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Key Leader Orientation

1-1. Key Leader Orientation. What actions and trends among the young people in your community motivated you to attend this session?. 1-3. Key Leader Orientation. Today’s Agenda. Setting the Stage The Research Foundation The Implementation Process Benefits and Results

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Key Leader Orientation

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  1. 1-1 Key Leader Orientation

  2. What actions and trends among the young people in your communitymotivated you to attend this session? 1-3 Key LeaderOrientation

  3. Today’s Agenda • Setting the Stage • The Research Foundation • The Implementation Process • Benefits and Results • Committing to the CTC Process • Next Steps

  4. uses prevention-science research to promote positive youth development and prevent youth behavior problems provides local control and flexibility to help maintain support for the process matches a local profile of risk and protection to tested, effective policies, programs and practices focuses on outcomes to ensure accountability for resources. 1-8 Key LeaderOrientation

  5. 2-6 Key Leader Orientation

  6. The Social Development Strategy • The public health approach • Research-based predictors of problem behaviors and positive youth outcomes—risk and protective factors 2-13 Key Leader Orientation

  7. Research has identified risk factors in four domains: Risk factors Risk factors are predictive of higher levels of adolescent substance abuse, delinquency, teen pregnancy, school drop-out and violence. 2-14 Key Leader Orientation

  8. Research-based • Predictive in multiple longitudinal studies • Present in all areas of influence • Predictive of multiple problem behaviors • Present throughout development • Work similarly across racial lines • Measurable • Buffered by protective factors 2-15 Key Leader Orientation

  9. Availability of Firearms Availability of Drugs Community Laws and Norms Favorable toward Drug Use, Firearms and Crime Media Portrayals of Violence Transitions and Mobility Low Neighborhood Attachment and Community Disorganization Extreme Economic Deprivation 2-16 Key Leader Orientation

  10. Family History of the Problem Behavior Family Management Problems Family Conflict Favorable Parental Attitudes and Involvement in the Problem Behavior 2-17 Key Leader Orientation

  11. Academic Failure Beginning in Late Elementary School Lack of Commitment to School 2-18 Key Leader Orientation

  12. Early and Persistent Antisocial Behavior Rebelliousness Friends who Engage in the Problem Behavior Gang Involvement Favorable Attitudes toward the Problem Behavior Early Initiation of the Problem Behavior Constitutional Factors 2-19 2-19 Key Leader Orientation Key Leader Orientation

  13. Research has identified protective factors in four domains: Protective factors Protective factorsbuffer young people’s exposure to risk. 2-20 Key Leader Orientation

  14. Research-based • Present in all areas of influence • Measurable • Predictive of positive youth development • Present throughout development • Buffer effects of risk exposure 2-21 Key Leader Orientation

  15. Individual factors • High intelligence • Resilient temperament • Prosocial orientation • Competencies and skills • Prosocial opportunities • Reinforcement for prosocial involvement • Bonding • Healthy beliefs and clear standards 2-22 Key Leader Orientation

  16. Programs, policies or practicesthat have demonstrated effectiveness in: • Reducing specific risk factors and enhancing protective factors • Enhancing positive behaviors and reducing negative behaviors 2-30 Key Leader Orientation

  17. Assessing community levels of risk and protection • Prioritizing elevated risks and depressed protective factors • Including individuals and groups exposed to the highest levels of risk and the lowest levels of protection 2-33 Key Leader Orientation

  18. 4. Matching tested, effective programs to the community’s risk and protection profile • 5. Selecting tested, effective programs that address the racial, economic and cultural characteristics of the community • 6. Implementing chosen programs,policies and practices with fidelity and intensity at the appropriate ages 2-34 Key Leader Orientation

  19. 3-5 Key Leader Orientation

  20. Purpose: Begin the Communities That Care process. Identify: • people • scope • readiness • resources. Support: Strategic Consultation; Tools for Community Leaders: A Guidebook for Getting Started 3-6 Key Leader Orientation

