Community Health Educator

Violence against girls continues to be a public health issue for various communities within the Chicagoland area. In 2010, the World Health Organization released a study that provides a framework for addressing the social determinates of health. The study summarized evidence of how the structure of societies, through a myriad of social interactions, norms, and institutions are affecting population health. For girls, we see that psychosocial circumstances and stressors coupled with behavioral and biological factors can lead to girls being more likely to be exposed to or engage in a violent act. The mix of structural and intermediary determinants impact health equity and well-being for girls. The health educator service will center around identifying and addressing the circumstances, behaviors and psychosocial factors that contribute to violence against girls and facilitating workshops for girls and the broader community on these topics.

Our comprehensive approach to whole girl development empowers girls to navigate gender, economic, and social barriers, thus enabling them to become healthy, educated, and independent women in the future. Our current health-related programs that address girls’ social emotional health needs include the programs listed below. These age and culturally appropriate, evidence-based programs were developed by youth development experts and include educational lessons and activities that may be delivered during school, after school, and/or on weekends over a 10-week period.

Friendly PEERsuasion (ages 11-14): this program empowers girls to resist harmful substances, resist negative peer pressure and unhealthy ways to cope and respond to stress. Girls identify healthy alternatives to risky behavior and invite peers to join them in acting on smarter choices.

Healthy Sexuality – Informed and In Charge (ages 9-18): girls acquire the knowledge and skills for taking charge of and making informed decisions about their sexual health. Exploring values, practicing responses in different situations, and thinking about their futures helps girls identify ways and reasons to avoid early pregnancy and prevent sexually transmitted infections including HIV.

Mind + Body (ages 5-18): Girls Inc. created the Mind+Body program, a series of research-based educational activities, tools, and materials designed to support and promote the whole health of girls ages 5 to 18, using a philosophy that recognizes that many factors, including physical and mental wellness, contribute to girls' health. The Mind+Body initiative focuses on four content areas: nutrition, physical activity, body image, and stress management.

Project BOLD (ages 6-8): girls learn skills and strategies to lead safer lives in their homes, in relationships, in their communities, and online. Girls learn specific self-defense techniques and strategies as well as how to seek out and talk to caring adults about personal and gender-based violence. Older girls also take on a community action project to advocate for a safer world for all women and girls.

Sporting Chance (ages 6-14): girls build a foundation for enjoying sports, adventure and physical activity throughout their lives. Girls develop movement and athletic skills, cooperative and competitive spirit, and healthy habits. They experience the benefits and excitement of taking positive risks that bolster their self-confidence and personal growth.
 

Girls of color are less likely to receive mental health treatment and more likely to exhibit negative emotions, substance abuse, self-harm, and behavioral problems in school that are more likely to be punished through the school or legal system. National data shows that Black girls are suspended 5 times more often than White girls and are nearly 3 times as likely to be referred to the juvenile justice system. Georgetown Law’s Center on Poverty and Inequality released a groundbreaking study on the adultification of Black girls that found that adults believe Black girls between ages 5-19 “needless nurturing, protection, support, and comfort than their White peers and Black girls are more independent, know more about adult topics, and know more about sex than White girls.”

While our programs are available to all girls, we prioritize girls who live in historically disinvested communities on Chicago’s South Side. 

The health educator’s service will expand Girls Inc. of Chicago’s capacity to research and respond to the critical needs of girls and address the challenges they face to health and wellness through their commitment to the social determinants of health, specific to the factors that contribute to violence against girls. Major duties for the service year would include:

Facilitating workshops for girls, parents, and the broader community on violence against girls and the impact of violence on girls' mental and physical health.

Creating workshops for parents and the community on the social determinants of health and its impact on the living environment of vulnerable populations.

Facilitation of small group restorative conversations with girls who have been victims of violence.

Developing digital content to inform the public about the impact of violence in the media on the lived experiences of girls.

Identification of issues that contribute to youth violence, including social determinants of health and the role that technology and media plays in reinforcing the psychosocial factors that influence youth mental health.

Researching best practices for engaging the community in conversations about addressing girl violence.

• Collaborating with pre-existing patients and partner organizations
• Facilitating interventions and classes about health issue prevention and management and overall wellness
• Creating healthcare and wellness educational materials
• Facilitating and conducting healthcare and wellness trainings and classes
• Conducting data collection

• Establishing and maintaining strong relationships with the Girls Inc. of Chicago Program Team, school communities, and program participants.  

• Conducting research on strategies and best practices for youth violence prevention and developing tools for sharing information with girls and the broader community. 

• Familiar with health equity-related issues
• Research and analytical skills
• Able to review and synthesize information
• Able to build strong relationships
• Group facilitation skills

• Skill with Microsoft Office or other software for a variety of data processing operations involving a range of problem solving, record keeping, correspondence, and service tracking options.

• Member uses initiative in carrying out recurring assignments following set procedures, independently
• The supervisor assigns service activities, advises on changes in procedures, and is available for assistance when required
• The supervisor assigns service activities in terms of project objectives and basic priorities and is available for consultation in resolving controversial issues.

• The service activities are reviewed for accuracy through spot checks, through complaints from customers, and through observation of the member at service.
• The member independently plans and carries out the projects and selects the approaches and methods to be used in solving problems
• Completed projects are reviewed very generally to determine that objectives have been met and are in compliance with policies and regulations.
• Help text: In the space below, please provide any additional information or explanations.
• Qualitative and quantitative data on members assignments is collected, analyzed and evaluated based on a set of programmatic outcomes aligned to the organizations strategic priorities. 

• Written and oral guides provide specific instructions for doing service
• Guidelines are generally applicable, but the member independently makes adaptations in dealing with problems and unusual situations
• Member must use considerable judgment in adapting current or developing new guidance

• In making decisions, the member is often required to depart from past approaches and to extend traditional techniques
• The member must develop new techniques, methods, or approaches to complete service position assignments.

• Service position assignments involve a variety of conventional problems, questions, or situations that conform to established criteria
• The service position product or service affects the design or operation of systems, programs, or equipment
• The service position product or services affect the social, physical, and economic well-being of a substantial number of people on an ongoing basis
• The member is required to investigate or analyze a variety of unusual conditions, problems, or questions

• Public
• Community Groups
• Community Organizations

• To give or exchange information
• To provide customer service
• To interview
• To motivate, influence, or educate people to support behavior change

• Unusual service hours, involving evenings, weekends, or long shifts
• Special dress code
• Significant travel (more than 25%)
• Criminal history check requirements beyond those required by National Health Corps

• Language proficiency is not required however for one of the sites Spanish proficiency is highly preferred.