This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
Leveraging Campus Policies to Create a Culture of Values and AccountabilityKyle Brown
1) The document discusses leveraging campus policies to create a culture of values and accountability. It examines how effective policies and programming can help address issues like binge drinking and sexual assault.
2) Experts argue that education alone is not enough to change behaviors - enforcement of policies is also needed. Data shows stronger alcohol policies at the state level are associated with reduced youth drinking.
3) When developing policies, schools must balance legal requirements with best practices. Effective policies are comprehensive, evidence-informed, and aligned with institutional missions.
From the Top Down to the Bottom-Up: Making Campus Wide Safety An Institution ...Kyle Brown
Institutionalizing campus safety as a priority requires a top-down and bottom-up approach. When campus safety is truly institutionalized, it involves commitment from senior leaders, inclusion in strategic plans and mission statements, dedicated resources like staffing and budgets, infrastructure support through websites and facilities, and engagement of the entire campus community through task forces and working groups. Data shows a positive correlation between higher levels of institutionalization and better prevention programming and outcomes for issues like alcohol and sexual assault.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Jordan Porco Foundation Development PresentationDeirdre Tindall
The Mission of the Jordan Porco Foundation is to prevent suicide in the high school, college, and college entry student population that is often the end result of significant emotional disorders triggered by stress and/or not recognized within the person until it is too late. We do this in the name and spirit of Jordan Matthew Porco, who died by suicide in 2011. We’re in it for life.™
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
This document provides an overview of the Evidence2Success webinar, which discusses how Evidence2Success works to help communities invest in evidence-based programs. The webinar covers:
1) An introduction to Evidence2Success and how it supports communities
2) Examples of Evidence2Success progress in Providence, including priority outcomes and programs selected
3) The role of prevention science and investing in proven programs, emphasizing the use of data and research-based strategies
4) How strategic financing can help communities better coordinate investments and redirect spending to proven programs
Attendees are invited to ask questions during the webinar using the Q&A function.
EVERFI Webinar: Building Your Exemplary Sexual Assault Prevention Plan: Real-...Michele Collu
This document provides information from a summit on building exemplary sexual assault prevention plans. It includes sections on institutionalization at Williams College, critical processes at Rutgers University, and programming at Dartmouth College. Each section describes specific prevention strategies, resources, and initiatives used at the respective institutions. The final section introduces the Campus Prevention Network, which aims to support colleges through professional development, research-based guidance, and benchmarking of prevention efforts.
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
Leveraging Campus Policies to Create a Culture of Values and AccountabilityKyle Brown
1) The document discusses leveraging campus policies to create a culture of values and accountability. It examines how effective policies and programming can help address issues like binge drinking and sexual assault.
2) Experts argue that education alone is not enough to change behaviors - enforcement of policies is also needed. Data shows stronger alcohol policies at the state level are associated with reduced youth drinking.
3) When developing policies, schools must balance legal requirements with best practices. Effective policies are comprehensive, evidence-informed, and aligned with institutional missions.
From the Top Down to the Bottom-Up: Making Campus Wide Safety An Institution ...Kyle Brown
Institutionalizing campus safety as a priority requires a top-down and bottom-up approach. When campus safety is truly institutionalized, it involves commitment from senior leaders, inclusion in strategic plans and mission statements, dedicated resources like staffing and budgets, infrastructure support through websites and facilities, and engagement of the entire campus community through task forces and working groups. Data shows a positive correlation between higher levels of institutionalization and better prevention programming and outcomes for issues like alcohol and sexual assault.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Jordan Porco Foundation Development PresentationDeirdre Tindall
The Mission of the Jordan Porco Foundation is to prevent suicide in the high school, college, and college entry student population that is often the end result of significant emotional disorders triggered by stress and/or not recognized within the person until it is too late. We do this in the name and spirit of Jordan Matthew Porco, who died by suicide in 2011. We’re in it for life.™
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
This document provides an overview of the Evidence2Success webinar, which discusses how Evidence2Success works to help communities invest in evidence-based programs. The webinar covers:
1) An introduction to Evidence2Success and how it supports communities
2) Examples of Evidence2Success progress in Providence, including priority outcomes and programs selected
3) The role of prevention science and investing in proven programs, emphasizing the use of data and research-based strategies
4) How strategic financing can help communities better coordinate investments and redirect spending to proven programs
Attendees are invited to ask questions during the webinar using the Q&A function.
EVERFI Webinar: Building Your Exemplary Sexual Assault Prevention Plan: Real-...Michele Collu
This document provides information from a summit on building exemplary sexual assault prevention plans. It includes sections on institutionalization at Williams College, critical processes at Rutgers University, and programming at Dartmouth College. Each section describes specific prevention strategies, resources, and initiatives used at the respective institutions. The final section introduces the Campus Prevention Network, which aims to support colleges through professional development, research-based guidance, and benchmarking of prevention efforts.
