Presentation on theme: "April 2007 Promoting Healthy Youth Development Using a Community Mobilization Process."— Presentation transcript:
April 2007 Promoting Healthy Youth Development Using a Community Mobilization Process
April 2007 Communities That Care- Squamish First community in Canada to implement the CTC process. 7 years old
April 2007 CTC Vision Our vision for the community of Squamish is for a vibrant, safe, healthy, connected and supportive community which embraces and encourages diversity and ensures that each member has opportunities to contribute and succeed. -The CTC Project
April 2007 Background In 1998, the Healthy Communities Committee initiated the Communities That Care project as a way of creating opportunities for young people to reach their best potential in life.
April 2007 Youth Health Concerns The project’s primary aim is to prevent six health and behavior problems that may inhibit success: substance abuse, delinquency, teenage pregnancy, academic difficulty, violence depression/anxiety.
April 2007 Build Positive Futures Begin with the end in mind. -Stephen Covey
April 2007 Phase One Introduce and Involve Inclusive participation encompassing the entire community is essential to address identified risks in collaboration with existing groups, resources and programs in our community. CTC engaged and educated key stakeholders.
April 2007 Who is involved? The project participants include youth, parents, service providers, local government, law enforcement, education, faith community, cultural groups, business community, recreation, health, mental health, social services, cultural groups and other community members.
April 2007 How does is work? The philosophy of CTC is that through a process of reduction of risk and strengthening of protective factors throughout the course of young people’s development that we can prevent many problems from developing.
April 2007 Principles Inclusive Proactive Based on rigorous research Community-specific
April 2007 We’re all in it together The CTC approach aims to strengthen the different environments that affect children and youth: home, school, peer group and the larger community.
April 2007 Protective Factors Protective factors within individuals and communities counter risk factors or provide buffers to reduce the negative impact. They strengthen healthy beliefs and clear standards for behavior, or They build bonding to family, community, school and/or positive peers by providing opportunities for meaningful contribution, teaching skills necessary for contributing and recognizing skillful performance. E.g. Youth bonding with at least one caring adult.
April 2007 Phase Two-Risk and Resource Assessment We have created two Community Assessment Reports on the priority risk factors in Squamish. #1 Family Focus-Make Squamish an easier community to have healthy beginnings and healthy families.
April 2007 Priorities for Action cont’d #2 Community and Family Focus-Laws and Norms Favorable Toward ATOD Other related priority risk factors: Perceived Availability of Drugs-Community Family Stressors/Extreme Economic Deprivation- Community
April 2007 Phase Two Community strengths and resources assessment including review of laws and norms. The assessment found lower numbers of resources in some developmental age and risk factor areas of life long impact: –Family Management –Community Laws and Norms Favorable.
April 2007 Phase Three We have identified four promising approaches which: Address research-based risk factors for the 5 problem behaviors Increase protective factors Intervene at a developmentally appropriate age Have shown positive effects in high-quality tests. Provide value for cost Build on existing services Use community resources e.g. parents/volunteers
April 2007 Phase Four We have defined desired outcomes We have implemented the Strengthening Families Program We have begun implementation of the High Scope Approach at three pre-school sites in Squamish We have begun implementation of the Municipal Alcohol Policy and Step Up! Social Marketing Campaign.
April 2007 Strengthening Families Program SFP is a 14-session life skills training program designed to increase resilience and reduce risk factors for substance abuse, depression, violence and aggression, delinquency, foster care and school failure in high-risk 6-11 year old children and their parents. Although originally developed for children of substance abusers, SFP is effective and widely used with non-substance abusing families in many settings.
