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Important slides


00:33 Networks or how we refer to it internally as Ben. So, as we all know, let me share. Okay. As we all know, it can be difficult sometimes, you know, for the most educated individuals with access to resources.
01:29 And, and just knowledge in how to navigate systems. Sometimes it's still daunting and it can still be troublesome. For those of you who, you know, have ever had issues, you know, making a doctor's appointment, getting access to a resource for your, so for yourself, for your family possibly for a client or somebody you service within your nonprofit or your organization, that daunting task can be you know, something that causes stress, can cause headaches.
01:57 Really what we want to do is start to discuss what does it look like to build navigation networks that are equitable?
02:06 And when we think of equity, that can come in a lot of different lenses, a lot of different spaces. So in order to kind of level set this conversation in terms of equity, I would like to get today's conversation started off by passing it off to my colleague, Aaron Patton, so that he can discuss or talk a little bit with you all about the idea of equity and really get us started on today's conversation about the Ben Project.
02:31 Thank you, Dr. Johnson. Good morning to everyone. Hopefully your, your new year is, is off to a, a prosperous and, and healthy beginning and where to start.
02:43 First and foremost I'd like to again, thank everyone for joining, and if you could do us a huge favor and drop your organization or affiliation in the chat as well, that would be quite beneficial to this vision and listening session is we are really here to, to the vision for this project.
03:02 But in the, the framework of a call and response there are opportunities as we see this as a human-centered design approach to partner and to incorporate your lens into this work.
03:14 And so I appreciate everyone for that. And then also we'll drop some questions in along the way, so we appreciate your feedback.
03:23 So let's talk numbers. And before we get to these numbers, if, if I, if I were to say to you a year ago that to start the new year off, one of the things that we would be greeted with on the news would be a six-year-old going into a classroom and shooting a teacher.
03:40 I don't think anyone on this call even as extreme as circumstances are getting and can be that seemed unfathomable. And so really what we're, what we're talking about here is addressing a, a cognitive dis dissonance where we begin to sort of just internalize trauma and a narrative and, and really countering that by looking at what it means to, to, to build an appropriate what a real safety net looks like, how equitable it truly can become.
04:10 And it's very much needed, obviously within the black community racism is a public health issue. We're talking about 16% of folks in the African American and black population reporting, having mental illness 7 million people more than the populations of Chicago, Houston and Philadelphia combined.
04:32 So we know that there's a concentrated effect of trauma being traumatized, dramatized, objectified brutalized within, within these communities. And so it, it requires more than a prescriptive solution.
04:49 And, and reading some of the reports out of the school district in Virginia, the comment was, we need more metal detectors.
04:57 And my response was, no, we need to be able to detect you know, really and deeply embedded generational trauma, spiritual warfare and, and equip these systems and these neighborhood and built environments as we think about the social determinants of health with the resources and, and really the, the equitable system to help the schools, the communities, the parents, and the families navigate this very traumatic environment that we're in.
05:26 And, and as we make our fifth pivot with the transformational leadership pivot, as Fred has talked about, the, the mental health tsunami is now taking landfall and statistics like this are certainly indicative of that.
05:45 So, a few key points that we'd like you to, to, to think about as we begin to frame what, what equity looks like and, and building an equitable navigation network, and, and more importantly, what trauma looks like, which is a big part of the focus of this project to determine what is a cultural competence relative to to trauma.
06:09 What does it mean to be trauma-informed? And so chronic exposure to life-threatening traumatic events, as we know, can lead to negative mental and physical health outcomes.
06:20 So we're talking about systemic outcomes. We're talking, this is a systemic issue. This is a systemic challenge that requires adaptive leadership, transformational leadership, not purely technical fixes to these outcomes.
06:35 And due to structural racism black individuals with fewer economic resources are more likely to experience trauma than other groups. So we know that racism is the root of all health inequities.
06:51 And, and therefore, if, if we're going to talk about what the, what the solutions are we, it has to be crucial for those clinicians, for for the community health workers, for the systems that are involved to, to seek and find the, the, the proper training to address internal biases about race and, and how to develop and effectively treat racial trauma.