EVERFI Webinar: The Dear Colleague Letter Si Years HenceMichele Collu
This document summarizes the findings of a national study on sexual violence prevention efforts at 68 institutions of higher education in the United States. The study found that the most advanced institutions had visible leadership support, dedicated prevention staff and budgets, frequent programming grounded in theory and research, and comprehensive approaches that addressed perpetration, victimization, policies, and support services. While many schools had strong programming, few reached all student groups like LGBTQ students and racial/ethnic minorities. The document promotes a model and resources for institutions to benchmark and improve their prevention efforts through comprehensive planning, assessment, and best practices.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
How to Comply with the NCAA's New Sexual Assault Training PolicyMichele Collu
The webinar discussed how colleges can comply with the NCAA's new policy requiring annual sexual assault prevention training for student athletes and athletic staff. The policy aims to prevent sexual violence through comprehensive education programs informed by the NCAA toolkit. Challenges in developing aligned training, tracking participation, and meeting deadlines were addressed. EVERFI proposed an athletics-focused training platform to help schools meet mandates for ongoing education and annual reporting in an evidence-based and collaborative way.
The webinar discussed how colleges can comply with the NCAA's new policy requiring annual sexual assault prevention training for student athletes and staff. The policy aims to prevent campus sexual violence through leadership commitment, collaboration, compliance, education and engagement. Challenges in implementing effective training were identified, such as customizing content and tracking participation. A solution of online courses tailored for athletes and staff was proposed, along with a dedicated platform for tracking completion to satisfy the NCAA's reporting requirements.
In the latest webinar in the Using What Works series highlighting tools of the Annie E. Casey Foundation’s Evidence2Success framework, experts described the components of a strategic financing plan for programs proven to work for children and families and new financing approaches being adopted around the country.
Street Talk is an early intervention project delivered by Mentor, the drug and alcohol protection charity, in partnership with Addaction, the UK’s leading specialist drug and alcohol treatment charity.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
Peer educators aim to build student capacity in peer education, reproductive health services, and increasing HIV/AIDS awareness through behavioral change communication. Young people are more comfortable receiving information from peers rather than adults. Institutions of higher learning have many students at risk of HIV due to lack of information and services. Peer educators are students who volunteer to educate and positively influence attitudes around sexuality, health rights, and HIV/AIDS prevention through peer-to-peer guidance and counseling. A study conducted HIV counseling and testing as well as promoting safe male circumcision through peer educator outreach and found high testing and circumcision rates as well as increased condom use among students.
The RisKit Programme is a multi-component risk behaviour reduction programme for adolescents aged 14-16 in secondary schools across Kent and Medway. It involves screening students using a risk behaviour survey, a two-session drug and alcohol awareness program, four individual motivational interview sessions, an eight-session risk and life skills group program, and referrals to local services. Evaluation found reduced drug, alcohol, and risky sexual behaviour, as well as improved self-esteem, relationships, and school behaviour among participants. Challenges included increasing capacity and supporting schools with fewer resources. Future plans include integrating the program with school health plans, adding family work, and conducting a controlled trial.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
2015 National Conference on Problem Gambling: Prevention Showcase
Presenters: Amanda Burke, Kelly Willis, Jennifer Lease, Colleen Fitzgibbons, Ashley Trantham, Alex Leslie, Liz McCall
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
Drug Aware is an intervention providing schools with resources and support by involving “whole school communities”, which includes young people, parents/carers, teachers and other school staff, as well as partners such as drug services and the police.
The Jim Casey Youth Opportunities Initiative’s webinar, “Model Extension of Care and Re-Entry Policies — Creating a Legal Structure that Promotes Engagement,” explores key components of a youth-engaging extended foster care system. This session explores model programs and policies in various states as well as reform plans.
The document provides an overview of recent federal child welfare policy and legislation. It discusses the Preventing Sex Trafficking and Strengthening Families Act of 2014 which aims to address child sex trafficking, promote permanency, and allow for normalcy for foster youth. It also summarizes proposals from the President's 2016 budget, Senator Wyden regarding prevention services, and Senator Hatch related to reducing congregate care. The document analyzes implementation opportunities and challenges of the new laws and policies.
Jerry Phelps has over 19 years of experience as a licensed psychologist in a variety of clinical settings. He has successfully led and managed multiple teams, delivering high quality outcomes through problem solving, collaboration, and relationship building. Phelps has experience integrating mental health technology into clinical services and developing screening programs, apps, and surveys. He provides clinical supervision and has expertise in areas like motivational interviewing, substance abuse, and student development. Phelps aims to meet students' needs through innovative service models and a focus on access, outreach, and reducing barriers to care.
El documento presenta las conjugaciones de varios verbos españoles agrupados por terminación (-ar, -er, -ir). Explica las conjugaciones del verbo "hablar" como ejemplo de la primera conjugación (-ar) y lista otros verbos de esta categoría. Luego sigue con ejemplos de la segunda conjugación (-er) y la tercera (-ir), en cada caso mostrando la conjugación de un verbo ejemplar y listando otros verbos pertinentes. Finalmente, cubre los verbos "ir", "venir", "traer" y "llevar" y sus usos.
El documento explica la conjugación de verbos regulares en español en el presente de indicativo, dividiendo los verbos en tres conjugaciones (-ar, -er, -ir) y proporcionando ejemplos de conjugaciones completas para los verbos "hablar", "leer", "escribir", "cantar", "comer" y "subir".
