# Presentation: 934629

## Community Board Orientation    

**Community Board Orientation    **

**2-1**

## Community Board Orientation    

**Community Board Orientation    **

**2-2**

**Notes:**
Review flow chart.

## Provide an overview of the  Communities That Care research foundation and process.

- Provide an overview of the  *Communities That Care *research foundation and process*.*

**Community Board Orientation    **

**2-3**

## On completing this module, you will be able to:

- 1.	describe what the *Communities That Care* system is and how it helps communities
- 2.	describe the research foundation of the *Communities That Care *system* *
- 3.	explain how the prevention-science research base helps build positive futures for youth and prevent problem behaviors
- 4.	explain how the *Communities **That Care* operating system works
- 5.	describe the benefits of using the *Communities That Care* operating system.

**Community Board Orientation    **

**2-4**

## uses prevention-science research to promote positive youth development and prevent youth behavior problems

- uses prevention-science research to promote positive youth development and prevent youth behavior problems

- provides local control and flexibility to maintain support and sustainability

**Community Board Orientation    **

**2-5**

- matches a local profile of risk, protection and problem behaviors to tested, effective programs, policies and practices

- focuses on outcomes to ensure accountability for resources.

## 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

- 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

**Community Board Orientation    **

**2-6**

## Community Board Orientation    

**Community Board Orientation    **

**2-7**

## Community Board Orientation    

**Community Board Orientation    **

**2-8**

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

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

**Community Board Orientation    **

**2-9**

## Skills

- 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

- By providing...
**Opportunities**

- By providing...
**Skills**

- By providing...
**Recognition**

- And by nurturing...
**Individual characteristics**

- ...in families, schools, communities and peer groups

**Community Board Orientation    **

**2-10**

## The Social Development Strategy
The public health approach

- The Social Development Strategy
- The public health approach

**Community Board Orientation    **

**2-11**

## Community Board Orientation    

**Community Board Orientation    **

**2-12**

## Based on research on predictors of health problems
Modifies predictors to prevent behavior problems
Can affect the entire social environment
Works through collaboration
Can create long-lasting results

- Based on research on predictors of health problems
- Modifies predictors to prevent behavior problems
- Can affect the entire social environment
- Works through collaboration
- Can create long-lasting results

**Community Board Orientation    **

**2-13**

## The Social Development Strategy
The public health approach
Research-based predictors of problem behaviors and positive youth outcomes—risk and protective factors

- The Social Development Strategy
- The public health approach
- Research-based predictors of problem behaviors and positive youth outcomes—risk and protective factors

**Community Board Orientation    **

**2-14**

## Research has identified risk factors in four domains:

- Research has identified *risk factors* in four domains:

**Community Board Orientation    **

**2-15**

- 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 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 factors

**Community Board Orientation    **

**2-16**

## 	Availability of Firearms

- 	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

**Community Board Orientation    **

**2-17**

## Family History of the Problem Behavior

- Family History of the Problem Behavior

- Favorable Parental Attitudes and Involvement in the Problem Behavior

- Family Management Problems

- Family Conflict

**Community Board Orientation    **

**2-18**

## Academic Failure Beginning in Late Elementary School

- Academic Failure Beginning in Late Elementary School

- Lack of Commitment to School

**Community Board Orientation    **

**2-19**

## Early and persistent antisocial behavior

**Community Board Orientation    **

**2-20**

- 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:

- Research has identified *protective factors* in four domains:

- Protective factorsbuffer young people’s exposure to risk.

**Protective factors**

**Community Board Orientation    **

**2-21**

## Research-based
Present in all areas of influence
Measurable
Predictive of positive youth development
Present throughout development
Buffer effects of risk exposure

- Research-based
- Present in all areas of influence
- Measurable
- Predictive of positive youth development
- Present throughout development
- Buffer effects of risk exposure

**Community Board Orientation    **

**2-22**

## Individual factors
High intelligence
Resilient temperament
Prosocial orientation
Competencies and skills
Prosocial opportunities
Reinforcement for prosocial involvement
Bonding
Healthy beliefs and clear standards

- Individual factors
- High intelligence
- Resilient temperament
- Prosocial orientation
- Competencies and skills
- Prosocial opportunities
- Reinforcement for prosocial involvement
- Bonding
- Healthy beliefs and clear standards

**Community Board Orientation    **

**2-23**

## Healthy behaviors

- 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

- By providing...
**Opportunities**

- By providing...
**Skills**

- By providing...
**Recognition**

- And by nurturing...
**Individual characteristics**

- ...to families, schools, communities and peer groups

**Community Board Orientation    **

**2-24**

## The Communities That Care framework:

**Community Board Orientation    **

**2-24A**

- The *Communities That **Care* framework:
- uses the Social Development Strategy
- assesses risk *and* protective factors
- matches risk and protection profiles with tested, effective programs
- promotes positive youth development by reducing risk *and* enhancing protection.

- The Search Institute’s framework:
- assesses external and internal assets
- promotes positive youth development by enhancing assets.

