Thank you for posting a good question about promoting the health of young children in our communities! We are not sure what you mean by "members" since we are not a membership organization, but here are some resources (not members of the Community Tool Box) which may be useful for you: * The Kansas Children?s Cabinet & Trust Fund: http://www.kschildrenscabinet.org/ * Smart Start- The North Carolina Partnership for Children: http://www.ncsmartstart.org/ * Search Institute: http://www.search-institute.org/ We know persons at each of these organizations, and they are fine examples of groups that support the kind of activities in which you are interested. Best of luck in your work!
Hi Steven, At the moment, it is generating 20 to 30 questions a month, and most are relevant. You might also want to contact Neal Halfon or Todd Franke (310-794-2583) at the UCLA Center for Healthier Children, Families and Communities. They are using an adapted version of ours, and may be helpful as you sort out your needs.
Thank you so much for taking on this important task of improving the lives of our young people. We have an entire chapter on assessing community needs (Chapter 3, http://ctb.ku.edu/tools/en/chapter_1003.htm). You might want to consider the Concerns Report Methodology, found in section 10 within that chapter. You could create an inventory of 30 or so items with the youth, and the youth could then have their peers rate those items by importance and satisfaction. Those items they rate high in importance (e.g., they are interested in it) and low in satisfaction (e.g., they cannot yet get involved due to lack of access) could become the next youth recreational program! Best of luck in your work.
Rabbi Salter, Thank you so much for sending us this question. Unfortunately, we don't have that kind of information available to us. I would think that a phone call to the directors of other mentoring programs in Chicago might yield personnel costs that would be relevant. I know that many of these programs are run by volunteers, but I am sure that there are some with paid staff. Best of luck in your work!
While there is no single format that is universally accepted, some elements can be found in several places on the Community Tool Box. Please take a look at the following: - Chapter 19. Choosing and Adapting Community Interventions (http://ctb.ku.edu/tools/en/chapter_1019.htm) - Chapter 36, Section 5. Developing an Evaluation Plan (http://ctb.ku.edu/tools/en/section_1352.htm) - Chapter 42. Getting Grants and Financial Resources (http://ctb.ku.edu/tools/en/chapter_1042.htm) These might help you get started. If the project proposal you develop is really a grant proposal, you might want to start with Chapter 42. Otherwise, I recommend starting with Chapter 19. Best of luck with your work!
Hi Michele, I find that in order to do this well, the outcome has to be important. This is not easy to do, nor is it quick, but for those things that are truly important, we need to find a way to help others see how it is more important than other things they are doing. We have some good strategies and tactics located in the CTB table of contents. You might want to check out the following: - Chapter 6. Promoting Interest in Community Issues (http://ctb.ku.edu/tools/en/chapter_1005.htm) - Chapter 7. Encouraging Involvement in Community Work (http://ctb.ku.edu/tools/en/chapter_1006.htm) - Chapter 9. Developing an Organizational Structure for the Initiative (http://ctb.ku.edu/tools/en/chapter_1008.htm) You might want to specifically note the information in Ch 9 Section 6 about creating task forces and committees. Best of luck in your work.
Ms Lilly, I'm sorry to say that we don't have this kind of specific information on the Community Tool Box. We focus on broader strategic issues, and some tactical issues related to community organizing for a variety of purposes. You might want to contact other crisis hotlines to request a copy of theirs. I am sure that they will be generous in responding to your request. Best of luck with your work.
Gosh, what a great question! There is a lot of discussion of this within the professional literature, but no easy answers. We have a couple of chapters within the Community Tool Box that might help. Please check out: - Chapter 19. Choosing and Adapting Community Interventions (http://ctb.ku.edu/tools/en/chapter_1019.htm) Several of the sections within this chapter are particularly relevant to your question. Best of luck in your work.
Ms Johnson, What a great opportunity before you. You might want to take a look at the following resources on the CTB: - Chapter 19. Choosing and Adapting Community Interventions (http://ctb.ku.edu/tools/en/chapter_1019.htm) - Chapter 17. Analyzing Community Problems and Solutions (http://ctb.ku.edu/tools/en/chapter_1017.htm) While we do not have specific topic-related health materials on our web site, you can quickly find many related materials at the Centers for Disease Control web site (http://www.cdc.gov/) and within the Guide to Community Preventive Services (http://www.thecommunityguide.org/). I hope that this proves to be helpful. Best of luck in your work.
Unfortunately, we do not have specific evaluation tools (esp. topic-specific tools) on the Community Tool Box, but you might want to check out the evaluation tool sections in our Table of Contents (http://ctb.ku.edu/tools/en/chapter_1039.htm). They will provide some guidance. Also, you might want to contact NCI. They have a great web site called Cancer Control Planet (http://cancercontrolplanet.cancer.gov/) that not only has evaluation tools, but lots of program resources that might also be relevant. Best of luck in your work.
