Category: MCH Leadership Competencies 3.0: Self: Self-Reflection

Mindfulness Meditation as a Tool for Dialogue & Self Care

As of yesterday, I officially finished my first year of graduate school! This year has been an incredible whirlwind of personal and professional growth and development, immense saturation with academic material, and a constant balancing act of school work, work-work, and trying to maintain a semblance of a personal life. At times, I felt like I could conquer anything and other times I just wanted to curl into a ball and crawl in a hole. Grad school (and life) is a roller coaster of emotion.

One of the reasons why I love public health is because it isn’t afraid to ask the difficult questions. Public health examines the roots of inequity to understand how to build a more just society. Addressing health through this social justice lens is essential if we want to transform our society to be one where every person has equal opportunity to be healthy. However, learning about the roots of inequity can be emotionally taxing because what we’re really talking about is oppressive systems that were created by humans as a means to systematically oppress other humans. Not only are we reading peer reviewed literature on these topics, but we’re attempting to engage in dialogue with one another and create solutions and tools so that when we enter the workforce, we have the skills we need to fight for justice. Or, at least, we’re attempting to engage in dialogue. The reason why I say attempting is because there is a distinct difference between dialogue and discussion and often times, we (as a collective “we”) don’t make it all the way to dialogue. In discussion, people share their own views because they want them to be accepted by the group – to hopefully be deemed as “correct”, it’s an argument for validity. In dialogue, however, you’re putting your own personal biases on hold and searching for truth by listening and creatively exploring issues together through conversation and questioning. The goal isn’t to be right or to win, the goal is to learn and find truth. So what is stopping us from getting there?

I’m not sure that I have the complete answer and I’m honestly not sure what the complete answer even looks like, however, I want to share how utilizing mindfulness meditation can make it possible to engage in dialogue and act as an effective tool for self care so that we can actively participate in the world in a more fulfilling way.

Mindfulness meditation is described by Chu (2010) as “nonreactive metacognitive monitoring, where individuals try to cultivate new relationships with internal experiences by regulating things such as attention, awareness of present experiences, emotions and thoughts through nonjudgmental acceptance of those emotions and thoughts without avoiding them or over engaging with them.” According to the American Meditation Society, mindfulness meditation is most effective when practiced twice each day for at least 15 minutes for each practice. Mindfulness practices can include bringing attention to one’s breath or on a mantra and to nonjudgmentally release one’s attention from distractions as the mind naturally wanders.  Through mindfulness meditative practices, individuals are able to retrain their brains to use cognitive patterns that promote emotional intelligence, self awareness, and increased experience of connectedness (Chu, 2010). Mindfulness meditation is about being present for all experiences and decreasing emotional reactivity as a means to fully engage with ourselves and our reality (Lutz et al., 2008). It has been linked to stress reduction, decreasing emotional reactivity, increased relationship satisfaction, increased spiritual connection, and can be used as a tool to help with anxiety and depression (Chu, 2010; Lutz et al., 2008).

Engaging with emotionally heavy topics can cause physiological discomfort where individuals are tempted to use “thought suppression and avoidant coping to attempt to regulate negative thoughts and emotions”, but avoidance and disengagement often end up exacerbating problems (Lutz et al., 2008). And in the grand scheme of things, they don’t make the thing that you’re attempting to avoid magically disappear. Mindfulness meditation provides a platform to retrain our brains to be more comfortable engaging with all parts of our lives – good, bad and everything in between. By being present with our thoughts, emotions, and physical responses and not actively trying to suppress or manage them, we are allowing ourselves to remain open to all experiences. We are providing ourselves with the skill set we need to engage in dialogue in an attempt to search for truth. We are also giving ourselves the skills we need to recharge our batteries and decompress from the stress that comes with daily life so then when we are faced with adversity we can address it rather than avoid it.

Disclaimer, this is personal opinion: I don’t think that we’re all actively avoiding challenging topics because we don’t believe they need to be addressed, I think for most people, we have been conditioned and given more outlets (that are much more convenient) to avoid and disengage than we have been for addressing challenges in a healthy way. And a lot of the time, these half-hearted coping skills stick with us throughout the course of our lives, thus making engaging in dialogue and facing adversity uncomfortable and something to avoid.

