The Zambia QUESTT Project aims to improve the quality of basic education delivery systems and to mitigate the impact of HIV/AIDS on children’s educational experiences (both in and out of government schools). To accomplish these objectives, QUESTT is leading several initiatives to improve teacher practice through the integration of Interactive Radio Instruction (IRI) in government schools and technology-based interventions. These interventions include the use of video and cell phone communication for both in-service and preservice teacher support.
EDC is developing a teenage dating violence and abuse curriculum, Love Is Not Abuse, that will be taught in grade 9 English and health classrooms. Unlike other curricula on the subject, Love Is Not Abuse’s entry into the issue is unique; it will use brief, engaging texts (e.g., poetry, short stories, excerpts from screenplays, and theatrical plays) as a springboard to build young people’s awareness of how to make healthy choices in relationships and what to do if they are in abusive ones.
Serving communities in the Three Areas, HEAR Sudan builds capacity of local stakeholders to plan, implement and monitor health and education services, helps translate this increased capacity into action, and builds community support for school governance and outreach. HEAR strengthens linkages between educators and health workers with the aim of increasing healthy girls’ and boys’ access to quality education.
The School Health Infrastructure Project (SHIP) is working with superintendents of large urban school districts and local health department commissioners to plan for and implement modern school health programs. Such programs integrate the resources of education, health, and social service agencies to improve outcomes around four types of goals to improve knowledge, health behaviors and outcomes, education outcomes, and social outcomes. They are systemwide initiatives that are based on collaboration of youth, families, and communities with school and health organizations.
PainLink was a virtual community of health professionals working in institutions committed to alleviating pain. An initiative of Education Development Center, Inc., PainLink was established in 1995 with funding from The Mayday Fund of New York City, which funded PainLink through 1999. From 1995 through 2001, EDC’s PainLink staff worked with staff in over 60 hospitals and nursing homes.
CAE edited and managed this international peer-reviewed journal, which was an initiative of the Robert Wood Johnson Foundation’s Last Acts Task Force on Institutional Innovation. The journal reached more than 8,000 health care providers each month and featured thematic issues that highlighted promising practices and expert commentary.
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
With funding from the Robert Wood Johnson Foundation, HHD is conducting research and developing new tools for substance abuse treatment and prevention, focusing specifically on the immigrant experience. HHD researched, and developed expertise in, the intersection between immigration, acculturation, and substance abuse. Based on its findings, HHD produced a Web site, Connecting Across Cultures–Promoting the Health of New Americans, which contains informational materials designed to increase understanding about substance abuse and the immigrant experience.
EDC’s Health and Human Development Division in Asia works with local partners in four countries in South and Southeast Asia (Cambodia, India, Thailand, and Vietnam—and previously Lao PDR) to provide care and support as well as prevention education to children affected and infected with HIV and AIDS. Project activities include providing financial and in-kind assistance to orphaned children to attend school, vocational training for young people who must support their families, and training peer educators so they can educate their friends in their own communities about HIV prevention.
Education International (EI), EDC, and the World Health Organization work with teacher-union affiliates in nearly 50 countries in Africa, Asia, Caribbean, and Latin America to prevent new HIV infections, increase the number of learners completing basic education, and mitigate the impact of HIV and AIDS on achieving Education For All Goals. This work involves a range of activities including training, policy development, advocacy, research, publicity and communications.
EDC is working with the National Law Enforcement Museum to develop the Domestic Violence Awareness Program (DVAP).
DVAP is a professional development program for teachers, administrators, school resource officers, counselors, and other school professionals to help them identify, address, and develop community-wide support for students who are living in households where domestic violence occurs.
The Initiative for Pediatric Palliative Care (IPPC) was launched in 1998 as a research, quality improvement, and education effort aimed at enhancing family-centered care for children living with life-threatening conditions. Using a retreat format, IPPC addresses the knowledge, attitudes, and skills that health care professionals need to better serve children and their families.
The Center for the Advancement of Mentoring (TCAM), in collaboration with Dare Mighty Things, Inc., provides training and technical assistance to national and local mentoring program grantees of the Office of Juvenile Justice and Delinquency Prevention (OJJDP) of the U.S. Department of Justice.
Through targeted training and technical assistance, TCAM works with grantees to enhance the capacity of their staff and mentoring programs.
EDC is facilitating a policy development project to promote mental health assessments and improve access to mental health services for youth suspended or expelled from California schools. After an analysis of current school district policies on suspension and expulsion from data and focus groups, EDC will determine policy and program recommendations that enable students to receive necessary mental health services in an effort to reduce dropout rates and disparities in access to services.