For setting up a non-profit, you may wish to begin by consulting Chapter 43, Section 4 of the Tool Box, which discusses nonprofit and tax exempt [501 (c) (3)] status in some detail. While nonprofit laws may vary somewhat from state to state, tax exempt status is governed by federal statute; those standards would apply regardless of your geographic location in the U.S., and would apply to a wide variety of organizational purposes, including but not limited to disability issues. If, however, your concerns also include starting the agency, over and above securing nonprofit or tax exempt status, there are of course many aspects to consider, such as planning, publicizing, training, and funding, just for example. Many different chapters and sections in the Tool Box can be helpful for you here. Consult our Table of Contents for details. We are also passing on your question to a colleague of ours who is familiar with the Tool box and who specializes in disability issues; if he is able, we will ask him to write to you directly if he has further information to add. Thank you for writing to us at the Community Tool Box; and all best wishes for success in your important work.
Congratulations on your new position! We are sure it will be a wonderfully fulfilling one for you, and an asset to your community. We are no more than amateur gardeners, but we do know that there is plenty of information out there on community gardener training. You may have to do a little digging around to get it, if you will pardon the pun. But one site we would recommend in particular is www.oasisnyc.net, which deals with community gardens in New York City, but which also has multiple links to other sites, including a community garden list-serve where you could ask your same question of people who have more specific gardening expertise than we do. You might also check out www.civicgardencenter.org, based in Cincinnati, which conducts extensive training for its own community gardeners. Speaking more generally, some of the potential training topics you mention, such as training for volunteers, are covered in the Community Tool Box (see in particular Chapter 11 on Volunteers, and Section 4 within that chapter on Training Volunteers). Chances are good you will be dealing with issues of membership, planning, and publicity as well, which are also generally addressed within the Tool Box, as is community organizing. Take a look at the Table of Contents for specific chapter and section references. Beyond that, we see community gardens as a significant opportunity to promote community connections more generally, and perhaps also as a springboard for generating other positive community outcomes. If you can keep your eyes open to those possibilities, that will be an added plus. If you develop an actual training manual, we hope you will let us know about it, so that we can then mention it to others! But in the meantime, we hope some of these thoughts may be helpful to you. Thank you for writing to us at the Community Tool Box; and all best wishes for success in your most important work.
Some of humankind?s best thinkers have been writing and teaching about this vital topic for decades, if not centuries. Their combined writings by now would fill a small library. How much time do you have??! But in a paragraph, thinking about this topic is itself a good start. Beyond that, it will help to (1) value each person in the organization; (2) show appreciation for each person; (3) listen carefully to what everyone has to say: (4) create a structure where there are clear and respectful channels of communication; (5) establish clear and measurable organizational goals; (6) ensure that organization members can participate in shaping those goals; (7) monitor and evaluate progress toward those goals; (8) adjust both goals and organizational policies as a result of evaluations made and other feedback received; and (9) keep the work atmosphere sufficiently pleasant so that you can also enjoy each other?s company. That?s a beginning. To learn more, you might consult several of the chapters in the Community Tool Box, especially those in Part D on Organizational Structure (Chapters 8-12) and Part E on Leadership (Chapters 13-16) We hope some of these thoughts may be helpful to you. Thank you for writing to us at the Community Tool Box; and all best wishes for success in your important work.
Thank you for writing to us at the Tool Box. You may find some useful information in Tool Box Chapter 8, which deals with Developing a Strategic Plan. We hope this may be helpful to you. All best wishes for success in your important work.
You may wish to begin by consulting Chapter 43, Section 4 of the Tool Box, which discusses this 501 (c) (3) status in some detail. Since this status is governed by federal law, it would apply regardless of your geographic location in the U.S. If, however, your primary concern now is starting the agency rather than on securing tax exempt status, there are of course many aspects to consider, such as planning, publicizing, training, and funding, just for example. Many different Chapters and Sections in the Tool Box could be helpful for you here; consult our Table of Contents for details. Thank you for writing to us at the Tool Box; and all best wishes for success in your important work.
It's great that you are working in a booming economy, though we can certainly understand how that can also create problems in attracting employees. To do so, it's important to think first about who your potential employees are likely to be. For example, would they be more likely to be women than men, older than younger, skilled or unskilled? Once you are clear on that, then think about where those employees are most likely to be found. And how can you best get the word out to them? That is, how do they get their information? Is it through radio, TV, newspapers, flyers posted on bulletin boards, word of mouth (very important), or other means, or some combination of these? Once you've answered these questions, plan your outreach accordingly. Of course, you must also provide good reasons why those potential employees should work for you rather than somebody else. Pay is naturally one of those reasons, and certainly your salaries must be competitive in your market, which is not to say they must be better than everyone else's. You might think of what other benefits you can provide: A great working environment? Ability to set one's own hours? Flex time? Opportunity for job training, or promotion? Child care? Easy transportation? These are some examples, and there may be others. In other words, what's it going to take to attract me as a potential employee to your door? It may help to be creative here, as well as honest. You may also wish to consult Chapter 10, Section 3 of the Tool Box, on Advertising for Positions. We hope these thoughts may be helpful to you. Thank you for writing to us at the Community Tool Box, and all best wishes for success in your important work.