07:16 And so, as we think about this in a, in a human-centered from a human-centered design approach this particular graphic and, and one that follows you know, especially for those who are, who are visual learners really wanted to, to help present what it means to, to build an equitable navigation network.
07:39 What does that really look like? So on the left, we, we see what equality means, right? With equality, everyone gets the same, regardless if it's needed or if it's right for them, if it, if it suits the, the environmental conditions you know, what impediments you know, there may be in the systems and access to information and quality resources, for example.
08:01 And then equity is, is the higher expression where everyone gets what they need reflective of what the natural barriers may be what the supernatural barriers may be, what the circumstances are, what the conditions are in the family system, and the school and the environment, et cetera, et cetera.
08:20 So a couple things. What are a few things, and you can drop it in the chat or come off mute.
08:26 What are a couple things that you noticed from these two particular screens? First, on the equality side. So we see a, a young man, and he's sort of like the kid on the progressive commercial <laugh>, I got a bike, right?
08:45 But that bike is, that bike is too big for me, right? So, so someone is, is giving me a counselor for my trauma, but that particular counselor is above, you know, my cultural experience.
09:00 They, they, they don't relate to what I really need to be able to effectively operate in the environment that I'm environment within my school or within my family.
09:10 For example obviously in the middle, we've got one that, that sort of sets that standard, okay? Everyone needs this bike to be able to, to get by, to get through day-to-day to operate through the stresses and shocks and anxieties that come our way.
09:25 And then on the bottom we see not only is the, is the equipment, so not only am I not equipped with what's necessary for me to navigate my unique challenges, right?
09:36 Because now I'm dealing with a generational you know, traumatic effect that has really rendered me helpless. So I have a learned helplessness that I also have to tackle, as well as just the environment and the atmosphere that is not conducive to me getting on a normal state to mental health, for example, right?
10:04 And so on the, on the right side, we see that the adjustment is then made to recognize that what the, the young individual up top needed really was a system and the equipment to be able to navigate successfully.
10:18 Also, notice, what is he wearing? He's wearing a helmet now, right? He's got a helmet on. So, so now he's, he's got some, some cognitive support, right?
10:28 So he is able to now navigate through the you know, through the terrain and through the environment adequately same in the middle, and then down on the bottom we see that we now have not only a, a proper accessible device, right?
10:43 But notice on the first, on the left hand side, the individual is forced to kind of, you know, pull themselves up by the bootstraps, forced to sort of roll themselves out of the scenario.
10:54 Whereas on the right now we've got a more operable situation and condition. So this is really you know, intended to give us a perspective.
11:04 And a lot of this is about what's culturally informed. When we talk about what does, what does culturally informed mean, it means recognizing that one size does not fit all, right?
11:14 That there are deeply embedded nuances and there's a deeply embedded cognitive dissonance that accompanies the services that we're pro providing, the resources we're providing, the information, we're providing the training, et cetera.
11:27 Now, as we move to the next slide, we see how we can evolve this, this gets transformational. This gets really transformational.
11:34 So now we see equality as everyone gets the same again, regardless if it's needed or right for them. So in the first slide, you know, we had a fairly rough terrain that folks were, were trying to navigate, right?
11:46 We had some, some peaks, we had some valleys. Now we've got a cliff, we've got a curb, we've got a more dangerous circumstance that and you can say that is the, the sort of escalating violence that we're seeing even in our community.
12:02 So now, the, the, it's not just the equipment, right? It's not just equipping me with what I need individually. It's now what, what does the broader network look like, right?
12:14 The network of communication, the network and access to, to the information that is gonna now empower me to be able to a, recognize you know, what I'm really dealing with, what I'm faced with, and the support mechanisms that are now in place, structurally, again, this is a systemic issue.
12:31 So we need to address it with the, the, the systemic and systematic responses that then allow us to move from inequality perspective, where it may be okay for, for one or two, right?
12:44 But as we see the, the escalated risk in the population, we need to be able to customize and, and adequately address that as we do now on the second half of the screen.
12:55 So now we have a few things. What are a few things we notice? We notice, for starters, the positions have changed, right?
13:04 So we're recognizing that based on the level of escalation of violence, we need to place a very strong emphasis as it relates to trauma on our younger population, right?
