Battling Indian Country Meth Epidemic on All Fronts - 'Strengthen the Circle' Community Intervention

7/30/2019 Battling Indian Country Meth Epidemic on All Fronts - 'Strengthen the Circle' Community Intervention

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October 2010

About this Report


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This report describes how community intervention practices are best implemented within tribal nations

so as to strengthen all facets of tribal life including governance, nationhood, civic participation and

community capacity and development. It explores ways in which policy makers within tribal nations can

respond efficiently and effectively to a crisis that occurs within a community in their nation. Tribal

leaders are more often than not the first responders in times of crisis and this report aims to equip tribal

leaders with the tools necessary to meet the needs of their people in a time of hardship.

Purpose

This report explores two theories relevant to community intervention practices, including the Positive

Youth Justice Model and the Community Readiness Model, in an effort to provide examples for tribal

leaders to gain insight and knowledge on how to implement community intervention programs on the

ground. This report can be useful for tribal nations seeking a how-to guide for developing their own

community intervention projects. This report does not provide the only means for community

intervention design, implementation and evaluation. However, it does provide initial tools and resources

for tribal leaders and communities to begin to take control of their living conditions and community

health.

Acknowledgments

The author and contributors are grateful to the Colorado State University Tri-Ethnic Center on

Prevention Research for the publications they have produced and work they have done to promote their

Community Readiness Model among American Indian tribal nations and Alaskan Native villages.

This policy paper is sponsored and produced by the National Congress of American Indians (NCAI). NCAI

was founded in 1944 in response to termination and assimilation policies that the United States

government forced upon the tribal governments in contradiction of their treaty rights and status assovereign nations. NCAI serves to secure for Indian peoples and their descendants the rights and

benefits to which they are entitled; to enlighten the public toward a better understanding of Indian

people; to preserve rights under Indian Treaties or agreements with the United States; and to promote

the common welfare of American Indians and Alaska Natives.

For more information, contact Ahniwake Rose [email protected] 202-466-7767.
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Table of Contents

Table of Contents .......................................................................................................................................... 3

What is Community Intervention? ................................................................................................................ 5

Keys to successful community intervention ............................................................................................. 5

Some Initial Questions to Consider ........................................................................................................... 6

Factors Affecting Community Intervention Programming ....................................................................... 7

Community Intervention Programming Goals .............................................................................................. 7

Community Intervention Model (CIM) ......................................................................................................... 8

Figure 1: Community Intervention Process ......................................................................................... 8

Step 1: Identify the Issue.......................................................................................................................... 8

Step 2: Define Community.................................................................................................................... 9

Step 3: Assess Community Resources and Readiness.............................................................................. 9

Figure 2: Example Questions for Community Assessment .................................................................. 9

Figure 3: Stages of Community Readiness .......................................................................................... 10

Figure 4: Stages of Community Readiness for Intervention Programs .............................................. 11

Step 4: Set Goals and Objectives............................................................................................................ 12

Step 5: Develop Strategies ..................................................................................................................... 12

Figure 5: Community Readiness and Community Development Strategies ...................................... 13

Step 6: Create a Timeline for Implementation of Intervention Strategies ............................................ 14

Step 7: Implement Intervention Action Plan ......................................................................................... 14

Step 8: Evaluation .................................................................................................................................. 14

Figure 6: Tribal Nation Community Intervention Model .................................................................... 15

Case Study: Juvenile Delinquency Intervention Programming ................................................................... 15

Figure 7: Behavioral Stages of Change ................................................................................................ 16

Resources .................................................................................................................................................... 17

Conclusion ................................................................................................................................................... 17

Glossary of Terms........................................................................................................................................ 18

References .................................................................................................................................................. 19
http://e/MethWebsite/CommunityIntervention/Strengthen%20The%20Circle_Community%20Intervention101310.docx%23_Toc274746708http://e/MethWebsite/CommunityIntervention/Strengthen%20The%20Circle_Community%20Intervention101310.docx%23_Toc274746708


