1. Key Leader Orientation
2-6

2. Strategic Prevention Framework
Needs assessment (profile community needs)
Capacity building (mobilize/build capacity to address community needs)
Planning (develop a comprehensive strategic plan)
Implementation (implement the plan with multiple interventions)
Evaluation (monitor, sustain, improve, or replace prevention strategies)

3. Best Processes for Implementing the Strategic Prevention Framework
1. Analyzing Information About the Problem,
Goals, and Factors Affecting Them
2. Establishing Vision and Mission
A. Assessment
10. Documenting Progress and
Using Feedback
12. Documenting Progress and
B. Capacity
3. Defining Organizational Structure
and Operating Mechanisms
11. Making Outcomes Matter
9. Assuring
4. Assuring
Technical Assistance
E. Evaluation
7. Developing Leadership
5. Developing Leadership
12. Sustaining the Work
10. Sustaining the Work
8. Implementing Effective
Interventions
9. Implementing Effective
6. Arranging Resources for
Community Mobilization
C. Planning
D. Implementation
4. Developing a framework or
model of change
7. Developing a framework or
1Best processes identified through a literature review conducted by Dr. Renee Boothroyd, University of Kansas – used with permission.
5. Developing and Using
Strategic and Action Plans
8. Developing and Using

4. A research-based model that organizes known protective factors into a guiding framework for building positive futures for children
Key Leader Orientation
2-8

5. Individual characteristics
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…
Opportunities
By providing…
Skills
By providing…
Recognition
…in families, schools, communities and peer groups
And by nurturing…
Individual characteristics
Key Leader Orientation
2-9

6. 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.
Key Leader Orientation
2-14

7. Availability of Firearms
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
Key Leader Orientation
2-16

8. Family History of the Problem Behavior
Family Management Problems
Family Conflict
Favorable Parental Attitudes and Involvement in the Problem Behavior
Key Leader Orientation
2-17

9. Academic Failure Beginning in Late Elementary School
Lack of Commitment to School
Key Leader Orientation
2-18

10. 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
Key Leader Orientation
Key Leader Orientation
2-19
2-19

11. Protective factors
Research has identified protective factors in four domains:
Protective factors buffer young people’s exposure to risk.
Key Leader Orientation
2-20

12. Individual Factors Family Factors Belief in Self
Connection with one caring adult
Resilient temperament/competencies
Prosocial orientation
Sense of Humor
Family Factors
Positive parenting strategies
Parental emotional stability
Economic stability
Key Leader Orientation
2-22

13. School Factors Community Factors Clear rules and regulations
Competent role models
Opportunities for connections with students
Reinforcement of social competencies
High expectations for all students
Community Factors
Clear norms
Intergenerational ties
External support systems
Key Leader Orientation
2-22

14. 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.
Key Leader Orientation
2-27

15. Core Competency: Community Assessment
Name Identified Problems (Problem Statements)
Issues may be considered “pressing” when:
The problem occurs frequently (FREQUENCY)
The problem has lasted for a while (DURATION)
The problem affects many people (SCOPE)
The problem is intense (SEVERITY)
The problem deprives people of legal or human rights (SOCIAL IMPORTANCE)
The problem is perceived to be important (PERCEPTION)
4.3

16. Six Characteristics of Effective Problem Statements
Name one problem at a time
Avoid blame
Avoid naming specific solutions
Define the problem in terms of behaviors or conditions
Are measurable
Reflect community concerns
4.4

17. Example problem statements:
The problem is we don’t have enough after- school programs to help kids succeed academically.
The problem is that kids are doing drugs, involved in gangs and dropping out of school.
The problem is that we don’t have enough positive role models.
2.6

18. Problem

19. But Why? 1
But Why? 2
Problem
But Why? 4
But Why? 3

20. But Why?
Problem
But Why
Here?

21. Copying Adult Behaviors
Windows of convenience stores are covered with alcohol ads
Media Influence
Alcohol industry sponsorship of community events
Permissive Culture related to Alcohol
Local bars / clubs sponsor “teen night”
Copying Adult Behaviors
Mixed signals from parents/community
Problem Statement
But Why?
But Why Here?

22. Key Leader Orientation
3-5

23. 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
Key Leader Orientation
3-12

24. Key Leader Orientation
6-12