Download - Enlace Eval Report - University of New Mexico · while helping him or her understand intimate partner violence and healthy relationships. Trained Youth Leaders educate their peers

2015-2016EvaluationReportforENLACECOMUNITARIOMay2016CharlaHenley,MACandidate,LatinAmericanStudiesMelissaDenetdale,BACandidate,CriminologySoniaBettez,PhD,RWJFCenterforHealthPolicyatUNMNMEVALUATIONLABUniversityofNewMexicoIntroductionEnlaceComunitario,anorganizationthatservestheLatinocommunityinAlbuquerque,NewMexico,promoteshealthyLatinofamiliesthroughcomprehensiveIntimatePartnerViolence(IPV)interventionandpreventionservicesandprograms.TheirYouthLeadersProgramisanimportantpreventioninitiative.TheYouthLeadersprogramworkswithLatinoyouth,ages12through20,whomayormaynothavewitnesseddomesticviolenceintheirhomesorpreviouslyreceivedinterventionservices.Throughfour,two-hourlongtrainingsessionsatEnlaceComunitario,theYouthLeadersProgramhelpsdevelopaLatinoyouth’sleadershipskills,whilehelpinghimorherunderstandintimatepartnerviolenceandhealthyrelationships.TrainedYouthLeaderseducatetheirpeersinthelocalcommunityabouthealthyrelationshipsbyconductingworkshopsinschools,communitycenters,andpartnerorganizations.EachYouthLeaderconductsaminimumoffiveworkshopsperyear.SomepartnerorganizationsandschoolshaveallowedYouthLeaderstopresentmultipletimesperyearinthesameclassrooms,whichhelpstheYouthLeadersbuildrapportwiththeclassandbuildknowledgeovertime.Forexample,CienAguasInternationalSchoolhastheYouthLeaderspresentoncepermonthfortheentireschoolyear.WhentheYouthLeaderspresentmultipletimesinthesameclassrooms,thepresentationsbuildoffoneanothersostudentsusewhattheylearnedinthepreviouspresentations.ObjectiveInthisreport,wereviewtheprocess,findings,andrecommendationsoftheNMEvaluationLab’sevaluationoftheYouthLeadersProgramatEnlaceComunitario.Ourevaluationsoughttofindsupportforthefollowinggoals/questions:

• TheimpactofEnlaceComunitario’sYouthLeadersProgramontheYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheprogram,

• TheimpactoftheYouthLeadersProgramontheschools,otheryouth,andthecommunitieswhereYouthLeaderspresentthroughoutAlbuquerque,and

• TheYouthLeaders’andpartnerorganizations’ideasonhowtheprogrammayimprove,grow,andexpand.

EnlaceComunitarioEvaluationReport2

EvaluationApproachTheevaluationconsistedofthefollowingactivities:

• ReviewofevaluationformsfromYouthLeaderspresentations,• Reviewoftheprogramcurriculum,• FocusgroupwiththeYouthLeaders,• BriefsurveyoftheYouthLeaderswhoparticipatedinthefocusgroup,and• Surveyofsomeoftheprogram’spartners.

Thedifferentactivitiesallowedustoevaluatetheprogramfromvariousanglesandperspectives.Thefocusgroupprovidedthemaindatafortheevaluation.SincethecurrentYouthLeadersmeettwicemonthly,EnlaceComunitariostaffselectedthepresentcohortofYouthLeaderstoparticipateinthefocusgroup.WedesignedthequestionsforthefocusgroupincollaborationwithEnlaceComunitariostaffandaYouthLeaderrepresentative.IncompliancewithNMEvaluationLabandEnlaceComunitarioregulations,priortoparticipation,EnlaceComunitariostaffobtainedtheYouthLeaders’signedparentalconsent.Thefocusgrouplasted2hours.EnlaceComunitariostaffprovidedfood,transportation,andasmallcashincentive.Becauseoftheagerangeofourparticipants,wedesignedthefocusgrouptoallowformaximummovementandinteraction.TheYouthLeadersansweredquestionsingroupsoftwo,four,andasawhole.Participantsinboththesurveyandthefocusgroupunderstoodthattheywouldnotbeidentifiedasrespondents.

InteractiveFocusGroup

TheYouthLeadersProgramcurriculumusesmanyinteractivelessonstopreparetheYouthLeadersfortheirpublicpresentations.BecauseoftheseinteractivelessonsandthelivelypresentationstheYouthLeadersareusedtoperforming,weconfiguredourfocusgrouptobeasinteractiveaspossible(pleaseseethescript/outlineforthefocusgroupinAppendixA).Wehadtheyouthworkingroupsoftwo,three,andasawhole.Thestructuredactivitiesallowedtheyouthtovoicetheiropinionsinmanywaysandworktogether,aswellasindividually,inordertoelicitthehighestqualityfeedbackpossible.