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Executive Summary

Every tribal nation has had to confront a community tragedy at one point in time. Tragedies in tribal

communities impact everyone within the community in some form and on some level. Creating a broad

model to encompass all variations of tragedies, issues, and problems is challenging because no two

tribal communities are alike. Each tribal nation has different strengths, weaknesses, and resources.Therefore, as researchers have consistently noted, what works in one community may be ineffective in

another community.i

Often tribal leaders have sought the assistance of consultants, intervention

specialists, and even academics when a crisis happens. However, typically the response initiated by

outsiders is only a temporary fix to systemic problems within the community. If real healing and

sustainable change is to take root, tribal communities must have ownership over the programs and

methods used to combat their social, political, and economic ailments. As Community Readiness Model

architect Barbara Plested noted, this is not usually a reflection of the consultants expertise, rather its

a result of the fact that it is rarely possible, in a short period of time, to acquire an understanding of the

cultural nature and political climate of a community that is necessary to develop appropriate strategies

and programs.ii Even when a tribe knows the solution to a problem faced by its community, it may not

have the necessary tools to achieve that solution. This report outlines the Community Intervention

Model (CIM) in a manner that will hopefully provide leaders with necessary first steps and best practices

in order to act effectively and efficiently in the future.

The CIM described at length on the following pages is an adaptation of the Community Readiness Model

(CRM). The CRM was originally developed by the Tri-Ethnic Center for Prevention Research at Colorado

State University to address community alcohol, drug, and substance abuse prevention; however, the

CRM is now used in communities across the nation to address a gamut of social issues.iii

Throughout the report, intervention and prevention plans are mentioned simultaneously. This does not

mean intervention and prevention are the same. They are used to describe community prevention

programs which may be implemented to compliment initial intervention initiatives to prevent further

individuals within the community catching the problem contagion and engaging in harmful behavior. It is

important to note that prevention is NOT intervention and vice versa they are different processes to

address different stages of readiness of individuals or communities.

It is also relevant to note that systemic change is different than community intervention, in that it offers

an opportunity to enact change across systems policy systems, education systems, social service

systems, information systems, technology systems. Although community interventions also aim to bring

about systemic change, they recognize the importance of addressing individuals and individual

organizations, single problems and single solutions. The key to a successful community intervention is

matching the intervention to the readiness and awareness of the community it impacts, which means,

depending on the situation, an intervention may address a single delinquent youth or, alternatively, the

whole juvenile justice system within a tribal nation. Community interventions are issue specific and can

be, but are not always, systemic sources of change.


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What is Community Intervention?At times community intervention can be a catch phrase for community change of all sorts. That is not

true for purposes of this report. Here, community intervention is defined as a community effort

resulting from continuous communication, cooperation, and collaboration among all facets of a tribal

government, community, and nationthat works to end harmful behaviors of individuals, families, or

groups within that community through a balance of support, accountability, trust, respect, spirituality,

and tradition.

Interventions differ from prevention strategies because they aim to help individuals already engaged in

risky or harmful behavior. Intervention programs are most often a reflection of a communitys

traditional, spiritual, cultural, political beliefs, and healing practices. For this reason, tribal nations that

choose to adapt U.S. mainstream intervention models to their communities, must take extra care to

ensure that these mainstream models are tailored to meet the specific needs of the tribal community

and implement such models in accordance with the current awareness level and community climate.

Keys to successful community intervention1) Outreach: Positive, constructive, purposeful and long-term relationships must be formed with

individuals who are engaging in harmful behavior.

2) Programming: Programming is needed to develop necessary skills. Programming can includecontinuing education, employment, counseling, substance abuse treatment, family support, etc.

Fostering healing and skill development will improve an individuals wellbeing and help that

individual achieve his/her goals.

3) Partnerships: Partnerships among local police, tribal governments, local/state governments,non-profit organizations, Indian Health Service (IHS), Bureau of Indian Affairs (BIA), Department

of Education, etc. are vital to successful interventions.

4) Family Involvement: Some of the most successful intervention programs will involve familyprogramming that provides greater support, trust, and bonding opportunities for individuals

engaged in harmful or risky behavior.

