Greenwood County Red Cross

About Our Chapter

What's New

Health & Safety Services

Emergency Services

How You Can Help

Links

 

Instructor's Corner

For Current American Red Cross Instructors and Instructor Trainers

 

First Aid, CPR & AED Courses

 

Swimming and Lifeguarding

Disease Prevention Education

 

Caregiving and Babysitting

Forms (available for download as MS Word files)
Aquatics forms have been moved to Swimming and Lifeguarding section above.

 

First Aid/CPR/AED Program Course Combinations Provide More Training Options!
The First Aid/CPR/AED Program reflects the Emergency Cardiovascular Care (ECC) 2000 Guidelines and provides you with a broader range of training options than ever before, including adult CPR, automated external defibrillation (AED), injury control modules, and infant and child CPR. The modular design of the program allows customers to build the first aid and safety programs that are right for them.

The First Aid/CPR/AED Program Instructor's Manual provides course outlines and lesson plans for 14 courses and course combinations. We heard from instructors that course outlines for every possible course combination in the First Aid/CPR/AED Program would be valuable. We responded with the development of 15 additional course outlines designed to match the multiple course combinations that customers may request. The new course outlines (see MS Word file available below) provide you with clear directions to conduct each combination ensuring that all skills and information are covered uniformly without needless repetition. This expansion results in a total of 29 course combinations that can be taught from one instructor's manual to help you offer your course takers the training they need.

Thank you for the critical work you are doing in your community everyday. Each person to whom you teach lifesaving skills might have the opportunity to put those skills to use in a life-threatening emergency. Together, we can save a life.
Outlines for First Aid/CPR/AED Program Course Combinations (available for download as an MS Word file)

 

Babysitter's Training Update
The Babysitter's Training course is currently under revision. The revised course will be released in late 2002. The revisions will include updating the material to reflect the Emergency Cardiovascular Care (ECC) 2000 Guidelines, shortening the existing course length, as well as updating all outdated information.

During the revision period, an interim administrative solution for the Babysitter's Training course has been developed to ensure that the Babysitter's Training course is taught consistent with the ECC Guidelines. Please refer to the chart below for a listing of specific changes that need to be made in the course products. The course products include:

  • Babysitter's Training Handbook (participant);
  • Babysitter's Training Instructor's Manual;
  • Babysitter's Training Guide for Training; and
  • Instructors and Babysitter's Training Video.

 

INTERIM EMERGENCY CARDIOVASCULAR CARE (ECC) 2000 GUIDELINES CHANGES TO THE BABYSITTER'S TRAINING PROGRAM PRODUCTS
Instructors: Please make the following changes to the Babysitter's Training Program products to assure that the program is compliant with ECC 2000 Guidelines.

Product

Location

Change

Babysitter's Training Handbook

Global Edit
(referring to a problem that appears throughout the product)

  • State that the skills in the handbook are not the latest CPR skills taught. To learn more or to be certified, take an American Red Cross Infant & Child CPR course. For the most updated skills you may use the skill sheets from the ECC-Revised Community First Aid and Safety participant's manual (Stock No. 652100) or the skill cards from the First Aid/CPR/AED Program (Stock No. 656559, 656628 and 656631). Also, change "heartbeat (or pulse)" to "signs of circulation, including a pulse" wherever it is found.

Page 120 - 122
(Choking, Unconscious Child and Infant)

  • State that these skills in the handbook are not the latest and that you will not be teaching these skills. To learn the latest technique or to be certified, please take an American Red Cross Infant & Child CPR course.

Page 139
(Unconscious, checking an Infant or Child)

  • Add a sentence under the first bullet, "If a child is conscious and breathing, roll the child on their side (recovery position) and continue to monitor. Do not place an infant in the recovery position."
  • Change the third bullet "Check for a Pulse for 5 to 10 seconds" to "Check for Signs of Circulation for no more than 10 seconds. Signs of circulation include normal breathing, coughing or movement in response to rescue breaths, or a pulse. "

Babysitter's Training Instructor's Manual

Global Edit

  • Change "heartbeat (or pulse)" to "signs of circulation, including a pulse" wherever it is found.

Page 75
(Instructor Demonstration 3: Diapering an Infant)

  • Add the following instructor note before the first step:
    Instructor Note: If students know they are sensitive to latex, have them use nitrile or vinyl gloves. Watch all students for any indication of allergic reactions to latex (trouble breathing, itchy skin, rash). If a student has an allergic reaction, have him or her remove gloves, wash hands with soap and water and monitor for life-threatening conditions.

