Community Board Orientation
2-
2-1
Community Board Orientation
2-
2-2
Provide an overview of the
Communities That Care
research foundation
and process.
Community Board Orientation
2-
2-3
On completing this module, you will be able to:
1. describe what the Communities That Care
system is and how it helps communities
2. describe the research foundation of
the Communities That Care system
3. explain how the prevention-science
research base helps build positive
futures for youth and prevent
problem behaviors
4. explain how the Communities
That Care operating system works
5. describe the benefits of using the
Communities That Care operating system.
Community Board Orientation
2-
2-4
uses prevention-science research to promote
positive youth development and
prevent youth behavior problems
provides local control and flexibility to maintain
support and sustainability
matches a local profile of risk, protection
and problem behaviors to tested,
effective programs, policies and practices
focuses on outcomes to ensure
accountability for resources.
Community Board Orientation
2-
2-5
• 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
Community Board Orientation
2-
2-6
Community Board Orientation
2-
2-7
Community Board Orientation
2-
2-8
A research-based model
that organizes known
protective factors into a
guiding framework for
building positive futures
for children
Community Board Orientation
2-
2-9
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
Skills
Recognition
…in families, schools, communities and peer groups
And by nurturing…
Individual characteristics
Community Board Orientation
2- 2-10
• The Social Development Strategy
• The public health approach
Community Board Orientation
2- 2-11
Community Board Orientation
2- 2-12
• 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
Community Board Orientation
2- 2-13
• The Social Development Strategy
• The public health approach
• Research-based predictors of
problem behaviors and
positive youth outcomes—
risk and protective factors
Community Board Orientation
2- 2-14
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.
Community Board Orientation
2- 2-15
• 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
Community Board Orientation
2- 2-16
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
Community Board Orientation
2- 2-17
Family History of
the Problem Behavior
Family Management Problems
Family Conflict
Favorable Parental
Attitudes and Involvement
in the Problem Behavior
Community Board Orientation
2- 2-18
Academic Failure Beginning
in Late Elementary School
Lack of Commitment to School
Community Board Orientation
2- 2-19
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
Community Board Orientation
2- 2-20
Protective factors
Research has identified
protective factors in
four domains:
Protective factors
buffer young people’s
exposure to risk.
Community Board Orientation
2- 2-21
• Research-based
• Present in all
areas of influence
• Measurable
• Predictive of positive
youth development
• Present throughout development
• Buffer effects of risk exposure
Community Board Orientation
2- 2-22
• Individual factors
• High intelligence
• Resilient temperament
• Prosocial orientation
• Competencies and skills
• Prosocial opportunities
• Reinforcement for
prosocial involvement
• Bonding
• Healthy beliefs and clear standards
Community Board Orientation
2- 2-23
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
Skills
Recognition
…to families, schools, communities and peer groups
And by nurturing…
Individual characteristics
Community Board Orientation
2- 2-24
The Search Institute’s
framework:
The Communities That
Care framework:
•
assesses external
and internal assets
•
uses the
Social Development Strategy
•
promotes positive
youth development by
enhancing assets.
•
assesses risk and
protective factors
•
matches risk and protection
profiles with tested,
effective programs
•
promotes positive youth
development by reducing risk
and enhancing protection.
Community Board Orientation
2-2-24A
100%
90%
80%
70%
Number of
Protective Factors
Prevalence
60%
0 to 1
50%
2 to 3
4 to 5
40%
6 to 7
30%
8 to 9
20%
10%
0%
0 to 1
2 to 3
4 to 5
6 to 7
8 to 9
10+
Number of Risk Factors
Community Board Orientation
2- 2-25
20%
Protection, Level 0
15%
Protection, Level 1
Prevalence
Protection, Level 2
Protection, Level 3
10%
Protection, Level 4
5%
0%
L=0
L=1
L=2
L=3
L=4
Risk Factors
Community Board Orientation
2- 2-26
100%
90%
80%
70%
Prevalence
60%
50%
40%
Number of
Protective Factors
0 to
2 to
4 to
6 to
8 to
30%
20%
1
3
5
7
9
10%
0%
0 to 1
2 to 3
4 to 5
6 to 7
8 to 9
10+
Number of Risk Factors
Community Board Orientation
2- 2-27
• 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.
Community Board Orientation
2- 2-28
• Common risk and protective 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.
