Grand Challenges Impact Lab India 2019 – Apply Now *DEADLINE EXTENDED TO MAY 24!

Do you want to work on developing solutions that can make a difference, with the real world as your classroom? 

Applications are being accepted for Grand Challenge Impact Lab (GCIL): India Study Abroad

In Winter Quarter 2019, UW Study Abroad will be offering Grand Challenge Impact Lab (GCIL): India” as a 15-credit course.

  • Study global GRAND CHALLENGES
  • Collaborate on INTERDISCIPLINARY TEAMS
  • Work hands-on to learn IMPACT INNOVATION
  • Design impact VENTURE SOLUTIONS
  • Pitch your idea for SEED FUNDING

 

Grand Challenges are the big problems facing humanity – things like food security, clean water, and climate change. The Grand Challenge Impact Lab (GCIL): India is a new UW study abroad experience that empowers students to learn about Grand Challenges and propose and test solutions to them. The program offers an active, hands-on learning laboratory and is open to graduate and undergraduate junior and senior students from any department.

 

Apply now!

Receive updates and event reminder by adding your name to our mailing list.

For more information about GCIL India, visit www.courses.washington.edu/gcil/.

 

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DEOHS PEHSU Program Coordinator Position

NW PEHSU has an excellent opportunity for a part-time, temporary program coordinator.   Learn about important pediatric and reproductive environmental health topics and work with pediatric environmental medicine physicians.  For more details and application information follow the below link.

https://uwhires.admin.washington.edu/eng/candidates/default.cfm?szCategory=jobprofile&szOrderID=154615&szCandidateID=0&szSearchWords=PEHSU&szReturnToSearch=1

 

Contact Nancy Beaudet if you have any questions:

beaudet@uw.edu

206-221-5932

Year-long project in Neah Bay

Do you want to be part of the Neah Bay cohort for 2018 – 2019?

 

Would you like to travel to Neah Bay twice during the year and work with a class of 5th grade Makah students on a project entitled:

Telling Our Stories: Imagining Our Futures?

 

Deadline has been extended to May 24th.

For more information and a link to the application.  Look here.

Any questions?  Contact:  Christine Stickler at castick@uw.edu

 

Internship Opportunities with Washington State Department of Health

Internship Opportunities and Applications


 

 


Student Engagement and the Department of Health

Are you a student who is interested in public health? Do you have questions about what it’s like to work in state government? Are you looking to find mentors or internship opportunities?

At the Department of Health we know today’s students will become tomorrow’s leaders. We believe investing in students is critical to ensuring the future success of Washington’s public health system.

So, welcome! We’re glad you’re here.

Who are we at the Department of Health?

At the Department of Health our mission is to work with others to protect and improve the health of all people in Washington.

Specifically, we work to:

  • Ensure Public Safety – we protect Washingtonians from disease outbreaks, provide health care support during natural disasters, and ensure that the physical world that Washingtonians live in is safe and healthy.
  • Create the Healthiest Next Generation – we support parents by providing newborn child screenings, ensuring strong infrastructure for our state’s immunization program, and encouraging healthy foods and active living.
  • Promote Healthy Living and Healthy Aging – we promote a lifetime of good health by leading statewide initiatives to address chronic disease, ensuring the safety and quality of Washington’s health care providers, and developing data that allows communities to make good health choices.

Our ultimate vision is that people in Washington will enjoy longer and healthier lives because they live in healthy families and communities.

What types of educational background do we have at the Department of Health?

People who work at DOH come with various types of academic backgrounds.

Some of our staff earned their undergraduate degree in public health, while others focused on areas such as nursing, education, biology, environmental science, urban planning, behavioral sciences, anthropology, sociology, political science, communications, sanitation, and more. We also have staff who have completed graduate degrees, including MPHs, MSWs, MBAs, JDs, MDs, and PhDs.

Given the diversity and breadth of programs at DOH, we welcome and value staff from various disciplines. At DOH we value academic diversity and believe it strengthens our work as an agency.

How should I go about learning more about DOH? What if I’m interested in an internship?