Page 85
(Core Activity 1: Checking a Conscious Infant or Child)

  • Change third bullet from the bottom to: "The infant or child has no signs of circulation, including no pulse."

Page 87
(Core Activity 1: Checking a Conscious Infant or Child - "Call" section)

  • Change the Instructor Note to this updated one regarding Call First vs. Call Fast:
    Instructor Note: Explain that in some cases, such as if the infant or child has stopped breathing or shows no signs of circulation (pulse), the Check-Call-Care steps are altered. If you are alone, you may be unsure if you should leave to call for help or care for the victim first. Use this Call First vs. Call Fast guide to decide what to do:
    • When alone, Call First, that is, call 9-1-1 or the local emergency number before providing care for cardiac emergencies.
    • When alone, Call Fast, that is, call 9-1-1 or the local emergency number after providing 1 minute of care, for breathing emergencies.

If another rescuer is present, you should always send them to call 9-1-1 or the local emergency number.

Page 90
(Core Activity 2: Checking an Unconscious Infant or Child - Introduction)

Change 4th primary point to—

  • No signs of circulation (pulse).

Page 91
(Checking an Unconscious Infant or Child Skills Practice)

  • Add this Instructor Note:
    Instructor Note: Tell participants that if they think the victim might have a head, neck or back injury, do not use a head tilt/chin lift method to open their airway; use a modified jaw thrust instead. You may briefly demonstrate a modified jaw thrust to illustrate the point.
  • Add the following statement before beginning the Skills Practice: "To help protect yourself and the victim from germs, rescuers should use disposable gloves and breathing barriers if available." Show the students how to use the breathing barriers if available.
  • At the end of the skills practice, point out the illustration of the recovery position on page 140 and briefly explain when you would place a victim in this position.

Page 93
(Checking an Unconscious Infant or Child Skills Practice)

  • Change last bullet at the bottom of the page to "Checking for signs of circulation for more than 10 seconds."
  • Add a bullet that says "Forgetting to also look, listen and feel for normal breathing, coughing or movement in response to rescue breaths, when checking for a pulse."

Page 93
(Activity Summary)

  • Change "...no heartbeat (pulse)..." to "...no signs of circulation (including pulse)..."

Page 102
(Skills Practice)

  • Make sure that participants are taking a breath before giving each rescue breath.

Page 104-105
(Video Demonstration 4: Unconscious Choking-Child)

  • Skip this section; do not teach Unconscious Choking - Child.

Page 108-109
(Video Demonstration 6: Unconscious Choking-Infant)

  • Skip this section; do not teach Unconscious Choking - Infant.

Page 110
(Instructor Note)

  • Strike Airway Obstruction related to unconscious choking (airway obstruction).

Page 111
(Activity Summary)

  • Omit #3 and 4.
  • Change #3 to: "If a conscious child or infant is choking (cannot cry/speak, cough or breath), what should you do?
    Answer: Give abdominal thrusts for the child. Give back blows and chest thrusts for the infant. Call 9-1-1.
  • Change #4 to: "If you are alone, how long should you care for an unconscious infant or child who is not breathing before calling 9-1-1 or the local emergency number?
    Answer is correct.

Page 118
(Core Activity: Decision Making in Emergencies)

  • When appropriate, remind the students about Call First vs. Call Fast as noted for page 86.

Page 173
(Video Calibration Chart)

  • Under First Aid for Breathing Emergencies, strike "Unconscious Choking - Child" and "Unconscious Choking - Infant."

Pages 178
(Instructor Key for Core Activities and Observable Skills)

  • Strike "Unconscious Choking - Child" and "Unconscious Choking - Infant" from Lesson 7.

Babysitter's Training Guide for Training Instructors

Global Edit

  • Change "heartbeat (or pulse)" to "signs of circulation, including a pulse" wherever it is found.

Page 35
(Practice Teaching II: Skill Practice, Activity Facilitation and Evaluation)

  • Under Lesson 7, omit practice teaching assignments for Obstructed Airway for an Unconscious Infant and Obstructed Airway for an Unconscious Child.

