Ask an Advisor Answers

            Thank you for writing to us at the Community Tool Box, and please excuse our unforeseen delay in responding to your important and challenging question.   
            From our distance, your recruiting procedures would typically be guided by (1) what resources (people, money, and especially time)   your group or organization has available for recruiting activities; (2) what specific role(s) you would like committee members to play; and (3) how long the project is going to last (will it be a one-time action research study, or do you envision a longer-lasting presence?)
            There are no one-size-fits-all answers to these questions; your own answers will depend on what’s going to work best for you in your particular setting; so it will be good for you to be clear on these points before you get in too deeply.
             A possibly useful approach, however, might be to consider a structure or structures where anyone who wants to participate can do so.  You’d have multiple channels, and multiple opportunities for involvement.   
            For example, you could create a bona fide planning or steering committee, with real authority.  (How those people would be chosen is a challenging question in itself.)  And this could co-exist with a larger and possibly more diverse advisory committee/ board, which could reflect the views of more people.  Since Bangladesh is a very big country, you could also help establish regional or even local councils to set local priorities and monitor their implementation.  You could sponsor a series of public hearings in different parts of Bangladesh as well, which could attract still-larger numbers.
            In addition, you could help facilitate ongoing structures where individual Bangladeshi residents could make their feelings known through texts, e-mails, and/or short videos. By so doing you could increase the number of perceived stakeholders, which seems entirely appropriate in that sexual gender-based violence is an issue that should properly concern everyone.  
 
            In other words, by adopting a layered, multi-level, and decentralized approach, you could maximize stakeholder opportunities to participate as well as participation itself.  And the longer-run impact of your project might be greater as well.
 
            What you do with all of that participatory input – how you deal with it respectfully, responsively, and effectively – is of course another story.  A bittersweet irony of community work is that success creates  its own costs.  But that is a question for another day.  For the moment, though, we think you are on the right track.
 
            Thanks again for being in touch, and all best wishes for success as your work unfolds.    
 
 

            Thank you for writing to us at the Community Tool Box, and please excuse our unforeseen delay in responding to your question.
            It’s excellent that you and your group would like to improve operations at your local animal shelter. Under normal circumstances, there’s no legal requirement that you form a legal entity. But that leads to a different question: Would you be better off doing so? In other words, forming a legal entity might not be necessary, but it might (or might not) be desirable.
            Forming a legal entity can create certain tax advantages for your group.  It can sometimes give your group more community credibility.  And it enables you to apply for federal tax-exempt status, which may be helpful if at some point your group wants to apply for grants.  (Note that not all nonprofits are tax-exempt; that requires a separate application process.)
            The details of how a group like yours would form a legal entity are usually handled on the state level, usually by the Secretary of State’s office in your state’s government. That’s often the best place to find out what your state’s requirements and procedures are, as well as to get some advice that’s particular to your situation.  The officials you are meeting with, depending on who they are, may be able to advise you as well.
             “Just doing stuff” can be excellent, and may certainly be sufficient in itself for you.  Becoming a legal entity might give you some added advantages. Once you’ve learned more, then you’ll likely be better able to make decisions that seem best for you now.  
            Thanks again for being in touch, and all best wishes for success as your work proceeds.

            Thank you for writing to us at the Community Tool Box with your valuable question, and please excuse our unforeseen delay in responding to you.  
            We applaud your goal, and the efforts you are making to reach it. And when you ask about how to get started, we would say that you have started already, for one of the first steps in community work is identifying a need you want to fill. You’ve done this.
            But to respond to some of the other points you raise:  
*          Licensing and permitting issues around group homes are usually dealt with on a local basis.  This means it should help you to learn about the Memphis city departments who are responsible for reviewing and approving licensing and permitting applications.  You can find a friendly city official who can explain the local regulations to you, and/or you can find other housing operators in Memphis who have dealt with the same situation, and learn from their experience.
 
