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Training Information and Capacity Building
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The Florida Department of Health, HIV/AIDS and Hepatitis Program, works in conjunction with the Division of HIV/AIDS Prevention at the Centers for Disease Control and Prevention and the Center on AIDS & Community Health at the Academy for Educational Development (AED) to offer training on science-based, community and group-level HIV prevention interventions to community-based service providers and state and local health departments. In addition, the bureau coordinates training and technical assistance for numerous supportive courses designed to provide individuals with the knowledge and skills necessary to increase agency capacity. These skills are needed to implement effective interventions at the state and local levels, to reduce the spread of HIV and STDs, and to promote healthy behaviors.
Capacity Building Assistance for Non-Profit Agencies
The HIV/AIDS and Hepatitis Program currently funds a capacity building assistance agency to provide non-profit HIV/AIDS service organizations with assistance in several key areas. The areas include: Administrative Management, Program Planning & Implementation, Fiscal Management, and Sustainability. Referrals can be made through the Regional Minority AIDS Coordinators (RMACs) or by contacting the Bureau of HIV/AIDS, Prevention Section at HSD_HIVPrevention@doh.state.fl.us.
Capacity Building Trainings
Adaptation and Effective Interventions
Adaptation is reasoned modification of a designated intervention to fit a particular community in such a way that none of its core elements are changed and none of its scientifically validated effectiveness is lost. In this training, participants will learn to: (a) identify common concepts and techniques [“technology”] related to adaptation; (b) describe the systematic process within which adaptation of evidence-based interventions takes place; (c) utilize assessment information to adapt an original intervention to fit the particular circumstances of the target community, taking into account the capacity and staff availability of the implementing agency; and (d) identify available resource for technical assistance.
This training will help participants better understand the process of ensuring a highly functioning board that leads the organization in defining and achieving its core mission. Board development can include an exploration of roles and responsibilities, the development of a strategic plan to achieve its mission, focus on the difference between governance and management, the importance of board selection and composition, models for orientation and training of board members, strategies for responding to board changes, and assessing the effectiveness of both the board and the organization.
Bridging Theory and Practice: Applying Behavioral Theory to STD/HIV Research
This two-day course was developed out of the need to supply STD/HIV front-line providers with a basic understanding of behavioral science theory and skills to enhance their abilities and work in the field. The course does not aim to provide an in-depth knowledge of behavioral science, but rather, an understanding of how to utilize behavioral science to support and focus STD/HIV prevention programs to address more effectively high-risk behaviors, including HIV transmission. The focus of this training is on the “how to” rather than on the “what”; i.e., how providers can be more effective while implementing their interventions. Practicum includes an eight-step process to be used to develop theoretically based interventions.
Organizations should have a set of tools and procedures by which they can collect baseline information on their local community, the population(s) that they are serving, and their most pressing social needs. In this training, participants will learn to: (a) identify types of data that provide a comprehensive picture of issues and problems that require resolution; (b) describe how community assessment data can be used for general planning and, more specifically, for the preparation of prevention interventions; (c) identify research methodologies that produce the most appropriate data for particular tasks and situations; and (d) plan a community assessment, according to an organization’s available time and staff, and within the parameter of community responsiveness.
Cultural Competency Much discussed but often poorly understood, cultural and language appropriate standards (CLAS) for organizational communications are an integral foundation for programming in relation to providing community-centered services. As such, they form an integral part of intervention implementation. In this training, participants will learn: (a) how culture can affect the multiple routes of HIV transmission; (b) what facets of culture can influence communication within the delivery of, and response to, AIDS care and services; (c) how culture can both impede as well as strengthen strategic communications; and (d) what role is played by dynamic interactions within HIV education and risk reduction interventions.
Developing a system of procedures to ensure adequate resources to support HIV prevention programs that also provide budgeting and accounting support to efficiently and effectively allocate and manage funds. Examples of activities include monitoring agency spending and payment of bills; timely deposit of agency-generated receipts; filing necessary budget, revenue and expenditure reports; maintaining fiscal records for audit and review; and monitoring and separating spending of grants awarded by the CDC or other funding sources.
Fundamentals of HIV Prevention Counseling
This course is designed to develop a counselor’s proficiency in conducting HIV prevention counseling. Unit One introduces the participant to the background, rationale, and history of the Fundamentals of HIV Prevention Counseling and Unit Two reviews basic counseling skills. Units Three through Six are devoted to learning and practicing the steps of the HIV Prevention Counseling protocol. Unit Seven closes the course and addresses issues of professional development. The focus in this course on the steps of HIV prevention counseling is intensive and rather exclusive. The course does not, for example, include an “HIV/AIDS/STD 101” component. Indeed, a basic knowledge of HIV/AIDS/STDs, prevention methods, and antibody testing are prerequisites of this course.
