Program Operations 


Guidelines for STD Prevention 


Training and 

Professional 

Development 
 

 

 

 

Table of Contents
 

FOREWARD iii
 

INTRODUCTION iv
 

Program Operations Guidelines Workgroup Members vi
 

Training and Professional Development Subgroup Members vii
 

Training and Professional Development Internal/External Reviewers vii
 

INTRODUCTION T-1
 

Goals/Objectives of Training, Professional, and Career Development T-2
 

Target Audience T-2
 

Responsibilities T-2
 

TRAINING PROCESS T-3
 

Assessment of Training Needs T-3
 

Training Approach T-5
 

Areas of Training Need T-6
 

Delivery of Training T-6
 

Training Providers and Resources T-7
 

Frequency of Training T-8
 

Evaluation of Training Activity T-8
 

Post Training and Education Application T-9
 

Assessing Effects of Skills Development on Performance T-9
 

PROFESSIONAL/CAREER DEVELOPMENT PROCESS T-10
 

Career Structure T-10
 

Other Developmental Experience Opportunities T-11
 

Mentoring T-12
 

Individual, Management, and Program Responsibilities T-13
 

Appendix T-A Job Titles in Public Health
 T-14 

Appendix T-B 

General Examples of Competencies Related to Identified Essential
 

Public Health Services T-15
 

Appendix T-C Areas of Training in STD Prevention T-18
 

Training and Professional Development i 
Appendix T-D
 

National STD/HIV Prevention Training Centers T-23
 

Regional Title X Training Centers T-25
 

AIDS Education & Training Centers (AETC’s) T-26
 

References T-28
 

ii Program Operations Guidelines for STD Prevention 
Foreword
 

The development of the Comprehensive STD Prevention Systems (CSPS) program 

announcement marked a major milestone in the efforts of CDC to implement the 

recommendations of the Institute of Medicine report, The Hidden Epidemic, Confronting Sexually Transmitted Diseases, 1997. With the publication of these STD 

Program Operations Guidelines, CDC is providing STD programs with the guidance to further develop the essential functions of the CSPS. Each chapter of the 

guidelines corresponds to an essential function of the CSPS announcement. This 

chapter on training and professional development is one of nine. 

With many STDs, such as syphilis, on a downward trend, now is the time to 

employ new strategies and new ways of looking at STD control. Included in these 

guidelines are chapters that cover areas new to many STD programs, such as community and individual behavior change, and new initiatives, such as syphilis elimination. Each STD program should use these Program Operations Guidelines when 

deciding where to place priorities and resources. It is our hope that these guidelines 

will be widely distributed and used by STD programs across the country in the 

future planning and management of their prevention efforts. 

Judith N. Wasserheit 

Director 

Division of STD Prevention 

Training and Professional Development iii 
Introduction
 

These guidelines for STD prevention program 

operations are based on the essential functions 

contained in the Comprehensive STD Prevention Systems (CSPS) program announcement. The 

guidelines are divided into chapters that follow the 

eight major CSPS sections: Leadership and Program 

Management, Evaluation, Training and Professional 

Development, Surveillance and Data Management, 

Partner Services, Medical and Laboratory Services, 

Community and Individual Behavior Change, Outbreak Response, and Areas of Special Emphasis. Areas of special emphasis include corrections, adolescents, managed care, STD/HIV interaction, syphilis 

elimination, and other high-risk populations. 

The target audience for these guidelines is public 

health personnel and other persons involved in managing STD prevention programs. The purpose of these 

guidelines is to further STD prevention by providing a 

resource to assist in the design, implementation, and 

evaluation of STD prevention and control programs. 

The guidelines were developed by a workgroup of 

18 members from program operations, research, surveillance and data management, training, and evaluation. Members included CDC headquarters and field 

staff, as well as non-CDC employees in State STD Programs and university settings. 

For each chapter, subgroups were formed and assigned the task of developing a chapter, using evidencebased information, when available. Each subgroup was 

comprised of members of the workgroup plus subject 

matter experts in a particular field. All subgroups used 

causal pathways to help determine key questions for 

literature searches. Literature searches were conducted 

on key questions for each chapter. Many of the searches 

found little evidence-based information on particular 

topics. The chapter containing the most evidence-based 

guidance is on partner services. In future versions of 

this guidance, evidence- based information will be 

expanded. Recommendations are included in each 

chapter. Because programs are unique, diverse, and 

locally driven, recommendations are guidelines for 

operation rather than standards or options. 

In developing these guidelines the workgroup followed the CDC publication “CDC Guidelines—Improving the Quality”, published in September, 1996. 

The intent in writing the guidelines was to address 

appropriate issues such as the relevance of the health 

problem, the magnitude of the problem, the nature of 

the intervention, the guideline development methods, 

the strength of the evidence, the cost effectiveness, 

implementation issues, evaluation issues, and recommendations. 

STD prevention programs exist in highly diverse, complex, and dynamic social and health service settings. 

There are significant differences in availability of resources and range and extent of services among different project areas. These differences include the level 

of various STDs and health conditions in communities, the level of preventive health services available, 

and the amount of financial resources available to 

provide STD services. Therefore, these guidelines 

should be adapted to local area needs. We have given 

broad, general recommendations that can be used by 

all program areas. However, each must be used in conjunction with local area needs and expectations. All 

STD programs should establish priorities, examine 

options, calculate resources, evaluate the demographic 

distribution of the diseases to be prevented and controlled, and adopt appropriate strategies. The success 

of the program will depend directly upon how well 

iv Program Operations Guidelines for STD Prevention 
 

program personnel carry out specific day to day responsibilities in implementing these strategies to interrupt disease transmission and minimize long term 

adverse health effects of STDs. 

In this document we use a variety of terms familiar to 

STD readers. For purposes of simplification, we will 

use the word patient when referring to either patients 

or clients. Because some STD programs are combined 

with HIV programs and others are separate, we will use 

the term STD prevention program when referring to either STD programs or combined STD/HIV programs. 

These guidelines, based on the CSPS program announcement, cover many topics new to program operations. Please note, however, that these guidelines 

replace all or parts of the following documents: 

•	 Guidelines for STD Control Program Operations, 

1985. 

•	 Quality Assurance Guidelines for Managing the Performance of DIS in STD Control, 1985. 

•	 Guidelines for STD Education, 1985. 

•	 STD Clinical Practice Guidelines, Part 1, 1991. 

The following websites may be useful: 

•	 CDC www.cdc.gov 

•	 NCHSTP www.cdc.gov/nchstp/od/nchstp.html 

•	 DSTD www.cdc.gov/nchstp/dstd/dstdp.html 

•	 OSHA www.osha.gov 

•	 Surveillance in a Suitcase www.cdc.gov/epo/surveillancein/ 

•	 Test Complexity Database www.phppo.cdc.gov/dls/clia/testcat.asp 

•	 Sample Purchasing Specifications www.gwu.edu/~chsrp/ 

•	 STD Memoranda of Understanding www.gwumc.edu/chpr/mcph/moustd.pdf 

•	 National Plan to Eliminate Syphilis www.cdc.gov/Stopsyphilis/ 

•	 Network Mapping www.heinz.cmu.edu/project/INSNA/soft_inf.html 

•	 Domestic Violence www.ojp.usdoj.gov/vawo/ 

•	 Prevention Training Centers www.stdhivpreventiontraining.org 

•	 Regional Title X Training Centers www.famplan.org 

www.cicatelli.org 

www.jba-cht.com 

•	 HEDIS www.cdc.gov/nchstp/dstd/hedis.htm 

•	 Put Prevention Into Practice www.ahrq.gov/clinic/ppipix.htm 

Training and Professional Development v 
Program Operations Guidelines Workgroup Members 

David Byrum Program Development and Support Branch, DSTD 

Janelle Dixon Health Services Research and Evaluation Branch, DSTD 

Bob Emerson Training and Health Communications Branch, DSTD 

Nick Farrell Program Support Office, NCHSTP 

Melinda Flock Surveillance and Data Management Branch, DSTD 

John Glover Program Development and Support Branch, DSTD 

Beth Macke Behavioral Interventions and Research Branch, DSTD 

Charlie Rabins Illinois Department of Public Health 

Anne Rompalo Johns Hopkins School of Medicine 

Steve Rubin Program Development and Support Branch, DSTD, New York City 

Lawrence Sanders Southwest Hospital and Medical Center, Atlanta 

Don Schwarz Program Development and Support Branch, DSTD 

Jane Schwebke University of Alabama Birmingham 

Kim Seechuk Program Development and Support Branch, DSTD 

Jerry Shirah Training and Health Communications Branch, DSTD 

Nancy Spencer Colorado Department of Public Health 

Kay Stone Epidemiology and Surveillance Branch, DSTD 

Roger Tulloch Program Development and Support Branch, Sacramento, DSTD, California 

vi Program Operations Guidelines for STD Prevention 
Training and Professional Development Subgroup Members 

Frankie Barnes Training and Health Communication Branch, DSTD 

Vicki Beck Training and Health Communication Branch, DSTD 

John Glover Program Development and Support Branch, DSTD 

Mike Mitchell Training and Health Communication Branch, DSTD 

Gabe O’Meara Training and Health Communication Branch, DSTD 

Anne Rompalo Johns Hopkins School of Medicine 

Jerry Shirah Training and Health Communication Branch, DSTD 

Kay Stone Epidemiology and Surveillance Branch, DSTD 

Training and Professional Development Internal/External Reviewers 

Gale Burstein Division of Adolescent and School Health 

Everett Expose Training and Health Communication Branch, DSTD 

Rebecca Hathaway New York State Department of Health 

Stacy Harper Training and Health Communication Branch, DSTD 

Terry Hogan Baltimore City Health Department 

Dorotha Thomas Epidemiology and Surveillance Branch, DSTD 

Barbara Wills-Hooks Program Development and Support Branch, DSTD, 

Silver Springs, Maryland 

Training and Professional Development vii 
Training and Professional Development
 

INTRODUCTION 

Training is an essential element in developing the technical expertise and the skills required for management, 

leadership, political effectiveness, and community diagnosis and organization that are needed in a complex, multifaceted clinical and social services program. 

The continuing evolution of public health raises new 

challenges to public health personnel, requiring constant update and enhancement of their knowledge and 

skills (IOM Future of Public Health, 1988). 

Training, professional development, and career development are considered important ways to enhance 

levels of expertise within the organization. All three 

processes—training, professional development, and career development—play an important role in improving worker performance of STD prevention activities. 