  21. Purpose: Prepare Key Leaders, the Community Board and community members for involvement by: • developing an organizational structure • creating a work plan • securing resources to implement the Communities That Care system • confirming milestones and benchmarks to create accountability. Support: Key Leader Orientation; Community Board Orientation; Technical Assistance as needed 3-7 Key Leader Orientation

  22. Purpose: Identify gaps in current response to priorities. • Assess risk factors, protective factors and problem behaviors (Communities That Care Youth Survey). • Prioritize risk and protective factors, and populations or geographic areas. • Complete resources assessment and gaps analysis. Support: Community Assessment Training; Community Resources Assessment Training; Technical Assistance as needed 3-8 Key Leader Orientation

  23. Purpose: Create a plan for implementing and evaluating tested, effective programs, policies and practices. • Measurable outcomes • Selection of programs, policies and practices to fill gaps • Implementation and evaluation plans Support: Community Planning Training; Technical Assistance as needed 3-9 Key Leader Orientation

  24. Purpose: Implement and evaluate the plan, and refine as needed. • Implement selected programs, policies and practices. • Evaluate the process and outcomes. • Adjust the plan. Support: Community Plan Implementation Training; Technical Assistance as needed 3-10 Key Leader Orientation

  25. Established for each phase • Indicate critical steps and procedures • Document and celebrate accomplishments • Supported by training modules 3-11 Key Leader Orientation

  26. Broad community involvement and ownership • Data-driven assessment of risk, protection, behavior and resources • Mutually agreed-upon focus and priorities • Research-based programs, policies and practices, building on existing resources • Outcome-based plan and evaluation strategy 3-12 Key Leader Orientation

  27. Time line

  28. Shared vision and community norms • Common language • Coordinated data collection and analysis • Integrated planning processes • Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 4-6 Key Leader Orientation

  29. Increased: • Funding • Collaboration among agencies • Accountability • Use of tested, effective programs • Long-range, strategic focus • Community involvement • Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 4-7 Key Leader Orientation

  30. Decreased: • “Turf” conflict • Duplication or fragmentation of resources • “Problem du jour” approach • Use of untested or proven ineffective programs • Community disorganization • Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 4-8 Key Leader Orientation

  31. Ames, IA Improved cognitive skills Improved parenting skills, family relations, community relations East Prairie, MO Montgomery County, MD 72% decrease in suspensions; 30% decrease in school problems Decrease in student detentions, academic failure, truancy Nekoosa, WI Decrease in fights, suspension; Increased feelings of safety at school Lansing, MI 65% decrease in weapons charges; 45% decrease in burglary; 29% decrease in drug offenses; 27% decrease in assault charges; 18% decrease in larceny Port Angeles, WA Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 Key Leader Orientation 4-9

  32. Commit to the process • Engage other Key Leaders • Establish the Community Board • Oversee implementation of the Communities That Care system • Educate the community about the Communities That Care system 5-5 Key Leader Orientation

  33. Hold the Community Board accountable • Build school-district support for the Communities That CareYouth Survey • Provide access to community resources and information • Support implementationof the Community Action Plan 5-6 Key Leader Orientation

  34. Think about what you learned at this orientation. • Think about your vision and goals for your community. • Think about the skills you can bring to the effort. • Complete the commitment form and return it to the Coordinator/Facilitator. 5-8 Key Leader Orientation

  35. Agreement on issues • Common definition of “prevention” • Support for a risk- and protection-focused approach 6-5 Key Leader Orientation

  36. School district support for the Communities That CareYouth Survey • Willingness to collaborate • Coordination among existing initiatives • Involvement of stakeholder groups 6-6 Key Leader Orientation

  37. Positional • Informal 6-7 Key Leader Orientation

  38. The Community Board: • represents the community’s diversity • includes representation from all stakeholder groups • has support of stakeholder groups • requires a three- to five-year commitment • requires a broad range of skills. 6-8 Key Leader Orientation

  39. 6-9 Key Leader Orientation

  40. 6-10 Key Leader Orientation

  41. 6-12 Key Leader Orientation

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