13:15 So we see the switch from the first to the second. Now we have the younger individual who is now in front of this particular system, and in many respects is leading the way into what freedom and what health and, and what restoration really looks like from a mental health perspective.
13:33 And that's critically important for our young people today. A couple of other things we noticed really quickly a, we see the ramp but also in terms of the access to information.
13:43 And again, we're talking about building an equitable navigation network. How do people navigate? They navigate not just by what tools they have, but they navigate by which information they have access to and how appropriate that information is for their, for their current situation.
13:59 So not only do we now have a sign that says, walk, don't walk, right? There's, there's, there's danger as we're warning there's a mental tsunami that's, that's coming.
14:09 We know we've gotta deal with violence. We know we've gotta deal with our housing situation. We know we have to deal with poverty.
14:14 We know we have to deal with these things threatening our community. And so here are some signs, but we also need some more audible signals.
14:23 So now we have a, a megaphone that is able to, to broadcast messages. So you could call this sort of the, the surround sound effect of what it looks like to really build an equitable navigation network.
14:37 I'll turn it back over to you, Dr. Jones. All right, thank you very much. And thank you for, you know, really illustrating what we're here for today and thinking about in terms of equity.
14:46 So what I'm going to do now is dive down into you know, presenting some information that is actually specific to the Ben approach.
14:56 So in building equitable navigation networks, as you can see, this is a co-created and multi-sector approach. That's where all of you come in today.
15:04 That's why we're really wanting to present this information to, here's some feedback and, and here's some of your thoughts, because as we are looking to target covid 19 and mental health, as we know, these two are on different trajectories.
15:18 And that might be data and statistics and, you know, governmental approaches you know, versus what's happening on the ground are, are two different views.
15:28 We hear a lot about the, the data of, of covid nineteens coming down. The restrictions can be loosened up. We don't have to be as attentive to it.
15:39 You know, I saw a commercial yesterday about the new booster that is out that is specific for the, I'm gonna pronounce it wrong, Americ variation of covid 19.
15:52 And then when we think about mental health, to Aaron's point, throughout this presentation thus far, a tsunami is on its way.
16:00 It hasn't already started. And it's playing out in our communities and our schools and, and in different areas of our lives.
16:06 So we are seeking for this project to be a space of prevention, intervention, treatment that infuses trauma informed approaches and cultural competency.
16:19 Those two terms in trauma informed and cultural competence. We'll talk about defining them here in a little bit, because as we know, they can be, have different definitions depending on where they are being applied.
16:32 And into Aaron's point earlier having a human-centered design approach through a racial equity lens that is also focused on the social determinants health, the social determinants of health are really the foundation or the backdrop for how we are seeking to establish this Bend project and the approach for the building equitable navigation networks.
16:55 So as we think about co-creation and implementation, co-creation can come in in various forms. And today, as this being a, a vision and listening session for you all, this is a part of our co-creation model, but here are eight indicators, or eight areas in which we are seeking to co-create.
17:16 So through our regional federally qualified health centers, you acting as community hubs providing resources, information, and spaces for data gathering.
17:27 As we know within our systems healthcare systems are coming different shapes and sizes, different forms. Some of them are federally qualified health centers, while others in some of the communities that we're targeting would be considered to be community health centers.
17:44 U P M C is in the process of opening one, or has recently opened one in the East End as an example of a community health center.
17:52 So finding and coordinating and aligning social servant social service agencies and institutions to fill out the spokes through the hub and spoke approach.
18:02 So, a lot of you on this call you know, we know what type of services you provide in agencies and institutions that you are, and that's why we wanted to invite you all in here today to see how this project aligns with some of your work, so that we could be getting feedback on how these connectivities for the hubs and the spokes will play out in various communities.
18:26 We know that each community that we serve has differentiated needs, especially when we think of that trauma informed and cultural competence.
18:35 Not all of our communities are, are monolithic. You know, we, we have very high levels of diversity, and that's really why we think this co-creation model to identify for the number four, if we look at the personal and professional platforms to produce ambassadors, right?
18:54 So these individuals will be coming, ambassadors will be coming from these communities, and, and being specific within that. When we are looking for the idea of grooming community healthcare workers, right?