Programs to train medical students, physicians, physician assistants, nurse practitioners, nurses, and others in STD prevention are critical in increasing the capacity of the primary care system to address public 

health problems, and to ensure delivery of quality services (IOM Hidden Epidemic, 1997). 

Establishing and maintaining the expertise necessary for health care professionals to perform the required functions of STD prevention requires developing certain knowledge, skills, and abilities. Information 

seminars, in-service information workshops, health 

education, formal academic education, formal orientation, formal training, education and training selfstudy, and developmental work-related experiences are 

structured methods to support the development of 

needed knowledge. Those activities, however, have different emphases from training. Information seminars, 

formal orientation, health education and formal academic education tend to focus on the development of 

knowledge and understanding. Training emphasizes development of skill and proficiency in a specific task or 

functional area. Developmental work experiences, also 

known as experiential learning, is the practical application of knowledge and skill in an actual on-the-job 

work setting demonstrating the ability and capacity to 

perform overall job responsibilities. 

Health Care Professional in this document is considered synonymous with the term health care worker. It 

should be used in the broadest sense to include all professions or occupations involved in STD services for 

people with or at risk for STDs. 

Training is defined as a set of activities designed to 

develop specific skill levels of workers who are required 

to perform public health prevention functions or tasks. 

The training process includes four basic steps: 1) assessment of staff proficiency and identification of training needs; 2) development, implementation, and delivery of needed training to address skill and knowledge 

deficiencies; 3) evaluation of the effectiveness of the 

training or skills practice activity on improving skills 

development; and 4) evaluation of the effect on worker 

performance. 

Professional development is a strategy to develop the 

necessary professional expertise within the targeted 

workforce. It is considered a higher level of commitment to worker development since it includes information seminars and in-service workshops, formal 

academic education, training, and structured experiential activities which aid in the growth of workers’ 

professional expertise. Professional development is also 

a four step process but it is broader in scope than the 

Training and Professional Development T – 1 
 

training process. Step one emphasizes overall professional expertise which includes staff skill proficiency. 

Step two includes educational and experiential activities in addition to training. Steps three and four are 

similar to the training process. 

Career Development is a planned process that includes 

professional development but also provides opportunities for worker advancement in a progressive series 

of jobs within a given field. It is considered the highest 

level of commitment to worker development since it 

provides a structure offering job progression opportunity for which staff members’ increased levels of 

expertise can be applied. Inherent in career development is management’s responsibility for creating a 

structure that will support the development of employees’ expertise and offer job progression opportunity. 

Staff is defined as federal, state, and local personnel 

directly supported through program resources, i.e., 

program employees. This may include persons responsible for partner services; supervision and management; 

clinical and laboratory services; surveillance and data 

management; and administrative management and 

clerical functions. 

External Partners are defined as health care providers 

and other professionals responsible for STD prevention services and activities who are not direct employees of the program. These may include private medical practitioners; hospital physicians; members of 

community-based organizations; corrections health 

care personnel; persons working in substance abuse 

treatment programs; laboratory personnel; professionals working in and associated with managed care; other 

primary care providers, medical or other health professions students or residents in training, youth counselors, STD/HIV trainers, and outreach workers (IOM 

Hidden Epidemic, 1997). In addition, partners should 

include people and agencies working in special emphasis areas such as adolescent health centers, managed care organizations, family and primary care physicians, and reproductive health. 

Goals/Objectives of Training, Professional, and 

Career Development 

The overall staff development goal is to improve performance through structured training, professional 

development, and career development efforts. STD 

prevention program objectives should reflect these 

goals and be consistent with available resources and 

overall worker development needs. A training program, including structured professional development, 

should be established to improve and maintain skills 

proficiency, and overall expertise, in all staff members and offered as a benefit to external health care professionals performing STD prevention related activities. 

A career development structure should also be established to develop and maintain an effective staff. 

Target Audience 

The target audience may include a wide spectrum of 

health care workers such as 1) clinicians (physicians, 

nurse practitioners, nurses, physician assistants), 2) 

disease intervention specialists, 3) clerical support staff, 

4) epidemiologists, 5) health educators, 6) health service managers or administrators, and administrative 

assistants, 7) social workers, and counselors, 8) scientists, 9) laboratory technicians and technologists, 10) 

health information system or computer specialists, 11) 

public relations, public information, health communications, and media specialists, and 12) biostatisticians. (See attachment T-A for a list of titles). It is the 

responsibility of the STD prevention program to apply its training and other staff development efforts and 

resources continually to improve performance of all 

staff and to educate external partners. 

Responsibilities 

Several key personnel should have direct program responsibilities for ensuring that an effective training and 

staff development program is part of overall STD prevention program functions. Managers should establish program-level plans, policies, procedures, and 

quality assurance methods to ensure that training, professional development, and career development activities and processes are effectively and efficiently incorporated into project management functions. This 

T – 2 Program Operations Guidelines for STD Prevention 
program structure should support development of the 

staff and external partners as well as reinforce supervisory responsibility for staff development. 

Direct supervisors should be knowledgeable about 

the particular STD prevention tasks and functions they 

supervise and knowledgeable about tasks and skills 

required to perform these activities. The supervisor 

should: 

•	 be knowledgeable of the purpose, objectives, and 

overall content of training available for members 

of their staff 

•	 prepare staff for attending training events 

•	 ensure that staff are fully aware of the purpose of 

and the need for training 

•	 ensure that staff understand the requirements and 

expectations for their participation in training 

•	 ensure or reinforce on-the-job application of skills 

developed through training 

•	 support using these skills through staff development 

efforts 

•	 be actively involved in such on-the-job development 

activities as demonstrating skills, observing performance, offering constructive feedback 

•	 act as a mentor 

•	 assess the skill levels of staff through performance 

observation, feedback, and performance outcome 

review and evaluation 

•	 identify and address barriers to the effective performance of any staff member not related to training, 

such as motivation, communications, or attitude. 

STD prevention programs should assign one or more 

management staff to be accountable for assuring training and staff development. In smaller programs, a lead 

person other than management may be designated to 

take responsibility. Specific responsibilities include: 

•	 assessing knowledge, skills, and abilities necessary 

for proficiency and expertise; 

•	 developing, implementing, and delivering training 

and on-the-job developmental experiences to address skill building needs; 

•	 identifying institutions and other resources which 

provide accredited continuing education activities; 

•	 evaluating the effect of training and professional or 

career development activities on performance; and 

•	 identifying possibilities for developing career ladder structures and providing career enhancing opportunities. 

The Division of STD Prevention is responsible for providing technical assistance and evaluation services in 

support of STD prevention program staff development 

efforts. That includes responsibility for identifying 

training sources and coordinating provision of training activities required to address skills development 

needs; providing support in training needs assessment 

and evaluation efforts; and providing technical assistance in support of performance management followup and quality assurance efforts. 

Recommendations 

•	 Programs should have in place or should establish a system that incorporates the four 

basic steps of the training process identified 

under the definition for training. 

•	 Programs should develop goals and objectives 

for appropriate training for both staff and 

external partners. 

•	 Programs should utilize information collected 

from evaluation to update and improve the 

entire training process. 

•	 Programs should establish a policy ensuring 

that training, professional development, and 

career development are part of their program. 

•	 Program managers should designate individuals with management responsibility for training and staff development functions. 

TRAINING PROCESS 

Assessment of Training Needs 

The training needs assessment is part of a systematic 

process to assess the skill proficiency levels of persons 

performing given functions and to determine what 

skills deficiencies need to be addressed by training and 

other staff development methods. Conducting such 

needs assessments should be a continuing responsibility of all STD prevention programs. 

Training and Professional Development	 T – 3 
Programs should systematically review the need for 

improving performance within the STD workforce, 

utilizing such sources as performance outcome data; 

performance management review; individual employee 

issues and concerns regarding development; and 

changes in mission, functions, or processes. The training needs assessment process should be used to determine what specific skills are needed and what skills 

development responses may be required to address 

performance concerns identified by those sources. 

The purpose of the training needs assessment process is to 1) identify the skills and levels of proficiency 

that a targeted group of workers may need to perform 

specific disease prevention activities; 2) determine the 

current level at which the targeted group is in command of these skills; and 3) assess the gap (i.e., the 

skills deficiency) between these two levels and thus 

determine the training need (USAID Handbook on 

Control of STDs). A training needs assessment is not 

a survey of employee training wants. It must address 

the skills development required of specific workers to 

perform an essential program related function. 

Skills deficiencies are likely to occur when 1) a 

worker is new to a given function and the related skill 

requirements; 2) the skill requirements of a given function have changed owing to advances in methods, techniques, or processes; 3) the worker skills have decayed 

owing to improper use or lack of use; 4) a worker’s 

basic skill levels need enhancement to make it possible for an individual to perform more advanced tasks 

and responsibilities. 

The training needs assessment will help program 

management determine development and training 

needs and establish the basis for developing training 

responses most appropriate to develop workers’ missing skills or to strengthen their existing skills (Quality 

Assurance Guidelines, 1985). 

The training needs assessment process should apply to both staff and external partners. Although program management can control the training needs assessment process internally, it does not have the same 

authority with external partners. The project area 

should, however, coordinate with appropriate external partners to offer assistance in assessing skill levels 

of those personnel performing essential STD prevention functions and offer training to address specific 

skills deficiencies. The results of staff training evaluation may provide an indication of the training needs 

of external partners. 

Program management should apply a three-phase 

plan for assessing the training needs of STD prevention workers. The first phase is to perform a preassessment or planning stage to determine what is already known about the skills and training needs and 

to establish the plan for gathering and evaluating data 

on the needs assessment. The second phase is the main 

assessment or data gathering, which includes collecting, analyzing, and synthesizing the information and 

opinions regarding skills development needs, and providing criteria and recommendations for the resultant 

training responses. The third phase of the process involves the post-assessment which includes developing 

and explaining the plan to implement the recommendations of the main assessment. 

Programs should define the purpose for the needs 

assessment. As part of this process, the program should 

1) identify the specific disease prevention activity and 

the related functions or tasks to be assessed; 2)identify the target group responsible for performing these 

functions or tasks, and 3) identify the levels of proficiency needed to perform these functions or tasks. Any 

known performance concerns related to these functions or tasks should also be identified. 

Existing reference documentation that may be helpful in collecting training need data should be selected. 

These reference documents include qualification standards, position descriptions, and performance standards related to the targeted activity. It should also 

include existing standards of competence established 

for specific public health functions (Appendix T-B). 