In the beginning stages of a community intervention, tribal communities must recognize the inherent

positive resources within their community that can be used to generate change. In addition, it is

necessary to assess the protective and risk factors present in tribal communities that could be

contributing to the harmful and risky behavior. Community members must work together to define their

own needs and generate solutions to address the issue or crisis at hand. There must be communityownership in order for any intervention programming to take hold within a tribal community. Tribal

leaders and members must be involved in all phases of intervention, from initiation to implementation

and evaluation.iv Interventions must be a cultural match for the community within which they play

out, i.e., they must be culturally and community specific and utilize local resources.v Resources do not

always come in the form of money or capital but also include volunteerism, culture, creativity and vision.


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Some Initial Questions to Consider

What strengths and resources are available to combat a crisis?

Current prevention programs

Community infrastructure (health/wellness centers, detention facilities, etc.)Desire to improve, create change

Agencies for potential funding of intervention projects

Outside organizations (YMCA, Boys & Girls Club, UNITY)

Media (tribal TV station, newsletter, newspaper, website)

What are the obstacles facing the community intervention project?

Time of the year: Does it conflict with ceremonies, harvest festivals, or

powwow?

Funding

Large target area

Not enough educators, trained professionals, etc.

Viewpoint, mindset of the population adverse to change

Lack of civic engagement of tribal citizens

Overload of crises

What local partners are available to help implement intervention programming?

Schools

Health care providers

Local/state governmentNon-profit organizations

What facets of the community should be engaged? Are they supportive?

Local law enforcement

Teachers

Elders

Local and tribal leaders

Youth

What resources are needed to begin the project?

Funding

Education materials

Volunteers

Infrastructure


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Factors Affecting Community Intervention Programming

Although risk factors may exist, to combat the immediate crisis or problem the community intervention

program must not focus on the risk within the community, but rather the strengths and protective

factors, therein highlighting the inherent positive attributes of culture, traditions, and belief systems for

community members. The essence of intervention programs should be to empower individuals andenable them to be confident in their identities and proud of the communities from which they come.

Protective Factors for Stable Communities within Tribal Nations

1) Communities that emphasize positive social, cultural, and traditional norms2) Opportunities for networking and building long-term connections and supportive relationships3) Opportunities to become involved in positive activities4) Recognition and support for participating in positive activities5) Physical, spiritual, mental, and emotional developmentvi

Risk Factors for Communities within Tribal Nations

1) Availability of illegal and/or addictive substances2) Availability of firearms3) Community laws or lack thereof4) Media portrayals of violence, historical trauma, etc.5) Lack of social mobility6) Extreme economic deprivation7) Lack of cultural preservation programming, policies, and laws8) Mental illness, lack of mental health resources9) Geographic isolation, feelings of hopelessness or isolation10)Families experiencing conflict and/or history of behavioral problems

Community Intervention Programming GoalsAlways keep the goals of community intervention at the forefront of planning and implementation. The

primary goal of community intervention is to stop individuals or groups from continuing to engage in

harmful conduct by modifying their attitudes and behavior. The key ingredient of community

intervention is community. Other goals that will improve the success of the community intervention

include: 1) developing an open, positive, and comprehensive communication network within the

community; 2) supporting positive behaviors and attitudes while making individuals responsible for

continuing negative behavior; 3) strategizing across agencies to avoid duplication of services; and 4)

determining which agency can best serve the community and individual(s) affected. It is necessary toassess all possible threats to the well-being of the individual or the community and provide on-going

training, education, and employment opportunities and programming to at-risk individuals. It is

important to recognize that, just as it took years for the stability of the community to be impacted by

community crises, it may take substantial time to repair the situationchange will not happen

overnight. However, the objective is to work towards healing and long-term sustainable stability while at

the same time, taking immediate action to intervene before the current problem gets worse.


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Community Intervention Model (CIM)The Community Intervention Model (CIM) includes an eight step process, depicted in the following

diagram and described in further detail on the following pages. CIM is adapted from the Community

Readiness Model (CRM) created by the Colorado State University Tri-Ethnic Center on Prevention

Research.

Figure 1: Community Intervention Process

Source: Adaptation of Community Readiness Model designed by the Colorado State University Tri-Ethnic Center on

Prevention Research.

