Police Violence: Reducing the Harms of Policing Through Public Health-Informed Alternative Response Programs.

Police violence is a public health issue in need of public health solutions. Reducing police contact through public health-informed alternative response programs separate from law enforcement agencies is one strategy to reduce police perpetration of physical, emotional, and sexual violence. Such programs may improve health outcomes, especially for communities that are disproportionately harmed by the police, such as Black, Latino/a, Native American, and transgender communities; nonbinary residents; people who are drug users, sex workers, or houseless; and people who experience mental health challenges. The use of alternative response teams is increasing across the United States. This article provides a public health rationale and framework for developing and implementing alternative response programs informed by public health principles of care, equity, and prevention. We conclude with recommendations for public health researchers and practitioners to guide inquiries into policing as a public health problem and expand the use of public health-informed alternative response programs. (Am J Public Health. 2023;113(S1):S37-S42. https://doi.org/10.2105/AJPH.2022.307107).

Policing Is a Public Health Issue: The Important Role of Health Educators.

For decades, marginalized communities have been naming the harms of policing-and the systemic racism that undergirds it-for health and well-being. Only recently have policing practices and racism within policing gained more widespread attention in public health. Building on social justice and emancipatory traditions in health education, we argue that health educators are uniquely prepared to use the evidence base to reframe narratives that drive aggressive policing and their disproportionate impacts on communities of color, promote disinvestment in militarized policing, and build relationships with community-based organizations and community organizers developing community-centered approaches to safety. Using public health institutions and institutions of higher education as examples, we suggest specific strategic actions that health educators can take to address policing as a public health issue. Health educators are uniquely poised to work with diverse community and institutional partners to support social movements that create community-centered, equitable approaches to public safety and health.

An overview of the ACE Project-advocating for clinical excellence: transdisciplinary palliative care education.

BACKGROUND: Excellence in palliative care demands attention to the multidimensional aspects of patient and family suffering, yet too few psycho-oncology professionals report adequate preparation in this vital area. METHODS: A total of 148 competitively selected psychologists, social workers, and spiritual care professionals participated in intensive educational courses to enhance their palliative care delivery, leadership, and advocacy skills. Extensive process and outcome evaluations measured the effectiveness of this educational program. RESULTS: To date, 2 national courses have been completed. The courses received strong overall evaluations, with participants rating increased confidence in defined palliative care skills. CONCLUSIONS: The initial results of this innovative National Cancer Institute-funded transdisciplinary training for psycho-oncology professionals affirm the need and feasibility of the program. See the Advocating for Clinical Excellence Project Web site (www.cityofhope.org/ACEproject) for additional course information.

Promoting excellence in pain management and palliative care for social workers.

Social workers, like other health care providers, may lack the necessary skills for effective pain and symptom management and to competently address the complex yet critical bio-psychosocial-spiritual needs facing seriously ill patients and their families. The purpose of this article is to describe the development of a national educational program designed to promote excellence in pain management and palliative care for social work professionals. Initial evaluation data (N = 276) are presented to demonstrate the feasibility of this innovative educational program.

Feasibility of an ovarian cancer quality-of-life psychoeducational intervention.

BACKGROUND: Diagnosis of ovarian cancer often portends a poor prognosis with significant quality-of-life (QOL) concerns. METHOD: We report on a pilot study that tested the feasibility of a structured, ovarian cancer psychoeducational intervention (OCPI). Patients (N = 33) were randomly assigned to either the control or OCPI study arms in which those in the intervention arm received 4 sequential, structured, in-person educational sessions. Data were collected at the time of accrual and at 1 and 3 months postaccrual. RESULTS: This study demonstrated the feasibility of a structured psychoeducational program in an outpatient clinical setting. CONCLUSION: Study findings underscore the importance of developing interventions that address the 4 QOL domains impacted by ovarian cancer and support initiating a comprehensive psychoeducational intervention earlier in the course of illness.

Disseminating end-of-life education to cancer centers: overview of program and of evaluation.

BACKGROUND: Systematic provision of compassionate end-of-life (EOL) care requires strategic training of health professionals. Disseminating EOL Education to Cancer Centers (DELEtCC) targeted education of interdisciplinary institutional teams. METHODS: Competitively-selected two-person teams participated in a national three-day EOL conference. Nationally recognized faculty created and presented the curriculum. Project faculty supported teams over 18 months as they implemented EOL goals. Conference evaluations were very positive. RESULTS: Independent participant and administrative evaluations reported successful implementation of goals aimed an improving EOL care. CONCLUSIONS: DELEtCC disseminated education representing best EOL practices, and participants used this knowledge to create and implement goals aimed at improving EOL care.