Primary Prevention Institute
A CAPACITY BUILDING
COLLABORATIVE
FACILITATED BY
THE WOMEN’S RESOURCE CENTER,
THE DOMESTIC VIOLENCE RESOURCE CENTER OF
SOUTH COUNTY, AND
THE RHODE ISLAND COALITION AGAINST
DOMESTIC VIOLENCE
Welcome!
 Facilitator Introductions
 Housekeeping
 Participant introductions
Overview of Primary Prevention
Institute
WHAT TO EXPECT IN THE COMING MONTHS
Goals of Program
 To build the capacity of youth serving organizations
to plan, implement and evaluate theory-based
prevention activities
 To create a community of learners for ongoing
support
 To incorporate theory-based prevention into
organizational practices
Format
 Monthly learning sessions
 Homework & technical assistance between meetings
 Two joint meetings with executive directors
 An organizational development component with
Executive Directors
Commitments
 Participate in monthly sessions
 Complete homework to the best of your ability
 Apply the learning to your program
 Bring questions, concerns, ideas
Session One:
Foundations of Prevention
FRAMEWORKS AND VALUES THAT GUIDE
OUR WORK
Prevention & Intervention –
What’s the Difference?
 Prevention - preventing
the problem behaviors
(ex. violence) from
initially occurring



Focusing on conditions
that support the problem
behaviors
Focusing on promoting
conditions that inhibit the
problem behaviors
Promoting behaviors you
want others to adopt
 Intervention –
addressing the effects of
the problem behaviors
(violence) after it has
occurred and preventing
a reoccurrence of the
problem behaviors



Responding to the
problem behavior
Recognizing the problem
behavior (Tertiary)
Highlighting extent of the
problem or where to
receive services
Principles of Prevention
 Comprehensive
 Varied Teaching Methods
 Sufficient Dosage
 Theory Driven
 Positive Relationships
 Appropriately Timed
 Socioculturally relevant
 Outcome Evaluation
 Well-trained staff
Social Ecological Model
Individual
Relationship
Community
Society
Risk & Protective Factors
 Risk factors:
 Factors
that
increase the
likelihood of
engaging in
problem
behaviors
 Protective factors:
 Factors
that
decrease likelihood
of engaging in
problem behaviors
Social Ecological Model
If we work at multiple levels
Societal
Community
Relationship Individual
Social/Behavior
Change
Empowerment Evaluation Principles
 Improvement
 Community Knowledge
 Community Ownership
 Evidence-based
 Inclusion
strategies
 Capacity building
 Organizational learning
 Accountability
 Democratic participation
 Social Justice
What is PIES ?
PIES is a framework of 10 accountability
questions for:
o Planning
o Implementing
o Evaluating
o Achieving Success and Sustainability
PIES as a Painter’s Palette
#1
Needs/
Resources
#2
Goals &
Objectives
#3
Best
Practices
#4
Fit
#5
Capacities
RESULTS
#10
Sustain
#7
#9
CQI
Implementation
#8
Process
Outcome
Evaluation
Evaluation
#6
Plan
Session Two:
Strengths & Needs Assessment
CREATING PROGRAMS THAT ADDRESS
COMMUNITY NEEDS BY UTILIZING
COMMUNITY STRENGTHS
What is a strengths & needs assessment?
 A systematic process of gathering and critically
interpreting information (data) about a particular
health or social problem and the resources available
to address such problems within a defined
community.
Steps of a Strengths & Needs Assessment
1.
Identify the problem
2. Define your community
3. Collect data
4. Collate findings
5. Report your findings to stakeholders
Tools for Strengths & Needs Assessments
 Asset maps
 Existing data
 Surveys
 Key informant interviews
 Community meetings/forums
 Focus groups
 Environmental scans
Session Three:
Using Theory to Improve Programs
APPLYING THEORIES OF BEHAVIOR CHANGE
TO PREVENTION PROGRAMS
Why use theory?