The point that I’ve been trying to get at though, is that our communities are facing very real and very pressing issues that cause collective harm. It is our responsibility as active citizens to engage in self reflection, self care, and dialogue to figure out the ways in which we can contribute our talents and skills to build a more just and more equitable society. This can only happen when we start asking ourselves the hard questions and opening our eyes to the honest responses – perhaps mindfulness meditation is a tool that can help make that possible.

To find out more about meditation, please visit: http://americanmeditationsociety.org/

Written by Michelle Chavdar, Research Assistant, Master’s of Public Health Candidate

References

Chu, L. C. (2010). The benefits of meditation vis‐à‐vis emotional intelligence, perceived stress and negative mental health. Stress and Health, 26(2), 169-180.

Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in cognitive sciences, 12(4), 163-169.


MCH Leadership Competencies at UIC CoE in MCH

There are 13 Maternal & Child Health (MCH) Masters of Public Health (MPH) Training Programs supported by the MCH Bureau (MCHB) and funded by the Health Resources and Services Administration (HRSA). The goal of the training programs is to educate and prepare the next generation of MCH leaders to ensure the health of our nation’s families and children. Each training program utilizes different strategies to ensure the trainees are prepared, but a common requirement of all programs is education and training on the MCH Leadership Competencies.

The MCH Training Programs were developed in alignment with the strategic plan created by the MCHB to ensure that MCH leaders “have the vision, expertise, and skills to provide the leadership needed to design and implement policies and programs to assure that children grow into competent, independent, nurturing, and caring adults”. 1 The leadership competencies were born out of that as a way to measure whether or not trainees were in fact rising to become leaders in the field.

The competencies are outlined in three main areas: self, others, and wider community.1 Self includes increasing one’s learning through reading, self reflection, instruction, and other experiences.1 Others includes leadership amongst fellow classmates, coworkers, colleagues, and practitioners.1 Wider community is defined as organizations, systems, and institutions.1 Each of the 3 areas have specific competencies. There are 12 total competencies among the areas of self, others, and wider community.1 Some of the competencies include MCH knowledge base, ethics & professionalism, negotiation & conflict resolution, and policy & advocacy. 1 To measure progress, trainees take a competency self assessment before beginning the MPH program and once completed.

Here at UIC, one unique way we are working towards MCH leadership is by utilizing Clifton Strengths Finder, a product of the Gallup Organization. If you’re unfamiliar with Strengths Finder, it is an online survey that asks questions about an individual’s likes and dislikes and provides responses on a Likert-type Scale. Individuals complete the assessment and in the end are provided with their top five strengths out of a total thirty four possible strengths. The underlying assumption of Strengths Finder is that each person innately has a unique combination of strengths that they bring to any given situation. Strengths Finder helps to identify those strengths to allow the individual to build on them personally and professionally. Each person in our first year MCH cohort completed the assessment. We each were provided with an outline of what our individual strengths meant, how they would serve us well personally and professionally, as well as some tools for personal reflection. Additionally, we were provided with a chart that highlighted every student in the cohorts strengths along with a quick guide to what each strength meant. Conversations took place about what characteristics were unique to each strength as well as tips regarding how to best work together both in the classroom and in the workforce. Utilizing Strengths Quest, or any similar assessment, is an excellent exercise because it utilizes positive psychology to provide a safe space to have discussions about teamwork and leadership while also giving individuals a starting point for individual reflection. Additionally, it provided us with a better understanding of our peers and increased appreciation for the strengths of others. It was an excellent addition to our academic training in the competency areas of self and others.

To find out more about MCH Leadership 3.0 visit:

http://www.amchp.org/programsandtopics/WorkforceDevelopment/Pages/MCH-Leadership-Competencies.aspx

To learn more about Strengths Finder visit:

https://www.gallupstrengthscenter.com/?utm_source=homepage&utm_medium=webad&utm_campaign=strengthsdashboard

References:
1 MCH Leadership Competencies Workgroup. (2009). Maternal and child health leadership competencies version 3.0.

Written by Michelle Chavdar, Research Assistant and UIC MPH Candidate


Women’s Pelvic Health 101

As women, sometimes it feels like the only time we acknowledge our pelvic region is when we’re talking about having babies. But how much do we really know about our pelvic health; about what is going on “below our belts”?