EVERFI Webinar: The Dear Colleague Letter Si Years HenceMichele Collu
This document summarizes the findings of a national study on sexual violence prevention efforts at 68 institutions of higher education in the United States. The study found that the most advanced institutions had visible leadership support, dedicated prevention staff and budgets, frequent programming grounded in theory and research, and comprehensive approaches that addressed perpetration, victimization, policies, and support services. While many schools had strong programming, few reached all student groups like LGBTQ students and racial/ethnic minorities. The document promotes a model and resources for institutions to benchmark and improve their prevention efforts through comprehensive planning, assessment, and best practices.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
How to Comply with the NCAA's New Sexual Assault Training PolicyMichele Collu
The webinar discussed how colleges can comply with the NCAA's new policy requiring annual sexual assault prevention training for student athletes and athletic staff. The policy aims to prevent sexual violence through comprehensive education programs informed by the NCAA toolkit. Challenges in developing aligned training, tracking participation, and meeting deadlines were addressed. EVERFI proposed an athletics-focused training platform to help schools meet mandates for ongoing education and annual reporting in an evidence-based and collaborative way.
The webinar discussed how colleges can comply with the NCAA's new policy requiring annual sexual assault prevention training for student athletes and staff. The policy aims to prevent campus sexual violence through leadership commitment, collaboration, compliance, education and engagement. Challenges in implementing effective training were identified, such as customizing content and tracking participation. A solution of online courses tailored for athletes and staff was proposed, along with a dedicated platform for tracking completion to satisfy the NCAA's reporting requirements.
In the latest webinar in the Using What Works series highlighting tools of the Annie E. Casey Foundation’s Evidence2Success framework, experts described the components of a strategic financing plan for programs proven to work for children and families and new financing approaches being adopted around the country.
Street Talk is an early intervention project delivered by Mentor, the drug and alcohol protection charity, in partnership with Addaction, the UK’s leading specialist drug and alcohol treatment charity.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
Peer educators aim to build student capacity in peer education, reproductive health services, and increasing HIV/AIDS awareness through behavioral change communication. Young people are more comfortable receiving information from peers rather than adults. Institutions of higher learning have many students at risk of HIV due to lack of information and services. Peer educators are students who volunteer to educate and positively influence attitudes around sexuality, health rights, and HIV/AIDS prevention through peer-to-peer guidance and counseling. A study conducted HIV counseling and testing as well as promoting safe male circumcision through peer educator outreach and found high testing and circumcision rates as well as increased condom use among students.
The RisKit Programme is a multi-component risk behaviour reduction programme for adolescents aged 14-16 in secondary schools across Kent and Medway. It involves screening students using a risk behaviour survey, a two-session drug and alcohol awareness program, four individual motivational interview sessions, an eight-session risk and life skills group program, and referrals to local services. Evaluation found reduced drug, alcohol, and risky sexual behaviour, as well as improved self-esteem, relationships, and school behaviour among participants. Challenges included increasing capacity and supporting schools with fewer resources. Future plans include integrating the program with school health plans, adding family work, and conducting a controlled trial.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
2015 National Conference on Problem Gambling: Prevention Showcase
Presenters: Amanda Burke, Kelly Willis, Jennifer Lease, Colleen Fitzgibbons, Ashley Trantham, Alex Leslie, Liz McCall
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
Drug Aware is an intervention providing schools with resources and support by involving “whole school communities”, which includes young people, parents/carers, teachers and other school staff, as well as partners such as drug services and the police.
The Jim Casey Youth Opportunities Initiative’s webinar, “Model Extension of Care and Re-Entry Policies — Creating a Legal Structure that Promotes Engagement,” explores key components of a youth-engaging extended foster care system. This session explores model programs and policies in various states as well as reform plans.
The document provides an overview of recent federal child welfare policy and legislation. It discusses the Preventing Sex Trafficking and Strengthening Families Act of 2014 which aims to address child sex trafficking, promote permanency, and allow for normalcy for foster youth. It also summarizes proposals from the President's 2016 budget, Senator Wyden regarding prevention services, and Senator Hatch related to reducing congregate care. The document analyzes implementation opportunities and challenges of the new laws and policies.
Jerry Phelps has over 19 years of experience as a licensed psychologist in a variety of clinical settings. He has successfully led and managed multiple teams, delivering high quality outcomes through problem solving, collaboration, and relationship building. Phelps has experience integrating mental health technology into clinical services and developing screening programs, apps, and surveys. He provides clinical supervision and has expertise in areas like motivational interviewing, substance abuse, and student development. Phelps aims to meet students' needs through innovative service models and a focus on access, outreach, and reducing barriers to care.
El documento presenta las conjugaciones de varios verbos españoles agrupados por terminación (-ar, -er, -ir). Explica las conjugaciones del verbo "hablar" como ejemplo de la primera conjugación (-ar) y lista otros verbos de esta categoría. Luego sigue con ejemplos de la segunda conjugación (-er) y la tercera (-ir), en cada caso mostrando la conjugación de un verbo ejemplar y listando otros verbos pertinentes. Finalmente, cubre los verbos "ir", "venir", "traer" y "llevar" y sus usos.
El documento explica la conjugación de verbos regulares en español en el presente de indicativo, dividiendo los verbos en tres conjugaciones (-ar, -er, -ir) y proporcionando ejemplos de conjugaciones completas para los verbos "hablar", "leer", "escribir", "cantar", "comer" y "subir".
Este juego de mesa educativo trata sobre alimentos y nutrición. Los jugadores avanzan por el tablero siguiendo instrucciones sobre comidas saludables o no tan saludables, aprendiendo sobre los grupos alimenticios y una dieta balanceada. El objetivo es llegar a la meta final reconociendo los beneficios de una alimentación equilibrada.
