouth/disparities/index.htm; Date Accessed: 11/14/11
3. National Heart, Lung and Blood Institute (NHLBI); “Lower Heart Disease Risk”;
http://www.nhlbi.nih.gov/educational/hearttruth/lower-risk/risk-factors.htm; Date Accessed:
11/14/11
4. Cross, T., Bazron, B., Dennis, K., & Isaacs, M., (1989). Towards A Culturally Competent System
of Care, Volume I. Washington, DC: Georgetown University Child Development Center, CASSP
Technical Assistance Center.
5. Freeman HP. A model patient navigation program. Oncol Issues. September/October 2004:4446.
6. World Health Organization; Health Topics: Chronic Disease;
http://www.who.int/topics/chronic_diseases/en/; Date Accessed: 11/14/11
7. CDC Foundation: “What is Public Health?” http://www.cdcfoundation.org/content/whatpublic-health; Date Accessed: 11/14/11
8
Program Materials: Before Training Begins
RHA Recruitment Flyer (English)
RHA Recruitment Flyer (Spanish & Chinese)
RHA Training Announcement
Application for RHA Training
9
Are you interested in
Do you want to be a
Do you want to learn
?
for your community?
that will be helpful in the job market?
We are looking for BHA residents to become
will serve as resources of health
education information in BHA housing developments.
Those selected to become
will:
 Receive a
for participation in a fourteen-week
classroom training program.
 Receive an
from Boston University
School of Public Health.
 Have the opportunity to apply for a
with the PRC.
 Become part of the first-tier of candidates contacted to
on research projects within Boston University.
For more information, call (617) 414-1409 or if you’re interested in
becoming an RHA, please pick up an application
in your development manager’s office.
Deadline to apply is Friday July 15, 2011.
Contact info: (617) 414-1409
Thank you!
The Partners in Health and Housing Prevention Research Center:
Boston University School of Public Health
Boston Housing Authority
Boston Public Health Commission
Community Committee for Health Promotion
10
Está usted interesado(a) en la educación de la salud?
Desearía ser una fuente de recursos para asuntos de la salud en su comunidad?
Desearía aprender cosas que le serían utiles en el mercado de trabajo?
Estamos buscando inquilinos de BHA para ser Representantes de Asuntos de
Salud (RHAs). Los RHAs servirán como fuente de recursos de información de la
salud dentro de su communidad.
Los Seleccionados para ser RHAs:
 Recibirán un Estipendio Semanal por su participación en el programa de
clases de entrenamiento de 14 semanas
 Recibirán un Certificado de Entrenamiento de la Escuela de Salud Pública de
la Universidad de Bostón
 Podrán solicitar por un internado pagado con el Prevention Research Center
 Serán parte del primer segmento de candidatos contactados para solicitar
empleo en proyectos de investigación dentro de la Universidad de Bostón
Para mas información hable al (617) 414-1409 o si usted está interesado(a) en ser
un RHA, por favor obtenga una solicitud en la oficina del manager de su unidad
habitacional. La última fecha para solicitar es el viernes 15 de Julio de 2011. Gracias!
波士頓房屋局居民請注意
如果您有興趣成為波士頓房屋局屋村的「居民健康倡導人」，請聯絡 617-4141409，或到管理處提取申請表格。申請限期是2011年7月15日，星期五。
入選者將會接受14個星期的培訓課程和每週可獲得助學金，獲得一份來自波士頓
大學 公共健康學院的「居民健康倡導人」培訓證書。
入选者有机会在預防研究中心實習，並可獲得實習金。
如果入選者申請參加波士頓大學研究項目的工作，其將被視為第一候選人。
以下是這個培訓計劃的合夥團體:
Centro de Investigación Socios en Prevención de Salud y Vivienda:
Boston University School of Public Health
11
Announcement: Resident Health Advocate Program
The Partners in Health and Housing Prevention Research Center
Boston University School of Public Health
Boston Housing Authority
Boston Public Health Commission
Community Committee for Health Promotion
The Boston University School of Public Health (BUSPH), the Boston Housing Authority (BHA), the Boston
Public Health Commission (BPHC), and the Community Committee for Health Promotion (CCHP) have
formed a partnership to work to improve the health and well-being of Boston Public Housing residents.
This partnership, known as the Partners in Health and Housing Prevention Research Center (PHH-PRC),
will train BHA residents to become Resident Health Advocates (RHAs). RHAs will learn to serve as a
resource of health information for other BHA residents.
We are looking for BHA residents who are interested in becoming RHAs

Bilingual/multilingual residents are encouraged to apply; trainings will be conducted in English.
Those selected to become RHAs will:




Complete 42 hours of classroom training. The training will improve residents’ knowledge of
health concerns that they themselves identify as important.
The trainings will be held once a week for three hours each session, for fourteen weeks.
RHAs will receive a weekly stipend for attending the trainings.
Receive a Resident Health Advocate Training Certificate from Boston University School of Public
Health
o Successful trainees must receive a positive evaluation at the end of the in-class
training in order to apply for the paid internship position.
After completing the in-class training, RHAs will:





Have the opportunity to apply for a 20 hour per week paid internship with the PHH-PRC.
Become part of the first-tier of candidates contacted to apply for work on research projects
within Boston University.
Be a resource to other residents in their community on health issues.
Assist other residents with health care concerns.
Learn skills that will be helpful in the job market.
12
THE APPLICATION PROCESS:
If you’re interested in becoming an RHA, please complete the attached application form and submit it to
the Boston Housing Authority Community Services Department, 125 Amory Street, Roxbury, MA 02119.
By fax: 617-988-4335. Completed applications may also be returned to your development’s
Management Office.
Application Deadline is: _________________________
Selected applicants will interview with the RHA program staff.
NOTE: You must be a resident in good standing in order to apply for this program. You must be
available to participate in all the training classes listed on the attached training schedule beginning
September and ending December, 2011.
Thank you!
For more information, you may call (617) 988-5101 or (617) 988-5183.
13
Resident Health Advocate Application
The Partners in Health and Housing Prevention Research Center
PLEASE ATTACH A RESUME (if you have one).
CONTACT INFORMATION:
Full Name:
Address:
City:
State:
Home Phone Number:
Zip Code:
Work Phone Number:
On the lines below, please indicate schools or educational programs you have attended:
A. High School:_____
______
City and State of High School:
______
Graduation date:
B. Other Educational Programs (including certificate programs, college):
___________________________________ __________________
________________________________
__________________
______
C. Languages Spoken: _______________________________________________________________________________________
WORK HISTORY:
Please describe up to three (3) past work or volunteer experiences, starting with the most
recent:
(I) Work or Volunteer Experience
Dates Worked/Volunteered: from
/_
to
/_
(month / year)
Organization or Company:
Address:
City:
State:
Zip Code:
Job Title:
Brief Description of Duties and Responsibilities:
__________________________________________________________________________________________________________________
Supervisor’s Name & Phone Number:
________
14
Reason for Leaving:
(II) Work or Volunteer Experience
Dates Worked/Volunteered: from
/_
to
/_
(month / year)
Organization or Company:
Address:
City:
State:
Zip Code:
Job Title:
Brief Description of Duties and Responsibilities:
__________________________________________________________________________________________________________________
Supervisor’s Name & Phone Number:
________
Reason for Leaving:
(III) Work or Volunteer Experience
Dates Worked/Volunteered: from
/_
to
/_
(month / year)
Organization or Company:
Address:
City:
State:
Zip Code:
Job Title:
Brief Description of Duties and Responsibilities:
__________________________________________________________________________________________________________________
Supervisor’s Name & Phone Number:
________
Reason for Leaving:
15
ESSAY:
Using the space below, please tell us why you want to become a Resident Health Advocate
(100 – 150 words)
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
16
Have you ever been convicted of a felony?
□ yes □ no □ no record*
(If yes, please specify in the space provided the court, date, offense for which you were
convicted, and name if different from the name listed on this application.)
Within the past five years, have you been convicted of a misdemeanor or been incarcerated
for a misdemeanor other than a first conviction for drunkenness, simple assault, speeding,
minor traffic violations, affray, or disturbance of the peace?
□ yes □ no □ no record*
(If yes, please specify in the space provided the court, date, offense for which you were
convicted, and name if different from the name listed on this application.)
*An applicant for employment with a sealed record on file with the commissioner of probation may
answer “no record” with respect to an inquiry herein relative to prior arrests, criminal court
appearances or convictions. In addition, any applicant for employment may answer “no record”
with respect to any inquiry relative to prior arrests, court appearances and adjudications in all
cases of delinquency or as a child in need of services which did not result in a complaint transferred
to the superior court for criminal prosecution.
17
REFERENCES:
Please list 3 references including the following: BHA Manager, BHA Tenant Task Force Member,
Community- Based Organization, and/or Health Center Staff Person.
Reference 1 - BHA Manager
Full Name:
Address:
City:
State:
Home Phone Number:
Zip Code:
Work Phone Number:
Reference 2
Full Name:
Address:
City:
State:
Home Phone Number:
Zip Code:
Work Phone Number:
Relationship to you:
Reference 3
Full Name:
Address:
City:
Home Phone Number:
State:
Zip Code:
Work Phone Number:
Relationship to you:
18
SIGNATURE AND AGREEMENT:
By signing below, you agree that:

All information provided by you in this application is factual to the best of your knowledge
and that you are a resident in good standing

Completing this application does not guarantee that you will be selected to become a
Resident Health Advocate. We may want to meet you to learn more about you, or we may
decide that you’re not the best match for the position.