If you’re like me and many other American women, the answer probably is “not much”. Pelvic health gets a bad rap because it’s at the center of stigmatized topics like elimination (pooping and peeing), sexual health, and reproduction. Stigma makes us uncomfortable and when we’re uncomfortable we tend to avoid whatever it was that made us feel that way. Unfortunately, however, not talking about a critical part of our health leaves us in the dark about our bodies and this lack of knowledge can negatively impact our well-being and prevent us from seeking the support and information we need.

One person who isn’t afraid to talk about women’s pelvic health is Missy Lavender and the wonderful team at the Women’s Health Foundation (WHF). WHF is a non-profit organization committed to improving women’s pelvic health and wellness by driving cutting edge research initiatives, developing and offering community based education and fitness programs, fostering conversation and creating communities for women, serving as a national resource on pelvic wellness issues. Their goal is to turn the conversation of pelvic health from a sisterhood of silence to a sisterhood of strength where women feel connected to their bodies and are empowered to live fuller, richer lives. WHF is Chicago-based but are currently leading the charge nationally on women’s pelvic health and wellness. They host educational events, wrote a pelvic health book for teenage girls (Below Your Belt: How to be Queen of Your Pelvic Region), update an amazing community blog with tons of pelvic health information and news, in addition to countless other efforts and initiatives. Their website is a goldmine for all things pelvic health. After spending a lot of time with the Below Your Belt book and WHF resources, we’ve compiled a list of some pelvic health basics to get you familiar with what’s going on “below your belt”:

  • Our pelvic region includes our pelvic bones, pelvic floor, abdominal and back muscles, and digestive, elimination, and reproductive organs. All of these muscles, bones, and organs are essential for physical and reproductive wellness, sexual satisfaction, and healthy digestion.1
  • Proper peeing behaviors can keep your bladder, vagina, and pelvic floor healthier for longer. Here are some important reminders:
    • Always wipe from front to back to prevent spreading bacteria. 1
    • For optimal elimination (pooping/peeing), it is important to relax your pelvic floor muscles, so when you go to the bathroom, make sure you sit all the way down1
    • Rocking from side to side on your tailbone will help relax your pelvic floor and empty all the urine from your bladder. 1
    • Only go to the bathroom when you really have to go1
    • Always drink plenty of water. 1
  • There are a lot of different things that influence our pooping behavior. Here are some tips to help keep you ‘regular’:
    • Eating fiber helps with healthy digestion. A good rule of thumb for how many grams of fiber to get each day is: 10 grams of fiber + your age = # grams of fiber you should eat per day. 1
    • Squatting or using a Squatty Potty is the optimal position for pooping because the squatting position is known to relax the pelvic floor, therefore requiring less pressure and strain and making elimination easier. 1
    • Body movement = bowel movement1 Increased physical activity is known to increase regularity.
    • Always drink plenty of water1
  • When it comes to feminine hygiene, avoid vagina spray. 1 Your vagina is like a self-cleaning oven, so all you need to keep things clean is some warm water.1

This post only covers a small amount of what pelvic health is, but we hope it sparks your interest in this essential subject. To learn more about the WHF and pelvic health check out the WHF website and community blog.

Website: http://womenshealthfoundation.org

Community Blog: http://womenshealthfoundation.org/category/blog/

If you’re interested in teaching your daughter, sister, cousins, or anyone you love about pelvic health, be sure to check out the Below Your Belt book.

http://womenshealthfoundation.org/below-your-belt/

If you’re interested in the Squatty Potty or purchasing a Squatty Potty, check out their website:

http://www.squattypotty.com/

Written by Michelle Chavdar, Research Assistant and UIC MPH Candidate

________________

References

1Lavender, M., & Donatelli Ihm, J. (2015). In Elizabeth Wood (Ed.), Below your belt: How to be queen of your pelvic region. Chicago, IL: Women’s Health Foundation.


Life After Graduation as a Presidential Management Fellow

Bree Medvedev , CoE Alumna As a student in the Maternal and Child Health (MCH) Concentration at the University of Illinois at Chicago (UIC), like many others, I frequently wondered about my career after graduate school. I knew that I wanted my professional life to reflect my desire to give back to a society that had given me so much, but I was unsure of which path to take.