19:06 When we're being specific for our recruitment, our engagement, and therefore our onboarding of community health workers in individualized communities, the this is through the production of ambassadors.
19:19 Those of you on this call, we will be following up with you after this. Some of you may have heard from us already in this regard so that we could start seeking and considering organizations and individuals as ambassadors.
19:31 So, as we continue to look through, each line really indicates how the hub and spoke is being built out. So corporate and nonprofit professional development pipelines.
19:42 So we're thinking of how do you connect individuals at a front end of a pipeline all the way through training, certification, activities, leading into employment and community level work and engagement, and onto additional career professional and personal opportunities that live beyond the scope of the project, cultivating a bench to groom home healthcare workers.
20:08 We'll get into this here in a little bit. I'm gonna ask Aaron here in a few minutes to talk a little bit deeper on this, but we're in conversation with school systems in consideration of building that pipeline.
20:21 We know schools have free and technical education programs. Some of them are taking courses in college that are focused on healthcare.
20:31 And so we wanna make sure that as we are building out this process and project, that it's in consideration of how do we build out this pipeline and therefore groom the individuals that are along the way with us.
20:44 We're looking to launch pilot efforts in three communities that implement the hub and spoke approach. And then lastly, develop an open loop system that links with DH S'S SY system of a comprehensive feedback loop right now that has been identified as Find
21:03 And how do we illustrate the cultural competence and trauma informed levels of organizations that are linked to the D h S system that offer resources, as in, we wanna make sure that they are trusted partners within this, so that referrals are, that are being made are linking directly to resources that can be accessed by individuals that are in need.
21:30 And also you know, not only just access, but having them, the outcomes being identified and really streamlined throughout and closing that loop at the end of it is something that you will see here throughout our processes of the Ben project.
21:48 So, number one, community health workers. We discussed this a little bit thus far, but these individuals that are being identified that are getting opportunities to go through training, certification, continual quality improvement, and then support from within the network.
22:06 If you look down at number three, that's where a lot of the support will be coming through will be a network manager.
22:13 So the network manager will be responsible for supervising community health workers and also tracking to help unstick referrals, as in organization A makes a referral referral for an individual to get access to housing.
22:30 We see that within the tracking system within Find, that the the referral has not been closed, that network manager will be responsible for reaching out to that organization to ask, are you at capacity?
22:46 Do you have space for this individual? What would the timeline look like? So that a determination, a d determination can be made if a different resource needs to be sought at that time.
22:57 So that's where number two, the referral platform comes in for selecting, promoting. And then also, if we think about the idea of training we know there's gonna be some training needed for individuals through access and be successful, and utilizing the referral platforms participation.
23:15 We know that participation is going to have multiple levels, community-based organizations, federally qualified health centers, community health workers, network managers.
23:25 Those are just a few of the spaces that we've discussed thus far that will have levels of participation throughout this pilot.
23:32 And so one of the things that we're really seeking is opportunities to continue to fund and to think through where areas of funding are needed.
23:41 As we know, technology is a space where, where funding is is generally needed, and then, then also in the space of outcomes and reporting of those outcomes for that continued quality improvement.
23:52 Lastly, will be the space of evaluation. If we think of the social impact that will not be known unless levels of evaluation are in place, so that way pivots can occur and updating of the project and opportunities are built into the system and don't have to occur, you know, outside of the streamlined approach towards continually to improve the outcomes of the Ben project.
24:21 So here are some language focus on the proposed program. There's a lot here, so I'm not gonna dive down into all of this.
24:28 I'll allow you all to review this. This can be shared back out with everybody to review on your own, because I wanna spend a, a good portion of our time in discussion and, and answering some questions in this regard, but bridging gap between community-based organizations that serve resilient communities and navigation networks.
24:47 So we've already discussed that a little bit, but that focuses on building the capacity of the community-based organizations. As I just mentioned, relevant funding sources need to be established, and then systems for accountability within communities.
25:05 Next, we start thinking of the R L i Community health workers have motivated interviewing for patient-driven action planning. Action planning comes in spaces of weekly follow-ups with patients to execute action plans, and then also ongoing quality assurance from the network manager.