## Number of Risk Factors

**Community Board Orientation    **

**2-25**

**Number of Risk Factors**

**Prevalence**

**Number of ****Protective Factors**

## Risk Factors

**Community Board Orientation    **

**2-26**

**Risk Factors**

**Prevalence**

## Prevalence

**Community Board Orientation    **

**2-27**

**Number of ****Protective Factors**

**Prevalence**

**Number of Risk Factors**

## 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.

- 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.

**Community Board Orientation    **

**2-28**

## Common risk and protective factors predict diverse behavior problems.
Risk and protective factors work similarly across racial lines.
Both risk and protective factors should be used in prevention efforts.

- Common risk and protective factors predict diverse behavior problems.
- Risk and protective factors work similarly across racial lines.
- Both risk and protective factors should be used in prevention efforts.

**Community Board Orientation    **

**2-29**

## 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

- 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

**Community Board Orientation    **

**2-30**

## Programs, policies or practices that have demonstrated effectiveness in:
Reducing specific risk factors and enhancing protective factors
Enhancing positive behaviors and reducing negative behaviors

*Programs, policies* or* practices* that have demonstrated effectiveness in:
- Reducing specific risk factors and enhancing protective factors
- Enhancing positive behaviors and reducing negative behaviors

**Community Board Orientation    **

**2-31**

## Project STAR
Adolescent Alcohol Prevention Trial
Preparing for the Drug-Free Years(Now called Families That Care: Guiding Good Choices) 
Adolescents Training and Learning to Avoid Steroids: The ATLAS Program
Project Family
Strengthening Families Program
Focus on Families
Reconnecting Youth
Adolescent Transitions Program 
(National Institute on Drug Abuse, 1997)

- Project STAR
- Adolescent Alcohol Prevention Trial
- Preparing for the Drug-Free Years(Now called Families That Care: Guiding Good Choices)
- Adolescents Training and Learning to Avoid Steroids: The ATLAS Program
- Project Family
- Strengthening Families Program
- Focus on Families
- Reconnecting Youth
- Adolescent Transitions Program
- (National Institute on Drug Abuse, 1997)

**Community Board Orientation    **

**2-32**

## Community Board Orientation    

**Community Board Orientation    **

**2-33**

## 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

- 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

**Community Board Orientation    **

**2-34**

## 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 programs,policies and practices with fidelity at the appropriate ages

- 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 programs,policies and practices with fidelity at the appropriate ages

**Community Board Orientation    **

**2-35**

## Community Board Orientation    

**Community Board Orientation    **

**2-36**

## Risk Factor Scale Scores

**2-37**

**Community Board Orientation    **

**2-37**

**Risk Factor Scale Scores**

## Riskfactor addressed

**Community Board Orientation    **

**2-38**

- Family history of the problem behavior

- Family management problems

- Family conflict

- Favorable parental attitudes and involvement in the problem behavior

- Prenatal/infancy programs

- Prenatal/infancy programs

- Prenatal-2

- Prenatal/infancy programs

- Prenatal/infancy programs

- Early childhood education

- Parent training

- Family therapy

- Marital therapy

- Parent training

- Family therapy

- Parent training

- Community/school policies

- Prenatal-2

- Prenatal-14

- Prenatal

- Prenatal-2

- Prenatal-14

- Prenatal-2

- Prenatal-14

- All

- 3-5

- 6-14

- 6-14

**Risk****factor ****addressed**

**Program****strategy**

**Protective factors**

**Developmental****period**

**Healthy****beliefs/****clear****standards**

**Bonding**

**Opportunities**

**Skills**

**Recognition**

## Nurse-Family Partnership(Olds et al., 1986; Olds & Kitzman, 1993; Olds et al., 1998)
Syracuse Family Development Research Program(Lally, Mangione & Honig, 1988)
Infant Health and Development Program(Ramey, 1990; Ramey et al., 1992; Liaw et al., 1995)
Keys to CaregivinG videotape series(Barnard et al., 1988)

- Nurse-Family Partnership(Olds et al., 1986; Olds & Kitzman, 1993; Olds et al., 1998)
- Syracuse Family Development Research Program(Lally, Mangione & Honig, 1988)
- Infant Health and Development Program(Ramey, 1990; Ramey et al., 1992; Liaw et al., 1995)
- Keys to CaregivinG videotape series(Barnard et al., 1988)

**Community Board Orientation    **

**2-39**

## Riskfactor addressed

**Community Board Orientation    **

**2-40**

- Family history of the problem behavior

- Family management problems

- Family conflict

- Favorable parental attitudes and involvement in the problem behavior

- Prenatal/infancy programs

- Prenatal/infancy programs

- Prenatal-2

- Prenatal/infancy programs

- Prenatal/infancy programs

- Early childhood education

- Parent training

- Family therapy

- Marital therapy

- Parent training

- Family therapy

- Parent training

- Community/school policies

- Prenatal-2

- Prenatal-14

- Prenatal

- Prenatal-2

- Prenatal-14

- Prenatal-2

- Prenatal-14

- All

- 3-5

- 6-14

- 6-14

**Risk****factor ****addressed**

**Program****strategy**

**Protective factors**

**Developmental****period**

**Healthy****beliefs/****clear****standards**

**Bonding**

**Opportunities**

**Skills**

**Recognition**

## Families That Care: Guiding Good Choices (Catalano et al., 1998)
Preparing for School Success(Hawkins et al., 1999)
Iowa Strengthening Families Program      (Spoth et al., 1998, 1999, 2001)