It's great that you are working in a booming economy, though we can certainly understand how that can also create problems in attracting employees. To do so, it's important to think first about who your potential employees are likely to be. For example, would they be more likely to be women than men, older than younger, skilled or unskilled? Once you are clear on that, then think about where those employees are most likely to be found. And how can you best get the word out to them ? That is, how do they get their information? Is it through radio, TV, newspapers, flyers posted on bulletin boards, word of mouth (very important), or other means, or some combination of these? Once you've answered these questions, plan your outreach accordingly. Of course, you must also provide good reasons why those potential employees should work for you rather than somebody else. Pay is naturally one of those reasons, and certainly your salaries must be competitive in your market, which is not to say they must be better than everyone else's. You might think of what other benefits you can provide: A great working environment? Ability to set one's own hours? Flex time? Opportunity for job training, or promotion? Child care? Easy transportation? These are some examples, and there may be others. In other words, what's it going to take to attract me as a potential employee to your door? It may help to be creative here, as well as honest. You may also wish to consult Chapter 10, Section 3 of the Tool Box, on Advertising for Positions. We hope these thoughts may be helpful to you. Thank you for writing to us at the Community Tool Box, and all best wishes for success in your important work.
Thank you for submitting such a great question through the Community Tool Box. I sent your request to a couple of colleagues that have experience working in neighborhood organizing and housing issues. One of them raised several good questions that might help us figure out how to best guide your next steps. It would be easier if we knew what type of housing for the elderly you are thinking about. Is it affordable single-family or multi-family dwellings for the elderly, or will you be providing services as well? Is this one or two units or a larger project? If this will include services, are you talking about the full range of assistance (construction, finance, legal, management, screening, etc.)? Will these services also include medical, social and recreational services? Many of the groups doing this kind of work are not-for-profits (as you pointed out), because they find it easier to get public assistance in the form of grants and subsidies, but there are corporations working in this area as well (e.g., Marriott is probably the largest one).
Ms Frazier, There are a couple of sources of surveys such as what you request. Within the CTB you can find resources for developing a survey in Chapter 3 (http://ctb.ku.edu/tools/en/chapter_1003.htm) there are sections that will help you with developing your own survey. There are additional resources in Chapter 38 (http://ctb.ku.edu/tools/en/chapter_1039.htm). There are also many resources for this kind of survey on the Internet. You can find many of them listed on the American Evaluation Association web site (http://www.eval.org/). Third, you might want to do a search on Google Scholar for the work of Fran Butterfoss, Michelle Kegler, or Bob Goodman. They have all published results of work done using these kind of surveys.
Thanks for asking such a great question. We seem to get a lot of questions for people looking for topic-specific surveys. One place that I find invaluable is Google Scholar (http://scholar.google.com/). It does not have the usual filters for journal quality that you might find with the National Library of Medicine (MedLine, PubMed), but you will find a lot of related journal articles that reference the survey of your choice. I did a quick search using the terms "self-efficacy" and "youth", and the search engine returned about 15,000 references. The first 10 were all quite relevant to your question, so I am sure that you could quickly find an article, and contact the authors to see if they can provide the instrument they used. We do hope this helps you in your search.
Thanks for asking such a great question. We seem to get a lot of questions for people looking for topic-specific surveys, and I have 3 answers for you. First, we have a couple of sections in the CTB on survey development and use. You might want to check them out (although they do not have specific surveys on your topic). You might want to check out Chapter 3 Assessing Community Needs and Resources, in the table of contents (http://ctb.ku.edu/tools/en/chapter_1003.htm). Second, you might want to contact the National Center for Environmental Health at CDC (http://www.cdc.gov/nceh/). They are partly responsible for data in this area, and you might want to be using the same tool as them. It would allow you to make comparisons to national (and maybe local) data samples. They have two relevant programs--the National Environmental Public Health Tracking Program, and the Environmental Hazards and Health Effects program. You could also do a quick search on their web site for a survey, and you might quickly get access to one (or several). Third, and one place that I find invaluable, is Google Scholar (http://scholar.google.com/). It does not have the usual filters for journal quality that you might find with the National Library of Medicine (MedLine, PubMed), but you will find a lot of related journal articles that reference the survey of your choice. I am sure that you could quickly find an article with a survey tool, and contact the authors to see if they can provide the instrument they used. We do hope this helps you in your search.
I am sorry for my poor spanish-language skills, but I will get this translated correctly and sent to you very quickly. There are several sources for evidence-based practice (EBP) information--most of which is medical, but some of which is also more specific to topic areas like youth development or drug use prevention. Unfortunately, I do not think that many of these resources have been translated to spanish, or were generated in spanish-speaking countries. A good source for medical and health EBP is at http://healthlinks.washington.edu/index.jsp?id=e64464ae-50e1-4b89-b1d0-6.... This page is maintained by the University of Washington and has links to many other resources. Another good source may be the World Health Organization web site (http://www.who.int/), which is also available in spanish. I just did a quick search on their (spanish language) web site for EBP, and found many resources in a number of health-related fields. I hope that some of this might be helpful to you!
Rob, Glad you found us, and we are especially glad for your interest in this area. I'm not at all familiar with Urban Psychology as a field, but you will find a HUGE amount of relevant resources in the field of community psychology. A good place to start is the CTB. Second, I would like to point you to Division 27 of APA, the Society for Community Research and Action. They have a web site at http://www.scra27.org/. There you can access the email reflector, and other background information about the work done by community psychologists. There are numerous relevant professional journals and books--such as the American Journal of Community Psychology, Journal of Prevention and Intervention in the Community, and the Journal of Community Psychology. Much of the work of community psychologists is also featured in topic-specific areas like public health or organizational development. I know that the answer is quite broad, but given the breadth of your stated interest, I hope you find it useful.