If you’re interested in learning more about DOH, an informational interview is a great place to start. To learn more about informational interviews or to set up an informational interview with a staff member at DOH, please see:


Links:

 

Uniting Voices 2018: Mental Health Conference

You are invited to… 
UNITING VOICES 2018:
MENTAL HEALTH CONFERENCE


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Schedule:

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Speaker and workshop details:

 

Keynote Speaker:

Samantha Powers
Dispelling the Myths of Trauma and Student Veterans
Rm. 145, 10:00-11:00 PM
A commemoration of Memorial Day weekend

Workshop Breakout Session I:

Seema L. Clifasefi
Ph.D. & amp; members of the Life Enhancing Alcohol-management Program (LEAP) Advisory Board
Collaborative voices: Using community-based participatory research to reduce harm and improve quality of life for people with lived experience of homelessness and substance use problems
Rm. 145, 11:00-12:00 PM

In this workshop, we will share a community-based participatory research project known as the Life Enhancing Alcohol-management Program (LEAP). LEAP is a community/academic partnership aimed at reducing alcohol-related harm and improving quality of life for people with lived experience of homelessness and substance use problems. We will highlight the journey of our collaborative partnership and then panel members with lived experience of homelessness, substance use and mental health issues will share their unique perspectives about the impacts that the LEAP has had for them, both personally and for their respective communities.

 

Ann Vander Stoep
Ph.D., Associate Professor, Psychiatry and Behavioral Sciences/Epidemiology, UW School of Medicine/School of Public Health, Child Health Institute
Promoting Mental Health from a Public Health Perspective
Rm. 307, 11:00-12:00 PM

Mental health conditions contribute heavily to the global burden of disease.  They typically have their onset in the late adolescent or early adult years and make it difficult for young people to function at school, at work, and in interpersonal relationships.  Nationwide surveys estimate that in any given year, nearly 1 in 3 young adults will have a diagnosable mental health condition, with depression, anxiety, and substance abuse being the most prevalent.  When we think about how best to address mental health problems, we typically think about approaches that involve professionals and treatment delivered in clinical settings with goals of reducing symptoms.  But mental health treatment resources are limited. What actions could we take as communities to promote positive mental health? In the workshop we will discuss programs designed to address mental health from a public health perspective.

 

Sophie Estella Miller
Dungeons, Dragons, and Dialectic Behavioral Therapy
Rm. 337, 11:00-12:00 PM

As Dungeons and Dragons undergoes a swell in popularity, more people have become familiar with its surprising ability to help players manage negative symptoms from a variety of disorders, as well as supplement common trauma therapies. In this presentation, D&D’s core mechanics will be highlighted for their ability to assist the player in overcoming, and healing from negative life experiences, as displayed by personal anecdotes, and academic evidence.

 

 


 

Workshop Breakout Session II:
Elaine Walsh
Ph.D., RN, PMHCNS-BC, Associate Professor, UW School of Nursing
Suicide Prevention Basics
Rm. 145, 1:20-2:20 PM

This session is designed for people with or without a background in healthcare who want to recognize and provide basic help for someone who might be at risk for suicide.  Topics include statistics, risk factors, and warning signs associated with suicidal behavior, and ways to respond and provide help to someone who might be at risk for suicide.
Gideon C. Elliott
B.A. in Psychology, Peer Support Group Facilitator, In Our Own Voice presenter and Administrative Assistant at NAMI Seattle
& Amina Mohamud
B.A. in Psychology, Behavioral Specialist, Ending the Silence presenter and Helpline Coordinator at NAMI Seattle
Mental Health and Intersectional Identities
Rm. 307, 1:20-2:20 PM

This workshop will explore what it means to live at the intersections of mental health conditions and other identities, how those identities can affect barriers to care, how you can identify some of your own intersections, and touch on what these intersections mean for a professional working in the mental health sector.
Anthony Aguiluz
MA LMHC from Hall Health Center
Dear Stigma, Please Leave Us Alone. Sincerely, Active Minds
Rm. 337, 1:20-2:20 PM

In this workshop, we will use a practice of narrative therapy, letter writing, to address mental health stigma directly. After a brief introduction to the philosophy and practice of narrative therapy and letter writing participants will compose their own letters to mental health stigma (or shame, stigma’s best friend) and there will be an opportunity for a handful of brave volunteers to share their letters and for all of us to listen to their stories. A background in writing is not necessary and pens, pencils and paper will be provided. All participants need to bring is a sense of openness, courage and their listening ears.

