Primary Prevention Institute

Primary Prevention Institute

Primary Prevention Institute A CAPACITY BUILDING COLLABORATIVE FACILITATED BY THE WOMENS RESOURCE CENTER, AND THE RHODE ISLAND COALITION AGAINST DOMESTIC VIOLENCE

Welcome! Facilitator Introductions Housekeeping Participant introductions Overview of Tier One 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 Strengths & Needs Assessment C R E A T I N G P R O G R A M S T H AT A D D R E S S 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 Using Theory to Improve Programs

A P P LY I N G T H E O R I E S O F B E H AV I O R 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 Logic Models P L A N N I N G F O R E VA LU AT I O N Purpose of the Logic Model

Program Planning Program Management Program Evaluation Communication Consensus- building Fundraising Process & Outcome Evaluation

Defining Evaluation Process 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 Outcome Evaluation Measures a programs

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. 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 didnt work Feedback from participants 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 Inputting & Analyzing Data Epi-Info

Life Cycle of Data Computer printout First word tables Better word tables Charts Presenting Data SHARING YOUR FINDINGS WITH STAKEHOLDERS

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 Our Work in Action JOCELYN AULD SOUTH COUNTY Y PRIMARY PREVENTION INSTITUTE SESSION

RECAP South County YMCA OST Food and Fun Program Presentation by Jocelyn Auld 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. 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. Health Belief Model 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. 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: SPRING 2014:

Continued tracking Activities Post Test at end of school year SUMMER 2014: Report results of analyzed tests tracking and forms to

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

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

Also Included Results of Pre & Post Test Pair Share Staff share their work with leadership! Reflecting on the Year

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 Congratulations! Closing Answer any lingering questions Process evaluation

Contact info: Jessica: [email protected] Megan: [email protected] Lucy: [email protected]

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