Building Advocacy Capacity and Skills Through a Statehouse Advocacy Day: Indiana SOPHE Experience

Carson, Any'e; Hancher-Rauch, Heidi; Gebru, Yordanos

doi:10.1177/1524839918792239

Cited by 4 publications

(5 citation statements)

References 5 publications

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“…Systems Change for Health (http://systemschangeforhealth.web.unc.edu/) is a competency-based training curriculum designed to “teach the concepts of effective policy change and strengthen practitioners’ skills and competencies.” The training has been provided across the country at various state and local health departments as well as at the Centers for Disease Control and Prevention (Emery & Crump, 2018). Some additional resources are nicely summarized by Garcia and colleagues (2015), and Carson et al (2018) provide suggestions for developing skills for conducting a Statehouse Advocacy Day through a local SOPHE chapter.…”

Section: Discussionmentioning

confidence: 99%

“…Others address specific assignments or testimonials from students engaged in advocacy initiatives (Garcia, Hernandez, & Mata, 2015; Rivera et al, 2016). In addition, outside of coursework, other authors describe ways in which to enhance trainings, such as hosting an advocacy summit to further enhance and refine advocacy skills as students and professionals (Carson, Hancher-Rauch, & Gebru, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Advocacy and Public Policy Perceptions and Involvement of College Health Promotion Students

Conrad

Becker

Brandley

et al. 2019

Health Promotion Practice

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Understanding the advocacy and public policy training needs of our future health promotion workforce is crucial if we are to prepare them to meet their professional responsibilities. The purpose of this study was to examine health promotion students’ advocacy/public policy involvement, training, and perceptions. Electronic surveys were disseminated nationwide to college students in health education and closely related programs. Of 477 student respondents, the most frequently indicated advocacy/public policy activity engaged in was voting (56%). The greatest benefit to advocacy was indicated as creating public awareness, while the most prevalent barrier reported was lack of familiarity with the legislation process. Less than one third of students reported receiving any training; however, training and the number of training sources were associated with greater involvement (p < .05). Comparisons by academic classification indicated that graduate students participated in more advocacy activities and reported significantly more benefits, barriers, knowledge, and self-efficacy compared with undergraduates. Regression analysis indicated that knowledge, self-efficacy, perceived benefits, and total number of training sources were significant predictors of advocacy involvement in both graduate and undergraduate student models, with age also contributing significantly to the graduate student model. Findings emphasize the need for increased training at earlier education levels to increase knowledge, self-efficacy, and advocacy/public policy involvement.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Advocacy and Public Policy Perceptions and Involvement of College Health Promotion Students

Conrad

Becker

Brandley

et al. 2019

Health Promotion Practice

View full text Add to dashboard Cite

show abstract

“…We highly recommend the Summit as a way to build advocacy skills and confidence and to participate in advocacy around priority issues for our field (e.g., the 2018 Summit priorities included gun violence prevention and support for the Prevention and Public Health Fund). For those unable to attend advocacy events at the Capitol, state-level opportunities may be found closer to home (see Carson, Hancher-Rauch, & Gebru, 2018). Participating at the state level provides an opportunity to voice your concerns directly to legislators from your community and can influence state policy.…”

Section: Greater Time Intensity (1 Hour or More)mentioning

confidence: 99%

Health Advocacy for Busy Professionals: Effective Advocacy With Little Time

Hancher-Rauch

Gebru

Carson

2019

Health Promotion Practice

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Health advocacy is a central responsibility for health educators and public health practitioners, as documented clearly in our professional competencies. Professional organizations such as the Society for Public Health Education and the American Public Health Association undertake frequent advocacy initiatives and strive to engage their members in advocacy strategies on a regular basis. Despite this understanding and advocacy training requirements in academic preparation programs for public health professionals, students and emerging professionals often lack advocacy experience. In this article, we provide descriptions of multiple effective health advocacy strategies spread across the time intensity spectrum, in order of least time intensive to most. Advocates may select the best strategy based on the needs of their target audience, the amount of time and energy they have for the task, and the level of confidence they have in practicing the strategy itself.

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“…Graduate programs specific to public health where many hours can be put into advocacy and public policy training have been shown to be highly effective; however, it is important to incorporate advocacy skills and training in K-12 and college, especially for those who do not attend graduate school [3]. Promoting health advocacy is becoming an increasingly important topic of interest at the high school, college, graduate school, and post-graduate levels [3,[7][8][9][10]. Promoting health advocacy at a young age has the potential to gear students to practice advocacy in their future careers and training.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Advocacy in High School Students: A Pilot Study

Hossain¹,

Conteh²,

Ismail³

et al. 2023

Cureus

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Assessing perceptions and attitudes of advocacy in adolescent populations is an important area of research. Previous studies have shown that advocacy programs in high schools are well-received and help promote health advocacy. This pilot study took place at the University of Central Florida College of Medicine Health Leaders Summer Academy hosted by medical students of the Student National Medical Association. A onehour interactive workshop was administered to high school students interested in the healthcare field. Preand post-survey data were collected to assess participants' perceptions, methods, and barriers to engaging in advocacy. A total of 29 students were included in this study. Results indicated that students' definitions of advocacy changed after completing the workshop, as a higher percentage of students indicated that they practiced advocacy (pre-survey, 82.76% versus post-survey, 95.45%). There was a statistically significant difference in perceptions of the importance of advocacy in the student's future career (pre-survey, 3.82 versus post-survey, 4.15, p = .035). Social media was the most effective and common form of advocacy used (post-survey 72.73%). The most common barrier to practicing advocacy was a lack of education on a particular topic (31.82% post-survey). Overall, the workshop increased participants' interest in engaging in advocacy. Future directions include expanding the study to a larger population sample throughout the Orlando community and researching the use of social media as a tool for advocacy.

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Building Advocacy Capacity and Skills Through a Statehouse Advocacy Day: Indiana SOPHE Experience

Cited by 4 publications

References 5 publications

Advocacy and Public Policy Perceptions and Involvement of College Health Promotion Students

Advocacy and Public Policy Perceptions and Involvement of College Health Promotion Students

Health Advocacy for Busy Professionals: Effective Advocacy With Little Time

Perceptions of Advocacy in High School Students: A Pilot Study

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