If selected to become a Resident Health Advocate trainee, you will attend most or all of the
Resident Health Advocate training programs (must attend at least 12 sessions to receive
certificate from Boston University).
Signature
Date
For PRC use only:
Received by
Date
Thank you for taking the time to complete this application! If you have questions or concerns
please contact:
Sarah Gees Bhosrekar
Project Manager
Partners in Health and Housing Prevention Research Center
Boston University School of Public Health
801 Massachusetts Ave.
Boston, MA 02118
Phone: 617-414-1409
sgees@bu.edu
Greg Davis
Family Services Program Manager
Boston Housing Authority
125 Amory Street
Roxbury, MA 02119
Phone: 617-988-5101
Greg.Davis@bostonhousing.org
Please fax all completed applications to: 617-988-4335 Attn. Mary Whouley
19
Baseline Survey
(given in the first 20 minutes of the first training session)
20
RHA Baseline Survey
Our goal is to find out whether the training sessions provide useful knowledge and skills that
residents can use in their developments to improve their leadership techniques and ultimately the
health of fellow residents.
Your responses are confidential.
Name (optional) _______________________________________
Date_________________________________________________
21
Part I:
First, tell us about how you feel about some of the jobs that an RHA might do.
1. Please mark an “X” in the column depending on how confident you feel about doing the
following things:
1
Not
confident
2
3
4
5
Very
confident
A. Knowing a lot of good information
about health
B. Being a good person for others
C. Help residents get health activities
they need
D. Bring new health activities to the
development
E. Understanding all different kinds of
people
F. Being honest and open
G. Keeping all people’s information
confidential
H. Trying to not let it show when
someone makes you mad
I. Being supportive of people who are
trying to improve their health
J. Provide advice to residents about
health topics
K. Helping residents to get to their
doctors
L. Helping residents talk with their
doctors
M. Encouraging residents to live healthy
lives
22
N. Engage residents in healthy activities
O. Taking the residents’ side when
talking with doctors
P. Struggling with the same issues as
other residents
Q. Increase the knowledge of health in
the housing development leadership
2. Please answer the following questions, write T for “True” and F for “False”
A. People in the USA live longer than people in any other country in the world (e.g.
England, France).
B. Genes are the only thing that determines your health.
C. If every person gets health insurance, there will be no more health disparities.
D. Stress that is felt all the time can damage your health.
Part II:
This section will help us understand what you already think about health issues before going
through the RHA training program.
1. Please mark an “X” in the column depending on how much you agree with each of the
statements.
Strongly
Agree
Agree
Undecided
Disagree
Strongly
Disagree
A. Where we live determines how
healthy we are.
B. Knowing people you can count on
if you need help is important for your
health.
C. Feeling stressed can damage your
health.
D. Racism can negatively affect a
person’s health.
23
E. Community members cannot do
anything to improve the health of
their communities.
F. If people made better choices
about their own health; their health
would be nearly perfect.
2. The following questions will help us understand how you think about health in your
community and what you do to be healthy.
Strongly
Agree
Agree
Undecided
Disagree
Strongly
Disagree
A. My health is important to me.
B. My education contributes to my
health.
C. Having a job that I enjoy is
important for my health.
D. I have positive ways to relieve
stress.
E. Living in public housing has a
negative effect on my health.
F. I can make positive changes in
my community.
G. I am in control of my health.
H. Having good friends and being
close to my family is important for
my health.
24
Part III:
These questions concern your family and resources.
1. How many times in the past 12 months have you volunteered (in your community, neighborhood,
etc.)? (Give your best guess. Mark one answer.)
1
Never
2
Once
3
A few times
4
2-4 times
5
5-9 times
6
About once a month
7
Twice a month
8
About once a week
9
More than once a week
10
Don’t know
25
2. Are you now helping at least one sick, limited, or frail friend or family member on a regular basis?
(Mark one answer.)
1
Yes
2
No
2a. If yes, in the past 4 weeks, how often have you helped this friend or family member? (Give your
best guess. Mark one answer.)
1
Never
2
Once
3
A few times
4
2-4 times
5
5-9 times
6
About once a month
7
Twice a month
8
About once a week
9
More than once a week
10
Don’t know
26
The next questions are about your living and social activities.
3. Who lives with you? (Mark all that apply.)
1
I live alone
2
I live with my husband or partner
3
I live with my children
4
I live with my brother and/or sister
5
I live with other relatives
6
I live with friends
7
Other (please describe): ___________________________________
4. What is your current marital status? (Mark one answer that best describes you.)
1
Never married
2
Divorced or separated
3
Widowed
4
Presently married
5
Living in a marriage-like relationship
27
5. What is the highest degree or level of school you have completed? Mark one box. If currently
enrolled, mark the previous grade of highest degree received.
1
NO SCHOOLING COMPLETED
9
2
NURSERY SCHOOL OR 4TH GRADE
10
5TH GRADE OR 6TH GRADE
11
3
HIGH SCHOOL GRADUATE – HIGH SCHOOL DIPLOMA OR THE
EQUIVALENT (FOR EXAMPLE GED)
SOME COLLEGE CREDIT,
BUT LESS THAN 1 YEAR
1 OR MORE YEARS OF COLLEGE,
NO DEGREE
ASSOCIATES DEGREE
7TH GRADE OR 8TH GRADE
12
9TH GRADE
13
6
10TH GRADE
14
MASTER’S DEGREE (FOR EXAMPLE: MA, MS, MENG, MED,
MSW, MBA
7
11TH GRADE
15
PROFESSIONAL DEGREE (FOR EXAMPLE: MD, DDS, DVM,
LLB, JD)
8
12TH GRADE, NO DIPLOMA
16
DOCTORAL DEGREE (FOR EXAMPLE: PHD, EDD)
4
5
(FOR EXAMPLE: AA, AS)
BACHELOR’S DEGREE
(FOR EXAMPLE: BA, AB, BS)
6. What is your current job status? (Mark the one that best describes you. If more than one describes
you, mark both.)
1
NOT WORKING
2
RETIRED
3
HOMEMAKER, RAISING CHILDREN, CARE OF OTHERS
4
EMPLOYED (FULL-TIME OR PART-TIME)
5
DISABLED, UNABLE TO WORK
6
OTHER (SPECIFY) _____________________________
28
Thank You!
The information you have provided will help us to strengthen this training program.
29
Program Materials: Training Modules
Module 1: What is the Prevention Research Center? What is a Resident Health Advocate?
Module 2: Community Building and Advocacy
Module 3: Are You at Risk of Developing a Chronic Disease?
Module 4: Integrated Pest Management and Asthma Control
Module 5: Enjoy Living Smoke-Free
Module 6: Nutrition
Module 7: Physical Activity
Module 8: Domestic Violence
Module 9: Neighborhood Violence
Module 10: Sexual Health
Module 11: Cancer and Screenings
Module 12: Oral Health
Module 13: Substance Abuse Treatment and Prevention
Module 14: Skills and Resume Building
30
Module #1: What is the Prevention Research Center?
What is a Resident Health Advocate?
Class Outline

Introductions

“Getting to know each other”
 Please state your name, development and why you decided to apply for this
program.
 If you had 1 superpower what would it be?