Existing relevant course training materials, program 

policies, guidelines, and regulations may be a source 

of data. 

The three basic types of data to be collected to determine training needs are listed below. 

1. Target participant characteristics. The training 

needs assessment should address the following : 

- educational levels of the targeted audience; 

- length of time in the current job; 

- length of time working in public health; 

- trainees’ ideas about what is needed to perform 

requisite tasks or functions (e.g., enhanced perT – 4 Program Operations Guidelines for STD Prevention 
sonal knowledge, skill, ability; better communications; supervisory involvement); and 

- trainees’ preferences for certain training methods. 

2) Activity information. The training needs assessment 

should answer such questions as: 

-	 Are the functions or tasks expected to change? 

-	 How well are the target participants currently 

performing the functions or tasks? 

-	 What barriers might affect successful performance? 

- Which functions or tasks are most critical? 

3. Knowledge, Skill, and Ability information. The 

training needs assessment should be conducted in a 

supportive environment. Training needs assessment 

can be viewed by a worker as an intimidating experience instead of creating opportunity for performance enhancement. The training needs assessment 

should answer such questions as: What knowledge, 

skills, or abilities do the targeted participants need 

to perform at the level of proficiency expected? 

What knowledge, skills, or abilities do expert performers possess? 

The sources from which to collect such data include 

incumbents who are performing the targeted activity; 

supervisors and managers who are involved in setting 

the expectations for the targeted participants; technical or content experts on the targeted activity; and internal or external “customers” served by the targeted 

participants. The methods for collecting the data may 

include direct interviews, surveys, expert panels or 

focus groups, direct management observation, and 

performance review analysis (OPM Training and Development Services, 1994). 

The ultimate goal of training is to improve job performance. Most skill-based performance problems are 

correctable with appropriate training, improved onthe job communications, and more supervisory assistance. However, not all performance needs can be addressed through training. When a training needs 

assessment or individual supervisor recognizes a performance barrier or a problem related to attitude, 

motivation, or communications, training may not be 

the solution. The supervisor must determine if training can appropriately address the problem. 

The training needs assessment process should identify barriers to job-related skills development. Such 

barriers may include poor communication of job objectives, responsibilities, priorities, organizational 

policy, and operational or administrative guidelines; 

lack of technical direction and support; poor physical work environment; or an employee’s personal 

problems. These types of barriers are indicators of 

operational, administrative, or performance management problems which impede the identification of 

skills deficiencies and training needs, because of their 

impact on overall job performance. Often a worker 

has the job-related skills needed but is unable to apply them until such barriers are removed (Quality 

Assurance Guidelines, 1985). 

Determination of the causes of unacceptable performance should be based on observation, documentation, and consultation, as well as any personnel development plans. It is the responsibility of the 

supervisor to observe, document, and consult with 

the employee to determine the causes of unacceptable performance. If unacceptable performance is determined to be caused by attitude, motivation, or communication problems, it is not a training issue and 

appropriate personnel actions should be pursued. If 

the unacceptable performance is related to skills deficiencies, then appropriate training and development 

should be offered. 

Recommendation 

•	 STD prevention programs should have a systematic and regular method of assessing training needs and skills development of staff. 

Training Approach 

Once it is determined which skills must be addressed 

through training efforts, then the program, with the 

aid of training experts, should determine the appropriate training approach. The emphasis of a training 

activity should be on demonstrable skills and should 

focus on measurable competencies. Competencybased or skills-based training for public health professionals should use adult learning methods. Such 

training efforts should also use techniques that enTraining and Professional Development	 T – 5 
gage students in solving problems or in discussing their 

experiences. The student then should have a chance to 

demonstrate the skills and behaviors. Specific participatory techniques can include small group discussions, 

demonstrations, role plays, case studies, and simulations. Focusing on competence and skill provides accountability and is helpful in considering issues of improving performance at the organizational and 

individual employee levels (Public Health Workforce) 

(USAID Handbook on Control of STDs). 

Clearly identifying the purpose is a key element in 

an effective training program. All training activities 

or courses should have clear objectives that describe 

skills that participants will be able to perform and 

knowledge they will be able to use as a result of course 

participation. This is a critical step in selecting appropriate participants and in evaluating the effectiveness 

of the training (USAID Handbook on Control of 

STDs). 

Areas of Training Need 

There is increasing interest among public health agencies, including CDC, to assure that public health workers are knowledgeable about the core public health 

functions (assessment, policy development, and assurance) and competent to perform the ten essential public health services associated with those core functions 

(see Appendix T-B for a list of essential public health 

services). Competencies of public health workers to 

perform essential services should be assessed and training provided to correct any deficiencies. Staff in STD 

prevention programs may need training to assure that 

they are competent to provide the essential STD prevention functions of behavior change interventions at 

the community and individual level, medical and laboratory services, partner services, leadership, public 

health program management (i.e., planning, resource 

management, and evaluation), and surveillance and 

data management. 

In many areas of skills development the need for 

specific training is universal. This is particularly true 

for new, inexperienced employees (e.g., new supervisors, new DIS, new clinicians). In such cases, a training needs assessment may not be required. Standard 

training activities already address these continuing 

skills development needs. Specific areas of skills development and existing training are identified in Appendix T-C. 

In addition to basic training, all new employees 

should be immediately oriented to the organization, 

learning the program’s mission and function, the 

employee’s place in the organization, the employee’s 

role in STD prevention, the performance expectations 

of the job, and coworkers’ organizational roles and 

responsibilities. 

All Disease Intervention Specialists new to STD prevention should receive an orientation on STD transmission and control that includes information on 

local epidemiology of STDs, factors affecting transmission of STDs, the relationship between other STDs 

and HIV, complications of STDs, factors affecting STD 

risk and prevention, and beliefs and practices about 

STDs. The CDC STD Employee Development Guide 

(EDG) is a recommended source for the orientation 

material on STD transmission and control. The EDG 

is in module format and is designed to give new staff 

members a comprehensive background in STD intervention. These orientation activities should be completed within four to six weeks of an employee’s arrival on the job. 

Clinicians and administrative staff who perform direct disease intervention functions should be provided 

an orientation within the first four to six weeks. These 

staff members should have the opportunity to observe 

and to participate in the intervention activities performed by experienced colleagues and other STD prevention staff members. Regional prevention training 

centers (PTCs) are also an excellent resource for providing training to new staff performing disease intervention services. 

Delivery of training 

In addition to the responsibility for determining the 

training or staff development needs and topics, (i.e., 

the knowledge and skills deficiency to be addressed) 

and for identifying the target audience, project area 

managers must determine the best method to get the 

instruction to the target audience. Consideration must 

also be given to available funds and level of expertise 

of individuals providing the training. 

T – 6 Program Operations Guidelines for STD Prevention 
Depending on the cost, content, and the instructional expertise required, managers should utilize a 

variety of means such as on-the-job training, classroom 

work, CDC-supported training, PTCs, and distance 

learning activities to address development needs. Traditional approaches to delivering instruction (e.g., 

classroom settings, lectures, conferences, written 

materials, etc.) are no longer the sole method for 

adequately preparing training participants to enter 

practice or for providing continuing education to a 

widely dispersed public health workforce. Field-based 

learning technologies, such as those involved in distance learning, should be implemented. These may 

include video conferences, computer-based training, 

Internet, video/audio tape, etc. (Public Health 

Workforce). 

Training Providers and Resources 

Training Centers. The STD/HIV Prevention Training 

Centers (PTCs), Regional Training Centers (RTCs), 

and AIDS Education and Training Centers (AETCs) 

are three CDC-recognized providers or resources for 

STD prevention related training. One role of the PTCs, 

RTCs, and AETCs is to respond to the need for specific training identified by the project area managers. 

The PTCs and RTCs provide training based on a list 

of core topics but can also develop specific training or 

in-service seminars based on program needs. Program 

managers should consider the location and the course 

work offered by the different centers and decide which 

one of the training centers best meets their program 

needs. Each type of center operates differently and has 

slightly different target audiences and each center may 

offer a slightly different curriculum. 

The PTCs provide STD clinical, behavioral, and 

partner counseling training. The clinical training is provided regionally, and the health behavioral and partner counseling/partner services training is provided 

nationally. The PTCs also work directly with STD 

project areas to assist in identifying training needs and 

developing specific training responses. PTCs provide 

training for clinicians (physicians, physician assistants, 

nurse practitioners, RNs); laboratorians; health educators; public health social workers; mental health, 

alcohol, and substance abuse workers; disease intervention specialists, and family planning and other partners. 

The RTCs provide reproductive, clinical, contraceptive management, supervisory, health education, HIV 

risk/harm reduction, and other training. The RTCs 

target health care audience is mainly health care providers who work in family planning, maternal and child 

health, gynecology, and other reproductive health programs. 

The Health Resources & Services Administration 

(HRSA) AETCs provide targeted, multi-disciplinary 

HIV training programs for primary health care, allied 

health, minority health, and mental health care providers. The majority of AETC resources have been 

focused on areas of high HIV prevalence and incidence, 

with remaining resources allocated on suburban and 

rural needs. AETC activities are based on assessed local needs. 

A list of training centers is provided in attachment 

T-D. Programs should look to these training centers 

as resources to help them provide STD and HIV prevention training and needs assessments for their staff 

and external partners. 

CDC, NCHSTP Division of STD Prevention. In addition to managing the grants for the Prevention Training Centers, the Division provides training and development support in such areas as first-line supervisory 

development; medical professional development; and 

STD surveillance, data management, and epidemiology. 

Public Health Practice Program Office offers the Public Health Training Network (PHTN), which is a distance learning system designed to meet the training 

needs of the public health workforce nationwide. Some 

of the subject areas addressed by this program are general public health practice, core public health skills 

training, prevention program training, tuberculosis 

prevention, and HIV/AIDS and other sexually transmitted disease prevention. 

NCHSTP, Division of HIV/AIDS Prevention, Training and Technical Support Services Branch provides 

training in HIV prevention counseling for state and 

local trainers (training of trainers). The Division also 

Training and Professional Development T – 7 
has field staff assigned to project areas who are available to conduct client-centered counseling training to 

direct service personnel. Training is offered in the areas of prevention counseling, quality assurance for prevention counseling, substance abuse, issues affecting 

patients who test positive for HIV/STD, men who have 

sex with men, and women’s health care needs. 

Schools of Public Health and Schools of Medicine. 