25:31 So the last three bullets are really what we're here to discuss today, thinking of community health workers being positioned or embedded in community-based organizations, looking at existing and new technology investments to provide closed loop referrals.
25:51 And then also that network manager of supervising and unsticking referrals to make sure that these trusted organizations and trusted opportunities continue to have opportunities for referrals.
26:02 And then closing those referrals for the success of the individuals in the community, and therefore the community as a whole.
26:11 So for those of you that are visual learners, if we look here in the middle is our referral system that is being monitored by network manager.
26:22 And as we can see, there are inputs coming in and outputs going out. So community health workers, medical providers, and community-based organizations all offer inputs into find or the technology platform being utilized for this referral system.
26:41 These are through making referrals and then also receiving feedback on whether the individual's needs were met. So that's where our community health worker and then our network manager come into place to access things such as housing, clothing, education and training things that align with our social determinants of health.
27:02 And if those referrals are not being closed, then the network manager can make contact with those community-based organizations and or those medical providers to help close the loop on those referrals and seek additional resources if needed.
27:18 As we continue to know that organizations grow and take on new initiatives other organizations are, are founded or get started, and we wanna make sure that we are doing comprehensive planning and understanding of the ecosystems of communities that provide these services within.
27:39 Okay, so if we just look here is a definition of a community health worker, frontline public health worker, trusted member of a community, and they are close to the community in which they serve.
27:54 Sometimes we will hear throughout this process, we've done activities in interviewing other networks throughout the country. And one of the spaces that they said to be careful of is you know, their, their processes tended to, I identify individuals from racial backgrounds to serve individuals from that specific racial background.
28:15 They said, they said that practice is okay, but understand that there is more depth to being able to be a, a strong proponent for supporting your community outside of just a racial demographic.
28:27 So, seeking an individual that is African American, but also has trusted relationships within the community, as we know, that's not always easy to seek when you're just blowing blanket outreach.
28:39 So that's where the trusted community-based organizations as partners come in, they may have individuals that work for them already that would want to consider going through a community healthcare worker training program, and or seeking a new individual within their community that they know can be trusted and can really provide this liaison or linkages between our healthcare and social services within our communities.
29:06 So if we look just later on, I also wanted to mention that also builds individual and community capacity by increasing the health knowledge and self-sufficiency.
29:16 So not only is the, is the capacity of the community-based organizations and, and healthcare systems being implemented, but also the capacity of the community as a whole cultural competence defined.
29:30 So if we think of cultural and linguistics comp competence, it's a, a list of, or a set of behaviors, attitudes, and policies.
29:40 Okay? Culture refers to the integrated patterns of human behavior, and we know that also includes language, okay? So having awareness, having the attitudes, not knowledge and skills in order to attend to specific cultures is, is really what cultural competence definition is.
30:02 And lastly, and when we think of trauma informed being defined, so trauma informed approaches to care acknowledges that healthcare organizations and care teams need to have a complete picture of a patient's life situation.
30:17 Okay? So that's really looking at widespread impact of trauma and the understanding of path to recovery, recognizing the signs and symptoms of trauma, integrated knowledge of trauma, and then actively avoiding retraumatization.
30:35 Okay. So at this point, Aaron, do you have anything you would like to add in the spaces of cultural competence or trauma inform that I may have missed?
30:44 No, I think everything has been presented clearly. One thing I I would like to add is, as we start to think about this in the context of community first response, right?
30:56 And what, what first responders now look like that looks like a response to this coming from the neighborhood and built environment and an environment that is culturally informed just as we, as we saw in those images.
31:10 But now it is also equipped with the, with the proper resources that are necessary to help individuals navigate through referrals to, to be able to have workers within your organizations that are now trained and, and raised up as community health workers.
31:25 So this is very much about capacity building. This is the bread and butter of what we do here at the Fords funds.
31:32 And so, so it really is about the co-creation and, and the co-design. And also to the extent that within your some of your organization, organizations, obviously you're gonna be culturally informed and culturally competent, I should say.
31:45 But now having the opportunity to to train even some of your own internal workers and staff and and supporters to the extent that you now can increase your capacity to become a federally qualified health center.