Page 41
(Common Errors for Practice-Teaching Assignments)

  • Change header "Checking the Pulse" to "Checking for Signs of Circulation."
    • Change last bullet point "Not checking the pulse for 5 to 10 seconds" to "Checking for Signs of Circulation for more than 10 seconds."
    • Add a bullet that says "Forgetting to also look, listen and feel for normal breathing, coughing or movement in response to rescue breaths, when checking for a pulse."
  • Omit "Airway Obstruction (Unconscious Infant or Child)" section.

Babysitter's Training Video

"First Aid For Breathing Emergencies"

  • After the Rescue Breathing-Child segment fast forward through Unconscious Choking-Child to the next lesson, Rescue Breathing-Infant. The current Unconscious Choking-Child segment from this video is no longer to be used.
  • After the Rescue Breathing- Infant segment fast forward through Unconscious Choking-Infant to the next lesson, Temptation & Responsibility. The current Unconscious Choking-Infant segment from this video is no longer to be used.

 

First Aid/CPR/AED Program Now Available in Spanish
As the leader in providing lifesaving training to the American public, the American Red Cross is committed to reaching as many people as possible with the essential health and safety skills training they need to save more lives. In order to support health and safety training for a growing Spanish-speaking population, participant and instructor materials for the First Aid/CPR/AED Program have been translated into Spanish. We're also responding to the needs of businesses by offering flexible programs, such as Adult CPR/AED and Infant/Child CPR, in English and Spanish. These programs combine first aid, CPR and AED training and reflect the Emergency Cardiovascular Care (ECC) 2000 Guidelines.

Plans for the translation of Fundamentals of Instructor Training (FIT) and the Guide for Training Instructors (ITG) for the First Aid/CPR/AED Program are also underway, with an anticipated release in calendar year 2002. Injury-control module booklets and module sections of the instructor's manual will not be translated at the present time.

Instructor Materials

For more information about this program or how to register for a course in the First Aid/CPR/AED program, please contact your local chapter.

 

Instructor Martha Chapin Describes her Experience with Teaching Online Standard First Aid
Over the course of the past year, we've been providing you with updates about the American Red Cross Learning Center. As you know, the first online course, Standard First Aid, is being tested in 20 workplaces through selected chapters. Martha Chapin was the first instructor to teach the online Standard First Aid course. Redcross.org interviewed Martha about what she learned from her experience.

RCO: How did you feel when you went into the instructor-led portion of the online Standard First Aid course? Were you apprehensive?
MC: I was not apprehensive. I went into this training confident because it was just another Red Cross course with a well written instructor's manual. The skills, skill cards and booklet were the same as used in the conventional course and the same certificates were issued at the end of the Skills Practice and Assessment portion.

RCO: Do you think it takes a special kind of instructor to be involved with a distance learning course? What tips would you give to instructors who are going to do this in the future?
MC:The instructor needs to be aware of what was presented online. Use the instructor's manual supplement to help with this -- it notes what objectives were covered online and what questions to ask to see if the participants remember the information. I checked with the participants throughout the Skills Practice and Assessment portion to make sure they were connecting the information they learned online with the skills they were practicing in our session.

Other than that, since you must already be an American Red Cross First Aid/CPR/AED instructor in order to teach this course, just treat it like any other course. Familiarize yourself with this new outline and the online participant information. Then you'll be ready to teach.

RCO: Does it take a special kind of student to be successful in a distance learning program? Does that make the instructor's job harder or easier?
MC:This course will probably reach a different group of participants -- those who don't have a full day to take a course with an instructor. These participants need to be self-motivated and able to complete a large portion of the learning without assistance. Having self-motivated participants always helps to make an instructor's job easier. In the sessions that I taught, I noticed that participants had more educated questions and personal examples they wanted to address.

RCO: Did you especially like teaching in this situation? If so, why?
MC: I did like teaching this course. It took less of my time and the participants were interested and motivated. It's nice not to have to give a written exam because the participants had already completed and passed that before taking the skills portion. I knew that everyone attending had achieved that level of proficiency with the material. At the end of my session, participants were confident that they could act appropriately in an emergency. I also enjoyed it because it's always interesting to try out new delivery methods and to participate in new trends in education.

RCO: Would you like to see more courses offered with an online learning component?
MC: Yes! Online learning is the way that education is moving today and I can't wait to see more training available this way. Clients expect it and will appreciate the flexibility it offers. Participants can work through the online portion at times that are convenient for them. As online learning moves ahead at the Red Cross, participants will want to choose from all of the components in the First Aid/CPR/AED program and our many other course offerings as well. I'm especially eager to add Infant and Child CPR and AED so there is a complete offering of our First Aid/CPR/AED course options. I think that Babysitter's Training would also work very well as an online course.