Afteraquickice-breakerwhereweaskedforeachyouth’sname,yearinprogram,andexpectationforthefocusgroup,wemovedontothefirstactivity.Thefirstactivity,theSpeed-DatingActivity,groupedstudentsintopairsandhadthemconversingforjustoveraminutewithaquestiontosparktheconversation.Partnerstooknotesoncolor-codedindexcardsandthentapedthemtotheboardundertheappropriatequestionsothatafteraseriesofthreequestions,youthapproachedthelistsofanswersandcouldseewhattheirpeershadsaidandaddanynewideasthatmaynothavebeenmentioned.AsTable1shows,thequestionsinthisactivitypertainedtotwoofourthreeevaluationgoals.

Thesecondactivityorganizedstudentsintoslightlylargergroupsofthree.Thiswasasimplelist-makingactivity.Weaskedyouthtoapproachtheboardatthreeseparatelocationsandmakealistpertainingtotwodifferentquestions:onewithregardstoourfirstevaluationquestionandtheotherwithregardstothethirdevaluationgoal(seeTable1).YouthLeaderswereinitiallygiventhree(whicheventuallyexpandedtofive)minutesoneachlistandwereaskedtoswitchlistsafterthattimesotheycouldagainreviewwhatothershadlistedandadd


anynewideas.ThisactivityseemedtoreallygettheYouthLeadersworkingtogethertogenerateideas.

Thethirdactivityhadstudentsintwolargergroups.ThiswastheYouthLeaders’favoriteactivityinthefocusgroupprocess.Thisactivityhadstudentsapproachapre-drawngingerbreadpersonandaddanycharacteristicsorattributesthatmakethePerfectYouthLeader.ThisactivitywasdirectlycorrelatedtoourfirstevaluationgoalandthisistheactivitythatsolicitedthemostinteractionamongYouthLeaders(seeTable1).

ThefinalactivityhadtheyouthworkingindividuallytoanswertwoquestionsaboutimprovementstheywouldliketoseetotheYouthLeadersProgram.YouthLeaderswrotetheirideasoncolor-codedindexcardssotheywouldnotlosetheirtrainofthoughtwhensharingtheirideaswiththegroup.ThislastactivitywascreatedtoensurewefulfilledtherequestofourEvaluationCoordinatorwhowantedtoknowhowlongtheYouthLeaderswantedtobeapartoftheprogramandwhatimprovementstheywantedtosee,whichwasevaluationgoalthree(seeTable1).

Table1.FocusGroupActivities,Questions,andGoalsAddressedbyeach

Activity Questions/Instructions EvaluationGoal/sSpeed-Dating:YouthLeadersinpairsanswerquestionsquicklyandjotdownnotesonindexcardsfordisplayonboard.

• InwhichgradesdoyoufeelyougetthegreatestparticipationasaYouthLeaderandwhy?

• WhatisthemostimportantthingthistrainingasaYouthLeaderhastaughtyou?

• Whatisthebiggestchangeyouhaveseenintheschoolswhereyouhavedoneyourpresentations?Thinkaboutthefirstpresentationyoureverdidincomparisontothemostrecentone.

• One:TheimpactofEnlaceComunitario’sYouthLeadersProgramontheYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheprogram.

• Two:TheimpactoftheYouthLeadersProgramontheschools,otheryouth,andthecommunitieswhereYouthLeaderspresentthroughoutAlbuquerque.

List-Making:YouthLeadersinthreegroupsmakinglistsonflipchartpaper.

• YouhavethreeminutesinthesegroupstolisttheskillsyouhavemasteredasaYouthLeader(skillsyouareverygoodat,orhavebetteredthroughYouthLeadertraining).

• Inthesesamegroups,youhavethreeminutestolist


• Three:TheYouthLeaders’ideasonhowtheprogram


alltheskillsyouwishyouhad.Thisisyourwishlist.WhataresomeskillsthatcouldhelpyoumeetyourownpersonalgoalsorthegoalsoftheYouthLeaderprogrambetter?

mayimprove,grow,andexpand.

GingerbreadPerson:YouthLeadersintwolargergroupsworkingtogethertodraw.

• ApproachthegingerbreadpersonandaddcharacteristicstomakehimorhertheperfectYouthLeader


WrittenIndividualResponses:YouthLeadersindividuallywritingdownresponsesandthensharingtheirideaswiththegroup.

• WhatisoneimprovementyouwouldliketoseefortheYouthLeadersProgram?

• HowmuchtimeshouldaYouthLeadergettospendintheprogram?6months?Oneyear?Twoyears?Unlimited?Why?

• Three:TheYouthLeaders’ideasonhowtheprogrammayimprove,grow,andexpand.

Toclosethefocusgroup,wehadtheYouthLeadershelpusevaluateourselves.Weaskedifwehadmeteachoneoftheexpectationsthattheyhadmentionedatthestartofthefocusgroupandthenaskedforanyprosorconsofthefocusgroup.