Este documento presenta una variedad de juegos tradicionales del mundo hispano, dividiéndolos en tres categorías: juegos de mesa, juegos de motricidad y deportes. Describe brevemente la historia, reglas y adaptaciones didácticas de juegos populares como El Orón, El Cinquillo, La Rayuela, Pasando el Aro y las Bochas. El objetivo es promover el aprendizaje del español a través del juego y la cultura hispana.
El autor vive actualmente en un pequeño apartamento de cuatro habitaciones que encuentra acogedor. Su casa de sus sueños sería un gran chalé de tres plantas con jardín y piscina, ubicado en el campo para disfrutar de la naturaleza.
El documento contiene una lista de más de 100 entradas. Cada entrada consiste en una persona, animal o lugar vinculado a un objeto y una acción o verbo, con palabras difíciles adicionales y un elemento de juego al final. La lista parece ser aleatoria y no tiene un tema claro que la una.
Este documento presenta información sobre las partes de una casa y los muebles que contiene cada habitación. Se divide la casa en seis secciones principales: dormitorio, despacho, cocina, salón comedor, baño y aseo. También incluye una terraza. Para cada sección, se enumeran los muebles típicos que contiene. El documento proporciona vocabulario sobre partes de la casa y muebles para que los estudiantes puedan describir las características de una vivienda.
El primer documento presenta una serie de letras y símbolos dispuestos en forma de cuadrícula. El segundo documento contiene dos juegos de preguntas y respuestas sobre comidas, bebidas, deportes y juegos divididos en dos equipos.
Este documento presenta una serie de pictogramas relacionados con objetos y lugares de la casa junto con sus definiciones en español. Los pictogramas incluyen elementos del dormitorio, salón, aseo, cocina y sus muebles y objetos como cama, armario, lámpara, lavabo, bañera, ducha, toalla, televisor, sofá, mesa, silla, vaso, plato, cubiertos y electrodomésticos. El documento proporciona el nombre del creador de los pictogramas y su licencia de uso.
El documento lista objetos encontrados en diferentes habitaciones de una casa, incluyendo el salón (sofa, sillón, televisor), dormitorio (cama, armario, lámpara), cocina (cuchillo, taza, sartén) y baño (ducha, váter, toalla).
Este documento proporciona una lista detallada de los objetos y muebles que se encuentran típicamente en las diferentes habitaciones y espacios de una casa, incluyendo el salón, comedor, cocina, dormitorios, baño y patio. Para cada elemento se describen sus características y usos. El documento invita al lector a elegir un espacio de la casa y estimar el coste de amueblarlo usando la tienda online Ikea.
El documento presenta información sobre los diferentes espacios y muebles de una casa. Describe cada habitación de la casa de Naima, incluyendo dos dormitorios, un salón, un baño y una cocina. También incluye ejercicios para completar frases sobre la ubicación de diferentes objetos y muebles dentro de una vivienda.
Este documento presenta vocabulario relacionado con la cocina y el menaje para comer. Se describen diferentes electrodomésticos de cocina como la nevera, el congelador, el horno y el microondas. También se explican utensilios de cocina como sartenes, ollas, cuchillos y batidoras. Por último, se mencionan elementos para la mesa como platos, vasos y copas. El documento proporciona el vocabulario básico para hablar sobre comida y cocina.
Orientaciones para la enseñanza de ELE: Más de 100 actividades para dinamizar...Espanolparainmigrantes
Este documento presenta un libro titulado "Orientaciones para la enseñanza de ELE: más de 100 actividades para dinamizar la clase de español". El libro contiene 105 juegos y dinámicas clasificadas en 10 secciones temáticas para ser utilizadas en clases de español como lengua extranjera. El objetivo es hacer la clase más atractiva y eficaz mediante el uso de actividades lúdicas. El libro fue creado por dos autoras basadas en su experiencia enseñando español en Brasil.
Este documento presenta una actividad para la clase de español de nivel básico llamada "Todos los caminos llevan a Roma". Los estudiantes trabajan en parejas utilizando mapas para dar y seguir instrucciones sobre cómo llegar a diferentes lugares. Primero se repasa el vocabulario necesario como nombres de tiendas, verbos de movimiento y términos viales. Luego, una persona le pregunta a su compañero cómo llegar a un lugar y este debe dar las indicaciones, intercambiando roles después. El objetivo es practicar dar y seguir
Este documento es un catálogo de un libro titulado "Juegos de tablero en español. Para clases más lúdicas e interactivas" escrito por Wesley David Costa y publicado por la Embajada de España en Brasil en 2014. El catálogo incluye información sobre el autor, el editor, y una breve descripción del contenido del libro, el cual presenta varios juegos de mesa para ser utilizados en clases de español para hacerlas más dinámicas e interactivas.
Esta presentación sirve para trabajar esencialmente el léxico de la ropa y aquellos guiones mentales que se llevan a cabo en una tienda de ropa o en un mercadillo.
Las tiendas ofrecen productos y servicios a los clientes. Muestran diferentes tipos de establecimientos comerciales como supermercados, ferreterías, librerías y farmacias. Cada tienda se identifica por su logotipo y los artículos que vende.
