Developing Health Literacy Skills in Children and Youth Proceedings of a Workshop (2020) / Chapter Skim
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5 Partnerships and Community: Working with Youth and Their Communities to Address Their Health Literacy Needs
5 Partnerships and Community: Working with Youth and Their Communities to Address Their Health Literacy Needs
Pages 61-74
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From page 61... ...
. Auld introduced the three panelists: Hannah Lane, medical instructor, Duke University School of Medicine Department of Population Health Sciences; Rory Parnell, principal, August Martin High School, New York City Department of Education; and Sneha Dave, a student at Indiana University studying chronic illness, advocacy, and journalism and founder of the Health Advocacy Summit (HAS)
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From page 62... ...
Children and adolescents in this highly rural, highly medically underserved region consume three to four times the amount of SSBs compared with the average American, but few intervention efforts had been attempted. The study aimed to engage children in a participatory research process to build local capacity for SSBfocused programs and adapt an existing health literacy–based curriculum for adults; the sample included nine children in grades 6 through 8 in a small Central Appalachian Virginia community.
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From page 63... ...
The researchers conducted focus groups and surveys with the Youth Ambassadors at the beginning and end of the camp to see if the learning objectives targeted in the curriculum were satisfied, and f acilitated some brainstorming among the Youth Ambassadors about how they wanted to continue to build capacity in their community. During the feasibility study, conducted at a middle school in the region, the Youth Ambassadors helped researchers with some of the intervention delivery, including automated phone calls, writing and recording a public service announcement (which was included as a media literacy lesson)
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From page 64... ...
For example, in KSS, the community advisory board was enthusiastic about the SSB efforts but skeptical about scaling. They were convinced to fully support the expansion of the project only after several of the Youth Ambassadors came to the advisory board meeting to share their experiences and explain how it had built their skills and affected their health behaviors.
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From page 65... ...
O • onitor the implementation process, make adjustments if necessary, and M share your successes! SOURCES: Adapted from a presentation by Hannah Lane at the workshop on Developing Health Literacy Skills in Children and Youth on November 19, 2019; LPC Consulting Associates, Inc., 2012.
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From page 66... ...
NOTE: CBO = community-based organization. SOURCE: As presented by Rory Parnell at the workshop on Developing Health Literacy Skills in Children and Youth on November 19, 2019.
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From page 67... ...
CCMC provided physical and behavioral health services right on campus. This allowed students to have materials and regular services accessible to them, including physicals for school or sport registration or job applications, immunizations, urgent visits for illnesses and injuries, laboratory screenings, reproductive health care, chronic illness care, weight management and nutritional counseling, HIV and sexually transmitted infection screenings, pregnancy screenings, diabetes care and management, health education counseling, and specialist referrals.
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From page 68... ...
Health literacy may not be a familiar concept for everyone who teaches, but it is still important to incorporate it into education. Well-developed health literacy skills open the door for overall improved health and wellbeing for children as they grow into adults: It is a skill set that can inspire lifelong advocacy.
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From page 69... ...
Their advocacy is focused on a variety of topics, and the topics change each year. They have previously included health care policy and legislative initiatives.
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From page 70... ...
Summit discussions also include Supplemental Security Income, and possible options for those who are unable to work, along with addressing mental health issues like anxiety and depression, both of which are common among young adults with chronic illnesses. This is another reason why those who do not have a chronic health condition are not allowed in the summits: Attendees are able to open up about emotional barriers and isolation they might face when they are young and have a chronic illness.
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From page 71... ...
Holland also asked Lane to elaborate on any of the frustrations or challenges she experienced conducting youth participatory research. Lane replied that authentically engaging community members in every step of a study process is really challenging.
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From page 72... ...
Sarah Shinkman from the Hemophilia Federation of America asked Dave if there were strategies or tools she found useful in training other young people to continue to train their own communities on why health literacy is important. Dave replied that she found teaching attendees about different topics to begin with was helpful.
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From page 73... ...
2012. Youth participatory action research: A review of the litera ture.
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