Late last summer, I stumbled upon the Presidential Management Fellowship (PMF) Program. The PMF Program is a highly selective leadership program designed to recruit outstanding recent advanced degree graduates for a two-year developmental fellowship with the federal government. As a Fellow, you engage in challenging work assignments, receive excellent training and professional development opportunities, and learn the ins and outs of national programs and initiatives that are crucial to the well-being of our country. I knew immediately that this was the opportunity I had been looking for that would allow me to merge my desire to be a public servant with my graduate education in public health!

After enduring an application and interview process that spanned several months, I was thrilled to see my name on the Finalist list in March for the PMF Class of 2015. I would now be able to apply for PMF-specific positions across the country in every department and agency of the government.

I already knew that I wanted work at the Department of Health and Human Services (HHS) and began to apply for several positions. In June, I was offered a job in Washington, DC under the Office of the Secretary as a Program Analyst in the Office of Budget.

Everyday at HHS is different then the one before and I am able to use the critical thinking, policy analysis, and advocacy skills I gained throughout my time at UIC to develop, analyze, and implement wide-reaching health policy decisions within the MCH field and beyond. Motivated colleagues who share a passion for promoting and improving the health of the nation surround me. There are ample trainings available to me that not only help me build technical skills important to my position, but overarching leadership skills that will further my career in the federal government.

Each day I am proud to go to work, knowing that I am affecting positive change in the health of Americans across the country. The PMF program has given me an opportunity to develop my career in public service and pursue my passion of improving the public health of my fellow citizens.

If you are searching for an opportunity that will challenge you and allow you to develop in your role as a public servant, I recommend checking out the PMF program. The application for the Class of 2016 will be open from September 28-October 13. Good luck!

By Bree Medvedev, MPH
Center of Excellence in Maternal and Child Health Alumna, Class of 2015

*The views expressed are those of the author and do not reflect the official policy or position of the PMF Program, the Department of Health and Human Services, or the U.S. Government.


MCH Student Practicum Experiences 2015

We were able to connect with two Center of Excellence (CoE) in Maternal in Child Health (MCH) Masters students who completed their field practicums over the summer. We asked them to share their experiences and tell us what coursework helped them prepare for the programs.  Read their stories below.

Student internship program. Picture of the student and her preceptorMCH Epidemiology (EPI) Student Participates in Graduate Student EPI Program (GSEP) in Oregon

I had the privilege of participating in the Graduate Student Epidemiology Program (GSEP) at the Health Authority in Portland, Oregon. The GSEP internship is managed by the U.S. Department of Health and Human Services’ Maternal and Child Health Bureau (MCHB) and allows students to partake in MCH Epidemiology projects in state, local or tribal government settings. This summer, I worked on two projects that allowed me to use my classroom knowledge in a real world setting.

My first project focused on an analysis of Oregon youth participating in the “Choking Game,” a strangulation activity in which adolescents cut off oxygen to the brain in order to achieve temporary euphoria. Oregon is the only state conducting statewide surveillance on Choking Game participation, and our research is the first to focus on children at highest risk of injury or death – youth who participate alone. My work consisted of a literature review, statistical analysis using STATA, and draft manuscript to be considered for publication in a national journal. I will also be presenting our findings at the 2015 APHA Annual Meeting.

My second project, a cost-benefit analysis of flu vaccines administered through School Based Health Centers (SBHC), pushed me to use my analytical skills in a new realm – business and finance. My analysis demonstrated the cost-effectiveness of SBHCs across Oregon and the financial formula spreadsheets I produced can be leveraged by other states to illustrate the importance of their own SBHCs.

Over the summer, it became evident that my UIC training had prepared me to tackle these projects in an efficient and capable manner. My epidemiology, biostatistics, and MCH courses provided not only the skills necessary to complete assigned tasks, but the knowledge to apply my skills to real-world research questions. In addition, I came away with the following lessons learned:

  1. Focus on the details, but never lose site of the big picture. Learning to review the data and understand how it made sense in the big picture helped me conceptualize my findings and bridge the gap between research and broader health policy.
  2. Collaboration is key. While the majority of my work was completed with my preceptor, it was necessary to seek additional insight and feedback from other subject matter experts. Effective communication and collaboration skills are essential for future public health professionals, and I saw firsthand the value of strong working relationships.
  3. Don’t be afraid to be wrong. At the beginning, I was often nervous that my approach was flawed and found myself wishing for a non-existent answer key. With the support of my mentor, I became more comfortable taking leaps, making guesses and learning to make mistakes, which helped me grow and become more confident in my abilities.