Step 1: Identify the Issue

Tribal leaders must work to identify the problem affecting the health and stability of the community and

the violent, risky or harmful behavior that is causing or related to the problem. This step will also help

tribal leaders identify individuals or groups engaged in this behavior and those who are at risk of

succumbing to the contagion of the problem. In addition to identifying the target population, leaders

can also identify corresponding agencies, services, and community organizations working on similar

issues. Tribal leaders should keep in mind there may be a present problem, but also an identifiable

underlying or source problem that should be addressed with long-term strategic planning.

1) Identify the Issue2) Define

Community

3) AssessCommunity

Resources andReadiness

4) Set Goals &Objectives

5) DevelopStrategies/Action

Plan

6) Create Timelineof InterventionImplementation

7) Implement

Intervention ActionPlan

8) EvaluateIntervention Efforts

Community Change


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Step 2: Define Community

This step will develop differently depending on the target population, availability of resources, and

culture. Many leaders who work on the ground planning and implementing intervention programming

find it easiest to define community when the definition is issue specific and a cultural match for the

tribe. Defining community with respect to the issue may include a geographical area, a group within

that area, an organization, an age group, or any other type of identifiable community within the tribe.

Defining it this way also allows for culturally appropriate, tailored response mechanisms that take into

consideration the context of individual tribal nations and their distinct communities.

Step 3: Assess Community Resources and Readiness

Assessing community resources and readiness is key to understanding how to effectively and efficiently

match an intervention program with a community. Assessment of community resources means reaching

out to individuals and leaders within the community to gauge the understanding, impact, and solutions

to the problem. Community readiness is the degree to which a community is prepared to take on an

issue. Assessing both community resources and readiness is a process that will define your community

intervention planning. The process should assess six community characteristics: 1) current community

efforts; 2) community knowledge of available resources; 3) leadership support; 4) community emotional

climate; 5) community understanding of the issue; and 6) related resources. Example questions for the

assessment of each characteristic are included in figure two.

Figure 2: Example Questions for Community Assessment

Current Efforts

How many programs address the issue?

Are there any tribal or community policies that include the issue?

Is anyone hosting events or making an effort to educate the community about the issue?

Community Knowledge of EffortsDo community members know about any current programs, policies, events?

Is there an active advertisement plan to educate community members about the efforts?

How well attended are the events?

Are programs utilized to their full capacity by community members?

Leadership Support

Are tribal and community leaders aware of the issue?

How can they show active support?

Community Emotional Climate

How familiar is the community with this issue?

What are the general feelings about the issue?

What is the communitys attitude?

Community Understanding of IssueDo community members understand causes of the issue, consequences, and how it impacts the entire community?

Is there an active education effort about the issue

Related Resources

What are the local resources?

How many people organizations are engaged in the discussion?

Is there funding, infrastructure, time available?


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During the assessment process, tribal leaders can call on the Tri-Ethnic Center to conduct a

comprehensive Community Readiness Assessment. This model is very beneficial for evaluating the

initial readiness stage of a community for long-term intervention and prevention programs. Figures

three and four illustrate the Community Readiness Assessment.

Figure 3: Stages of Community Readiness

Source: Plested, Barbara et al. Community Readiness: A Handbook for Successful Change. (2006, April) Fort Collins,

CO: Tri-Ethnic Center for Prevention Research.


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Figure 4: Stages of Community Readiness for Intervention Programsvii

Stage Characteristics

1. Communitytolerance

Community norms encourage violent/harmful/risky behavior. However, norms may

indicate that violent/harmful/risky behavior is appropriate for only certain groups and

not for others (i.e., by gender, social class, age, etc.). Norms may indicate specificsocial contexts in which violent/harmful/risky behavior is appropriate.

2. Denial Community norms do not approve of violent/harmful/risky behavior. There may beno recognition that there is a local problem, or there could be some recognition or

even full awareness of a problem but a feeling that nothing can/needs to be done

about it.

3. Vague awareness There is recognition that violent/harmful/risky behavior is a local problem, but littleor no specific knowledge of its extent and nature. Knowledge is limited to stereotypes

and anecdotes. Leadership and motivation to do something about the problem is

minimal.

4. Preplanning There is recognition that violent/harmful/risky behavior is a problem. Communityleaders and/or a group of community members have discussed the situation anddefined the problem, but do not necessarily have good information on factors

influencing violent/harmful/risky behavior. There may be a committee, but there is

no real planning of actions to address the problem.

