Healthy Homes - PowerPoint Presentation

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Healthy Homes

/ Healthy Kids

A train-the-trainer curriculum for Head Start and Early Head Start staff and families

Developed by the Healthy Environments for Children Initiative Department of Extension, University of Connecticut in partnership with the LAMPP Project and EASTCONNSlide2

What do you already know about healthy homes?Please complete the pretest.

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Today’s agendaIntroductionWhat is a healthy home?

Why is it important for families?What are the goals of this program?How lessons are organized3Slide4

Today’s agendaIntroduction to lessons

Introduction to healthy homesControlling clutterAsthma triggersLead poisoningControlling mold and moistureControlling pests safely

Smoking Advocating for a healthy homeTrainer’s manualSample lesson

Try a lesson on for sizeYour feedback4Slide5

What is a healthy home?

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What is a healthy home?

One that supports the health and safety of the people who live there

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What features make a home healthy?

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Activity

List seven words or phrases to describe a healthy homeSlide8

What features make a home healthy?

Clean?

Dry?

Safe?

Fresh

air?

In good

repair?

No pests?

No dangerous

chemicals?

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How do these features affect health?

Clean

Reduce pests, dangerous chemicals, and asthma triggers

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How do these features affect health?

Clean

Reduce pests, dangerous chemicals, and asthma triggersDry

Reduce pests and mold10Slide11

How do these features affect health?

Clean

Reduce pests, dangerous chemicals, and asthma triggersDry

Reduce pests and moldSafe Reduce accidents and injuries11Slide12

How do these features affect health?

Clean

Reduce pests, dangerous chemicals, and asthma triggersDry

Reduce pests and moldSafe Reduce accidents and injuriesFresh airMake breathing easier12Slide13

How do these features affect health?

Clean

Reduce pests, dangerous chemicals, and asthma triggersDry

Reduce pests and moldSafe Reduce accidents and injuriesFresh airMake breathing easierFree of pestsReduce diseases and asthma triggers13Slide14

How do these features affect health?

Clean

Reduce pests, dangerous chemicals, and asthma triggersDry

Reduce pests and moldSafe Reduce accidents and injuriesFresh airMake breathing easierFree of pestsReduce diseases and asthma triggersFree of dangerous chemicalsReduce poisonings, injuries, and other harmful effects14Slide15

How do these features affect health?

Clean

Reduce pests, dangerous chemicals, and asthma triggersDry

Reduce pests and moldSafe Reduce accidents and injuriesFresh airMake breathing easierFree of pestsReduce diseases and asthma triggersFree of dangerous chemicalsReduce poisonings, injuries, and other harmful effectsIn good repairKeep small problems from becoming big problems15Slide16

Why is it important for families?

Housing

Health

EducationYou are here16Slide17

Why is it important for families?

Housing: Deteriorating lead paint

Health: Lead poisoning

Education: Learning, behavior, and health problemsYou are hereExample17Slide18

What are the goals of this program?To help family services staff learn about the relationship between housing and health

To give staff practical tools to share this information with familiesTo teach families simple steps they can take to make and keep their homes healthy18Slide19

Each lesson containsBackground information for trainers

List of selected resourcesDetailed lesson plan

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Each lesson plan containsLearning objectives: what the learner should be able to do by the end of the lesson

List of materials neededDetailed instructions on how to conduct lesson (script)All lessons except the first start with a short review of the previous lessonsEvery lesson ends with a brief summary of the topicActivities for adults (handouts)Activities for children (handouts)

Your evaluation

Adapt the script to the needs of a given learner and your own style20Slide21

Lesson: Intro to healthy homes

What are the features of a healthy home?Clean

DryFree of pestsFresh, moving air

Free of dangerous chemicalsSafeWell maintained21Slide22

Lesson: Intro to healthy homesAt the end of this lesson, learners will be able to

Recognize the importance of keeping their homes as healthy as possibleList at least four features of a healthy homeIdentify features of their own homes that are considered healthyIdentify features of their own homes that they can make healthier

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Lesson:

Controlling clutter

What is clutter?

