1-2 training of process facilitatorstraining of coordinators 2-1

1-2Training of Process FacilitatorsTraining of Coordinators 2-1

1-2Training of Process Facilitators

To learn how to explain the Communities That Care process and the research foundation.

Training of Coordinators 2-2


Participants will be able to:

1. Explain the Communities That Care system to various community stakeholders.

2. Explain the research foundation to various community stakeholders.



A community-wide initiative for the benefit of your community’s youth. The system:

• provides strategic consultation, training and research-based tools

• promotes the positive development of children and youth

• prevents adolescent problem behaviors—including substance abuse, delinquency, teen pregnancy, dropping out of school and violence.



The system is:

• inclusive

• proactive

• grounded in rigorous research from a variety of fields

• customized to a community.



• The Social Development Strategy

• The public health approach

• Research-based predictors of problem behaviors and positive youth outcomes—risk and protective factors

• Tested, effective prevention strategies


A research-based model that organizes known protective factors into a guiding framework for building positive futures for children


The Goal…

Healthy behaviors…for all children and youth

Start with…

Healthy beliefs & clear standards…in families, schools, communities and peer groups

Build…

Bonding• Attachment • Commitment

…to families, schools, communities and peer groups

And by nurturing…

Individual characteristics

By providing… By providing… By providing… Opportunities Skills Recognition

…in families, schools, communities and peer groups



Describe the SDS process to some of the people or groups in your community.



Research has identified risk factors in four domains:

Risk factors are predictive of higher levels of adolescent substance abuse, delinquency, teen pregnancy, school drop-out and violence.

Risk factors



• 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 factorsTraining of Coordinators 2-18


Media portrayals of violence

Availability of drugs

Availability of firearms

Community laws and norms favorable toward drug use, firearms and crime

Transitions and mobility

Low neighborhood attachment and community disorganization

Extreme economic deprivation



Family history of the problem behavior

Family management problems

Family conflict

Favorable parental attitudes and involvement in the problem behavior



Academic failure beginning in late elementary school

Lack of commitment to school



Early and persistent antisocial behavior

Constitutional factors

Rebelliousness

Friends who engage in the problem behavior

Favorable attitudes toward the problem behavior

Early initiation of the problem behavior

Gang involvement



Research has identified protective factors in four domains:

Protective factorsbuffer young people’s exposure to risk.

Protective factors



• Research-based

• Present in all areas of influence

• Measurable

• Predictive of positive youth development

• Present throughout development

• Buffer effects of risk exposure



• Individual factors

• High intelligence

• Resilient temperament

• Prosocial orientation

• Competencies and skills

• Prosocial opportunities

• Reinforcement for prosocial involvement

• Bonding

• Healthy beliefs and clear standards



• Risk and protective factors exist in all areas of children’s lives.

• The more risk factors present, the greater the chances of problem behavior.

• Risk and protective factors can be present throughout development.

• Risk factors are buffered by protective factors.



• Common risk and protective factors predict multiple behavior problems.

• Risk and protective factors work similarly across racial lines.

• Both risk and protective factors should be addressed in prevention efforts.



• Turn to the Risk- and Protective-Factor Worksheet.

• Choose one risk factor from each of the four domains of influence. Explain why these risk factors would be good examples to use when explaining risk factors to your constituent group.

• Choose one protective factor that will provide the best example to your constituent group. Explain why this protective factor would be a good example to use.

• Develop an explanation of risk and protective factors.

• Present your risk- and protective-factor explanation.






• Tested, effective prevention strategies



Programs, policies or practices that have demonstrated effectiveness in:

• Reducing specific risk factors and enhancing protective factors

• Enhancing positive behaviors and reducing negative behaviors



• Turn to the Presentation Worksheet.

• Answer question 1 on the Presentation Worksheet by summarizing the SDS, the public health approach and risk and protective factors.

• Prepare a presentation to your constituent group in question 2.

• Share your presentation with other participants.

• Note what worked and what didn’t in your presentation.



• 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.

• Matching tested, effective programs to the community’s risk and protection profile.

• Selecting tested, effective programs that address the racial, economic and cultural characteristics of the community.

• Implementing chosen programs, policies and practices with fidelity and intensity at the appropriate ages.


1-2 training of process facilitatorstraining of coordinators 2-1

Documents

sds process

public health approach

risk factors

research foundation

protective factors

rigorous research

researchbased tools

researchbased model