5. Preparation There is a definition of the local problem and an understanding of at-risk groups.There is general, anecdotal information about prevention and educational programs.

There is a committee or identifiable group of leaders who are actively developing a

plan of action and soliciting support for programming and community feedback.

6. Initiation A program has been started and staff (paid or volunteer) are either in training or haverecently been trained. Support from key leaders is positive and enthusiastic and

community-wide support may also be evident. The program may still be considered

on trial and has not yet been reviewed or evaluated, and the program has not been

renewed or continued past initial period of support and funding.

7. Institutionalization The program is currently running and has established funding. There has been aprogram around long enough to have experienced staff. There is little perceived need

to expand or change the program. There may be some routine measurement of

prevalence rates of substance use locally, but no in-depth evaluations of program

effectiveness or of changing program needs.

8. Confirmation/expansion

The standard program continues to receive support and is perceived by community

leaders as useful and may also receive widespread support/recognition in the

community at large. The original program has been evaluated and revised to some

extent, and new programs to address new and related problem areas are being

developed. Data on extent of the problem locally and on risk factors associated withsubstance use are collected periodically.

9. Professionalization A multi-objective program that identifies and targets specific groups engaging inviolent/harmful/risky behavior in the community has been developed. The program

receives support locally from community leaders and community members. Data on

prevalence rates and risk factors are collected periodically and used by staff to adjust

program goals and target high risk groups. Staffs are highly trained and periodically

receive in-service training.


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Step 4: Set Goals and Objectives

The next step is to set goals and objectives for the intervention programming (i.e., What will be the

outcome of this community intervention?). Your goals and objectives should reflect the discussion and

evaluation of your community assessment. Careful consideration of goals and objectives will provide for

an easier, better planned community transition. A helpful tool to use is the S.M.A.R.T Objectives

method. SMART stands for: Specific, Measureable, Achievable, Realistic, and Time-bound. Therefore,the S.M.A.R.T Objectives can be used to indentify valuable goals not to be forgotten during

implementation of the intervention program.

Step 5: Develop Strategies

After completing the community assessment and goal setting processes, the next step is to develop

strategies and create an action plan according to each. Tribal leaders should call on community

stakeholders to assist in the intervention planning. These stakeholders might include tribal government

leaders, cultural community leaders, non-profit organizations, local governments, Indian Health Service

Agencies, corrections facilities, etc. This group of stakeholders must utilize the communitys strengths

and resources, while acknowledging its concerns. This will be pivotal in the success of the intervention

program and development of the communitys trust. Each intervention strategy will identify: 1) target

population, 2) level of readiness, 3) responsible parties for the implementation, and 4) desired outcome.

As tribal leaders seek out best practices to potentially implement in their communities, they must

remember that best practices are only best for a community if they are culturally appropriate and

congruent with its stage of readiness.

Community readiness is issue specific, measureable, and may vary across different segments of the

community, but once the community readiness level has been identified, it is time to craft an

implementation strategy. The strategy for intervention must match the communitys level of readiness.

Intervention programming that is too ambitious is likely to fail, because community members will be

unresponsive to programs if they are neither ready nor comfortable with the level of change.Intervention programming can include: toolkits, resolutions, media campaign, policy changes,

educational outreach, counseling, mental healthcare, family engagement strategies, and many more.

Two types of outcomes guide strategy development during an intervention: short-term and long-term.

Immediate, short-term outcomes of intervention programming include: improved access to culturally

appropriate materials, increased awareness of risk factors, improved access to resources/services,

established networks between agencies, governments, etc. Long-term outcomes of intervention

programming include: increased capacity, identified community priorities, improved services, broader

community knowledge, better attitudes, and improved beliefs and behavior. The following matrix shows

how to combine the knowledge gained from readiness assessment and development strategies.


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Figure 5: Community Readiness and Community Development Strategiesviii

Stage Strategies and Goals

1. Communitytolerance

Small group and one-on-one discussions with community leaders in order to identify

perceived benefits of violent/harmful/risky behavior and how norms reinforce it.

Small group and one-on-one discussions on health, psychological, and social costs of

violent/harmful/risky behavior with community leaders in order to change

perceptions with those most likely to be part of the initiation set that begins

development of programs.