NineYouthLeadersparticipatedinourfocusgroup.WeobservedthatalltheYouthLeadersappearedtoknowandbecomfortablewitheachother:talking,joking,andlaughing.Theyoutheagerlyfilledoutashortsurvey(seeAppendixA).Wenoticedtheyouthcommentingonthegenderquestionandhowtoanswerit.AtthebeginningofthegroupsomeoftheYouthLeadersappearedquietbutsoonengagedintheactivities,appearedconfident,answeredallthequestions,andfullyparticipated.

Themoreinteractivepartsofthefocusgroupelicitedthemostenthusiasmandparticipation,aswellasabitofcompetitionamongtheparticipants.Whenaskedtoreflectuponwhattheyhadwrittenontheboard,theyouthansweredthoughtfullyaddingideasthatweremissingandcomingupwithsuggestionsforenhancingtheprogram.

Wealsonotedthattheyouthstruggledagreatdealwithhowtospellorwriteoutwhattheyweretryingtosay.Whileallseemedtobeconfidentpublicspeakers,mostofthemlackedconfidenceintheirwrittencommunicationskills.ThiswasespeciallyevidentwhenYouthLeaderswereaskedtowriteontheboard.


Overallthevarietyofactivities(speaking,writing,anddrawing,workingalone,indyads,intwogroupsandasalargegroup)allowedtheyouthtoparticipateindifferentwaysandthefacilitatorstocaptureeverybody’svoicesandopinions.TheYouthLeadersstatedthattheyalsolearneddifferentactivitiestheymayuseintheirfuturepresentations.

OverviewofFocusGroupParticipants

Thebriefsurvey(seeAppendixA)ofthefocusgroupparticipantsallowedustolearnabitmoreaboutthepresentcohort.ThenineYouthLeadersparticipatinginourfocusgrouprangedfrom16to21yearsofage;theaverageagewas18.OfthenineYouthLeaders,4werestudentsfromAtriscoHeritageAcademy,2fromHighlandHighSchool,1fromManzanoHighschool,1fromUNM,andonewithheldtheanswerorwasnotastudent.MostoftheYouthLeaderswerejuniorsinhighschool.Therewere3femalesand6malesinattendance.ThelengthoftimeintheprogramforeachYouthLeadervariedbetween1and4years,withanaverageof2years.TheYouthLeadersparticipatingweremostlyfirstorsecondgenerationimmigrants,withonly1beingthirdgeneration,andnoonefourthgenerationorhigher.

Thesurveyaskedoneopen-endedquestionaboutYouthLeaders’motivationsforjoiningtheprogram.33%ofparticipantsclaimedtheyweremotivatedtojointheYouthLeaderProgrambecauseofpersonalhistorywithIntimatePartnerViolence(IPV).OthernotablemotivationswerewantingtoincreaseknowledgeofIPVinthecommunity(22%)andhaveapositiveimpactonthecommunity(34%).MostYouthLeaderswereinspiredormotivatedtoparticipateintheprogramsotheycouldseeapositivechangeintheircommunityorbecausetheywerepersonallyaffectedbyIPVinthepast(SeeFigure1.).Figure1.MotivationsforParticipationintheYouthLeadersProgram

CreatedusingresultsfromthesurveyofYouthLeadersparticipatinginthefocusgroup.

PosieveChangeinCommunity

34%

PersonallyAffectedbyIPVinthePast

33%

IncreaseKnowledgeofIPVinCommunity

22%

Other11%


LessonsLearnedfromtheFocusGroup

EvaluationGoal1:ImpactoftheprogramonYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheYouthLeadersprogram.

ThebiggestimpactsoftheprogramonthemselvestheYouthLeadersreportedwereontheirownattitudesandskills.WeutilizedWordle™,atoolforgenerating“wordclouds”fromtextprovidedthatgivesgreaterprominencetowordsthatappearmorefrequentlyinthesourcetext(www.wordle.net),toillustratetheYouthLeaders’responses.WiththeresponseswegatheredfromthethirdquestionintheSpeed-Datingactivity,thefirstquestioninthelist-makingactivity,andthecharacteristicsdrawninthegingerbreadpersonsinthethirdactivity(seeImage1andImage2),wecreatedaWordle™toillustratetheskillsYouthLeadersassociatewiththeirparticipationintheprogram(seeFigure2).

Image1.GingerbreadPersonOne Image2.GingerbreadPersonTwo

Image1and2createdbytheYouthLeadersintwogroupsforthethirdfocusgroupactivity.


Figure2.SkillsYouthLeadersAssociatedwiththeirParticipationintheProgram

Figure2developedwithresponsestogingerbreadpersonactivityinactivitythreeAccordingtotheYouthLeaders’responsestothesecondSpeed-Datingquestion,“WhatisthemostimportantthingthistrainingasaYouthLeaderhastaughtyou?”,theprogramhastaughtthemtorecognizetheunhealthybehaviorsorwarningsignsfordatingviolenceandintroducedotherusefulskillssuchas:publicspeaking/presentationskills,confidence,communication,improvisation,leadershipskills(outspoken,notshy),reflectionskills,andpatiencewiththemselvesandtheirpeers.Throughthelist-makingandgingerbreadpersonactivities,morethanrecognizingthesignsofdatingviolence,theYouthLeadersstatethattheprogramhasalsotaughtthemthemeaningofleadership,howtobealeaderintheircommunities,totreateverybodyequally,tobeprepared,tocommunicate,torecognizeabuseandrespondthoughtfully/carefully,andtoreflectontheirownlives.