*         Many of your potential funding sources will be local as well. Some questions to ask yourself: What does the city budget look like?  What part of the city budget deals with housing, and the type of housing you envision?  Has the city funded projects like yours before?  How can you emulate their success?  How have other group homes in the city created their funding?  Are there special aspects of your project that would make it unique and distinctive from others? Also, what other local sources of funding might there be outside of city government? Can you locate some private philanthropy sources?
            That’s a lot of questions. But again, if you or any of your supporters can develop a personal relationship with a well-placed city official or other potential funder, he or she may help you with these questions, and that can be so worthwhile.
            It would be good to investigate state and federal sources as well. On a federal level, one place to start might be by researching the resources of the U.S. Department of Housing and Urban Development, and in particular its service called HUD USER. Check it out at https://www.huduser.gov/portal/firsttimevisit.html.  For a newcomer to do this may take some persistence, but it may pay off in the long run.
 
*          More generally, it should definitely be helpful to get support and advice from others who have established group homes and safe havens in the city. Seek them out, talk to them, and learn from them.  You may well find that they welcome your interest, because there is plenty of need to go around.
 
*          And it will also be valuable to find others who could work together  with you on the project, to provide both support, ideas, and concrete help. You don’t have to do all the work alone – it’s often more enjoyable and more effective when the work is shared.  Your supporters could become your unofficial advisors, and maybe later serve on your Board of Directors!
 
            In addition, the Community Tool Box offers some general background materials that might be helpful to you.  In particular, you might want to look at Chapter 18, which is called Deciding Where to Start. See especially Section 1 in that chapter, on Designing Community Interventions, at https://ctb.ku.edu/en/table-of-contents/analyze/where-to-start
            The various sections within Chapter 19, on Choosing and Adapting Community Interventions, should also be helpful, See  https://ctb.ku.edu/en/table-of-contents/analyze/choose-and-adapt-community-interventions.  All of this material – including other Tool Box chapters and sections on funding – can be freely viewed and downloaded from the Community Tool Box table of contents.
            We hope these thoughts may be helpful to you. Thanks again for being in touch, and all best wishes for great success in creating a secure and loving home for the many children who need it.
 
 

            Thank you for writing to us at the Community Tool Box. and please excuse our delay in getting back to you. It’s good that you are interested in tools that may help you and your local coalition, and many such tools do exist.
            The tools that are most appropriate for you will depend on what you mean by “overseeing” a coalition – for example, do you mean direct it (such as by an administrative director), consult to it, advise it, handle its finances, or some combination of these things, or something else? (The legal issues you might best leave to your attorneys.)
             If you are looking for more general information about coalitions, you might consult Chapter 5, Section 5 in the Tool Box table of contents, which deals with on Starting a Coalition. You can find this at  https://ctb.ku.edu/en/table-of-contents/assessment/promotion-strategies/start-a-coaltion/main.  Chapter 5, Section 6, on Maintaining a Coalition, may be helpful as well, as may be Toolkit 1, on coalitions, as well.
            We hope these thoughts may be useful to you.  Thanks again for writing to us, and all best wishes for success as your work continues.
 
            Thank you for writing to us at the Community Tool Box. and please excuse our delay in getting back to you. It’s good that you are interested in tools that may help you and your local coalition, and many such tools do exist.
            The tools that are most appropriate for you will depend on what you mean by “overseeing” a coalition – for example, do you mean direct it (such as by an administrative director), consult to it, advise it, handle its finances, or some combination of these things, or something else? (The legal issues you might best leave to your attorneys.)
             If you are looking for more general information about coalitions, you might consult Chapter 5, Section 5 in the Tool Box table of contents, which deals with on Starting a Coalition. You can find this at  https://ctb.ku.edu/en/table-of-contents/assessment/promotion-strategies/start-a-coaltion/main.  Chapter 5, Section 6, on Maintaining a Coalition, may be helpful as well, as may be Toolkit 1, on coalitions, as well.
            We hope these thoughts may be useful to you.  Thanks again for writing to us, and all best wishes for success as your work continues.
 