Another reason that I'd like to see more courses offered online is that it makes better use of my time. As an instructor, my time is valuable. By teaching courses that have an online component, I can increase the number of participants who complete the training. With an online course, three times the number of participants can complete first aid training as with a conventional course, without using any more of my time.

 

The American Red Cross Greater Carolinas Chapter is one of 16 chapters participating in the Proof of Concept for the American Red Cross Learning Center. The chapter trained staff from a local workplace in Standard First Aid using the online course and the accompanying skills practice and assessment session. In this article, Sarah Beasley, Marketing Account Executive for the Greater Carolinas Chapter, reflects on the chapter's experience participating in the Proof of Concept. For more information about the online Standard First Aid course and the American Red Cross Learning Center, visit the Learning Center site on CrossNet.

Online Learning Becomes a Reality for Greater Carolinas Chapter
Written by Sarah Beasley, Greater Carolinas Chapter

CPR class

Nadine Jones (left) of the Clariant Corporation looks on as two students from Clariant practice skills learned in the online Standard First Aid course.

"What do you mean only three students out of thirteen have completed and passed the online exam? The first skills practice and assessment is scheduled for 8:00am tomorrow." This was my first thought at 4:15 p.m. the day before the first skills practice and assessment session of the Standard First Aid online course as national headquarters staff updated me on the status of workplace student participation. Next I began to concentrate on ways to solve such problems in the future and how to handle these situations when the Proof of Concept is complete and the program is presented to the community. I reminded myself that the purpose of this Proof of Concept is to work through the process so that every possible scenario is tested before the program is launched. This would be an opportunity to strengthen not only our relationship with national headquarters, but also with our workplace customer. This plan would place the Red Cross in a position to be a future leader for online learning; so, I shouldn't worry about the fact that only 23 percent of the participants were prepared. This is real life and this is exactly what we expected would happen.

As one of sixteen chapters participating in the American Red Cross Distance Learning project and the first to complete the Proof of Concept phase, the Greater Carolinas Chapter in Charlotte, NC was eager to pilot a new method of health and safety training. Proud of being a progressive chapter with fresh perspectives and forward thinkers, the distance learning project seemed a perfect match to the culture of our local organization. It encompassed both our desires to reach more people in the community and to provide the American public with the knowledge and skills necessary in order to save lives. At first, there were concerns as to how the program would fit into our current Health and Safety mold and what changes would occur as a result of launching a totally different program. Not only was this program different in concept, it was different in execution; it would require new operating platforms and new methods for scheduling and registration. It would also demand a new marketing strategy. Because this was a new program targeted for a new audience, the American Red Cross had to evaluate the current system and make some dramatic changes to the way it would offer health and safety training.

Concerns
At first there were some reservations. We were asking our instructors not to instruct -- the computer-based program would provide all of the instruction -- and we were moving to a new system. Fears arose within instructor circles that the computer-based learning system would replace the need for them. We were asking our instructors to spend an average of two hours with students, as opposed to the usual six hours. Plus, we wanted them to evaluate skills, not teach. The fears subsided as we explained that the instructor is an integral part of the Standard First Aid distance learning course, and there are always going to be people who would prefer a classroom-based course instead of an online learning environment. The purpose of this program would be to attract a new audience, not to replace our existing audience.

Choosing A Partner
We chose to work with a global organization that had close ties to our chapter and one whose employees were familiar with our current Health and Safety training program. Clariant Corporation is the organization we chose and is a leading player in the fine and specialty chemical industries. Their products play an important, very visible role in adding color to our life through printers ink, clothing dye, car paints or color masterbatches on plastics. We were excited to offer them not only the opportunity to help build the distance learning program but also to be the first group ever to complete an American Red Cross online training course successfully. My on-site contact, Nadine Jones, was very instrumental in coordinating the efforts of the day. I worked very closely with her to schedule two sessions for the skills practice and assessment at their facility.

Once those dates and times were set, I worked with the Research and Product Development department from Health, Safety and Community Services at national headquarters to arrange for Tony Gallagher and Tab Bates to fly into Charlotte to conduct focus groups right after the skills practice and assessment. We decided that each group could anticipate a four-hour session for evaluating their CPR and First Aid skills and participating in focus groups about the course.