EvaluationGoal2:Impactontheschools,otheryouth,andthecommunities.

FromtheresponsesinthefirstandthirdquestionsintheSpeed-Datingactivity,YouthLeadersreportedtheyhavethegreatestimpactoneighthgradeandhighschoolstudentswhoaremorematureandtakethepresentationsseriously.TheYouthLeadersalsofindthatstudentsunderstandtheirpresentationsmoreovertime.SomeYouthLeadershavetheopportunitytovisitthesameclassroomsformultiplepresentationsthroughouttheyear,whichtheyreportedallowsforgreaterunderstandingofthematerial.OneoftheaddedideasthatcamefromtheYouthLeadersreviewingeveryone’sresponsesinthefirstactivitywasthatmorepresentationsequatetogreaterrespect,abilitytoidentifyabuseandrespondappropriately.OneYouthLeaderreportedthatovertime“thestudentslearnhowtobemorerespectful,notonlytowardsus,butalsotowardseachother,”workingmorerespectfullyingroupsandinactivitiesduringtheYouthLeaders’presentations.

AlsorevealedbythethirdquestionintheSpeed-Datingactivity,theYouthLeadershavenoticedthatawarenessofIntimatePartnerViolencehasincreasedintheclassroomstheyhavevisitedregularlyandrecognitionofabusivesituationshasimproved.Duringpresentations,Youth


Leadersaskstudentstoidentifyunhealthybehaviorsinmanydifferentactivities,describingwhyscenariosareunhealthyandwhatcouldbedonedifferently.Intermsoftheincreaseofawarenessintheirenvironments,YouthLeadersreportedseeingmoreanti-abusepostersandsignsintheschoolswheretheypresent.OneYouthLeadermentionedthat“morepeopleknowaboutEnlaceComunitarioandYouthLeadersandtheprincipalasksforustopresentmorebecausehereceivedgoodfeedbackfromstudents.”

EvaluationGoal3:YouthLeaders’ideasonhowtheprogrammayimprove,grow,andexpand.Throughthelist-makingactivity,andintheindividualwrittenresponses,whenaskedtoexpresshowtheprogramshouldimprove,groworexpand,theYouthLeadershadlotsofofideas.TheWordle™belowshowsthattheYouthLeaderswantmorefromtheprogram.Moreefficienttransportationwasaverypopularsuggestion.YouthLeadersarealsolookingtohaveapresenceonlineviasocialmediaplatformsandtoexpandtheirprogramtootherareasoutsideofAlbuquerque.Theywanttobemoreinvolvedwithcommunityprojectsandarealsointerestedinreceivinglongertrainingininternetsafety,sexualsafety,andmediadeconstruction.Figure3.ImprovementsYouthLeaderswanttoseetotheYouthLeadersProgram

Figure3createdusingresponsestoquestiontwointhelistmakingactivityEnlaceComunitariohasstruggledtodeterminethelengththatYouthLeadersshouldstayintheprogram.Originallytheydesignedtheprogramtoallowthesameleaderstoparticipateforoneyearonly.Theyouth,however,askedtobeallowedtocontinueafterthefirstyear.WeaskedtheYouthLeaderstoanswerindividually,inwriting,howlongtheyshouldbeallowedtoremainintheprogram.Overall,theYouthLeadersfeltthattheyshouldbeallowedtobeYouthLeadersformorethanjustoneyear.YouthLeadersfeltthatoneyearwasnotenoughtimetohaveasmuchimpactasdesiredandsomefeltthattheprogramshouldkeepYouthLeaders“until[they]areofage”.Tablesummarizestheyouthresponses.


Table2.SummaryofMostNotableResponsestoLengthofStayinProgram

Morethan1Year Until18“IthinkweshouldbeaYouthLeaderforaslongaswewant.Wedothisbecauseitisourpassionsowhylimitourpassion?”

“YoushouldbeabletobeaYouthLeaderuntil18soitcanbeteenssowhenwespeaktoteensandtheywillfeelmorecomfortableandunderstandbetter.Butiftheyareolderandiftheywanttohelpout,theyshouldbeableto.”

“Itshouldbeuntilyouwanttoleave.Unlimitedtime.Causewhatifyoulearnmorestuffandcausemaybetheywanttohelpotherpeople.”

“IthinkyoucanbeaYouthLeaderuntilyou'reofagebecauseaYouthLeadertakestimetomoldandmake.1yearor6monthsisn'tnearlyenough.”

“IthinkweshouldbeabletobeaYouthLeaderforupto3or4years,becausepeoplethinkyou'remorereliable.”

“Ifthereisalimititshouldbetillyouthinkyoudon'twanttodoitanymore.Oryouaren'tyoungenough.”