31:58 And so now when trauma occurs after a shooting or after a traumatic event, or even as we're looking at truancy in some of these situations that are dealing with trauma, now, there is a place within your place.
32:11 So this is very much about a, a, a a cross-sectoral multi-sector approach, and a place-based environment where all of the resources are provided from the, from the connections, from the referral systems to within your actual place, having the training and the competence to be able to effectively deal with trauma beyond just the, the, the typical response a, a love response, if you will.
32:34 So so, so this is part of the neighborhood and built environment clearly as it relates to social determinants of health.
32:41 And then also the second thing I, I wanted to point out is to, to Andrew's point, we, we also see a very specific and intentional role that our school systems can play.
32:51 Again, thinking about the neighborhood built environment and thinking about what first response looks like. And I know we're fortunate to have some representatives from the Pittsburgh Public Schools on with us today.
33:02 And so we're, we're excited to be taking those conversations forward in terms of what a pipeline now looks like to be able to train young people.
33:09 Again, in that image, you saw the young person that was leading that way. And so when we're able to train our young folks within the school system, and not just on becoming a community health worker, but there are also a plethora of, you know, there, there's data management, right?
33:24 There's, there's technology, there's customer service. There, there are pathways to career and workforce development that also exist within the framework of this project.
33:33 And so to the extent that you have input insight to, to, to share we certainly welcome that as we move down to the q and A phase.
33:43 And thank you for that. Erin. I saw there was a few things in the chat I'm trying to keep up with, with them.
34:01 Emily, are you able to support to ask a few of them? Yeah, absolutely. So the first one, and I will say that the chat was going off throughout the entire presentation.
34:09 There's a lot of really helpful information and a couple things that I I'll circle back to you in just a second.
34:14 But the first question is, is the law enforcement assisted diversion program part of this system this group takes non-violent offenses and mental health disturbances out of the policing system and into the social services system.
34:26 Is this something that's part of this conversation or parallel to, and it's in a pilot implementation process currently in several communities initiated by connect in case that's not currently connected, but could you speak to that a little bit or, or how those topics might relate?
34:41 Yes, they're definitely very much relatable that we are not currently in conversation with lead. I do work with what is referred to as a car, Allegheny County anchored reentry.
34:52 So we are making sure that diversion, reentry you know, youth involvement in the criminal justice system community policing, all these different areas, police accountability are being considered.
35:07 But thank you for placing that in the chat, and that is something that we will definitely either get an opportunity to reach out to lead or connect if they are in their pilot phases, they, they are pretty much, you know, along this journey with us, and that's probably a good space for us to have that conversation.
35:23 So I appreciate you bringing that in. That is definitely very relevant to this conversation. Yeah. And that was a question slash comment from Patricia DeMarco and she mentioned that it's been under development for a couple of years.
35:37 And there's some programmatic information in the chat as well that I'll save and make sure it gets to you. The other question that came up was how are, how, what type of framework in terms of changing the, how this work is done are you aligning with the tangible skills when you're up uploading folks in this community?
35:55 Because I know you mentioned you know, a very detailed you know, like ROI process and all of these items, but I think one of the things that I get really excited about when you, when you both talk about this project is changing the lens and the perception of this work because how work is done matters as much as the work that's getting done.
36:17 And so changing the way conversations are had, and I think even like level setting at the beginning of meetings or when somebody's checking in with you, like hone those types of things.
36:27 So how are some of the soft skills component also being integrated into this work? Absolutely. And that, that's a amazing question because if we think about this, if, if we're working to support individuals that are experiencing trauma, you are gonna be working in communities that have levels of trauma.
36:46 So if you're recruiting individuals to be community healthcare workers, you have to also attend to their personal and professional needs as much as you do them, attending to the clients' personal and professional needs as well.
36:57 By that, I mean, we want to have opportunities for circles, debriefing circles support circles network manager, getting the community healthcare workers together to really talk about what are some of the most equitable and just practices that needed to be implemented, adjusted really thought through within specific communities.
37:20 We know if we're, if we're looking at three communities, all the community healthcare workers get together, they're gonna have different perspectives, different resources.
37:29 So where is that space for them to debrief? And that's really what we're making sure that we're building in and, and attending to the needs of the or I'm sorry, the mental health needs of those community health workers.