Messy or disorganized accumulation of itemsToo much stuff in too small a space23Clean up clutter

Why is clutter a problem?

Accumulates dirt, dust, and allergens (substances like pet hair and pollen that can cause allergic reactions)

Provides homes for pests, such as bugs and mice

Stores moisture, creating mold and mildew problemsIncreases risk of injuries from falls, trips, or firesWhy do you think it is difficult for many people to give up clutter?Slide24

Lesson: Controlling clutterNote

Clutter may be associated with various psychological issues, from moderate guilt over a messy home to serious hoarding problemsThis lesson is intended to help people with mild to moderate clutter problems toIdentify clutter

Reduce current clutterPlan to prevent future clutterPeople with serious hoarding problems may require help from mental

health specialists24Slide25

Lesson: Controlling clutterAt the end of this lesson, learners will be able

toRecognize the importance of keeping home free of too much clutterIdentify clutter in their own homesDescribe a process to reduce clutterDescribe actions to prevent future clutter

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Lesson: Asthma triggersAsthma: serious lung disease that makes it hard to

breatheCannot be cured but can be treated and controlledCauses are unknownEnvironmental factors can start (trigger) asthma attacksTriggers vary from person to person

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Lesson: Asthma triggers27

Common triggers include

Smoke

Dust

Furry

pets

Cockroaches

Strong smells

MoldSlide28

Lesson: Asthma triggersNote

This lesson is intended for families in which someone, especially a child, has asthmaAlso for families whose friends or relatives

have asthmaOnly a doctor can tell if someone has asthma or another breathing problemIf parents or guardians know or suspect that a child has asthma,

they must get and follow medical adviceThis lesson is not intended to provide any medical adviceIt is intended only to supplement medical advice with information about how to reduce or eliminate asthma triggers28Slide29

Lesson: Asthma triggersAt the end of this lesson, learners will be able

toRecognize the importance of having a written asthma action planRecognize the importance of managing asthma triggers in the environmentIdentify the symptoms of asthmaList five common environmental triggers of asthma

Describe methods of reducing or eliminating five common environmental triggers of asthmaDevelop a plan to reduce environmental triggers of asthma in their own home

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Lesson: Lead poisoningLead damages developing brains and nervous systems of unborn and young children

Lead poisoning can cause permanent learning, behavior, and medical problems, such asProblems with reading, vocabulary, academic achievementLearning disabilities and reduced IQ

Problems with attention and learningDisruptive behaviors, aggression, hyperactivityProblems with hearing, slowed growth

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Lesson: Lead poisoningCommon sources of leadDust from old lead paint

Old lead pipesSoil contaminated with old paint or old leaded gasolineBatteriesSome old or imported pottery, toys, and novelties

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Lesson: Lead poisoningChildren with lead poisoning may not look or act sickOnly way to know is through blood test

All children should be screened at ages of one and two yearsLead poisoning can be prevented32Slide33

Lesson: Lead poisoningAt the end of this lesson, learners will be able

toRecognize the importance of preventing lead poisoning, especially in childrenName the only way to know if a child has been lead poisonedList three of the most common sources of lead in homesIdentify three strategies to protect children from lead

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Lesson:

Controlling mold and moisture

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Molds are small living things that grow wherever they find food and moistureMold growth outdoors is usefulMold growth indoors is harmfulExposure may make breathing problems worse for some peopleCan damage or destroy belongingsTesting usually not recommendedRule of thumb: If you can see or smell mold, it should be cleaned upSlide35

Lesson: Controlling mold and moisture

At the end of this lesson, learners will be able toRecognize the importance of controlling mold and moistureList two health problems associated with exposure to moldIdentify

the most important thing that mold needs to growDevelop a plan to clean up existing mold in the homeDevelop a plan to reduce moisture in the home and prevent future mold growth