            Thank you for writing to us at the Community Tool Box. and please excuse our delay in getting back to you. It’s good that you are interested in tools that may help you and your local coalition, and many such tools do exist.
            The tools that are most appropriate for you will depend on what you mean by “overseeing” a coalition – for example, do you mean direct it (such as by an administrative director), consult to it, advise it, handle its finances, or some combination of these things, or something else? (The legal issues you might best leave to your attorneys.)
             If you are looking for more general information about coalitions, you might consult Chapter 5, Section 5 in the Tool Box table of contents, which deals with on Starting a Coalition. You can find this at  https://ctb.ku.edu/en/table-of-contents/assessment/promotion-strategies/start-a-coaltion/main.  Chapter 5, Section 6, on Maintaining a Coalition, may be helpful as well, as may be Toolkit 1, on coalitions, as well.
            We hope these thoughts may be useful to you.  Thanks again for writing to us, and all best wishes for success as your work continues.
 
            Thank you for writing to us at the Community Tool Box. and please excuse our delay in getting back to you. It’s good that you are interested in tools that may help you and your local coalition, and many such tools do exist.
            The tools that are most appropriate for you will depend on what you mean by “overseeing” a coalition – for example, do you mean direct it (such as by an administrative director), consult to it, advise it, handle its finances, or some combination of these things, or something else? (The legal issues you might best leave to your attorneys.)   Many options are possible and justifiable, so it will help you to first clarify this point for yourself.
             If you are looking for more general information about coalitions, you might consult Chapter 5, Section 5 in the Tool Box table of contents, which deals with on Starting a Coalition. You can find this at  https://ctb.ku.edu/en/table-of-contents/assessment/promotion-strategies/start-a-coaltion/main.  Chapter 5, Section 6, on Maintaining a Coalition, may be helpful as well, as may be Toolkit 1, on coalitions, as well.
            We hope these thoughts may be useful to you.  Thanks again for writing to us, and all best wishes for success as your work continues.
 
 

          Thank you for writing to us at the Community Tool Box with your important question, and please excuse our delay in getting back to you.
           Your question is of course very specific, and many details of a response would be unique to Ethiopia. But you can find some general information about social marketing in the Table of Contents of the  Community Tool Box, such as in Chapter 45, Section 1, on Understanding Social Marketing, at https://ctb.ku.edu/en/sustain/social-marketing/overview/main and in other nearby sections in Chapter 45 as well.  This might be a useful place for you to start; we hope so.  
         Many best wishes for success as your important work proceeds.

            Thank you for your question, Theresa. We have some familiarity with Zonta International, and applaud your efforts. We don’t have advisors physically present  in Chile at the moment (we wish we did), but we will keep our eyes and ears open for contacts that might be useful to you.
        In the meantime, it is always possible for you or colleagues to take advantage of Tool Box materials, most of which are available in Spanish (see the upper right corner of our home page), or to continue to write to us as needed.  
          All best wishes for continued success as your work proceeds.

 
 
            What kind of community work can one do?  How many stars are in the sky?
          Your question is an important one, because it points to the very wide range of community work that can be done. And the short answer to it  is “many kinds.” 
          Community work starts with a problem, or issue, or simple concern or question you have about your community, or communities in general.  (Perhaps you can already see how wide-ranging the work can be, even at the beginning.)
          The work itself involves finding an answer to your initial concern, that question, and often applying your findings to the community in question, so that you create better outcomes for that community. -   Those outcomes might take different forms, such as improvements in health conditions, better education, more economic opportunities, or a more equitable distribution of resources.   
          In doing community work, a variety of methods are available to you – for example, interviews, questionnaires, observation, experiments, advocacy, and direct action. Specialized training in using these methods and in understanding community life may be helpful to you, depending on your particular interests. Community workers can and do come from many different backgrounds, and can and do pursue many different kinds of training to improve their work -- even though it is still possible to be a very effective community worker with no specialized training at all.  
          Since community concerns vary widely from person to person and from community to community, “community work” takes in a very wide territory. And that means there is an enormous amount of work that can be done to help bring about the world most of us would like to see -- one where everyone’s basic needs are met, where peace and justice prevail, and where everyone has the opportunity to reach one’s full potential.   If you choose a path that involves community work, the chances are you will never be bored!
      When we were starting our own career, we came across this quote from an American social reformer of the 19th century, who said,  “In a world where there so much to be done, there must be something for me to do.”  Do you agree? We believed that then, we still believe it now, and we hope that you will come to believe it for yourself.
          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 whatever work you choose to do.

 
               Thank you for writing to us. As we are not based in the St. Louis area, we are not personally familiar with the local scene. But we have been in touch with a colleague who does live there, and who is a pediatric health professional; she would be glad to hear from you.  We will send you her contact information in a separate e-mail, offline. 
            In the meantime, FYI, the Community Tool Box does contain information on how to conduct interviews that might be of interest to you. Specifically, you might benefit from reviewing Chapter 3, Section 12, on conducting interviews, at https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/conduct-interviews/main, as well as other sections in Chapter 3; you can find these in the Community Tool Box table of contents.
            Thanks again for being in touch, and all best wishes for successful completion  of your research project, and beyond.

            Thank you for writing to us at the Community Tool Box.   As you probably know, there will rarely be simple or easy solutions to this kind of problem. Our lives are shaped by natural forces, and there are limits to the control we have over nature.
            In addition, water policy is largely determined on a national level, rather than by each individual community.  But in community work our focus is on what we can do, not what we can’t. And we are not powerless, even on a local level, and even in the face of life-threatening problems such as water supply.
            To the extent you have not done so already, it will first help to gain clarity on the specific source or sources of the problem, through research, inquiry, and/or reflection.   A next step is to identify the options available for addressing it.   Then one chooses that option or options which seem the most likely to succeed, given the resources that you and your community have available.  After that, one plans a strategy to achieve chosen options. Finally, one acts to implement the plan.  It’s best to do this analysis together with colleagues, because your analysis will be then strengthened by incorporating the perspectives of others.
            In other words, we advocate a logical and systematic analysis of the situation as a prelude to action in many problem situations, even if that analysis may require research, thought, and time. This is one way to use the power we already have. And in the long run, we believe this type of approach is well worth the effort.
            Even then, though, there is of course no guarantee that the solutions agreed upon will be effective, or that they will solve the problem on their own. But more often than not they should help. And by adopting this approach, other possible solutions may appear.   
            Because we must limit the length of our response, what we’ve said so far is simplified and does not cover all details. But you can learn more from the various materials available in the Community Tool Box. For example, you might benefit from reviewing the different sections in Chapter 17, on  Analyzing Community Problems and Solutions, which can be found at https://ctb.ku.edu/en/table-of-contents/analyze/analyze-community-problems-and-solutions. See especially Section 3, on Defining and Analyzing the Problem.  
            Another helpful source is Toolkit #7, on Developing an Intervention, at https://ctb.ku.edu/en/developing-intervention. You can find links to these and other sections in the Community Tool Box table of contents.  We encourage you to consult them, to browse the Community Tool Box table of contents, and to utilize or adapt those materials that seem most useful to you.  
            We hope these thoughts may be helpful. Thank you again for being in touch, and we send best wishes as you and your community continue to work on this challenging problem.

            Thank you for writing to the Community Tool Box with your question, and congratulations on your assignment.
            We are not aware of an existing general asset map for South Chicago, or of any general source for neighborhood asset maps across the country. But since we are based in Kansas rather than Chicago, it’s possible that there might be one we don’t know about. Probably the best way to find out is to check with local neighborhood  leaders and other neighborhood sources directly.
            There are also two Chicago-area organizations that might well know more than we do about this, since they are closer to the situation. One is the Asset-Building Community Development Institute, based at DePaul, which promotes asset-based programs in general.   See https://resources.depaul.edu/abcd-institute/Pages/default.aspx  The other is MAPS Corps, which emphasizes training youth as data collectors throughout a neighborhood. See https://mapscorps.org/
            These organizations might be able to help you in other ways as well.  Of course, you could also try a simple web search for “South Chicago asset maps”  and see what you come up with.
            If you can’t find the map you want, then you have the option – and the opportunity – to create a map of your own. As you suggest, these can take time to complete. And we don’t know how that would fit with the agenda of the Black Researchers Collective.
            But on the other hand, creating your own map could be an excellent experience for the neighborhood, as well for you personally.  If neighborhood residents were to participate with you in the mapping process (as we think they should) that could empower them to think about the strengths of their own neighborhood  in ways they might not have thought of before, and to trigger actions building on those assets that will improve their neighborhood quality of life.  
            In other words, map development can be a community building process in itself.  (And it can also be a fun thing to do!)
            If you head in that direction, there are many sources you could consult.  One source is the Community Tool Box itself, in Chapter 3, Section 8 of our Table of Contents, on Identifying Community Assets and Resources, at  https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/identify-community-assets/main.
            And here are some other how-to-do-it sources you could examine, going from simple to more complex:
            From the Center for Justice Innovation:   https://www.innovatingjustice.org/sites/default/files/documents/asset_mapping.pdf
             From a health policy center at UCLA:   https://healthpolicy.ucla.edu/sites/default/files/2023-08/tw_cba20.pdf
            From Palm Beach. Florida:    https://discover.pbcgov.org/ocr/PDF/REP/Module_5-Asset_Mapping_and_Neghborhood_Plans.pdf
            Take a look if you are able, and adapt what you like to your own neighborhood setting.
            We hope this much might be helpful to you.  Thanks again for being in touch -- and all best wishes for great success in your project.

To organize resources, establish relationships and connections, and design education projects in schools related to community development, environmental initiatives, food and nutrition, as well as maternal and child health, you can utilize resources from the Community Tool Box sections and Toolkits, as well as other web resources. Here's a comprehensive plan:

1. Needs Assessment:
   • Utilize Chapter 3. Assessing Community Needs and Resources to identify the specific needs and priorities related to community development, environmental initiatives, food and nutrition, maternal, and child health in the target school or community.
   • Conduct surveys, interviews, or focus groups with teachers, parents, students, and community members to gather insights into existing resources and gaps in education and support services.
2. Building Relationships:
   • Refer to Chapter 14. Core Functions in Leadership | Section 7. Building and Sustaining Relationships to establish partnerships with schools, community organizations, local businesses, government agencies, and healthcare providers.
   • Collaborate with these partners to pool resources, share expertise, and coordinate efforts in designing and implementing education projects.
3. Education and Awareness:
   • Utilize resources from Toolkit 13. Implementing Social Marketing, 7. Developing an Intervention and Chapter 6. Communications to Promote Interest | Section 1. Developing a Plan for Communicationto design educational materials, workshops, and events that raise awareness about community development, environmental conservation, healthy nutrition, and maternal and child health.
   • Develop age-appropriate curricula, lesson plans, and educational activities that integrate these topics into school programs and align with academic standards.
4. Resource Mobilization:
   • Seek funding and in-kind support from grants, sponsorships, donations, and fundraising events to acquire resources for education projects.
   • Explore opportunities for resource sharing and collaboration with local organizations and businesses to access educational materials, equipment, and expertise.
5. Capacity Building:
   • Strengthen the capacity of teachers, school staff, and community volunteers to effectively deliver education projects on community development, environmental initiatives, food and nutrition, and maternal and child health.
6. Collaboration:
   • Foster collaboration between schools, community organizations, and healthcare providers to create holistic approaches to education and support services.
   • Establish interdisciplinary teams or committees to coordinate efforts, share resources, and evaluate the impact of education projects.
7. Evaluation:
   • Develop an evaluation plan to assess the effectiveness and impact of education projects on students' knowledge, attitudes, and behaviors related to community development, environmental initiatives, food and nutrition, and maternal and child health.
   • Utilize evaluation techniques from Chapter 36. Introduction to Evaluation | Section 1. A Framework for Program Evaluation: A Gateway to Tools to collect data, measure outcomes, and identify areas for improvement.
8. Networking:
   • Connect with other schools, educators, and stakeholders in the field of community development, environmental initiatives, food and nutrition, and maternal and child health through conferences, workshops, and online forums.
   • Share best practices, resources, and success stories to inspire and support others in similar education endeavors.
9. Continued Engagement:
   • Maintain ongoing engagement with stakeholders, including students, parents, teachers, and community members, to sustain support for education projects.
   • Provide opportunities for feedback, reflection, and continuous improvement to ensure the relevance and effectiveness of education initiatives over time.

By following these steps and leveraging resources from the Community Tool Box sections, Toolkits, and other web sources, you can effectively organize resources, establish relationships and connections, and design education projects in schools that address community development, environmental initiatives, food and nutrition, as well as maternal and child health.

To create incentives to attract architects to create transformative public spaces, we can draw upon resources from the Community Tool Box sections and Toolkits, as well as other web resources. Here's a comprehensive plan:

1. Needs Assessment:
   • Utilize processes in Chapter 3. Assessing Community Needs and Resources to understand the community's desires and priorities for public spaces.
   • Conduct surveys, focus groups, or interviews to gather insights into the community's vision for transformative public spaces and their expectations from architects.
2. Building Relationships:
   • Refer to Chapter 14. Core Functions in Leadership | Section 7. Building and Sustaining Relationships to establish partnerships with local architects, urban planners, community organizations, and government agencies.
   • Foster collaborations through networking events, workshops, or design competitions to engage architects in the process of creating transformative public spaces.
3. Education and Awareness:
   • Utilize resources from Chapter 6. Communications to Promote Interest | Section 1. Developing a Plan for Communication to raise awareness about the importance of transformative public spaces and the role architects play.
   • Organize educational seminars, public lectures, or design charrettes to showcase successful examples of transformative public spaces and inspire architects to contribute.
4. Incentive Design:
   • Develop incentive programs that recognize and reward architects for their contributions to creating transformative public spaces.
   • Offer financial incentives such as grants, honorariums, or design stipends to architects who propose innovative and impactful designs for public spaces.
   • Provide non-monetary incentives such as recognition, publicity, or professional development opportunities to incentivize architects to participate in public space projects.
   • Some examples are here: Chapter 25. Changing Policies | Section 3. Using Tax Incentives to Support Community Health and Development
5. Policy Advocacy:
   • Advocate for supportive policies and regulations that prioritize the creation of transformative public spaces in urban planning and development.
   • Refer to Toolkit 10. Advocating for Change to engage policymakers, urban planners, and community stakeholders in advocating for policies that incentivize architects to prioritize public space design.
6. Capacity Building:
   • Strengthen the capacity of architects and design professionals to conceptualize and execute transformative public space projects.
   • Provide training, workshops, or design competitions focused on public space design principles, placemaking strategies, and community engagement techniques.
7. Community Engagement:
   • Involve community members in the design process to ensure public spaces meet their needs and reflect their values.
   • Use participatory design approaches, community workshops, or online surveys to gather input from diverse stakeholders and incorporate their feedback into design proposals.
8. Resource Mobilization:
   • Seek funding from public and private sources to support incentives for architects and public space projects.
   • Explore crowdfunding platforms, grants, sponsorships, or public-private partnerships as potential funding sources for incentive programs.
9. Monitoring and Evaluation:
   • Establish mechanisms for monitoring the impact and effectiveness of incentive programs in attracting architects and creating transformative public spaces.
   • Use evaluation techniques from Chapter 36. Introduction to Evaluation | Section 1. A Framework for Program Evaluation: A Gateway to Tools to assess the outcomes, identify lessons learned, and make adjustments to incentive strategies as needed.
10. Continued Engagement:
    • Sustain engagement with architects, community members, and stakeholders to maintain momentum and support for transformative public space initiatives.
    • Foster a culture of collaboration, innovation, and shared responsibility for creating vibrant and inclusive public spaces that enrich the lives of residents and visitors alike.

By implementing these strategies and leveraging resources from the Community Tool Box sections, Toolkits, and other web sources, communities can effectively create incentives to attract architects to collaborate on transformative public space projects.

