drawing upon evidence and lessons learned to improve ... · prevention connection 888-922-5227...
TRANSCRIPT
Drawing Upon Evidence and Lessons Learned To Improve
PreventionA Web Conference for State Health Departments
and State Sexual Assault Coalitions
We will start soon
Prevention Connection
888888--922922--52275227916916--446446--25202520TTY: 916TTY: 916--446446--8802 8802 www.PreventConnect.orgwww.PreventConnect.org
Prevention Connection Contacts:Prevention Connection Contacts:David S. Lee, David S. Lee, [email protected]@calcasa.orgChad Chad SniffenSniffen chad@[email protected]
Follow Us on Twitter
@preventconnect
Summer Series
• How Do We Teach Primary Prevention? (July 14, 2009)
• How to Draw Upon Evidence and Lessons Learned to Advance Primary Prevention Practice (August 12, 2009)
• Developing Comprehensive Prevention: Linking primary prevention activities, strategies and programs (September 29, 2009)
Prevention Connection is sponsored by U.S. Centers for Disease Control and Prevention. The views and information provided in
the web conferences do not necessarily represent the official views of the U.S. government, CDC, or CALCASA.
Drawing Upon Evidence and Lessons Learned To Improve Prevention
With:Wendi L. Siebold, MA, MPH
Agenda
1. Thinking About Evidence2. Beyond “The List”3. Using the Evidence4. A Place to Start: Measuring Prevention5. Closing Inspirations6. Walk Through E-Learning Unit
Objectives for Today
Develop an expanded vocabulary for “types” of evidenceIdentify how the core elements of prevention strategies in other fields can improve SV prevention strategiesLearn how to talk about/use the principles of prevention with RPE granteesLearn why it is important to encourage RPE grantees to document their own “evidence”
Thinking About Evidence
Expanding Our Language
Evidence-based programs &
Evidence-informed decision-making
Expanding Our Language
“Evidence-based programs”
• Research-based
• “The Lists”http://www.cdc.gov/HealthyYouth/AdolescentHealth/registries.htm
• CDC’s Replicating Effective Programs (REP)
Science-Based ProgramsTheory driven
Program activities related to theoryReasonably well implemented & evaluated
EffectiveConsistently positive outcomes
Strongly implemented & evaluated
PromisingSome positive outcomes
ModelAvailable for dissemination
TA from program developers
From: Finding the Balance (CSAP: 2002)
Where Do The Lists Come From?
Science-Based ProgramsTheory driven
Program activities related to theoryReasonably well implemented & evaluated
EffectiveConsistently positive outcomes
Strongly implemented & evaluated
PromisingSome positive outcomes
ModelAvailable for dissemination
TA from program developers
From: Finding the Balance (CSAP: 2002)
Where’s the community?
Where Do The Lists Come From?
Connecting to SV Prevention
• What SV prevention programs exist that are “evidence-based?”
• It’s more accurate to say they are “promising”
What SV prevention programs do you know that are “promising?”
Connecting to SV Prevention
• What SV prevention programs exist that are “evidence-based?”
• It’s more accurate to say they are “promising”
Bringing In The BystanderGreen DotSafe Dates
Expect RespectMy Strength
Healthy RelationshipsToo Good for ViolenceIn Touch with Teens
Making the PeaceMentors in Violence
PreventionRespectful Relationships
Students Taking Action for Respect
Teen PEACEYoung Asianz Rising
Connecting to SV Prevention
• Overlapping risk factors
• Building from other programs helps ‘open the door’ to traditionally closed or challenging settings
Connecting to SV Prevention
Use chat to answer
What are some of the settings that are typically “closed” to rape prevention programs?
What are some of the “open”settings?
Connecting to SV Prevention
Use chat to answer
What are some of risk and protective factors targeted in
other prevention programming that may overlap with SV
prevention?
Connecting to SV Prevention
• We have ‘contextual evidence’ and ‘tacit expertise/knowledge’
• This is part of implementing “evidence-informed” prevention
Evidence-Based Prevention Programs
Evidence-Informed Community Prevention Programs
Program EvaluationEffective Programs
Research Findings
Expanding Our Language
“Evidence-informed decision-making”
• Incorporates all types of evidence
• The “way” we do our work / The big picture
• Learn from other fields of prevention• Use the Prevention Principles• CDC EMPOWER and DELTA projects “lessons
learned”
Nine Principles of Effective Prevention Programs
• Comprehensive
• Varied Teaching Methods
• Sufficient Dosage
• Theory Driven
• Positive Relationships
Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of Effective Prevention Programs. American
Psychologist, 58, 449-456.
• Appropriately Timed
• Socio-Culturally Relevant
• Outcome Evaluation
• Well-Trained Staff
Key Prevention PrinciplesWhen you see the
Principle:Ask Yourself…
Appropriately Timed Are they ready?
Sufficient Dosage Is this enough?
Comprehensive Are they dressed in layers?
Theory-Based Why will this work?
Positive Relationships You’re okay, I’m okay
Varied Teaching Methods
How will they ‘get it’?
This slide adapted from the Montana DELTA project, the CDC DELTA Collaborative, and Nation et al (2003)
A CONVERSATION WITH
Karen LaneMontana Coalition Against Domestic and
Sexual Violence
Connecting to SV Prevention
Use chat to answer
In what ways have RPE grantees in your state started
to follow the prevention principles?
• GTO IPV/SV Step 3• Prevention Principles handout from EMPOWER• VSDV Alliance’s Moving Upstream Vol.5, Issue 1
Spring/Summer 2009• CDC’s chart of Behavioral Determinants• CDC’s website and RPE guidance encourages the use of
the prevention principles
Resources for Using the Prevention Principles
Using the Evidence
What makes this program work?
What do effective programs have in
common?
Using the Evidence
Core Elements One program
Across programs
Common Factors
Using the Evidence
Core Elements One program
What makes this program work?
Core Elements
Critical features of a program’s intent and design
Responsible for a program’s effectiveness
Put a program’s underlying theory of change into operation
Promising and model programs usually have between 3-5 core elements
Example
Core elements:
•Formation of a Bullying Prevention Coordinating Committee•Training for committee members and staff•Development of a coordinated system of supervision•Adoption of school-wide rules against bullying•Holding staff discussion groups related to the program•Informational meetings with parents
* Not an exhaustive list
Using the Evidence
Core Elements One program
Across programs
Common Factors
Using the Evidence
Common Factors Across programs
What do effective programs have in
common?
Common Factors
“Change-inducing” relationships inPsychotherapyEducational settingsCoachingParentingPolitics
Have similar processes or common factors
Potential Common Factors
Use chat to answer
From your experience, what are potential common factors in effective sexual violence
prevention?
Common Factors
Examples of common factors:
Stating the need or defining the problemA relationship with a change agent Receipt of empathy and support Positive expectations for program or relationship Contract for an alliance Provision of a rationale for participating in the change programA process of confrontation and learningMastery of new skills
Mary Jane Rotheram-Borus, Dallas Swendeman, Diane Flannery, Eric Rice, David M. Adamson and Barbara Ingram (2009). Common Factors in Effective HIV Prevention Programs: Existing Literatures Supporting Common Factors. AIDS and Behavior, 13(3):399-408.
Core Elements Common Factors
One program Across programs
Useful for adapting an existing program
Useful for developing your own program
Using the Evidence
If you are:
Adapting an Existing Model Program
Developing Your Own Program
Focus on:
Identifying its Core ElementsDocumenting your AdaptationEvaluating process &
outcomes
Design To Incorporate Common Factors
Prevention PrinciplesEvaluate process (& outcomes
if feasible)
Measuring Prevention
Measuring Prevention
RPE grantees can help identify “what works” to prevent rape by keeping track of the changes resulting from their prevention strategies (usually through evaluation)
This is documenting the “contextual evidence” and “experiential evidence”
We need to move from having “common knowledge” to documenting “what works”
Measuring Prevention
It’s not what works, but what’s been working
What seems like ‘common sense’ to an RPE grantee in one community will need to be documented for others to understand. What exactly is working? How does it work so others can do it?
Document what components of a strategy can survive being transported across a range of very different contexts and settings
Goals of Your Evaluation Efforts
If you are:
Adapting an Existing Model Program
Developing Your Own Program
Goal:Understand how you have implemented the program so that you know how your implementation compares to the model program implementation
Understand how you have implemented your program so you can eventually identify its core elements
GTO IPV/SV Evaluation Step (CDC)
List of Effective Health Education and Risk Reduction evaluation activities by CDC
RPE Outcomes Guidebook that is being produced by CDC (may be available Jan 2010)
Resources forMeasuring Prevention
RPE Outcomes Guidebook includes measures and indicators for common SV prevention approaches such as:
» Community Readiness» Public/Organizational Policy Advocacy» Social Norming/Social Messages» Sexual Violence Prevention Education/Training» Promotion and Operation of Hotlines» Community Awareness about Sexual Violence» Organizational and Legislative Actions» Knowledge and Attitudes» Skills for bystander prevention» Community Groups’ and institutions’ perceptions of
costs and benefits of promoting safety, equality and respect;
» Organizations’ and institutions sharing of responsibility for sexual violence prevention
» Reforms to eliminate health disparities/social inequalities and to increase community justice and accountability regarding sexual violence
» Individual norms
Resources forMeasuring Prevention
eLearnng Unit on Evidence
• Prevention Connection eLearning Unit (Beta available September 2009)
44
eLearning Unit on Evidence
Use chat to answer
What topics from today’s web conference should be included in an eLearning Unit for local
RPE grantees?
eLearnng Unit on Evidence
• PotentialTopics: • Types of Evidence• Prevention Principles• “Evidence-informed decision-making”• Core Elements• Common Factors• Need to create evidence
46
Closing Inspirations
We feel behind in many ways, but we are also ahead in many ways
We can benefit from the grassroots sexual violence prevention activities that communities have been developing for decades
Practitioners and researchers can work together to SV prevention evidence
Evidence-Based Prevention Programs
Evidence-Informed Community Prevention Programs
Program EvaluationEffective Programs
Research Findings
Closing Inspirations
o RPE grantees will be practicing better prevention, which leads to better outcomes (success)
o RPE grantees also helping to build an evidence-base from the ground up to help grow our field