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Lesson: Controlling pests safelyPest: any plant or animal that is somewhere it is not wanted

Pests mayCause or spread disease: asthma, plagueEat or spoil your food

Damage your home or belongingsMake you uncomfortable36Slide37

Lesson: Controlling pests safely

But pesticides (chemicals that kill pests) can be dangerous, especially to children

Short term: asthma attacks, difficulty

breathing, headaches, nausea

Long term: birth defects, learning disabilities, hormonal changes, cancers

Before reaching for pesticides, consider

integrated pest

management

(often called IPM)

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Lesson: Controlling pests safely

I

ntegrated pest management

Look for signs of pestsIdentify pestsRemove their food, water, shelterKeep pests outCapture or kill without dangerous chemicalsConsider pesticides if other methods failRead and follow all directions carefullyKeep all pesticides out of reach of children38

Pests

Keep

Out!

 No foodNo water

No shelterSlide39

Lesson: Controlling pests safelyAt the end of this lesson, learners will be able

toRecognize the importance of controlling pests safely in and around their homesName some pests that may create problems in or around their homesList some of the health problems that pesticides can cause in childrenDescribe safer methods to control pests in and around their homes

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Lesson: SmokingLesson is intended mainly for learners who smoke or whose family members smokeAlso for learners whose children spend time around others who smoke

There is no safe level of exposure to tobaccoAny exposure is harmfulNo form of tobacco has been shown to be safe

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Lesson: SmokingAssociated

with Many types of cancerReproductive problemsLess resistance to colds and fluLoss of bone densityGreater

difficulty for diabetics to control blood sugarMakes people less attractiveWrinkled skinYellow teeth

Bad breathSmelly clothing and hair41First-hand smoke begins doing damage immediatelySlide42

Lesson: SmokingContains same dangerous chemicals as first-hand smokeAssociated with most of same diseases

Nonsmokers are exposed whenever they are near someone smoking: in homes, cars, public places42

Second-hand smoke

comes from the burning cigarette, cigar, or pipe and the smoker’s breath

Arsenic (used to kill rats) +

Benzene (used in gasoline) +

Hydrogen cyanide (used in chemical weapons) +

Thousands of other chemicalsSlide43

Lesson: SmokingUnborn babyStillbirth and miscarriage

Premature birthBirth defectsChildrenRespiratory problemsEar infectionsDeath from Sudden Infant Death Syndrome (SIDS)

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Exposure to second-hand smoke increases health risks

Adults

Heart diseaseLung cancerOther cancersStrokeSlide44

Lesson: Smoking

Third-hand smoke: chemicals from tobacco smoke that remain onSmoker’s

hair, skin, and clothingSurfaces like walls, floors, rugs, furniture, dust, and car interiors

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Children may be exposed to dangerous chemicals byPutting contaminated objects in mouthsTouching contaminated surfaces

and putting hands in mouthsBreathing contaminated dustSlide45

Lesson: SmokingAt the end of this lesson, learners will be able

toRecognize the dangers of smoking tobacco, second-hand smoke, and third-hand smokeName five health effects associated with smokingDescribe the dangers of second-hand smokeDescribe

the dangers of third-hand smokeList five reasons to quit smokingList five ways to protect their family from exposure to second-hand and third-hand smokeIdentify three ways to help themselves or a family member quit smoking

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Lesson: Advocating for a healthy

home

Adults sometimes must

act as

advocates for family, working withLandlordsState and local health, housing, building, and fire officialsNonprofit agenciesOther residents in the homeOther people or organizations

If learner is a tenant, advocating often starts with landlordHelpful for learner to understand rights and responsibilities of both tenants and landlords46Slide47

Lesson: Advocating for a healthy homeNote

This lesson is not intended to offer legal adviceIt offers general strategies for advocating and provides an overview of rights

and responsibilities of tenants and landlords (or landladies) in Connecticut If learners have questions about their specific situations, they should consult appropriate legal professionals