- Families That Care: Guiding Good Choices (Catalano et al., 1998)
- Preparing for School Success(Hawkins et al., 1999)
- Iowa Strengthening Families Program      (Spoth et al., 1998, 1999, 2001)

**Community Board Orientation    **

**2-41**

## Risk Factor Scale Scores

**Community Board Orientation    **

**2-42**

**Risk Factor Scale Scores**

## Riskfactor addressed

- Parent/infancy programs

- Early childhood education

- Organizational change in schools

- Classroom organization, management and instructional strategies

- Parent training

- Youth employmentwith education

**Community Board Orientation    **

**2-43**

- School behavior management strategies

- Classroom curricula for social competence

- Academic failure beginning in late elementary school

- Prenatal-2

- 3-5

- Prenatal-10

- 6-18

- 6-18

- 6-14

- 6-14

- 15-21

**Risk****factor ****addressed**

**Program****strategy**

**Protective factors**

**Developmental****period**

**Healthy****beliefs/****clear****standards**

**Bonding**

**Opportunities**

**Skills**

**Recognition**

## Reconnecting Youth(Eggert et al., 1994)
Children of Divorce Intervention Program(Pedro-Carroll & Cowen, 1985; Pedro-Carroll et al., 1986, 1992)

- Reconnecting Youth(Eggert et al., 1994)
- Children of Divorce Intervention Program(Pedro-Carroll & Cowen, 1985; Pedro-Carroll et al., 1986, 1992)

**Community Board Orientation    **

**2-44**

## Community Board Orientation    

**Community Board Orientation    **

**2-45**

## 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

- 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

**Community Board Orientation    **

**2-46**

## 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 programs,policies and practices with fidelity at the appropriate ages

- 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 programs,policies and practices with fidelity at the appropriate ages

**Community Board Orientation    **

**2-47**

## Risk Factor Scale Scores

**Community Board Orientation    **

**2-48**

**Risk Factor Scale Scores**

## Community Board Orientation    

**Community Board Orientation    **

**2-49**

## 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***

**Community Board Orientation    **

**2-50**

## 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.

- 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**

**Community Board Orientation    **

**2-51**

## 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.

- 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**

**Community Board Orientation    **

**2-52**

## 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

- 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**

**Community Board Orientation    **

**2-53**

## Purpose: Implement and evaluate the plan, and refine as needed.
Implement selected programs, policies and practices.
Evaluate the process and outcomes.
Adjust the plan.

- 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**

**Community Board Orientation    **

**2-54**

## Community Board Orientation    

**Community Board Orientation    **

**2-55**

## 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

- 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

**Community Board Orientation    **

**2-56**

## Community Board Orientation    

**Community Board Orientation    **

**2-57**

## Shared vision and community norms
Common language for prevention and youth development
Coordinated data collection and analysis using a limited, manageable data set
Integrated planning processes

- Shared vision and community norms
- Common language for prevention and youth development
- Coordinated data collection and analysis using a limited, manageable data set
- Integrated planning processes

**Community Board Orientation    **

**2-58**

- Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997

## Increased:

**Community Board Orientation    **

**2-59**

- Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997

- funding
- collaboration among agencies
- accountability
- use of tested, effective programs
- long-range, strategic focus
- community involvement.

## Decreased:

**Community Board Orientation    **

**2-60**

- “turf” conflict
- duplication or fragmentation of resources
- “problem du jour”
- use of untested or proven _in_effective programs
- community disorganization.

- Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997

## Ames, IA

- East Prairie, MO

- Montgomery County, MD

- Nekoosa, WI

- Lansing, MI

- Port Angeles, WA

- Improved cognitive skills

- Improved parenting skills, family relations, community relations

- 72% decrease in suspensions; 30% decrease in school problems

- Decrease in student detentions, academic failure, truancy

- Decrease in fights, suspension; Increased feelings of safety at school

- 65% decrease in weapons charges; 45% decrease in burglary; 29% decrease in drug offenses; 27% decrease in assault charges; 18% decrease in larceny

**Community Board Orientation    **

**2-61**

- Office of Juvenile Justice and Delinquency Prevention, 1996, 1997

## Community Board Orientation    

**Community Board Orientation    **

**2-62**

## Established for each phase

- Indicate critical steps and procedures
- Document and celebrate accomplishments
- Supported by training modules

**Community Board Orientation    **

**2-63**

## 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

**Community Board Orientation    **

**2-64**

## Hold the Community Board accountable

- Provide access to community resources and information
- Support implementationof the Community Action Plan

**Community Board Orientation    **

**2-65**

## Represents the community’s diversity

- Includes representation from all stakeholder groups
- Requires a three- to five-year commitment
- Requires a broad range of skills

**Community Board Orientation    **

**2-66**

## Community Board Orientation    

**Community Board Orientation    **

**2-67**

**Notes:**
Review flow chart.