Community Board Orientation
2- 2-29
• 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
Community Board Orientation
2- 2-30
Programs, policies or practices
that have demonstrated
effectiveness in:
• Reducing specific risk factors
and enhancing protective factors
• Enhancing positive behaviors
and reducing negative behaviors
Community Board Orientation
2- 2-31
• Project STAR
• Adolescent Alcohol Prevention Trial
• Preparing for the Drug-Free Years
(Now called Families That Care: Guiding Good Choices)
• Adolescents Training and Learning to Avoid Steroids:
The ATLAS Program
• Project Family
• Strengthening Families Program
• Focus on Families
• Reconnecting Youth
• Adolescent Transitions Program
(National Institute on Drug Abuse, 1997)
Community Board Orientation
2- 2-32
Community Board Orientation
2- 2-33
1. Assessing community levels
of risk and protection
2. Prioritizing elevated risks and
depressed protective factors
3. Including individuals and
groups exposed to the
highest levels of risk and the
lowest levels of protection
Community Board Orientation
2- 2-34
4. Matching tested, effective
programs to the community’s
risk and protection profile
5. Selecting tested, effective
programs that address the
racial, economic and
cultural characteristics
of the community
6. Implementing programs,
policies and practices with
fidelity at the appropriate ages
Community Board Orientation
2- 2-35
Community Board Orientation
2- 2-36
100
Risk Factor Scale Scores
92
89
90
88
87
89
Community Dis
80
70
65
60
60
51
50
50
52
48
54
51
62
61
54
51
63
62
Poor Family Di
Family History
59
54
53
50
Rebelliousness
Friends' Use of
Peer Rewards
Gang Involveme
40
Fav. Atts./ATO
30
Sensation See
Average
20
10
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Community Board Orientation
2- 2-37
Risk
factor
addressed
Program
strategy
Protective factors
Healthy
beliefs/
clear
Developmental
standards Bonding Opportunities Skills Recognition period
Family history of the Prenatal/infancy
programs
problem behavior
Prenatal-2
Prenatal/infancy
programs
Prenatal-2
Early childhood
education
3-5
Parent training
Prenatal-14
Family therapy
6-14
Marital therapy
Prenatal
Prenatal/infancy
programs
Prenatal-2
Parent training
Prenatal-14
Family therapy
6-14
Prenatal/infancy
programs
Prenatal-2
Parent training
Prenatal-14
Community/
school policies
All
Family
management
problems
Family conflict
Favorable parental
attitudes and
involvement in the
problem behavior
Community Board Orientation
Community Board Orientation
22-38
• Nurse-Family Partnership
(Olds et al., 1986; Olds & Kitzman, 1993; Olds et al., 1998)
• Syracuse Family Development
Research Program
(Lally, Mangione & Honig, 1988)
• Infant Health and
Development Program
(Ramey, 1990; Ramey et al., 1992; Liaw et al., 1995)
• Keys to CaregivinG videotape series
(Barnard et al., 1988)
Community Board Orientation
2- 2-39
Risk
factor
addressed
Program
strategy
Protective factors
Healthy
beliefs/
clear
Developmental
standards Bonding Opportunities Skills Recognition period
Family history of the Prenatal/infancy
programs
problem behavior
Prenatal-2
Prenatal/infancy
programs
Prenatal-2
Early childhood
education
3-5
Parent training
Prenatal-14
Family therapy
6-14
Marital therapy
Prenatal
Prenatal/infancy
programs
Prenatal-2
Parent training
Prenatal-14
Family therapy
6-14
Prenatal/infancy
programs
Prenatal-2
Parent training
Prenatal-14
Community/
school policies
All
Family
management
problems
Family conflict
Favorable parental
attitudes and
involvement in the
problem behavior
Community Board Orientation
Community Board Orientation
22-40
• Families That Care: Guiding Good Choices
(Catalano et al., 1998)
• Preparing for School Success
(Hawkins et al., 1999)
• Iowa Strengthening Families Program
(Spoth et al., 1998, 1999, 2001)
Community Board Orientation
2- 2-41
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Lo
Risk Factor Scale Scores
100
50
96
93
90
80
70
68
60
51
50
52
Community Board Orientation
51
66
70
64
68
65
55
54
56
54
56
60
48
53
52
54
53
40
30
20
10
0
2- 2-42
Risk
factor
addressed
Program
strategy
Parent/infancy
Academic failure
programs
beginning in late
elementary school
Early childhood
education
Protective factors
Healthy
beliefs/
clear
Developmental
standards Bonding Opportunities Skills Recognition period
Prenatal-2
3-5
Parent training
Prenatal-10
Organizational
change in schools
6-18
Classroom
organization,
management and
instructional strategies
6-18
Classroom
curricula for social
competence
6-14
School behavior
management
strategies
6-14
Youth employment
with education
15-21
Community Board Orientation
Community Board Orientation
22-43
• Reconnecting Youth
(Eggert et al., 1994)
• Children of Divorce
Intervention Program
(Pedro-Carroll & Cowen, 1985; Pedro-Carroll et al., 1986, 1992)
Community Board Orientation
2- 2-44
Community Board Orientation
2- 2-45
1. Assessing community levels
of risk and protection
2. Prioritizing elevated risks and
depressed protective factors
3. Including individuals and
groups exposed to the
highest levels of risk and
the lowest levels of protection
Community Board Orientation
2- 2-46
4. Matching tested, effective
programs to the community’s
risk and protection profile
5. Selecting tested, effective
programs that address the
racial, economic and
cultural characteristics
of the community
6. Implementing programs,
policies and practices with
fidelity at the appropriate ages
Community Board Orientation
2- 2-47
w
N
80
80
70
63
60
Community Board Orientation
66
59
57
59
60
51
62
61
57
54
54
ve
ra
ge
Risk Factor Scale Scores
90
A
ei
gh
bo
rh
oo
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s&
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100
95
88
83
79
65
62
59
64
50
53
50
40
30
20
10
0
2- 2-48
Community Board Orientation
2- 2-49
Purpose: Begin the Communities That
Care process. Identify:
• people
• scope
• readiness
• resources.