El artículo describe la rivalidad entre los grandes autores del Siglo de Oro español como Miguel de Cervantes, Lope de Vega, Francisco de Quevedo y Luis de Góngora, que vivían en calles cercanas en Madrid. Se odiaban y envidiaban pero al mismo tiempo se admiraban. El escritor les cuenta a unos estudiantes sobre la historia literaria de esa época dorada y logra captar su atención al hablar de la disputa entre los genios que forjaron la lengua española.
Assessing Your Alcohol Misuse and Sexual Assault Prevention Efforts PresentationMaria Candelaria
EVERFI's diagnostic inventories provide comprehensive assessments of institutions' prevention efforts related to sexual assault and alcohol abuse. The inventories capture over 200 data points across four key areas: institutionalization, critical processes, policy, and programming. Insights from inventory data show relationships between advanced prevention status and higher funding, staffing levels, strategic planning, and senior leadership support. Completing the inventories helps institutions understand their prevention efforts, identify areas for growth, and integrate results into strategic planning to strengthen comprehensive prevention.
Sexual Assault Prevention for Community Colleges WebinarMaria Candelaria
This webinar focuses on sexual assault prevention for community colleges, sharing new data insights about students, and actionable strategies from practitioners to help you craft an effective prevention strategy that is focused on the specific needs and strengths of your students and your institution.
Presentation by Rachel Steinacher, on IPA and RCTsTwaweza
A presentation by Rachel Steinacher, Research Manager for IPA-Kenya (Innovations for Poverty Action), on IPA and RCTsThis was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
This document summarizes strategies that schools can use to prevent youth crime and antisocial behavior based on international evidence. Effective prevention interventions for individuals work with smaller groups, are delivered by program originators, and use cognitive behavioral techniques for higher risk youth aged 12 or more. Schools can create an environment for prevention through reorganizing grades/classes, altering classroom management, improving school discipline policies, and teaching social skills using cognitive behavioral methods. Interventions that do not work and should be avoided include those focused on coercion/control, boot camps, unstructured counseling or training, and programs that group high-risk students without structure.
Understanding, measuring and communicating your impactCharityComms
The document provides an overview of understanding, measuring, and communicating impact. It discusses key concepts like impact, impact measurement, and intended and unintended outcomes. It also covers developing a theory of change to link activities to outcomes, assessing the appropriate strength of evidence needed, and using both qualitative and quantitative tools to measure impact. Common tools include surveys, scales, interviews and case studies. The document emphasizes selecting tools based on outcomes, resources, and evidence needs. It also stresses the importance of clearly articulating impact to different audiences through addressing what problem is being tackled and the evidence of what is being achieved.
Educational Marketing: how to reduce the student evasion
rate in higher education institutions?
(Marketing Educacional: como reduzir o índice de evasão em instituições de nível superior?)
Breakthrough Strategies in Prevention Education: Gen Z and New Approaches to ...Maria Candelaria
In the second session of this three-part webinar series, renowned legal scholar Peter Lake and experts from EVERFI’s Prevention Education team provide an overview of the most current research around Gen Z and strategies higher education institutions can use to support mental well-being on campus.
There is growing global recognition that violence against women and violence against children, and in particular intimate partner violence against women and violence against children by parents or caregivers, intersect in different ways. As global evidence of and interest in these intersections continue to grow, strategies are needed to enhance collaborations across these fields and thus ensure the best outcomes for both women and children. In response, the Sexual Violence Research Initiative (SVRI), the UNICEF Innocenti – Global Office of Research and Foresight, and the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction hosted by WHO’s Department of Sexual and Reproductive Health, partnered to coordinate a global participatory process to identify research priorities that relate to the intersections between violence against children and violence against women.
While priorities are important, the way in which these priorities are determined is also crucial, especially for ownership, contextualization and use. Inclusive, participatory research-setting, such as used in this work, serves to promote a diversity of voices – especially from low- and middle-income countries which have historically lacked representation – and minimize the risk of bias when establishing research priorities.
This report describes the process used to determine the priorities for research on the intersections between violence against children and violence against women, and the top 10 research questions identified.
The Buffalo Rider School Based Early Intervention program was developed to address substance abuse issues among First Nations youth through a school-based prevention program. The program provides 25 culturally-relevant sessions on topics like emotional literacy, resilience, and peer resistance for grades 7-8 students. It began as a pilot in Manitoba in 2011 and now offers national training. The program is designed to build community capacity and utilizes assessments, individual screening tools, and curriculum delivery strategies. Evaluations found it exceeded targets and communities adapted content for other age groups. The program aims to improve early intervention access and capacity while decreasing demand for long-term treatment.
Social Marketing and Social Mobilization
I believe these two work together.
This presentation also includes references.
Credits to: Jeriel Reyes De Silos and Mark Joenel Castillo
Allen
This document outlines key aspects of effective peer education programs. It discusses the rationale for peer education, including that peers are influential sources of information for teenagers. Several behavioral change theories that support peer education are described. Standards for effective programs include careful planning, recruitment, training, supervision, and management. Challenges that may be encountered and strategies for overcoming common objections are also addressed.
EVERFI: Beyond Freshman Year: Engaging Students in Ongoing Sexual Violence Pr...Michele Collu
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The Process of Programming: Exploring Best Practices for Effective Prevention Programs
1. 1
The Process of Programming:
Exploring Best Practices for Effective Prevention Programs
Erin McClintock
Director, Partner Education
2. 2
Poll: What are your greatest programmatic challenges?