These schools offer medical professional training and 

education opportunities, as well as graduate-level development in the essential elements of public health 

and public health practice. 

Partnerships. Partnerships may be created with academic institutions, managed care organizations 

(MCOs), speciality societies, and local or state medical societies to provide training, education, in- service 

seminars, and other methods of staff development. 

Partnerships that provide training assistance to external partners are often a highly effective way to leverage health department resources to strengthen collaboration and influence STD prevention efforts broadly 

in the community. 

Topic Experts in local and state health departments, 

community-based organizations, family planning organizations, etc., may be good resources to provide 

in-service seminars or specific process training. 

STD Project Areas. When training needs assessments 

identify needs that cannot be addressed by existing 

sources, local project area training management should 

develop the required training. This may include inservice information workshops, training workshops, 

or on-the-job training experiences. Training contractors can be used to meet specific project area training 

needs. The PTCs and CDC can also be used in developing and implementing specific training programs. 

Recommendation 

• STD prevention programs should consult with 

PTCs for conducting external partners training needs. 

Frequency of Training 

The intensity and content of training activities for 

health professionals may vary considerably. Training 

may take place as part of the formal professional or 

career development curricula, as part of continuing 

education activities, or as a specific event (IOM Hidden Epidemic, 1997). In all cases, training should be a 

part of a planned management effort consistent with 

program objectives, performance requirements, and 

required knowledge and skills proficiency. These 

should be the determining factors regarding frequency 

and content of training. 

Evaluation of Training Activity 

To get the best results from training, the content and 

the process of training should be evaluated. In most 

skills-based or competency-based training, there is an 

associated need for enhancement of knowledge related 

to the skills being developed. One way to evaluate 

knowledge gains is through the administration of preand post-tests. These may include True/False or multiple choice questions, case based scenarios, written 

essays, oral review (tell what you know), self- assessment of knowledge, or direct observations. It may be 

useful to do a before and after self-rating by participants to address their perceived competency in performing the skills described in the behavioral objectives of the course. Skills evaluation may take place 

through direct observation by an expert observer or 

by written self-assessment. 

Participant evaluations at the end of a workshop 

can be detailed and comprehensive, covering individual 

sessions and daily activities, and indicating satisfaction with the training. Participants’ feedback on each 

session should be simple and should vary in format to 

address the main points covered in the course. Sample 

questions may include: What will you do differently 

as a result of this training? What was the most or least 

useful aspect of the session? Were trainee’s opinions 

valued? and how? What went well or did not go well 

in the session? Such questions should be standardized 

through the use of a form. Opportunities for specific 

suggestions on ways to improve the course should also 

be made. 

T – 8 Program Operations Guidelines for STD Prevention 
Participants, as well as the individual trainer or facilitator, should evaluate the following course components: venue, organization, quality of presentation, and 

quality of participants’ participation. Elements such 

as meeting stated objectives, clarity of presentation, 

interest in the presentation, and responsiveness to 

participant’s questions and concerns should be used 

in evaluating the trainer presentation (USAID Handbook on Control of STDs). 

In many cases, these types of evaluation methods 

are performed by training personnel. Whenever possible, evaluation of training data should be provided 

by personnel not under the direction of project area 

management, but should be made available to the 

project area’s program management staff. Additionally, similar evaluation methods should be used by the 

project area’s program management staff for comparison over time. 

Post Training and Education Application 

The purpose of training, education, and other staff 

development efforts is to enhance existing skills and 

knowledge, develop new skills, and gain understanding of new ideas and technology that will be applied 

in job performance. However, the most significant 

phase of this development occurs on the job through 

effective practice of the newly learned skills and knowledge in a real work environment. Yet all too often, 

there is little effort by management to assure the application of new skills and knowledge. As stated in 

the section describing responsibilities, management and 

supervisory personnel should be knowledgeable about 

the training and staff development activities being provided to their employees, should clearly understand 

the associated knowledge and skills being developed 

by these activities, and should prepare workers to attend training or education events. After training, participants should be given the opportunity to review 

the developmental experience and determine how it 

should be put into practice on the job. Supervisors 

should reinforce application of new skills and knowledge through activities such as demonstration, performance observation and feedback, mentoring, and other 

on-the-job development activities. Supervisors should 

also encourage team interaction and support to reinforce the value of new skills and knowledge. 

Assessing Effects of Skills Development on 

Performance 

The assessment of training needs and the evaluation 

of training activity effectiveness, conducted in collaboration with the employee, are critical steps in improving individual and overall staff performance. Results 

from these efforts help management to identify and 

address skills deficiencies, improve resource utilization 

and cost-effectiveness of training efforts, and provide 

necessary feedback to training sources to improve the 

quality of the content and the process of training activities. These efforts also aid in identifying other program management needs that affect staff performance, 

such as improved employee and supervisory communications, administrative and operational policy and 

guidelines, and work environment. The evaluation of 

training activity effectiveness is a critical step in developing staff performance. Results of such efforts provide important information that addresses the effectiveness of skills development efforts and supports 

implementation of needed operational and administrative policy related to training and staff development. 

Programs should have or should develop specific 

plans to establish a system of quality assurance for 

training and human resource development. A quality 

assurance system includes documentation, procedures, 

and processes to assure that staff members are performing functions according to established standards 

of performance directly related to the accomplishment 

of an organization’s mission and objectives. This relates to the performance management and review process, and to the associated job descriptions and performance standards or requirements. 

The quality assurance system should recognize the 

importance of human resource development in meeting staff performance objectives. Program managers 

should work with the agency’s Department of Human 

Resources or Department of Personnel to define, document, and establish responsibility for human resource 

development in support of staff performance. The 

quality assurance system should include documented 

procedures for identifying training and human resource 

development needs and for providing required training and development of personnel performing STD 

prevention activities. The system should also include 

an internal audit or assessment process to review efTraining and Professional Development T – 9 
fectiveness of training and staff development program 

efforts in developing the needed skills, knowledge, and 

expertise, and in improving the quality of job performance. 

Direct observation of on-the-job performance is the 

best method to evaluate the skills of health care professionals. To ensure systematic, objective feedback, 

an observation checklist should be used, an assessment 

of skills and abilities should be provided, and results 

of the observed activities should be discussed with the 

individual. Direct observation should be conducted 

before and immediately after training and periodically 

thereafter. 

Assessment of health care professionals at their 

work sites also provides information that can be used 

in future training sessions, such as additional topics 

or specific areas that need more emphasis (USAID 

Handbook on Control of STDs). 

Training that is a one-time effort or that is not put 

into practice can waste precious human and financial 

resources. Supervisory and program support are critical to the effect of the training on actual on-the-job 

performance and to the improvement of performance 

in a given STD prevention activity. Supportive supervision also contributes significantly to an employee’s 

application of new skills and principles. When participants are not able to apply new skills and information, they can become demoralized, and training can 

lose its credibility (Quality Assurance Guidelines, 

1985). 

Recommendations 

•	 Programs should perform a needs assessment 

within their STD prevention workforce (both 

staff and external partners). 

•	 Programs should be aware of areas of training and orientation needed for all staff members. 

•	 Programs should evaluate training activities 

and effects on performance. 

•	 Programs should conduct post-training monitoring and reinforcement. 

PROFESSIONAL/CAREER 

DEVELOPMENT PROCESS 

Though it is not anticipated that all programs have 

the need or capacity to develop a comprehensive career development structure, management should incorporate career management and staff development 

concepts to the extent possible. 

Management is accountable for the effective and 

efficient use of human resources, which includes responsibility for developing and retaining a well-trained, 

competent work force. This should be accomplished 

through a career management system aimed at improving employees’ performance. Career management may 

be described as the planned development and use of 

progressively higher levels of staff expertise within the 

organization to meet the goals and objectives of the 

program. 

To support career development, the program should 

work collaboratively with the Department of Human 

Resources or the Department of Personnel to assure a 

system that provides the mechanisms used by management to recruit, hire, develop, manage performance, 

promote, discipline, and reward (pay, benefits, awards) 

employees. The system should provide for the description of required qualifications, duties, and performance 

requirements for each job level within given career 

fields in the organization and should include the processes needed to attain and move personnel through 

the career steps to meet an organizations staffing needs. 

A career management system should be developed to 

formulate clear guidelines, processes, and competency 

requirements for the acquisition, training, development, maintenance, and advancement of employees in 

all professions or occupations within the organization. 

Career Structure 

Before a program can develop the expertise needed to 

perform the essential functions of STD prevention, it 

must describe the composition of the workforce providing the essential STD related public health services 

to community members. All health care professionals, 

including staff and external partners, should be included in this description. The workforce should be 

categorized within specific career or professional fields 

T – 10	 Program Operations Guidelines for STD Prevention 
of expertise or within occupations needed in the overall field of public health service. Examples of public 

health professions appear in Appendix T-A. 

Wherever possible, programs should have a structure in place to encourage career development which 

involves a series of progressively higher-level jobs. 

These positions will require application of knowledge, 

skills, and abilities appropriate to the increased responsibilities. This structure should offer adequate promotion potential and incentives within the career tracks 

of the organization. 

The program should also describe the functions, duties, and responsibilities required of personnel within 

each professional field for each job level, as well as 

the qualifications and performance requirements for 

each job level within the given career fields. 

Programs should establish job competency requirements for different job levels within career fields. These 

are demonstrated skills in addition to knowledge 

needed to make an employee capable of effectively 

performing a given function. They are derived from 

job functions, qualifications, and performance requirements and are key to the development of expertise. 

Examples of competencies related to different public 

health functions appear in Appendix T-B. 

A career or professional development structure for 

staff members should include clear career pathways 

that are essential to ensure a skilled, stable, sensitive, 

productive, and responsive workforce that contributes 

effectively to STD prevention policy and practice. A 

career pathway structure provides the program a clear 

outline and plan to address the needed expertise, the 

staff development requirements, and the potential 

sources for recruitment within the organization to meet 

program operation objectives. It also provides employees a clear picture of career opportunities within the 

organization. 

Career paths, however, are not restricted to a given 

professional field. The knowledge base, skills, and tasks 

required of different professions may overlap at different points in a career progression, offering expanded 

opportunities for career advancement. This is particularly true at higher job levels when technical competency becomes secondary to managerial or administrative competency. As a result, it is important for 

program management to establish a comprehensive career management system considering pathways relating all possible career fields within the organization, 

recognizing opportunities for career mobility or advancement into different areas of expertise or professions, 

and supporting the development of additional qualifications or broader skills and knowledge in different functions required to bridge into new career fields. 