“Itshouldbemultipleyears,atleasttwo.Sometimesit'sbettertohavemoreexperienceandopportunitiestolearnmore.”

“Doesbeingaleaderhaveanexpirationdate?No,becauseit’suptothepersonandhowlongtheywanttokeephelpingout.”

Responsesfromquestiontwointhewrittenresponseactivity

LessonsLearnedfromaSurveyofPartnersandSupporters

Throughemail,wecontactedfivepartnersoftheYouthLeadersProgram(schools,anotheryouthprograminthecommunity,andacounselingcenter)selectedbystaffatEnlaceComunitarioandaskedthemtocompleteasurveythroughSurveyMonkey(seefullsurveyinAppendixB).ThethreepartnerswhorespondedsaidtheyweresatisfiedwiththeYouthLeadersprogramandwereeitherlikelyorhighlylikelytorecommendtheYouthLeaderspresentationstoapartnerorcolleague.WhenaskediftheywouldlikemoreinvolvementwiththeYouthLeadersProgram,allrespondedintheaffirmativeandmentionedthattheywouldliketoseetheYouthLeaderspresenttomorediverseaudiences,morefrequently,andatmorecommunityevents.

ThedesireforYouthLeaders’presentationstoexpandtoothervenuescorrespondstothewishesexpressedbytheYouthLeadersinthefocusgroup.Onerespondentstates,

IthinkthatthisisanamazingprogramwithrealpotentialtogrowYouthLeaderswithinourcommunity.BasedonmyexperiencewiththeYouthLeaders,Iwouldsaythatittakestimefortheyouthtobecomepolishedspeakers.TheYouthLeadersthathavebeeninvolvedforseveralyearsdoamazingwork,butsomeofthenewerYouthLeadersmayneedmoretimeintheprogramtorefinetheir


skills.Thisistobeexpected,andoverall,theYouthLeadersProgramtrainsandpreparesthemwell.

ThisremarkfurthersupportsthecurrentYouthLeaders’argumentsthattheyshouldbeallowedtoserveformorethanoneyearandalloftheircommentsaboutthepublicspeakingskillstheyaregaining.

LessonsLearnedfromaReviewoftheYouthLeadersCurriculum

TheYouthLeadersProgramcurriculumbreakstrainingintofour,two-hoursessions.Thefirstsessionisdesignedtointroducepeersanddeveloptrust.Inthefirstsession,YouthLeaderslearnabouttheirrolesandresponsibilitiesasEnlaceComunitarioYouthLeaders.ThesecondsessiontrainsYouthLeaderstorecognizeunhealthybehaviors,intimatepartnerviolence,howtoengageinhealthyrelationships,andprovidesanintroductiontopresentinginpublic.ThethirdsessionallowsYouthLeaderstostrengthentheiroralpresentationskillsbygivingmockpresentationswithcommentsandsuggestionsfromtheirfellowYouthLeaders,someofwhomhavemanyyearsofexperience.Thefourthsessionisreservedforselfandpeerevaluationsonwhateveryonehaslearnedinthetraining.ThissessionreiterateswhatitmeanstobeaYouthLeaderatEnlaceComunitarioandallowsformorepresentationpractice.Eachsessionincludesactivities,videos,readings,examples,andreal-lifescenariosthathelpwithdevelopingleadershipskills,increasingself-esteemandpersonalpower,andbetterunderstandinghowtopreventandrespondtounhealthyrelationshipsandIPV.TheYouthLeaderslearntoidentifyabuse,genderedstereotypes,andthereoccurrenceofabuseandwhyithappens.ThetrainingallowstheYouthLeaderstopracticereachingouttothevictimandtheabuserinhypotheticalsituations.ItiswithintheseworkshopsthattheYouthLeadersareabletodiscovertheirpowerandtheimpactoftheirroleascommunityleaders.Bythefourthtrainingsession,theYouthLeaderscreateanactionplantobecomechangeagentsinthecommunityregardingtheissueofIntimatePartnerViolence.

LessonsLearnedfromaReviewoftheCurrentPresentationFeedbackForms

EnlaceComunitariocollectedanddigitallystoredinformationintheformofYouthLeadersPresentationEvaluationpage(seeforminAppendixC)aftereveryYouthLeaderpresentationsince2012.WewereabletopullthatdataintoSTATAsoftwareinordertoanalyzeoverallsatisfactionwiththepresentationsbetweentheyears2012and2015.Figure4inAppendixCshowshowpeopleansweredthequestionsabouthavingfun,knowledgeandpreparationofpresenters,andlearningaboutabuse.Theresponsestothesequestionswereoverwhelminglypositive.Furtheranalysisshowedthattheonlydistinguishabledifferenceintheresponsesthroughouttheyearswasthattheaudienceseemedtohavemorefunwatchingthepresentationsafter2012(Figure5).Whileitwashelpfultoknowthattheaudiencewassatisfiedwiththepresentations,Enlaceshouldconsidercollectinginformationthatwouldbemoreinformative,suchas:whatspecificallytheaudiencelearned,whetherthereisadifferenceinwhatislearnedinrelationtowhoispresenting,whetherornotlearningledtobehaviorchanges,etc.