 When we rely on intuitive instinct and common
sense, we can inadvertently create ineffective
programs
 Theories explain human behavior
 Theory-based health behavior change programs are
thought to be more effective than those that do not
use theory
Theories
 Health Belief Model
 Social Cognitive Theory
 Construct of Self-Efficacy
 Theory of Reasoned Action
 Theory of Planned Behavior
 Stages of Change/ Transtheoretical Model
 Precaution Adoption Process Model
Session Four:
Logic Models
PLANNING FOR EVALUATION
Purpose of the Logic Model
 Program Planning
 Program Management
 Program Evaluation
 Communication
 Consensus- building
 Fundraising
Our Work in Action
MEGAN LEONARD
NEWPORT COUNTY Y
Primary
Prevention
Update
By Megan Leonard
Problem Statement
 Adults
with intellectual disabilities
participant in less recreational and leisure
activates than adults without intellectual
disabilities.
Program goals
 Increase
opportunities for adults with intellectual
disabilities to become more physically and socially
active by providing them with space, education,
and skills on how to work out so that they can live
healthier lives.
 Create an environment that foster positive social
support.
Individual Risk & Protective factors
for people with id disabilities
Risk Factors addressed
 Resources
 Inactivity
 Unhealthy
diets and
eating habits
 Certain medications
 Activity Limitations
 Age
Protective Factors addressed
 More
research
 Exercise regularly
 Set realistic goals
 Take medication as
directed
Family/Relationship Risk &
Protective factors for people with
id disabilities
Risk Factors addressed
 Family
Lifestyle
 Social and
Economic issues
Protective Factors addressed
 Stick
to your
treatment plan
 Make a plan as a
family
Survey
1.In the past year which programs have you or your child participated in? (Check all that apply)