By Alexandra Ibrahim, CoE in MCH EPI student

 

Cindy San Miguel, CoE student with leadership award MCH Student Participates in MCH Paired Practica Program in Michigan

I completed the National MCH Workforce Development Center’s Paired Practica at the Michigan Department of Health and Human Services in the Children’s Special Health Care Services (CSHCS) division. The practicum focuses on developing the next generation of MCH professionals by pairing a graduate student from a Maternal Child Health Program with an undergraduate student from Howard University.

My mentee and I worked on a project for the CSHCS’s Family Center, a parent-driven unit providing emotional support and resources to families of children and youth with special health care needs. Acknowledging that technological advances have created new opportunities for communication, our project focused on:

  • How the division communicates with families today,
  • What families feel about the current communication, and
  • What families want to see in the future.

We designed the entire analysis, from conducting a literature review, to gathering data and reporting final results. Twenty-eight families were recruited and administered a mixed methods survey (multiple choice and open-ended questions). We also created a database documenting the social media presence of the 45 Local Health Departments. Our findings were then presented to division leader, who are now working to implement our recommendations. I was surprised at how much I relied on my coursework throughout the summer. I had not worked with this population before, so I returned to lectures from my MCH courses to better understand the issues facing parents of children with special healthcare needs. The spring MCH Systems course (CHSC 511) was particularly helpful in preparing for the practicum. One of my other projects was to track the monthly budget for an epilepsy grant, and I used my budgeting slides from the spring Integrated Core course.

While it is difficult to narrow down, the top three things I learned this summer were:

  1. Mentorship is incredibly important. My practicum reminded me of the value of having a good support system. A lot of us will end up in leadership positions, and the experience of mentoring another student helped me prepare for future leadership roles.
  2. Care coordination is essential. We acknowledge care coordination as an issue in our courses, but working with families who have children with really complicated medical issues, allowed me to understand the burden families face when coordinating the multitude of services for their children.
  3. Remember to humanize our communities. Each individual makes up the community, and individual stories are indicative of what is happening at the broader population level. It was heartbreaking to see families’ day-to-day struggles, but also encouraging to know that when we do good public health work, we can improve families’ everyday lives.

By Cindy San Miguel, CoE in MCH student


Practicum Experience 2014: Chicago Department of Public Health

IMG_7584 (4)So far, our time at the Women and Children’s Health Division at the Chicago Department of Public Health (CDPH) has been very translational to what we learned in our first year at the University of Illinois at Chicago, School of Public Health (UIC SPH).  We are conducting a Community Health Needs Assessment for the MCH population in Chicago under the guidance of CDPH Assistant Commissioner, Susan Hossli. To start, we gathered quantitative data in the form of vital statistics; this included infant mortality rates, low birth weight percentages, preterm deliveries, and teenage pregnancy rates for Chicago and the 77 community areas. We used the data to identify 18 community areas that have the poorest outcomes and we designated them as “Hot Spots.” These community areas are located on both the South and West Sides of Chicago.

After we compiled quantitative data for Chicago and the Hot Spots, we created a demographic picture of each neighborhood, which included socioeconomic status, overall health, education attainment, insurance, income, housing, poverty, crime, food access, and educational resources. These topics touched on what we learned in the Determinants of Population Health class, a new introductory class in the pilot core (IPHS 494). We learned that health is not only affected by biological factors, but also where you live, learn, play, work, pray, and age. It is also pivotal to understand that factors affecting health run the entire life course, as well as transcend generations.

Following the quantitative data, we prepared a systems analysis for each community area. The systems assessment analyzes the available resources in one’s neighborhood; this includes, but is not limited to Healthy Start programs, FQHCs, Healthy Families, Better Birth Outcomes, family case management, hospitals, clinics, birthing hospitals, WIC, family planning, behavioral health programs, and dental programs. This process was very informative because we gained a holistic view of the healthcare environment in the Hot Spot community areas.