ConcludingRemarksandRecommendationsforFutureEvaluation

TheYouthLeadersappearedinvestedinthesuccessoftheirprogram.Theywerepassionateandconfidentaboutthedifferencetheyaremakinginthelivesoftheirpeersandintheircommunities.Additionally,theYouthLeadersnotedtheimpacttheprogramhashadontheirownwell-being.Asidefromtheskillsthey’veacquiredandtherelationshipsthey’vebuilt,someoftheYouthLeadersalsomentionedtheiruneasypastsandthehealingcomponentthatcomesalongwitheducatingothers(andoneself)aboutIntimatePartnerViolenceandhealthyrelationships.OurevaluationclearlyshowsthatEnlaceComunitarioismeetingthegoalsandobjectivesoftheYouthLeadersprogramwhenitcomestodevelopingleadershipandotherskillsintheparticipants,aswellasdevelopinginthemasenseoftheirvalueasyouthandcommunityleaders.

TheEnlaceComunitariopartners(aschoolandtwocommunityagencies)thatrespondedtothesurveyagreedthattheYouthLeadersProgramissuccessfulandtheywouldreadilyhostmorepresentationstotheirandothercommunityorganizations.Thepartnersstatedthattheprogramisteachingtheyouthskillsthatwillpreparethemforfuturesuccessandtocontinuetomakeadifferenceintheircommunities.Theseresponsescoincidewithourfindingsfromthefocusgroup.

YouthLeadersandpartnersalikeagreethattheprogramshouldextendformorethanoneyear,allowingparticipantstoremaininvolvedformanyyearsuntiltheydeemadequate(orreachtheageofmaturation).

ThegoalsoftheYouthLeaderscurriculumaretoteachparticipantsaboutidentifyingabuse,genderedstereotypes,andthereoccurrenceofabuseanditscauses.ThetrainingallowstheYouthLeaderstopracticereachingouttoavictimandanabuserinhypotheticalsituations.ThetrainingsessionshighlighttheYouthLeaders’powerandtheirroleascommunityleaders.Inthisevaluation,theimpactthetraininghashadonindividualYouthLeadershasbecomeevidentintheirtestimoniesandresponsestofocusgroupquestionsandinthepartners’comments.BecausethetrainingpreparestheYouthLeaderssowellforpublicspeaking,onerecommendationwehaveistoincludemoretraininginwrittencommunication.Throughthefocusgroup,wewereabletoseethattheYouthLeaderswereveryconfidentinspeakingandsharingtheirideasout-loud,butmanylackedconfidenceinspellingandsentencestructurewhenaskedtowrite.MoreresourcesandschoolsupportwasalsooneoftherequestedchangestheYouthLeaderswantedtoseeintheirprogram.Therefore,werecommendperhapsusinganadditionaltrainingsessionthatfocusesonwritingskillsandperhapsofferingtutoringtotheYouthLeadersaswell.

Anotherrecommendation,assuggestedabove,isthatEnlaceComunitariorevisetheYouthLeadersPresentationEvaluationpagetohighlightwhataudiencememberslearnfromtheYouthLeaders,whetherthereisadifferenceinwhatislearnedinrelationtowhoispresenting,whetherornotlearningledtobehaviorchanges,etc.

FutureevaluationcouldseekmoredetailabouthowthegraduatedYouthLeadersaredoingintheirlivesaftertheprogramandcouldseektoemployapreandpostevaluationbeforethe


newcohortofYouthLeadersgetstartedsothattheprogramimpactscanbedisplayedmoreclearly.

EnlaceComunitarioisalsointerestedinevaluatingtheirHealthyRelatingcourseforadults(anotheroftheirpreventiveservices)andtheirinterventionservicestodemonstratethattheyareimplementingtrauma-informedpractices.BothoftheseareviableoptionsforfutureevaluationwiththeNMEvaluationLab.


APPENDIXA

Part1.ScriptforFocusGroupwithYouthLeadersatEnlaceComunitario(Friday,Feb12,4-5:25pm)3:30pm Arriveandbeginsettingupchairsandtablestobetterfacilitatethe speeddatingactivity. Materialsneeded:FlipChartpapers,Markers,Pens/pencils,Survey Sheet,drawgingerbreadperson,flashcardsforSpeed-Dating,food4:00pm Welcome/BriefSurvey/Collectconsentforms/VerbalAssent Charlaintroducesthepurposeofthefocusgroup,thankseveryonefortheir participation,remindseveryonehowvaluabletheevaluationoftheprogramwill beforgainingfundersandcontinuingtheprogram,explainsthatthisisasafe environmenttoshareandthemaingoalistoprovidefeedbackon whatisworking/notworkingfortheYouthLeadersprogram.4:05pm Soniaintroductions/icebreaker Haseveryonesaytheirname,howlongthey’vebeenaYouthLeader,andone expectationtheyhaveforthefocusgroup(inafewwords).Startswithus (Charla,Melissa,Sonia)sowecangiveanexampleofwhatwemeanby expectations.