April 2007 SFP More than five graduates have been trained as program facilitators Engagement of volunteers in the program has helped to spread positive parenting throughout the community (26 volunteers contributed over 980 hours in one cycle) Schools partner in donation of space and marketing of the program
April 2007 At Program End, Physical Discipline Was Significantly Reduced * 27% Before SFP 0% After SFP *p=0.00 for parents reporting use of physical discipline “sometimes” (9), “frequently” or “always”
April 2007 SFP “I’ve learned how to be better organized in my household. Things aren’t so crazy now” -Strengthening Families Parent
April 2007 “Benchmarking” Compared to some of the US findings, we compared very favourably…
Family Organization – Family reviews chores/rules; family holds family meetings Communication – Talk feelings with child, clear rules re: acceptable behaviour (eg. alc and drug) Family Strengths/Resilience – Members express love; clear directions; effective discipline; close Parental Supervision – Measures the amount of monitoring and supervision of child Family Cohesion – Degree of parent-child attachment and enjoyment Positive Parenting – Parent acts in loving and affectionate manner toward child Parental Involvement – Parent discusses school, friends, checks homework Depression (Child) – Child is irritable and down most of the time Parenting Efficacy – Parent reports handling stress well and feels happy in parent role Overt Aggression (Child) – Hurts others physically; breaks things; fights Concentration Problems (Child) – Child is easily distractible, disorganized, forgetful Shyness (Child) – Doesn’t socialize with others; is rejected by others Covert Aggression (Child) – Stealing, deliberate property damage, breaks rules SFP Parenting Skills – Uses positive discipline, communication; monitors; family meetings Family Conflict (Family) – Serious and persistent yelling, insults, arguments Hyperactivity (Child) – Motor restlessness to a degree that interferes with day-to-day activity Criminal Behaviour (Child) - Serious anti-social behaviour (eg. use weapon in fight) Alcohol and Drug Use (Parent) – Number of episodes of alcohol or drug use in the past month. Effect Size: a standardized way of measuring the size of a treatment effect (independent of sample size). An ES of 0.2 would be considered “small”; 0.5 “medium” and 0.8 “large” Definitions
April 2007 People Care About Me Sustain the program Reach community dosage levels “We need to keep on with the process for our kids. The work we do now will create more converted people.” Michelle LeBeau, Capilano College-5 year member.
April 2007 High Scope Preschool Program The program provides a systematic approach to enhancing children’s development. It is effective with children from high risk families and those without known risks. Children attend five half- days per week. Essential components of the program include home visiting, systematic developmental assessments during the program to document changes and sensitivity to family needs.
April 2007 Immediate Benefits “Teachers are already seeing increased learning and decreased levels of conflict in the classrooms” Suzie Soman, Director of Child Development Services, Sea to Sky Community Services Society
April 2007 High/Scope Three key differences in a High/Scope Classroom –Room Arrangement –Daily Routine –Adult Child Interactions to Support Active Learning
April 2007 High/Scope Returns Start at the beginning with Prenatal 0-6 age group. For every dollar spent on prevention up to $17.00 is saved Validated internationally www.highscope.org School aged curriculum used in Ontario
April 2007 Launched Fall 2004 40 classroom teachers trained as LEAD Teachers with an additional 7 to graduate this spring. 128 children and their families 2 adult trainers being certified with hopes of a First Nations trainer soon 6 centres in varying stages of classroom and teacher certification not including North Shore
April 2007 Parents as valued partners Home visits Parent teacher meetings Increased referrals for services FACES program provides parent education opportunities Delivering parent programs has also helped teachers expand their tool kits in preparing for presentations
April 2007 Interim Outcomes Based on COR scores, we have seen significant improvements in student performance in initiative, social relations, creative representation, movement and music despite change in staff in implementing sites despite staff turnover. Math and science and language and literacy scores are pending.
April 2007 Mid Term Targets Increased levels of child performance shown by Child Observation Record Expect to see improved EDI outcomes (communication, emotional maturity, social competence, physical health and well-being, language and cognitive development in Kindergarten sttudents
April 2007 Children Ready to Learn and Schools Ready for Children and Families Pilot Project at Brackendale Elementary School starting April 10 Ready School Assessment (RSA) is a planning tool designed to provide school improvement teams with a developmental profile of the strength of readiness features in their school School’s readiness to accommodate diversity of strengths and backgrounds in children entering the school both through supports, instruction and collaborative efforts that reach beyond the school walls.