2. Denial Educational outreach programs on health, psychological, and social costs ofviolent/harmful/risky behavior to community leaders and community groups

interested in sponsoring local programs.

Use of local incidents that illustrate harmful consequences of violent/harmful/risky

behavior in one-on-one discussions and educational outreach programs.

3. Vague awareness Educational outreach programs on prevalence rates of violent/harmful/risky behaviorin communities within tribal nations and Native American population as a whole.

Programs should include local incidents that illustrate consequences of

violent/harmful/risky behavior.

Local media campaigns that emphasize consequences of drug use.4. Preplanning Educational outreach programs that include prevalence rates and correlates/causes

of violent/harmful/risky behavior in the community to leaders and potential sponsors.

Educational outreach programs that introduce the concept of intervention and

illustrate specific intervention programs adopted by other communities with similar

characteristics and problems.

Local media campaigns emphasizing consequences of violent/harmful/risky behavior

and ways of reducing risk factors through prevention and intervention programming.

5. Preparation Educational outreach programs open to the general public on specific types ofprevention and intervention programs, their goals, and how they are implemented.

Educational outreach programs for community leaders and local sponsorship groups

on intervention programs, goals, staff, requirements, and other start-up aspects of

programming.

Local media campaign describing benefits of prevention programming for

violent/harmful/risky behavior.

6. Initiation In-service educational training for staff on violent/harmful/risky behaviorconsequences, correlates and causes, and nature of problem in local community.

Publicity efforts associated with kick-off program.

Special meeting to provide update and review of initial program activities and

community leaders and sponsors.

7. Institutionalization Inservice educational programs on evaluation process, new trends inviolent/harmful/risky behavior, and new initiatives in intervention programming.

Trainers can be brought in or staff can attend conferences/programs of professional

nature.

Periodic review of intervention programs.

8. Confirmation/Expansion

Expand intervention programs and training to allow for targeted interventions withspecific groups in the community.

Results of research and evaluation activities of the intervention program are

presented to the public through local media.

9. Professionalization Continue staff training and evaluation of program effect.Continue assessment of new violent/harmful/risky behavior related problems and

reassessment of targeted groups within the community.

Continue updates on program and results for community leaders and local sponsors.


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Step 6: Create a Timeline for Implementation of Intervention Strategies

Using the outcomes of the strategies developed in the previous step, tribal leaders should begin building

a timeline that meets the goals and objectives of the community intervention. The timeline should be

comprehensive and complement the steps previously. When developing a timeline, stakeholders should

include regular stakeholders meetings, all dates relevant to goals and objectives, evaluation, results of

evaluation, and presentation to the community. If a timeline includes these items it will help better

facilitate the final evaluation of the programming and in assessing whether the initial objectives and

goals were met. A timeline is necessary in order to hold intervention planners and staff accountable for

the developed intervention programming strategies, but it can also be used to show community

progress and change.

Step 7: Implement Intervention Action Plan

Finally, after intense preparation, assessment, planning, and development, it is time for implementation

of the intervention programming. With the proper staff and/or trained volunteers, implementation

should be a smooth transition for the community. The timeline should be used as a baseline for all

intervention programming assessment. Regular updates on goals and objectives will increase the

chances of a smooth transition and foster community stabilization. The timeline and implementation of

the action plan should be flexible enough to meet community changes and needs.

Figure 6 shows an example of intervention programming implementation for youth based on the

Positive Youth Justice Model developed by the Coalition for Juvenile Justice.

Step 8: Evaluation

Evaluation and analysis of the intervention programming implemented in a tribal community is crucial to

maintaining a successful community intervention. Evaluations and data collection in response to

intervention and prevention programming will provide valuable resources in the future when the tribalgovernment seeks funding or is facilitating advocacy efforts. Therefore, evaluation should not be an

afterthought in the community intervention process. It should be at the forefront of the discussion

when implementation begins, because the more comprehensive evaluation methods, the better able

communities will be to assess change or stabilization. Evaluations are more than surveys; they can

include attendance records, development of new programs, new patients, lower incarceration rates, or

even the number of court cases. Ultimately, the evaluation should be a measurement of the goals,

objectives, and outcomes established in earlier steps of the intervention process and should consider

infrastructure, staff, and support. The evaluation process should include development of the tool (if

needed), collection, recordation, and interpretation of data, as well as how the data will be presented to

the public. Transparency throughout this process will improve communication and guide changes to theprogramming when necessary.