37:41 And also positioning them for ongoing professional growth opportunities. So one of the conversations that we've recently had with a school system that has programming for students to take college courses on their way to getting their RN is, is this a space where individuals can come in, get certified, and having, continually taking courses in the evening times on the weekends as they are moving towards the, their, their RN degree c n a degree eventually getting on their way towards getting a, a BSN or an m mss, n a a master's in a science of nursing, right?
38:17 Like, is this a long a pathway? We know that this may not be an end all be all for an individual along a career pathway.
38:24 So we wanna make sure that we're helping to develop those soft skills and develop their understanding of that cultural competence, trauma inform community needs, accessing and reviewing and utilizing technology and data.
38:39 All of these areas will help position them to continue along their journey of their, of their personal and professional growth.
38:46 So yes, these are definitely things that are being considered and we're also talking through, Erin, if you don't mind taking a second to talk a little bit about what you and I talked about as a hub for training, for a hub for research and in areas like that, where that can also be an added component of, of strength for the community health worker.
39:04 Yeah, yeah, absolutely. And a lot of that is born out of some work that we've done here in, in Montgomery County and Maryland and creating through Shepherd Pratt a, a community wellness hub, which is a collective of nonprofit community partners that are working collaboratively in, in one location to serve the health, social, and, and workforce needs of residents in the county.
39:28 And so we, we very much see this being a place-based approach where within you know, one environment through, again, a a multi-sector and cross-sectoral approach we're able to bring into one environment everything that is needed to provide the wraparound services that are, that are required that community first response, that becomes a centralized location for community first response.
39:55 That becomes a centralized location for the, for the training and for the development. And, and the institutionalization of this, we're talking about skillsets and, and what is really required to be able to effectively service the the community.
40:09 And so that, that's a big part of you know, this hub and spoke approach is to create an actual hub, an actual, you know call it, you know, thriving Homewood, for example, thriving McKeesport, et cetera.
40:21 And so that becomes a centralized hub in place where the training and development is happening, as well as the, the actual service and wraparound services that even extend beyond just the trauma-informed and the counseling or the aftercare that's required referrals, et cetera, but also the other supporting systems that are required for this hub and spoke model to, to really effectively take hold.
40:44 So it's an integrated place-based response. Thank you. Thank you both. And then this isn't a question, but I did see the outreach from Shayla from Greater Pittsburgh Coalition Against Violence.
40:57 So thank you Shayla, for your offer to get connected and continue supporting this work. I really love seeing comments like that and wanted to draw attention, because that's the goal for the calls for community solutions.
41:10 We don't want you to, you know, walk away at the end of this conversation and just say, oh, yeah, like, that was nice, and then never think about it again, <laugh>.
41:17 Our goal is very much for the response as much as the call for, for these meetings. Emily, oh yeah, go ahead, Erin.
41:23 Sorry, I was just gonna add one thing. First of all SHA Shayla, thank you very much for that. And as mentioned you know, we are in conversations with the schools, and so to the extent that you're now also working with him, obviously through that peace Ambassador initiative, we would love to to come alongside the work and, and align the effort so that, again, this is about capacity building and collective impact to really be transformational.
41:49 And so certainly look forward to that. And we believe, again, that the school systems you know, when we talk about community first response and community first responders, you know, when something happens over the weekend or even not just a, an act of violence but just the day-to-day traumatic episodes that are resulting from, again you know, trauma embedded within family systems, it's playing out in our school systems.
42:13 And so we believe that as the neighborhood built environment goes, that, that we really need to be very intentional in this project to ensure that you know, we're, we're bringing to bear the resources that are not only creating a pipeline for, for new talent, but also enhancing the skillset of those counselors that are there now and dealing with trauma and leveling them up as well, and teachers and other administrators to really be able to provide an environment within our school systems that is effectively able to address the the trauma in its many forms and, and violence obviously is, is first and foremost Shayla.
42:51 So we look forward to connecting from here. Absolutely. Thank you both. I'll be in touch. Thank you. Great presentation. Thank you.
43:01 Thank you. And so one of the things that, you know, I, I know we're getting close to the end of time, but I just wanna ask this question and, and, you know, elicit some of your feedback.
43:10 Has anybody on this call seen community health workers deployed in their community? And if so, what success did that look like?
43:20 What barriers were in place? What are some of the challenges that you have observed in the deployment of those community health workers and or do you see a community health worker having an opportunity to be embedded within your organization?
43:36 And if you think about that, what would the deployment of that community health worker look like? Throughout the nation, we've heard different things as individuals sitting at the front desk to triage individuals that come in, that's how they utilize their community health workers, other deploy them out into the community as case managers to knock on doors to really go have those home visits.
43:58 So deployment can look different depending on the needs. But just off of those questions, could anybody see the need, the desire and the ability to house community health workers?
44:11 And have you seen any deployed in your community? And what were those results? I, I'm wondering if it might also be helpful because when you said community health worker equals first responder, Erin yes.
44:35 I think a lot of people in communities are often put in positions to respond that may not be formal community healthcare workers.
44:42 So I think the other, the other aspect of this is looking at the folks who may have those skill sets and also need to be upskilled separate from, you know, formal systems.
44:53 And then I think that's the beauty of, you know, what you're talking about at a neighborhood level and building those relationships just, you know, as a nature of expanding this way of working in a trauma informed and culturally competent way.
45:06 Absolutely. Yeah. Leveling up is in the, the capacity building is central to, to the success of the project for sure, because folks are, and to Andrew's question, one of the things that we've heard in the listening sessions thus far is one of the challenges with the existing community health workers is just bandwidth.
45:25 You know, it's just being able to, to manage the onslaught of you know, cases case management and individuals who are navigating circumstances and situations you know, with a, a more limited skillset, you know, that, that that's not quite leveled up to the level of trauma that they're dealing with.
45:45 And so so that does become a central part of you know, the, the approach to making a community health worker truly a community first responder with the, with the skillset that's required to effectively do it.
46:01 I think we have, oh, I see a hand raised mm-hmm. <affirmative>, Zena, would you like to jump in? Mrs. Scott, our magistrate is using mental health workers and people that have trade schools in his courtroom to try to keep the young people out of the pipeline and into something and to also deal with their mental health, because many of 'em coming into his courtroom have major mental health issues, especially coming out of our school system.
46:47 Thank you. Yeah, that's an innovative very innovative approach. We'd love, love to learn more about ways we can align there, for sure.
46:58 That's great. And just in the interest of time, if you don't mind, I'm gonna pivot really quickly to do the policy update from G P N P, but also if anyone has any lingering questions or as you're thinking, you know, or, or you know, out in the community today, right?
47:15 If you're, if you think of any folks to answer Andrew's question Aaron put his email in the chat, please feel free to reach out as a follow up and share additional information.
47:23 Or if you have any new partners you'd like to refer that might be interested in this work, are still doing the digest each week in our newsletter after these calls.
47:33 And also we'll be posting to LinkedIn, Facebook, and Instagram. Oh, Jerry, I see you, Jerry, and I saw your hand go up.
47:41 Do you wanna jump in? Yes. To answer the question. I know on the north side Reverend Greg with Project Destiny that actually they respond to community service needs as well, and it appears that they are using this model that has been referenced this morning.
48:03 Thank you for that, Erin. And Andrew, are there specific charges of actions that you want people on the call to take?
48:12 If there are, what are the top three so that there's a level of specificity to people's response to your offering?
48:20 Yes. I would say one of them will definitely be, I I also place my email in the chat as well to please follow up with us if you either want to learn more about the Ben project and or to get involved.
48:35 We are going to be hosting additional listening and vision sessions over the next few weeks that will continue to explore this project and we'll be able to elicit feedback from those individuals so we could put the email out in response to everybody.
48:51 But that is definitely one of the asks would be, who would like to be involved in ongoing conversations for this project also.
48:59 A second one would be just based off of the question that I presented a little while ago if you have any information pertaining to other models such as Reverend Greg and Project Destiny that you feel like should be in alignment in conversation or have some level of connectivity to Ben, please, please reach out to one of us via email and, and that way we could follow up with those individuals or yourself to make that connection.

Zoom call, 50-minutes, posted to Facebook in January 2023

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