Thank you for considering our Community Tool Box as a development tool for work with High School staff and students. While we don't have a "toolkit" specifically devoted to this audience, we do have many tools that you and your colleagues could use to develop workshops. Most of our tools have examples related to drug and alcohol use prevention, but they focus on core competencies more specifically. If you were to narrow the scope of what they need to learn to specific skills from the Table of Contents (http://ctb.ku.edu/tools/en/) or from the Tool Kits (http://ctb.ku.edu/tools/tk/en/corecompetencies.jsp), then you could put together quite a good training package. It would need to be supplemented with specific information about drug and alcohol use, but there are many sources for that. We hope this answer is helpful, and wish you the best in your work.
When to revise a strategic plan is always a difficult judgement call. As often happens, there are competing priorities--all of which are quite important. One thing to consider is strength of leadership in the new coordinator. If you are recruiting a new coordinator that can develop the new plan, then you should hire the coordinator first. If however, you don't think a new coordinator would be capable of doing this themselves, then you might want to get the plan done first. It sounds like what you should really do is to hire a local consultant to help sort through this complicated situation. Ask around among other agencies about who they use, and see what advice they might offer. Thanks for submitting such an important question to us. We wish you the best in your effort.
Development communication is similar to social marketing and used in international development. The Community Tool Box has an excellent chapter on Social Marketing which should give you plenty of material to work with as you develop your understanding about how to use communication to move behavior. Look on the CTB for Chapter 45: Social Marketing of Successful Components of the Initiative and you'll be on your way. Some examples of what you'll find there include: Section 2. Conducting a Social Marketing Campaign Section 3. Listening to Those Whose Behavior Matters Section 5. Promoting Awareness and Interest Through Communication You can also find a lot of information on the Internet. Start with the World Bank website. We hope this helps you.
You are asking for an enormous amount of information as the seven core responsibilities cover a lot of territory. However, the Community Tool Box (CTB) is one of the best resources for providing this type of information. The CTB has hundreds of how-to sections related to these seven core areas. Here are a few ways to access that information. You could use the Search Engine. Enter a request for information from Area II: Plan Health Education Strategies, Interventions, and Programs from the seven core responsibilities, such as "measurable objectives" and it will return links to CTB Section 8.3: Creating Objectives. Using the Search Engine should lead you to materials related to most of the subcompetencies for the CHES credentialing requirements. Try it out to see what you can find. Other pathways into the information include the Table of Content found at http://ctb.ku.edu/tools/en/ that you can scan for relevant materials. Finally, you can look over the resources under Plan the Work at http://ctb.ku.edu/tools/tk/en/corecompetencies.jsp that has related tools and supports for similar competencies.
For community initiatives, community-level indicators can be seen as one ultimate outcome of any initiative. While a monitoring system, constituent surveys, goal attainment reports, and interviews can help pinpoint the success of individual events, community-level indicators try to determine how individual events affect the community as a whole. Indicators are measures of the status of a community and the environment it creates that affect well-being at a particular time or over a period of time. A community level indicator can be collected and reported for communities such as neighborhoods, towns or cities, or regions. Community-level indicators may come from sources such as archival, surveillance, data developed for other purposes or from surveys implemented specifically for tracking local indicators. For more information you may want to visit Chapter 38, Section 9: Gathering and Using Community-Level Indicators [http://ctb.ku.edu/tools/en/section_1371.htm] on the Community Tool Box.
I suspect that there will be little data for Hispanics in Onondaga County. Data is just not collected at that level unless there is a local diabetes prevention initiative that has taken this task on hand. You might call the local health department to see if they know if any data such as this is available. You might also contact the local hospitals or health plans that provide service in your area. The best you might be able to find is for the state or region. Does New York conduct a Behavioral Risk Factor Surveillance Survey. If so, it may contain some of the information you seek. Call your State Health Department to find out if they collect this type of information or if they oversample in specific counties such as Onondaga County. In addition, there are national surveys such as the NHANES (National Health and Nutrition Examination Survey: http://www.cdc.gov/nchs/nhanes.htm) and they conducted one specifically for Hispanics. But again, it would not include information at the level of one county, even though they surveyed 16,000 Hispanics across the country. You might also look to the Centers for Disease Control and Prevention to see if they have any information specific to Hispanics. All of this information can be searched for on the Internet. Lastly, you can look to sections in the Community Tool Box to provide information on how to conduct surveys or find this type of information. See http://ctb.ku.edu/tools/en/chapter_1003.htm or http://ctb.ku.edu/tools/en/section_1371.htm for several sections related to this topic. This is important information to have available. Good luck.