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Figure 6: Tribal Nation Community Intervention Model

Source: Butts, Jeffrey et al. (2010) Positive Youth Justice: Framing Justice Interventions Using the Concepts of

Positive Youth Development. Washington, DC: Coalition for Juvenile Justice.

Case Study: Juvenile Delinquency

Intervention ProgrammingThe Coalition for Juvenile Justice in their report Positive

Youth Justice: Framing Justice Interventions Using the Concept

of Positive Youth Development, recommends the use of

positive youth development (PYD) programming in order to

institute effective community interventions for youth

delinquents and offenders.ix The authors believe, a positive

youth development framework would encourage youth justice

systems to focus on protective factors as well as risk factors,

1The intervention listed in the table (job readiness, computer skills, etc.) are merely examples. Ideally, a

community intervention would employ multiple interventions within each of the nine intervention domains.

Intervention

Domains

Domain-Specific

Example1

Activity Outcome

Work Job Readiness Resume Writing Workshop Resume submitted to potential

employerEducation Computer Skills One-on-one skill building in HTML Can build their own website for

business, etc.

Relationships Communication Skills Mentoring Program Build Relationships with frequency

and stability

Community Civic Improvement

Campaign

Habitat for Humanity or similar

advocacy organization launched

Improve community housing

Health Physical Fitness Aerobics Classes Improved Health

Creativity Self-Expression Mural Art Program Community Attachment and

Investment

Spirituality Free Expression Ceremony Understand traditional ways of

belonging

Language Language skills Language Class Improve World View

Cultural

Preservation

Traditional Dance Teach Dance Community Investment and

preservation for future


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strengths as well as problems, and broader efforts to facilitate successful transitions to adulthood.x

Interventions must build trust within the community. For Example, the St. Regis Mohawk and

Akwesasne Mohawk Police Department instituted a Positive Ticket Program whereby Police officers,

teachers, tribal leaders, and elders all have the opportunity to distribute Positive Tickets when a youth

does something to benefit the community. Every semester the students with the most tickets have theoption to win an iPod. In addition, police officers started attending youth sporting events and

community activities to show a positive police presence and break down community distrust of police.

Looking specifically at the violent behavior of youth in reservation gangs, the following matrix identifies

the stages of behavioral change that can be accounted for in a youth engaged in intervention

programming.

Figure 7: Behavioral Stages of Change

Source: Roca, 2008. Five Year Business Plan FY 2009-2013. p. 30.

Concept/Stage Definition

Youth Workers Role

(or other adultworking with youngpeople)

Example:

DecreasingReservation GangInvolvement

Pre-Contemplation

Young Person is not thinking about orhas explicitly rejected change.

Increase awareness ofneed for change,personalize informationon risks and benefits.

Participant activelyengaged in reservationgang behavior andunwilling to see it asharmful.

Contemplation Young Person is thinking about change,and perhaps seeks out some program,may respond to some positive suggestionsfrom staff.

Motivate, encourage tomake specific plans.

Participant beginning tothink about the potentialharm of reservation ganginvolvement.

Preparation(Planning,Decision,Determination)

Young person and staff talk about what itwould take to make change happen andwhat the young person wants in thefuture.

Assist in developingconcrete action.

Participant discussingdifficulties of reservationgang involvement withyouth worker and waysto shiftbehaviors/activities.

Action Implementation of specific action plans.The young person begins to take positivesteps toward improving his or her lifethrough practice (trial and error) in thecontext of a plan that staff and the youngperson have discussed in detail.

Assist with feedback,problem-solving, socialsupport, reinforcement.

Participant activelyattempting to engage inmore positive activities(education, employment,life skills, etc.).

Maintenance Through ongoing staff support duringdifficult times and new cooperativeefforts, the young person is achievingconcrete improvement in his or her life,moving demonstrably toward achievingself-sustaining lifestyle and living out ofharms way.

Assist in coping,reminders, findingalternatives, avoidingslips/relapses (asapplies).

