Claire Brindis, Dr. P.H. University of California, San Francisco

1. What’s Planning Got to Do With It? Strategies for Advancing an Adolescent Health Agenda Claire Brindis, Dr. P.H. University of California, San Francisco Professor of Pediatrics and Health Policy, Department of Pediatrics, Division of Adolescent Medicine, Department of Pediatrics & Philip R. Lee Institute for Health Policy Studies March 5, 2009 Public Policy Analysis & Education Center for Middle Childhood, Adolescent & Young Adult Health

2. Today’s Presentation • Why planning is especially important in current environment • Rationale for use of data in program planning • Brief overview of types of data that can be used for planning

4. Planning in a Sea of Change • Economic repercussions • Infrastructure changes – reductions • Impacts of change upon the youth and families we care about • Opportunities to raise visibility for Adolescents and Young Adults • State Children’s Health Insurance expansion – including children of immigrants • Stimulus funding opportunities – education, after school funding, infrastructure

5. Using Data in a Cycle of Effective Planning Imagine Identify and Frame Data Concerns Inspire Core Values, Mission and Roles Develop Responsive Steps Outcomes Produce and Implement Plan Review Progress and Renew Efforts

6. Implications… • Planning is more important than ever • Given available resources and the variety of health issues impacting youth, we need: • Identification and effective use of data • Prioritization of actions - aligned with organizational values, goals and objectives • Adoption of evidence-based practices • Awareness of political and community environment in which data is being used • Once actions adopted, strategic quality-improvement efforts to demonstrate short and longer term impacts

7. Types of Planning Opportunities • State Adolescent Health Strategic Plans • State Title V Block grant – 5 years needs assessment • Other  state planning efforts –adolescents represent a “sub-group” within a larger planning effort • Special Challenges: • Multiple sources of data across divisions need reconciling. • Need for specific analyses for different age subgroups

8. Where do I begin? • Severity of health issue • Number of adolescents affected by the problem in our state (nation) • Available/Reliable Data for planning? • National and State Level Data – Trends • Quantitative data sources – 21 Critical Health Objectives • Qualitative data sources – focus groups, regional studies • Additional Sources of data – sentinel events, media, other indicators

9. Wide Variety of Data Existing Program Records Written Questionnaires Interviews and Focus Groups National Data Sets Youth-Risk-Behavior Public Records Observations Windshield Anthropology Triangulation

10. Data – Needs and Assets • Work with State MCH Epidemiologists to develop an adolescent profile – “who, what, where, and when” framework. • Use primary and secondary data, i.e. hospital discharge data • Gather additional data on 4 levels of influence on adolescent behavior: • Individual/family • School/peers • Community • Policy and Society

11. Data – Needs and Assets • Gather information on Youth, Families, and other community stakeholders regarding priorities • Identify community assets – programs, strategies, policies and funding in place, as well as potential resources • Review current efforts to existing knowledge base—are efforts in alignment with what is known to be effective? • Recommendations for both short and longer term actions

12. What do I choose to focus on? • Likelihood of change in the indicator • Likelihood of change that your organization and/or collaborative can make on the topic. • Opportunities for assessing what has been done in the area in the past and how to use the information for future planning. • Knowledge base regarding potential interventions • Identification of other concerned groups/individuals/champions to work with you (or perhaps already working with you and expanding upon their role).

13. Other uses of planning data • Planning within one’s own section vs. making data available for use by other departments – “Behavior Health” used our teen substance abuse assessment to develop programs in their own unit that we would not have been able to implement. • Raise visibility - Use data to raise awareness and concern regarding priority issues that receive focus and additional resources

14. Using Data to Advance an Adolescent Health Agenda • Communicating your “story” effectively with professionals, stakeholders, media, and others, both in terms of need and action taken. • Who is your data audience? • What will be compelling to them? • Who are good communicators? • Young People Themselves • Combination of quantitative data; illustrative, vivid examples

15. What Will It Take? • Values shape our vision and success • Commitment to adolescents • Bold Ideas - Create New/Enhanced Opportunities • Use of technology -- greater dissemination and diffusion opportunities • Collaborations – New partners, building on established ones • “We have to come up with innovative solutions to old economic problems, and the best way to do that is to form community networks to help one another”--- • Danielle Lawrence, San Francisco Art Teacher

16. Resources • National Initiative to Improve Adolescent Health • Materials available at http://nahic.ucsf.edu • Improving the Health of Adolescents and Young Adults: A Guide for States and Communities • Other materials available on this site include data and program resources by the 21 Critical Health Objectives

17. National Adolescent Health Information Center and Public Policy Analysis & Education Center for Middle Childhood, Adolescent & Young Adult Health http://nahic.ucsf.edu http://policy.ucsf.edu BY EMAIL nahic@ucsf.edu policycenter@ucsf.edu BY PHONE 415.502.4856 Public Policy Analysis & Education Center for Middle Childhood, Adolescent & Young Adult Health