Kids Social Swim
Kids Tumbling
Teen Social Swim
Teen Tumbling
Teen Cardio Dance
Kids/Teen Yoga
Group Fun Fitness
Parent and Me Sport
Teen After School Club
Teen Social Night
Camp I Can
Swimming Lessons
Walking Club
Adult Strength and Flexibility Training
Adult Water Aerobics
Adult Social Swim
Chair Yoga
Adult Cardio Dance
Dancing with Parkinson’s
Special Olympics
Other___________________________
2. How was the overall organization of the programs you participated in?
Unsatisfactory
Needs Improvement
Average
Above Average
Exceeds Expectations
Others___________________
3. Overall how would you describe your instructors?
Positive
Enthusiastic
Knowledgeable
Creative
Boring
Unorganized
Lazy
Survey Continued
4. Please rate your level of satisfaction with each of the following aspects of the event?
Very Dissatisfied Somewhat Dissatisfied Neutral Somewhat Satisfied
Times programs being offered
Length of program
Area used for program
Structure of program
Cost
Registration process
Overall program
Comments
5. Why did you or your child attend the program? Please select all that apply.
For socializing
To see new/old friends
To become more fit
Because it is fun
I had to go to work
Something to do
To support the YMCA
Others______________________________
6. Where did you originally hear about the Adapted Physical Activity Program?
YMCA website
Friend/Family
Childs School
Newspaper
Work
Flyers
Others________________________
7. Would you sign up for a future Adapted Physical Activity program?
Yes
No
8. What is the most positive part about the program?
9. What suggestions do you have for improving the program in the future?
Very Satisfied
Survey Results
1. In the past year which programs have you or your child participated in? (Check all that apply)
Kids Social Swim
Kids Tumbling
Teen Social Swim
Teen Tumbling
Teen Cardio Dance
Kids/Teen Yoga
Group Fun Fitness
Parent and Me Sport
Teen After School Club
Teen Social Night
Camp I Can
Swimming Lessons
Walking Club
Adult Strength and Flexibility Training
Adult Water Aerobics
Adult Social Swim
Chair Yoga
Adult Cardio Dance
Dancing with Parkinson’s
Special Olympics
Other___________________________
1
0
3
1
1
0
0
0
1
4
5
6
0
0
0
0
0
0
0
4
0
10%
0.00%
30%
10%
10%
0%
0%
0%
10%
40%
50%
60%
0%
0%
0%
0%
0%
0%
0%
40%
0%
0
0
2
4
4
0
3
0%
0%
15.30%
30.70%
30.70%
0%
23%
4
3
0
2
0
0
0
4
30.70%
23%
0%
15.30%
0%
0%
0%
30.70%
2. How was the overall organization of the programs you participated in?
Unsatisfactory
Needs Improvement
Average
Above Average
Exceeds Expectations
Others___________________
No Response
3. Overall how would you describe your instructors?
Positive
Enthusiastic
Knowledgeable
Creative
Boring
Unorganized
Lazy
No response
Survey Results Continued
4. Please rate your level of satisfaction with each of the following aspects of the event?
Times programs being offered
Length of program
Area used for program
Structure of program
Cost
Registration process
Overall program
10
10
10
10
10
10
10
3.9
4.1
4.1
3.8
4.1
4
3.9
5. Why did you or your child attend the program? Please select all that apply.
For socializing
To see new/old friends
To become more fit
Because it is fun
I had to go to work
Something to do
To support the YMCA
Others______________________________
8
5
8
6
2
1
0
0
80%
50%
80%
60%
20%
10%
0%
0%
6. Where did you originally hear about the Adapted Physical Activity Program?
YMCA website
Friend/Family
Childs School
Newspaper
Work
Flyers
Others________________________
0
6
2
0
0
3
2
0%
60%
20%
0%
0%
30%
20%
7. Would you sign up for a future Adapted Physical Activity program?
Yes
No
No response
11
0
2
84.60%
0%
15.30%
Social Cognitive Theory
Theoretical concept
Program objective
Program activity
Opportunities
Increase participants’ knowledge that Attend the participants group homes or
adaptive physical programs exist at the day programs and have them
participate in one of the classes and
Y.
hand out flyer about the Y’s programs.
Social support
Increase participants’ sense of
belonging at the Y.
Take pictures of the classes and have
the participants put on paper who they
are (share their story) and post them
around the Y.
Behavioral capability & Observational
learning
Increase participants’ skills in multiple
forms of exercise by demonstrating
physical activities and providing
opportunities for practice.
Have the participate attend class such
as; Chair yoga, walking group, sports
club, cardio dance, water aerobics,
and strength training.
Expectations
Increase participants’ belief that
engaging in physical activity will
increase their level of physical fitness.
Expectancies
Increase participants’ belief that
increased physical fitness leads to
longer, healthier lives.
Give the participants a fitness test the
first and last class of the eight week
session and show them how much they
have improved.
Bring in a guest speaker who was once
unhealthy and was able to change
their life because of exercising.
Reinforcements
Increase participants’ commitment to
physical activity by providing positive
reinforcements.
Provide opportunity for participants to
earn free activity time by participating
at their best level.
Logic Model
See handout
Pair Share
 Staff share their work with leadership!
Break!
Building Organizational
Prevention Capacity
SUSTAINING THE LEARNING
What is Prevention Capacity?
 Capacity refers to skills, materials, and other
resources necessary to implement a particular
primary prevention strategy.
Building our Capacity as Individuals
.
Resources
Knowledge
Individual
Capacity
Skills
Motivation
Building Capacities of an Organization
Structures
Processes
Willingness
Organizational
Capacity
Activities
Resources
Structures
Physical components, such as by-laws, vision
statements, written goals and objectives, and
governance protocols needed to support structural
capacity.
Processes
Clear guidelines and mechanisms for decisionmaking, resolving conflict, communications,
orientation, and information dissemination to
support prevention initiatives.
Activities
Planning, implementation, and evaluation activities
needed for primary prevention programs and
strategies.
Resources
Knowledge, funding, labor, and technology needed to
support primary prevention programs and strategies.
Willingness
Commitment and buy-in from individuals and
organizations to support prevention work and
increase their individual prevention knowledge,
skills, motivation and resources.
For each category, brainstorm:
 How can you build
organizational
prevention capacity in
this area?
 What are some
challenges you anticipate
in building
organizational
prevention capacity in
this area?
Homework
 Create a sustainability plan for the organization
 We are asking Executive Director’s & staff to work together on
this homework assignment
Closing
 Answer any lingering questions
 Process evaluation
 Contact info:
 Jessica: jwalsh@wrcnbc.org
 Megan: Megan.Whelan@dvrcsc.org
 Lucy: lucy@ricadv.org