We took Community Health Assessment (CHSC 431) in Spring 2014, and it was the perfect primer for this practicum. The knowledge, skills and tools we gained in that class proved essential for our success in this practicum. In CHSC 431, we learned the basics of a community health assessment: what it is, how the process works, where to find the appropriate and credible data, how to identify priority issues, how to obtain and analyze qualitative data, and then how to disseminate the information to community groups and key stakeholders. Another useful class prior to this practicum was MCH Delivery Systems: Services, Programs, and Policies (CHSC 511). In this course, we were introduced to the concept of what a health care delivery system is. We learned about the service delivery system for women, infants, children, and children with special health care needs. Our cumulative project over the semester was to synthesize and analyze the MCH delivery system for various states.

For a holistic view on the health status of Women and Children in Chicago, it is necessary to have a mixed-methods approach for data acquisition. Quantitative data is important to provide a snapshot of the health status, but qualitative data provides a full narrative of the gaps in access to a healthy life. We are currently scheduling focus groups on the West and South Sides of Chicago with consumers, service providers, and community based organizations. The focus groups will complete the needs assessment, and then a Strategic Plan for the City of Chicago will be formulated based on the data and gaps in services found in the needs assessment.

This practicum has been a learning opportunity since we have seen our coursework play out in a practical setting. It is exciting to see our work with the needs assessment play such a large role for the Department of Public Health. This project was undertaken with the hopes of influencing future programming and decision making within the city for healthy mothers and babies.

By Joanna Tess and Dan Weiss, UIC MCHP Students

 


“We are MCH”: Presentations about Maternal and Child Health

 Learn about the MCH field, our legacy, and the positive impact we have had on the health and well being of women, children and families.

 

The University of South Florida coordinated efforts with the Maternal and Child Health Training Programs to create Prezi presentations entitled “We Are MCH”.  Several MCH training programs (including our program) submitted pictures and quotes that were included in these presentations. The hope is to raise awareness about the field of MCH and the great work that is being done.

 

Click on the following links to view the presentations:
http://prezi.com/rz0qkn_wwzvp/we-are-mch/
http://prezi.com/c7e6u6hpyk2u/we-are-mch-mini-1/
http://prezi.com/wc9jvevjv3nz/we-are-mch-mini-2/
http://prezi.com/kyjdfgl9b17o/we-are-mch-mini-3/

 

 


UIC Management Skills Series: March 2013-Feburary 2014

Program Description:
Management Skills Series is a professional development initiative designed to strengthen the participant’s basic and intermediate level management skills. The curriculum encompasses 12 topics offered on a monthly basis for three hours in person at the UIC School of Public Health.  Sessions can be taken on a stand-alone basis or as a certificate program.

Sessions will be offered in a workshop format and include an information-packed overview of the workshop topic as well as participatory learning activities such as case studies, role-playing, and group discussion. Participants will have the opportunity to build their knowledge base on management practices, policies and principles, sharpen comprehension of complex topics, and practice ways to apply new knowledge as a manager in a public health setting.

Workshops:

Foundations of Managing an Organization
03/15/2013    Introduction to Management Principles
04/19/2013    Vision, Mission, and Strategic Planning
05/17/2013    Building an Effective Board of Directors/Advisory Board

Increasing Your Management Effectiveness
06/21/2013    Understanding Communication Styles
07/19/2013    Building and Motivating Teams
08/16/2013    Conflict Resolution
09/20/2013    Overcoming Burnout

Managing Operations      
10/18/2013    Planning and Managing a Sustainable Budget
11/15/2013    Project Management
12/13/2013    Continuous Quality Improvement

Managing the 21st Century Organization  
01/17/2014    Increasing Impact through Collaboration and Partnerships
02/21/2014    Using Social Media for Marketing and Advocacy

** All the sessions are from 8:30 am – 12:00 pm**

Cost:
$450 for all 12
$50 for each session

Click here for session descriptions and to register (Note: There are three tabs at the top of the page to choose from, click on the tab to view the information you would like to see)

Scholarship Eligibility—MCHP Alumni:
Scholarships will cover the cost of all 12 sessions. We will be giving out 2 scholarships to MCH/MCHP EPI alumni. In order to qualify for the scholarships you must be an alumna of the Maternal and Child Health Program or the Maternal and Child Health Epidemiology Program.  Ideal candidates would have 2-4 years of work experience and be able to attend all 12 workshops.