Participant maintainingengagement in positiveactivities and makingprogress on other goals.


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ResourcesIf your resources are limited consider partnering with local/state governments or non-profit

organizations. The benefit of collaboration to combat a crisis is evident in the access to shared

resources. It is also important to acknowledge that tribes can start forming these collaborations and

partnerships now! Tribes DO NOT have to wait until tragedy strikes in order to be prepared for

responding to a crisis. Tribes should start fostering such relationships as soon as possible so they can

respond effectively and efficiently if crisis strikes their community in the future.

ConclusionClearly a successful community intervention requires a multitude of people working together

representing all facets of the community to create change. This model combines the resources available

to assist tribal leaders in their efforts to improve community wellness. Although the model seems

overwhelming upon initial reading, completing each step thoroughly will ease the process and build

relationships between those taking part in the process. Tribal leaders are encouraged to think now,

before a community crisis presents itself, about potential community responses and opportunities to

react quickly. The best intervention programming will be in those communities that are aware there is

always need for adequate, responsible, culturally-relevant action in a time of crisis.


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Glossary of TermsCommunity Climate: assessing a communitys initial response to social issues based on: 1)

existing prevention efforts, 2) community knowledge of programming, 3) leadership, 4)

knowledge about the problem, and 5) resources for prevention.

Community Intervention: a community organized initiative to end a risky, harmful behavior.

Community Mobilization: the process of channeling resources in a community (people, goods

and services, time, and money).

Community Participation: activities, programs, discussions, etc. that aim to bring about

planned sustainable change within a community.

Community Readiness: the degree to which a community is prepared to take on an issue.

Intervention: any action meant taken to stop individuals or groups presently engaging in

harmful behavior and their families in various ways with the intent to modify their behavior

and attitudes.

Postvention: prevention measures that are taken after a crisis or traumatic event to reduce

the risk to those who have witnessed or been affected by the tragedy.

Prevention: any action to prevent further contagion of risky, harmful behavior.

S.M.A.R.T Objectives: Specific, Measureable, Achievable, Realistic, and Time-bound

objectives or goals

Youth: individuals who have reached the stage in life where they are physically capable of

assuming adult roles, usually between the ages of 15 and 24, although different communities

and tribal nations may frame this differently.


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References

iPleasted, Barbara A et al. Community Readiness: A Tool for Effective Community-Based Prevention.

The Prevention Researcher. (5):2 1998, pp. 5-7.iiPleasted, Barbara A et al. Community Readiness: A Tool for Effective Community-Based Prevention.

The Prevention Researcher. (5):2 1998, pp. 5-7.iiiPleasted, Barbara A et al. Community Readiness: A Tool for Effective Community-Based Prevention.

The Prevention Researcher. (5):2 1998, pp. 5-7.iv Fanaselle, Wendy. Community-based Fire and Burn Injury Intervention, Native American Communities:

Enable So You Can Empower. 1993.v

Vernon, Irene S. and Pamela Jumper-Thurman. Prevention of HIV/AIDS in Native American

Communities: Promising Interventions. Public Health Reports. 117(1): 2002. Pp96-103.viCatalano, Richard F. et al. School and Community Interventions to Prevent Serious and Violent

Offending. Juvenile Justice Bulletin. October 1999. p. 4.viiDonnermeyer, Joseph et al. Community Readiness and Prevention Programs. Journal of the

Community Development Society. 28:1 1997 pp. 79-80.viii

Source: Donnermeyer, Joseph et al. Community Readiness and Prevention Programs. Journal of the

Community Development Society. 28:1 1997 pp. 79-80.ix

Burton, Jeffrey A., Gordon Bazemore, & Aundra Saa Meroe (2010). Positve Youth JusticeFraming

Justice Interventions Using the Concepts o fPositive Youth Development. Washington, DC: Coalition for

Juvenile Justice. Pp.7x Burton, Jeffrey A., Gordon Bazemore, & Aundra Saa Meroe (2010). Positve Youth JusticeFraming

Justice Interventions Using the Concepts o fPositive Youth Development. Washington, DC: Coalition for

Juvenile Justice. Pp.7

Battling Indian Country Meth Epidemic on All Fronts - 'Strengthen the Circle' Community Intervention

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