Review of the class ground rules

What is the PRC?
 What does the PRC do?
 Why should we care about research?
 What does it mean to be an RHA?
 Expectations of an RHA

Questions & Answers

Lunch!
31
GROUND RULES
Our goal is to ensure a safe environment for open dialogue and the broadest range of
viewpoints while learning from each other and treating each other with respect.
1. Please be on time for class each week.
2. Listen actively.
3. Use respectful verbal expressions and body language.
4. Avoid interrupting others while speaking.
5. Please refrain from using your cell phone during class. If possible turn your phone off
during class and use breaks for messaging or calls.
6. Share and speak from your own experience expressing your thoughts, comments, and ideas.
Please use “I” statements as opposed to “they”, “we”, or “you” in order to avoid
generalizing.
7. Be respectful of others’ desires to share and learn. Avoid dominating the conversation and
leave time for other participants to share their thoughts.
8. Please keep side conversations to a minimum as it can be distracting for classmates and
instructors.
9. Keep questions and discussion to the topic of the day. Write down unrelated questions to
bring up at another time.
10. Respectfully challenge each other by asking questions, focusing on ideas and refrain from
personal attacks.
11. Take time to think about different points of view.
12. Agree to disagree. Respect that people are entitled to their own opinions, whether or not
you agree with them.
13. What we say and share in class is confidential.
14. Share resources. Feel free to bring relevant outside materials to class to distribute to the
other participants.
15. Keep our space clean
16. Laugh for better learning. Take challenges with a grain of salt and a sense of humor.
** These ground rules have been adapted the Central Massachusetts Area Health Education Center Outreach Worker Training Institute**
32
Module #1: What is the Prevention Research Center?
What is a Resident Health Advocate?
Class Goals & Objectives
After participation in this session, RHAs will be able to:
1. Describe the work of the PRC
2. List the goals of the RHA training program
3. Describe the job of an RHA
4. State 2 things that they might do in the RHA role at their respective housing developments
33
Homework Week 1: What is an RHA?
Due:
By next week, you should accomplish these four tasks:
Please list 2 things you could do as an RHA in your development:
 ___________________________________________________________________________
 ___________________________________________________________________________
Identify local health centers, community centers, local agencies, etc. that have programs/
activities for residents in your developments.
 ___________________________________________________________________________
 ___________________________________________________________________________
 ___________________________________________________________________________
 ___________________________________________________________________________
 ___________________________________________________________________________
Meet at least one person from one of these agencies.
 ___________________________________________________________________________
 ___________________________________________________________________________
 ___________________________________________________________________________
Find out about one resource or program which the health center or other agency has available
and which your neighbors could use.
 ___________________________________________________________________________
 ___________________________________________________________________________
 ___________________________________________________________________________
34
Module #2: Community Building & Advocacy
Class Outline

Introductions of class & instructor

What does it mean to be a “healthy community”?

How does Boston compare to the rest of the state?

Ok so what can we do?

What can I do as an RHA?
 Empowering & inspiring others
 Fostering a community environment in our developments
 Connections are key
 The role of politics

Questions & Answers

Lunch!
35
Module #2: Community Building and Advocacy
Class Goals & Objectives
After participation in this session, RHAs will be able to:
1. Articulate a personal vision of a healthy and vibrant community
2. Identify skills, behaviors, and characteristics of effective leaders
3. Identify personal leadership principles, strengths, and areas for development
4. Describe the role empowerment plays in community change and development
5. Describe the role that individual/community empowerment plays in health education
6. Be able to identify local resources that can be off assistance in advocacy work
36
Homework Week 2: Community Building and Advocacy
Due:
As we all know it can be challenging to talk to other people about health and changing their current
behaviors. How could you, as an RHA, create a community environment in your development that
would promote healthy living? Use the ideas of empowerment and advocacy we talked about in today’s
class to shape your thoughts. Please write a short paragraph describing a few ideas you have on this
subject.
37
Module #3: Are You at Risk of Developing a Chronic Disease?
Class Outline

Introductions of class & instructor

What does it mean to be “at risk”?

What is “prevention”?

What does it mean to have high cholesterol?
 How does your cholesterol get high?
 Why should we care?
 What can you do about it?

What is diabetes?
 What causes diabetes?
 Good and bad sugar
 Why should we care?
 What can you do about it?

What is heart disease?
 What causes it?
 Why should we care?
 What can you do about it?

Questions & Answers

Lunch!
38
Module #3: Are You at Risk of Developing a Chronic Disease?
Class Goals & Objectives
After participation in this session, RHAs will be able to:
1. Have a basic understanding of high cholesterol, hypertension, diabetes and heart disease
2. Discuss risk factors for each disease
3. Discuss how to lower ones risk for developing these conditions
4. Describe diabetes management and the importance of medication adherence
5. Describe ways to reduce disease escalation
6. State referral information sources and primary care resources
7. Articulate how they could incorporate prevention messages into their work as RHAs.
39
Week 3:Homework
Health Equity
Week
& Effective
3: Chronic
Health
Disease
Education
DueDue:
10/6/10
1) Please name two of the common chronic diseases we discussed today and what negative health
effects they can cause.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2)
As an RHA what would you say to someone who tells you “I have been told I have diabetes but I
never take my medicine, I just don’t need that stuff?”
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3) As an RHA what can you do to educate other residents about chronic disease?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
40
Module #4: Integrated Pest Management & Asthma Control
Class Outline

Introductions of class & instructor

What is asthma?
 Risk factors
 Causes
 Disease Progression
 Links to pest control

What is Integrated Pest Management?
 How to conduct IPM effectively
 Discussion of how to use this in your home
 How to promote IPM with other residents

Resources

Questions & Answers

Lunch
41
Module #4: Integrated Pest Management & Asthma Control
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Identify methods to do a home assessment for allergens/ contaminants
2. Detail the basics of Integrated Pest Management
3. Identify safer ways to effectively clean their homes
4. Describe how to eliminate mold from the home
5. Identify the health hazards of airborne pollutants/ particulates
42
Week
Homework
3: Health
Week
Equity
4: Integrated
& Effective
Pest
Health
Management
Education
& Asthma
Control
Due 10/6/10
Due:
1) How are asthma and household pests related? Write down a few sentences that you can use in
discussing this with other residents.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2) Describe how you could use integrated pest management in your own home. Is this something you
would try? Are there any aspects of this you already do?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
43
Module #5: Enjoy Living Smoke-Free
Class Outline

Introductions of class & instructor

COPD, Lung Cancer, & Heart Disease
 How are they related to smoking?
 How can they impact your life?




