HealthyHomes6-6-12 - Healthy Environments for Children

Report
Healthy Homes / Healthy Kids
A train-the-trainer curriculum for
Head Start and Early Head Start
staff and families
Developed by the Healthy Environments for Children Initiative
Department of Extension, University of Connecticut
in partnership with the LAMPP Project and EASTCONN
What do you already know about
healthy homes?
Please complete the pretest.
2
Today’s agenda
• Introduction
– What is a healthy home?
– Why is it important for families?
– What are the goals of this program?
• How lessons are organized
3
Today’s agenda
• Introduction to lessons
– Introduction to healthy homes
– Controlling clutter
– Asthma triggers
– Lead poisoning
– Controlling mold and moisture
– Controlling pests safely
– Smoking
– Advocating for a healthy home
•
•
•
•
Trainer’s manual
Sample lesson
Try a lesson on for size
Your feedback
4
What is a healthy home?
5
What is a healthy home?
One that supports the health and safety of the people who live there
6
What features make a home healthy?
Activity
List seven words or
phrases to describe
a healthy home
7
What features make a home healthy?
Safe?
Dry?
No pests?
No dangerous chemicals?
In good repair?
Fresh air?
Clean?
8
How do these features affect health?
Clean
Reduce pests, dangerous chemicals, and
asthma triggers
9
How do these features affect health?
Clean
Reduce pests, dangerous chemicals, and
asthma triggers
Dry
Reduce pests and mold
10
How do these features affect health?
Clean
Reduce pests, dangerous chemicals, and
asthma triggers
Dry
Reduce pests and mold
Safe
Reduce accidents and injuries
11
How do these features affect health?
Clean
Reduce pests, dangerous chemicals, and
asthma triggers
Dry
Reduce pests and mold
Safe
Reduce accidents and injuries
Fresh air
Make breathing easier
12
How do these features affect health?
Clean
Reduce pests, dangerous chemicals, and
asthma triggers
Dry
Reduce pests and mold
Safe
Reduce accidents and injuries
Fresh air
Make breathing easier
Free of pests
Reduce diseases and asthma triggers
13
How do these features affect health?
Clean
Reduce pests, dangerous chemicals, and
asthma triggers
Dry
Reduce pests and mold
Safe
Reduce accidents and injuries
Fresh air
Make breathing easier
Free of pests
Reduce diseases and asthma triggers
Free of dangerous
chemicals
Reduce poisonings, injuries, and other
harmful effects
14
How do these features affect health?
Clean
Reduce pests, dangerous chemicals, and
asthma triggers
Dry
Reduce pests and mold
Safe
Reduce accidents and injuries
Fresh air
Make breathing easier
Free of pests
Reduce diseases and asthma triggers
Free of dangerous
chemicals
Reduce poisonings, injuries, and other
harmful effects
In good repair
Keep small problems from becoming big
problems
15
Why is it important for families?
Education
You are here
Housing
Health
16
Why is it important for families?
You are here
Education:
Learning,
behavior, and
health
problems
Housing:
Deteriorating
lead paint
Example
Health: Lead
poisoning
17
What are the goals of this program?
• To help family services staff learn about the
relationship between housing and health
• To give staff practical tools to share this
information with families
• To teach families simple steps they can take to
make and keep their homes healthy
18
Each lesson contains
• Background information for trainers
• List of selected resources
• Detailed lesson plan
19
Each lesson plan contains
• Learning objectives: what the learner should
be able to do by the end of the lesson
• List of materials needed
Adapt the script
to the needs of a
• Detailed instructions on how to conduct
given learner and
lesson (script)
your own style
– All lessons except the first start with a
short review of the previous lessons
– Every lesson ends with a brief summary of
the topic
• Activities for adults (handouts)
• Activities for children (handouts)
• Your evaluation
20
Lesson: Intro to healthy homes
What are the features of a healthy home?
•Clean
•Dry
•Free of pests
•Fresh, moving air
•Free of dangerous chemicals
•Safe
•Well maintained
21
Lesson: Intro to healthy homes
At the end of this lesson, learners will be able to
• Recognize the importance of keeping their
homes as healthy as possible
• List at least four features of a healthy home
• Identify features of their own homes that are
considered healthy
• Identify features of their own homes that they
can make healthier
22
Lesson: Controlling clutter
• What is clutter?
