This document summarizes Santa Clara University's Thriving Neighbors Initiative (TNI) community assessment conducted from 2013-2017. It involved:
- A review of best practices from other neighborhood programs
- Analysis of census data and a physical survey of the neighborhood
- A community health and family life survey with over 200 respondents
The assessment engaged students and faculty from multiple departments and included training community leaders. Results informed the development of new TNI programs designed and led collaboratively with the community.
Project Cal-Well is a five-year initiative led by the California Department of Education, in partnership with ABC Unified, Garden Grove Unified, and San Diego County Office of Education. Project Cal-Well’s mission is to increase awareness of and improve mental health and wellness of California’s K–12 students. This workshop will describe how schools can replicate Project Cal-Well’s three-tier approach to improve school climate, increase access to school-based mental health services, and build community partnerships. The University of California, San Francisco’s project evaluation will also be described, including how data can be used to track progress toward improving students’ mental health.
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Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
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Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
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Project Cal-Well is a five-year initiative led by the California Department of Education, in partnership with ABC Unified, Garden Grove Unified, and San Diego County Office of Education. Project Cal-Well’s mission is to increase awareness of and improve mental health and wellness of California’s K–12 students. This workshop will describe how schools can replicate Project Cal-Well’s three-tier approach to improve school climate, increase access to school-based mental health services, and build community partnerships. The University of California, San Francisco’s project evaluation will also be described, including how data can be used to track progress toward improving students’ mental health.
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...POSHAN
Presentation made at an IFPRI event on "What Lies Beneath: Women’s and Girls’ Wellbeing as a Critical Underpinning of India’s Nutritional Challenge" on December 10, 2018, in New Delhi
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In this powerpoint, the key note speaker shares outcomes of her experience with inclusion. Peggy McDonald, NJDOE Deputy Chief Learning Supports and Specialized Services Officer, provides an overview of NJ Tiered System of Supports and members of the Old Bridge School District share key strategy for the successful inclusion of students with disabilities and learning differences.
Sharae Kalian Clinical Trainer and Education Specialist SharaeKalian
I am motivated by a self-felt, self-accepted calling to the cause of good, growth, and gain in the lives of others. Influential communication of ideas is a primary way of achieving those objectives. I am a passionate supporter of education, excellence and equity, and a fully engaged member of social change in the welfare and benefit of America’s Healthcare system.
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The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
The primary aims of restorative justice:
Where an injustice has been made, instead of making amends to the school through various forms of punishment, strategies are used that include both the offender and the victim with the aim of repairing the damage done to the relationship and help the accused learn from the situation.
Restorative justice addresses adolescent delinquency in social work and criminal justice, and schools who are willing to adapt their discipline programs.
Schools that have set in motion Restorative practices have experienced significant decreases in delinquency, suspensions, and reductions in repeat offenses and victimization of other students.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
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Excellent customer service, communication (public speaking, presentations, group faciliation), and interpersonal skills.
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SCU- TNI Community Assessment
1. Santa Clara University’s
Thriving Neighbors Initiative Community
Assessment
Facilitator
Jennifer Merritt
Co-Presenters
Barbara Burns · Nicole Branch · Irene Cermeño · Laura Chyu
Laura Nichols · Jennifer Nutefall · Maria Elizabeth Ramirez
AJCU Justice Conference
Seattle University
August 11, 2017
7. Launch of Thriving Neighbors Initiative (TNI) after-school data collection
Imagining the Relationship2013-2014
8. ● Launch of TNI grant programs
and associated program
evaluations
● Recognized the need for a
broad-scale community
assessment to collect baseline
data and inform program
development
Imagining the Relationship2013-2014
9. List of Accomplishments
Growing TNI from 1 to 20
programs co-designed by
university faculty, students and
community resident teams that
support education, health, legal
justice and economic
development in GW within the
first 2 years
2013-2014
10. List of Accomplishments
Engaging over 25
faculty, 30 student
and 20 community
team leaders annually
Engaging over 300
community resident
program participants
annually
2013-2014
11. List of Accomplishments
Developing over 16
project-based
courses supporting
team-centered
student engagement
with specific TNI
community initiatives
2013-2014
12. List of Accomplishments
Implementing 18 TNI grants
supporting
faculty/student/community
project-development teams
from seven disciplines for the
design, implementation,
evaluation, and dissemination
of sustainable community-
development program models
2013-2014
13. List of Accomplishments
Designing and developing the
TNI After School Academic
Enrichment Program which
grew from serving 25 to 90
children in 2 years
(kindergarten through middle
school students who
participate in STEM, Art,
Leadership and
Nutrition/Gardening education)
2013-2014
14. Today’s focus: TNI Community Assessment
● A review of best practices in Promise
and Choice Neighborhood
assessment methodologies,
● An analysis of US Census data,
2013-2014
● A physical survey of the neighborhood,
● An extensive community health and
family life survey with over 200
respondents in one month
...a broad-scale participatory action research neighborhood assessment that included:
16. Relating National Place-Based Initiatives to TNI
Child Studies Program: Senior Capstone Courses in Winter 2014- Spring 2015
2014-2015
• Learned about the Thriving Neighbors
Initiative
• Studied history of Harlem Children’s Zone
(HCZ) and recent Promise Neighborhood (PN)
Programs in San Diego, CA, Hayward,CA, and
Berea, KY
• Final presentations on how HCZ and PN
initiatives may support the SCU TNI-- specific
recommendations on key programming and
the PNI survey on family health and well being
17. Student Recommendations Presented to TNI
PN-Type Survey
●Track success and share with community-- “information is power!”
●Include community members in survey development; partner with
community leaders for gathering and coding surveys.
2014-2015
Areas of Growth in Programming
●Add programs that support both cognitive
and noncognitive skills in children - especially
emotional security.
●Add programs that focus on infancy.
19. Developing TNI Community Assessment Model
Tracking Neighborhood Change Using Census Data
Sociology 30 – Experiential Learning for Social
Justice: Self, Community & Society (Nichols &
Branch)
Neighborhood Assessment
Public Health 1 – Intro: Human Health and
Disease (Saxton)
Fall 2015
Community Engagement & Advocacy –
Walking Group & Zumba
Public Health 131 – ELSJ:
Community Health (Mackenzie)
21. US Census & the American Community Survey
●Census tract filtering
●Detailed demographic data
●Reliable
●Comparable
●Timely
Fall 2015 Tracking Neighborhood Change Using Census Data
22. Critically Evaluating Data
●Misleading visualizations
●Author/source bias
●Methodology
●Data collection & analysis
●Issues timeliness
●Data out of context
●Missing or unavailable data
●Correlations vs. causations
Fall 2015 Tracking Neighborhood Change Using Census Data
25. Reflections
●Students wrote short
reflection papers for each
module
●Students compared their
own school and
neighborhood to that of
students in their
community-based learning
placements
Fall 2015 Tracking Neighborhood Change Using Census Data
26. Reflections
●Students looked for and reflected on
assets in the community
●For the level of Society (Macro): At the
end of the course students proposed a
potential policy based on their limited
experience, the data, and available
assets
Fall 2015 Tracking Neighborhood Change Using Census Data
27. Public Health 1: Human Health and Disease
Neighborhood AssessmentFall 2015
28. Public Health 1: Human Health and Disease
● Driving and walking tour
● Connections to health
Neighborhood AssessmentFall 2015
● Systematic observations of
physical and and social
environment
29. Public Health 131: Community Health
• Community organizing,
engagement, and advocacy
Community Engagement & AdvocacyFall 2015
• Walking group & Zumba classes
• Experiential Learning for Social
Justice requirement
31. Meet our Community Leaders
Strong community
involvement
Active collaborators
to TNI vision
Grant development
and leadership
expertise
Winter 2016
32. Meet our Community Leaders
Engaged across
multiple programs
within Initiative
Passionate about
creating a change in
their community
Winter 2016
33. Preparing to Start
○Understanding the Community
Assessment and why it is important
○Understanding the purpose of
research
○Recruiting participants and
communicating
○Informed consent
○Ability to say no
○Understanding roles and
responsibilities as researchers
Winter 2016
Training in research methods and ethics (Cermeño & Nichols)
34. Developing the Survey
Establish Foundational
Relationships
Collaboration between
Faculty Fellows, Staff
and Community
Leaders
Identifying Survey
Model - Promise
Neighborhood
Winter 2016
35. Developing the SurveyWinter 2016
Input on Survey
Determining Compensation
for Participants
Multiple Revisions
Final Draft Test-
Community Leaders
36. Survey Structure
Made up of 3 parts:
○ Part 1: What is/isn’t working
○ Part 2: Understanding parents
interactions with youngest child
○ Part 3: Participant Information
Winter 2016
Approx. 90 questions
6 Different Survey Versions
Translated into Spanish
37. Survey Implementation
Community-Led Effort
Supported by SOC 122- Applied
Sociology (Nichols & Cermeño)
Survey Administered at 3 different
sites
7 open drop-in sessions
3 weeks of surveying
Winter 2016
Outcome: 228 participants
38. Experiences in the Field
Emergent questions, observations and opportunities we noticed
Winter 2016
40. Data Analysis
Data Management and coding
○ PHSC 100/ BIO 117: Epidemiology
Understand study design
Work with variables and codebooks
Run basic descriptive statistics
Spring 2016
41. Data Analysis & Interpretation
■ Descriptive analyses
■ Infographics in English
■ Necessity of plan to transition
work to the fall
Spring 2016
SOCI 199 Independent Study (Nichols)
42. Demographics of Survey Takers
Sacred Heart
Washington
Elementary
Full Sample
Took the Survey in
Spanish
89% 97% 93%
Female 85% 95% 90%
Married 49% 70% 59%
Mexican/Mexican
American
68% 66% 67%
High School Degree
or Less
65% 78% 72%
Household Income is
$30,000 or less
65% 84% 74%
Household Income is
$5,000 or less
31% 24% 27.6%
Average Age 41 38 39
Average Income $15,500 $12,500 $14,000
Spring 2016
43. Upper Level course in Child Studies
●LBST 156: Child Advocacy (Burns)
Spring 2016 Data Analysis
Studied survey results from TNI
and best practice on how to
promote child and family wellness
in communities facing economic
disadvantage and high community
violence
●Created flyers
●Outlined focus groups
46. Next Steps
●Share findings with the
Washington and SCU
communities
●Plan next steps to respond to
expressed community needs and
faculty interests
●Involve faculty and students from
other departments and disciplines
●Archive community materials
using library resources
2016-2017
48. Discussion/Poster Review
1) Resilient Families Program in the Thriving Neighbors Initiative: Better Understanding
Stress in Parenting
2) Sustainable Grant Projects: Community Gardening and Parents Discussion Group
3) Building Health and Leadership at Washington Elementary School through Project-
Based Learning: The Washington Elementary Health Equity Collaborative
4) Resilient Families: Babies (Program to support nurturing parenting led by promotoras
and university students)
5) Opening Doors to Early Childhood Education via iPads
6) Participatory Action Research (PAR) Training, Course, and Community Based Projects
7) Community-Based Air Pollution Analysis
2016-2017