Application Requirements:
Please submit your resume and a short statement describing your interest in the program.

Please address the following questions:
1) Why do you want to participate in this program?  2) What goal(s) are you hoping to achieve through this program?

Please email your resume and your statement to Jaime Klaus, MA, at jaimkl@uic.edu by February 18, 2013.  You will be notified if you received the scholarship by February 20, 2013.

Thank you for the interest in the program!

Please note: Continuing education units (CEU’s) are not available for this program Participants will receive a certificate of completion if they sign up for all 12 courses. However, he/she is absent for more than 3 workshops out of the 12 he/she will not receive the certificate.

 

 

Sponsored by:  MidAmerica Public Health Training Center, Great Cities Institute at UIC, and Maternal and Child Health Program.

 

 


Authentic Leadership: A Coach-Approach to Inspired Public Health Leadership (Should I Apply)?

Authentic Leadership may be for you if you say YES to any or all of the following:

  1. I work in some capacity to improve public health/maternal and child health.
  2. I want to forge my own path to leadership.
  3. I want a new role/responsibility/job/career in public health.
  4. I want to increase my level of satisfaction/engagement at work.
  5. I want to be in a program that invites me to co-design my learning and growth areas.
  6. I want to explore what makes me a leader.
  7. I want to self-identify as a leader.
  8. I want to feel alive, satisfied, and passion-filled about my professional and personal decisions.
  9. I want time and space to self-reflect.
  10. I appreciate (or want to appreciate) the value of self-awareness related to leadership.
  11. I have a leadership style that is different from everyone else’s style.
  12. Nobody understands me.
  13. I want to learn how to say yes to things that are most important to me and no to those things that are not currently a priority.
  14. I want someone else to help hold me accountable for what I say I want.
  15. I am tired of doing things in public health the same old way.
  16. I want to feel confident and secure in who I am.
  17. I want to focus on building my leadership strengths.
  18. I want a smooth transition into retirement.
  19. I want to shake things up in my life/work.
  20. I want to have greater impact in my work or life.
  21. I want more confidence.
  22. I want to feel the fire in my belly.
  23. I want to trust myself (more).
  24. I want my own certified professional coach.
  25. I want to have fun while I learn.
  26. I want to be in a program that doesn’t feel like more work added to my current, crazy workload.
  27. I am tired, burned out, overwhelmed.
  28. I am frustrated with the status quo.
  29. I can’t remember why I got into public health.
  30. I have a brilliant idea that I want to develop.
  31. I am innovative, passionate, creative and believe there are new ways to improve public health.
  1. I have been unsuccessfully looking outside myself for the answers to my questions.
  2. I want to create meaningful connections to others exploring leadership in the MCH field.

Authentic Leadership: A Coach-Approach to Inspired Public Health Leadership (Outcomes)

If you decide to enroll in Authentic Leadership, ou can expect to:

1)      Identify a set of authentic, individualized, values based personal/professional goals that support your leadership development and the impact you want to make in public health.

2)      Assess your current level of satisfaction with your personal and professional life.

3)      Improve your level of satisfaction in a minimum two life areas.

4)      Identify your leadership strengths and develop a plan to practice leading from strengths.

5)      Improve your emotionally intelligent leadership competencies related to the awareness and management of your emotions and those of others.

6)      Identify your personal and professional values through a values clarification process.

7)      Connect and develop lasting, creative, innovative, open relationships and community with diverse MCH colleagues from across the US.

8)      Develop a Leadership Philosophy and/or I Am A Leader Who…Statement/Youtube video that expresses your unique leadership philosophy.

9)      Create a Leadership Development Plan that you can sustain and that you feel personally accountable to over the 6-12 months following program conclusion.

10)  Identify yourself as an MCH leader regardless of your role and/position.

11)  Take on a new MCH role or position (if desired) or feel engaged and satisfied with your current work.

 

Above and beyond these outcomes, the experiences you take from this program will change you, or help you to become more of your true self, and you will remember and apply the learnings in new ways and for a long time.  Program participants who took our program as early as 2010 are still talking about how the program changed their lives.