• Charla’s:findingouthoweachYouthLeaderhasbeenimpactedbytheprogram

• Sonia’s:thateveryonewillgiveustheirbestthinking/thoughtssowecanimprovetheprogram

• Melissa’s:toseehoweveryonehasbeenimpactedSoniaexplainsthattheexpectationswillbeusedtoguidethefocusgroupand

willberevisitedattheendtomakesurewecoveredeverything. Materialsneeded:onepieceofflipchartpaper,Melissawritesexpectationson flipchartpaperasYouthLeadersrespond4:20pm CharlaintroducesSpeedDatingActivity

CountoffYouthLeaders(1,2),handoutnotecards,explainthat“ones”willanswerfirst,andwillhaveuptooneminutetoanswer,andthen“twos”willdothesame,alsowithuptooneminutetoanswer.Duringthefirstminute,twoswilltakenotesoftheirpartnersanswers.Duringthesecondminute,oneswilltakenotes.Attheend,Melissawillcollecttheanswersandarrangethemontheboardbyquestionsowecanreviewthem.Anyquestions?

Materialsneeded:flashcards,writingutensils,tape,timer(phone)4:25pm Charla:Question1–Inwhichgradesdoyoufeelyougetthegreatest participationasaYouthLeaderandwhy?

[EvaluationGoal:Impactontheschoolsandotheryouth]


Materialsneeded:flashcards,writingutensils,tape,timer(phone)

4:30pm Sonia:Question2–WhatisthemostimportantthingthistrainingasaYouth Leaderhastaughtyou? [EvaluationGoal:ImpactoftheprogramonYouthLeadersthemselvesasaresult oftheirtrainingandparticipationintheYouthLeadersprogram] Materialsneeded:flashcards,writingutensils,tape,timer(phone)4:35pm Charla:Question3–Whatisthebiggestchangeyouhaveseenintheschools whereyouhavedoneyourpresentations?Thinkaboutthefirstpresentation youreverdidincomparisontothemostrecentone. [EvaluationGoal:Impactontheschoolsandotheryouth] Materialsneeded:flashcards,writingutensils,tape,timer(phone)4:40pm SoniahasYouthLeadershuddlearoundtheboardandtake30secondstoreview answers.Ask1.)What’smissing?2.)Doyouhaveanyreactionsorcomments?4:45pm CharlabreaksYouthLeadersintotwogroups(offourorfive)byhavingthemcountoff. Question4–Youhavethreeminutesinthesegroupstolisttheskillsyouhave masteredasaYouthLeader(skillsyouareverygoodat,orhavebettered throughYouthLeaderstraining). Mentionthattheseareamazinglistsofskillsandthattheleadersshouldfeelso proud! [EvaluationGoal:ImpactoftheprogramonYouthLeadersthemselvesasaresult oftheirtrainingandparticipationintheYouthLeadersprogram]

Materialsneeded:flipchartpaper,markers,tape,timer(phone)4:50pm Sonia:Question5–Inthesesamegroups,youhavethreeminutestolistallthe skillsyouwishyouhad.Thisisyourwishlist.Whataresomeskillsthatcouldhelp youmeetyourownpersonalgoalsorthegoalsoftheYouthLeadersprogram better? [EvaluationGoal:YouthLeaders’ideasonhowtheprogrammayimprove,grow, expand]

Materialsneeded:flipchartpaper,markers,tape,timer(phone)4:55pm Charla:Question6–Approachthegingerbreadpersonandaddcharacteristicsto

makehimorhertheperfectYouthLeader(giveexamplefromRAexperience:(e.g.bigearsforgoodlistening)

Shouldtakeabout5minutestodrawand5todiscuss/addanythingthatis missing(canaskeveryonetoreflectforaminuteandgoaddsomethingifthere issomethingmissing)


[EvaluationGoal:ImpactoftheprogramonYouthLeadersthemselvesasaresult oftheirtrainingandparticipationintheYouthLeadersprogramANDYouth Leaders’ideasonhowtheprogrammayimprove,grow,expand]

Materialsneeded:flipchartpaper,markers,gingerbreadperson(drawnduring setup)

5:05pm Charla:ReturnsallYouthLeaderstotheirseatsanddistributesindexcards.Asks YouthLeaderstwoquestions:

Question7—WhatisoneimprovementyouwouldliketoseefortheYouthLeadersProgram?