RESPONSE PERCENTAGE
Lack of resources (funding/staffing) 40.74%
Student engagement 37.04%
Making a measurable impact 13.89%
Lack of institutional support 7.41%
Identifying the problem(s) 0.93%
3. 3
EverFi’s Framework for Comprehensive Prevention
PROGRAMMING
POLICY
CRITICAL PROCESSES
INSTITUTIONALIZATION
Programming is an outward
manifestation of our
comprehensive prevention efforts
Programming can be used to
amplify or improve our
comprehensive prevention efforts
4. 4
PROGRAMMING
INCORPORATES THE
FOLLOWING DOMAINS:
• Targeted populations
• Type of programs
• Frequency of programming
• Theoretical underpinnings
• Synergy of programming efforts
• Use of data to inform development
• Involvement of key stakeholders
• Use and training of peer educators
How Does Programming Look on a Campus?
5. 5
Principles of Effective Prevention
VARIED TEACHING METHODS
Strategies should be interactive and
encourage skill-building.
SUFFICIENT DOSAGE
Activities should be held frequently to
have an effect and measure impact.
THEORY DRIVEN
Strategies should have scientific
backing or logical rationale.
CULTIVATE POSITIVE RELATIONSHIPS
The most effective programs emphasize
positive, healthy relationships.
APPROPRIATELY TIMED
Efforts should be timed in a way to maximize
impact in the lives of participants.
SOCIO-CULTURALLY RELEVANT
Programs should be tailored to cultural
beliefs as well as community norms.
WELL-TRAINED STAFF
Staff should be sensitive, competent and
receive adequate training & supervision.
OUTCOME EVALUATED
Evaluation is crucial to determining program
efficacy and measuring outcomes.
COMPREHENSIVE
Programs are one piece of the prevention
puzzle, and must be integrated with other
efforts.
Source: Nation et al. (2003)
6. 6
What Works (and Doesn’t) in Violence Prevention?
Source: DeGue et al., 2014; Dills, Fowler & Payne, 2016
What Works? What Shows Promise? What Doesn’t Work?
• Legislation (VAWA)
• Online education
• Coordinated, system-
wide efforts
• Skill-based
interventions
• Integrated bystander
intervention training
• Coaching and mentorship
driven-programs
• Brief, one session
educational
interventions
7. 7
What Works (and Doesn’t) in Alcohol Prevention?
An evidence-based tool mapping
the cost, efficacy, and scale
of AOD programmatic efforts.
The most frequently used
approaches are not always
the most efficacious.
THE EVERFI COMPASS
8. 8
What Makes a “Good” Program?
It’s comprehensive.
It’s relevant to your community.
It’s repeatable.
It’s collaborative.
Source: White House Task Force to Prevent Students from Sexual Assault (2014)
9. 9
It’s part of a bigger
prevention
process.
What Makes a “Good” Program?
10. 10
Addresses entire
population. Deters
onset of risky behavior.
Examples:
Take Back the Night; Social
marketing initiatives;
Online education.
Targets subsets
considered to be at risk.
Examples:
First year engagement;
athletes; Greek life; non-
traditional students.
Targets individuals with
early warning signs.
Examples:
BASICS; judicially referred
students; students who screen
or identify as high risk.
UNIVERSAL SELECTIVE INDICATED
Programs by Population
Source: Institute of Medicine, 1994
11. 11
PRIMARY SECONDARY TERTIARY
Timing is Everything
BEFORE
Identifying and
addressing root causes
DURING/AFTER
Risk reduction and
early identification
AFTER
Treatment, recovery,
and enforcement
What is happening
nationally or socially
around the issue?
Can a program be tied in
with other institutional
or academic efforts?
What else is on the
academic or social
calendar?
12. 12
§ ATTITUDES
§ BEHAVIORS
§ BELIEFS
Consider the following when choosing and adapting programs:
Choosing the Right Program
§ KNOWLEDGE
§ DEVELOPMENTAL LEVEL
§ APPROPRIATENESS
(For the group, the community, and the issue)
14. 14
Sexual Assault: How Are We Reaching Students?
® - commercial program
LEAST
EFFICACY
Source: EverFi SADI, N=38
MOST AND LEAST USED POPULATION-LEVEL PREVENTION STRATEGIES
Awareness events 97%
First-year engagement 91%
Tabling events/health fairs 88%
Invited speakers 75%
Online education ® 72%
Most Used Strategies Least Used Strategies
Social norms marketing
Performance and art
47%
Academic/course
engagement
Bystander intervention
34%
Bystander intervention ® 31%
Small group social norms 9%
Online education 9%
MOST
PROMISING
15. 15
Alcohol: How Are We Reaching Students?
Source: EverFi ADI, N=72
100
91
88
73
69
67
64
56
55
53
8
0 20 40 60 80 100
AlcoholEdu
Peer Engagement
Alcohol-Free Events
Invited Speakers
Tabling /Health Fairs
BASICS
Fatal Vision Goggles
Social Marketing
Substance-Free housing
BAC Cards
GME
Group
Motivational
Enhancement
Alcohol
Free
Options
Social Marketing
BASICS
Peer Engagement Online EducationInvited
Speakers BAC
cards
Substance Free Housing
Fatal Vision Goggles
C
O
S
T
IMPACT
16. 16
Poll: What is most important when deciding on a program?
