Training of Process Facilitators

1. 3-1 Training of Process Facilitators

2. Provide an overview of the role and skills of a Communities That Care Process Facilitator, and facilitate the effort through Phase One. 3-2 Training of Process Facilitators

3. Participants will be able to: • Describe the role of the Process Facilitator. • Help communities address Phase One milestone and benchmark issues. • Help a community move to Phase Two. 3-3 Training of Process Facilitators

4. Skills • • Communication • • Facilitation • • Mentoring • Expertise • • Knowledge • Qualities • • Openness • • Commitment 3-4 Training of Process Facilitators

5. uses effective group facilitation skills • helps identify and resolve common issues and barriers for each phase of the Communities That Care process • helps apply the steps for each phase of the Communities That Care process • helps communities to address issues and challenges. A Process Facilitator: 3-5 Training of Process Facilitators

6. The Coordinator: • provides staff support to the Community Board and its working groups • works with the Communities That Care trainer to arrange training and technical assistance • handles Community Board meeting preparation and follow-up • documents the Communities That Careeffort by keeping files of all related activities • prepares reports as needed. 3-6 Training of Process Facilitators

7. The trainer: • explains the prevention-science research base and how to put it into practice • uses effective instructional methods • ensures that training participants have the knowledge and skills required to achieve the Communities That Care milestones and benchmarks • delivers the Communities That Caretraining system. 3-7 Training of Process Facilitators

8. Purpose: Begin the Communities That Care process. Identify: • people • scope • readiness • resources. Support: Strategic Consultation; Tools for Community Leaders: A Guidebook for Getting Started 3-8 Training of Process Facilitators

9. introduction • a description of the Communities That Care system • a description of the research foundation • the process of implementation • the Communities That Care system at work • sources for further reading 3-9 Training of Process Facilitators

10. Step 1—Complete preliminary organization tasks. • Step 2—Define the scope of the prevention effort. • Step 3—Address community readiness issues. • Step 4—Plan for Phase Two: Organizing, Introducing, Involving. 3-10 Training of Process Facilitators

11. Define the issue as clearly and accurately as possible. • Identify the people or groups that can help address the issue, and bring those people together. • Brainstorm potential solutions for the issue. • Evaluate and select a solution(s) that all people or groups feel will best address the issue. • Implement the solution. • Check to see how well the solution worked. 3-11 Training of Process Facilitators

12. Identify a Champion (a community leader) to guide the process. • Inventory existing community services addressing youth and family issues. • Identify a lead agency committed to supporting the project. • Secure a Coordinator (to work at least half time). • Form a core work group to activate the process. • Develop a roster of Key Leaders to involve in the process. • Prepare an initial work plan and time line for getting started. • Identify and secure the resources needed to get started. 3-12 Training of Process Facilitators

13. Define key aspects: • - Define the community to be organized. • - Identify the health and behavior issues to be addressed. • - Agree on what is involved in the “prevention” response. • - Identify legislative/funding supports or constraints. • - Agree on the Community Board’s role. • - Begin to define how the Community Board will operate in the community. • Summarize issues related to the key aspects. • Develop an action plan to address outstanding issues related to the key aspects. 3-13 Training of Process Facilitators

14. Investigate community readiness issues. • Ensure agreement on issues to be addressed. • Ensure that community members have a common definition of “prevention.” • Ensure that the community values collaboration. • Ensure that community-wide support exists for a risk- and protection-focused, data-driven, research-based, outcome-focused prevention approach. • Obtain school district support for the Communities That Care Youth Survey. Administer the survey as early as possible. • Plan for coordination among existing initiatives and planning efforts. • Identify community stakeholders. • Identify other community readiness issues. 3-14 Training of Process Facilitators

15. Securing survey support may be difficult if: • the Catalyst, Champion or core work group has a poor relationship with key players in the school district • the school district has historically used a different survey • some administrators have concerns about potential controversy surrounding the survey. 3-15 Training of Process Facilitators

16. Common issues: Identifying the right Catalyst, Champion and lead agency Finding the time and resources to get Phase One work done 3-16 Training of Process Facilitators

17. Common issues: Grant parameters Data collection considerations 3-17 Training of Process Facilitators

18. Common issues: Racial/ethnic/cultural divisions Time commitment Agency collaboration Perception of duplication 3-18 Training of Process Facilitators

19. 3-19 Training of Process Facilitators