The program should work with employees to design and maintain individual staff development plans 

that provide a variety of information, education, training, and developmental work experiences needed in a 

contemporary STD control program environment. 

As staff members become proficient in the basic 

skills needed to perform STD prevention activities, 

their individual development should be further guided 

by a plan with development goals and objectives, including designated phases of development within the 

projected career, to stimulate professional growth. Depending on the occupation or profession, these phases 

of development may be defined by levels such as entry, intermediate, journeyman, senior or managerial, 

and executive. The plans should describe occupation 

or profession-specific competencies and identify specific training activities, academic education, information workshops, on-the-job development activities 

(e.g., rotational assignments and special projects) and 

self-development initiatives which support development of the skills and knowledge related to the competency requirements. 

Individual Development Plans should provide employees with a comprehensive list of competencies 

needed for performing major tasks; should provide employees and their supervisors with a single-source reference to assist in determining appropriate training and 

prepare employees for more responsible positions; 

should assist supervisors in making effective use of 

scarce training resources by determining critical competencies and training courses; should enable employees to plan appropriate career training and development; and should develop and strengthen employees’ 

professional qualifications and leadership abilities. 

Other Developmental Experience Opportunities 

Orientation and basic and advanced skills training are 

essential to staff development, but they do not encomTraining and Professional Development T – 11 
pass the total development efforts needed to develop a 

well-rounded public health workforce. The workforce 

should also be provided other developmental experiences such as information seminars, in-service information workshops, formal education, and experiential opportunities structured to support the 

development of the competency-related KSAs and overall job expertise needed to perform and advance 

through a career structure. 

Developmental opportunities to perform advanced 

or cross-functional tasks should be provided to enhance staff members’ overall expertise in STD prevention. Such career enhancement opportunities may include rotating assignments, temporary duty 

reassignments, and special projects. 

Continuing academic career development opportunities at the undergraduate and post-graduate levels 

should be made available to staff members. The public health professional workforce lacks formal public 

health training and educational opportunities, particularly in the field of public health practice (Public Health 

Workforce). Schools of Public Health offer a source 

for formal academic education, with a focus on practical application in the following essential areas of 

public health practice: 1) development and implementation of information systems; 2) collection and use of 

epidemiologic and surveillance data; 3) design and 

implementation of community-based behavioral interventions; 4) community empowerment; 5) program 

planning; 6) program evaluation; 7) program management and administration; 8) design and evaluation of 

clinical health services; 9) public health policy development; and 10) public health marketing. 

Programs should utilize medical and non-medical 

experts from internal staff, external partners, CDC, 

universities, PTCs, etc. These are good sources for technical information, in-service sessions, and training 

workshops to enhance workers’ knowledge and understanding of and skills proficiency in specific aspects 

of STD Prevention. 

Mentoring 

One of the best ways to help a person fulfill his or her 

potential within an organization is through the 

mentoring process. Studies have shown mentorship to 

be related to career satisfaction and progress. The 

planned and structured guidance and sharing of knowledge and experience by effective supervisory or senior 

staff members can be a very important aspect in the 

program’s development of junior staff members. A 

mentor, through repeated modeling and feedback, can 

shape a mentee’s expectations, perceptions, and interpretations of certain behaviors of the organization. The 

result increases the mentee’s self-efficacy and self-assurance with regard to role-specific behaviors, motivations, and job satisfaction. In contrast, there are few 

things as frustrating, particularly for creative and 

highly technical employees, as a supervisor who withholds information. Supervisors and senior staff members need to look past the belief that information is 

power and the fear of creating new competition. Management should reinforce the need to realize the positive aspects of mentoring that relate to greater productivity and efficiency. One of the greatest 

compliments that can be paid a manager is for their 

staff to succeed. 

Effective, proactive managers who understand career development recognize that, for their employees 

to make progress up the career ladder, managers must 

continually nurture the personal development of those 

staff members who report to them. A work group with 

an approachable leader who encourages team effort 

and the sharing of responsibilities and problems openly 

can enhance mentoring relationships. Mentoring relationships, in turn, can contribute to positive intragroup 

associations (Correlates and Consequences of Protégé 

Mentoring, 1994). Managers should seek out such high 

quality supervisory personnel and staff members to 

serve in mentoring roles. 

Selecting individuals to mentor is often a difficult 

task. Creating special relationships with individual 

team members can cause resentment and discord within 

the team. Sharing information and providing close 

guidance should not create the appearance of personal 

favoritism. 

All team members should be given the opportunity 

to enter into mentoring relationships, provided given 

merit criteria are met. For example, employees could 

be required to meet the following criteria: 

(1)	 Time investment. It can often take a year or more 

for an employee to become comfortable with the 

T – 12	 Program Operations Guidelines for STD Prevention 
culture of the organization. Choosing a mentee 

who hasn’t had this exposure could result in early 

disappointment for both parties. 

(2)	 Performance. Identify an employee with a track 

record of consistently high performance combined 

with demonstrated technical or managerial competence. 

(3)	 Motivation. Search for those who demonstrate a 

willingness to learn, who are willing to take on 

extra or new tasks, and who can take direction 

from others. 

(4)	 Team building. Finally, a person who fosters a team 

atmosphere may be a wiser choice than the obvious self-promoter. 

Not all situations lend themselves to the establishment 

of a true mentoring environment. Limited numbers of 

quality mentors or extreme worker hostility arising 

from the perception of inequitable treatment may not 

allow the process to be effective. Still, management 

should take steps to create an environment that recognizes the importance of sharing information, experience, and knowledge, and that establishes a structure 

to require such exchange to the extent possible (Jensen, 

1995). 

By communicating the consequences of behavior 

and the appropriate responses to work situations and 

by providing knowledge of an organizations expectations, structure, roles, culture, values, rules, and norms, 

mentoring can enhance a mentee’s sense of competence 

and effectiveness and offset organizational factors that 

contribute to alienation (Correlates and Consequences 

of Protégé Mentoring, 1994). 

Individual, Management, and Program 

Responsibilities 

Responsibility for an effective career or professional 

program rests with employees, management, and the 

organization. Employees must determine what they 

want their career to be; assess their aptitudes, strengths, 

and development needs with their supervisor; work 

with their supervisor to develop an Individual Development Plan (IDP); and work with their supervisors 

to schedule appropriate on-the-job training, required 

formal training, and development activities. 

Managers must support the development and training of their subordinates; determine the job-related 

knowledge, skills, abilities, and experiences needed by 

employees to effectively accomplish the work of the 

organization; counsel, coach, and guide employees in 

their professional development planning; and help the 

employee define short- and long-term development and 

training needs. 

Programs must assure an organizational structure 

exists that supports the required knowledge, skills, 

abilities, and experience development of its employees and must provide resources, including dollars and 

time, for development to occur. 

Recommendation 

• Programs should consider the mentoring process as an effective method for career development. 

Training and Professional Development	 T – 13 
Appendix T–A 

JOB TITLES IN PUBLIC HEALTH 

(From: The Public Health Workforce: An Agenda For The 21st Century) 

Definitions are provided for each new occupational category recommended for the field of Public Health. 

Epidemiologist 

Investigates and describes the determinants and distribution of disease, disability, and other health outcomes and 

develops the means for their prevention and control. 

Health Educator (e.g., Public Health Educator, Community 

Health Educator, School Health Educator) 

Designs, organizes, implements, communicates, provides 

advice on and evaluates the effect of educational programs 

and strategies designed to support the modification of risky 

health-related behaviors of individuals, families, organizations, and communities. 

Public Health Policy Analyst 

Analyzes needs and plans for the development of health programs, facilities, and resources; analyzes and evaluates the 

implications of alternative policies relating to health care. 

Health Service Manager/Health Service 

Administrator 

Plans, organizes, directs, controls, and coordinates health 

services, education, or policy in establishments such as hospitals, clinics, public health agencies, managed care organizations, industrial and other types of businesses, or related 

entities. 

Public Health and Community Social Worker (e.g., Community Organizer, Outreach and Education Social Worker, 

Public Health Social Worker) 

Identifies, plans, develops, implements, and evaluates programs designed to address the social and interpersonal needs 

of populations to improve the health of a community and 

promote the health of individuals and families. 

Mental Health and Substance Abuse Social Worker (e.g., 

Alcoholism Worker, Clinical Social Worker, Community 

Health Worker, Crisis Team Worker, Drug Abuse Worker, 

Marriage and Family Social Worker, Psychiatric Social 

Worker, Psychotherapist Social Worker) 

Provides services for persons having mental, emotional, or 

substance abuse problems. May provide such services as 

individual and group therapy, crisis intervention, and social 

rehabilitation. Also may arrange for supportive services to 

ease patients’ return to the community. 

Psychologist, Mental Health Provider (e.g., Clinical Psychologist, Counseling Psychologist, Marriage Counselor 

Psychologist, Psychotherapist) 

Diagnose and treat mental disorders by using individual, 

child, family, and group therapies. May design and implement behavior modification programs. (Requires doctoral 

degree) 

Alcohol and Substance Abuse Counselor, including Addiction Counselor (e.g., Substance Abuse Counselor, Certified 

Substance Abuse Counselor, Certified Alcohol Counselor, 

Certified Alcohol and Drug Counselor, Certified Abuse and 

Drug Addiction Counselor, Drug Abuse Counselor (Associates degree or higher), Drug Counselor (Associates degree 

or higher), Alcohol Abuse Counselor (Associates degree or 

higher) 

Assesses and treats persons with alcohol or drug dependency 

problems. May counsel individuals, families, or groups. May 

engage in alcohol and drug prevention programs. 

Mental Health Counselor (e.g.,Clinical Mental Health Counselor, Mental Health Counselor) 

Emphasizes prevention and works with individuals and 

groups to promote optimum mental health. May help individuals deal with addictions and substance abuse; family, 

parenting, and marital problems; suicidal tendencies; stress 

management; problems with self-esteem; and issues associated with aging or with mental and emotional health. Excludes psychiatrists, psychologists, social workers, marriage 

and family therapists, and substance abuse counselors. 

Disease Intervention Specialist 

Interviews patients, at risk individuals, and those infected 

with STDs including HIV. Ensures appropriate examination, 

treatment, and follow-up to persons exposed to or infected 

with an STD. 