In the distance learning Standard First Aid course, participants were given user identifications and passwords necessary to log onto the Learning Center Web site and begin the course. They were given three weeks between mid-December and January 8th to complete and successfully pass the online course before their skills practice and assessment session was scheduled. We asked our participants to have the dedication and the determination to complete and pass the online course before arriving at their skills practice and assessment session. We asked the instructors to arrive at the skills practice and assessment session with the knowledge of which students were prepared and which were not. We went into the day knowing that only three of the thirteen scheduled students had completed the course, but this was real life and this was not unexpected. We were prepared.

Joey Kendlehart, Nadine Jones and Sarah Beasley

Red Cross instructor Joey Kendelhart, Nadine Jones of the Clariant Corporation, and Sarah Beasley, of the Greater Carolinas Chapter (L to R) worked together to offer online Standard First Aid to Clariant employees.

Reality
We promptly arrived at Clariant Corp. and set up the training room for the day. To show our appreciation and confidence that we would have a successful day, we provided the participants with snacks, Red Cross pins and pencils. Upon arrival, we spoke with Nadine Jones about the total number of participants who had finished the course and she quickly updated us. Things looked better than we had originally thought, but people really do wait until the last minute! Joey Kendelhardt, our instructor, started the skills practice and assessment for five out of the six people who were scheduled for that morning. Then, all of a sudden, real life hit us once again. As we were ending the First Aid portion and participants were practicing their skills, the fire alarms sounded due to a chemical spill in one of the other buildings. Everyone had to evacuate. Though some of us were wrapped in First Aid slings, we rushed out of the building to the designated place for visitors during a fire drill. Of course, this shortened our perfectly scheduled day, but this was more than simulation. It was what could happen at a workplace on any given day. We had to be realistic in our Proof of Concept and accept the possibility of these events. Soon, we were led back into the building to continue our class. To add to this scenario, in the second session a participant arrived late, stating that he had just completed and passed the online exam and was ready to have his skills evaluated.

All things considered we concluded the day successfully. I attribute the success to the flexibility of the participants and the staff from the chapter and from national headquarters. Eleven people were successfully certified in Workplace Training Standard First Aid, and those 11 people could not have been more proud to participate in such a program. Their comments were constructive and positive, and the information that was gathered throughout the entire phase of the Proof of Concept will be instrumental in making the rollout successful. As a direct result of the Proof of Concept, we learned about the importance of ensuring that participants' computer specifications meet the requirements for launching the Learning Management System and the Standard First Aid online course. We're also still determining how to best monitor student progress. Also, we learned that there are some things in life that are beyond control -- real life scenarios will inevitably disrupt the flow of the program. Adapting to the changes and helping to launch an online distance learning program such as this is part of what it takes to become a leader in e-learning. I am excited to be a part of that team.

Overall, the biggest question we wanted to answer in launching the Proof of Concept was "Would people learn?" The exciting answer to that question is "Yes, they did, and they enjoyed it!"

 

First Aid/CPR/AED Instructors: please note this frequently asked question. Is it safe to use an AED in the rain, snow or on ice? Answer: AEDs can be used in a variety of environments including rain, snow and ice. Always use common sense when using an AED and follow the manufacturer's recommendations. Generally, the victim should not be in a puddle of water, nor should the rescuer be kneeling in a puddle of water when operating the AED. If it is raining, steps should be taken to ensure that the victim is as dry as possible and sheltered from the rain. Ensure the victim's chest is wiped dry. Minimize delaying defibrillation though when taking steps to provide for a dry environment. The electrical current of an AED is very directional between the electrode pads. Manufacturers state that AEDs are very safe when all precautions and manufacturer's operating instructions are followed.

Lifeguard Management: In-Service Training Outlines Requested
National headquarters is seeking individuals who would like to share their knowledge and experience by submitting in-service training outlines for inclusion in the Lifeguard Management course. National headquarters will review each in-service outline that is submitted and will select those that complement the information presented in the course materials.

National headquarters strongly encourages chapter employees to forward this request for information to Lifeguarding instructors so they can contribute their feedback and ideas.

