Training of Trainers

1. 1-1 Training of Trainers

2. The goal of the Training of Trainers (TOT)is to give new trainers the background knowledge, skills and practical experience to provide Communities That Care training and technical assistance to communities. 1-2 Training of Trainers

3. Participants will be able to: • Use effective teaching methods. • Explain the prevention-scienceresearch base and put it into practice. • Understand and deliver training and technical assistance components of the Communities That Care system. • Fulfill the responsibilities of a certified trainer. 1-3 Training of Trainers

4. Effective teaching, Phase One and Phase Two Overviews Phase Two practice presentations, Phase Three overview Phase Three practice presentations, Phase Four overview Phase Four practice presentations, Phase Five overview Phase Five practice presentations, next steps 1-4 Training of Trainers

5. Welcome and introductions Overview of the TOT Trainer development process Effective teaching LUNCH Phase One overview Phase Two overview Preparation for Day Two presentations 1-5 Training of Trainers

6. Tools and support: • Communities That CareTrainer Competencies chart • Content Mastery Assessment • Simulation Activity • Self-Assessment and Work Plan • TOT • Mentoring 1-6 Training of Trainers

7. Effective teaching methods • Learning styles • Motivating participants (What’s in it for me?) 1-7 Training of Trainers

8. Mental set • Objectives • Input • Modeling • Checking for understanding • Monitoring and adjusting • Giving clear instructions • Guided practice • Feedback • Independent practice 1-8 Training of Trainers

9. Auditory • Visual • Kinesthetic 1-9 Training of Trainers

10. Consider: • possible objections • benefits. 1-10 Training of Trainers

11. The Social Development Strategy • The public health approach • Research-based predictors of problem behaviors and positive youthoutcomes—risk andprotective factors • Tested, effective prevention strategies 1-11 Training of Trainers

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 1-12 Training of Trainers

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14. 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 1-14 Training of Trainers

15. Risk factors • Research has identified risk factors in four domains. • Risk factors are predictive of higher levels of adolescent substance abuse, delinquency, teen pregnancy, school drop-out and violence. 1-15 Training of Trainers

16. Research-based • Predictive in multiple longitudinal studies • Present in all areas of influence • Predictive of multiple problem behaviors • Present through development • Work similarly across racial lines • Measurable • Buffered by protective factors 1-16 Training of Trainers

17. 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 1-17 Training of Trainers

18. Family history of the problem behavior Family management problems Family conflict Favorable parental attitudes and involvement in the problem behavior 1-18 Training of Trainers

19. Academic failure beginning in late elementary school Lack of commitment to school 1-19 Training of Trainers

20. 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 1-20 Training of Trainers

21. Protective factors • Research has identified protective factors in four domains. • Protective factors buffer young people’s exposure to risk. 1-21 Training of Trainers

22. Research-based • Present in all areas of influence • Measurable • Predictive of positive youth development • Present throughout development • Buffer effects of risk exposure 1-22 Training of Trainers

23. Individual factors • High intelligence • Resilient temperament • Prosocial orientation • Competencies and skills • Prosocial opportunities • Reinforcement for prosocial involvement • Bonding • Healthy beliefs and clear standards 1-23 Training of Trainers

24. 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. 1-24 Training of Trainers

25. Common risk andprotective 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. 1-25 Training of Trainers

26. Programs, policies or practices that have demonstrated effectiveness in: • Reducing specific risk factors and enhancing protective factors • Enhancing positive behaviors and reducing negative behaviors. 1-26 Training of Trainers

27. The Social Development Strategy • The public health approach • Research-based predictors of problem behaviors and positive youthoutcomes—risk andprotective factors • Tested, effective prevention strategies 1-27 Training of Trainers

28. Purpose: Begin the Communities That Care process. • Identify: • key people • scope • readiness issues • resources. • Support: Tools for Community Leaders; Investing in Your Community’s Youth; Strategic Consultation 1-28 Training of Trainers

29. Catalyst • Champion • Coordinator • Core work group • Lead agency 1-29 Training of Trainers

30. Initiate site contact. • Provide materials. • Provide Strategic Consultation: • reach • throw • go. 1-30 Training of Trainers

31. Clarification of Phase One milestones and benchmarks • Problem solving 1-31 Training of Trainers

32. Common issues: • Identifying the right Catalyst, Champion and lead agency • Finding the time and resources to get Phase One work done 1-32 Training of Trainers

33. Common issues: • Grant parameters • Data collection considerations 1-33 Training of Trainers

34. Common issues: • Racial/ethnic/cultural divisions • Time commitment • Agency collaboration • Perception of duplication 1-34 Training of Trainers

35. The community: • secures superintendent and building-level (school) permission to conduct the survey • determines and complies with consent requirements • arranges for administration • administers the survey • distributes the report to the Risk and Protective Factor Assessment work group and other stakeholders. 1-35 Training of Trainers

36. Obstacles: • Relationship between Catalyst/Champion/core work group and school decision makers • Historical use of another survey • Concerns about controversy 1-36 Training of Trainers

37. Community parameters • Subreports 1-37 Training of Trainers

38. Purpose: Prepare Key Leaders, the Community Boardand 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 1-38 Training of Trainers

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41. Any questions? • What’s next? • Practice presentation assignments • Evaluations 1-41 Training of Trainers