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1. Welcome to a Prevention Connection Presentation Welcome to a Prevention Connection Presentation, where we explore the world of Prevention of Violence Against Women.Welcome to a Prevention Connection Presentation, where we explore the world of Prevention of Violence Against Women.
2. Welcome to Drawing Upon Evidence and Lessons Learned To Improve Prevention ? These materials were developed by Wendi Siebold, a Senior Research Associate at Evaluation, Management, & Training Associates, and prevention researcher who specializes in violence prevention and community-based approaches to prevention.Welcome to Drawing Upon Evidence and Lessons Learned To Improve Prevention ? These materials were developed by Wendi Siebold, a Senior Research Associate at Evaluation, Management, & Training Associates, and prevention researcher who specializes in violence prevention and community-based approaches to prevention.
3. Overview
Objectives of this E-Learning Unit
Framing of Evidence
Core Elements / Common Factors
Measuring Prevention
In today’s training, we will move from discussing the broad topic of using evidence in prevention, and move through more detailed exercises to get you started on the ways that you, as a prevention practitioner, can help inform the field of rape prevention about the promising ways in which prevention can be practiced.
? First, we will discuss the basic tenets of “evidence” and how to start thinking about the way we talk about evidence and the language we use.
? Then we’ll talk about the lists of evidence-based programs made available nationally, and how you can work to move “beyond” these lists to be more evidence-informed in your prevention practice.
? When we discuss how to “use” the evidence we have at hand, we will borrow from other fields of prevention to better understand how to use their lessons learned in the field of rape prevention.
?Lastly, we will discuss ways to get started…specifically how to start measuring your prevention activities and start documenting your work in a way that will help inform both you and the movement about the most promising ways to prevent rape and sexual assault.
In today’s training, we will move from discussing the broad topic of using evidence in prevention, and move through more detailed exercises to get you started on the ways that you, as a prevention practitioner, can help inform the field of rape prevention about the promising ways in which prevention can be practiced.
? First, we will discuss the basic tenets of “evidence” and how to start thinking about the way we talk about evidence and the language we use.
? Then we’ll talk about the lists of evidence-based programs made available nationally, and how you can work to move “beyond” these lists to be more evidence-informed in your prevention practice.
? When we discuss how to “use” the evidence we have at hand, we will borrow from other fields of prevention to better understand how to use their lessons learned in the field of rape prevention.
?Lastly, we will discuss ways to get started…specifically how to start measuring your prevention activities and start documenting your work in a way that will help inform both you and the movement about the most promising ways to prevent rape and sexual assault.
4. Objectives Develop an expanded vocabulary for “types” of evidence
Identify how the core elements of prevention strategies in other fields can improve sexual violence prevention strategies
Learn why it is important for local practitioners to document their own “evidence”
This training has the following objectives:
? You will develop an expanded vocabulary for the range of “types” of evidence, including what evidence practitioners can collect
? You will be able to identify how the core elements of prevention strategies in other fields can improve sexual violecne prevention strategies
? You will learn why it is important to document your own “evidence” (i.e. documenting community practice), and where this type of evidence fits with research “evidence”
This training has the following objectives:
? You will develop an expanded vocabulary for the range of “types” of evidence, including what evidence practitioners can collect
? You will be able to identify how the core elements of prevention strategies in other fields can improve sexual violecne prevention strategies
? You will learn why it is important to document your own “evidence” (i.e. documenting community practice), and where this type of evidence fits with research “evidence”
5. Framing of Evidence First, let’s lay the groundwork for our discussion today. First, let’s lay the groundwork for our discussion today.
6. Expanding Our Language It is important to distinguish between two terms for this discussion:
Evidence-based programs and evidence-informed decision-making
?You may have heard the phrase “evidence-based programs” – ? this is akin to the phrase “evidence-based intervention,” or ?EBI for those of you who may also work with substance abuse prevention programs
? We also want to encourage you to consider the term “evidence-informed decision-making.” The Centers for Disease Control and Prevention is currently distinguishing between the various types of evidence available for violence prevention, and “evidence-informed decision-making” may be a more inclusive way of incorporating community-based knowledge and practices into the realm of “evidence.”
We will discuss more about these terms in the following slides
It is important to distinguish between two terms for this discussion:
Evidence-based programs and evidence-informed decision-making
?You may have heard the phrase “evidence-based programs” – ? this is akin to the phrase “evidence-based intervention,” or ?EBI for those of you who may also work with substance abuse prevention programs
? We also want to encourage you to consider the term “evidence-informed decision-making.” The Centers for Disease Control and Prevention is currently distinguishing between the various types of evidence available for violence prevention, and “evidence-informed decision-making” may be a more inclusive way of incorporating community-based knowledge and practices into the realm of “evidence.”
We will discuss more about these terms in the following slides
7. Expanding Our Language For the past ten years or so, many fields of prevention have focused on funding and testing programs to determine ? if they are “evidence-based” or “promising” or “model”, etc. Basically, they’ve been rigorously evaluated and shown to be effective at changing their intended outcomes. This process was started in substance abuse prevention, and has moved into HIV prevention, youth violence prevention, and other areas of public health prevention.
There are now multiple “lists” available, and most federal agencies have developed their own version of a “list” of evidence-based prevention programs that is accessible online. ?For example, youth violence prevention programs are included in the Office of Juvenile Justice & Delinquency Programs’ “Blueprints” document. ?The Substance Abuse & Mental Health Services Administration has their own list of promising and model programs aimed at the prevention of substance abuse and related risk behaviors. ?The CDC put together a list of Lists. Note that there is not currently a list of evidence-based programs available for SV prevention or IPV prevention. This may or may not be a bad thing, which we will discuss in a moment.
