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Stress and depression awareness in the post Katrina Louisiana (STAND) project: Anticipating the unexpected in a project with flexibility and a living logic model
Wednesday, October 29, 2008: 9:00 AM
Stacey C. Cunningham, MS
,
School of Public Health, Community Health Sciences, Tulane University, New Orleans, LA
Paula Zeanah, PhD
,
Maternal and Child Health, Louisiana Office of Public Health, New Olreans, LA
Jean Valliere, MSW, LCSW, BACS
,
Maternal and Child Health, Louisiana Office of Public Health, Baton Rouge, LA
Jeanette Magnus, MD, PhD
,
Mary Amelia Douglas-Whited Community Women's Health Education Center, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA
Hurricanes Katrina and Rita and the subsequent levee breaches devastated Louisiana causing damage, displacement and death never before seen in this country. Survivors of these disasters are experiencing a multitude of stressors. Many people are experiencing symptoms of post-traumatic stress disorders and a majority is facing ongoing stress related to living in often chaotic environments with deficits in resources. A community organization in partnership with the Louisiana Office of Public Health applied for a grant to increase community awareness of stress and depression by training community women to facilitate support groups for women to engage in the healing process of talking and sharing. The project proposal arose from pre-disaster experiences with the partnership and familiarity with community work. The project's initial design and priorities were determined in response to a series of focus groups and review of the disaster recovery literature. However, as communities progress through stages of redevelopment and individuals through their process of recovery, the project must be able to respond to needs as they arise. Responsiveness is inherent in the design in that trained community women and the groups they facilitate will determine topics for discussion. Several structural elements have also been included in the project to allow continual updating and relevance: 1) Training using adult learning principles wherein participants' own knowledge and experience is integrated into the sessions. 2) Follow-up support to trained group facilitators with weekly phone calls and quarterly group meetings. 3) Ongoing evaluation of key project indicators such as self efficacy.
Learning Objectives: Describe how project design can engender flexibility.
Identify methods of ensuring ongoing responsiveness to a project's changing needs.
Discuss the use of key indicators of an ongoing evaluation.
Presenting author's disclosure statement:Qualified on the content I am responsible for because: I am Program Manager for the STAND project.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines,
and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed
in my presentation.
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