Although the Community Tool Box (CTB) offers free content on cultural competency and other topics, there is no formal course or certificate available through the open source CTB. Several CTB resources maybe helpful in learning about cultural competence:

1. CTB Toolkit #9: Enhancing Cultural Competence https://ctb.ku.edu/en/enhancing-cultural-competence
2. 27, 1: Understanding Culture and Diversity in Building Communities https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/culture-and-diversity/main
3. CTB Chapter 27, Section 7: Building Culturally Competent Organizations https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/culturally-competent-organizations/main

These CTB resources are free, and we encourage you to make good use of them in your efforts to enhance cultural competence.
Should you be interested in the CTB Online Curriculum which includes a variety of topics including cultural competence, the online training does offer a certificate for participation (for a fee). For more information: https://training.ctb.ku.edu/

Thank you for your question about how to engage community members in envisioning a community that was equitable and served the community’s needs. The Community Tool Box (CTB) offers some guidance for supporting visioning sessions—and promoting equity—that you could adapt and apply to your efforts. Several CTB resources maybe particularly helpful:

1. CTB Chapter 8, Section 2: Proclaiming Your Dream: Developing Vision and Mission Statements https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vision-mission-statements/main
2. CTB Chapter 14, Section 2: Developing and Communicating a Vision https://ctb.ku.edu/en/table-of-contents/leadership/leadership-functions/develop-and-communicate-vision/main
3. CTB Chapter 2, Section 17 Addressing Social Determinants of Health in Your Community https://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/social-determinants-of-health/main
4. CTB “Justice Action Toolkit” https://ctb.ku.edu/en/justice-action-toolkit

These resources are free, and we encourage you to make good use of them in your efforts to train others.

Thank you for your question about encouraging participation. This can be challenge since those we hope will benefit often have competing demands that make difficult their participation. Strategies for increasing participation—like other forms of “social marketing”—often come down to making participation easier and more rewarding.  The Community Tool Box (CTB) offers some guidance for increasing participation—and social marketing—that you could apply to your efforts. Several CTB resources maybe particularly helpful:

1. Troubeshooting Guide #5 There is not enough community participation. https://ctb.ku.edu/en/not-enough-community-participation This offers guiding questions to consider (e.g., Have we made participation easier or of lower cost?) and links to supports for taking action (e.g., Involving People Most Affected by the Problem).
2. Toolkit #8 Increasing Participation and Membership https://ctb.ku.edu/en/increasing-participation-and-membership This offers an overview of the tasks involved in encouraging participation and links to learning modules in the CTB.
3. Toolkit #13 Implementing Social Marketing https://ctb.ku.edu/en/implement-social-marketing-effort This offers an overview of the tasks involved in encouraging use of programs and links to learning modules in the CTB.
4. CTB Chapter 7, Section 7: Engaging People Most Affected by the Problem https://ctb.ku.edu/en/table-of-contents/participation/encouraging-involvement/engage-those-affected/main
5. CTB Chapter 21, Section 2: Creating and Facilitating Peer Support Groups https://ctb.ku.edu/en/table-of-contents/implement/enhancing-support/peer-support-groups/main

These resources are free, and we encourage you to make good use of them in your efforts to encourage people to participate in your program.

You raise an important question: How can a community oppose a change not judged to be in the community's best interests? The Community Tool Box (CTB) offers some guidance for advocating for change that you could apply to your conservation efforts. Several CTB resources maybe particularly helpful:

1. Troubleshooting Guide #7. We are facing opposition or conflict. https://ctb.ku.edu/en/facing-opposition-conflict This offers guiding questions to consider (e.g., Do we know who are opponents are and why they oppose us?) and links to supports for taking action (e.g., Identifying Opponents);
2. Toolkit #10 Advocating for Change: https://ctb.ku.edu/en/advocating-change This includes guidance for planning an advocacy effort such as your conservation work.
3. CTB Chapter 33. Conducting a Direct Action Campaign https://ctb.ku.edu/en/table-of-contents/advocacy/direct-action  

These resources are free, and we encourage you and your community to make good use of them in your important conservation efforts.