For the past ten years or so, many fields of prevention have focused on funding and testing programs to determine ? if they are “evidence-based” or “promising” or “model”, etc. Basically, they’ve been rigorously evaluated and shown to be effective at changing their intended outcomes. This process was started in substance abuse prevention, and has moved into HIV prevention, youth violence prevention, and other areas of public health prevention.
There are now multiple “lists” available, and most federal agencies have developed their own version of a “list” of evidence-based prevention programs that is accessible online. ?For example, youth violence prevention programs are included in the Office of Juvenile Justice & Delinquency Programs’ “Blueprints” document. ?The Substance Abuse & Mental Health Services Administration has their own list of promising and model programs aimed at the prevention of substance abuse and related risk behaviors. ?The CDC put together a list of Lists. Note that there is not currently a list of evidence-based programs available for SV prevention or IPV prevention. This may or may not be a bad thing, which we will discuss in a moment.
8. Where Do The Lists Come From? 8 The Center for Substance Abuse Prevention, or CSAP, developed a chart to help explain how a prevention program can be rated as “promising” “effective” or “model.” Basically, this is how a prevention program can end up on one of their “lists” that we were just discussing.
? At the top of the figure, you can see that most programs start with a theory-driven approach that is often developed within a university, or research institution setting. These studies usually evaluate the effectiveness of their programs by using a rigorous experimental design, such as a randomized controlled trial, in which there is a group who receives the prevention program, and a group who does not, in order to compare the program’s effectiveness across groups.
Programs that go through this rigorous testing are then divided into two categories: ? those that are considered “promising” ? and those considered “effective.” Promising programs are those that achieved some positive, but maybe not consistently. Those programs that consistently achieve positive outcomes and are strongly implemented and evaluated are called “effective” programs, ? which then move toward a model program status, in which they are prepared for dissemination to communities.
You might notice that something is missing in this figure. ? Where’s the community?
Of course, research-based prevention programs are implemented in communities while they are being studied for effectiveness, but this is essentially a “one-way road” to establishing evidence for “what works in prevention.” What happens once the research resources are no longer available and the project ends? How will the program continue to be implemented, and in what ways will it be adapted so that implementation can continue in the community setting?
Various research approaches, such as community-based participatory research, attempt to incorporate the community voice during the development and implementation of the program, however the resources to sustain the program in the way it was originally developed and tested for effectiveness disappear once the research funding is gone.
The Center for Substance Abuse Prevention, or CSAP, developed a chart to help explain how a prevention program can be rated as “promising” “effective” or “model.” Basically, this is how a prevention program can end up on one of their “lists” that we were just discussing.
? At the top of the figure, you can see that most programs start with a theory-driven approach that is often developed within a university, or research institution setting. These studies usually evaluate the effectiveness of their programs by using a rigorous experimental design, such as a randomized controlled trial, in which there is a group who receives the prevention program, and a group who does not, in order to compare the program’s effectiveness across groups.
Programs that go through this rigorous testing are then divided into two categories: ? those that are considered “promising” ? and those considered “effective.” Promising programs are those that achieved some positive, but maybe not consistently. Those programs that consistently achieve positive outcomes and are strongly implemented and evaluated are called “effective” programs, ? which then move toward a model program status, in which they are prepared for dissemination to communities.
You might notice that something is missing in this figure. ? Where’s the community?
Of course, research-based prevention programs are implemented in communities while they are being studied for effectiveness, but this is essentially a “one-way road” to establishing evidence for “what works in prevention.” What happens once the research resources are no longer available and the project ends? How will the program continue to be implemented, and in what ways will it be adapted so that implementation can continue in the community setting?
Various research approaches, such as community-based participatory research, attempt to incorporate the community voice during the development and implementation of the program, however the resources to sustain the program in the way it was originally developed and tested for effectiveness disappear once the research funding is gone.
9. Learning from HIV Prevention Replicating Effective Programs
Adapting programming across contexts,
Incorporate community evidence of effectiveness
Identifying core elements, common factors & core principles
Include Community Knowledge
Overlap of Risk & Protective factors
9 CDC has been working with HIV prevention to incorporate more community knowledge and practices into their evidence base, and a first step was to distill the elements and components of effective prevention efforts. ? One of these projects is called the Replicating Effective Programs, or REP, project, in which programs designed and implemented in communities can be nominated for further review and testing to determine effectiveness. Their website has more information about this project.
Although most “evidence-based programs” target substance abuse or youth violence prevention, HIV prevention has done some of the best work:
? Adapting programming across contexts,
? Better clarifying how to incorporate community evidence of effectiveness, and
? Identifying the core elements, common factors and core principles of doing their prevention programs
? By having a process by which communities can develop their programs, submit them for review, and possibly have them included in the national discourse around what works to prevent HIV is a promising way of including valuable community knowledge and expertise in a large national approach to prevention.
? The more that we distill what the primary prevention of sexual violence and HIV looks like, the more we are seeing the potential overlap of risk and protective factors related to these behaviors. Some risk and protective factors may be unique to each issue, however the behavior change efforts, such as bystander intervention, social norms campaigns and popular opinion leader approaches, address enough overlapping factors that we may benefit from the “lessons learned” from more well-established and well-funded fields such as HIV prevention, to understand how we can apply their promising practices to our own approaches to prevent sexual violence.
CDC has been working with HIV prevention to incorporate more community knowledge and practices into their evidence base, and a first step was to distill the elements and components of effective prevention efforts. ? One of these projects is called the Replicating Effective Programs, or REP, project, in which programs designed and implemented in communities can be nominated for further review and testing to determine effectiveness. Their website has more information about this project.
Although most “evidence-based programs” target substance abuse or youth violence prevention, HIV prevention has done some of the best work:
? Adapting programming across contexts,
? Better clarifying how to incorporate community evidence of effectiveness, and
? Identifying the core elements, common factors and core principles of doing their prevention programs
? By having a process by which communities can develop their programs, submit them for review, and possibly have them included in the national discourse around what works to prevent HIV is a promising way of including valuable community knowledge and expertise in a large national approach to prevention.
? The more that we distill what the primary prevention of sexual violence and HIV looks like, the more we are seeing the potential overlap of risk and protective factors related to these behaviors. Some risk and protective factors may be unique to each issue, however the behavior change efforts, such as bystander intervention, social norms campaigns and popular opinion leader approaches, address enough overlapping factors that we may benefit from the “lessons learned” from more well-established and well-funded fields such as HIV prevention, to understand how we can apply their promising practices to our own approaches to prevent sexual violence.
10. Connecting to Sexual Violence Prevention What sexual prevention programs exist that are “evidence-based?”
It’s more accurate to say they are “promising”
Take a moment to think about the prevention activities and programs that you have implemented in your community. ? What programs have you implemented that you would consider to be evidence-based? ? Is it accurate to describe these as promising? ? Which sexual violence prevention programs do you consider “promising”?
Take a moment to think about the prevention activities and programs that you have implemented in your community. ? What programs have you implemented that you would consider to be evidence-based? ? Is it accurate to describe these as promising? ? Which sexual violence prevention programs do you consider “promising”?
11. Connecting to SV Prevention What SV prevention programs exist that are “evidence-based?”
It’s more accurate to say they are “promising”
Here is a list of some of the more promising prevention programs for sexual violence prevention. Click on the name of each program for a link. None of the strategies on this list has been evaluated with the same methodological rigor as those included on lists in other fields. This doesn’t mean that they should be ignored, but means that we need to think of ways to strategically capture what they’re doing effectively so that we know what they are contributing to our evidence-base of programs. Yet, it is good that we are starting to more carefully and strategically document what is working in sexual violence prevention. We will talk more about the role of local practitioners in building the evidence base later.
There are a few documents that are available online that offer a listing of promising local prevention programs in one convenient place. ? One example is an updated version by Monique Clinton-Sherrod in 2008, which is called “The report describing projects designed to prevent first time male perpetration of sexual violence.” As a field, we are starting to take the first step of documenting what programs and prevention activities exist that may be promising. Click on the title for a link to this report.
Here is a list of some of the more promising prevention programs for sexual violence prevention. Click on the name of each program for a link. None of the strategies on this list has been evaluated with the same methodological rigor as those included on lists in other fields. This doesn’t mean that they should be ignored, but means that we need to think of ways to strategically capture what they’re doing effectively so that we know what they are contributing to our evidence-base of programs. Yet, it is good that we are starting to more carefully and strategically document what is working in sexual violence prevention. We will talk more about the role of local practitioners in building the evidence base later.
There are a few documents that are available online that offer a listing of promising local prevention programs in one convenient place. ? One example is an updated version by Monique Clinton-Sherrod in 2008, which is called “The report describing projects designed to prevent first time male perpetration of sexual violence.” As a field, we are starting to take the first step of documenting what programs and prevention activities exist that may be promising. Click on the title for a link to this report.
12. Overlapping Risk & Protective Factors Connections with caring adults
Alcohol use
Positive youth development
Youth sexual health
Mental health issues like depression
Identifying and managing your emotions
Socioecomonic issues
Intersection of race and community settings
Strengthening relationships between parents and young children
Positive identities
Commitment to learning
Self-empowerment
Let’s look back at what we can learn from other fields of prevention. What are some of the risk and protective factors targeted in other prevention programs that may overlap with sexual violence prevention? Although research on the risk and protective factors for sexual violence perpetration is still limited, sexual violence shares many of the same risk and protective factors as other health and social behaviors. ? Look for programs that are based on sound theories of behavior change that explain exactly what risk and protective factors they are addressing. By understanding the theory and risk and protective factors on which a program is based, you’ll know how it overlaps with prevention approaches in other fields as well as within your other sexual violence prevention efforts.
Here are some potential overlaps:
? Connections with caring adults
Alcohol use
Positive youth development
Youth sexual health
Mental health issues like depression
Identifying and managing your emotions
? Socioecomonic issues
Intersection of race and community settings
Strengthening relationships between parents and young children
Positive identities
Commitment to learning
Self-empowerment
Let’s look back at what we can learn from other fields of prevention. What are some of the risk and protective factors targeted in other prevention programs that may overlap with sexual violence prevention? Although research on the risk and protective factors for sexual violence perpetration is still limited, sexual violence shares many of the same risk and protective factors as other health and social behaviors. ? Look for programs that are based on sound theories of behavior change that explain exactly what risk and protective factors they are addressing. By understanding the theory and risk and protective factors on which a program is based, you’ll know how it overlaps with prevention approaches in other fields as well as within your other sexual violence prevention efforts.
Here are some potential overlaps:
? Connections with caring adults
Alcohol use
Positive youth development
Youth sexual health
Mental health issues like depression
Identifying and managing your emotions
? Socioecomonic issues
Intersection of race and community settings
Strengthening relationships between parents and young children
Positive identities
Commitment to learning
Self-empowerment
13. Connecting to SV Prevention Prevention is about building relationships in your community
you can’t do this alone
Think about how you “frame” your prevention efforts
Identify what sexual violence prevention has in common with other prevention efforts and focus on common factors
The relationships you have with stakeholders in your community are key to doing prevention, and identifying what our field has in common with other prevention fields helps us bolster our relationships with existing partners. By being able to discuss what we do that is similar or unique to what they are already familiar with, we can meet on common ground and use prevention resources more wisely. ? Remember, sexual violence is a complex problem that requires multiple levels of prevention efforts within a community. You can’t do this alone.
Think about how you “frame” your prevention efforts. Do you call it rape prevention, or do you call it something else?
Have you found ways to identify specific parts of your programming that address common factors found in other prevention programs, such as youth violence and substance abuse prevention?
Primary prevention happens at a time when a lot of social and health factors may have similar consequences on a person’s life. For example, growing up in a violent culture may promote violent behaviors associated with bullying, gang violence, domestic violence, and sexual violence. Prevention efforts focusing on any of these behaviors most likely include similar program components and activities. If we find and name our similarities with other prevention fields, we may be able to implement more comprehensive and complimentary prevention practices.The relationships you have with stakeholders in your community are key to doing prevention, and identifying what our field has in common with other prevention fields helps us bolster our relationships with existing partners. By being able to discuss what we do that is similar or unique to what they are already familiar with, we can meet on common ground and use prevention resources more wisely. ? Remember, sexual violence is a complex problem that requires multiple levels of prevention efforts within a community. You can’t do this alone.
Think about how you “frame” your prevention efforts. Do you call it rape prevention, or do you call it something else?
Have you found ways to identify specific parts of your programming that address common factors found in other prevention programs, such as youth violence and substance abuse prevention?
Primary prevention happens at a time when a lot of social and health factors may have similar consequences on a person’s life. For example, growing up in a violent culture may promote violent behaviors associated with bullying, gang violence, domestic violence, and sexual violence. Prevention efforts focusing on any of these behaviors most likely include similar program components and activities. If we find and name our similarities with other prevention fields, we may be able to implement more comprehensive and complimentary prevention practices.
14. Framework for Thinking About Evidence 14 This is a figure that was developed by the CDC that helps us frame what we’re talking about today. ? Evidence-informed decision-making, or using evidence to make decisions when doing prevention, involves different types of evidence ? – one of which is the traditional research-based evidence that we discussed earlier in today’s training.
This figure also acknowledges that there are a couple of other types of evidence that are more directly informed by practitioners.
? Tacit knowledge is someone’s direct understanding about what seems to work in their community. ? Contextual evidence refers to what we know works with different populations or in different settings.
This is a figure that was developed by the CDC that helps us frame what we’re talking about today. ? Evidence-informed decision-making, or using evidence to make decisions when doing prevention, involves different types of evidence ? – one of which is the traditional research-based evidence that we discussed earlier in today’s training.
This figure also acknowledges that there are a couple of other types of evidence that are more directly informed by practitioners.
? Tacit knowledge is someone’s direct understanding about what seems to work in their community. ? Contextual evidence refers to what we know works with different populations or in different settings.
15.
It’s the combination of these three types of evidence that will help you be more informed when making decisions about what prevention programming you should be implementing.
We will be discussing how the field of rape prevention can contribute to this idea of tacit knowledge and contextual evidence.
It’s the combination of these three types of evidence that will help you be more informed when making decisions about what prevention programming you should be implementing.
We will be discussing how the field of rape prevention can contribute to this idea of tacit knowledge and contextual evidence.
16. 16 Across various social and health issues, the prevention field as a whole is starting to recognize that we have to be more comprehensive in the way we think about evidence.
? It’s the combination of implementing both research-tested model programs ? and evidence-informed programs that are grounded in community approaches, that will lead us down a path of comprehensive, effective prevention efforts.
Program evaluation is something that practitioners can really get involved with to help document what they are doing that seems to be working within specific local settings or populations. This is often the missing piece when research-tested programs are disseminated into communities outside of the ones in which they were initially developed.
Across various social and health issues, the prevention field as a whole is starting to recognize that we have to be more comprehensive in the way we think about evidence.
? It’s the combination of implementing both research-tested model programs ? and evidence-informed programs that are grounded in community approaches, that will lead us down a path of comprehensive, effective prevention efforts.
Program evaluation is something that practitioners can really get involved with to help document what they are doing that seems to be working within specific local settings or populations. This is often the missing piece when research-tested programs are disseminated into communities outside of the ones in which they were initially developed.
17. Evidence-informed decision-making The “way” we do our work / The big picture
Learn from other fields of prevention
Use the Prevention Principles
CDC EMPOWER & DELTA “lessons learned”
17 “Evidence-informed decision-making” helps us improve the way we do prevention. Many tools have been recently developed to help practitioners improve the way in which they plan, develop, implement, evaluate and sustain prevention programming.
? Consider the “way” we do our work / The big picture is important for work in communities
? Learn from other fields of prevention
? Use the Prevention Principles that we will review shortly
? draw up upon the lessons learned from the CDC’s primary prevention efforts EMPOWER and DELTA
Rape prevention practitioners have a long history of “making programs up as we go.” As we start to more strategically plan and evaluate our prevention programming, our own promising programs will emerge and we will start to see overlap between and among our prevention efforts.
“Evidence-informed decision-making” helps us improve the way we do prevention. Many tools have been recently developed to help practitioners improve the way in which they plan, develop, implement, evaluate and sustain prevention programming.
? Consider the “way” we do our work / The big picture is important for work in communities
? Learn from other fields of prevention
? Use the Prevention Principles that we will review shortly
? draw up upon the lessons learned from the CDC’s primary prevention efforts EMPOWER and DELTA
Rape prevention practitioners have a long history of “making programs up as we go.” As we start to more strategically plan and evaluate our prevention programming, our own promising programs will emerge and we will start to see overlap between and among our prevention efforts.
18. Nine Principles of Effective Prevention Programs
Comprehensive
Varied Teaching Methods
Sufficient Dosage
Theory Driven
Positive Relationships The main way to start building our own evidence base is to engage in discussions about the way in which we are doing prevention. This list of principles was first identified by Maury Nation and colleagues, who identified common practices across a range of different evidence-based prevention programs targeting substance abuse and youth violence. Both the CDC-funded DELTA and EMPOWER national initiatives have worked hard to adapt this into a user-friendly guide for discussing these prevention principles with practitioners.
? Comprehensive: Strategies should include multiple components and affect multiple settings to address a wide range of risk and protective factors of the target problem.
? Varied Teaching Methods: Strategies should include multiple teaching methods, including some type of active, skills-based component.
? Sufficient Dosage: Participants need to be exposed to enough of the activity for it to have an effect. Are people experiencing enough of this activity for it to result in the change we want to see?
? Theory Driven: Preventive strategies should have a scientific justification or logical rationale.
? Positive Relationships: Programs should foster strong, stable, positive relationships between children and adults.
? Appropriately Timed: Program activities should happen at a time (developmentally) that can have maximal impact in a participant’s life.
? Socio-Culturally Relevant: Programs should be tailored to fit within cultural beliefs and practices of specific groups as well as local community norms.
? Outcome Evaluation: A systematic outcome evaluation is necessary to determine whether a program or strategy worked.
? Well-Trained Staff: Programs need to be implemented by staff members who are sensitive, competent, and have received sufficient training, support, and supervision. The main way to start building our own evidence base is to engage in discussions about the way in which we are doing prevention. This list of principles was first identified by Maury Nation and colleagues, who identified common practices across a range of different evidence-based prevention programs targeting substance abuse and youth violence. Both the CDC-funded DELTA and EMPOWER national initiatives have worked hard to adapt this into a user-friendly guide for discussing these prevention principles with practitioners.
? Comprehensive: Strategies should include multiple components and affect multiple settings to address a wide range of risk and protective factors of the target problem.
? Varied Teaching Methods: Strategies should include multiple teaching methods, including some type of active, skills-based component.
? Sufficient Dosage: Participants need to be exposed to enough of the activity for it to have an effect. Are people experiencing enough of this activity for it to result in the change we want to see?
? Theory Driven: Preventive strategies should have a scientific justification or logical rationale.
? Positive Relationships: Programs should foster strong, stable, positive relationships between children and adults.
? Appropriately Timed: Program activities should happen at a time (developmentally) that can have maximal impact in a participant’s life.
? Socio-Culturally Relevant: Programs should be tailored to fit within cultural beliefs and practices of specific groups as well as local community norms.
? Outcome Evaluation: A systematic outcome evaluation is necessary to determine whether a program or strategy worked.
? Well-Trained Staff: Programs need to be implemented by staff members who are sensitive, competent, and have received sufficient training, support, and supervision.
19. Big Picture
It’s important to remember that this is a “big picture” discussion because it relates to how you plan your entire “portfolio” or collection of prevention programming. Even if you are implementing a “promising” or “model” program, you should still try to follow these principles. For example, implementing healthy relationship curricula with high school students is great, but what else is being done to ensure that they receive the same messages in a comprehensive way? What is being done with the school staff, parents and the larger community to support the norms and behaviors you are trying to change with the healthy relationships curricula?
It’s important to remember that this is a “big picture” discussion because it relates to how you plan your entire “portfolio” or collection of prevention programming. Even if you are implementing a “promising” or “model” program, you should still try to follow these principles. For example, implementing healthy relationship curricula with high school students is great, but what else is being done to ensure that they receive the same messages in a comprehensive way? What is being done with the school staff, parents and the larger community to support the norms and behaviors you are trying to change with the healthy relationships curricula?
20. Resources for Using Prevention Principles
Guidelines for the Primary Prevention of Sexual Violence & Intimate Partner Violence
Moving Upstream Vol.5, Issue 1 Spring/Summer 2009
CDC’s Getting to Outcomes for IPV/SV - Step 3 and Prevention Principles handout from EMPOWER (check with your state health department or state sexual assault coalition) Here are some resources to help you apply the prevention principles in your own prevention work:
? The Virginia Sexual and Domestic Violence Action Alliance has recently published their “Guidelines for the Primary Prevention of Sexual Violence & Intimate Partner Violence.” The guidelines are based on a combination of research (such as the principles identified by Nation and colleagues in 2003) and the experience of people who do SV/IPV primary prevention work on a daily basis. The intent of this document is to help make the prevention principles relevant to the work of sexual and intimate partner violence prevention practitioners, in addition to making the principles more accessible and easy to understand.
? Another resource from Virginia is the Spring/Summer 2009 issue of Moving Upstream newsletter This edition of their popular newsletter offers tips on how to ensure that our prevention efforts are more theory-based and connected to what we know works for changing behaviors.
? Step 3 of CDC’s Getting to Outcomes for IPV/SV includes tools and discussions to help you think through how you are addressing these principles in the work that you’re doing. Prevention Principles handout from EMPOWER give specific questions to ask. These resource are available from your state sexual assault coalition or state health department.
Here are some resources to help you apply the prevention principles in your own prevention work:
? The Virginia Sexual and Domestic Violence Action Alliance has recently published their “Guidelines for the Primary Prevention of Sexual Violence & Intimate Partner Violence.” The guidelines are based on a combination of research (such as the principles identified by Nation and colleagues in 2003) and the experience of people who do SV/IPV primary prevention work on a daily basis. The intent of this document is to help make the prevention principles relevant to the work of sexual and intimate partner violence prevention practitioners, in addition to making the principles more accessible and easy to understand.
? Another resource from Virginia is the Spring/Summer 2009 issue of Moving Upstream newsletter This edition of their popular newsletter offers tips on how to ensure that our prevention efforts are more theory-based and connected to what we know works for changing behaviors.
? Step 3 of CDC’s Getting to Outcomes for IPV/SV includes tools and discussions to help you think through how you are addressing these principles in the work that you’re doing. Prevention Principles handout from EMPOWER give specific questions to ask. These resource are available from your state sexual assault coalition or state health department.
21. Reflection Question: Let’s start our first question on how are you using evidence.Let’s start our first question on how are you using evidence.
22. 22 Adapting an existing evidence-based program
Developing your own program (building on other efforts)
Which best describes how you are using evidence for your prevention program:
Adapting an Existing Evidence-Based Program , or
Developing our own program (building on other efforts)
You will use evidence-informed decision-making for both levels of program development, and you will need to know more about the what works within and between prevention programs, depending on your adaptation or development of a program.
Which best describes how you are using evidence for your prevention program:
Adapting an Existing Evidence-Based Program , or
Developing our own program (building on other efforts)
You will use evidence-informed decision-making for both levels of program development, and you will need to know more about the what works within and between prevention programs, depending on your adaptation or development of a program.
23. Using the Evidence Now that we’ve discussed the “big picture” of principles and guidelines for how we practice our prevention work, let’s move to a more detailed discussion about identifying what makes a particular program work, and figuring out what effective programs have in common with one another. Now that we’ve discussed the “big picture” of principles and guidelines for how we practice our prevention work, let’s move to a more detailed discussion about identifying what makes a particular program work, and figuring out what effective programs have in common with one another.
24. Using the Evidence For this discussion we’re going to borrow from the good work being done in the HIV prevention field. In 2009, a group of researchers led by Mary Jane Rotheram-Borus reviewed HIV prevention programs that had been shown to be “effective” ? and distinguished between the “core elements” of specific prevention programs ? and the “common factors” across these programs.
For this discussion we’re going to borrow from the good work being done in the HIV prevention field. In 2009, a group of researchers led by Mary Jane Rotheram-Borus reviewed HIV prevention programs that had been shown to be “effective” ? and distinguished between the “core elements” of specific prevention programs ? and the “common factors” across these programs.
25. Using the Evidence Core elements are specific to one particular prevention program. The core elements of a program refer to what parts of a program are responsible for it’s effectiveness. ? They outline “what makes this program work?”Core elements are specific to one particular prevention program. The core elements of a program refer to what parts of a program are responsible for it’s effectiveness. ? They outline “what makes this program work?”
26. Core Elements Critical features of a program’s intent and design
Responsible for a program’s effectiveness
Put a program’s underlying theory of change into operation
Promising and model programs usually have between 3-5 core elements
26 Core elements are critical features of a program’s intent and design.
? They are responsible for a program’s effectiveness…
? …and put a program’s underlying theory of change into action
Core elements are the “non negotiables” of program implementation. They are the key pieces of a program that should not be changed or adapted when implemented, no matter what the setting or population is. ? Most promising and model programs usually have between three to five core elements considered responsible for their effectiveness.
CDC has done a lot of work to determine core elements for effective HIV prevention programs, but has also tried to figure out how to capture the core elements of locally-developed programs.
Core elements are critical features of a program’s intent and design.
? They are responsible for a program’s effectiveness…
? …and put a program’s underlying theory of change into action
Core elements are the “non negotiables” of program implementation. They are the key pieces of a program that should not be changed or adapted when implemented, no matter what the setting or population is. ? Most promising and model programs usually have between three to five core elements considered responsible for their effectiveness.
CDC has done a lot of work to determine core elements for effective HIV prevention programs, but has also tried to figure out how to capture the core elements of locally-developed programs.
27. Example Formation of a Bullying Prevention Coordinating Committee
Training for committee members and staff
Development of a coordinated system of supervision
Adoption of school-wide rules against bullying
Holding staff discussion groups related to the program
Informational meetings with parents
27 For example, the Olweus bullying prevention program has identified these core elements as being responsible for the effectiveness of this program. ? The formation of a bullying prevention coordinating committee. ? Training for committee members and staff. ? Development of a coordinated system of supervision ? and adoption of school-wide rules against bullying, and others.
These specific activities are what should be implemented every time a community uses the Olweus bullying prevention program, and should not be “left out” or not implemented. It is these core elements that are responsible for the effectiveness of this bullying prevention program. If any of these elements is not implemented, the program may not result in the change that is expected.
NEED OLWEUS REFERENCE
Although core elements are key to knowing that you are implementing a program in the way it was shown to be effective, it’s hard to apply the core elements of many prevention programs for sexual violence prevention because core elements are so specific to each program or strategy
http://www.cdc.gov/hiv/topics/prev_prog/rep/resources/qa/process.htm
For example, the Olweus bullying prevention program has identified these core elements as being responsible for the effectiveness of this program. ? The formation of a bullying prevention coordinating committee. ? Training for committee members and staff. ? Development of a coordinated system of supervision ? and adoption of school-wide rules against bullying, and others.
These specific activities are what should be implemented every time a community uses the Olweus bullying prevention program, and should not be “left out” or not implemented. It is these core elements that are responsible for the effectiveness of this bullying prevention program. If any of these elements is not implemented, the program may not result in the change that is expected.
NEED OLWEUS REFERENCE
Although core elements are key to knowing that you are implementing a program in the way it was shown to be effective, it’s hard to apply the core elements of many prevention programs for sexual violence prevention because core elements are so specific to each program or strategy
http://www.cdc.gov/hiv/topics/prev_prog/rep/resources/qa/process.htm
28. Using the Evidence Now let’s look at what the common factors across prevention programs are. ? These are the common factors across evidence-based programs that really inform how we practice prevention and the way that programs are implemented that is considered effective.
Common factors are the elements responsible for effectiveness across all evidence-based programs – not within each program.
?In other words, what do effective programs have in common?
?Common factors are very helpful when developing your own prevention programs, because you can draw upon factors that have been shown to be effective already in other programs
Now let’s look at what the common factors across prevention programs are. ? These are the common factors across evidence-based programs that really inform how we practice prevention and the way that programs are implemented that is considered effective.
Common factors are the elements responsible for effectiveness across all evidence-based programs – not within each program.
?In other words, what do effective programs have in common?
?Common factors are very helpful when developing your own prevention programs, because you can draw upon factors that have been shown to be effective already in other programs
29. Common Factors Stating the need or defining the problem
A relationship with a change agent
Receipt of empathy and support
Positive expectations for program or relationship
Contract for an alliance
Provision of a rationale for participating in the change program
A process of confrontation and learning
Mastery of new skills
29 Common factors can be very useful for guiding our sexual violence prevention work. If we are trying to change similar types of behaviors and social norms, why recreate the wheel?
This is a list of factors that Rotheram-Borus and colleagues identified as being common across HIV prevention programs:
? Stating the need or defining the problem
? A relationship with a change agent
? Receipt of empathy and support
? Positive expectations for program or relationship
? Contract for an alliance
? Provision of a rationale for participating in the change program
? A process of confrontation and learning
? Mastery of new skills
How many of these factors are also common to sexual violence prevention programs? If we have the same common factors, we can start to borrow from programs in other fields that have already been shown to be effective.
Common factors can be very useful for guiding our sexual violence prevention work. If we are trying to change similar types of behaviors and social norms, why recreate the wheel?
This is a list of factors that Rotheram-Borus and colleagues identified as being common across HIV prevention programs:
? Stating the need or defining the problem
? A relationship with a change agent
? Receipt of empathy and support
? Positive expectations for program or relationship
? Contract for an alliance
? Provision of a rationale for participating in the change program
? A process of confrontation and learning
? Mastery of new skills
How many of these factors are also common to sexual violence prevention programs? If we have the same common factors, we can start to borrow from programs in other fields that have already been shown to be effective.
30. The ideas of “core elements” or “common factors” can be applied to your work depending on how you plan to use them. ? Knowing the core elements of a specific program will help you know what you can or cannot adapt when implementing the program.
? Common factors are useful when you are developing your own program. You can design your program to incorporate the same factors that effective programs have in common with one another, and then tailor your specific program to meet the needs of your population, setting or topic.The ideas of “core elements” or “common factors” can be applied to your work depending on how you plan to use them. ? Knowing the core elements of a specific program will help you know what you can or cannot adapt when implementing the program.
? Common factors are useful when you are developing your own program. You can design your program to incorporate the same factors that effective programs have in common with one another, and then tailor your specific program to meet the needs of your population, setting or topic.
31. Using the Evidence 31 If you are adapting an existing model or effective program, ? you will be focusing on
Identifying its Core Elements
Documenting your Adaptation
and Evaluating process & outcomes
? If you are developing your own program, ? you will want to
Design it so that it incorporates the Common Factors of more established and effective programs
Make sure you try to follow the Prevention Principles so that they way you implement the program fits with what we know works.
and finally, evaluate the process of your implementation
If you are adapting an existing model or effective program, ? you will be focusing on
Identifying its Core Elements
Documenting your Adaptation
and Evaluating process & outcomes
? If you are developing your own program, ? you will want to
Design it so that it incorporates the Common Factors of more established and effective programs
Make sure you try to follow the Prevention Principles so that they way you implement the program fits with what we know works.
and finally, evaluate the process of your implementation
32. Process Evaluation Notice that both adapting a program and developing your own program require that you understand how you have implemented the program or strategy. This is process evaluation.
Process evaluation is the starting point for understanding what you are implementing. When you have the resources to do an outcome evaluation that is useful and feasible, that is the next step. The combination of the process and outcome evaluation will help you identify core elements and know if change is occurring.
Notice that both adapting a program and developing your own program require that you understand how you have implemented the program or strategy. This is process evaluation.
Process evaluation is the starting point for understanding what you are implementing. When you have the resources to do an outcome evaluation that is useful and feasible, that is the next step. The combination of the process and outcome evaluation will help you identify core elements and know if change is occurring.
33. Measuring Prevention Identify “what works”
Document the “contextual evidence” or “experiential evidence”
Move from “common knowledge” to “what works” You can help identify “what works” to prevent rape by keeping track of the changes you see as a result of your prevention strategies (usually through evaluation)
? You are key to documenting the “contextual evidence” or “experiential evidence” that makes a prevention strategy successful in communities
? We need to move from having “common knowledge” to documenting “what works”You can help identify “what works” to prevent rape by keeping track of the changes you see as a result of your prevention strategies (usually through evaluation)
? You are key to documenting the “contextual evidence” or “experiential evidence” that makes a prevention strategy successful in communities
? We need to move from having “common knowledge” to documenting “what works”
34. Measuring Prevention What’s been working
Document ‘common sense’
Across a range of very different contexts and settings Re-frame your role in documenting “evidence” –? It’s not what works, but what’s been working
? What seems like ‘common sense’ to you, will need to be documented for others to understand: What exactly is working? How does it work so I can do it? (think about it as spreading your practice to others; we have been doing this for years in the VAW movement, it’s just becoming more formalized)
Document what components of your strategy can survive being transported across a range of very different contexts and settings
Re-frame your role in documenting “evidence” –? It’s not what works, but what’s been working
? What seems like ‘common sense’ to you, will need to be documented for others to understand: What exactly is working? How does it work so I can do it? (think about it as spreading your practice to others; we have been doing this for years in the VAW movement, it’s just becoming more formalized)
Document what components of your strategy can survive being transported across a range of very different contexts and settings
35. Reflection Questions Let’s ask a series of questions about how you will evaluate your prevention program.Let’s ask a series of questions about how you will evaluate your prevention program.
36. Measuring Prevention 36 How are you tracking the implementation of your programming?
Do you write down how many people attended each session? What content was covered or not?
Do you measure participant satisfaction?
Do you keep a list of who facilitated what sessions or activities?
First will will start with process evaluation
How are you tracking the implementation of your programming?
Do you write down how many people attended each session? What content was covered or not?
Do you measure participant satisfaction?
Do you keep a list of who facilitated what sessions or activities?
First will will start with process evaluation
How are you tracking the implementation of your programming?
Do you write down how many people attended each session? What content was covered or not?
Do you measure participant satisfaction?
Do you keep a list of who facilitated what sessions or activities?
37. Measuring Prevention 37 Have you done an outcome evaluation of your programming?
What is working?
What is not working? Now think about your outcome evaluation efforts
? Have you done an outcome evaluation of your programming?
? What is working?
? What is not working?
Now think about your outcome evaluation efforts
? Have you done an outcome evaluation of your programming?
? What is working?
? What is not working?
38. Measuring Prevention 38 Have you taken the time to compare your process and outcome evaluation findings to understand how and why certain components of your program are working or not?
When can you do this?
Who needs to be at the table to make programming decisions?
Continuous Quality Improvement is an important step in using your evaluation findings for program improvement. Here are some questions that will help you think through how to use evaluation to improve your prevention:
? Have you taken the time to compare your process and outcome evaluation findings to understand how and why certain components of your program are working or not?
? When can you do this?
? Who needs to be at the table to make programming decisions?
Continuous Quality Improvement is an important step in using your evaluation findings for program improvement. Here are some questions that will help you think through how to use evaluation to improve your prevention:
? Have you taken the time to compare your process and outcome evaluation findings to understand how and why certain components of your program are working or not?
? When can you do this?
? Who needs to be at the table to make programming decisions?
39. Goals of Your Evaluation Efforts 39 The goal of your evaluation depends on If you are adapting an existing model or developing your own program. ? If you are adapting an existing model ? the goal of your evaluation is to understand how your implementation compares to the model program implementation
? If you are developing your own program, ? the goal of the evaluation is to understand how you implemented your program so you can eventually identify its core elements
The goal of your evaluation depends on If you are adapting an existing model or developing your own program. ? If you are adapting an existing model ? the goal of your evaluation is to understand how your implementation compares to the model program implementation
? If you are developing your own program, ? the goal of the evaluation is to understand how you implemented your program so you can eventually identify its core elements
40. Closing Inspirations “We need to move away from the idea that dissemination of effective interventions necessitates a slavish devotion to the exact replication of specific programs at the level of a sequence of activities. The ‘‘level’’ at which replication with fidelity is needed requires substantially more research.” We feel behind in many ways compared to other prevention fields, when yet we are actually ahead in many ways. Researchers in well-funded prevention fields have recently lamented, ?“We need to move away from the idea that dissemination of effective interventions necessitates a slavish devotion to the exact replication of specific programs at the level of a sequence of activities. The ‘‘level’’ at which replication with fidelity is needed requires substantially more research..”
We can benefit from the vast promising grassroots sexual violence prevention activities and strategies that our communities have been developing for decades. Now practitioners and researchers can work together to begin identifying how to build our own SV prevention evidence base.
We feel behind in many ways compared to other prevention fields, when yet we are actually ahead in many ways. Researchers in well-funded prevention fields have recently lamented, ?“We need to move away from the idea that dissemination of effective interventions necessitates a slavish devotion to the exact replication of specific programs at the level of a sequence of activities. The ‘‘level’’ at which replication with fidelity is needed requires substantially more research..”
We can benefit from the vast promising grassroots sexual violence prevention activities and strategies that our communities have been developing for decades. Now practitioners and researchers can work together to begin identifying how to build our own SV prevention evidence base.
41. Closing Inspirations Better Outcomes
Build an Evidence-Base
Learn from You By engaging in this process of understanding evidence we all will benefit.
You will be practicing better prevention, which leads to better outcomes (success)
You are also helping to build an evidence-base from the ground up to help grow our field.
We can learn from you and start to develop our own list of core elements and common factors for SV prevention
By engaging in this process of understanding evidence we all will benefit.
You will be practicing better prevention, which leads to better outcomes (success)
You are also helping to build an evidence-base from the ground up to help grow our field.
We can learn from you and start to develop our own list of core elements and common factors for SV prevention
42. 42 For More Information This completes our training. This training was developed by me (!), Wendi Siebold. I am Senior Research Associate at Evaluation, Management & Training Associates and a prevention researcher who specializes in violence prevention and community-based approaches to prevention.
Thanks for listening and good luck with your evidence-informed decision-making!
This completes our training. This training was developed by me (!), Wendi Siebold. I am Senior Research Associate at Evaluation, Management & Training Associates and a prevention researcher who specializes in violence prevention and community-based approaches to prevention.
Thanks for listening and good luck with your evidence-informed decision-making!
43. Thank you for joining this Prevention Connection Presentation. Prevention Connection is a project of the California Coalition Against Sexual Assault, with funding from the Centers for Disease Control and Prevention. The views presented on Prevention Connection are not necessarily the views of the United State Government, the CDC or CALCASA.
You can contact us by E-mail at info@preventconnect.org, or you can learn much more on our website at www.preventconnect.org.
Thank you for joining this Prevention Connection Presentation. Prevention Connection is a project of the California Coalition Against Sexual Assault, with funding from the Centers for Disease Control and Prevention. The views presented on Prevention Connection are not necessarily the views of the United State Government, the CDC or CALCASA.
You can contact us by E-mail at info@preventconnect.org, or you can learn much more on our website at www.preventconnect.org.