Grant Writing/Proposal Development
Understand the process of preparing a grant application from private or public sectors. This includes identifying and selecting potential funding sources or responding to a request for proposals, including planning and research, itemizing needs, organizing a proposal development team, writing the proposal, developing the program, developing a staffing plan, conducting quality control review and finalizing the proposal.
The effectiveness of any HIV/AIDS prevention program depends greatly on the knowledge, attitudes, values, skills and commitment of those in the HIV prevention field. This course is designed to help participants analyze basic information, core messages, values and practices related to HIV/AIDS prevention education while instilling a caring and supportive attitude toward people living with HIV/AIDS. This course is recommended for prevention staff that may require fundamental HIV/AIDS education instruction and is also ideal for those who are interested in a basic refresher course.
HIV Prevention and a “Silent” Population in the Hispanic/Latino Community
Transmission of HIV continues to rise for Hispanics/Latinos who engage in high-risk heterosexual contact. This topic focuses on the population that maintains heterosexual relationships but regularly engages in same-gender sex in secret. The presenter will feature cultural, social and historic context; influential cultural, psychosocial, structural and environmental domains that affect this population; what theoretical support is most promising for building capacity to minimize or eliminate cultural barriers; and how services may be selected.
Information Systems and Data Management
Develop protocols for the appropriate use of Management Information Systems (MIS) and services to achieve program goals and objectives. It includes systems design, construction, maintenance, database design, security, data storage and related data management software applications available for staff use.
Logic Model Development
Logic Models are the blueprint by which an organization is able to design, construct, monitor, and assess the programs that fulfill its mission. In this training, participants will learn to: (a) unlock the mystery of Logic Models and the basic purposes they serve; (b) structure a Logic Model that contains material that may range from general program content to HIV intervention content; (c) use a Logic Model as a visual path, or map, in strategic organizational planning; and (d) incorporate a Logic Model within the process of planning and adapting-implementing more effective interventions.
Participants will learn the principles of motivational interviewing, a non-judgmental and non-confrontational counseling approach that is considered to be both client-centered and semi-directive. The approach attempts to increase clients’ awareness of the potential problems caused, consequences experienced, and risks faced as a result of the behavior in question. Alternately, therapists help clients envisage a better future, and become increasingly motivated to achieve it. Either way, the strategy seeks to help clients think differently about their behavior and ultimately to consider what might be gained through change. Motivational interviewing is based upon four principles.
Express empathy: Guides therapists to share with clients their understanding of the clients’ perspective. Develop discrepancy: Guides therapists to help clients appreciate the value of change by exploring the discrepancy between how clients want their lives to be vs. how they currently are (or between their deeply-held values and their day-to-day behavior). Roll with resistance: Guides therapists to accept client reluctance to change as natural rather than pathological. Support self-efficacy: Guides therapists to explicitly embrace client autonomy (even when clients choose to not change) and help clients move toward change successfully and with confidence.
An evaluation conducted to determine the status of and need to improve organizational systems such as fiscal management, human resources, governance, service delivery, networking and collaboration, program planning and evaluation.
Outreach and Recruitment
The aim of this training is to provide beginning and intermediate project staff a few helpful hints for working in HIV/AIDS prevention intervention and social services by offering “practical” tips on utilizing tested strategies for formal and informal outreach techniques. The principles learned will allow students and professionals alike easier access to communities and populations, while permitting them to perform their work with greater success to improve the daily lives of those at risk for the transmission of HIV/AIDS.
Overcoming Communication Barriers
Appropriate and effective communication is necessary within all relationships, including those that exist between providers and consumers. With this in mind, the Overcoming Communication Barriers training will provide an overview of basic communication construct, common contributing barriers and pitfalls, related behaviors and styles, cultural factors, active listening and culturally sensitive skills-building techniques. In addition, a five-step problem solving model, which can be used as a guided process to develop skills in order to surpass barriers and maintain cultural competency when working with consumers, is addressed along with the various activities conducted during this training.
Guidance and information related to specific human capital management program policies such as (1) an agency’s efforts to identify mission-critical occupations and competencies needed in the current and future workforce and to develop strategies to identify, recruit and retain a high-performing workforce; (2) an agency’s efforts to achieve a diverse, results-oriented, high-performance workforce with a performance management system that effectively differentiates between high and low performance and links individual/team/unit performance to organizational goals and desired results; and/or (3) how an agency’s leaders and managers effectively manage people, ensure continuity of leadership and sustain a learning environment that drives continuous improvement in performance.
Understand how policies provide guidance to help an organization become increasingly more efficient in managing their human resources function, retaining and developing a staff, keeping up-to-date with changing labor and employee benefits-related laws, providing technology to focus on core business to deliver effective services, and instituting strategies to protect organization’s assets while remaining compliant with federal and other regulations.
Gain knowledge about the use of communication channels, consumer interaction channels and marketing materials to enable organizations to deliver more timely, relevant and culturally competent marketing messages. This will ultimately promote the valuable HIV prevention services offered while creating stronger and more valuable customer relationships.
Build skills around activities that help increase the exposure of the agency through non-advertising media channels. Public relations can help shape the organization’s image and convey it positively to potential clients. Examples include press releases submitted to media channels, organization of publicity events and conducting press conferences.
Quality Assurance (QA) is the means by which an organization monitors the planning and implementation of its designated interventions, as a means of assuring that their delivery is complete with respect to inclusion of the Core Elements, cost-effective to the organization, courteous and responsive to participants, and effective in scope and outcomes. In this training, the participant will learn (a) how QA is related to capacity building; (b) how QA can make beneficial contributions to planning and implementing an agency’s designated interventions; and (c) what recommendations CDC is making on QA/Evaluation.
This course will help participants better understand the practice of allocating human, financial and technological resources to improve fiscal efficiency and service quality to customers. This includes fund-raising, grant writing, special events, managing volunteers and other types of fund-raising activities to support HIV prevention programs.
Selecting Evidence-based Behavioral Interventions
Selecting Evidence-based Behavioral Interventions courses are supported by the Centers for Disease Control and Prevention and provided by the National Network of STD/HIV Prevention Training Centers. The primary goal of this two-day training is to provide participants with an understanding of the systematic process for selecting evidence-based behavioral intervention(s) that best fit their community’s unique circumstances and organization’s capacity. Consequently, this course provides the foundation for successful adaptation and implementation. The course will familiarize participants with common terminology and concepts related to selection and the framework designed to select the most appropriate intervention(s).
Selecting Focus Groups
Participants will gain knowledge and skills necessary to conduct focus groups in the non-profit arena and to analyze information gathered from them. This course provides information and hands-on experience related to planning, conducting, analyzing and reporting on focus groups. It is conducted in an interactive format in which participants utilize the same techniques they would use in real-life situations.
Small Group Facilitation
Planning and conducting any or all levels (community-wide; large group; small group; individual) of HIV education and risk reduction interventions is important in making an intervention successful. In this training, participants will learn to: (a) describe the four levels of intervention implementation; (b) distinguish between the requirements of an intervention and the needs of selected participants; and (c) plan a prevention intervention with effective levels of enhanced evidence-based learning.
A consultation to develop a management strategy to help shape, guide and focus an organization in terms of goals, objectives, activities and outcomes; to make decisions with a focus on the future; and to assess and adjust the organization’s direction in response to a changing environment.
Understanding the IDU Population
This course provides a basic understanding on the facets of facts and challenges that can influence the response to and delivery of HIV prevention services, as well as examine and discuss circumstances and issues surrounding injection drug use that impact effective long term treatment: (1) social attitudes; (2) realities of IDU population identity formulation, social dynamics, injection behaviors and physiological/psychological disease factors; (3) behavior modification influences and perceptions and (4) barriers relative to unrealistic treatment perceptions and expectations.
Evidence-based Intervention Training Providers and Additional Resources:
Referrals are made through the Florida Department of Health, HIV/AIDS and Hepatitis Program, Prevention Section. Please contact our Statewide Training Coordinator, Jenny Pace, in the Bureau of HIV/AIDS, Prevention Section contact the prevention section.
DEBI (Diffusion of Effective Behavioral Interventions) Trainings
(link - http://www.effectiveinterventions.org/)
The DEBI project was designed to bring science-based, community, group, and individual-level HIV prevention interventions to community-based service providers and state and local health departments. The goal is to enhance the capacity to implement effective interventions at the state and local levels, to reduce the spread of HIV and STDs, and to promote healthy behaviors.
CDC Updated Compendium of Evidence-based HIV Prevention Interventions
(link - http://www.cdc.gov/hiv/topics/research/prs/evidence-based-interventions.htm)
The evidence-based interventions listed in the CDC Compendium (updated in 2009) have been identified by Prevention Research Synthesis project through a series of efficacy reviews. These interventions represent the strongest HIV behavioral interventions in the literature to date that have been rigorously evaluated and have demonstrated efficacy in reducing HIV or STD incidence or HIV-related risk behaviors or promoting safer behaviors.
This page was last modified on: 02/5/2013 08:56:06