Question8—HowmuchtimeshouldaYouthLeadergettospendinthe program?6months?Oneyear?Twoyears?Unlimited?Why? [EvaluationGoal:YouthLeaders’ideasonhowtheprogrammayimprove,grow, expand] Materialsneeded:flashcards,writingutensils,tape,timer(phone)5:15pm Sonia:Explainshowhappywearewitheveryone’sparticipation.Thanksyouth forthefeedbackandrevisitstheoriginalicebreakerexpectations. Questions–didwecovereverything?Havestudentsreviewedalltheflipchart papers/lists/drawings.Isthereanythingelseweshouldknowaboutthe program?Howwouldyouimproveit/Whatwouldyoudodifferently? [EvaluationGoal:YouthLeaders’ideasonhowtheprogrammayimprove,grow, expand] Materialsneeded:Originallistoficebreakerexpectations

**Ifwehavetimewecanaskthemhowtheyfeltaboutourfocusgroup:what wouldtheydodifferently/whatdidtheylike/notlike/etc.

5:25pm TurnitovertoVirginiatointroducetheYouthLeaderCoordinatorcandidate. Part2.SurveyforthefocusgroupparticipantsTellusaboutyou!

1.) Dateofbirth__________________2.) Grade______3.) Schoolattending____________________4.) Gender(circletheoneyoumostassociatewith) M F T5.) HowlonghaveyoubeenaYouthLeader?_____months/years(circleone) 6.) ImmigrationGeneration(circleone)

a. ImmigratedtoU.S.asachildb. BorninU.S.;parentsimmigratedc. BorninU.S.;parentsbornU.S.;grandparentsimmigratedd. BorninU.S.withancestorswhoimmigratedmorethanthreegenerationsago

7.) Pleasetellusaboutwhatmotivated/inspiredyoutojointheYouthLeadersProgramatEnlaceComunitario.


APPENDIXB

SurveyforPartnersEnlaceComunitario’sYouthLeadersandYourOrganization!EnlaceComunitarioisworkingwiththeNMEvaluationLabattheUniversityofNewMexicotoevaluatetheYouthLeadersProgram.TheNMEvaluationLabhelpsorganizationsimprovetheirprograms.EnlaceComunitarioisinterestedinunderstandinghowclientsandpartnersexperienceitsprograms,andyourparticipationinthissurveywillprovidevaluableinformationfortheprogram.Ifyouagreetoparticipate,pleaseanswerthefollowingsurveyquestionstothebestofyourability.Thesurveywilltakeupto15minutestoanswer.Pleaseunderstandthatyourparticipationisvoluntary,andyoucandecidetostopthesurveyatanytime.WemayshareyourfeedbackwithEnlaceComunitarioandwemayincludeitinwrittenreports.We,however,willde-identifytheinformationtomaintainconfidentiality.Therearenoknownrisksinthisstudy,butsomepeoplemayexperiencediscomfortwhenaskedquestions.Ifyouwouldlikemoreinformationaboutthisevaluationproject,ortheEvaluationLab,pleasefeelfreetocallMelissaBinderat(505)277-3548.

1. Whatisthenameofyouragency?2. Whatisyournameandtitle?3. HowoftendidyouinteractwithEnlaceComunitario'sYouthLeadersinthepastyear?

a. Notatallb. 1-4timesc. 5-8timesd. 9-12timese. 13ormoretimes

4. PleasedescribetheroleofYouthLeadersinyourorganization.5. Pleasedescribeyour/yourorganization'sroleintheYouthLeadersProgram(ex.

contributecurriculummaterials,solicitpresentations,etc.).6. PleaseratetheYouthLeaders'workwithyourorganizationusingthefollowingscale.

a. Veryunsatisfiedb. Unsatisfiedc. Neutrald. Satisfiede. Verysatisfied

7. HowlikelyisitthatyouwouldrecommendaYouthLeaderspresentationtoapartnerorganizationorcolleague?

a. Highunlikelyb. Unlikelyc. Neitherunlikelynorlikely


d. Likelye. Highlylikely

8. WouldyouliketoseemoreinvolvementfromtheYouthLeadersortheYouthLeadersPrograminyourorganization?

a. Yesb. No

9. Ifyouanswered"yes"toquestion8,pleaseexplainhowyouwouldliketoseetheYouthLeaderscontributemoretoorgetmoreinvolvedwithyourorganization.

10. Isthereanyothercommentorfeedbackyou'dliketoleave?Ifso,pleasewriteithere.Ifyouneedmorespacethanwhatisavailable,[email protected].


APPENDIXC

YouthLeaderPresentationEvaluationPresenter’sNameLocationofPresentation/EventNameOnascaleofonetofive(fivebeing“stronglyagree),towhatextent:

1. didyouhavefun?2. didthepresenterknowhisorhertopic?3. wasthepresenterprepared?4. didyoulearnaboutabuse?

Whatdidyouespeciallylikeaboutthepresentation?Whatdidn’tyoulike?Whatwouldyouchangeaboutthepresentation?Othercomments?ResultsFigure4.AudienceAgreesorStronglyAgreeswiththeStatements:

Youth Had Fun

Presenters Knew Topic

Presenters Were Prepared

Youth Learned About Abuse

90%

96%

95%

93%


Figure5.AudienceAgreesorStronglyAgreeswithHavingFunduringthePresentation

84%

95%

91%

94%2015

2014

2013

2012