Starting a youth board to build leadership and enhance your organization's efforts is always a great idea. The first step is to be clear about why you want a board and what you want the board to do. To increase the chances of success you should look for qualities and attributes of youth board members that relate to its activities. Set selection criteria that make for a strong and active board. Recruiting youth should start with who you know. Ask youth you know to help recruit. Its never too late to develop relationships with youth, too. Look to already existing youth groups (e.g., churches, schools, clubs) and let them know of your interests. The work of the board also has to be intersting to youth. You might ask youth to help determine the board's work so that it will be attractive to youth. Empower the youth group to set goals, plan their work, and support them so they can be successful. Here are a few Community Tool Box sections that might stimulate more thought: Chapter 22, Section 4. Recruiting Youth to Your Mentoring Program [http://ctb.ku.edu/tools/en/section_1203.htm} or Chapter 9, Section 4. Developing an Ongoing Board of Directors [http://ctb.ku.edu/tools/en/section_1095.htm]
It would be hard to say without knowing why the coalition came about and who is part of it, but the best project would make it clear to all how the new collaboration can lead to outcomes that would be much more difficult to orchestrate without the coalition. It should also be sure-fire and involve/benefit three or more members. One suggestion would be to ask the coalition members what their priorities are, then design a very small, concrete task to address it that is likely to succeed.
The Community Tool Box contains a great deal of information that can help you get started. Much of this information can be found in Chapter 36. Chapter 2 on developing a logic model might also be helpful. Without knowing much about your program, I would suggest you start with answering some basic questions about the goals of the program and how you would know if it was working as intended. What is the program being evaluated? How would you know if it was successful? What standards of performance would demonstrate success? What evidence could you collect to indicate whether those standards are being met? What evidence could you collect to indicate whether the program is meeting its goals? Once you can answer those questions, you will be well on your way to developing an evaluation. Good luck.
Generally, a variety of social support measures would be relevant. However, more specific measures might be appropriate depending on the content of the support group (e.g., use of alcohol and other drugs, healthy behaviors, academic performance).
While I'm not exactly sure what the questioner(s) mean by a "single content approach" to community organization (I've never heard this particular term before), I'd venture to guess that the term refers to one of two things. One - Organizing around a single issue (e.g., neighborhood crime) vs. a variety of issues (e.g., community well-being). In general, I believe most activists suggest a concrete single issue as the initial focal point, wiht divergence from this as the organization matures. Two - this could refer to the value of utilizing one approach versus multiple, synergistic approaches. For example, as the Community Tool Box (CTB) points out, the literature (academic & practice) conistently points to the desirability and strategic value of a multiplicity of approaches / strategies in organizing. The questioner(s) might find the following piece in CBT useful: "Some Lessons Learned on Community Organization and Change": http://ctb.ku.edu/en/tablecontents/sub_section_main_1386.htm The CBT describes several broad "Models of practice" (i.e., social planning, social action, locality development, & community partnerships / coalitions). While any one of these may be appropriate in on of itself, depending upon the nature of the problem or issue, under the section titled "What are some lessons learned about community organization and change?" - Point 5: "Intervention and maintenance of efforts" - the authors underscore the desirability of multiple approaches (versus a single approach or strategy): This section states in part: The strategy of community organization should fit the situation. The broad and specific means of intervention should match the ends, and the context. For example, social planning -- using technical information often with the guidance of outside experts -- may assist in defining goals when people share common interests. Similarly, locality development -- featuring self-help efforts of local people -- may be appropriate for reducing a particular problem, such as substance abuse or neighborhood safety, around which there is widespread agreement. In contrast, social action -- with its disruptive tactics and related conflict -- may be needed in contexts of opposing interests such as in reducing discrimination or disparities in income or power. Using multiple strategies usually has an advantage over any single strategy. Some initiatives -- for instance, a campaign for school reform -- get stuck using one preferred means of action, such as collaborative planning or disruptive tactics, even when the goals or conditions shift. By invoking only one strategy, the organization's actions may be easier to ignore and the benefits of complementary approaches may go untapped. For example, the threat of disruptive tactics (social action) may make support for self-help efforts (locality development) more likely. Flexibility in strategy, and use of multiple means, may enhance community efforts and outcomes. Celebrated organziners like Saul Alinsky (see for example, "Rules for radicals: A pragmatic primer for realistic radicals," 1971) and organizations that develop leaders / community organizers such as the Midwest Academy (see for example Bobo, K., Kendall, J., & Max, S. (2001). "Organizing for social change: Midwest Academy: A manual for activists," 3rd ed. Santa Ana, CA: Seven Locks Press) have long suggested a multiplicity of approaches is valuable. Related to this, the literature (and those who practice c.o.) also suggest that community organizations that develop around multiple issues typically fare better than those focused upon single issues. I hope that you will find this helpful!