To submit an in-service training outline, follow these steps:

  1. Download and complete the Word template. Please follow the directions and complete each section so that the entry is complete with all the necessary information.
  2. Download and complete the Copyright Assignment, sending the original executed form to the American Red Cross at the same time the in-service training outline is sent.
  3. Please provide the following information with each entry:
    • Contact name;
    • Chapter address;
    • E-mail; and
    • Phone number.
  4. All entries need to be submitted via e-mail to Nancy Edmonds at edmondsn@usa.redcross.org. The deadline to submit ideas is July 15, 2002.

A small token of appreciation will be given to all individuals that submit a complete in-service outline(s). Two prize drawings will take place for outlines that are accepted by the project team. Fifteen individuals will receive prizes and one individual will receive a grand prize. Stay tuned for more information on the prizes.

Please Note: For those outlines that are submitted from outside individuals, not a Red Cross employee or volunteer, please be aware that the material submitted and selected for use will be published in American Red Cross material under the American Red Cross name. The American Red Cross will own the material submitted.

For further information, please contact Nancy Edmonds at (703) 206-7782 or edmondsn@usa.redcross.org.

Back to top

National headquarters is pleased to announce the recipients of the 2001 United States Olympic Committee (USOC)/American Red Cross awards for the Sport Safety Training Program. An awards ceremony was held in May at the USOC Training Center in Colorado Springs, CO. Congratulations to all the chapters and outstanding instructors.

Top Sport Safety Training Instructors:
Anita Jorney-Gifford
Wayne County Chapter
Wooster, OH

Rose Haggerty
Greater Houston Area Chapter
Houston, TX

Tom Lane
Allen County Chapter
Lima, OH

Lisa Hayden
Cincinnati Area Chapter
Cincinnati, OH

Laura Breese
Lorain County Chapter
Elyria, OH

Top Chapters Serving a Population Over 500,000:

  • Greater Houston Area Chapter, Houston TX;
  • Cincinnati Area Chapter, Cincinnati, OH;
  • The Grand Canyon Chapter, Phoenix, AZ;
  • Greater Cleveland Chapter, Cleveland, OH; and
  • Palm Beach County Chapter, West Palm Beach, FL

Top Chapters Serving a Population Under 500,000:

  • Lorain County Chapter, Elyria, OH;
  • Muskingum Valley Chapter, Zanesville, OH;
  • Cumberland County Chapter, Carlisle, PA;
  • North Central Massachusetts Chapter, Leominster, MA; and
  • American Red Cross of Central Stark County, Canton, OH

 

Release of the New Culturally Specific HIV Education and Prevention Instructor Courses
The team in the Disease Prevention Education (DPE) division at national headquarters is thrilled to announce the upcoming release of the new African American and Hispanic HIV Education and Prevention Instructor Courses on August 1, 2002. Based upon chapter and collaborator feedback, the new streamlined courses were designed to maximize course content and training efficiencies while reducing course duration and maintaining course quality. The new courses effectively integrate the existing culturally specific HIV/AIDS Fundamentals content with newly developed prevention skills content and activities.

The instructor-training pathway has also been streamlined and the new training track follows a simple and convenient three-step process.

  1. Fundamentals of Instructor Training
  2. Starter Facts (or the optional Facts Test)
  3. HIV Education and Prevention Instructors Course

The content from the American Red Cross Facts Practice course has been integrated into the new streamlined courses thereby eliminating it as an instructor course prerequisite. The Facts Practice course remains available as a separate training that chapters can offer to customers who seek to develop skills communicating HIV/AIDS facts in non-judgmental ways, however, are not interested in or available for instructor training.

The New African American HIV Education and Prevention Instructor Course, like its predecessor, African American HIV/AIDS Program: Fundamentals instructor course, continues to support the mission related work of American Red Cross by addressing public health concerns for African American communities in the area of HIV prevention.

In keeping with the notion of cultural specificity, it is designed by African Americans for African Americans and addresses the need for culturally appropriate HIV/AIDS education and the building of critical skill steps towards preventing the spread of HIV. The new materials also bring to the African American HIV/AIDS Program added educational strategies that can be used to further prepare African American HIV/AIDS instructors to more effectively facilitate community sessions using skills-building modules and activities to encourage and support prevention behaviors.

The course will train instructors to deliver culturally sensitive and culturally specific HIV education and prevention. Instructors will facilitate community sessions designed to help participants build skills such as: decision-making, problem solving, negotiation and refusal skills through a series of activities that include role play, task group, brainstorming, practice and demonstration.