Tools to use for quitting
 Chantix
 The Patch
 Cold Turkey
 The pros and cons of each
Resources
 Smokers Quit line
 Other State resources
Questions & Answers
Lunch
44
Module #5: Enjoy Living Smoke-Free
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Understand the nature of nicotine addiction and its impact on the body
2. Understand the health effects of smoking
 COPD
 Lung Cancer
 Heart Disease
 Other
3. Define cessation techniques
4. Identify local resources for individuals interested in making quit attempts
45
Homework Week 5: Enjoy Living Smoke-Free
Due:
Option 1) For those of you who want to quit smoking and are ready to commit to an attempt
design a quit plan for yourself.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Option 2) For those of you who are non-smokers or who are not ready to quit smoking describe
how you would counsel other residents who came to you asking for cessation information.
What information could you give them? What would you say?
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
46
Module #6: Nutrition
Class Outline

Introductions of class & instructor

Tour of local community Gardens and or Grocery stores to learn about affordable access to
fresh & nutritious foods
 Stop & Shop
 Boston’s community Garden Program

At each market we will discuss the following:
 What is a balanced diet?
 How to go grocery shopping
 How to read a label

“Eating for Life”

Questions & Answers

Lunch
47
Module #6: Nutrition
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Read labels for nutrition information
2. Identify healthier meal/ snack alternatives
3. Identify high fat/ sugar/ salt foods and beverages
4. Identify grocery stores and local markets which offer affordable and fresh healthy foods
48
Homework Week 6: Nutrition
Due:
Over the next week please think about your development and decide the feasibility of designing
and implementing a community garden or farmers market. Where you would start? How would
you get fellow residents involved?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
49
Module #7: Physical Activity
Class Outline

Introductions of class & instructor

The importance of physical activity

What are some different types of exercise we can do?

Where can I go to exercise?

How to get others involved

Resources

Questions & Answers

Lunch
50
Module #7: Physical Activity
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Identify the health benefits of walking/ exercise
2. Map out an effective walking route in their own communities
3. Develop a targeted outreach plan to get residents involved in a walking program.
4. Be a resource for residents who wish to start their own group.
51
Homework Week 7: Physical Activity
Due:
As an RHA you will be challenged with the task of creating fun and safe activities to get people
in your community interested in their health. In order to create these activities you will need to
think about your community and what areas are safe for them.
Please complete the following assignment to turn in next week…
Create a two mile walking route in your community that is safe for a walking group.
Make sure to include the following criteria in your plan:
 Be sure the walking path is at least two miles long.
 Be sure there are appropriate places to walk, e.g. a sidewalk or path.
 Try to minimize the amount of traffic lights that you must walk through. If you must
cross an intersection make sure there is a cross-walk.
 Draw a sketch of what the route looks like and mark streets as well as any landmarks
you feel are necessary.
 Finally, come up with a strategy of how to get people in your community involved.
Note: Your sketch does not have to be perfect. Just give me an idea of what the route would
look like.
52
RESIDENT HEALTH ADVOCATE: COMMUNTIY OUTREACH ACTIVITY
You will work together in 2 teams at 2 separate developments to organize at least one walk group
session per site. You should go through the entire process of trying to recruit people for the program
and then actually walk with your participants. You will have a period of 3 weeks to accomplish this task.
Below is a step-by-step guide that will help you accomplish this assignment.
Checklist:

Meet with your team and exchange contact information

Establish a time to meet with your group outside of class


Date & Time: ________________________________
Meet outside of class to strategize:

Things to discuss:

Date of walking group


Date & Time: _____________________________________

Time of walking group

Map of walking route (must turn in to Sarah for credit)
Design a flyer

Flyer should include:

Date & time of walk

Contact information

Positive message

Distribute flyers at your walk-group site

Walk around and talk to people about your walk-group

Make calls prior to the walking event to get people out to attend

All team members must attend BOTH the out of class meeting as well as the walk session
53
Module #8: Domestic Violence
Class Outline

Introductions of class & instructor

Presentation

Resources

Questions & Answers

Lunch
54
Module #8: Domestic Violence
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Identify different methods they can use to help protect their families and themselves from DV
2. How to identify the signs of Domestic Violence
3. Understand the reporting mechanisms
55
Homework Week 8: Domestic Violence
Due:
Identify a recent incidence of domestic violence
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What happened to the victim and the perpetrator?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Describe two resources/services in your community for victims of domestic violence
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
56
Module #9: Neighborhood Violence
Class Outline
Introduction of Class & Instructor

Define the Problem

Recommendations

Questions and Answers
57
Module #9: Neighborhood Violence
Class Goals and Objectives
After Participation in this session, RHAs will be able to:
1. Describe the current Statistics
2. Describe the Theory behind violence and violence prevention
3. Describe what the Boston Public Health Commissions (BPHC) efforts at programmatic responses
4. Identify ways that the community can get involved in violence prevention
58
Module #10: Sexual Health
Class Outline