EDC is writing a manual on pandemic preparedness for schools in an effort to protect the health of students, staff, and families across the globe. It will be distributed through the World Health Organization. The manual is intended to help administrators and teachers with pandemic planning and response in schools. It emphasizes the need for school-based efforts to prevent the spread of influenza.
EDC is developing a web-based course on pandemic preparedness and response for communities. The primary audience is local decision-makers and practitioners, with additional modules for specific audiences.
WWhile research has identified a number of effective suicide prevention strategies, many have not been put into practice. Through this project, EDC will create two toolkits with easy-to-use educational materials and interactive resources that will also focus on institutional and personal barriers that prevent suicide from being addressed in each setting, and provide motivation to create more positive environments.
EDC will produce two new 10-15 page publications—one specifically targeted for veterans returning from Iraq and Afghanistan and the other for their families. They will be based on the VA National Center for PTSD’s successful publication for war veterans, “Returning from the War Zone”.
EDC has provided support to the Veterans Administration National Center for Ethics in Health Care for their IntegratedEthics Initiative. This initiative focuses on ensuring that the VA’s health care practices are consistent with widely accepted ethical standards, norms, and expectations for conduct.
EDC staff created the learning design and executed the development of workshop materials, print, video, and online tools to support and sustain this major organizational change program. IntegratedEthics workshops have been delivered on a regional and Veteran Integrated Service Networks level.
Eyes on Bullying is a national, multimedia bullying prevention program designed to provide parents and caregivers with user-friendly and effective ways to learn the essential principles of bullying prevention. The multimedia program, initially developed for IBM employees, includes a 42-page Toolkit with key information, resources, and six skill-building activities for caregivers and parents to use with children.
The MetroWest Youth Risk Behavior Survey is a 10-year initiative of the Massachusetts-based MetroWest Community Health Care Foundation to better understand and address the health needs of adolescents in the region.
Surveys are conducted biannually with middle and high school students and focus on issues such as:
Leading causes of morbidity and mortality among adolescents
EDC has produced a dissemination package for Safe in the City, a brief video-based HIV/STD prevention intervention for STD clinics. In a large, multi-site efficacy trial, Safe in the City was found to be effective in reducing new cases of STDs among clinic patients. The intervention has been selected for national dissemination through CDC’s Diffusion of Effective Behavioral Interventions program. EDC was a collaborating partner in the development and evaluation of this intervention.
TEACH-VIP is a comprehensive violence and injury prevention and control curriculum, developed by the World Health Organization and a global network of experts, covering a wide range of topics, designed to be delivered as face-to-face training. To make this curriculum more widely available, EDC created an instructional design approach for conversion of the face-to-face exercises and materials into an electronic, self-paced format with interactive lessons for the World Wide Web and CD-ROM.
EDC is working with the Women’s Health Sciences Division of the National Center for PTSD (posttraumatic stress disorder) to support the national implementation of Cognitive Processing Therapy (CPT) within the Veterans Health Administration.
EDC will develop print, video, and online training materials for CPT, as well as conduct a national survey of returning veterans to assess issues related to military sexual trauma.
Schools are both educational environments and workplaces that employ thousands of people in the Caribbean. Educational systems can play an important role in protecting the health of those who work within them and the students who learn and play there. Policies within the education sector and workplace in the Bahamas must therefore address the HIV and AIDS epidemic. A three day workshop in the Bahamas was planned and conducted by EDC to develop a draft Education Sector Policy for HIV and AIDS.
What’s the safest position for a napping infant? Which immunizations should a preschooler receive? For those who work in child care programs, such vital health-related questions occur daily. Yet, many child care providers lack knowledge in basic health and safety issues. To fill this need, programs often engage child care health consultants (CCHCs), who bring up-to-date information to program staff. EDC is working with these consultants and state early childhood education and health leaders to enhance the quality of child care services around the country.
EDC is collaborating on a
in Germany designed to
improve education by
attending to the physical,
social, and mental health of teachers and students, as well
as the quality of the learning environment.
A six-school nutrition pilot project in China offered to more than 8,000 school staff, students and their families has produced significant improvements in their knowledge, attitudes, and behaviors, promoting optimism that the approach could benefit schools throughout China and around the world.
Written for public health practitioners and students, Injury Prevention and Public Health: Practical Knowledge, Skills, and Strategies works from the premise that in most cases “injury is not an accident”—not the result of unpredictable or unavoidable occurrences. Instead, most injuries are foreseeable events with known causes and risk factors—and are therefore preventable.