Materials for the new course include the following:

  • African American HIV/AIDS Program: HIV Education and Prevention Guide for Training Instructors
  • African American HIV/AIDS Program: Instructor Skills Demonstration Video
  • African American HIV/AIDS Program: HIV Education and Prevention Instructors Manual
  • African American HIV/AIDS Program: Instructor Candidate Workbook
  • African American HIV/AIDS Program: Building HIV Prevention Skills in African American Communities (Dono Ntoaso)

Other items that were previously a part of the African American HIV/AIDS Program will remain the same, such as: Proverb Posters, Note Cards, Don't Forget Sherrie Workbook and Leader's Guide and video; The Dono Ntawaso "Talking Drums" Workbook and Leader's Guide, wallet and key cards, and program luggage tags and t-shirts. The Card Game set used by instructor trainers during the course, will also remain the same.

The American Red Cross African American HIV Education and Prevention instructor's course continues to provide the dual certification option previously established between the African American HIV/AIDS and Basic HIV/AIDS programs.

The New Hispanic HIV Education and Prevention Instructor Course, again like its predecessor, Hispanic HIV/AIDS Program: Fundamentals instructor's course, continues to support the mission related work of American Red Cross by addressing public health concerns for Hispanic/ Latino communities in the area of HIV prevention.

In keeping with the notion of cultural specificity, it is designed by Hispanics for Hispanics and addresses the needs for culturally-appropriate HIV/AIDS education and the building of critical skill steps towards preventing the spread of HIV. The new materials also bring to the Hispanic HIV/AIDS Program added facilitation strategies such as role-play, task group, demonstration, and practice that can be used to further prepare Hispanic HIV/AIDS instructors to conduct more effective pláticas (community sessions). There are two types of community sessions to select from, that is, an initial or follow-up discussion-based plática and an activity-based plática. An initial or follow-up discussion-based plática focuses on sharing basic HIV/AIDS facts, thus bringing awareness and knowledge, and personalizing these facts with the participants. A follow-up activity-based plática then emphasizes specific individual and community skill development, including practicing putting on a latex condom and taking it off, effective communication, negotiation, decision-making, and community mobilization. Combined discussion and activity-based pláticas bring forth a myriad of positive outcomes by decreasing participants' vulnerability and bolstering their assertiveness by not only personalizing HIV facts but also practicing new individual and community skills and thus reducing the spread of HIV.

Materials for the new course will be comprised of the following:

  • Hispanic HIV/AIDS Program: HIV Education and Prevention Guide for Training Instructors (Spanish and English)
    Guía de la Cruz Roja Americana para capacitar a instructors hispanos sobre educación prevención del VIH;
  • Hispanic HIV Education and Prevention Instructor Skills Demonstration video (Spanish with English subtitles)
    Destrezas modelo del instructor hispano de educación y prevención del VIH;
  • Hispanic HIV/AIDS Program: HIV Education and Prevention Instructor's Manual (Spanish and English)
    Munual de la Cruz Roja Americana del instructor hispano sobre educación y prevención del VIH;
  • Hispanic HIV/AIDS Program: Instructor Candidate Workbook (Spanish and English)
    Cuaderno de trabajo de la Cruz Roja Americana para el candidato a instructor hispano sobre educación y prevención del VIH; and
  • The Renters/Los inquilinos (community-level video, Spanish with English subtitles)
  • Decision-making Steps/Pasos en la toma de decisiones poster
  • Other support materials that were previously a part of the Hispanic HIV/AIDS Program such as the Talking Posters, My Brother/Mi hermano video, and the Family Guide for HIV/AIDS Prevention/Guía familiar para la prevención del VIH/SIDA will be reemphasized in both discussion and activity-based pláticas.

Preparing for the Release of the New Culturally Specific Instructor Courses:
The team in DPE at national headquarters has developed strategies to assist chapters in retaining and updating their existing instructor trainers and instructors (Retention Plan). Our FY03 CDC Plan includes several opportunities in the Retention Plan to provide chapters with training and resources to accomplish this objective. These will include:

  • Instructor Trainer (IT) Training opportunities: IT update workshops are planned to update instructor trainers in the new African American and Hispanic HIV Education and Prevention instructor courses. These will be scheduled throughout the fall 2002. Please continue to look on CrossNet for these opportunities.
  • Financial Resources for updating instructors. Information regarding these and other financial resources will be made available in August. Contact your local chapter for more information.

For additional information, comments and questions, please contact the respective program coordinators: