Community That Care: Coordinator Training

1. 2-1 Training of Coordinators

2. To learn how to explain the Communities That Care process and the research foundation. 2-2 Training of Coordinators

3. Participants will be able to: • Explain the Communities That Care system to various community stakeholders. • Explain the research foundation to various community stakeholders. 2-3 Training of Coordinators

4. A community-wide initiative for the benefit of your community’s youth. The system: • provides strategic consultation, training and research-based tools • promotes the positive development of children and youth • prevents adolescent problem behaviors—including substance abuse, delinquency, teen pregnancy, dropping out of school and violence. 2-4 Training of Coordinators

5. The system is: • inclusive • proactive • grounded in rigorous research from a variety of fields • customized to a community. 2-5 Training of Coordinators

6. 2-6 Training of Coordinators

7. 2-7 Training of Coordinators

8. 2-8 Training of Coordinators

9. 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 2-9 Training of Coordinators

10. 2-10 Training of Coordinators

11. A research-based model that organizes known protective factors into a guiding framework for building positive futures for children 2-11 Training of Coordinators

12. 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… By providing…By providing… Opportunities SkillsRecognition …in families, schools, communities and peer groups And by nurturing… Individual characteristics 2-12 Training of Coordinators

13. Describe the SDS process to some of the people or groups in your community. 2-13 Training of Coordinators

14. The Social Development Strategy • The public health approach 2-14 Training of Coordinators

15. 2-15 Training of Coordinators

16. The Social Development Strategy • The public health approach • Research-based predictors of problem behaviors and positive youth outcomes—risk and protective factors 2-16 Training of Coordinators

17. Research has identified risk factors in four domains: Risk factors Risk factors are predictive of higher levels of adolescent substance abuse, delinquency, teen pregnancy, school drop-out and violence. 2-17 Training of Coordinators

18. Research-based • Predictive in multiple longitudinal studies • Present in all areas of influence • Predictive of multiple problem behaviors • Present throughout development • Work similarly across racial lines • Measurable • Buffered by protective factors 2-18 Training of Coordinators

19. Availability of drugs Availability of firearms Community laws and norms favorable toward drug use, firearms and crime Media portrayals of violence Transitions and mobility Low neighborhood attachment and community disorganization Extreme economic deprivation 2-19 Training of Coordinators

20. Family history of the problem behavior Family management problems Family conflict Favorable parental attitudes and involvement in the problem behavior 2-20 Training of Coordinators

21. Academic failure beginning in late elementary school Lack of commitment to school 2-21 Training of Coordinators

22. Early and persistent antisocial behavior Rebelliousness Friends who engage in the problem behavior Gang involvement Favorable attitudes toward the problem behavior Early initiation of the problem behavior Constitutional factors 2-22 Training of Coordinators

23. Protective factors Research has identified protective factors in four domains: Protective factorsbuffer young people’s exposure to risk. 2-23 Training of Coordinators

24. Research-based • Present in all areas of influence • Measurable • Predictive of positive youth development • Present throughout development • Buffer effects of risk exposure 2-24 Training of Coordinators

25. Individual factors • High intelligence • Resilient temperament • Prosocial orientation • • Competencies and skills • • Prosocial opportunities • Reinforcement for prosocial involvement • Bonding • Healthy beliefs and clear standards 2-25 Training of Coordinators

26. 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. 2-26 Training of Coordinators

27. Common risk and protective factors predict multiple behavior problems. • Risk and protective factors work similarly across racial lines. • Both risk and protective factors should be addressed in prevention efforts. 2-27 Training of Coordinators

28. Turn to the Risk- and Protective-Factor Worksheet. • Choose one risk factor from each of the four domains of influence. Explain why these risk factors would be good examples to use when explaining risk factors to your constituent group. • Choose one protective factor that will provide the best example to your constituent group. Explain why this protective factor would be a good example to use. • Develop an explanation of risk and protective factors. • Present your risk- and protective-factor explanation. 2-28 Training of Coordinators

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 2-29 Training of Coordinators

30. Programs, policies or practicesthat have demonstrated effectiveness in: • Reducing specific risk factors and enhancing protective factors • Enhancing positive behaviors and reducing negative behaviors 2-30 Training of Coordinators

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32. Turn to the Presentation Worksheet. • Answer question 1 on the Presentation Worksheet by summarizing the SDS, the public health approach and risk and protective factors. • Prepare a presentation to your constituent group in question 2. • Share your presentation with other participants. • Note what worked and what didn’t in your presentation. 2-32 Training of Coordinators

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. • Matching tested, effective programs to the community’s risk and protection profile. • Selecting tested, effective programs that address the racial, economic and cultural characteristics of the community. • Implementing chosen programs, policies and practices with fidelity and intensity at the appropriate ages. 2-33 Training of Coordinators