Oral Health Advocacy Education Impacts Future Engagement: Exploration at a Midwestern US Dental School

Purpose: With the emergence of COVID-19, and the potential inclusion of dental benefits in Medicare, it is critical that dentists are able to engage in legislative advocacy to support public oral health. Dental education has an opportunity to teach advocacy skills to future dentists, although advocacy training in predoctoral dental education has been largely ignored. The purpose of this study was to evaluate fourth-year dental student's attitudes toward advocacy, identify the type and extent of advocacy experiences during dental school, and assess their future intentions to engage in advocacy.Methods: An electronic questionnaire was administered to fourth-year dental students enrolled in their final semester at Ohio State University.Results: Forty-seven students completed the survey (43% response rate). Most (84%) respondents agreed that advocacy training should be a required experience in accreditation standards for predoctoral dental education. Over half (58%) reported seldom or no exposure to legislative and regulatory processes in oral health policy development in the curriculum. Students who participated in grassroots advocacy efforts while in dental school were more likely to contact legislators regarding dental issues (p = 0.005) or public insurance (p = 0.037), and participate in future lobbying efforts (p = 0.019). Students who contributed to PAC while in dental school were more likely to express intentions to contribute in future (p = 0.005).Conclusions: There is limited exposure to legislative advocacy in predoctoral dental education. Dental students with advocacy experience are more likely to report intentions to participate in advocacy as dentists. Dental education has a critical role in preparing future dentist-advocates.

Demographic, Transition, and Vocational Rehabilitation Service Variables’ Association With High School Completion Outcomes of Youth With Disabilities Receiving SSI

Completing high school expands career prospects for young adults with disabilities, increasing their likelihood for gainful employment. Those who graduate from high school are more likely to have higher salaries and longer job tenure than those who do not have high school diplomas. As such, graduating from high school is a significant milestone for students with disabilities. Yet, the specific predictors of high school completion among youth with disabilities are not well understood. This study used three multiple logistic regression analyses and a hierarchical logistic regression analysis to evaluate demographic, PROMISE transition services, and vocational rehabilitation (VR) services as predictors of high school completion in a sample of 350 transition-age youth receiving Supplemental Security Income. Among the demographic variables examined, race, disability type, parent education, and family income were significant predictors of completion. For transition services, social skills training and self-advocacy training were independently associated with high school completion, while miscellaneous training was the only independent significant VR service predictor. Findings support the importance of pre-employment transition services, especially in the areas of social skills training, self-advocacy training, and VR services in the areas of miscellaneous training that can be used to promote completion of high school.

Building a Climate for Advocacy Training in Professional Psychology

Counseling psychologists have been at the forefront of social justice and advocacy efforts in the discipline of psychology. Despite these foci, few graduate training programs in psychology offer formal courses or training in advocacy, social justice, and public policy. To develop and fill a pipeline of professionals involved in social justice and advocacy efforts, graduate training programs in psychology must expose and prepare students to these areas. The purpose of the current paper is to describe how faculty within the professional psychology program at the University of Denver incorporate advocacy, public policy, and social justice education and training into their program. We describe how the program climate and curriculum were created to meet these training needs.

Status of Bangladeshi female ready-made garment workers

Factory level workers help empower workers at shop floor level about health and safety. This is even better when owners work with them as a team. Training should not be about giving directions. Education has to be coupled with advocacy, training and empowerment. The empowerment of workers is for sustainable change focussing on long term betterment. The goal is capacity building and to make a skilled advocate. The final outcome is for structural provisions to improve and workplace practices to change. The medical services for the workers should also be in the agenda. Gender should be highlighted and women’s health and safety should be in the fore-front. The empowered workers can now speak up for themselves. There is a diversification with different sectors. Everyone should be equipped with International occupational safety and health (OSH) standards.

HIV Stigma Reduction Through Peer-Led Advocacy Training

HIV-related stigma is pervasive in the U.S. South and has potential negative effects on health outcomes and emotional well-being, and may act as a barrier to HIV-related advocacy among people living with HIV (PLWH). This article reports on the preliminary outcomes associated with participation in an HIV advocacy training for PLWH, LEAD, that included education and skills building for reducing HIV-related stigma. Fifty-seven PLWH at four sites in the U.S. South participated in the retreat-style training and completed a survey measuring stigma and comfort engaging in advocacy prior to and after the worshop. Participation was associated with statistically significant reduction in internalized HIV stigma and increase in comfort with participation in advocacy; however, participants reported a need for ongoing training and support to further increase comfort with advocacy participation. Although more research is needed on the LEAD Workshop, it shows promise as an option for reducing HIV-related stigma among PLWH.