Closing Speaker:

Anne Browning

Resilience & Compassion: Building Strength for the Road Ahead
Rm. 145, 2:20-3:20 PM

The challenges we face today are increasingly complex and interconnected.  By developing our individual and collective capacity for resilience and compassion, we lay a framework that will enable us to thrive as individuals and communities.  We will explore how neuroscience, mindfulness, emotional intelligence, and compassion operate to contribute to our ability to experience resilience when inevitable hardship, failure, and struggle occurs.

 

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Unique Volunteer OR Independent Study Opportunity – EDSPE 499 (5-9 Credits) ● Summer 2018

Unique Volunteer OR Independent Study Opportunity – EDSPE 499 (5-9 Credits) ● Summer 2018

 


Description

This volunteer experience OR independent study provides a rich, experiential learning opportunity for people interested in working with young children with and without disabilities. 

Students will serve as interns for an inclusive summer camp program, facilitating social skills through field trips and science experiments. In addition to supporting campers in day-to-day activities, students will participate in a professional learning community led by experts in the field. This independent study is open to all UW undergraduate and graduate students, with priority granted to students in the College of Education.

  • Students earn one credit for every 30 hours of service
  • Estimate of 5-7 hours/day for 5 days/week
  • 7 weeks of camp and 3 days of volunteer training

You may also participate in this experience as a volunteer if you are unable to take it for credit. Sign up for class via this Google Form!  

 


 

FOR MORE INFORMATION, CONTACT:

Tara Coffin – jumphc@uw.edu or 206.612.8697

 


Learning Objectives

  • Review strategies for supporting learners with and without disabilities
  • Learn and practice effective classroom management techniques
  • Identify strategies for facilitating social skills, through positive behavior support
  • Learn and practice prevention and de-escalation techniques for challenging behaviors

 


 

 Additional Details

This course requires participation in up to seven weeks of summer camp, in addition to three-days of staff training, tentatively scheduled for June 27-29th, 2018 and some online work, which can be completed at your own pace. 

Participants will receive a Right Response certification for participating in this part of the course. In addition to these training components, participants must be available to work in an inclusive STEM program serving preschooler age children with and without disabilities.

This program is scheduled to take place Monday-Friday, July 2-August 17th, 8am to 4pm daily. 

During this time, students will serve as an intern. As an intern, your primary role is to engage with kids during play, supporting kids during circle time and seated tasks, and supporting the group during field trips. Participants will receive ongoing professional development and training during this time.

Expectations for interns:

  • Ideally, interns will be able to commit to the full camp session, and will be able to work half/full days consistently. This means a weekday commitment, starting July 2(no camp July 4th), and going until August 17th.
  • Camp runs from 9-3:30pm

o Full day would be from 8:30-4:30 (with a break for lunch)

o Half day would be from 8:30-1pm or 12pm-4:30pm

  • Interns will be asked to commit until 5pmon Fridays, to allow for PLC work (detailed below)

Training Opportunities: 

Three-day Training (estimated dates: June 27-29th):

  • Camp logistics
  • Teaching science to young learners with and without disabilities
  • Building Blocks of Inclusion
  • Classroom management
  • Pivotal response treatment
  • Social skills support
  • Right Response Training
  • … (still being developed)

Ongoing Professional Learning Community (on going over the course of camp, with focused sessions on Fridays; July 2-August 17

  • Program fosters PLCs within individual camp classrooms. PLCs led by a Masters Level special educator or equivalent professions, and draw on experts from the community

o Working alongside specialists, including drama therapists, OT, SLPs, etc.

  • Prep and Debrief time:

o Before and after camp, camp staff will participate in structures prep and debrief discussions. These discussions focus on highlighting moments of success and moments of learning throughout camp, encouraging ongoing reflection.

  • FridayBreakout Sessions

o Guided readings over the course of camp; review readings on Fridays

o Experts in the field will be invited to visit Fridays to facilitate focused discussions

o All camp staff and interns will be invited to present on an area of interest to them, sharing this knowledge/passion with their team

o Friday sessions will be flexible and invite discussion about issues of emerging importance.