Support: Strategic Consultation; Tools for Community
Leaders: A Guidebook for Getting Started
Community Board Orientation
2- 2-50
Purpose: Prepare Key Leaders, the Community
Board and 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
Community Board Orientation
2- 2-51
Purpose: Identify gaps in current response
to priorities.
• Assess risk factors, protective factors and
problem behaviors (Communities That Care
Youth Survey).
• Prioritize risk and protective factors,
and populations or geographic areas.
• Complete resources assessment and gaps analysis.
Support: Community Assessment Training; Community
Resources Assessment Training; Technical Assistance as needed
Community Board Orientation
2- 2-52
Purpose: Create a plan for implementing
and evaluating tested, effective programs,
policies and practices.
• Measurable outcomes
• Selection of programs, policies
and practices to fill gaps
• Implementation and evaluation plans
Support: Community Planning Training;
Technical Assistance as needed
Community Board Orientation
2- 2-53
Purpose: Implement and evaluate the plan,
and refine as needed.
• Implement selected programs, policies
and practices.
• Evaluate the process and outcomes.
• Adjust the plan.
Support: Community Plan Implementation Training;
Technical Assistance as needed
Community Board Orientation
2- 2-54
Community Board Orientation
2- 2-55
• Broad community involvement and ownership
• Data-driven assessment of risk,
protection, behavior and resources
• Mutually agreed-upon focus and priorities
• Research-based programs, policies and
practices, building on existing resources
• Outcome-based plan and evaluation strategy
Community Board Orientation
2- 2-56
Community Board Orientation
Community Board Orientation
2-
2-57
• Shared vision and community norms
• Common language for prevention
and youth development
• Coordinated data collection and analysis
using a limited, manageable data set
• Integrated planning processes
Jenson et al., 1997; U.S. General Accounting Office, 1996;
Office of Juvenile Justice and Delinquency Prevention, 1996, 1997
Community Board Orientation
2- 2-58
Increased:
• funding
• collaboration among agencies
• accountability
• use of tested, effective programs
• long-range, strategic focus
• community involvement.
Jenson et al., 1997; U.S. General Accounting Office, 1996;
Office of Juvenile Justice and Delinquency Prevention, 1996, 1997
Community Board Orientation
2- 2-59
Decreased:
• “turf” conflict
• duplication or fragmentation of resources
• “problem du jour”
• use of untested or
proven ineffective programs
• community disorganization.
Jenson et al., 1997; U.S. General Accounting Office, 1996;
Office of Juvenile Justice and Delinquency Prevention, 1996, 1997
Community Board Orientation
2- 2-60
Ames, IA
Improved cognitive skills
East Prairie, MO
Improved parenting skills, family
relations, community relations
Montgomery
County, MD
72% decrease in suspensions;
30% decrease in school problems
Nekoosa, WI
Decrease in student detentions,
academic failure, truancy
Lansing, MI
Decrease in fights, suspension;
Increased feelings of safety at school
Port Angeles, WA
65% decrease in weapons charges;
45% decrease in burglary; 29% decrease
in drug offenses; 27% decrease in
assault charges; 18% decrease in larceny
Office of Juvenile Justice and Delinquency Prevention, 1996, 1997
Community Board Orientation
2- 2-61
Community Board Orientation
2- 2-62
• Established for each phase
• Indicate critical steps
and procedures
• Document and celebrate
accomplishments
• Supported by training modules
Community Board Orientation
2- 2-63
• Commit to the process
• Engage other Key Leaders
• Establish the Community Board
• Oversee implementation of the
Communities That Care system
• Educate the community
about the Communities
That Care system
Community Board Orientation
2- 2-64
• Hold the Community Board accountable
• Provide access to community
resources and information
• Support implementation
of the Community Action Plan
Community Board Orientation
2- 2-65
• Represents the community’s diversity
• Includes representation from
all stakeholder groups
• Requires a three- to
five-year commitment
• Requires a broad
range of skills
Community Board Orientation
2- 2-66
Community Board Orientation
2- 2-67