– Messy or disorganized accumulation of items
– Too much stuff in too small a space
Clean
up
clutter
• Why is clutter a problem?
– Accumulates dirt, dust, and allergens (substances like
pet hair and pollen that can cause allergic reactions)
– Provides homes for pests, such as bugs and mice
– Stores moisture, creating mold and mildew problems
– Increases risk of injuries from falls, trips, or fires
• Why do you think it is difficult for many people to give up
clutter?
23
Lesson: Controlling clutter
Note
Clutter may be associated with various psychological issues,
from moderate guilt over a messy home to serious hoarding
problems
• This lesson is intended to help people with mild to
moderate clutter problems to
– Identify clutter
– Reduce current clutter
– Plan to prevent future clutter
• People with serious hoarding problems
may require help from mental health
specialists
24
Lesson: Controlling clutter
At the end of this lesson, learners will be able to
• Recognize the importance of keeping home
free of too much clutter
• Identify clutter in their own homes
• Describe a process to reduce clutter
• Describe actions to prevent future clutter
25
Lesson: Asthma triggers
Asthma: serious lung disease that
makes it hard to breathe
• Cannot be cured but can be
treated and controlled
• Causes are unknown
• Environmental factors can start
(trigger) asthma attacks
– Triggers vary from person to
person
26
Lesson: Asthma triggers
Common triggers include
Dust
Smoke
Mold
Strong smells
Furry pets
Cockroaches
27
Lesson: Asthma triggers
Note
• This lesson is intended for families in which someone,
especially a child, has asthma
– Also for families whose friends or relatives have asthma
• Only a doctor can tell if someone has asthma or another breathing
problem
– If parents or guardians know or suspect that a child has
asthma, they must get and follow medical advice
• This lesson is not intended to provide any medical
advice
– It is intended only to supplement medical advice
with information about how to reduce or
eliminate asthma triggers
28
Lesson: Asthma triggers
At the end of this lesson, learners will be able to
• Recognize the importance of having a written asthma action
plan
• Recognize the importance of managing asthma triggers in
the environment
• Identify the symptoms of asthma
• List five common environmental triggers of asthma
• Describe methods of reducing or eliminating five common
environmental triggers of asthma
• Develop a plan to reduce environmental triggers of asthma
in their own home
29
Lesson: Lead poisoning
• Lead damages developing brains and nervous
systems of unborn and young children
• Lead poisoning can cause permanent learning,
behavior, and medical problems, such as
– Problems with reading, vocabulary,
academic achievement
– Learning disabilities and reduced IQ
– Problems with attention and learning
– Disruptive behaviors, aggression,
hyperactivity
– Problems with hearing, slowed growth
30
Lesson: Lead poisoning
Common sources of lead
• Dust from old lead paint
• Old lead pipes
• Soil contaminated with old paint or
old leaded gasoline
• Batteries
• Some old or imported pottery, toys,
and novelties
31
Lesson: Lead poisoning
• Children with lead poisoning may not look or
act sick
– Only way to know is through blood test
– All children should be screened at ages of one and
two years
• Lead poisoning can be prevented
32
Lesson: Lead poisoning
At the end of this lesson, learners will be able to
• Recognize the importance of preventing lead
poisoning, especially in children
• Name the only way to know if a child has been lead
poisoned
• List three of the most common sources of lead in
homes
• Identify three strategies to protect children from lead
33
Lesson: Controlling mold and
moisture
• Molds are small living things that grow
wherever they find food and moisture
– Mold growth outdoors is useful
– Mold growth indoors is harmful
• Exposure may make breathing problems worse for some people
• Can damage or destroy belongings
• Testing usually not recommended
• Rule of thumb: If you can see or smell mold, it
should be cleaned up
34
Lesson: Controlling mold and
moisture
At the end of this lesson, learners will be able to
• Recognize the importance of controlling mold
and moisture
• List two health problems associated with
exposure to mold
• Identify the most important thing that mold
needs to grow
• Develop a plan to clean up existing mold in
the home
• Develop a plan to reduce moisture in the
home and prevent future mold growth
35
Lesson: Controlling pests safely
Pest: any plant or animal that is somewhere it is not
wanted
Pests may
• Cause or spread disease: asthma, plague
• Eat or spoil your food
• Damage your home or belongings
• Make you uncomfortable
36
Lesson: Controlling pests safely
• But pesticides (chemicals that kill pests)
can be dangerous, especially to children
– Short term: asthma attacks, difficulty
breathing, headaches, nausea
– Long term: birth defects, learning
disabilities, hormonal changes, cancers
• Before reaching for pesticides, consider
integrated pest management (often called
IPM)
37
Lesson: Controlling pests safely
Pests
Integrated pest management
Keep Out!
