2019 Webinar Series
About: Moving away from the academic definition of the 3C’s of Community Partnerships – communication, coordination, and collaboration – this webinar will present our own version of the 3C’s.
Why this is important: Organizations and communities regularly undergo strategic planning, but most often that plan sits on a shelf until it’s time to plan again. Successful and meaningful strategic planning requires consideration of the “shadow side” issues and inclusion of evaluation and sustainability planning from the very beginning.
Key questions to be addressed: What defines a system? What is the difference between vision and mission? What’s the importance of systems integration as opposed to service integration? Who are the key players and agencies that need to be included in the planning process?
About: Screening, brief intervention, and referral to treatment (SBIRT) is a proven strategy for improving pregnancy outcomes for women who are using a variety of substances.
Why this is important: Science tells us that SBIRT strategies are an effective and efficient means of prevention; however, widespread racial and social class bias as well as an inherent bias against women who use substances during pregnancy propel the call for punitive approaches that drive women out of prenatal care. A successful SBIRT system will significantly reduce maternal and infant morbidity and mortality and drive down health care costs.
Key questions to be addressed: How should the community be involved in establishing an SBIRT system for pregnant women? What is the role of the primary prenatal care provider? What is the best way to screen for substance use in pregnancy? What good does toxicology testing serve, and what methodology is best? What defines successful medication-assisted treatment in pregnancy? What are the key barriers to establishing a fully functioning prenatal SBIRT system? What responsibilities do prenatal care providers have in establishing a plan of safe care, as required by federal CARA legislation?
About: Although opiate use and Neonatal Abstinence Syndrome have grabbed the headlines, the types of substances women use during pregnancy cover a wide span, with opiate use patterns almost fading to insignificance when compared to alcohol, tobacco and marijuana use rates during pregnancy.
Why this is important: Protocols and practice related to the care of the prenatally exposed infant vary from hospital to hospital and even within hospitals. This kind of inconsistency frequently results in inappropriate assessment and treatment approaches, including an overuse of medications to treat infants who would have done well with non-pharmacologic intervention.
Key questions to be addressed: How do you assess a newborn’s needs for intervention? What role does early attachment play in designing a management approach for the infant? How do you know when it is safe to discharge a newborn from the hospital? Where does the child welfare system fit into the big picture? What State and Federal laws govern reporting of infants affected by prenatal substance exposure to the child welfare system? What are the key differences between State and Federal legislation and how do CAPTA and CARA fit into the picture?
About: There is clear evidence that the earlier interventions commence, the better the child will do long-term.
Why this is important: Published reports demonstrate that identification and treatment of children affected by prenatal alcohol and other drug exposure prior to the age of six years can positively change the long-term developmental trajectory of the child. However, because of lack of communication and connection between the various systems of care, many children are lost and receive no interventions until they have trouble in school and require specialized interventions.
Key questions to be addressed: How do you recognize the child with prenatal substance exposure? Is a specific diagnosis important? What are the most common interventions needed for children with prenatal substance exposure? How do IDEA early intervention programs serve this population? How do you assure appropriate transitioning between early intervention programs for children 0-3 years and school-based programs for children 3 to 5 years of age?