# Presentation: 786919

## Training of Process Facilitators    

**Training of Process Facilitators    **

**3-1**

## Provide an overview of the role and skills of a Communities That Care Process Facilitator, and facilitate the effort through Phase One.

- Provide an overview of the role and skills of a *Communities That Care* Process Facilitator, and facilitate the effort through Phase One.

**Training of Process Facilitators    **

**3-2**

## Participants will be able to:
Describe the role of the Process Facilitator.
Help communities address Phase One milestone and benchmark issues.
Help a community move to Phase Two.

- Participants will be able to:
- Describe the role of the Process Facilitator.
- Help communities address Phase One milestone and benchmark issues.
- Help a community move to Phase Two.

**Training of Process Facilitators    **

**3-3**

## Skills
•	Communication
•	Facilitation
•	Mentoring
Expertise
	•	Knowledge
Qualities
•	Openness
•	Commitment

- Skills
- •	Communication
- •	Facilitation
- •	Mentoring
- Expertise
- 	•	Knowledge
- Qualities
- •	Openness
- •	Commitment

**Training of Process Facilitators    **

**3-4**

## 
uses effective group facilitation skills
helps identify and resolve common issues and barriers for each phase of the Communities That Care process
helps apply the steps for each phase of the Communities That Care process
helps communities to address issues and challenges.

- uses effective group facilitation skills
- helps identify and resolve common issues and barriers for each phase of the *Communities That Care* process
- helps apply the steps for each phase of the *Communities That Care* process
- helps communities to address issues and challenges.

**Training of Process Facilitators    **

**3-5**

- A Process Facilitator:

## The Coordinator:
provides staff support to the Community Board and its working groups
works with the Communities That Care trainer to arrange training and technical assistance
handles Community Board meeting preparation and follow-up
documents the Communities That Care effort by keeping files of all related activities
prepares reports as needed.

- The Coordinator:
- provides staff support to the Community Board and its working groups
- works with the *Communities That Care* trainer to arrange training and technical assistance
- handles Community Board meeting preparation and follow-up
- documents the *Communities That Care* effort by keeping files of all related activities
- prepares reports as needed.

**Training of Process Facilitators    **

**3-6**

## The trainer:
explains the prevention-science research base and how to put it into practice
uses effective instructional methods
ensures that training participants have the knowledge and skills required to achieve the Communities That Care milestones and benchmarks 
delivers the Communities That Care training system.

- The trainer:
- explains the prevention-science research base and how to put it into practice
- uses effective instructional methods
- ensures that training participants have the knowledge and skills required to achieve the *Communities That Care* milestones and benchmarks
- delivers the *Communities That Care* training system.

**Training of Process Facilitators    **

**3-7**

## Purpose: Begin the Communities That Care process. Identify:
people
scope
readiness
resources.

- Purpose: Begin the *Communities That Care *process. Identify:
- people
- scope
- readiness
- resources.

- Support: Strategic Consultation;* Tools for Community Leaders: A Guidebook for Getting Started*

**Training of Process Facilitators    **

**3-8**

## introduction
a description of the Communities That Care system
a description of the research foundation
the process of implementation
the Communities That Care system at work
sources for further reading

- introduction
- a description of the *Communities That Care *system
- a description of the research foundation
- the process of implementation
- the* Communities That Care* system at work
- sources for further reading

**Training of Process Facilitators    **

**3-9**

## Step 1—Complete preliminary 		   organization tasks.
Step 2—Define the scope of 		   the prevention effort.
Step 3—Address community 		   readiness issues.
Step 4—Plan for Phase Two: 		   Organizing, Introducing, 		   Involving.

- Step 1—Complete preliminary 		   organization tasks.
- Step 2—Define the scope of 		   the prevention effort.
- Step 3—Address community 		   readiness issues.
- Step 4—Plan for Phase Two: 		   Organizing, Introducing, 		   Involving.

**Training of Process Facilitators    **

**3-10**

## Define the issue as clearly and accurately as possible. 
Identify the people or groups that can help address the issue, and bring those people together.
Brainstorm potential solutions for the issue. 
Evaluate and select a solution(s) that all people or groups feel will best address the issue.
Implement the solution.
Check to see how well the solution worked.

