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Healthy Homes / Healthy Kids A train-the-trainer curriculum for Head Start and Early Head Start staff and families Developed by the Healthy Environments.

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Presentation on theme: "Healthy Homes / Healthy Kids A train-the-trainer curriculum for Head Start and Early Head Start staff and families Developed by the Healthy Environments."— Presentation transcript:

1 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

2 What do you already know about healthy homes? Please complete the pretest. 2

3 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

4 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

5 What is a healthy home? 5

6 One that supports the health and safety of the people who live there 6

7 What features make a home healthy? 7 Activity List seven words or phrases to describe a healthy home

8 What features make a home healthy? Clean? Dry? Safe? Fresh air? In good repair? No pests? No dangerous chemicals? 8

9 How do these features affect health? CleanReduce pests, dangerous chemicals, and asthma triggers 9

10 How do these features affect health? CleanReduce pests, dangerous chemicals, and asthma triggers DryReduce pests and mold 10

11 How do these features affect health? CleanReduce pests, dangerous chemicals, and asthma triggers DryReduce pests and mold SafeReduce accidents and injuries 11

12 How do these features affect health? CleanReduce pests, dangerous chemicals, and asthma triggers DryReduce pests and mold SafeReduce accidents and injuries Fresh airMake breathing easier 12

13 How do these features affect health? CleanReduce pests, dangerous chemicals, and asthma triggers DryReduce pests and mold SafeReduce accidents and injuries Fresh airMake breathing easier Free of pestsReduce diseases and asthma triggers 13

14 How do these features affect health? CleanReduce pests, dangerous chemicals, and asthma triggers DryReduce pests and mold SafeReduce accidents and injuries Fresh airMake breathing easier Free of pestsReduce diseases and asthma triggers Free of dangerous chemicals Reduce poisonings, injuries, and other harmful effects 14

15 How do these features affect health? CleanReduce pests, dangerous chemicals, and asthma triggers DryReduce pests and mold SafeReduce accidents and injuries Fresh airMake breathing easier Free of pestsReduce diseases and asthma triggers Free of dangerous chemicals Reduce poisonings, injuries, and other harmful effects In good repairKeep small problems from becoming big problems 15

16 Why is it important for families? HousingHealth Education You are here 16

17 Why is it important for families? Housing: Deteriorating lead paint Health: Lead poisoning Education: Learning, behavior, and health problems You are here Example 17

18 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

19 Each lesson contains Background information for trainers List of selected resources Detailed lesson plan 19

20 Each lesson plan contains Learning objectives: what the learner should be able to do by the end of the lesson List of materials needed Detailed instructions on how to conduct lesson (script) – 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 Adapt the script to the needs of a given learner and your own style 20

21 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

22 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

23 Lesson: Controlling clutter What is clutter? – Messy or disorganized accumulation of items – Too much stuff in too small a space 23 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?

24 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

25 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

26 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

27 Lesson: Asthma triggers 27 Common triggers include Smoke Dust Furry pets Cockroaches Strong smells Mold

28 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

29 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

30 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

31 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

32 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

33 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

34 Lesson: Controlling mold and moisture 34 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

35 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

36 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

37 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

38 Lesson: Controlling pests safely Integrated pest management Look for signs of pests 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 Pests Keep Out! No food No water No shelter

39 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

40 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

41 Lesson: Smoking 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 First-hand smoke begins doing damage immediately

42 Lesson: Smoking 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 42 Second-hand smoke comes from the burning cigarette, cigar, or pipe and the smoker’s breath Arsenic (used to kill rats) + Benzene (used in gasoline) + Hydrogen cyanide (used in chemical weapons) + Thousands of other chemicals

43 Lesson: Smoking Unborn baby – Stillbirth and miscarriage – Premature birth – Birth defects Children – Respiratory problems – Ear infections – Death from Sudden Infant Death Syndrome (SIDS) 43 Exposure to second-hand smoke increases health risks Adults – Heart disease – Lung cancer – Other cancers – Stroke

44 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 44 Children may be exposed to dangerous chemicals by Putting contaminated objects in mouths Touching contaminated surfaces and putting hands in mouths Breathing contaminated dust

45 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 second- hand and third-hand smoke Identify three ways to help themselves or a family member quit smoking 45

46 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

47 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

48 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

49 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

50 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

51 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

52 Training suggestions ActionExample 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 learnerFocus on learner’s strengths. Show respect for learnerBe well prepared for the lesson. 52

53 Training suggestions ActionExample Encourage learner to participate actively Encourage learner to ask questions. Use appropriate language Use familiar words. Check for understanding Ask learner to restate what you have said. 53

54 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 54 Types of questions Closed: requires short, definite answer Open: requires longer, more thoughtful answers

55 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

56 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

57 Sample lesson We’ll present a sample lesson to illustrate how to use the curriculum 57

58 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

59 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.” —Commission to Build a Healthier America,

60 Check your knowledge Please complete the post-test 60

61 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

62 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


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