T – 14 Program Operations Guidelines for STD Prevention 
Appendix T–B 

GENERAL EXAMPLES OF COMPETENCIES RELATED TO IDENTIFIED ESSENTIAL PUBLIC 

HEALTH SERVICES 

(From: The Public Health Workforce: An Agenda For The 21st Century) 

Essential Public Health Services : 

•	 Monitor health status to identify community health 

problems. 

•	 Diagnose and investigate health problems and health 

hazards in the community. 

•	 Inform, educate, and empower people about health 

issues. 

•	 Mobilize community partnerships to define and 

solve health problems. 

•	 Develop policies and plans that support individual 

and community health efforts. 

•	 Enforce laws and regulations that protect health and 

ensure safety. 

•	 Link people to needed personal health services and 

assure the provision of health care when otherwise 

unavailable. 

•	 Assure a competent public health and personal 

health care workforce. 

•	 Evaluate effectiveness, accessibility, and quality of 

personal and population-based health services. 

•	 Research for new insights and innovative solutions 

to health problems. 

Associated competency areas and related 

knowledge and skills: 

Analytic 

Skills proficiency to 

•	 Define a problem 

•	 Determine appropriate use of data and statistical 

methods for identifying problems and planning, resolving, and implementing resolutions 

•	 Select and define variables relevant to defined public health problems 

•	 Evaluate the integrity and comparability of data and 

identify gaps in data sources 

•	 Make relevant inferences from data 

•	 Use data to illuminate ethical, political, scientific, 

economic, and overall public health issues 

•	 Conduct cost-effectiveness, cost-benefit, and costutility analysis 

Communication 

Skills proficiency to 

•	 Communicate effectively both in writing and in 

speaking (unless a handicap precludes one of these 

forms of communication) 

•	 Accurately and effectively present demographic, 

statistical, programmatic, and scientific information 

for professional and lay audiences 

•	 Solicit input from individuals and organizations 

•	 Advocate for public health programs and resources 

•	 Lead and participate in groups to address specific 

issues 

•	 Use the media to communicate public health information 

•	 Facilitate interview (including cultural competence) 

and qualitative survey methods 

•	 Utilize public relations methods and techniques 

•	 Engage in social marketing activities, including activities that attempt to persuade specific target audiences to adopt an idea, practice, or product 

through a variety of approaches and channels of 

communication in an integrated, planned fashion. 

•	 Coordinate with existing network of consultants 

and technical assistance and community-based assets to collect and analyze community health data 

•	 Establish ties with community partners such as community based organizations, businesses, managed 

care organizations and other health care providers, 

school health clinics, other government agencies, 

occupational safety offices in industry, volunteer and 

nonprofit organizations, advocacy groups, community groups, hospitals, physicians, health insurers, 

faith and church groups, and local pharmacies 

Policy and Developmental/Program Planning 

Knowledge of 

•	 Relevant legal and regulatory information 

Skills proficiency to 

•	 Collect and summarize data relevant to an issue 

•	 State policy options 

Training and Professional Development	 T – 15 
GENERAL EXAMPLES OF COMPETENCIES RELATED TO IDENTIFIED ESSENTIAL PUBLIC 

HEALTH SERVICES, continued 

•	 Articulate the health, fiscal, administrative, legal, 

social, and political implications of each policy option 

•	 State the feasibility and expected outcomes of each 

policy option 

•	 Utilize current techniques in decision analysis 

•	 Write a clear and concise policy statement 

•	 Develop a plan to implement the policy, including 

goals, outcome and process objectives, and implementation steps 

•	 Translate policy into organizational plans, structures, and programs 

•	 Identify public health laws, regulations, and policies related to specific programs 

•	 Develop mechanisms to monitor and evaluate programs for their effectiveness and quality 

•	 Utilize and integrate strategic planning processes, 

including assessment methods and modeling when 

developing policies or community health plans 

Public Health Program Administration 

Knowledge of 

•	 Program operations and administration of public 

and private agencies within a community 

•	 Legal and political factors affecting program change 

Financial Planning and Management 

Skills proficiency to 

•	 Develop and present a budget 

•	 Manage programs within budgetary constraints 

•	 Develop strategies for determining budget priorities 

•	 Monitor program performance 

•	 Prepare proposals for funding from external sources 

•	 Apply basic human relations skills to the management of organizations and the resolution of conflicts 

•	 Manage personnel 

Surveillance and Data Management 

Skills proficiency to 

•	 Apply risk assessment and risk communication 

methods and techniques 

•	 Use public health software packages such as EpiInfo to track, analyze, and present findings of community health problems 

•	 Design and operate a surveillance system 

•	 Develop and administer survey instruments 

•	 Apply vital statistics 

•	 Use computer and information technology applications 

•	 Describe problems in terms of time (persistence), 

magnitude or severity (scope), dispersion or location (place), and co-occurrence or co-morbidity 

•	 Identify and apply existing sources of data 

•	 Make relevant inferences from data 

•	 Prepare and interpret data from vital statistics, census, surveys, service utilization, and other relevant 

special reports 

Basic Public Health Sciences 

Knowledge of 

•	 Research methods in all basic public health sciences 

•	 Environmental health issues and environmental 

morbidity factors 

•	 Study design, including outbreak or cluster investigation 

•	 Risk assessment and health risk assessment methodologies 

•	 Basic research designs used in public health 

Skills proficiency to 

•	 Define, assess, and understand the health status of 

populations, determinants of health and illness, factors contributing to health promotion and disease 

prevention, and factors influencing the use of health 

services 

•	 Apply the basic public health sciences, including 

behavioral and social sciences, biostatistics, epidemiology, environmental public health, injury prevention , and chronic and infectious diseases 

T – 16	 Program Operations Guidelines for STD Prevention 
GENERAL EXAMPLES OF COMPETENCIES RELATED TO IDENTIFIED ESSENTIAL PUBLIC 

HEALTH SERVICES, continued 

•	 Utilize risk assessments (i.e., identifying hazardous 

exposure and health effects) 

•	 Apply laboratory science skills 

•	 Identify the scientific underpinnings and ascertain 

strength of evidence from literature, including effectiveness of interventions 

•	 Define, assess, and understand the health status of 

populations, determinants of health and illness, factors contributing to health promotion and disease 

prevention, and factors influencing the use of health 

services 

Public Health Information and 

Communications 

Knowledge of 

•	 Different theories of education and learning 

•	 Psychosocial and behavioral theories (e.g., health 

belief model) 

Skills proficiency to 

•	 Translate information and communicate to different target audiences 

Cultural 

Knowledge of 

•	 Dynamic forces contributing to cultural diversity 

Skills proficiency to 

•	 Interact sensitively, effectively, and professionally 

with persons from diverse cultural, socioeconomic, 

educational, and professional backgrounds and with 

persons of all ages and lifestyle preferences 

•	 Identify the role of cultural, social, and behavioral 

factors in determining disease, disease prevention, 

health promoting behavior, and medical service organization and delivery 

•	 Develop and adapt approaches to problems that 

take cultural differences into account 

Training and Professional Development	 T – 17 
Appendix T–C 

AREAS OF TRAINING IN STD PREVENTION 

Some of the major areas of development related to STD prevention and associated knowledge and skills development are detailed here. Training and staff development efforts in these areas should be continuing and based 

on need. Also identified are areas of standard or basic training requirements for employees new to a given 

function (See appendix T-D for location and website address for PTCs). 

1) Clinical Services ventive health services within a community; 3) 

Personnel new to the performance of STD clinical assess factors that determine the quality and accare functions should be provided basic training cessibility of preventive services; and 4) identify 

in STD clinical services within one to three months opportunities for public or private collaboration 

after assignment of new duties. The training in health services research and demonstration. 

should emphasize skills development in diagnosis; management; counseling and treatment of 2) Laboratory Methods 

STDs; medical records and protocols; clinic flow; Persons hired primarily to conduct basic laboraperformance standards for clinician-patient inter- tory services in support of STD clinical services 

actions; sexual history taking, and physical ex- should be provided the skills development trainaminations; standard precautions; specimen col­ ing required by CLIA regulations, basic skills delection; Clinical Laboratories Improvement Act of velopment training, as needed, in bright-field and 

1988 (CLIA) approved stat laboratory testing; dark-field microscopy procedures, endocervical 

clinical interpretation of laboratory results; clini­ and urethral specimen slide preparations, precal quality assurance; and disease intervention sumptive culture identification, rapid tests, mainoverview. taining laboratory records and protocols, and laboExperienced clinicians should continue to re­ ratory quality assurance. 

ceive advanced training in clinical management Other STD prevention staff members, such as 

as needs dictate. Non-clinicians, such as disease disease intervention specialists, who may serve in 

intervention specialists, who are involved in pa­ back-up roles to laboratory personnel must be 

tient services but not required to perform clinical provided the same basic skills training as stated 

functions, should be provided in-service work- above to meet CLIA requirements. STD prevenshops or information seminars to gain general tion workers involved in patient services who may 

knowledge or an understanding of the basic clini­ be required to answer specific laboratory-related 

cal functions and tasks listed above. questions should be provided in-service workshops 

STD prevention workers required to draw or information seminars to provide an understandblood, within the limits permitted by state and ing or general knowledge of the basic laboratory 

local statutes, should be trained and certified in methods listed above. 

venipuncture. Such training should take place be- It is expected that while persons hired primafore workers independently perform venipuncture. rily to conduct laboratory procedures will be 

Programs should consider continuing training trained within the first two months of employand development efforts to foster expertise in clini­ ment, persons serving in secondary or back-up 

cal design and evaluation of health services. This roles should be trained to conduct most of the basic 

includes specific expertise to 1) assess health ser­ procedures within the first 6 months of employvices needs in a community; 2) determine the or­ ment, or as permitted by state or local statutes. 

ganization, distribution, and cost structure of preT – 18 Program Operations Guidelines for STD Prevention 
AREAS OF TRAINING IN STD PREVENTION, continued 

All persons conducting basic laboratory procedures should be aware of and adhere to the guidelines governing the conduct of laboratory procedures as described in the Clinical and Laboratory 

Improvement Amendments of 1988 (CLIA). Experienced laboratorians should continue to receive 

advanced training in laboratory methods as skills 

needs dictate. 