- Define the issue as clearly and accurately as possible.
- Identify the people or groups that can help address the issue, and bring those people together.
- Brainstorm potential solutions for the issue.
- Evaluate and select a solution(s) that all people or groups feel will best address the issue.
- Implement the solution.
- Check to see how well the solution worked.

**Training of Process Facilitators    **

**3-11**

## Identify a Champion (a community leader) to guide the process.
Inventory existing community services addressing youth and family issues.
Identify a lead agency committed to supporting the project.
Secure a Coordinator (to work at least half time).
Form a core work group to activate the process.
Develop a roster of Key Leaders to involve in the process.
Prepare an initial work plan and time line for getting started.
Identify and secure the resources needed to get started.

- Identify a Champion (a community leader) to guide the process.
- Inventory existing community services addressing youth and family issues.
- Identify a lead agency committed to supporting the project.
- Secure a Coordinator (to work at least half time).
- Form a core work group to activate the process.
- Develop a roster of Key Leaders to involve in the process.
- Prepare an initial work plan and time line for getting started.
- Identify and secure the resources needed to get started.

**Training of Process Facilitators    **

**3-12**

## Define key aspects:
- 	Define the community to be organized.
- 	Identify the health and behavior issues to be addressed.
- 	Agree on what is involved in the “prevention” response.
- 	Identify legislative/funding supports or constraints.
- 	Agree on the Community Board’s role.
- 	Begin to define how the Community Board will operate in the community.
Summarize issues related to the key aspects.
Develop an action plan to address outstanding issues related to the key aspects.

- Define key aspects:
- - 	Define the community to be organized.
- - 	Identify the health and behavior issues to be addressed.
- - 	Agree on what is involved in the “prevention” response.
- - 	Identify legislative/funding supports or constraints.
- - 	Agree on the Community Board’s role.
- - 	Begin to define how the Community Board will operate in the community.
- Summarize issues related to the key aspects.
- Develop an action plan to address outstanding issues related to the key aspects.

**Training of Process Facilitators    **

**3-13**

## Investigate community readiness issues.
Ensure agreement on issues to be addressed.
Ensure that community members have a common definition of “prevention.”
Ensure that the community values collaboration.
Ensure that community-wide support exists for a risk- and protection-focused, data-driven, research-based, outcome-focused prevention approach.
Obtain school district support for the Communities That Care Youth Survey. Administer the survey as early as possible.
Plan for coordination among existing initiatives and planning efforts.
Identify community stakeholders.
Identify other community readiness issues.

- Investigate community readiness issues.
- Ensure agreement on issues to be addressed.
- Ensure that community members have a common definition of “prevention.”
- Ensure that the community values collaboration.
- Ensure that community-wide support exists for a risk- and protection-focused, data-driven, research-based, outcome-focused prevention approach.
- Obtain school district support for the *Communities That Care **Youth Survey*. Administer the survey as early as possible.
- Plan for coordination among existing initiatives and planning efforts.
- Identify community stakeholders.
- Identify other community readiness issues.

**Training of Process Facilitators    **

**3-14**

## Securing survey support may be difficult if:
the Catalyst, Champion or core work group has a poor relationship with key players in the school district
the school district has historically used a different survey
some administrators have concerns about potential controversy surrounding the survey.

- Securing survey support may be difficult if:
- the Catalyst, Champion or core work group has a poor relationship with key players in the school district
- the school district has historically used a different survey
- some administrators have concerns about potential controversy surrounding the survey.

**Training of Process Facilitators    **

**3-15**

## Common issues:
Identifying the right Catalyst, Champion and lead agency
Finding the time and resources to get Phase One work done

- Common issues:
- Identifying the right Catalyst, Champion and lead agency
- Finding the time and resources to get Phase One work done

**Training of Process Facilitators    **

**3-16**

## Common issues:
Grant parameters
Data collection considerations

- Common issues:
- Grant parameters
- Data collection considerations

**Training of Process Facilitators    **

**3-17**

## Common issues:
Racial/ethnic/cultural divisions
Time commitment
Agency collaboration
Perception of duplication

- Common issues:
- Racial/ethnic/cultural divisions
- Time commitment
- Agency collaboration
- Perception of duplication

**Training of Process Facilitators    **

**3-18**

## Training of Process Facilitators    

**Training of Process Facilitators    **

**3-19**