Introductions of class & instructor

Overview of common STIs
 Chlamydia
 Gonorrhea
 Syphilis
 HIV/AIDS
 Others

Risk Behaviors

Condom use

Family Planning
 Methods
 Utilization

How to effectively talk about sexual health to a group



Resources
Questions & Answers
Lunch
59
Module #10: Sexual Health
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Identify two primary risk factors associated with STI’s.
2. Identify one at-risk factor behavior associated with STI’s which he/she is able to change and
articulate a goal of changing that behavior.
3. Be able to describe different types/ methods of family planning and their relative
effectiveness.
4. Be able to discuss sexual health in a group setting
5. Provide referrals for (1) family planning clinics, (2) screening/ treatment for sexually
transmitted infections, including HIV/AIDS, and (3) for screening of breast, cervical and
prostate cancer.
60
Week 3:Homework
Health
Equity
Week
Effective
10: Sexual
Health
Health
Education
Week
10:&Sexual
Health
DueDue:
10/6/10
Due
Please describe any new concepts or definitions you learned in today’s class:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Sexual health can be a very sensitive topic to discuss. How might you go about discussing
sexual health with other residents? What tools have you learned so far in class that may come
in useful?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
61
RESIDENT HEALTH ADVOCATE: OUTREACH/ SKILLS BUILDING ACTIVITY
You will split into 3 teams and each team will create a presentation for the class about a different
sexually transmitted disease that is common in the city of Boston: Chlamydia, Gonorrhea, and syphilis.
Each group presentation will contain the elements described below. This assignment will be due on
December 7th at which time you will give your presentation to the rest of the class. Below is a step-bystep guide that will help you accomplish this assignment.
Checklist:

Meet with your team and exchange contact information

Establish a time to meet with your group outside of class

Date & Time: ________________________________

Meet outside of class to plan

Presentation should include:
o
Description of the disease
 How it is transmitted
 How it lives in/ what it does to the body
 What happens if it goes untreated
 Treatment options
 Prevention options
o
The disease in Boston
 How many people have it
 Who has it/ who is most at risk


TIP: Think age, race, sex, neighborhood
Devise at least one program you think would be useful that you as RHAs could
implement in order to decrease the spread of this disease.

Please use citations in your presentation (say where you found your information)
** Team members must participate actively in presentation planning in order to receive credit on this
assignment. In addition each team member should give a portion of the final presentation.
** HELPFUL HINT: Google “The Health of Boston 2010” and “Centers for Disease Control”. You can use
the information gathered here as the basis of your presentation but I strongly urge you to also use other
sites to conduct your research.
62
Module #11: Cancer and Screenings
Class Outline

Introductions of class & instructor

Overview of common cancers
 Breast Cancer
 Lung Cancer
 Prostate Cancer

Risk Factors

Screenings & Prevention
 When and how to conduct each of the following:

Self-breast exam

Pap Smear

Mammography

Prostate Exam

Resources

Questions & Answers

Lunch
63
Module #11: Cancer and Screenings
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Identify at least two risk factors and prevention measures for cancer of the lung, breast and
prostate.
2. Provide referrals for screening of breast, lung and prostate cancer.
64
Week
Homework
3: Health
Week
Equity
11:
&Sexual
Effective
Cancer
and
Health
Screenings
Education
Week
10:
Health
DueDue:
10/6/10
Due
Please describe any new concepts or definitions you learned in today’s class:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
What methods do you think would be most effective in getting residents to see their doctors for routine
cancer screenings? What can we do as RHAs and researchers to make this happen?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
65
Module #12: Oral Health
Class Outline

Introductions of class & instructor

Overview of common oral health diseases
 Dental Caries (Cavities)
 Periodontal (Gum) Disease

Risk Factors

Impact of poor oral health

Screenings & Prevention

Resources

Questions & Answers

Lunch
66
Module #12: Oral Health
Class Goals and Objectives
After participation in this session, RHAs will be able to:
1. Identify the proper way to brush and floss
2. Discuss common oral health conditions and their progression
3. Discuss the risks of having poor oral health
4. Identify oral health disparities
5. Identify resources for oral health information in their developments
67
Week 3: Health
Homework
Equity
Week
&Sexual
Effective
12: Oral
Health
HealthEducation
Week
10:
Health
DueDue:
10/6/10
Due
Please describe any new concepts or definitions you learned in today’s class:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
What methods do you think would be most effective in getting residents to see their dentists for routine
screenings? What can we do as RHAs and researchers to make this happen?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
68
Module #13: Substance Abuse Treatment and Prevention
Class Outline

Introductions of class & instructor

Overview of substance abuse
 Drug
 Alcohol

Warning Signs

Methods of Treatment

Prevention

Resources

Questions & Answers

Lunch
69
Module #13: Substance Abuse Treatment and Prevention
Class Goals and Objectives
After participation in the program, RHAs will be able to:
1. Identify when an individual has a substance abuse problem
2. Describe types of substance abuse
3. Describe the negative physical and mental effects of substance
4. Describe the effects of substance abuse on the family
5. Provide referrals [safely] for individuals struggling with substance abuse (either personally
or in their family)
70
Homework Week
Abuse Treatment
Week13:
10:Substance
Sexual Health
Due
and Prevention
Due:
1) Find a resource (program, counseling center, etc…) for family support of drug and/or alcohol users.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2) Brainstorm ideas about how you can make this resource available in your development.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
71
Module #14: Skills and Resume-Building
Class Outline