3)	 Community and Behavioral Change Interventions 

STD prevention programs should provide basic 

training in individual, group, and community-level 

interventions to all persons who directly interact 

with STD clients. Skills should be developed so 

that staff members can provide effective prevention counseling to clients one-on-one, in groups, 

or to an entire community. This includes skills in 

interpersonal communications, in maintaining 

confidentiality and privacy, and in developing integrated prevention messages for STD, HIV, and 

unintended pregnancy. Training activities in these 

areas should also provide a basic understanding 

of the technical aspects of STDs including HIV 

and an orientation to human sexuality and a level 

of cultural competence or skills proficiency sufficient to allow staff members to recognize and effectively address cultural diversity issues and concerns. 

a) Behavioral Counseling 

Basic training in behavioral and prevention 

counseling for all workers interacting with 

STD/HIV clients should be provided within 

three months after assignment of interventionrelated duties. The training should be designed 

to develop skills in providing counseling and 

health education interventions to persons who 

are at risk for STDs, including HIV. A major 

emphasis of this kind of training should be 

promoting and reinforcing safe behaviors, with 

sensitivity to the special needs of high-risk 

populations. The prevention counseling provided by the worker should be interactive, and 

should serve to assist the client in building the 

skills and abilities to implement behavior 

change. Information on adolescent cognitive 

and social development affecting behavior 

should be included. 

The new STD worker should be introduced 

to HIV intervention during orientation, and 

formal training in HIV testing and counseling 

should take place before the worker is allowed 

to conduct HIV counseling and testing activities independently. Experienced counselors 

should continue to receive advanced training 

in this area as needs dictate. 

b) Community Behavioral Intervention 

Basic training in community behavioral intervention should be provided to STD workers 

involved with community-related intervention 

within six months after assignment of duties. 

In addition to the topics listed under community and behavioral change interventions, the 

training should address the dynamics of community and agency collaboration, street and 

community outreach, application of community-level intervention strategies, and application of STD prevention program planning and 

evaluation techniques. 

Training and skills development for experienced workers should continue to address such 

areas as: 1) establishing effective liaison with 

community leaders and agencies; 2) identifying individuals and coordinating their cumulative strengths to achieve public health objectives; 3) organizing and developing alternative, 

innovative delivery systems for public health 

programs; and 4) developing effective community collaborations such as public-private partnerships and linkages with community-based 

organizations and other health and human services providers. Expertise in these areas requires application of ethical and legal principles 

Training and Professional Development	 T – 19 
AREAS OF TRAINING IN STD PREVENTION, continued 

and practices with respect to cultural, social, 

age based, and ethnic differences between public health workers and their clients. 

Programs should also provide training and 

staff development support, as needed, to develop expertise in designing, implementing, and 

evaluating community-based or communitylevel behavioral interventions. This includes 

expertise in conducting targeted, science-based 

behavior change interventions at the community level. 

4)	 Disease Intervention 

a) Interviewing 

STD prevention workers who are involved with 

interviewing or counseling clients should receive basic training in this activity within four 

to six weeks of their employment, before having independent responsibility for the function. 

Effective interviewing is critical to successful 

disease intervention. Skills development in interactive and client-centered communications, 

information elicitation, and behavioral risk 

reduction is necessary to ensure that patients 

diagnosed with an STD are treated and remain 

free of disease and that all sex partners of the 

patients receive prompt and appropriate medical attention. 

b) Outreach and Field Investigation 

Outreach activities such as field investigation 

and partner notification are important components of STD disease intervention. All STD 

prevention workers involved in these activities 

should be trained in these areas and should 

receive training within the first four to six 

weeks of assignment. Staff members performing intervention efforts should continue to receive advanced training in this area as skills 

needs dictate. 

5) Supervision 

All new supervisors should receive basic training 

in the principles of supervision, which includes two 

major areas of skills development. The first area 

is skill in interpersonal communications with subordinates as it relates to performance management 

and technical guidance. This includes skill in feedback and observation techniques. The second area 

is skill in applying basic human resource management methods related to employee relations, recruitment, performance management, position 

classification and pay compensation, and staff 

development. Basic supervisory training should be 

provided within six months after one is assigned 

supervisory responsibility. 

Continuing training should be provided to experienced supervisors to address such supervisory 

skills as guiding and directing subordinates and 

others to accomplish performance objectives; planning, organizing, assigning, delegating, implementing, and evaluating day-to-day work activities; 

counseling and advising less experienced personnel (mentoring); managing and resolving conflicts, 

confrontations, and disagreements within the 

workforce; and managing and facilitating meetings 

6) 	 Leadership 

Continuing training and staff development should 

be provided to members of the management staff 

to address leadership skills in such areas as applying interpersonal coaching and motivation techniques; managing a diverse workforce and effectively utilizing cultural diversity; motivating, 

mobilizing, and coordinating activities of individuals and groups to accomplish program goals; creating work teams and organizing their activities; 

managing group processes and facilitating team 

building; developing clear, agreed-upon goals; negotiation; and innovative thinking. 

T – 20	 Program Operations Guidelines for STD Prevention 
AREAS OF TRAINING IN STD PREVENTION, continued 

7) Surveillance and Data Management 

STD managers should provide continuing training and development to STD prevention workers 

involved in the collection and use of epidemiological and surveillance data. Training should develop skills and expertise in applying statistical 

and epidemiological methods and techniques to 

efficiently collect, compile, organize, analyze, interpret, and disseminate data related to public 

health outcomes, risk factors, and health services. 

Expertise should also be developed in this area to 

aid in planning, implementing, guiding, or evaluating prevention program efforts. 

Continuing training and development efforts 

should be provided to support development of 

specific expertise in developing, implementing, and 

evaluating information systems. This should include skills development in 1) determining organizational public health information needs; 2) developing public health information policy; 3) 

selecting appropriate technology for implementing an integrated system of data collection, storage, and access; 4) and ensuring integrity and validity of data for implementing trends analysis in 

morbidity prevalence and incidence, health behaviors, and access to care. 

8) 	 Public Health Management 

STD prevention programs should provide continuing training and staff development efforts to support the development of expertise of management 

staff and appropriate external partners in such 

areas as these: 

•	 Health Care Systems—Management staff should 

develop expertise and knowledge related to the 

practices, concepts, and integrated structures 

of various health care systems. These are needed 

in conjunction with skills in planning, implementing, guiding, or evaluating prevention program efforts. 

•	 Public health program planning—Management 

personnel should develop expertise in determining priority health risks and problems by using 

and analyzing available disease and behavioral 

surveillance data; targeting and prioritizing primary versus secondary prevention strategies 

based on program performance information; 

and planning disease prevention and control 

programs. 

•	 Public health program evaluation—Management personnel should develop skills and expertise including developing and implementing 

program evaluation strategies, identifying public health prevention program strengths, weaknesses, opportunities, and threats, and providing appropriate recommendations to enhance 

and improve prevention activities, and to improve resource management efficiency. 

•	 Public health program management and administration—Management personnel should 

develop expertise such as managing organizational conflict and change; financing public 

health programs, with particular emphasis on 

responding to the effects and implications of 

competition, regulation, and rationing in health 

services delivery; managing grants and performing strategic planning; managing and developing human resources within the requirements 

of performance management, employee relations, position management, staff recruitment 

and training. 

•	 Public health policy development—Management personnel should develop expertise such 

as developing, implementing, and evaluating 

effective local public health policy, legislation, 

and regulation that is consistent with local 

needs, Federal standards, and national public 

health goals, and objectives. 

Training and Professional Development	 T – 21 
AREAS OF TRAINING IN STD PREVENTION, continued 

9) Health Communications 

CDC defines health communications as the study 

and use of communications strategies to inform 

and influence individual and community decisions 

that enhance health status. It is a process that has 

become an accepted tool for promoting public 

health. Health communications principles are often used for various disease prevention and control strategies, including advocacy for health issues, marketing health plans and products, 

informing patients about medical care or treatment 

choices, and informing consumers about health 

care quality issues. Together with other program 

efforts, health communications can cause sustained 

behavior change and can overcome barriers to and 

systemic problems with public health services. 

These efforts can lead to increased patient satisfaction, increased compliance with medical regimens, and other positive health outcomes, including longer life, earlier detection and treatment of 

disease, and increased quality of life. 

Programs should develop specific expertise in 

the area of health communications that incorporates aspects of health education, health promotion, and marketing. Expertise in health communications should include skills in communication 

planning, media relations, media advocacy, writing in journalistic style, crisis and risk communication, formative research and evaluation, message design, audience segmentation, and social 

marketing. 

10) Computer Training 

All STD prevention personnel who use automated 

systems should get basic training in the general 

use of the computer and standard system software 

such as data base, spreadsheet, and word processing software; and administrative management software such as E-Mail, which are needed in performance of day-to-day work activities. In addition, 

training on confidentiality of records and information should be routine. This training must be 

ongoing to address the changing computer environment and enhance skills for needed specific job 

responsibilities. 

11) Training 

STD prevention personnel should develop the necessary skills required to teach the various aspects 

of public health practice. 

12) General 

In coordination with specific skills development 

in the functional areas listed above, project areas 

should also provide continued training and development opportunities to support development of 

related skills in such areas as written and oral communications, problem analysis and solving, negotiation, and diverse cultural interaction. 