Thanks for asking this excellent question. It is always ideal when you can find the best assessment tools for your specific purposes. Of course, that is not always easy. In your case, you are focusing on assessment for community-based organizations and you want tools that can be utilized by someone at the college student level. One of the first issues that comes to mind is whether your goal is to evaluate the functions and work of the CBO(s) itself. Or if you are more interested in examining efficacy in the sense of client outcomes. The latter is a slightly different challenge. Other decisions you will have to make also come to mind. For instance, are you evaluating prevention or treatment efforts, or something in between, or something altogether different? Now if your main goal is to understand, evaluate, and improve the structure and functioning of the organization itself, you might want to look into frameworks and tools related to Empowerment Evaluation. The advantage here is that the goal of empowerment evaluation is for the organization to evaluate itself. Someone at a college school level would be an ideal person to help facilitate such an evaluation. http://eevaluation.blogspot.com/ or http://cie.asu.edu/volume1/number4/index.html You also mentioned the CBOs were related to a variety of health issues. Perhaps you are more interested in efficacy, and assessing the health or health changes of clients. If there is a specific health issue (e.g., HIV/AIDS), you may want to be assessing variables directly related to that problem. If your interest is more in general health issues, there is a good measure we found at: http://www.pdhealth.mil/clinicians/sf36v2.asp and for instructions: http://www.pdhealth.mil/guidelines/downloads/SF-36_Primer.pdf There is also a pretty good health behavior risk survey available at: http://www.mass.gov/Eeohhs2/docs/dph/behavioral_risk/survey_07.pdf However, there is always an advantage to modifying and creating your own assessment instruments that are specific to the contexts of the settings and local community needs. You may want to find general measures that exist and improve on them. The steps are typically to develop more specific aims and goals related to the types of change you most want to see. Writing out short and simple questions, working to make sure they are clear, and that the overall instrument is not too lengthy. You can put them on five point scales, each ranging from Very Likely, Likely, Neutral, Unlikely, Very Unlikely or some similar variation. You can also add some more open-ended questions that will help you triangulate and expand on the quantitative data. Once your measures are developed, you can always use them to study the organization/clients at one time point and at a later time point, examining differences in the two sets of scores. All in all, whether you are searching for something that already exists or are ready to adapt new measures, empowerment evaluation, and the general health measure we provide links to, are good starting places.
Asset maps for substance abuse would generally list (and perhaps geographically represent) resources available in the community. They might include relevant resources in the following categories: Prevention and education Assessment Referral General information and clearinghouses Detox services Inpatient Services Support/12-Step groups Outpatient services Halfway houses Often, such resources are compared to needs to identify gaps.
Community-based and mental health approaches to quarantine and isolation is a very challenging problem. The Center for Disease Control (CDC) would be one place to look for the best resources on isolation and quarantine, including mental health programming. However, you'll find some excellent resources on this topic at the SAMHSA DTAC (Disaster Technical Assistance Center) website. http://mentalhealth.samhsa.gov/dtac/dialogue/Summer2007.asp You'll see this link to "the Dialogue" has relevant information on mental health preparedness, covering several topics related to isolation and quarantine.
Why sports are not emphasized at earlier ages in communities is a difficult question to answer. There are so many benefits to the spirit and to health that come from positive forms of athletics. When it comes to good health-related habits, it is always important to start early. Health provides us, and children included, with many of the basic foundational elements for all of our activities as human beings. Safe and healthy sports can have a positive impact not only children's physical health but also their mental well-being, and the energy that's required to take on intellectual endeavors. Sports that are safe, that promote teamwork, that involve good mentors, that are fun can also bring well-being to whole families and whole communities. Many communities do of course benefit from the wonderful activities of Park Districts and YMCAs, and their sport-related activities start at very young ages. There are of course many other widespread organizations and less-well-known community groups trying to build more of these activities in their neighborhoods. But if such organizations don't exist in your community, and you would really like to do something about it (and if you have the time and energy), try to get other like-minded people in the community to come together around this issue. Find out what resources you'll need. What athletic activities for kids might gather the most interest in your community? Find out how you can set up these programs and get more resources. Find outside groups that have been in the same situation and can provide guidance to you on your efforts. Much of the information throughout the Community Toolbox can help you get started!
This is a wonderful service that you are working toward. There is little more important than providing housing opportunities for those who have encountered intimate partner or other forms of domestic violence. Working to organize toward a 501(c3) is a good step. There are many other considerations and contacts you will want to make. You might find out contact information of other similar shelters in the area and find out how they can help. You will also likely want to contact the relevant municipal offices of the town or city itself. One of the paramount issues is safety for those women, children, or others living in the house. Depending on the model you set up, there may be need for police protection and ways to ensure the secrecy of the location. Now also depending on many factors (e.g., your location), there may be zoning issues and ways to build the most effective relationships with neighbors. There are challenges ahead but none of them that can't be overcome through positive community-based communication. And again, there is little more important than housing and safety for people who have encountered these situations.
Through a search on the internet, we were not able to find any other cities that have ordinances against the spraying of lawns (other than water). This does not mean that there are not other examples out there. And of course your actions here could lead to many other towns and cities with future policies of this sort. So how could this be presented to the city to have the best effect? Of course a non-confrontational, positive approach is always best, and particularly one that builds on the town's strengths. This doesn't mean you won't ever criticize current conditions but try as much as you can to build the investment and collaboration with others, at all levels. There is no reason why you shouldn't start by going to the city and asking them how these ordinances can get developed. At the same time, strike up conversations with others in the town about your idea, and slowly see who might also be interested in joining the coalition. Emphasize the fact that the town could be a model for the nation in this regard. And conduct some more research, showing the harms that certain types of spraying can have on the environment. Use other innovative conservation ordinances that similar towns have initiated. Try to call or visit some of the people in your town's government to see if they would be interested in working on this endeavor or helping out in any possible way. As with any community action initiative, you may feel at the start that an ordinance with an absolute prohibition is the only goal. But you may find along the way that the means are as important as the ends. You may consider small compromises along the way, and you might encourage people to help you think creatively in this regard. No matter what, all along you and your coalition will be building your ability to articulate positive arguments for this change. You will be raising awareness to those in city government and those in the town as a whole. So even if the end goal appears, at any moment, to seem daunting, think about all of these positive effects you'll be having along the way. Community action is always about practice. Keep on practicing different positive approaches. You may want to expect some people to be protective of what they can or cannot do with their lawns. Understanding their perspectives and respecting their feelings in a positive way, but also showing why the non-spraying approach may be the best long-term plan for the town, is all part of your objective.
