1. A CAPACITY BUILDING COLLABORATIVE FACILITATED BY THE WOMEN’S RESOURCE CENTER, AND THE RHODE ISLAND COALITION AGAINST DOMESTIC VIOLENCE Primary Prevention Institute

2. Welcome! Facilitator Introductions Housekeeping Participant introductions

3. Overview of Tier One

4. 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

5. CREATING PROGRAMS THAT ADDRESS COMMUNITY NEEDS BY UTILIZING COMMUNITY STRENGTHS Strengths & Needs Assessment

6. 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.

7. 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

8. Tools for Strengths & Needs Assessments Asset maps Existing data Surveys Key informant interviews Community meetings/forums Focus groups Environmental scans

9. APPLYING THEORIES OF BEHAVIOR CHANGE TO PREVENTION PROGRAMS Using Theory to Improve Programs

10. 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

11. 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

12. PLANNING FOR EVALUATION Logic Models

13. Purpose of the Logic Model Program Planning Program Management Program Evaluation Communication Consensus- building Fundraising

15. Process & Outcome Evaluation

16. Process Evaluation Outcome Evaluation Describes the activities that were implemented in a program and the policies and procedures that have been put in place Provides early feedback as to whether or not the program has proceeded as intended, what barriers have been encountered, and what changes are needed Measures a program’s results, or outcomes, in a way that determines whether the program produced the changes that the program intended to achieve. Assesses whether there have been changes or improvements in participants’ knowledge, attitudes, skills, or behaviors. Defining Evaluation

17. Process Evaluation May Include… Attendance # participants Demographics of participants Notes on what was covered Notes on whether you had to veer from your lesson plan and why Notes on what worked and what didn’t work Feedback from participants

18. Outcome Evaluation: Designing Pre- and Post-Tests Participants learned to… Operationalize a concept Find existing measures Avoid common pitfalls in survey design How to pilot test and implement a survey

19. Inputting & Analyzing Data

20. Epi-Info

21. Life Cycle of Data Computer printout First word tables Better word tables Charts

22. SHARING YOUR FINDINGS WITH STAKEHOLDERS Presenting Data

23. Sharing Findings with Stakeholders Why: build buy in, highlight a need, share program effectiveness, increase fundability Who: define stakeholders What: determine the story your data tells How: consider how your various stakeholders like to receive information Where: decide where you will share your information When: consider when you will release your information

24. JOCELYN AULD SOUTH COUNTY Y Our Work in Action

25. PRIMARY PREVENTION INSTITUTE SESSION RECAP South County YMCA OST Food and Fun Program Presentation by Jocelyn Auld

26. South County YMCA Out of School Time Food and Fun Curriculum Program Goal: Help build awareness of nutrition by improving diets and boosting physical activity by the children attending our program.

27. Program Summary The OST program is held before and after school at local elementary schools. Here, kids participate in activities, games and lessons all centered around a healthier lifestyle. We have begun tracking their process to determine if the program is effective.

28. Health Belief Model

29. Key Program Components Susceptibility: A game of tag involving one heavy bag and one light bag demonstrating what its like to play while not having the same mobility as someone who is in shape. Severity: Sugary drink activity ex. How much sugar is in drinks? Children create soft drink by making simple syrup observing the significant amount of sugar necessary to make it. Beliefs: Stories about people or animals that show a healthy lifestyle changes and the healthy benefits that result. Barriers: PE game- Play first, explain benefits afterwards to show ANYONE can be physically fit Cues to action: Posters, My Plate Activities, Collages of healthy favorites foods. Self Efficacy: A variety of easy games, activities and songs that make continuing a healthy lifestyle and choices on their own.

30. Implementation Timeline SUMMER 2013:  Plan activities and processes for upcoming fall program at 2 sites.  Train staff on tracking paperwork, curriculum and staying consistent.  Make connections in community for  Snack Foods  Programs  Resources FALL 2013:  Distribute Pretest  Follow curriculum  Track Monthly Process Sheets  Monthly Staff Meetings SPRING 2014:  Continued tracking  Activities  Post Test at end of school year SUMMER 2014:  Report results of analyzed tests  tracking and forms to families, executives and community.

31. Evaluation Plan Process Evaluation: Tracking students attendance using Youthservices.net; having students use “check in” slips every month to update staff about their choices. Outcome Evaluation: Survey students (pre and post test) to evaluate success of program

32. Needed Support  Staffing- currently 2 per site, more would be beneficial for tracking and planning purposes  Access to inexpensive healthy options for snack  Parent Involvement  Financial Resources  Partnerships with local organizations

33. Also Included…  Results of Pre & Post Test

34. Pair Share Staff share their work with leadership!

35. Reflecting on the Year

36. 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

37. Congratulations!

38. Closing Answer any lingering questions Process evaluation Contact info: Jessica: jwalsh@wrcnbc.orgjwalsh@wrcnbc.org Megan: Megan.Whelan@dvrcsc.orgMegan.Whelan@dvrcsc.org Lucy: lucy@ricadv.orglucy@ricadv.org