•
•
•
•
•
No food
Look for signs of pests
No water
No shelter
Identify pests
Remove their food, water, shelter
Keep pests out
Capture or kill without dangerous
chemicals
• Consider pesticides if other methods fail
– Read and follow all directions carefully
– Keep all pesticides out of reach of children
38
Lesson: Controlling pests safely
At the end of this lesson, learners will be able to
• Recognize the importance of controlling pests
safely in and around their homes
• Name some pests that may create problems in or
around their homes
• List some of the health problems that pesticides
can cause in children
• Describe safer methods to control pests in and
around their homes
39
Lesson: Smoking
• Lesson is intended mainly for learners who
smoke or whose family members smoke
– Also for learners whose children spend time
around others who smoke
• There is no safe level of exposure to tobacco
– Any exposure is harmful
– No form of tobacco has been shown to be safe
40
Lesson: Smoking
First-hand smoke begins doing damage immediately
Associated with
• Many types of cancer
• Reproductive problems
• Less resistance to colds
and flu
• Loss of bone density
• Greater difficulty for
diabetics to control
blood sugar
Makes people less
attractive
• Wrinkled skin
• Yellow teeth
• Bad breath
• Smelly clothing and
hair
41
Lesson: Smoking
Second-hand smoke comes from the burning
cigarette, cigar, or pipe and the smoker’s breath
• Contains same dangerous chemicals as first-hand smoke
• Associated with most of same diseases
• Nonsmokers are exposed whenever they are near someone
smoking: in homes, cars, public places
Arsenic (used to kill rats) +
Benzene (used in gasoline) +
Hydrogen cyanide (used in chemical weapons) +
Thousands of other chemicals
42
Lesson: Smoking
Exposure to second-hand smoke increases health risks
• Unborn baby
– Stillbirth and miscarriage
– Premature birth
– Birth defects
• Children
– Respiratory problems
– Ear infections
– Death from Sudden Infant
Death Syndrome (SIDS)
• Adults
– Heart disease
– Lung cancer
– Other cancers
– Stroke
43
Lesson: Smoking
Third-hand smoke: chemicals from tobacco smoke
that remain on
• Smoker’s hair, skin, and clothing
• Surfaces like walls, floors, rugs, furniture, dust, and car
interiors
Children may be exposed to dangerous chemicals by
• Putting contaminated objects in mouths
• Touching contaminated surfaces
and putting hands in mouths
• Breathing contaminated dust
44
Lesson: Smoking
At the end of this lesson, learners will be able to
• Recognize the dangers of smoking tobacco, second-hand
smoke, and third-hand smoke
• Name five health effects associated with smoking
• Describe the dangers of second-hand smoke
• Describe the dangers of third-hand smoke
• List five reasons to quit smoking
• List five ways to protect their family from exposure to secondhand and third-hand smoke
• Identify three ways to help themselves or a family member
quit smoking
45
Lesson: Advocating for a healthy
home
• Adults sometimes must act
as advocates for family,
working with
– Landlords
– State and local health,
housing, building, and
fire officials
– Nonprofit agencies
– Other residents in the
home
– Other people or
organizations
• If learner is a tenant,
advocating often starts with
landlord
– Helpful for learner to
understand rights and
responsibilities of both
tenants and landlords
46
Lesson: Advocating for a healthy
home
Note
• This lesson is not intended to offer legal advice
• It offers general strategies for advocating and
provides an overview of rights and responsibilities
of tenants and landlords (or landladies) in
Connecticut
• If learners have questions about their
specific situations, they should consult
appropriate legal professionals
47
Lesson: Advocating for a healthy
home
At the end of this lesson, learners will be able to
• Recognize the importance of advocating for a
healthy home
• Define advocating
• List the steps of advocating effectively
• Apply the steps of advocating effectively to a
personal healthy home issue
48
Trainer manual
• Introduction to curriculum
• Information about adult learners
– Adults learn best when they feel safe, respected,
acknowledged
– Adults learn best what seems important in daily lives