April 2007 FACES of High/Scope Family and Child Literacy Program in partnership with Capilano College 4 years 22 sessions average 9 adults and their children attending per session Families have built support networks outside the program and have learned about resources and cultures in the community.
April 2007 8 indicators 1.Leaders and Leadership 2.Transitions*** 3.Teacher Supports 4.Engaging Environments 5.Effective Curricula 6.Family, School and Community Partnerships*** 7.Respecting Diversity*** 8.Assessing Progress
April 2007 10 keys to Ready Schools 1.Ready schools smooth transitions between home and school 2.Strive for continuity between early care and education programs and elementary schools 3.Help children learn and make sense of the complex and exciting world 4.Are committed to the success of every child
April 2007 Keys to Ready Schools cont’d 5. Are committed to the success of every teacher and every adult who interacts with children during the school day 6. Introduce or expand various approaches that have been shown to raise achievement 7. Are learning organization that alter practices and programs if they do not benefit children 8. Serve Children in Communities 9. Take Responsibilities for Results 10. Have Strong Leadership
April 2007 Changing the Community’s Views Municipal Alcohol Policy adopted by District of Squamish and SD 48 Six keys (Blue Ribbon Policy): 1.A list of locations eligible for alcohol use 2.Management Practices 3.Prevention 4.Enforcement Procedures and Penalties for non-compliance with policy. 5.Signs 6.Ongoing support carrying out the policy and plan
April 2007 Honoring Diverse Cultures Special Project to deepen relationship with Indo- Canadian Community Sustaining strong relationship with First Nations Intercultural learning www.fncaringsociey.com
April 2007 Intercultural Learning First Nations, South Asian, Japanese, Nepalese, Chinese, Mandarin, North Korean – ever changing SFP Punjabi Pilot Documenting implementation of High/Scope in First Nations Sites (Corridor)
April 2007 Community Action Plan –Key Elements Broad community involvement and ownership Based on Data-driven assessment of risks Mutually agreed upon focus and priorities Research based programs, policies and practices, building on existing resources. Outcome-based plan and evaluation strategy
April 2007 CTC Canada National Conference Squamish- Goal 2007 –Showcase Prevention Work in Sea to Sky –Promising Approaches –Launch High/Scope Centre for Excellence for BC –Training of Rob Smith as a certified Trainer –Safe Communities –We need new partners to lead this.
April 2007 Additions to the CTC Model CTC has held four annual Conferences: Early Intervention Population Health Social Environments Community Development
April 2007 Other benefits to the community National Family Week Child Abuse Awareness month Evaluation Workshop for Grass roots organizations Some of our partners/Squamish has received recognition based on CTC and its programs
April 2007 Implementing the Comprehensive Community Action Plan Educating and engaging the entire community so that everyone has a significant and valued role to play in implementing the plan Monitoring implementation of programs, policies and practices Monitoring progress toward desired outcomes through regular assessment and evaluation Celebrating successes
April 2007 Other goals for 2007 Sustain evidence based programs Next round of promising approaches Evaluation support to 1-2 community groups Repeat Community Assessment Safe Communities Designation CTC National Conference/Prevention Showcase
April 2007 Sharing Our Success Seats are available in trainings We have two locally based SFP trainers We have High Scope Adult Trainers almost certified and will be able to provide authorized training through our Centre for Excellence. Model Classrooms We have a trainer certified to deliver most CTC training.
April 2007 Predictors of Sustainability Predictors of sustainability during initial funding: Fidelity of CTC Implementation Board Knowledge Coalition Functioning (internal) Coalition Functioning (external) Community Readiness
April 2007 Sustaining Over Time “It’s a long-term relay race.” Adapted from Sonja Lebans
April 2007 It’s bigger than youth CTC Squamish has created a community environment that values collaboration and partnership which has helped many other groups and organizations thrive. It has created great confidence that complex community problems can be addressed by sustained local community action. -Pam Gliatis, Squamish Volunteer Centre
April 2007 Results, resilience and relationships Long – term action Invest in quality It takes leadership and partners