RESPONSE PERCENTAGE
Ease of implementation 45.53%
Proven efficacy 22.76%
Cost 14.63%
Scalability/scope of reach 13.82%
Reputation/notoriety 3.25%
17. 17
Who Are (and Aren’t) We Reaching?
First year students 100% 19% LGBTQ Students
Resident advisors 97% 19% Prior victims
Athletes 92% 19% Racial/ethnic minority students
Student leaders 68% 8% Students with disabilities
Greek life 65% 8% Non-traditional students
Source: EverFi SADI, N=38
MOST AND LEAST TARGETED SELECTIVE GROUPS (sexual assault)
18. 18
Reaching LGBT Students Through Collaboration
DELIBERATE AND FOCUSED COLLABORATION BETWEEN THE STUDENT WELLNESS CENTER
AND LGBTQ CENTER INCREASES SCOPE OF REACH FOR LGBTQ+ STUDENTS.
Source: EverFi Coalition Interview
19. 19
Accommodating Students Who Learn Differently
S
COLLABORATION CONVERSATION
Collaborate with your campus accessibility/disability
services office to seek feedback on how you can be more
inclusive and accommodating with programming efforts.
Host a closed meeting, workshop, or dialogue for self-
identifying students to discuss wellness on your campus.
Provide them with a chance to ask questions and talk
about these issues in a judgment free space.
COMMUNICATION CONSIDERATION
Use a variety of methods of communication in sharing
information about wellness efforts (email, print, pictures,
posters) to accommodate the learning styles of all students.
Consider both visual and audio learners when developing
prevention programs. Provide closed captioning on all
videos. Also vary the way programs and messages are
delivered (small groups, online, in print).
20. 20
AOD+: An Alternative to Suspension
POLICY + PROGRAMMING + CRITICAL PROCESSES + INSTITUTIONALIZATION = SUCCESS
Source: EverFi Coalition Interview
PROGRAM DETAILS
ü 12-13 week course
ü Focused on dimensions of wellness
ü Students meet regularly with case
manager, campus partners,
and other professionals
ü Students complete a
capstone presentation
ü A ceremony is held upon completion
EVALUATION FINDINGS
• Students reported significant increases in
dimensions of wellness
• 1-2 year saliency rate (decline in year 3)
• Significant growth in self-awareness, self-
efficacy, clarification of personal values and
commitment to education
• Demonstrated movement towards healthier
behavior and decision making
• Rated by students as most relevant and
impactful sanction
22. 22
Effectively Using Alcohol-Free Events
I N S I G H T S F R O M T H E F I E L D
AN INSTITUTIONALIZED APPROACH
“Cardinal Nights” program: Key focus on building
community, promoting inclusion, and gathering data
to support efficacy.
STANFORD UNIVERSITY
.
WEST VIRGINIA UNIVERSITY
of schools report using
Alcohol-Free Events as
part of their AOD
programming efforts
“WVUp All Night”: Late-night free food and
entertainment for students and midnight
breakfasts on weekends
ü Seek student feedback and tweak as needed
ü Host events consistently, not just once
ü Take advantage of events that are already taking place
ü Track progress: attendance, transport numbers,
alcohol violations, and noise complaints
FOOD FOR THOUGHT
FLORIDA ATLANTIC UNIVERSITY
Houses a listing on their website of alcohol-free
activities and events within three local counties
Sources: EverFi ADI, N=72; EverFi Compass; Stanford website, Anderson & Milgram, 2001
88%
23. 23
Effectively Using BASICS
I N S I G H T S F R O M T H E F I E L D
AN INDIVIDUALIZED HARM-REDUCTION APPROACH
CORNELL UNIVERSITY
.
LOYOLA UNIVERSITY OF CHICAGO
of schools report using
BASICS as part of AOD
programming efforts
Conducted BASICS with first-year students
who screened as high-risk on AUDIT
ü BASICS is one of the most well-researched and
effective programs, yet is only in place at 2/3 of schools
ü Conducting BASICS with a high-risk group (i.e.,
athletes or Greek life) using community feedback as
well as individual feedback has shown promise
ü Some schools have used fees from student sanctions to
fund BASICS training
FOOD FOR THOUGHT
UNIVERSITY OF MISSOURI- COLUMBIA
Conducts BASICS in both an individual
and a group setting
67%
Source: EverFi ADI, N=72
Conducts BASICS through their health center,
which allows for stronger confidentiality and
increased student honesty. Collaborates with
nearby Ithaca College to facilitate ongoing
trainings.
24. 24
Effectively Using Bystander Intervention
I N S I G H T S F R O M T H E F I E L D
CREATING A COMMUNITY OF CARE
Mandatory program for first year students is followed by
social norms marketing campaigns that highlight
willingness and comfort intervening
CLARK UNIVERSITY
.
CONNECTICUT COLLEGE
of schools report using
BYSTANDER
INTERVENTION as part
of AOD and Violence
Prevention efforts
Recently featured in HuffPo for bystander intervention
efforts where athletes have taken ownership of being active
bystanders in their community.
ü The body of literature around bystander intervention
programs continues to grow, providing for a wealth of
knowledge around effective use, engagement, and
adaptation.
ü Bystander intervention programs can be adapted for
violence prevention, alcohol awareness, and mental health
needs.
ü Bystander intervention is best done when tailored to your
community and paired with skills-training and appropriate
social norms marketing.
FOOD FOR THOUGHTUNIVERSITY OF MINNESOTA- TWIN CITIES
Conducts “Step Up” campaign, facilitated
by trained peer educators
51%
Source: EverFi ADI, N=72
25. 25
Designing and Implementing Programmatic Interventions
Knowledge
Attitudes
& Beliefs
Perceived
Outcomes
Social
Norms
Personal
Norms
Behavioral
Skills
Perceived
Behavioral
Control
Develop
Programmatic
Strategy
Conduct
Formative
Research
Execute
Intervention
Plan
26. 26
Programmatic Evaluation
Process Evaluation Summative Evaluation
• Were adequate resources available
to implement the intervention?
• Did the intervention reach its
intended target group?
• Was the intervention implemented
as planned?
- Reach
- Fidelity
• What is the target group’s level of
satisfaction?
• What did the program accomplish?
• Were your goals and objectives
met?
• Were there unintended
consequences?
• Are there areas that need
improvement?
• Do the intervention’s benefits
significantly outweigh its costs?
OUTPUTS
Did we do
what we said we
were going to do?
OUTCOMES
Did we achieve
the things we
wanted to achieve?
27. 27
Programmatic Evaluation
Process Evaluation Summative Evaluation
• Were adequate resources available
to implement the intervention?
• Did the intervention reach its
intended target group?
• Was the intervention implemented
as planned?
- Reach
- Fidelity
• What is the target group’s level of
satisfaction?
• What did the program accomplish?
• Were your goals and objectives
met?
• Were there unintended
consequences?
• Are there areas that need
improvement?
• Do the intervention’s benefits
significantly outweigh its costs?
29. 29
P R O G R A M
D E S I G N
P R O G R A M
D E L I V E R Y
A Culture of Activism
STUDENTS AS ADVOCATES, CRITICS, AND TARGETS
P R O G R A M
E VA L U AT I O N
"For anything that happens, I
just assume it’s student-
driven," says Rachel Carle, a
third-year student who’s
involved with sexual violence
prevention programs. "The
administration doesn’t need
to organize it, because the
students will.”
—CHRONICLE OF HIGHER ED, 2014
Source: Chronicle of Higher Education (2014)
31. 31
Poll: Does your institution use peer educators?
RESPONSE PERCENTAGE
Yes, we have a robust peer education program 39.17%
We have students who help, but not a formalized
program
28.33%
No, but considering it 19.17%
No 13.33%
32. 32
Peer Education, by the Numbers
85%
of schools are using
peer educators to
support prevention
efforts
of peer educators
are supervised by
Student Affairs staff
Average amount
of time (in hours)
spent training
peer educators*
Source: EverFi ADI and SADI, N=110
* sexual assault
84% 21-40
33. 33
Students undergo a rigorous recruitment and pre-training interview
process, followed by a mandatory 40 hour training to become certified
rape crisis counselors.
Efforts are geared specifically towards the passions and talents of
students, including conducting outreach, writing articles, answering a
helpline, helping with social media, and facilitating trainings.
Monthly in-service meetings serve as both training opportunities and
social gatherings.
Source: EverFi Coalition Interview
Thoughtfully Engaging Peer Educators
CORE LEARNING OBJECTIVES
Obtaining knowledge Developing skills Building community
The Aurora Center
saves over $400,000
annually through the
use of peer educators.
34. 34
Creating a Framework for Peer Educator Success
ADVISORS
Communicate publicly, handle media inquiries,
lead trainers.
Primary training facilitators. Completion of course +
application process, references and background check.
Students who have completed the course. Do not lead
sessions but assist with events as needed/available.
Starting point for students who have not completed
course but want to be involved in the cause. Must
attend 1 workshop and volunteer 1x/semester.
IN-DEPTH TRAINING PROCESS
ONGOING GROWTH AND LEARNING
Peer educators provide and receive feedback
after each presentation to assist with personal
growth. Continued attention is also placed on
critical elements of self-care.
Initial training consists of two components:
30-hour, 2-credit course outlining all
aspects of peer education
24-hour leadership seminar exploring
effective communication, dealing with
resistance, and adapting.
Source: EverFi Coalition Interview
1
2
LEADERS
MEMBERS
AFFILIATES
Created a formalized track for students to progress and advance
within a Peer Education program.
35. 35
Crucial Considerations for Engaging Peer Educators
Make Them Part of the
Strategic Plan
Honor and Guide Their
Strengths and Interests.
Create Opportunities for
Reflection
Build a Network Gather and Share Data Invest Time in Training
and Ongoing Education
36. 36
Maximizing Peer Education
PEER EDUCATION TRAINING SHOULD COVER:
ü A glimpse into the bigger picture of plans and goals for wellness
ü Self-care, burnout, and compassion fatigue
ü How to have challenging conversations with fellow students
ü Available resources on campus, for themselves and fellow students
ü A students role and responsibilities for reporting (if any)
ü Preferred language, concepts, and institutional messaging
Invest Time In
Training And
Ongoing Education
38. 38
Programming is a Process
Programming is fluid
and evolving.
More is not
always better.
Programs should be
implemented with synergy.
Programming is one step in a
comprehensive prevention plan.
A program is only as
strong as the support
and efforts behind it.