– Adults learn best when they participate actively
– Adults often learn best by doing
– Adults learn best when they connect what they’re learning
with what they already know
– People learn in various ways
– Adults may face barriers to learning
49
Your role as a trainer
• Show respect for
learner
– Respect differences in
beliefs, feelings, and
attitudes
– Respect learner’s time
and abilities
• Communicate honestly
– Ask questions
– Listen carefully
– Tactfully challenge
mistaken assumptions
– Remain open to new
ideas
50
Your role as a trainer
• Create supportive
learning environment
– Maintain positive
attitude
– Be trustworthy
– Be caring
– Be flexible
– Establish a pace that
matches learner’s ability
and interest levels
• Encourage learner
– Support learner’s efforts
– Help learner to build
self-confidence
• Help learner to grow
– Treat learner as adult
– Help learner become
problem solver
51
Training suggestions
Action
Example
Observe learner and
adjust accordingly
If learner is looking elsewhere,
she may be distracted. Try to
remove source of distraction.
Listen actively, using
verbal and nonverbal
signals
• Verbal: Ask questions to
clarify what learner is saying.
• Nonverbal: Nod from time to
time.
Try to motivate learner
Focus on learner’s strengths.
Show respect for learner
Be well prepared for the lesson.
52
Training suggestions
Action
Example
Encourage learner
to participate
actively
Encourage learner to ask questions.
Use appropriate
language
Check for
understanding
Use familiar words.
Ask learner to restate what you
have said.
53
Handling questions
Asking questions of the
learner
• Ask one question at a time
• Give learner time to think of
answer
• Help learner who is
struggling
• Don’t overuse questions:
lesson is not an interrogation
Types of questions
• Closed: requires short,
definite answer
• Open: requires longer,
more thoughtful
answers
54
Handling questions
Responding to learner’s answers
• Make sure you understand the answer
• Acknowledge all answers
• If answer is incorrect
– Don’t criticize learner
– Try to rephrase to clarify question
– Provide hints if learner seems able to
figure out answer or
– Give correct answer
55
Handling questions
Answering learner’s questions
• Make sure you understand the
question
• If you know the answer
– Give hints if learner seems able
to figure out answer or
– Provide the answer
• If you’re not sure of the answer
– Tell learner that you’re not sure but that you’ll try
to find the answer
– Follow through on that promise
56
Sample lesson
• We’ll present a sample lesson to illustrate how
to use the curriculum
57
Now you try it
• Divide into
small groups
• Practice
teaching all or
part of a lesson
• Things to consider
–
–
–
–
–
How to bring up sensitive
issues?
How to get learner to buy in
at beginning of lesson?
If there is not enough time
for the whole lesson?
If learner is distracted by
children?
How to adapt to deliver to
small groups?
58
Conclusion
“Where we live is at the very core of our daily lives. For most
Americans, home represents a place of safety, security, and
shelter, where families come together…. Given its importance, it
is not surprising that factors related to housing have the
potential to help—or harm—our health in major ways….
“When adequate housing protects individuals and families from
harmful exposures and provides them with a sense of privacy,
security, stability, and control, it can make important
contributions to health. In contrast, poor quality and
inadequate housing contributes to health problems such as
infectious and chronic diseases, injuries, and poor childhood
development.”
59
—Commission to Build a Healthier America, 2008
Check your knowledge
Please complete the post-test
60
Your feedback
• Useful?
– For you in your work
– For the families you
work with
• Easy or difficult to
use?
– What works?
– What doesn’t work?
• Appropriate for
families?
– Reading level OK?
– Too much or too little
information?
– Activities for adults and
kids OK?
– Topics OK?
– Other topics you’d like to
see?
61
Your feedback
• Changes
– How could we improve lessons to make them
work better?
– Could you do anything differently when you teach
a lesson?
• Any other suggestions for improvement?
62

similar documents