T – 22 Program Operations Guidelines for STD Prevention 
Appendix T–D 

NATIONAL STD/HIV PREVENTION TRAINING CENTERS: PART I —CLINICAL SERVICES 

Website Address (for all PTCs) http//www.stdhivpreventiontraining.org 

Baltimore STD/HIV Prevention Training Center 

Preventive Medicine and Epidemiology
 

210 Guilford Avenue, 3rd Floor
 

Baltimore, Maryland 21202
 

ph. (410) 396-4448
 

fax (410) 625-0688
 

Boston STD/HIV Prevention Training Center 

Massachusetts Department of Public Health
 

Division of STD Prevention
 

305 South Street
 

Jamaica Plain, Massachusetts 02130
 

ph. (617) 983-6953
 

fax (617) 983-6962
 

Cincinnati STD/HIV Prevention Training Center 

Cincinnati Health Department
 

3101 Burnet Avenue
 

Cincinnati, Ohio 45229
 

ph. (513) 357-7308
 

fax (513) 357-7306
 

Dallas STD/HIV Prevention Training Center 

Dallas County Health & Human Services Department
 

2377 North Stemmons Freeway
 

Dallas, Texas 75207
 

ph. (214) 819-1947
 

fax (214) 819-1946
 

Denver STD/HIV Prevention Training Center 

DCEED-STD-A3
 

4300 Cherry Creek Drive, South
 

Denver, Colorado 80222-1530
 

ph. (303) 692-2723
 

fax (303) 782-0904
 

New York City Department of Health 

Bureau of STD Control
 

125 Worth Street, Box 73
 

New York, New York 10013
 

ph. (212) 788-4423
 

fax (212) 788-4431
 

California STD/HIV Prevention Training Center 

1947 Center Street, Suite 201
 

Berkeley, California 94704
 

ph. (510) 883-6657
 

fax (510) 849-5057
 

Seattle STD/HIV Prevention Training Center 

901 Boren Avenue, Suite 1100
 

Box 359932
 

Seattle, Washington 98104
 

ph. (206) 685-9846
 

fax (206) 221-4945
 

St. Louis STD/HIV Prevention Training Center 

Washington University School of Medicine
 

660 South Euclid, Box 8051
 

St. Louis, Missouri 63110
 

ph. (314) 747-0294
 

fax (314) 362-1872
 

Florida STD/HIV Training Center 

Hillsborough County Health Department
 

1105 East Kennedy Boulevard
 

Tampa, Florida 33602
 

ph. (813) 307-8000, ext. 4599
 

fax (813) 272-7165
 

Training and Professional Development T – 23
 
NATIONAL STD/HIV PREVENTION TRAINING CENTERS: PART II —BEHAVIORAL INTERVENTIONS
 

Website Address (for all PTCs) http//www.stdptc.uc.edu 

California STD/HIV Prevention Training Center 

1947 Center Street, Suite 201 

Berkeley, California 94704 

ph. (510) 883-6657 

fax (510) 849-5057 

University of Texas Southwestern Medical Center 

400 South Zang Blvd., Suite 520 

Dallas, Texas75208 

ph. (214) 944-1066 

fax (214) 944-1061 

Denver STD/HIV Prevention Training Center 

Denver Public Health Service 

605 Bannock Street, MC2600 

Denver, Colorado 80204 

ph. (303) 436-7267 

fax (303) 436-3117 

New York State Centers for STD/HIV Prevention 

Training 

Monroe County Department of Health 

691 St. Paul Street, 4th Floor 

Rochester, New York 14605-1799 

ph. (716) 530-4381 

fax (716) 530-4378 

NATIONAL STD/HIV PREVENTION TRAINING CENTERS: PART III —PARTNER SERVICES
 

Website Address (for all PTCs) http//www.stdptc.uc.edu 

California STD/HIV Prevention Training Center 

8018 East Santa Ana Canyon Road, Suite 100-165 

Anaheim Hills, California 92808 

ph. (714) 280-1006 

fax (714) 280-1101 

Denver STD/HIV Prevention Training Center 

DCEED-STD-A3 

4300 Cherry Creek Drive, South 

Denver, Colorado 80222-1530 

ph. (303) 692-2723 

fax (303) 782-0904 

New York State Centers for STD/HIV 

Prevention Training 

New York State Department of Health 

Empire State Plaza, Room 1168 

Albany, New York 12237 

ph. (518) 473-8549/1692 

fax (518) 474-3491 

Texas Department of Health 

Training and Public Education Branch 

1100 West 49th Street 

Austin, Texas 78756 

ph. (512) 490-2535 

fax (512) 490-2538 

T – 24 Program Operations Guidelines for STD Prevention 
REGIONAL TITLE X TRAINING CENTERS
 

Region 1
 

John Snow, Inc.
 

44 Farnsworth Street
 

Boston, Massachusetts 02210
 

ph. (617) 482-9485
 

fax (617) 482-0617
 

website: www.famplan.org
 

Region 2
 

Cicatelli, Inc.
 

505 8th Avenue, 20th Floor
 

New York, New York 10018-6505
 

ph. (212) 594-7741
 

fax (212) 629-3321
 

website: www.cicatelli.org
 

Region 3
 

Family Planning Council, Inc.
 

260 Broad Street, Suite 1000
 

Philadelphia, Pennsylvania 19102-3846
 

ph. (215) 985-6754
 

fax (215) 732-1252
 

Region 4
 

Emory University School of Medicine
 

United Way Building, Room 802
 

100 Edgewood Avenue, NE
 

Atlanta, Georgia 30303-3026
 

ph. (404) 523-1996 ext. 104
 

fax (404) 521-0271
 

Region 5
 

Planned Parenthood of Wisconsin
 

302 North Jackson
 

Milwaukee, Wisconsin
 

ph. (414) 271-8045
 

fax (414) 271-2237
 

Region 6
 

Center for Health Training
 

421 E. 6th Street, Suite B
 

Austin, Texas 78701
 

ph. (512) 474-2166
 

fax (512) 476-0326
 

website: www.jba-cht.com
 

Region 7
 

Development Systems, Inc.
 

3100 Main Street, Suite 100
 

Kansas City, Missouri 64111-1918
 

ph. (816) 561-5050
 

fax (816) 561-4222
 

Region 8
 

JSI Research & Training Institute
 

1738 Wynkoop Street, Suite 201
 

Denver, Colorado 80202-1116
 

ph. (303) 293-2405 ext. 18
 

fax (303) 293-2813
 

Region 9
 

Center for Health Training
 

2229 Lombard Street
 

San Francisco, California 94123-2781
 

ph. (415) 929-9100 ext. 406
 

fax (415) 929-9465
 

website: www.jba-cht.com
 

Region 10
 

Center for Health Training
 

1809 Seventh Avenue, Suite 400
 

Seattle, Washington 98101-1313
 

ph. (206) 447-9538
 

fax (206) 447-9539
 

website: www.jba-cht.com
 

Training and Professional Development T – 25
 
AIDS EDUCATION & TRAINING CENTERS (AETCs) 

Serving New York & the Virgin Islands 

New York/Virgin Islands AIDS ETC
 

Columbia University School of Public Health
 

600 West 168th Street
 

New York, New York 10032
 

ph. (212) 305-3616
 

fax (212) 305-6832
 

Serving Washington, Alaska, Montana, Idaho, 

Oregon 

Northwest AIDS ETC
 

University of Washington
 

1001 Broadway, Suite 217 Mail Stop ZH-20
 

Seattle, Washington 98122
 

ph. (206) 720-4250
 

fax (206) 720-4218
 

Serving Ohio, Michigan, Kentucky, Tennessee 

Great Lakes to Tennessee Valley AIDS ETC
 

Wayne State University
 

2727 Second Avenue, Rm 142
 

Detroit, Michigan 48201
 

ph. (313) 962-2000
 

fax (313) 962-4444
 

Serving Nevada, Arizona, Hawaii, California 

Pacific AIDS ETC
 

University of California - San Francisco
 

5110 East Clinton Way, Suite 115
 

Fresno, California 93727-2098
 

ph. (209) 252-2851
 

fax (209) 454-8012
 

Serving Alabama, Georgia, North Carolina, 

South Carolina 

Southeast AIDS Training and Education Center
 

(SEATEC)
 

Emory University
 

735 Gatewood Road, NE
 

Atlanta, Georgia 30322
 

ph. (404) 727-2929
 

fax (404) 727-4562
 

Serving Arkansas, Louisiana, Mississippi 

Delta Region AIDS ETC
 

Louisiana State University
 

1542 Tulane Avenue
 

New Orleans, Louisiana 70112
 

ph. (504) 568-7041
 

fax (504) 568-7893
 

Serving North Dakota, South Dakota, Utah, 

Colorado, New Mexico, Nebraska, Kansas, 

Wyoming 

Mountain Plains Regional AIDS ETC
 

University of Colorado
 

4200 East Ninth Avenue, Box A-096
 

Denver, Colorado 80262
 

ph. (303) 355-1301
 

fax (303) 355-1448
 

Serving Illinois, Indiana, Iowa, Minnesota, 

Missouri, Wisconsin 

Midwest AIDS Training and Education Center
 

University of Illinois at Chicago
 

808 South Wood Street (M/C 779)
 

Chicago, Illinois 60612
 

ph. (312) 996-1373
 

fax (312) 413-4184
 

Serving Delaware, Maryland, Virginia, 

West Virginia, Washington, D.C. 

Mid-Atlantic AIDS ETC 

Virginia Commonwealth University 

P.O. Box 980159
 

Richmond, Virginia 23298-0159
 

ph. (804) 828-2447
 

fax (804) 828-1795
 

Serving Connecticut, Maine, Massachusetts, 

New Hampshire, Rhode Island, Vermont 

New England AIDS ETC
 

320 Washington Street, 3rd Floor
 

Brookline, Massachusetts 02146
 

ph. (617) 566-2283
 

fax (617) 566-2994
 

T – 26 Program Operations Guidelines for STD Prevention 
AIDS EDUCATION & TRAINING CENTERS (AETCs), continued 

Serving Texas and Oklahoma Serving Florida 

AIDS ETC for Texas and Oklahoma Florida AIDS ETC 

The University of Texas University of Miami 

1200 Herman Pressler Street 1611 North West 12th Avenue 

P.O. Box 20186 ACC West, Rm 301 

Houston Texas 77225 Miami, Florida 33136 

ph. (713) 794-4075 ph. (305) 585-7836 

fax (713) 794-4877 fax (305) 324-4931 

Serving Pennsylvania Serving Puerto Rico 

Pennsylvania AIDS ETC Puerto Rico AIDS ETC 

University of Pittsburgh University of Puerto Rico 

Graduate School of Public Health Medical Sciences Campus 

130 DeSoto Street, Rm A425 GPO 36-5067, Rm 745A 

Pittsburgh, Pennsylvania 15261 Rio Piedras, Puerto Rico 00936-5067 

ph. (412) 624-1895 ph. (809) 789-6528 

fax (412) 624-4767 fax (809) 764-2470 

Serving New Jersey 

New Jersey AIDS ETC 

University of Medicine and Dentistry of New Jersey 

Center for Continuing Education 

30 Bergen Street, ADMC #710 

Newark, New Jersey 07107-3000 

ph. (201) 982-3690 

fax (201) 982-7128 

Training and Professional Development T – 27 
References 

CDC Office of Communications—Role of Health Communication, 1998. 

Guidelines for STD Control Program Operations, 1985. 

IOM Future of Public Health, 1988. 

IOM Hidden Epidemic, 1997. 

Jensen, DG Mentoring Your Potential Successor. Search 

Masters International, 1995. 

OPM Training and Development Services—Training Needs 

Assessment Workshop, 1994. 

Public Health Workforce, An Agenda for the 21st Century; 

1995. 

Quality Assurance Guidelines for Managing the Performance 

of Disease Intervention Specialists in STD Control, 1985. 

USAID Handbook on Control of STDs. 

T – 28 Program Operations Guidelines for STD Prevention