It sounds like your organization's run/walk and whole effort is wonderful. It is not possible for us to find a statistic as specific as this, but we certainly empathize with this goal of yours. Frequently in our work, we have the same image in our mind of the exact statistic that would make our argument so perfect. And oftentimes we just "know" that stat has to be out there, for this particular age group and demographic and this particular region in the world. Once in a while, we can search internet databases or conduct a literature review on university databases and discover a finding that is very, very close. More often than not, we end up settling for findings that give the same general story, and often they work just as effectively. Maybe the statistic ends up being for the whole state rather than the city of interest. But the key method for finding statistics that tell the story you know is out there, is to keep searching. Often times there are large national organizations or institutes for a particular topic that have enormous archives of statistics. The National Institutes of Health (NIH) are a good place to start. You may just find that study that was conducted in New York and that breaks the statistics down giving you the figures for Long Island. There are also many foundations that fund research projects and put out reports. You could also check newspaper archives. Whenever we engage in one of these searches, we end up building our knowledge base and find five sets of key statistics, none of them perfect, but together they get across the exact point we're trying to make--the one that most convincingly gets across the truth.
Your whole statement here really shows that you have wisely worked out some of the primary challenges here, and these are among the biggest, eternal challenges in all of community organizing. However, they can be overcome, and there is little doubt that you'll be able to form this coalition in the most effective possible way. You are starting from the right place. You recognize the real advantages of forming this cultural committee and you have pinpointed the type of groups you want on this committee and why you want them there. But that of course is the real challenge. You see the wisdom in concentrating efforts toward a common problem. That is the way we can really do great things and take on big tasks, working together. Yet you also recognize the need of community organizations to have their own unique part in the process. In order to get their investment, it is simply not effective to tell them the single issue the collective is going to tackle. If they are truly members of this group, they are going to want to do their own thing, to a certain extent. So first of all, you want to get across these collective benefits of working together. Second, you want to ensure them that the goal is not to put their group under your umbrella nor to be guided by any one single group. Third, you want to give them a sense that they are a major part of this initiative and their piece is their own and uniquely designed by them. You have a general enough, overarching topic--troubled teens. How do you go about navigating the paradox of everyone working together on a single topic and yet allowing everyone to simultaneously go off on their own. It seems like a difficult task, but again, you are taking the perfect approach. When you form the group, you probably want to get this all out in the open from the start. You want to make it clear that the ultimate goal, and what will hold this group together, is not just the needs of individual organizations, but "troubled teens" and their needs. Their well-being is the superordinate goal that is going to hold the whole coalition together. Ask yourself, what are the categories under "troubled teens" that need to be addressed? Maybe you will come up with 5 to 9 categories, however many collaborating groups you will want to be at the table. Make them major, all equally important categories, with terms that serve justice to how important they are. Now what are the top organizations in the country, doing the most innovative work in each of these categories? List a number of the most interesting sounding groups you can discover under each. Conduct some research on them, talk with them. Which ones sound most positive, engaged, and caring? Tell them you are building such a coalition. When you have a group that sounds perfect, invite them to lead that arm of the initiative using their program, their strengths, and their new ideas. You'll have many additional challenges, but at least your committee will have the best possible people with hopefully good, active liaisons. Their intentions will hopefully be in the right place. They will have a sense of their role and that their expertise is valued in their particular area. In some sense, everyone will be doing their own thing, yet working together toward a common project. The focus of that effort will hopefully narrow over time so that you are all tackling a manageable problem that you all value very highly. The eventual goal is to have some consensus on a single initiative that everyone is adding to through their unique skills and the fact that everyone values them at the table. Throughout the nation, they were chosen for being the most innovative and concerned and ready for action. The goal for the whole committee may be to find the commonalities that every group's strengths can help tackle.
It is difficult to pinpoint a specific "parent support facilitation" program that would be considered the "best." There are many good programs out there and there is such a need for this type of work. They all share certain commonalities and they all possess their unique components. So much of what makes one more or less effective has to do with context. This is not to say that all programs are equal. One key characteristic of an effective program is that it tries to simultaneously benefit all stakeholders. Every program is focused on the child and of course is there to support the parents. Many of the programs that exist are reaching out to a wide number of other groups that can provide resources. In most of these cases, the groups that provide the resources are intent on helping the family as well. The more that these programs shape their activities and approaches in response to the child and to the parents input and to the input of connected organizations, they more effective it is likely to be. In other words, inclusivity and collaboration are very important. Giving full recognition to parents and their input is a very positive sign of a smoothly running parent support program. This is just a start when you begin investigating programs and their different features, but it is one that should be heavily weighted in your decision-making.