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Lesson: Advocating for a healthy home

At the end of this lesson, learners will be able toRecognize the importance of advocating for a healthy homeDefine advocatingList the steps of advocating effectively

Apply the steps of advocating effectively to a personal healthy home issue48Slide49

Trainer manualIntroduction to curriculumInformation about adult learners

Adults learn best when they feel safe, respected, acknowledgedAdults learn best what seems important in daily livesAdults learn best when they participate activelyAdults often learn best by doingAdults learn best when they connect what they’re learning with what they already know

People learn in various waysAdults may face barriers to learning49Slide50

Your role as a trainerShow respect for learnerRespect differences in beliefs, feelings, and attitudes

Respect learner’s time and abilitiesCommunicate honestlyAsk questions

Listen carefullyTactfully challenge mistaken assumptionsRemain open to new ideas

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Your role as a trainerCreate supportive learning environmentMaintain positive

attitude Be trustworthyBe caringBe flexibleEstablish a pace that matches learner’s ability and interest levels

Encourage learnerSupport learner’s effortsHelp learner

to build self-confidenceHelp learner to growTreat learner as adultHelp learner become problem solver51Slide52

Training suggestions

ActionExample

Observe learner and adjust accordinglyIf learner is looking elsewhere, she may be distracted. Try to remove source of distraction.Listen actively, using verbal and nonverbal signals

Verbal: Ask questions to clarify what learner is saying.Nonverbal: Nod from time to time.Try to motivate learnerFocus on learner’s strengths.Show respect for learnerBe well prepared for the lesson.52Slide53

Training suggestions

ActionExample

Encourage learner to participate activelyEncourage learner to ask questions.Use appropriate languageUse familiar words.

Check for understandingAsk learner to restate what you have said.53Slide54

Handling questionsAsking questions of the learner

Ask one question at a timeGive learner time to think of answerHelp learner who is strugglingDon’t overuse questions: lesson is not an interrogation

54Types of questions

Closed: requires short, definite answerOpen: requires longer, more thoughtful answersSlide55

Handling questionsResponding to learner’s answersMake sure you understand the

answerAcknowledge all answersIf answer is incorrectDon’t criticize learnerTry to rephrase to clarify questionProvide hints if learner seems able to figure out answer

or Give correct answer55Slide56

Handling questionsAnswering learner’s questionsMake sure you understand the

questionIf you know the answerGive hints if learner seems able to figure out answer

or Provide the answerIf you’re not sure of the answerTell learner that you’re not sure but that you’ll try to find the answerFollow through on that promise

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Sample lessonWe’ll present a sample lesson to illustrate how to use the curriculum

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Now you try itDivide into small groupsPractice teaching all or part of a

lessonThings to considerHow to bring up sensitive issues?How to get learner to buy in at beginning of lesson?

If there is not enough time for the whole lesson?If learner is distracted by children?How to adapt to deliver to small groups?

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Conclusion“Where we live is at the very core of our daily lives. For most Americans, home represents a place of safety, security, and shelter, where families come together…. Given its importance, it is not surprising that

factors related to housing have the potential to help—or harm—our health in major ways….“When

adequate housing protects individuals and families from harmful exposures and provides them with a sense of privacy, security, stability, and control, it can make important contributions to health. In contrast, poor quality and inadequate housing contributes to health problems such as infectious and chronic diseases, injuries, and poor childhood development

.”—Commission to Build a Healthier America, 200859Slide60

Check your knowledgePlease complete the post-test

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Your feedbackUseful?For you in your workFor the families you work with

Easy or difficult to use?What works?What doesn’t work?Appropriate for

families?Reading level OK?Too much or too little information?Activities for adults and kids OK?Topics OK?Other topics you’d like to see?

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Your feedbackChangesHow could we

improve lessons to make them work better?Could you do anything differently when you teach a lesson?

Any other suggestions for improvement?62