ABSTRACT
OBJECTIVE: The purpose of this viewpoint is to discuss the lack of research on resident advisor (RA) self-care and how behavioral interventions can be used in housing programs to educate and improve RA self-care. It is essential for live-in housing staff (both professional and paraprofessional) to learn how to develop appropriate strategies that target problem behaviors to improve self-care. An overview of the RA position, the effects of increased demands (i.e., burnout), and the research on self-care behavioral interventions are discussed. Lastly, the call to use behavioral interventions within housing programs to educate RAs on self-care awareness and improve and monitor their health behaviors to prevent burnout and psychological distress is provided.
Subject(s)
Counseling/organization & administration , Self Care/psychology , Student Health Services/organization & administration , Students/psychology , Adaptation, Psychological , Counselors/organization & administration , Humans , Self Care/statistics & numerical data , Students/statistics & numerical data , UniversitiesABSTRACT
Both the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) and Head Start/Early Head Start (HS/EHS) Programs serve low-income women and children at high risk for health disparities, yet they do not have a formal state-level partnership in Connecticut. Both programs serve children up to age five, yet children's participation in the WIC Program declines sharply after 2 years of age, limiting the potential benefits of cross-program participation. The goal of this study is to examine current and prospective collaboration efforts among the WIC and HS/EHS Programs in Connecticut and identify barriers to collaboration. An online survey was administered to staff from both programs. Six focus groups were held in January, 2012 with staff and participants from both programs. Results showed areas of existing collaboration between local WIC and HS/EHS Programs, yet also identified many areas where relationships could be strengthened or established. Common themes that were identified included a need for more knowledge among staff about the other program, collaboration involving sharing of client information, and improving referral procedures. Staff from both programs strongly expressed interest in a cross-program collaboration (73 % of HS staff and 86 % of WIC staff). This research serves as a framework for how a state-level collaboration could be established in Connecticut, to enable these two programs to work together more efficiently and effectively for the benefit of mothers and children. Results can provide other State WIC Programs with a blueprint for collaborating with HS/EHS.
Subject(s)
Early Intervention, Educational/organization & administration , Food Assistance/organization & administration , Child, Preschool , Connecticut , Cooperative Behavior , Evaluation Studies as Topic , Female , Focus Groups , Health Services Research/methods , Humans , Infant , Interinstitutional Relations , Qualitative ResearchABSTRACT
Health assessments are required for entrance into child care, Head Start, and preschool programs. However, state and federal screening and documentation mandates vary, and programs create their own forms for keeping required data on file. Inconsistent recording formats present challenges for primary care providers who must document each child's health status and for program administrators who wish to collect data across groups of children. This article describes how the passage of new legislation in Connecticut establishing a statewide prekindergarten program presented the opportunity to develop a comprehensive early childhood health form for all early childhood programs, which promotes children's access to health services and coordination of care among health care professionals, early childhood providers, and families.