Introductions of class & instructor

Identification of adult education programs in the Boston area

Learning the basics of writing a resume

Draft your own resumes

Resources

Questions & Answers

Lunch
72
Module #14: Skills and Resume-Building
Class Goals and Objectives
After participation in the program, RHAs will be able to:
1. Identify adult education programs in the Boston area
2. Write and update their own resumes
3. Be able to provide these skills and information to other residents
73
Homework Week
and
Resume-Building
Week14:
10:Skills
Sexual
Health
Due
Go home and put the finishing touches on your resume.
Make an appointment for final edits.
Congratulations!
74
Post-Training Survey
(given in the last 20 minutes of the final training session)
75
RHA Post-Training Survey
Our goal is to find out whether the training sessions provide useful knowledge and skills that
residents can use in their developments to improve their leadership techniques and ultimately the
health of fellow residents.
Your responses are confidential.
Name (optional) _______________________________________
Date_________________________________________________
76
Part I:
First, tell us about how you feel about some of the jobs that an RHA might do.
1. Please mark an “X” in the column depending on how confident you feel about doing the
following things:
1
Not
confident
2
3
4
5
Very
confident
A. Knowing a lot of good information
about health
B. Being a good person for others
C. Help residents get health activities
they need
D. Bring new health activities to the
development
E. Understanding all different kinds of
people
F. Being honest and open
G. Keeping all people’s information
confidential
H. Trying to not let it show when
someone makes you mad
I. Being supportive of people who are
trying to improve their health
J. Provide advice to residents about
health topics
K. Helping residents to get to their
doctors
L. Helping residents talk with their
doctors
M. Encouraging residents to live healthy
lives
77
N. Engage residents in healthy activities
O. Taking the residents’ side when
talking with doctors
P. Struggling with the same issues as
other residents
Q. Increase the knowledge of health in
the housing development leadership
2. Please answer the following questions, write T for “True” and F for “False”
E. People in the USA live longer than people in any other country in the world (e.g.
England, France).
F. Genes are the only thing that determines your health.
G. If every person gets health insurance, there will be no more health disparities.
H. Stress that is felt all the time can damage your health.
Part II:
This section will help us understand what you already think about health issues before going
through the RHA training program.
1. Please mark an “X” in the column depending on how much you agree with each of the
statements.
Strongly
Agree
Agree
Undecided
Disagree
Strongly
Disagree
A. Where we live determines how
healthy we are.
B. Knowing people you can count on
if you need help is important for your
health.
C. Feeling stressed can damage your
health.
D. Racism can negatively affect a
person’s health.
78
E. Community members cannot do
anything to improve the health of
their communities.
F. If people made better choices
about their own health; their health
would be nearly perfect.
2. The following questions will help us understand how you think about health in your
community and what you do to be healthy.
Strongly
Agree
Agree
Undecided
Disagree
Strongly
Disagree
A. My health is important to me.
B. My education contributes to my
health.
C. Having a job that I enjoy is
important for my health.
D. I have positive ways to relieve
stress.
E. Living in public housing has a
negative effect on my health.
F. I can make positive changes in
my community.
G. I am in control of my health.
H. Having good friends and being
close to my family is important for
my health.
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Part III:
These questions concern your family and resources.
1. How many times in the past 12 months have you volunteered (in your community, neighborhood,
etc.)? (Give your best guess. Mark one answer.)
1
Never
2
Once
3
A few times
4
2-4 times
5
5-9 times
6
About once a month
7
Twice a month
8
About once a week
9
More than once a week
10
Don’t know
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2. Are you now helping at least one sick, limited, or frail friend or family member on a regular basis?
(Mark one answer.)
1
Yes
2
No
2a. If yes, in the past 4 weeks, how often have you helped this friend or family member? (Give your
best guess. Mark one answer.)
1
Never
2
Once
3
A few times
4
2-4 times
5
5-9 times
6
About once a month
7
Twice a month
8
About once a week
9
More than once a week
10
Don’t know
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The next questions are about your living and social activities.
3. Who lives with you? (Mark all that apply.)
1
I live alone
2
I live with my husband or partner
3
I live with my children
4
I live with my brother and/or sister
5
I live with other relatives
6
I live with friends
7
Other (please describe): ___________________________________
4. What is your current marital status? (Mark one answer that best describes you.)
1
Never married
2
Divorced or separated
3
Widowed
4
Presently married
5
Living in a marriage-like relationship
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5. What is the highest degree or level of school you have completed? Mark one box. If currently
enrolled, mark the previous grade of highest degree received.
1
NO SCHOOLING COMPLETED
9
2
NURSERY SCHOOL OR 4TH GRADE
10
5TH GRADE OR 6TH GRADE
11
3
HIGH SCHOOL GRADUATE – HIGH SCHOOL DIPLOMA OR THE
EQUIVALENT (FOR EXAMPLE GED)
SOME COLLEGE CREDIT,
BUT LESS THAN 1 YEAR
1 OR MORE YEARS OF COLLEGE,
NO DEGREE
ASSOCIATES DEGREE
7TH GRADE OR 8TH GRADE
12
9TH GRADE
13
6
10TH GRADE
14
MASTER’S DEGREE (FOR EXAMPLE: MA, MS, MENG, MED,
MSW, MBA
7
11TH GRADE
15
PROFESSIONAL DEGREE (FOR EXAMPLE: MD, DDS, DVM,
LLB, JD)
8
12TH GRADE, NO DIPLOMA
16
DOCTORAL DEGREE (FOR EXAMPLE: PHD, EDD)
4
5
(FOR EXAMPLE: AA, AS)
BACHELOR’S DEGREE
(FOR EXAMPLE: BA, AB, BS)
6. What is your current job status? (Mark the one that best describes you. If more than one describes
you, mark both.)
1
NOT WORKING
2
RETIRED
3
HOMEMAKER, RAISING CHILDREN, CARE OF OTHERS
4
EMPLOYED (FULL-TIME OR PART-TIME)
5
DISABLED, UNABLE TO WORK
6
OTHER (SPECIFY) _____________________________
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Thank You!
The information you have provided will help us to strengthen this training program.
84
Program Materials: Once the Training is Complete
Individual RHA Evaluation
RHA Internship Description & Posting
85
Boston University School of Public Health
Partners in Health and Housing Prevention Research Center
Resident Health Advocate Training Program Participant Evaluation
Date:
Name of Participant:
BHA Development:
Attendance:
(number of hours of training completed/total number of hours)
The following information is based upon the program directors' evaluation of the training program
participant's potential to meet the expected duties and responsibilities as defined in the BHA job
description of a Resident Health Advocate. See attached.
On a scale of 1-5 indicate the participant's potential to meet the expectations of the RHA role.
1
2
3
4
5
Minimally able to meet expectations
Minimally able to meet but needs further training
Able to meet expectations
Able to meet expectations with minimal new training
Maximally able to meet expectations and has capacity to be independent in role.
1. Create an environment that helps other residents make choices that lead to good health and
wellness. ____
2. Take a lead on site-specific health promotion activities. ____
3. Provide health education, information and current resource materials to individuals/families. ____
4. Assist individuals/families in obtaining appropriate health resources. ___
5. Serve as a link between the health system, in particular the neighborhood health center, and
individuals at the development. ___
6. Promote community participation in health promotion/disease prevention activities. ___
7. Participate in conducting surveys and the collection of health related data. ___
8. Contribute information on community needs to the designated person. ___
Would you recommend the participant for the RHA job? _________________
If yes why?
If no, why not?
Additional Comments:
86
BOSTON HOUSING AUTHORITY JOB DESCRIPTION
Job Title: Resident Health Advocate (internship)
Last Revised: _______
Union: N/A
Grade: N/A
Department: Community Services
FLSA Status:
GENERAL DESCRIPTION:
Under the supervision of the Community Services Department’s Family Services Manager, the two
Resident Health Advocates, who are residents living in public housing developments, will serve a dualfunction/role at the family developments and work as part of a core team. They will work to create an
environment in the family developments that helps other residents make choices that lead to good
health and wellness. Resident Health Advocates shall also take the lead on site-specific health
promotion activities. This is an eight month internship position at $11 (20 hours/week).
DUTIES AND RESPONSIBILITIES:








Provide health education, information and current resource materials to individuals/families
targeting a minimum of 100 contacts during this contract.
Assist individuals/families in obtaining appropriate health resources.
Serve as a link between the neighborhood health centers and individuals/families at designated
developments.
Plan and organize events on-site (BHA) to promote community participation in health
promotion/disease prevention activities.
Participate in the conduct of surveys and collect community and health-related data as required by
the department.
Contribute information on community needs to designated person.
Participate in weekly staff meetings and submit written contact logs regarding RHA referrals,
encounters and issues.
Participate in other project-related training events.
MINIMUM QUALIFICATIONS AND EXPERIENCE:
Candidates must have successfully completed the in-class training course and should possess good
verbal and written skills. Computer literacy is desirable but not mandatory. A high school diploma or
GED equivalent is also desirable, but not required. Concern for the health of the community, reliability,
an enjoyment of working with people is highly desirable.
87
Internship Materials
RHA Weekly Log
88
RHA Weekly Log:
Name: ___________________________________
Development: _____________________________
Week: ____________________________________
Total Hours:_______________________________
Office Hours: _______________________________
(What were your office hours for this week?)
Tasks:______________________________________________________
__________________________________________________________
__________________________________________________________
(What tasks did you perform while holding office hours?)
Resident Referrals/Contacts:
(Give a brief description of any resident contact you made this week, what the resident’s reason was for contacting you and the service you
provided. If you need more space, please attach a separate piece of paper with your name on it.)
1.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Outreach:
Were you visible in your development this week?
Yes No
(circle one)
If yes, how? If no, why not? _________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Did you organize any community meetings or activities this week?
Yes No
(circle one)
If yes, what did you do? ____________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
If yes, who was the audience? _______________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
How many people attended? __________________________
Did you make any flyers this week? Yes
No
(circle one)
If yes, please explain: ______________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Did you post any flyers in your development this week?
Yes
No
(circle one)
If yes please explain _______________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Did you distribute any pamphlets, brochures, or other health information of any kind this week?
Yes No (circle one)
If you answered yes, please answer the following:
1.) Type of information:____________________________________________________________
Number of copies distributed?____________________________________________________
2.) Type of information:____________________________________________________________
Number of copies distributed?____________________________________________________
3.) Type of information:____________________________________________________________
Number of copies distributed?____________________________________________________
Contacts/Meetings:
Did you attend any community meetings this week? Yes No
(circle one)
If yes, what type of meeting?________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Did you share any information about who you are and what you do at the meeting/s? Yes No
(circle one)
What kind of information did you share/distribute? ____________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Did you make any new professional contacts this week?
Yes
No
(circle one)
If yes, fill in: (please include any contacts, in or outside the community, their organization and title.)
1.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
-3-
91
2.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4.) ______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Training/Continued Education:
Did you attend any trainings or educational sessions this week? Yes No
(circle one)
If yes, please explain: ______________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
-4-
92
Appendix: List of PowerPoint Presentations
The PowerPoint presentations listed here form a part of this toolkit and are provided, along
with this Word file, on the Resources page of the PHH-PRC website:
http://www.bu.edu/phhprc/resources/ .
1. Research: What is it and why do we do it?
2. Community Outreach and the Community Health Worker
3. Chronic Diseases
4. Integrated Pest Management in Multifamily Housing
5. NeighborWalkTraining: Walking for Health
6. Intimate Partner Violence / Domestic Violence: A Public Health Issue
7. Community Health Workers and Cancer
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