As you know, post-conflict multi-lingual settings can be very sensitive areas, particularly in early, needs assessment stages with your work. This can be particularly true, depending on the tensions that likely exist to some extent, and the top needs of one group may not be the same as others. We are not aware of specific tools or guidelines for needs assessment in these settings, although they may exist. Of course instruments that have been translated into the languages existing in your region of the world have a major advantage. One recommendation we would make is that you think about, at first, holding multiple and separate sessions. We would not advocate segregation of any sort, but if there are factional divisions, it may be worthwhile, in the needs assessment phase, to have the events occur separately. This can avoid problems based on language and if the needs assessment sessions are made as equal in time and attention, that is always beneficial. In later stages of needs assessment or to obtain additional feedback, you can consider bringing separate groups together with appropriate translation, if that is possible and if you think it makes sense. Once you have a sense of some of the common needs across groups, you can present that to everyone and move on from there.
This is a very important question as so many funding agencies are looking for initiatives that share grant-based resources. We are not aware of any manuals that provide specific advice on the sharing of funding sources. We can only suggest that this type of partnership is like any other, and is built on collaboration and trust. Most essential to such a relationship is good and thorough forms of communication. Today there are is not only the availability of the conference calls but even videoconferencing. And there are many other to connect that are not cost prohibitive. The more communication that occurs between different organizations, the more that becomes understood in terms of who has what responsibility with the writing of a grant application and implementation of a grant. To every extent possible, the different organizations should clarify who is responsible for each piece and the budgeting of these different responsibilities. There should be mutual agreement on how separate tasks to be most efficient and to build on each groups' strengths. No one wants both groups to be working on the same task. Although it may seem excessively formal, there is much to be said about having a written contract that all parties sign on to. Oftentimes a group is put on a grant application, the funding comes in, and the group who is supposed to provide expertise is never called on to carry out their tasks--and they end up not getting paid for it. Sometimes simple misunderstandings and forgetfulness occurs. Therefore a clear general contract can be a good reminder to everyone. And yet a contract is not something that replaces trust. Organizations/individuals should always make the best possible determination from the start if their partnering organizations are people that they can work with on a long-term basis. Is this group one that has priorities that are consistent with our own? Is this a group we have fun working with? Are they engaged fully in their efforts? Can we be more effective working together than on our own? These are questions that each group should ask before getting too involved in even the writing of a cooperative grant application.
Community Research Councils is an important new development that appreciates the primacy of more local needs and resources when it comes to funding and the implementation of grants. The question is who should be called to the table, how, and what are some of the best ways to develop buy-in? Of course you want to find creative thinkers, with background knowledge on the topic, who are going to be engaged in the effort. Such people are not always easy to find, but they exist in every region of the world. And sometimes you can't easily find the right people on the first round. But you can maximize your probability of getting the right group by contacting different agencies in the area and finding out who they respect most. You can contact the heads of counties, cities, and towns in the area. Definitely cold calls are good. And definitely networking is good. Contact institutions colleges and universities in the area and see if they have researchers or academics who specialize in health disparities or related areas. Contact hospitals. You might want to try to get a diversity of researchers, practitioners, and community members who tend to do more of their work "on the ground" and "in the community." Buy-in is often achieved by having your priorities in the right place--the benefit of those who are most adversely impacted by health disparities. Buy-in and investment is also built by giving each members of the Council their own specific roles on the group, the areas on which they are experts. And the more they are called on to provide their expertise, the more they are likely to feel they are contributing to the process. The more they are contributing and the more you can give them tangible signs that our council is having a positive impact, the more they will be invested in the Council for the long term.
Bullying is such an important problem that requires unique solutions. It is so good to hear that at least one of the schools has an effective program to reduce such activity. You have so wisely sought advice and input from the teachers, and it is an excellent idea to encourage the school to try and enter and reach out to the community more, but not necessarily give up on other efforts to get parents to visit the school to help work on this problem. Bullying is one of those behaviors that is likely to benefit from a 'restorative justice' approach. You might want to do some reading and gathering of articles about restorative justice and other theories about the problem that incorporate the community. The more you can demonstrate to the school and to parents and other stakeholders in the community that this is a challenge that requires the whole community, you might find that the school will better understand the need for such outreach efforts. Perhaps one of the problems is that some at the school would rather not advertise any type of problem the school might have. In this case, the more statistics the school can see that most communities face this problem and that they would only look innovative by addressing it, the more favorable they might be to your suggestions. Hopefully, whatever you can all achieve can spread to other locales, and have a positive radiating effect. Best of luck!
The data from the report can be imported into the ODSS if it is in a format compatible with Excel.
In order to upload your photo and have it associated with your user information, you will need to first upload your photo to a photo library (such as the photo library on your subsite). If you need to re-size your photo, it may be helpful to visit http://www.shrinkpictures.com/. Just upload your photo, select 100 pixels, and resize. Once you have uploaded this resized photo to the photo library on your WorkStation, right-click on the photo, select "Properties," and get the URL associated with the photo. Then, from your WorkStation, click on the Welcome button in the upper right-hand corner of the page, and select "My Settings," "Edit item," and then paste in the photo URL, then click "OK" to save. If you need further assistance, please contact cholt@ku.edu
It works pretty well when we don't have a server glitch and lose questions. That happened with your question, and we apologize for this delay in responding. "Ask An Advisor" gives people opportunity to ask specific questions and get suggestions from faculty and private practice community psychologists. We tend to provide general answers and refer to sections within CTB for up-to-date summaries of best practices.